Statics Essays - Physics, Mathematics, Dynamics, Force, Geometry

Statics By having a comprehension of Newton's Laws, keeping these three laws of graphical arrangements, and understanding vector variable based math you can take care of most building static issues. Frameworks of Force Frameworks of power following up on objects in harmony can be named either simultaneous or nonconcurrent also, as either coplanar or noncoplanar. This gives us four general classes of frameworks. The principal class, simultaneous coplanar powers happen when the lines of activity of all powers lie in the equivalent plane and go through a typical point. Figure 1 outlines a simultaneous coplanar power in to such an extent that F1, F2, also, W all lie in a similar plane (the paper) and every one of their lines of activity share point O practically speaking. To decide the resultant of simultaneous power frameworks, you can utilize the Pythagorean hypothesis, the law of sines, or on the other hand the law of cosines as sketched out in the past section. Nonconcurrent-coplanar power is the point at which the lines of activity of all powers lie in a similar plane however don't go through a typical point as represented in figure 2. The greatness and course of the resultant power can be controlled by the rectangular segment technique utilizing the initial two conditions in figure 2, and the opposite separation of the line of activity of R from the pivot of revolution of the body can be discovered utilizing the third condition in figure 2. Simultaneous noncoplanar powers are when Application the lines of activity of all powers go through a normal point and are not in a similar plane. To locate the resultant of these powers it is ideal to determine each power into parts along three tomahawks that make edges of 90 degrees with one another. Nonconcurrent-noncoplanar powers are the point at which the lines of activity of all powers don't go through a regular point and the powers don't all lie in a similar plane. Stress At the point when a limited body is dependent upon outside powers, there is a propensity for the state of the body Science

What Makes Me Happy

Gujarat and Maharashtra Social monetary information (populaces, instruction, exchange, agribusiness, urbanization), framework, improvement, and strategies. What is the essential focal point of each state? How do populace densities analyze? Are both these nations agronomically independent? How taught is the work power? Gujarat is situated in the west side of India, and lies in the Kathiawar promontory. Gujarat is encircled by various states on each side. The number of inhabitants in the state holds around 60 million individuals who communicate in the language of Gujarat which is gujarati.The individuals from Gujarat accept that â€Å"art, culture, and way of life make life tranquil and quiet. †(The official Gujarat state entrance) Art is a serious deal in their state; they feel a feeling of opportunity to communicate their way of life and how they feel. They additionally accept music is the expressions of the blessed messengers. They move and recognition their music to offer gr atitude to their holy messengers for their prosperity and way of life. In Gujarat is the place all the profoundly applauded legends originate from for instance Gandhi, a political dissident. Gujarat has a ton of incredible things about it; another astounding thing about this nation is their schools.They make a point to have extraordinary Universities to have accomplished individuals, however in reality more men go to a University then ladies do. There are a bigger number of men than ladies in Gujarat, the proportion has shown signs of improvement throughout the years. There is a lot of pride among the individuals in Gujarat for their state. There is another state in India that is wealthy in their way of life, and that is Maharashtra, India. Maharashtra is situated in the western locale of India. Maharashtra is the third biggest state in India however the wealthiest state. The local language individuals talk in Maharashtra is Marathi.

