Physics Projectile Motion

Name:Lab Group 4 Date:10/26/2011 Partners: Kayla Stephens, Robin Poole, Megan McIlvoy Grade: Instructor: JPS Name:Lab Group 4 Date:10/26/2011 Partners: Kayla Stephens, Robin Poole, Megan McIlvoy Grade: Instructor: JPS Physics I Laboratory Worksheet Lab 4: Projectile Motion Objectives: Using a projectile gun on an incline plane, calculate the velocity of the steel ball at ten different distances, then find the average velocity. In order to find the velocity of the steel ball two different equations are needed. In order to find the velocity of the steel ball fired from the projectile gun on an inclined plane, the first equation must be manipulated and substituted into the second equation. Then use the average velocity to determine the distance of a projectile being released at a different angle. Physics Principles: * Converting from centimeters to meters * Trigonometric functions * Quadratic formula:x=-b ±b2-4ac2a * Know how to get the derived formula: Materials Needed: * Projectile gun * Projectile * Incline paper * Carbon paper * 4 sheets of regular printing paper * Tape Measure * Calculator * Pen * Notebook paper Pre-Lab exercise: Using the two formulas solve forv0. Equation 1: x= v0xt(vox=v0cos? ) x=v0cos? (t) t=xv0cos? Equation 2: y= y0+v0yt-12gt2(v0y=v0sin? ) y= y0+v0sin? xv0cos? -12gxv0cos? 2 y= y0+xsin? cos? -12gx2v02cos2? Procedure: 1. Tape 4 sheets of carbon paper together portrait style, end to end. Tape 4 sheets of printing paper using the same portrait style. Then tape 4 sheets of regular printing paper behind the carbon paper. Make sure to adjust the bottom edge of the taped sheets so that the bottom touches the ground. 2. Next, assemble the projectile gun with the incline plane. The angle of the incline plane was placed at 35 degrees and make sure the wing is secure so that it will not slip. 3. Test fire the projectile gun and record the distance in centimeters using the tape measure. This distance is used to determine how far the gun shoots the steel ball and will be used in the actual experiment. 4. Aim the projectile gun at the carbon paper, make sure you measure the distance from the steel ball to the ground. Fire the projectile gun at the paper and write down the number 1 next to the point where the ball hit. 5. After the first shot you can move the projectile gun backwards or forwards, depending on your decision. Fire the projectile gun and write down the number 2 for the second point. Repeat this step 8 more times and record the results on a table. 6. After all ten trials have been completed take down the printing paper sheet and measure how far between from where the bottom was to each point of contact made with the projectile gun. 7. Use the equation v0=12gx2cos2? [xtan? -y-y0] on each trial to find the velocity. Then find the average velocity for all ten trials. Carbon Paper Carbon Paper Projectile Gun Projectile Gun Results Results Conclusion: For Part I,