6 Books with Classic Authors as Crime Fighters

6 Books with Classic Authors as Crime Fighters Somerset Maugham’s semi-autobiographical spy novel, Ashenden, casts the hero as a writer by profession. Maugham emphasizes the role storytelling plays in both literature and espionage. Ashenden is told during his recruitment, “You know you ought to get material that would be useful to you in your work.” Such enlistment of academics, journalists, and writers as agents is a common trope in spy fiction. These careers enable operatives to travel incognito under the pretense of research. Plus, their training in observation, documentation, and analysis is natural tradecraft. Maugham is not the only author to acknowledge the relation between spying and writing. W.H. Auden described the poet as “a mixture of spy and gossip,” while Graham Greene claimed that ‘‘every novelist has something in common with a spy.” Taking such comparisons a step further, an emergent category of mysteries reimagines classic writers as spies or detectives. These books borrow conventions of historical fiction, but adding a notable author connects genre fiction to the canon of important Literature. Whether extending an author’s body of work or developing an origin story, these mysteries make classic works more accessible for readers. Here are 6 novels that recast classic authors as crime fighters: The Singer from Memphis by Gary Corby In Corby’s sixth Athenian mystery, historian Herodotus hires investigator Nicolaos as protective detail during Egypt’s rebellion against Persia. Herodotus is a double agent for the enemy, but he is more concerned with recording the deeds of men than passing secret information to the Persians. In recreating the setting and characters of the ancient world, Corby draws from Herodotus’s The Histories. His most important use of this work, though, is the depiction of political instability that still afflicts Egypt and Libya. A Prisoner in Malta by Phillip DePoy Queen Elizabeth I’s famed spymaster, Sir Francis Walsingham, recruits Cambridge student Christopher Marlowe to rescue a Spanish captive. Walsingham believes this prisoner possesses knowledge of the planned invasion of England and murder of the queen. Caught in a conspiracy between English nobility, the Spanish government, and the Pope, the swashbuckling Marlowe uses his talent for persuasion and role-playing to prevent the assassination. This theatre of deception initiates Marlowe’s own fame as a playwright and his rumored secret service to the crown. Jane and the Waterloo Map by Stephanie Barron When the Prince Regent invites Jane Austen to his London home, she discovers the body of Colonel MacFarland in the library. His final words, “Waterloo map,” send Jane on a mission to decode this map and identify the Colonel’s murderer. Barron replicates Austen’s biting criticism of social norms, particularly in her focus on the publication of Emma. Janes begrudging dedication of the novel to the Prince Regent emphasizes publishing difficulties for female authors in the early 19th century. Murder as a Fine Art by David Morrell When the 1811 Ratcliffe Highway murders are re-enacted in an 1854 slaying, Thomas De Quincey becomes Scotland Yard’s prime suspect, thanks to his detail of the earlier killings in his satirical essay “On Murder Considered as One of the Fine Arts.” De Quincey uses a combination of psychology and an opium haze to solve these copycat murders. Recalling the terror of De Quinceys essay, Morrell’s graphic descriptions of violence mimic the tone of sensational Victorian literature. Speakers of the Dead by J. Aaron Sanders Struggling journalist Walt Whitman is intent on clearing the names of the wrongfully executed Abraham and Lena Stowe. Investigating the Stowe’s misfortunes leads Walt into the New York underworld of grave robbing and the trafficking of dead bodies for medical research. These events cultivate Whitman’s poetic sensibility, as he matures from a mediocre prose writer into the poet of democracy. Sanders reflects this quality in his depiction of marginalized classes and his interpretation of Whitman’s own fluid sexuality. The Other Side of Silence by Philip Kerr Detective Bernie Gunther returns to the job after a former Gestapo officer threatens to release a compromising picture of gay novelist Somerset Maugham. Gunther must determine whether the blackmailer is preying on Maugham’s homosexuality, which was still a criminal offense, or his ties to the intelligence services. While his cynical depiction of espionage is a nod to Maugham’s Ashenden, Kerr provides a serious critique of cultural repression and sexual identity. Through its inherent process of interrogation, crime fiction allows authors to question historical truths and reinterpret dominant narratives. Thus, I can imagine Ralph Ellison using the erasure of his identity to redress racial injustices or Ryu Murakami surveying Japanese geopolitics in a dystopian, cyberpunk thriller. Which authors would you like to see reinvented as detectives? Sign up to Unusual Suspects to receive news and recommendations for mystery/thriller readers. Thank you for signing up! Keep an eye on your inbox.

An Example of the Java CardLayout Program

High School Vs. College - 1434 Words

While some people believe that transitioning from a High School environment to a College environment is arduous, others believe it is effortless. High School and College both require teachers and work, but they both have differences that many people are not aware of. People will say that college and High School are similar because they both require effort for one to pass, but what they do not realize is the amount of effort which is necessary for each. With High School, teachers give students busy work that will keep them engaged in the class and keep them aware of the information being taught in class. In College, instructors give small amounts of work which will be turned in and taken as a grade. This is one example that shows how the two are different. Although High School and College both share similarities, they are outweighed by their differences. High School and College are different because they both vary in the amount of work that is given to the students’, the classe s, one takes is their decision, and in college attendance matters. High school and College are different because in college students get to choose the classes they would like to take. Everyone knows that in High School there are classes which are necessary to take in order to graduate with a diploma, but in College one gets to choose the classes he or she needs. College is where people get to focus on a career they choose to enter and taking courses that one does not need can delay the amount of timeShow MoreRelatedCollege Vs. High School858 Words   |  4 PagesCollege Vs. High School Some may think that high school and college reading and writing are similar and that it’s just the next level up but it s not, they differentiate in many ways. College reading and writing is more than that, it’s a completely different world when compared to high school. It’s much more advanced and complexed. Some ideas that can be compared are the way we annotate, understand text, assignment topics, the depth of research, and so on. This is important to understanding howRead MoreHigh School Vs. College873 Words   |  4 PagesHigh School Vs. College The transition from high school to college is not only an exciting challenge, but also a great milestone in one’s life. High school and college both share the common goal of expanding students’ knowledge; however, there are many differences between high school and college. They are similar in such ways that you still have to go to class, do class work, take test, and study hard. They differ because in college one is taking on an entire new load of responsibility and optionsRead MoreHigh School Vs. College1149 Words   |  5 PagesProfessor Grunow Writing 1010 October 26, 2015 High School vs. College Graduating from high school is what every student is looking forward to. However, going to college is a big accomplishment for all students. The first day of freshman high school and college feels the same, the excitement and pressured. As many students experienced, both high school and college could be compared their similarities. First, both students in college and high school are expected to behave in well mannered, attendRead MoreCollege Vs. High School938 Words   |  4 PagesWelcome to college! Congratulations on making it this far! Now the time comes to ramp up the ante! No such program as stepping up to college exists as it does for for high school. Oh wait! It’s called high school. Move it or lose it now, your future rests on your shoulders. High school teachers just handed you your future based on the way you schooled, and college professors tell you to figure it out. College trips up hundreds of students a year, refrain from letting yourself become one ofRe ad MoreHigh School Vs. College1217 Words   |  5 PagesHigh School vs. College In the America, children begin school around the age of six. Once a student enters elementary school, most stay there for five to six years before they go on to secondary school, which involves middle school and high school. After graduating high school some students go on to pursue a â€Å"higher education† through college, but any further schooling after high school is no longer mandatory. In the professional world it is becoming harder and harder for high school students toRead MoreHigh School Vs. College923 Words   |  4 PagesEng. 110-48 31 August 2015 High School Vs. College High school and college are both higher education institutions that enlighten students; however, there are many differences between the two that make them both unique. In high school, the goal is to gain a broad understanding of numerous subjects so that when they arrive to college, they have an understanding of their interests, goals, dreams, and what it takes to pursue their potential career. High school works as a place for students toRead MoreHigh School Vs. College1236 Words   |  5 Pages201    High school vs. College Having a great education is the best legacy in life. It is a proven fact. This accomplishment requires moving on from high school, as well as from college. Moving from high school to college might be an energizing change, yet it is additionally an exceptionally troublesome one. It is a test that the understudy will battle with and in the end change in accordance with after some time. Despite the fact that there are numerous contrasts between high school and college, oneRead MoreHigh School Vs. College965 Words   |  4 PagesHigh School vs. College In the American schooling system, children begin primary school around the age of six, this is called elementary school and most students stay there for five to six years before they go on to secondary school which involves middle school and high school. After graduating high school some students may go on to â€Å"higher education† known as college, but any schooling done after high school is no longer mandatory. In high school there is a certain structure that has to beRead MoreHigh School Vs. College853 Words   |  4 Pagesdifference between high school and college from having bells to a no dress policy. For high school students, they are obligated to go, and if they don’t attend then the government comes into play. As for college, it s a choice to go back to school. Students in college have variety of classes to choose from and freedom,etc. This could be freedom from parents or just doing whatever you want without parents barking at you, because you are now an adult. Even though I have been in college for only a semesterRead MoreHigh School Vs. College1294 Words   |  6 PagesHigh School Versus College Schools are undoubtedly important to one’s education. The most important of those schools are high schools and colleges because they have the most impact on deciding what occupation a student wants to pursue. Although high schools and colleges share similarities in providing education, there are also many differences between each other. In both high schools and colleges there are teachers that educate students on certain subjects. Those subjects can range from mathematics