American Presidency

Domestic policy encompasses a variety of policy issues which range from poverty, law enforcement, environmental protection, labor relations among other issues. However, in recent years, the focus in domestic policy has shifted to focusing on health care insurance, stem cell and AIDS research, prescription drug coverage, educational testing and accountability, drilling, logging, welfare reform, gay marriage, affirmative action, homeland security, transportation safety among other issues . Discussions over these issues are usually contentious since the members of the cabinet have control over how they are formulated and implemented.The cabinet was created in order to allow political constituencies considered important an institutional voice in running of the government affairs. The rise of important constituencies and issues necessitate the devotion to domestic policy by agencies. In this regard, the presidents in power have usually coordinated policy development using centralized mech anisms. History of domestic policy over various administrations. Many presidents have long felt that they had limited powers over the domestic policy.During the 1930s, Franklin Roosevelt had a desire to increase control over this policy and began examining the legislation which was being sent by agencies and departments to Congress. This was a process which was known as ‘central clearance' and it was aimed at strengthening the presidency. It achieved this purpose since after sometime, in addition to examining the proposed legislation; the president has the power to examine the executive orders, proposed testimony and enrolled bills. In 1939, there was the creation of the Executive Office of the President.There was also the creation of White House Office, and this ensured that the president had a cadre of personal staff at his disposal. President Truman increased involvement in development of policies, as well as the size of personal staff. Dwight Eisenhower doubled the staff p ortfolios including the White House Office for planning, atomic energy, and agriculture and airways modernization. President Kennedy joined the presidency and undid most of the formal structures that Dwight Eisenhower had developed, though he retained the White House policy development.Lyndon Johnson made sweeping policy changes in the domestic policy and expanded the domestic staff of the White House. He also institutionalized several task forces which consulted within and outside government to seek new ideas. President Richard Nixon transformed the Bureau of the Budget of Office of Management and Budget. This office was designed to help him in management the wider executive branches. New political appointees were installed and they had a higher rank than the career analysts of the agency.The next president, Gerald Ford, eliminated the Domestic Council and created the Economic Policy Board which was also staffed by personnel of the White House. Carter on the other hand sacked five cabinet secretaries, and this undermined the gains which had been made as far as centralized staff was concerned. Ronald Reagan increased control of central domestic budgeting and he defended this decision by explaining the need for urgent budget at the time. This led to an increase in control of the policy development.He also used the White House to create seven cabinet councils and their purpose was to ensure that heads of departments followed priorities of the White House. His model has been retained by subsequent presidents, though it has changed names severally. Under President Bush, it was known as the â€Å"Domestic Policy Council'. President Clinton on the other hand increased the National Economic Council and this was formed to handle issues which did not fit into DPC or NSC jurisdiction. The system was also retained by President Bush, and he increased the composition of the DPC staff to over twenty professionals.Power of President over domestic policy. Currently the Presi dent has limited powers over the domestic policy due to influence from Congress. However, the president can influence the domestic policy through two ways; appointments or reorganization. These ways can be used to gain influence over agencies which the presidency has no prior control over. The presidency can also to a certain extent influence the interpretation of law through directing the agencies on how to interpret bills which have been signed into law, by use of ‘signing statements'.In case legislation is silent or vague on certain matters, the presidency may use executive orders, presidential proclamations or memoranda to shape the implementation of the law. It may shape the law and direct it in a direction which may be different from the one the lawmakers contemplated. For instance, President Clinton used the presidential proclamation to develop a national monument in Utah, on two million acres of land. President Bush on the other hand set up a military tribunal for non- citizen terrorist suspects through an executive order in 2001.Another means which the presidency uses to control domestic policy is through the process of rule-making. The Office of Management and Budget plays the role of reviewing the regulations of the central clearing process. This office has also the power to review draft regulations, especially those which are not favorable to the society. In 1985, an executive order was issued to agencies, requiring them to forward an ‘anticipated regulatory actions' list which was to be reviewed by OMB. Interest groups and legislators grumbled, though Reagan and subsequent presidents have maintained these processes, some of which are stronger.Congress realized this loophole and established statutory power which delayed changing major rules by sixty days, in 1995. During that period, Congress also gave itself power to veto such decisions through joint resolution. In 2001, this veto was used against rules of ergonomics which the Occupatio nal Safety and Health Administration had issued. American Presidency control over foreign policy. The United States foreign policy guides the relationship which the United States has with other foreign nations.It is very influential mainly due to the reason that the United States has the largest economy and that it is the only superpower present . The aim of the US foreign policy is the creation of a prosperous, democratic and secure environment for Americans and the international community. It deals with export controls such as non-proliferation of nuclear hardware and technology, safeguarding US interests abroad, as well as fostering trade and economic relations with other countries. Many people are of the opinion that the American presidency has more control over foreign policy than domestic policy .This especially became clear after the September 11 terrorism attacks against the United States. However, there has been a long conflict between the President and Congress over the ri ght to formulate foreign policy. The main debate has centered on if congress and the Presidency are equal partners in formulation of the foreign policy, or if the Presidency is solely responsible for the formulation of the foreign policy. There is also a debate on whether Congress has the right to enact legislation which controls the flexibility of the Presidency.This struggle for control of foreign policy between Congress and the Presidency began during the world wars after countries began being interdependent. In 1920, Congress challenged the presidential treaty and began being assertive in running the foreign policy agenda. Some people are of the view that the intrusion of Congress in the running of the foreign policy has been disastrous and may have hindered a crucial US role, which may have averted World War Two . War powers. According to the US constitution, the President and Congress share power to declare war against other countries.However, many presidents have not involved Congress when ordering war against other countries which are considered to be enemies of the United States. President Thomas Jefferson dispatched US Naval ships to guard vessels against attacks by pirates without prior Congressional approval. The president later secured support from Congress, though he set a precedent which has been used by many subsequent presidents. Another example is President Nixon and Johnson who although had support from Congress, there was unanimous agreement among Congress that the actions in the Vietnam War had gone beyond those which had been given approval.In 1973, the passing of the War Powers Resolution Act was passed, and it required the president to seek approval from Congress whenever soldiers were about to be put in harm's way . It also stipulated that hostilities should be ended by the President within 60 days, unless war had been declared against another country by Congress, or if the 60 day condition had been extended by Congress. The third exce ption was if withdrawing soldiers after 60 days would cause harm to them. Non military foreign aid.Foreign assistance is a part of the US foreign policy and is under the international affairs budget of the State Department. Some of the components include economic assistance which supports security and political goals, bilateral development aid, multilateral economic contributions and humanitarian aid. In fact, the US is the largest aid donor internationally in absolute dollar terms. Domestic versus international powers. Currently, the United States Presidency has greater power in the international arena, as has been analyzed in the domestic policy and foreign policy above.Due to the resistance by Congress on control over the domestic policy by the Presidency, this marked the beginning of curtailing the President's powers as far as domestic policy control is concerned. It has also been discussed that in 1995, Congress gave itself statutory powers to delay implementation or even rever se unfavorable policies and laws which are imposed by the Presidency. On the other hand, it has been discussed that the US foreign policy was also meant to be controlled by the Presidency and Congress on an equal basis .The opposition to unpopular presidential policies began as early as 1920. However, President Thomas Jefferson set a precedent when he overlooked the mandate of Congress as far as foreign policy formulation is involved. This precedent was followed by many subsequent presidents, as has been discussed in the paper. Other presidents sought the approval of Congress before implementing foreign policy, but once they got this approval, they went beyond the boundaries of the mandate that they had been given. This undermined the role of Congress as far as foreign policy was involved.Currently, it is clear that the Presidency has more control over the foreign policy than over the domestic policy. The domestic policy can only be influenced through appointments and reorganization . This is a very limited form of control over Congress. However, in the foreign policy control, the Presidency can impose policies which go over the mandate of Congress. This illustrates that the American Presidency has more control in foreign policy affairs as opposed to the domestic policy. Arguments against greater international power by US presidents.Some people are of the view that the US presidency should have limited powers as far as foreign policy or international power is involved. One of the main reasons for supporting this argument originates from the track record of previous presidents as far as international power is involved. Many of the previous presidents including Gerald Ford, John Kennedy, Jimmy Carter, George Bush and Ronald Reagan have been accused by many political experts of pursuing American interests as far as capitalist tendencies are involved, and ignoring domestic issues including real democracy and human rights.For instance, President Bush has been accuse d of exploiting international power and waging the war against Iraq, which has cost billions of dollars, yet many people in America do not have access to basic services . The number of people who do not have medical insurance at all, or have limited coverage, is more than two million, and millions others do not have access to decent housing. In spite of this situation, billions of dollars are being spent annually in Iraq and other external military installations, despite opposition from the public.There are also people who are of the opinion that the US foreign policy supports some current and former dictatorial regimes through the foreign policy, and this undermines the gains which have been made through democracy, as well as undermines the human rights agreements. Due to the current financial crisis which faces the United States and other countries of the world, it is very important for the current US President to concentrate more on the domestic policy than international policy, since the economy of the United States is at stake.Summary and conclusion. It has been discussed that the American Presidency has certain influence over Congress in both the foreign and domestic policy affairs. However, the Presidency is able to control the foreign affairs policy more than the domestic policy largely due to the precedent which was set by President Thomas Jefferson. Most people are against the excess control over the foreign policy, especially during this time of the global economic crisis, where the Presidency should be more focused on improving the local economy.It is hoped that the current president will involve Congress in all policy affairs, in order to get through the economic crisis and develop an effective foreign policy. Works Cited. Ambrosio, Thomas. Ethnic identity groups and U. S. foreign policy. Washington: Greenwood Publishing Group, 2002, p 117-122. Barilleaux Ryan J. & Rozell Mark J. Power and Prudence: The Presidency of George H. W. Bush. Texas: Texa s A&M University Press, 2004, p 27-32. DeConde Alexander, Burns Richard Dean, Logevall Fredrik. Encyclopedia of American foreign policy. Washington: Scribner, 2002, p 255-261.May Bernhard, Honicke Michaela, Moore Michaela Honicke. The Uncertain Superpower: Domestic Dimensions of U. S. Foreign Policy After the Cold War. Washington: VS Verlag, 2003, p 29-36. Singh, Robert. American Government and Politics: A Concise Introduction. New York: SAGE, 2003, p 270-275. Sylvan David & Majeski Stephen. US Foreign Policy in Perspective: Clients, Enemies and Empire. London: Routledge, 2009, p 40-46. Wittkopf Eugene R. 7 McCormick James M. The Domestic Sources of American Foreign Policy: Insights and Evidence. New York: Rowman & Littlefield, 2007, p 34-38. American Presidency The books Presidential Power and the Modern Presidents: The Politics of Leadership, The Presidency In A Separated System, and Debating the Presidency: Conflicting Perspectives on the American Executive attest that in the United States, the president has extensive powers. He or she functions in many capacities on tap. As a separated system, Charles O. Jones says that the American president essentially though the president in the United States is also the chief policymaker and leader of the president’s political party, they share the roles of head of state, head of government, and commander-in-chief of the armed forces (Neustadt, 1991).The president is thus the most unifying force in a political system in which power is highly dispersed, both within the government and between government and the people. The president and advisors also establish and administer national policies in such areas as social security, education, health, civil rights, and air and water pollution (Neustadt , 1991). Because of the importance of the United States in international affairs as the president is the chief diplomat himself, the US presidential race is followed with interest all over the world.Richard J. Ellis and Michael Nelson also point out that as the U. S. politics as a separated system affects the elected president, the US president, as political leader, appoints cabinet and subcabinet officers, federal judges, US attorneys, and ambassadors to important foreign countries and fills several thousand other jobs of varying importance. The president also administers an executive pork barrel or the distribution of federal funds to be spent on public works, military installations, and social programs.The president and advisors also establish and administer national policies in such areas as social security, education, health, civil rights, and air and water pollution. The foremost prize of American politics is granted to anyone who qualifies for the position after a ballot vote . The election of the president of the United States every 4 years is the focal point of the American political process. Because of the importance of the United States in international affairs as the president is the chief diplomat himself, the US presidential race is followed with interest all over the world.The formal qualifications for presidential candidacy, as limited by Article II Section 1 of the Constitution, are that the aspirant must be at least 14-year natural-born resident of the United States and must have reached the age of 35. the 25th Amendment to the Constitution details procedures for presidential and vice-presidential succession when there is a vacancy in either office that the president becomes incapacitated.Should the presidency and the vice-presidency become vacant simultaneously, the Speaker of the House and the president pro tempore of the Senate, in that order are next in the line of succession, followed by members of the cabinet in a specified order. When w ar broke out in 1914, President Woodrow Wilson had announced a policy of neutrality for the United States. This policy was hard to maintain for a number of reasons. Most Americans sympathized with Britain and France because they were democratic countries.It is the exemplary polity of the United States that buttresses the foreign policies established and engaged in by American presidents (Jones, 1994). How much a president is weighed down by either a domestic policy or a foreign policy is a matter of debate. From a pragmatic perspective, the ease of the president’s management of policies is contingent on persistence to the United States’ welfare in the long run. For instance, U. S.military and foreign policies have been progressively maneuvered by the need to guarantee steadfast access to overseas oil, more than ever in the Middle East, and that as American imported oil dependence carries on to ironically strengthen our industries and conflict with some British-dependen t Arab nations, the American forces will ever more find themselves waging war to guard oil-producing zones and supply routes. American leaders have preferred to â€Å"securitize† oil while preserving healthy international relations (Ellis and Nelson, 2006).Foreign policies have also made American presidents wary of their consequences at the local level (Zernicke, 1994). No question about it; the 9/11 incident was the commencement of enlarged hostilities and vigilance as well. Security needs have turned our country into a police state. The bottomline of this is the tight spot between safety of private individuals and the world as a whole (Ellis and Nelson, 2006). Adds Richard Neustadt, the United States is a natural businesswoman too if modern capitalism is any indication. The United States is one of the four huge countries that accounted for more than two-thirds of total world exports.The president truly accustomed to this separated system seems to partake not merely the powe rs but the country’s resources as he welcomes the idea of internationalism because it is what will make most of the Americans’ lives easy however hard it may be for him to sustain the strength of the U. S. dollar in the international market. The American economy has been a symbol of the wealth of a nation. The efforts of our forefathers and present geniuses have created economic values, which drive the presidents to be protective of local interests in the global village (Neustadt, 1991).Historically, as the United States grew stronger economically, its leaders continued to favor a policy of expansion. The rapid growth of industry created a need for markets for American manufactured goods and a need for raw materials (Ellis and Nelson, 2006). Moreover, several prominent Americans believed that expansion would demonstrate American power and greatness. It was the destiny of the United States, they argued, to become a great power, and this meant extending American influenc e to other lands and raising the American flag on distant shores.It may not be easy to carry out foreign policies for a single president that may need to contend with a legion more of leaders in the international arena, but what his painstaking efforts make of his image will be an easy preference for the people that put him in the White House (Neustadt, 1991). Many international allies resented the growing influence and power of the United States. They felt their neighbor to the north had turned from a protector to an aggressor. But by its role in the Caribbean, in particular, the United States revealed its strength as a nation.In only a little more than a century it had grown from an infant republic to a major power in international affairs (Ellis and Nelson, 2006). Richard Neustadt, Charles O. Jones, Richard J. Ellis and Michael Nelson prove that Americans cannot deny the fact that in our political experiences, the successive change in political leadership led to anything but an i mprovement in the lives of the people. The domestic policies had improved education and had built housing, schools, roads, and railways. But on a larger scale, federalism just proves that the American polity is the most influential political event in world history.It provided for the actualization of the ideals and principles of such political thinkers as John Locke, Rousseau, and many others (Jones, 1994). The achievement of independence, adoption of the Constitution, and the creation of the republic served as lessons to other people in their struggle to build their nation. The success of the federal republic proved that individual states could be united under a central government but still free to act in order to solve their internal problems (Neustadt, 1991).We have been living under representative democracy, which basically means that we have elected presidents among a variety of leaders to represent us, to give us voice in forums, and then periodically we have judged well they represented us. American polity, in the very form of the Constitution, gives the world a mindset miraculous in the era of revolutions; that if we value freedom and independence, if we are disturbed by the conformity of attitudes, values, and behavior that bureaucracies often induce, then we may wish to set up conditions and policies that foster uniqueness, self-direction, and human dignity, locally or globally.Works Cited Neustadt, Richard. (1991) Presidential Power and the Modern Presidents: The Politics of Leadership. Free Press. Jones, Charles O. (1994). The Presidency In A Separated System. Brookings Institution. Ellis, Richard J. and Michael Nelson. (2006). Debating the Presidency: Conflicting Perspectives on the American Executive. CQ Press.