What are the Advantages of focus group research Free Essays

1.0 Explanation of Focus group research Focus group is small group selected from a wide population and sampled. Very common in marketing research and based open discussion to collect opinions or emotional response to a subject or area. We will write a custom essay sample on What are the Advantages of focus group research? or any similar topic only for you Order Now Focus group is a form of qualitative research. 2.0 Advantages of focus group research In the marketing, focus groups are seen as an important tool for acquiring feedback. Main advantages for Zazen by choosing this tool are: More accurate information (Opinions or ideas can be refined by the group). Focus group interviews are more interesting than standard interviews, what cause longer and more revealing answers. Naturalness of the answers is greater in a focus group, because the questions are directed at a group rather than individuals. 3.0 Disadvantages of focus group research Focus group research has also some disadvantages, making different qualitative research techniques more effective. Preparing focus group question is a complicated task. The responses in the interview are can be different what make the analyze very difficult, or it may be no response what can be a serious problem as well. Focus groups are generally more expensive than other interview alternatives. Skilled moderator are difficult to find and very expensive. 4.0 Suitability of Focus Group research for Companies information The ZAZEN Company wish to know what is its brand image amongst current customers. Is the ecological and ethical image a major selling point for the brand? Focus group research will allow ZAZEN to find out the answers for those questions. This kind of research contain: synergism, snowballing, stimulation, security, spontaneity and speed which allow to generate more views, information, express their ideas and expose their feelings. People feel comfortable, their responses are spontaneous and reflecting an accurate idea of their views. It is difficult to make marketing research interesting for people, encourage them to respond or avoid self-selection bias in this type of survey, however data collection and analysis in focus group proceed relatively quickly what makes it more than suitable to meet the company’s information needs. 5.0 Explanation of the chosen research comparison Depth interviewing, is also known as unstructured interviewing and is a type of interview where researchers select information in order to achieve a holistic understanding of the situation. It is also used to explore interesting areas for further investigation. This type of interview involves asking people open-ended questions, and often involves qualitative data, so it’s called qualitative interviewing. 6.0 Advantages of research comparison Depth interview research is perfect for Zazen company to investigate personal, and confidential information which are unable to cover in a group format. It is also the best method for pre-testing, where individual interpretations and responses are wanted. Depth interviews are also ideal for researching people with busy lifestyles or living abroad. Because 90% of Zazen revenue is coming from US and Japan online sales it is a better choice than focus group 7.0 Disadvantages of research comparison The disadvantage of Depth interview research is that the respondent may feel uncomfortable and scared, because of the very private atmosphere. Many people are less willing to open in a small group opposite to group interview where atmosphere is relaxed. A well skilled interviewer can overcome this problem, by establishing the good rapport and trust. 8.0 Suitability of research comparison Zazen company have to know if the ecological and ethical image (â€Å"Soil association† approval, fair trade, not tested on animals, herbal/folk-remedy ingredients.) is a major selling point for the brand Information like, how customers see Zazen, and what they would like to improve are wanted as well. Depth interview research can be done online allowing Zazen company to avoid high cost of travelling to US and Japan. It will help ass well to reach those who are unlikely to attend a focus group because of their social status(senior businesspeople or doctors,), or cannot practically attend. (solo parents) 9.0 Conclusion Depth interviewing is widely used in many kind of different researches and is generally regarded as a powerful tool in extracting data with qualitative nature. Depth interview research has also the different features of being an open situation, and is using techniques such as probing. Focus group research is paying a particular attention on â€Å"the interaction and group dynamics†. That type of research can be an empowering process for participants, and an exciting challenge for all researchers as well because of its more interesting than other research methods nature and naturalness of the answears. Both research techniques are suitable to answer the Zazen’s questions, however because of the fact that responders are in US and Japan, Depth interview research will be a better solution. Is easier to carry on even on the distance, able to be run online and collect the information, focus group is unable to collect. It will be definitely the more extensive marketing research, but to ensure success, researchers should be sensitive to individuals situations and be flexible in different interviewing circumstances. To carry on focus group research abroad will be necessary to send well skilled and professional interviewers, what will effect in very high cost of the task. Inevitable will be as well employing some extra staff to organize accommodation, transport etc. With no doubts the recommended form of qualitative research is Depth Interview. Is cheaper, more suitable for this particular case, and will gain more interesting data. How to cite What are the Advantages of focus group research?, Essays

The handicapped and mentally retarded people in Essay Example For Students

The handicapped and mentally retarded people in Essay drhAmerica lead a difficult life, but with the help ofnew innovations such as the web-Braille library andmany new laws coming into effect it will make lifemuch more livable and enjoyable to be in theirUnfortunately, in life, not everything is fair. Some people are born with handicaps that make itharder for them to get through life like the restof us. The definition of handicapped from themerriam-webster dictionary is as follows:Having a physical or mental disability thatsubstantially limits activity especially inThere are two different kinds of handicaps,mental and physical. People who are mentallyretarded are usually slow or limited inintellectual or emotional development or academicprogress. People who are physically handicappedhave a physical disability that makes achivementBefore congress intervened and began passinglaws, people with these handicaps were, and in someisolated cases still are, being overlooked in jobinterviews or not given adequate accomidatoins toget into schools, librarys, or any other publicbuildings. Congress aimed to change this withAmericans with Disabilities Act which establishs aclear and comprehensive prohibition ofdiscrimination on the basis of disability. According to this act which was passed in 1990some 43,000,000 Americans have one or more physicalor mental disabilities, and this number isincreasing as the population is growing older. Inthe past society has tended to isolate andsegregate individuals with disabilities, and,despite some improvements, such forms ofdiscrimination against individuals withdisabilities continue to be a serious and pervasiveWhen someone was discriminated on the basis ofthings such as race, color, sex, or religon theyhave legal recourse to file lawsuits, but peoplewho were discriminated on the basis of disabilityBibliography:sdgsssssswetr