Learning management system Essay

Introduction The internet has now become a part of the 21st century world. Everything and everyone is getting online. And those who are not doing so are missing out on the power of this modern age. Can the field of education be any far behind? Indeed not, as is evident from the introduction of E-learning! Learning is a complex process where student’s motivation, teacher, learning material and several other aspects interact with each other. Nowadays, the traditional classroom teaching has changed more and more into a virtual environment where different issues about learning has to be taken into account. Learning has dramatically changed over recent decades when technical revolution has brought different opportunities to learn via the Internet. E-learning is a term that is used to refer to computer-based learning. It uses computer based training and teaching materials, online conferencing, discussion boards, e-mail, computer-aided assessment, and other related methods. AdU E-learning has been introduced to the students of Adamson University. Each student has his/her own account. Their student number would be the username for the account and their initial password will be given through the ITC (Information Technology Center). This Learning Management System has clearly become one of the most adopted learning frameworks for education. AdU E-learning has become one of the innovations of learning and teaching for educational institution and it clearly defines a vast advantage of providing a newer form of learning environment for students and a great supplement for teachers. This will further enhance learning capability on a new better environment, providing student-enhanced learning method and for teachers with enhanced delivery and management for lessons. We chose this kind of topic for our thesis because we are aware of the benefits we can get from the E-learning. The most attractive feature of E-learning is that it is student-centered. Since most of the students are inclined to social networking sites, using E-learning is just a piece of cake. This software also accommodates individual preferences and needs. At the same time, it empowers students of various backgrounds to have equal access to the best resources and referral material, lecture sessions, and tutoring. The set-up of E-learning allows students to learn easily for the standardized tests by downloading the study material they want, rather than paying hefty bills to tuitions. In other words, the online environment allows a learning atmosphere where there is a better focus on study due to the effect of saved efforts, time and lesser hassles. E-learning opens up a new world of studying comfortably and with better results. Statement of the Problem Major Problem: How can AdU E-learning improve students’ learning ability? Minor Problems: 1. What is the demographic profile of the respondents in terms of: a. Course b. Year level c. Age d. Frequency of using AdU E-learning e. Accessibility to the internet 2. How effective is AdU E-learning in terms of: a. Academic performance b. Dissemination of information c. Submission of projects d. Enrollment e. Grading f. Accessibility to lessons and discussions g. General graphical user interface h. Management of students’ records Scope and Limitations This study is all about improving students’ learning ability through AdU E-learning. We will study about how AdU E-learning helps students on different aspects. This also intends to sum up all the features of the said learning management system that aids on the easy accessibility Significance of the Study The study on the effectiveness of AdU E-learning on the improvement of students’learning ability is beneficial to the following: 1. Adamson University administrators will know how E-learning helps in the awareness of the students on information and updates about the school. This will also help them review on how helpful does the posting of grades online on the students’ assessment of his/her performance. 2. Adamson University Professors / Instructors can review a student’s scores and identify any areas that need additional teaching. Bringing a lot of school projects to be checked at home is a hassle but with the aid of E-learning they will have a convenient way of checking his/her student’s project. AdU E-learning can be updated easily and quickly. It is easy to keep up-to-date because the updated materials are simply uploaded to a server. Professors can also disseminate information through the software. 3. Adamson University students will be informed about updates and current events in Adamson University. E-learning is very beneficial when it comes to subject enlistment because through this the students can avoid crowded and long lines during enrollment. It also aids for a faster way of submitting any requirements to their professors. Through the posting of grades online, students can monitor their  academic performances. They will be aware on what subjects they need to focus on. It also saves paper because instead of printing or photocopying you can have an access to reading materials through PDFs and Powerpoint presentations. This is also a user-friendly software. Definition of Terms The following terms were used in the study: 1. Adamson University. It is a catholic university in Manila, Philippines wherein the researchers will conduct their survey. 2. AdU E-learning. It is an electronic learning software or a learning management system exclusive for Adamsonians that helps them have a convenient accessibility  to lectures and announcements. 3. Academic performance. This is one of the factors considered on how effective AdU E-learning is. It is the outcome of education — the extent to which a student, teacher or institution has achieved their educational goals. 4. Engineering students. They are the respondents of this study. They’re the ones who take up any engineering courses in Adamson University. 5. General Graphical User interface. It is a program interface that takes advantage of the computer’s graphics capabilities to make the program easier to use. 6. Information. These are the facts provided or learned about something or someone. 7. Internet access. It is the means by which individual terminals, computers, mobile devices, and local area networks are connected to the global Internet. 8. Learning. It is a process where a human absorbs information, memorizes and processes it for further use. 9. Learning ability. It is the student’s mental ability. 10. Learning style. This refers to how a learner prefers to learn. 11. Online reservation of subjects. It is an easier way of enlisting or reserving the subjects the students want to take up for the next semester. 12. Technology. It refers to the making, modification, usage, and knowledge of tools,  machines, techniques, crafts, systems, and methods of organization, in order to solve a problem, improve a preexisting solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function. CHAPTER 2 Review of the Related Literature and Studies What are the processes that can improve students’ learning ability? According to Pashler, et. al. (2007), much of teaching is about helping students master new knowledge and skills and then helping students not to forget what they have learned. The recommendations are intended to provide teachers with specific strategies for organizing both  instruction and students’ studying of material to facilitate learning and remembering information, and to enable students to use what they have learned in new situations. We recommend a set of actions that teachers can take that reflect the process of teaching and learning, and that recognizes the ways in which instruction must respond to the state of the learner. It also reflects our central organizing principle that learning depends upon memory, and that memory of skills and concepts can be strengthened by relatively concrete—and in some cases quite non-obvious strategies. Furthermore, on www.collegeatlas. org, struggling to become a successful college student, some people erroneously believe that studying a lot is the answer. While increasing the amount of time you dedicated to your studies may be important, the key to becoming a successful college student is learning to studying smart. In college, time quickly becomes a rare commodity, course work is lengthy, competition is intense, and the level of expectation is quite a bit higher than it was when you were in high school. Sometimes you’re going to feel there aren’t enough hours in the day to get everything done, and done correctly. And you know what? You’ll be right! There will never be enough hours in the day to get everything done, if you don’t learn how to study smart. Our study skills guides for college students were designed with college students in mind. Time management, note taking, reading comprehension, essay writing, test taking, active listening, stress management, researching, and memorization are only a few of the topics addressed in our study skills guides for college students. If you’ll take the time to learn and apply the concepts, principles, and skills taught in our study guides and tutorials, you’ll not only  improve your academic performance and ability to learn, but you may even find that at the end of the day you have a little free time on your hands. (www. collegeatlas. org) According to the website, www. academictips. org, reviewing your chosen study topic is one of the techniques you have to do to improve one’s learning ability. The steps are as follows. After your five-minute rest, read the same information again. Concentrate only on those points that are most important. Then take another five-minute break and re-read once more, fitting all the bits of information together. Both of these reviews would be made even better by note-taking in whatever way you find easy and helpful. Make sure that the notes you make are well organized! One week and two weeks later review the topic again using your notes. By now you should have found that there has been a huge improvement in your ability to remember, understand and use that information. Finally, you must revise. This is simply a way of drawing loose ends together with the same study method but this time using your notes only. If you use the above methods while you are still following a course of study, your final revision will be  made much easier. Some students who have used these methods early find that very little final revision is necessary. They became so good at remembering the work during the course of the year that they didn’t need to do anymore! What are the effects of E-learning to students? According to â€Å"A Study Into The Effects Of E- Learning On Higher Education† by Singh, et. al. (2005), e-learning could have potentially major effects on the way higher education is designed, implemented and delivered. Until now, universities have been static in their structure and delivery of higher education courses. However, demand for learning has never been so high, and this in conjunction with the need to geographically broaden learning may prompt universities to introduce e-learning initiatives. The same demands for learning and the increased revenue of independent educational providers, has produced a real threat to the very existence of the traditional university. e-learning may provide universities with a means of exceeding the newly formed competition, by taking full advantage of their traditional, already established reputations. For students, e-learning can provide an educationally-superior alternative to traditional  lectures, in which learning can take place outside the lecture hall. e- learning can also provide a model for students on how to become self directed independent learners, which may assist them to become ‘life long learners’. For lecturers, networked learning may cause changes in work patterns and even change their professional role, but in addition, e-learning provides them with the opportunity to test students in real business situations and new methods to evaluate each student’s learning. The role of the lecturer is predominant in the successful delivery of networked  learning initiatives, as lecturers have the influence to eliminate student’s technical frustrations, make students feel empowered and encourage students to interact with one another. (Singh, et. al. , 2005) Based from the results of the study â€Å"The Effect of E-learning Approach on Students’ Achievement in Biomedical Instrumentation Course at Palestine Polytechnic University† by Arman, et. al (2009), the goal of any learning activity is for learning to take place. A common way to measure the effectiveness of instruction is to measure learner achievement. Measuring  learner achievement in e-learning environments requires special attention. In fact, traditional methods for measuring learner achievement can be applied to e-learning courses with some forethought and modification. Quizzes, exams, team and individual projects, as well as written assignments, can all be used in e-learning courses. The use of electronic mediums can even make grading of tests and quizzes easier because scores can be tabulated immediately following the completion of a quiz or test, providing quick and accurate feedback to learners. From their discussion, it is clear that e-learning approach has good efficiency in learning  and improves the students’ achievement and attitudes toward this new systematic way of learning using the new technology based on computer and multimedia tools. After the results of the research have been lighted, the researcher would like to suggest the following: The e-learning approach should be used in our universities, especially occupation military barriers are usual; execute practical sessions for students of all levels concerning use of LMS; encourage instructors to practice the e-learning approach and use LMS; and establish an authoring unit for e-learning of different courses with different experts. (Arman, et. al. , 2009) Moreover, on Rodgers’, â€Å"Student Engagement in the E-Learning Process and the Impact on Their Grades† (2008), after controlling for student personal characteristics, it was found that one extra hour of e-learning engagement increase the module mark by 1. 035%. Given a sample standard deviation of 5. 61 hours, differences in e-learning engagement can be viewed as accounting for 5. 81% of the variation in student marks. These findings suggest that academic performance could potentially be improved by developing teaching strategies that encourage  greater student engagement in the e-learning process. The paper also provides evidence of the impact on academic performance of mismatches between e-teaching styles and e-learning styles. Evidence is found of personal-characteristic related differences in the effectiveness of the online teaching process. It is found that, after controlling for other factors, female students benefited less from e-learning than did their male counterparts. The study also found some tentative evidence to suggest that there was an interaction effect between a student’s country of origin and e-learning effectiveness. (Rodgers,2008) If it is eventually possible to find e-teaching methods that can accommodate different e- learning styles then we are likely to see an improvement in overall student academic achievement on e-learning based courses. (Rodgers,2008) According to â€Å"The Impact of E-Learning on StudentsPerformance in Tertiary Institutions† by Oye, et. al. (2012), e-learning has become an increasingly popular learning approach in higher educational institutions due to the rapid growth of Internet technologies. E- learning is the use of information and communication technology to enhance and facilitate teaching and learning. This study examines the application of e-learning model to explain acceptance of the e-learning technology within the academic settings. The study confirms that in order to foster individuals’ intention to use an e-learning, positive perception on e-learning use is crucial. By using linear regression analysis, the study verified that, while attitudes have influence on intention to use, the actual e-learning use has significant effect on students’ academic performance. E-learning use is associated with increased students’ academic performance. Recommendation was that, training and information sessions on e-learning need to focus  primarily on how the e-learning technology can help improve the efficiency and effectiveness of students’ learning process. (Oye, et. al, 2012) CHAPTER 3 Methodology Research Design The study about Improving Students’ Learning Ability through AdU E-learning uses descriptive research. Instrumentation This study uses survey form as its instrument. Sampling Technique CHAPTER 3 Methodology Research Design The study about Improving Students’ Learning Ability through AdU E-learning uses descriptive research. Instrumentation This study uses survey form as its instrument. Sampling Technique  Respondents were chosen using non-probability sampling technique. Statistical Treatment CHAPTER 4 Presentation of Data This chapter presents the data collected from the survey. Demographic Profile of the Respondents Course Frequency Percent (%) B. S. Computer Engineering 9 30 B. S. Electronics and Communications Engineering 21 70 B. S. Electrical Engineering 0 0 B. S. Civil Engineering 0 0 B. S. Industrial Engineering 0 0 B. S. Mechanical Engineering 0 0 B. S. Chemical Engineering 0 0 Total 30 100 Figure 1. Course of the Respondents Figure 1 explains the course of the respondents. 9 out of 30 or 30% of the respondents are taking B. S. Computer Engineering. 21 out of 30 or 70% of the respondents are taking B. S. Electronics and Communication Engineering. There were no respondents who take up the courses: B. S. Electric Engineering, B. S. Civil Engineering, B. S. Industrial Engineering, B. S. Mechanical Engineering, and B. S. Chemical Engineering. Year Frequency Percent(%) 1st Year 13 43. 33 2nd Year 1 3. 33 3rd Year 8 26. 67 4th Year 8 26. 67 5th Year 0 0 Total 30 100 Figure 2. Year Level of Respondents Figure 2 gives explanations on the year level of respondents. 13 out of 30 or 43. 33% ofthe respondents are on the 1st year level. 1 out of 30 or 3. 33% of the respondents are on the 2nd year level. 8 out of 30 or 26. 67% of the respondents are on the 3rd year level. 8 out of 30 or 26. 67% of the respondents are on the 4th year level. There were no respondents on the 5th year level. Age Frequency Percent (%) 16 years old or below 3 10 17-19 years old 22 73. 34 20-22 years old 4 13. 33 23 years old or above 1 3. 33 Total 30 100 Figure 3. Age of the Respondents Figure 3 gives details on the age of the respondents. 3 out of 30 or 10% of the respondents are 16 years old or below. 22 out of 30 or 73. 34% of the respondents are 17-19 years old. 4 out of 30 or 13. 33% of the respondents are 20-22 years old and 1 out of 30 or 3. 33% of the respondents are 23 years old or above. Frequency of using AdU E-learning Frequency Percent (%) Always 3 10 Seldom 15 50 Sometimes 12 40 Never 0 0 Total 30 100 Figure 4. Frequency of using AdU E-learning Figure 4 shows the frequency of using AdU E-learning. 3 out of 30 or 10% of the respondents are always using AdU E-learning. 15 out of 30 or 50% of the respondents are seldom using AdU E-learning. 12 out of 30 or 40% of the respondents are sometimes using AdU E-learning. There were no respondents who never used AdU E-learning. Devices used to access AdU E-learning Frequency Percent (%) Personal Computers 12 40 Computer Rentals 1 3. 33 Laptop 14 46. 67 Tablet 0 0 Android 3 10 Total 30 100 Figure 5. Devices used to access AdU E-learning Figure 5 shows the devices used by the respondents to access AdU E-learning. 12 out of 30 or 40% of the respondents are using personal computers to access AdU E-learning. 1 out of 30 or 3. 33% of the respondents are using computer rentals to access AdU E-learning. 14 out of 30 or 46. 67% of the respondents are using laptops to access AdU E-learning. 3 out of 30 or 10% of the respondents are using androids to access AdU E-learning. There were no respondents who use tablets to access AdU E-learning. Survey proper Academic Performances Frequency Percent (%) Yes 26 86. 67 No 4 13. 33 Total 30 100 Figure 6. Academic Performance Figure 6 shows that 26 out of 30 or 86. 67% of the respondents use AdU E-learning to help on their studies while 4 out of 30 or 13. 33% of the respondents stated that AdU E-learning does not help on their studies. Thus, AdU E-learning can help the students on their studies. Dissemination of Information Frequency Percent (%). Yes 16 53. 33 No 14 46. 67 Total 30 100 Figure 7. Dissemination of Information Figure 7 presents that 16 out of 30 or 53. 33% of the respondents are well-updated about the announcements, agendas and currents events happening in the school through the aid of AdU E-learning while 14 out of 30 or 46. 67% of the respondents are not well-updated about the announcements, agendas and currents events in the school through the aid of AdU E-learning. Thus, AdU E-learning is an efficient aid for keeping the students well-updated about the announcements, agendas and currents events happening in the school. Submission of Requirements Frequency Percent (%) Yes 13 43. 33 No 17 56. 67 Total 30 100 Figure 8. Submission of Requirements (projects, assignments and others) Figure 8 exhibits that 13 out of 30 or 43. 33% of the respondents use AdU E-learning to submit requirements to their professors while 17 out of 30 or 56. 67% of the respondents don’t use AdU E-learning to submit requirements to their professors. Thus, AdU E-learning as a means of submitting requirements to the professors is notyet introduced to most students of Adamson University. Reservation of Subjects Frequency Percent(%) Yes 22 73. 33 No 8 26. 67 Total 30 100 Figure 9. Reservation of Subjects Figure 9 shows that 22 out of 30 or 73. 33% of the respondents stated that reservation of subjects through the AdU E-learning is more convenient while 8 out of 30 or 26. 67% stated that reservation of subjects through AdU E-learning is not convenient. Thus, AdU E-learning makes it more convenient for the students to reserve subjects. Online Posting of Grades Frequency Percent(%) Yes 30 100 No 0 0 Total 30 100 Figure 10. Posting of Grades Figure 10 shows that 30 out of 30 or 100% affirm that posting of grades through AdU E-learning is helpful. There were no respondents who affirm that AdU E-learning’s posting of grades is not helpful. Thus, AdU E-learning’s posting of grades is very helpful to the students of Adamson University. Accessibility to Lessons and Discussions Frequency Percent(%) Yes 20 66. 67 No 10 33. 33 Total 30 100 Figure 11. Accessibility to Lessons and Discussions Figure 10 presents that 20 out of 30 or 66. 67% of the respondents use AdU E-learning as reference for their lessons in class while 10 out of 30 or 33. 33% of the respondents don’t use AdU E-learning as reference for their lessons in class. Thus, AdU E-learning is an effective reference for students’ lessons in class. Accessibility to AdU E-learning Frequency Percent(%) Yes 27 90 No 3 10 Total 30 100 Figure 12. Easy accessibility to AdU E-learning Figure 12 shows that 27 out of 30 or 90% of the respondents have an easy accessibility to AdU E-learning while 3 out of 30 or 10% of the respondents don’t have an easy accessibility to AdU E-learning. Thus, AdU E-learning can be easily accessed by the students. Effectiveness of Keeping Records Frequency Percent(%) Yes 27 90 No 3 10 Total 30 100 Figure 13. Effectiveness of Keeping Records. Figure 13 shows that 27 out of 30 or 90% of the respondents find AdU E-learning as an effective aid for keeping students’ records while 3 out of 30 or 10% of the respondents don’t find AdU E-learning as effective aid for keeping students’ records Thus, AdU E-learning is as an effective aid for keeping students’ record. CHAPTER 5 Conclusions and Recommendations Conclusions: In this study, the following conclusions are derived: 1. Adamson University E-learning is very helpful to the students when it comes to their studies. 2. Adamson University E-learning is a useful means for disseminating information to the students. 3. Adamson University E-learning as a means for online submission of requirements is not yet introduced to most of the students in Adamson University. 4. Adamson University E-learning makes it easier and convenient for the students to reserve their subjects. 5. Posting of grades through Adamson University E-learning is very helpful for the students’ academic awareness. 6. Lectures, may be it a pdf file or a powerpoint presentation, uploaded in Adamson University E-learning by the instructors are of big help for the students. 7. Students find it easy to access Adamson University E-learning because of its user- friendly interface. 8. Adamson University E-learning is an effective aid for keeping students’ record. Recommendations Based on the mentioned conclusions, the following are recommended: 1. The professors should introduce the online submission of requirements through Adamson University E-learning so that it will make things easier and faster. 2. The maintenance of Adamson University E-learning should be focused on so that technical errors and problems can be avoided. 3. Dissemination of information through Adamson University E-learning should also be improved. Bibliography  Books, magazines and encyclopedias Pashler, H. , et. al. (2007). Organizing Instruction and Study to Improve Student Learning . IES Practice Guide. NCER 2007-2004. National Center for Education Research, 63. Available from: ED Pubs. PO Box 1398Jessup. Singh, G. , et. al. (2005). A Study into the Effects of E-Learning on Higher Education. Journal of University Teaching and Learning Practice. Arman, A. , et. al. (2009). Effect of E-learning Approach on Students’ Achievement in Biomedical Instrumentation Course at Palestine Polytechnic University. Innovation and Knowledge. Management in Twin Track Economies: Challenges & Solutions, Vols 1-3. K. S. Soliman. Norristown, Int Business Information Management Assoc-Ibima: 1553-1557. Rodgers, T. (2008). Student Engagement in the E-Learning Process and the Impact on Their Grades. International: Journal of Cyber Society and Education. Oye, N. D. (2012). The Impact of E-Learning on StudentsPerformance in Tertiary Institutions. IRACST – International Journal of Computer Networks and Wireless Communications (IJCNWC), ISSN: 2250-3501. Internet www. collegeatlas. org www. academictips. org

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Foundations of Mythology Short Answers Essay Example for Free

Foundations of Mythology Short Answers Essay How is the word myth used popularly? For example, what does the statement, â€Å"It’s a myth† mean? In contrast, how is the word myth used in the academic context? After considering the definition in your textbooks and course materials, write a definition in your own words. The statement â€Å"It’s a myth† to me means that it is not true or not fully true. There may be some truth but there is some false information added to the story. Myths- the rich rewards awaiting questioners willing to approach myths from numerous points of view are all open-ended fields of inquiry (Leonard and McClure, 2004). Myths are stories that are based on tradition. Some may have factual origins, while others are completely fictional. But myths are more than mere stories and they serve a more profound purpose in ancient and modern cultures (PBS, 2005). Myths have been around for a long time and they are stories and they have been told for a long time. Not all myths are true but there are cases that they do have some truth to them. There are myths that are throughout history and there is good and evil depending on the story that is being told. Why do myths from different cultures around the world address such similar or universal themes? Think about how myths explain the unknown and the tribulations of mankind. Many of the myths are passed down to all the different generations and they will keep going just like they always have. Some of the myths are the same as another but they are in with a different culture behind it because many people believe in different religions or just different beliefs. Myths explain the unknown and things that we do not even now happen at times. The subjects of myths reflect the universal concerns of mankind throughout history: birth, death, and the afterlife, the origin of man and the world, good and evil and the nature of man himself (PBS, 2005). The myths are made by people and they are then passed down for future generations to come so that they have an idea of what happened past years. With the different cultures there are many different religions and that is also a reason why there are so many different versions of the same myth, they are all just worded differently. What is the relationship between belief, knowledge, mythology, and religion? Where do mythology and religion intersect? Where do they diverge? Think about the function of myth and religion in helping human beings cope with change, suffering, loss, and death. A belief is something that we have been told and that we believe in, knowledge would be having the correct information for the truth. Mythology is the study of myths and can be a collection of myths, religion is what people believe in and it can be a collection of beliefs. Mythology and religion intersect because they both have beliefs and they have stories that are followed by Gods, heroes and so on. With the myths and religions it makes people cope with loss and death a little easier, not that either is ever a good thing but with the thought of seeing your loved one again someday when you go to heaven or to know that they are angels looking over us makes bad times such as these a little more bearable. Myths can be fun stories to believe in because of the meaning behind the stories, and learning about certain religions can be very interesting to where more and more people what to learn the differences that exist. How would you defend mythology’s relevance in contemporary culture? Think about familial and cultural traditions. Also, consider how mythology is used in the arts and in advertising to typify human experience. Mythology has had extensive influence on today and many years to come because there are many things that people research and want to know more about. Many people had to tell stories and talk about what they heard or what they were told because they did not have computers, printing and many other things that we have today. Many of the myths are told today that are interesting and still today makes people want to learn more which is exactly what myths are suppose to do, want to learn and believe in certain things. Today there are a lot of books paintings and many other inspirational things that makes everyone want to know what happened, along with all of us making our own myths today to pass down to future generations to come. The human experiences are great because just like a certain group of people that test the myths and find out if they are true or not but the whole time they are testing the myths they have fun doing so, along with teaching many of the myths that they are testing. References Leonard, S., McClure, M. (2004). Myth knowing: An introduction to world mythology. New York, NY: McGraw-Hill. (2005). PBS. What is a Myth? Retrieved from http://www.pbs.org/mythsandheroes/myths_what.html.

The Importance of Feedback Essay Example for Free

The Importance of Feedback Essay Feedback is a response to an action. It is essentially an expression of the effect of a person’s behavior on other people. As such, it is a form of communication. In a business organization, feedback is a way of telling a worker how his or her action has affected a coworker, the work team where he or she belongs, the organization as a whole, or the clients of the organization. ((Heathfield, 2007) Perceived from the point of view of the initiator of the action, feedback could be an instrument of learning. It enables him or her to find out how his or her behavior has affected other people. It could then serve as a basis for future action. An individual who gracefully accepts a feedback develops a better self-awareness thereby affording him or her with an opportunity for improvement. (Center for Learning and Teaching, 2003) Feedback could either be constructive or destructive. Johns Hopkins Medicine (2002) maintains that when one consciously provides a constructive feedback, he or she gives it hoping to help a coworker but when a destructive feedback is purposely given, it is done so to willfully hurt the feelings of a coworker. However, giving a feedback, whether constructive or destructive, is not always done on purpose. A person providing the feedback could unconsciously give a destructive one if he or she does not know how to properly communicate a feedback. Hence, there is a need to know how to give a feedback objectively. Organizations approach the problem differently and educators teach the method in various ways. However, the general drift appears to be that first, the feedback should be given promptly. People often misunderstand a feedback when given late already. Then the feedback should be concerned with a specific action, not focused on the character of the person who did the action. Third, the person giving the feedback should exhibit an apparent sincerity and honesty to help. Then it has to be consistent. A certain kind of feedback should be given to everybody, not just to a targeted few. (Heathfield, 2007) References Center for Learning and Teaching. (2003). Principles for Constructive Feedback. Retrieved August 25, 2007, from http://www. clt. soton. ac. uk/Events/Workshops/OPS/feedback. htm Heathfield, S. M. (2007). How To Provide Feedback That Has an Impact. Retrieved August 25, 2007, from http://humanresources. about. com/cs/communication/ht/Feedbackimpact. htm Johns Hopkins Medicine. (2002). Lesson 7: Feedback Can Create Positive Changes. Retrieved August 25, 2007, from http://www. hopkinsmedicine. org/service/resources/lesson7. html.

Investigating the Accuracy of the Air-column Length

Investigating the Accuracy of the Air-column Length 1.0 Introduction (max 500 words) Sound is a vibration that transmits as a typically audible mechanical wave of displacement and pressure through a medium such as water or air (Wikipedia, 2015). A pressure disturbance that travels through a medium (particle to particle interaction) is called a sound wave. Particles become disturbed, causing one to exert a force to the adjacent particle; hence particles are disturbed from rest resulting in energy being transported through the medium (The Physics Classroom, 1996-2015). The displacement of a medium’s particles is parallel to the wave propagation direction, which characterises longitudinal wave (A.Russell D, 1998). Particles do not travel down the tube; they vibrate back and forth between their individual equilibrium. Due to the longitudinal waves, there are particles in the air that are compressed, whereas others are dispersed, which are called compression and rarefaction (Figure 1). The longitudinal wave does not have peaks, so the wavelength is usually measured using the distance between the compressions or the rarefactions. Figure 1 – Compression and rarefaction (Geeks Unite, 2013) The speed of sound is dependent on the temperature, which can be generated from, where v is the speed of sound and T is the temperature. However, in the experiment the velocity of sound waves is found by multiplying the wavelength and the known frequency of tuning forks. Wavelength is described as the length of one cycle of the wave. When a system is driven by the natural frequency, a resonance frequency occurs. However, the amount of wavelength sections can determine several natural frequencies through a column of air in a tube ( in Figure 2). When a tuning fork is held above the tube (Figure 2) while vibrating, if the tuning fork’s frequency aligns with the air column, air particles will be pushed by the tuning fork’s vibrations at a frequency which causes the vibration in the air column (Ping E, 2011). Figure 2 – Example of the experiment’s setup (NASA, 2010) Figure 3 – Resonance tube with closed and open end (NASA, 2010) Although compressions and rarefactions are in opposite directions, when they are reflected at the end of the closed tube (closed end is water) into the converse direction; propagation of waves are produced. The wavelength is calculated through the air column, because a tube’s shortest resonance length is a quarter of the wavelength (Figure 3). Resonance occurs at the greatest amplitude of the sound waves, hence, wavelength can be calculated as (Walding R et al, 2004). The fundamental frequency (first harmonic) has a node (when displacement of the amplitude is zero) at the closed end of the air column and an antinode at the open end (Figure 3 left) (The Physics Classroom, 1996-2015). By adjusting the tube, the third harmonic will appear next as one vibrational node and two vibrational antinodes form the frequency of the harmonic (Figure 3 right). Even though the wavelength and frequency can be multiplied to find the velocity of sound, they are not factors that will affect the velocity, which indicates the changes in wavelength only results in an inverse impact of the frequency (The Physics Classroom, 1996-2015). 4.0 Discussion 4.1 Analysis By investigating the accuracy of the air-column length using resonance tubes in water, it was clear that the results were achieved with relatively high accuracy when compared with the calculated air-column length when the room temperature was measured and assumed to be constant at; hence the velocity of sound was. It was discovered that the resonance tube’s diameter had an indirect relationship with the length of air-column, which an increase in tube’s diameter results in a decrease in the air-column length. From Table 1, the air-column lengths for each tube at all frequency declined from 0.161m, 0.231m and 0.329m to 0.134m, 0.203m and 0.301m respectively as the diameter of tubes increased from 0.0164m to 0.0865m (same trend in Table 2). As Graph 1 showed more explicitly through the decreasing linear trendlines at different frequencies, the indirect relationship between air-column length and tube diameter was justified. Moreover, the gradients of the trendlines were the end correction that appeared to be between, which approximately corresponded with equations of the theoretical data and the formula of wavelength (), but for this experiment using end correction of 0.4 could be invalid as each set of data may have its specific end correction, possibly causing inaccuracies. The measured data seemed to contain relatively high accuracy (overlapped with the theoretical data) in contrast with the theoretical data (Table 2) in Graph 1. Therefore, the end correction and hypothesis were justified. As frequency is inversely proportional to wavelength, Graph 2 illustrated the inverse relationship between frequency and air-column length where all air-column lengths declined as the frequency grew. While the values were close to 1, the data plotted did not perfectly fit the trendlines, which indicated that some errors were in the data (see 4.2 Evaluation). Due to tube B and C having similar diameters (0.038m and 0.039m), and only three decimal places were kept when calculating the air-column lengths, the trends were not presented distinctly as the other three tubes. If the results were kept in more decimal places, tube C would have a shorter air-column length than tube B at constant velocity of sound and frequency. Anomalies were expected and four were identified (highlighted in Table 7). Standard deviation was used to distinguish between the raw data. Results were seen as anomalies if they were not in the range of two standard deviations and average air-column length (). The highlighted data were believed to be one-off values as they appeared randomly, hence disregarded when calculating the average air-column length. The anomalies may have occurred due to parallax when interpreting the measurements from the measuring tape, which can be avoided in further experiments. Another reason may also be mistaking overtones as resonance or missing points of resonance, and particles (e.g. PVC pipe’s debris/scraps) Overall, the data collected were relatively reliable and expected in the hypothesis, thus, justified the inverse relationships between air-column length and tube, as well as frequency and air-column. Therefore, the data proved that wavelength was inversely proportional to frequency (The P hysics Classroom, 1996-2015). 4.2 Evaluation The experiment was completed in one day with consistency. However, errors were found between measured data and theoretical data. Table 3 showed the percentage error between measured and calculated (theoretical) air-column length. All percentage errors were less than 1% (varied from 0.004% to 0.612%). Hence, the errors were insignificant and the measured results contained relatively high accuracy with precision. Theoretically, the velocity of sound should be the same at across all tubes at all frequencies as the temperature was kept constant; however, the data varied between a range of and (Table 4). Percentage errors were negligible (all under 1% with highest value of 0.397%) which were calculated to compare with the theoretical velocity at () (Table 5). Propagation error of velocity of sound was also investigated by considering the error of apparatus, which was compared with the theoretical velocity. Since this error was less than, the error was considered to be insignificant that the measured data contained comparatively high accuracy; thus, justified the experiment as a valid experiment. Graph 3 presented the average velocity calculated, the velocities of five pipes differed from each other. Theoretically, an increasing trend in variance should present in Graph 3, but pipe B and C seems to have extremely large variances (errors), hence disregarded. Thus, increasing trend only applies to pipe A, C and E. Evidently, pipe A had the smallest variance, which implied high precision; hence, pipe A was considered to have the highest accuracy. Furthermore, random errors were made as the tuning fork may have been held incorrectly as hands were moving up and down to adjust the air-column, or pipes were not held completely perpendicular to the ground. The anomalies can be improved by using an electronic ruler to collect air-column lengths to avoid parallax. When finding the harmonics, overtones which relates to the third and fifth frequencies should be avoided. In addition, room temperature may be measured when collecting each trial’s data to calculate the speed of sound to ensure higher accuracy of the air-column length. Due to the experiment being conducted in the classroom with all other experiments conducting at the same time, surrounding noise might be another reason for anomalies occurring; hence the experiment should be completed in a quiet room to avoid resonance interference by other sounds. Furthermore, the experiment can be extended by using AFO (Audio Frequency Oscillator) that generates frequency (at certa in level) and a speaker instead of tuning forks to alternate the frequency and water level to determine the air-column length (Gadani D.H, 2011). Resonance is used in real life applications, usually for music instruments. Flutes can be estimated as cylindrical tubes with two open ends, whereas a clarinet has a closed end which the air is blown from one end and resonance occurs (Walding R et al, 2004). Clarinets usually have frequency range between 125Hz to 2000Hz (Brown S, 1996-2012) with 15mm inner diameter (Fox S, 2000). Since clarinet’s frequency could be around 200Hz, theoretical equation (at 256Hz from Graph 1) was manipulated (Graph 4) to determine the air-column length of the clarinet. The fundamental harmonic is predicted to occur at 33cm; however, at the third harmonic the result (99cm) almost matches with the real clarinet length of 94cm (Nave R, 2015). The length of clarinet must be an exact wavelength in order for the resonance to occur. Therefore, with a percentage error of 6.38% the prediction seems reasonable and appropriate, which justifies that the experiment can be extrapolated to real life application in the future. 5.0 Conclusion When the velocity of sound was kept constant at a certain temperature, the resonance tubes’ inner diameters were measured with known frequencies written on tuning forks, the wavelength was calculated, hence the air-column length could be determined (). It was found that the air-column length had an indirect relationship with the frequency when velocity of sound was kept constant and an inverse relationship with the tubes’ diameters while both velocity of sound and frequency were maintained the same. This supported the hypothesis that frequencies would have similar impacts on the air-column as the decrease in frequency would lead to an increase in air-column length when diameter was unchanged.

Victorian Maternity Essay -- Victorian Era

Victorian Maternity Working Class Maternity According to author Helena Wojtczak, â€Å"the average working class wife was either pregnant or breast-feeding from wedding day to menopause,† bearing approximately eight pregnancies, and ultimately raising approximately five children. This overflow of offspring was most likely linked to the fact that birth control literature was illegal at the time (Wojtczak). Wohl’s research of the difficulties in Victorian childbirth shows that a combination of a nutrient deficient diet, and a substantial deficiency of both height and weight prevalent in urban working class Victorian women very likely contributed to an exceedingly high number of premature births, and consequently, a high infant mortality rate. Also, working class women were expected to continue working throughout their entire pregnancy. Examples of this prejudice can be found in Victorian articles such as â€Å"The Rearing and Management of Children: Mother and Baby† in Cassells Household Guide. The article s tates that, â€Å"He who placed one woman in a position where labour and exertion are parts of her existence, gives her a stronger state of body than her more luxurious sisters. To one inured to toil from childhood, ordinary work is merely exercise, and, as such, necessary to keep up her physical powers, though extra work should be, of course, avoided as much as possible.† In reference to pregnancy outside of marriage, Wojtczak notes that it was notably common for a working class woman to become pregnant out of wedlock, and due to the social stigma involved, and the possibility of unemployment, these women often chose to conceal their pregnancy. Middle Class Maternity By the mid nineteenth century, Abrams states that Victorian middle cl... ...ther and Baby.† Cassells Household Guide, New and Revised Edition. C.1880s [no date]. Victorian London. Lee Jackson, Ed. Vol. I. Pg. 10. 8 November 2004 . Wohl, Anthony S. â€Å"Women and Victorian Public Health: Difficulties in Childbirth.† The Victorian Web: Literature, History and Culture in the Age of Victoria. George P. Landlow. 29 June 2002. National University at Singapore. 8 November 2004. . Wojtczak, Helena. â€Å"Pregnancy and Childbirth.† English Social History: Women of Nineteenth-Century Hastings and St.Leonards. An Illustrated Historical Miscellany. The Hastings Press. The Victorian Web: Literature, History, and Culture in the age of Victoria. George P. Landlow. National University at Singapore. 8 November 2004

Liyana Badr’s A Balcony over the Fakihani, Pillars of Salt, by Fadia Faqir, and A Woman of Five Seasons, by Leila Al-Atrash :: A Balcony over the Fakihani

Liyana Badr’s A Balcony over the Fakihani, Pillars of Salt, by Fadia Faqir, and A Woman of Five Seasons, by Leila Al-Atrash In Liyana Badr’s novella, A Balcony over the Fakihani, the main character, Su’ad, meets and falls in love with a man named Umar, who towards the book’s end is killed in battle. What occurs between the meeting and the death constitutes the author’s attempt to process the environment in which she grew up. Similarly, Pillars of Salt, by Fadia Faqir, and A Woman of Five Seasons, Leila Al-Atrash, focus on and investigate women’s lives in the Arab world. At the very least, three issues are at work in these books. One string explores the oppressions and the joys, the perversities and the passions of Arab women. Another theme is Arab men’s behaviors and attitudes toward women. The final topic, which encompasses the other two, is the idea of literary form; that is, the particular ways in which the authors represent their experiences through writing. Taken together, these novels, in both shape and content, explore what it means to be a woman in an Arab , a man’s, world. One early scene in A Balcony Over the Fakihani is emblematic of the novella as a whole, as well as of the novels of Faqir and Al-Atrash; it encapsulates the authors’ artistic approach to the handling of their lives, the hostilities they must endure, the roles of Arab men and women, and the different ways both act within their setting. To begin, Badr artfully sets the stage in an almost journalistic fashion, parodying a newspaper’s objective approach in the face of so much human tragedy: "May 1973—tank gun and machine gun fire on Shatila camp (Badr, 45). This crafty setup is part and parcel of the way in which the author handles her topic. Only through art can she comprehend and process these events. In this respect, "The sky was lit with green and red stars, and the thunder and lightening wasn’t real thunder and lightening, but bullets from machine guns and small arms." In the midst of such fighting, Su’ad noticed "a white hair in the middle of her head. I couldn’t believe a baby’s hair could turn white" (46). Her disbelief is compounded when Im Hamdi sees the white hair and "cried out and wailed." Su’ad, in turn, is overcome by emotion. The two women hug and cry.

Alfred Hitchcocks Ability to Scare :: Alfred Hitchcocks Film Analysis

Throughout the years, many directors have been making movies that seem to "scare the hell out of people". From thrilling to just suspenseful scenes, Alfred Hitchcock explores different techniques to ensure that he captures the audience's attention. The characters in Hitchcock's films play a very important role in creating the tensions and twists, causing that heart stopping moment where you just want to yell at the TV. He uses the characters like strategically placed chess pieces, knowing exactly when to make his move. Alfred Hitchcock was a very scared person in life, which ironically led him to be one of the greatest directors for thrillers and perhaps horrors. ?I?m not against the police, I?m just afraid of them? is a quote from Hitchcock that leads you to believe the characters in the movies he directed, were what he would be afraid of in real life. Alfred Hitchcock expresses his fear of the police in Psycho when a police officer finds Marion Crane sleeping in her car. The officer looks extremely intimidating and you start to think that maybe he is the psycho. This thought is soon juxtaposed when Marion is at the car yard and the same police officer who had spoken to her earlier, stops his car across the road, gets out and just stands there watching her. We later find out that he is not the psycho and Marion finds herself sheltered by the lonely and secluded Bates Hotel. Here we are introduced to Norman Bates, a shy, nervous but very friendly young man. You would never guess, and end up shocked when you realise that he is the psycho. The sounds and camera angles of this film are the key to the feeling of suspense. The sounds of the violin make up most of the soundtrack for Psycho. Although the soundtrack is very repetitive and slightly annoying, it gives you a sense of anticipation when it played throughout the movie. The screeching violins are always played when you least expect them to, catching you off guard. As said by Alfred Hitchcock, ?There is no terror in the bang, only the anticipation of it.? The camera angles also play an important role in this movie. When Lila, Marion?s sister, goes to find Mrs Bates and talk to her, it seems to take Lila forever just to reach the house, with the camera switching back and forth from her face, then to the door.

Cogent Argument

Name Professor’s Name Course Date Determination of a Cogent Argument Cogency is a term that is used to show coherency of the various premise that contributes to a conclusion that is derived from the individual statements (Audi 235). Cogency thus depends on the premises, if all the premises are true, then the conclusion will be probably construed to be true, the use of the word probably makes it open for any argument to be considered. Cogency is used in inductive argument where observations are used as an inference for proposing a general rule regarding a statement (Audi 237). Acceptability is the concurrence verdict that is reached after a careful evaluation of all the outstanding factors based on the premises of a statement (Audi 245). In the first premise, it is acceptable to say that the grades the student’s scores has no relation with their personal values but depicts their ability to grasp the contents of the syllabus. This is because in grading it is the exact resonance between what the student writes and what was taught, there is no any other factor outside this range that is integrated in classification. For instance, a drug addict student can score As while a Christian one scores Ds, these grades do not absolutely reflect the students personal values at all. The second premise is not acceptable is equally acceptable, whatever is taught in class is not constitutionally obliged to anyone in a legal perspective such that they have to believe the classroom opinions and facts. Whereas they have the capacity to retain the knowledge and use it to get better grades, there is no legal requirement that they have to believe in what they are taught. Understanding and believing are two different words that confer different meanings altogether, premise three is acceptable and is relevant to the concluding premise. All the three premises are true and augur well with the conclusion statement. Since all the premises are construed to be true, it becomes impossible not to believe the last premise. The fact that all the three premises are taken to be true, substantial grounds is established to believe the conclusion. Relevance is the relation of the various premises to the conclusion premise, it all the premises are true then it is said to be relevant to the conclusion (Audi 251). The conclusion in this case is dependent upon the individual premises, any opinion regarding the premises directly influences the outcome of the conclusion. With reference to the four premises given in this case there is relevancy in the premises, the three preceding premises are all true allowing them to be relevant to the conclusion. Grades do not reflects on the personal values of the students is the fact in the first premise, the second one asserts that there is no legal obligation to believe what is taught in class and the third one informs that the students who are familiar with the evolution story do not believe in it. Form the three premises a conclusion is the made regarding them that for those who understands the evolution story and do not believe in it should not be given lower grades. The relevancy in the premises can then be vividly observed. An adequate ground is the consistency of the individual premises in assertion of an overall judgment (Audi 265). Considering all the premises in the case, it is impossible to refute the conclusion based on the three premises above. All the premises are true and combine to give the conclusion that is given in the above case. In conclusion, the ARG conditions are used to critically evaluate premises and conclusions based on their coherency and consistency in determination of a conclusion. These bring about the term cogency which implies the resonance given by the various statements. The use of the ARG is useful in making deductive or inductive reasoning that is essential in the critical and creative thinking (Audi 285). Work cited Audi, Robert. Epistemology: A Contemporary Introduction to the Theory of Knowledge. New York NY: Taylor & Francis, 2010.