Artifical Intelligence Essays - Computational Neuroscience

Artifical Intelligence Essays - Computational Neuroscience Artifical Intelligence Artificial Intelligence Artificial intelligence is a highly debatable topic. You either believe that it may be achieved or think it can't, and the middle is a little shady. Artificial Intelligence is the study to create a machine that can act like a human brain, including emotions, and consciousness. This speech will cover the subject of if it can ever be achieved and at what level. This would be a giant technological step. If it is ever achieved, everyday activities such as vacuuming, or laundry, would become automated. The leader in the field of AI is actually not a business, but MIT's Artificial Intelligence Laboratory. It does more ground breaking research in the all fields of AI, including robotics and neural networks, than any other facility in the world. First I will describe the different techniques and fields that fall under AI. The first technique that is used to create intelligent systems is the top-down approach. That is when the computer is given a written set of directions such as IF that is red, THEN go forward and it will go from there according to the program. This technique was widely used back in the 1950's when AI was still a mysterious subject, but it has major flaws. To write complex programs that take in all their surroundings would take hundreds of thousands of lines of code, which no one has the time to write. The newest technique that is being used is bottom-up. That is the arrangement of data into a complex system where all information is connected, like a brain, which is why it is also referred to as a neural network. It is extremely complex and confusing at some points, so I won't describe it here, but you don't need to understand it to answer the question at hand. There are also many different fields of study that fall under AI. The first field that I'll talk about is robotics. This field has been prospering in the '90's. It is not so much the engineering for the robots that is causing the standstill in functionality of these machines, but the computers that control what they do, which is the problem with all forms of AI right now. There is also database processing, which works with the way that a computer sorts and retrieves information. And intelligent software agents that can tell you when to buy and sell stock among many other things. But, what this speech mainly focuses on is the theory behind all this, which has its own field. There are four categories of viewpoints that one may have on this topic. A. All thinking is computation; in particular, feelings of conscious awareness are evoked merely by the carrying out of appropriate computations. B. Awareness is a feature of the brain's physical action; and whereas any physical action can be simulated computationally, computational simulation cannot by itself evoke awareness. C. Appropriate physical action of the brain evokes awareness, but that physical action cannot even be properly simulated computationally. D. Awareness cannot be explained by physical, computational, or any other scientific terms. Penrose 12 All that says is that it all depends if the brain functions computationally or physically (chemical reactions) and whether or not you believe that either of those can be simulated by a machine or biological creation of some kind. We will be dealing with viewpoint A and D. If you believe in viewpoint A than you believe that computers can become aware of their surroundings. The word aware means that it can take in its whole surroundings and make judgments and actions for itself, which a giant leap from where AI is at now. It really depends on how you view how the brain functions. Research is being done by neurobiologists to unlock the secret of how the brain works. It could function by computation or chemical reactions, no one is really sure. If you think that it is all done computationally, and that humans can simulate it in a machine of some sort than you believe in A. A is an implication of a highly operational attitude to science, where, also, the physical world is taken to operate entirely computational. Penrose 13. There has been no evidence that supports or denies this viewpoint because the secret of how the brain works has not been solved, yet. The viewpoint D, on the other hand totally rejects the whole idea that computers, or any machine can achieve any form of intelligence that may be mistaken for human action. The main reason for believers in this category is from the work of a German mathematician named Kurt Goedel. He was

Balance

Balance Balance BalanceHow do we look at space?Objects- Have a certain size. Brightness value, location.Seeing involves all the above.We do not we see a total, visual field. Objects are alive, want to move and return to certain places or remain static. Objects in a space have different forces acting abound them, attraction or repulsion.This means that a visual experience is dynamic.The eye tends to complete objects and perceive them as it wants. Ex: an incomplete circle is seen as a whole circle with a missing part.We as humans are constantly seeking to find the proper distance between objects, a distance which to us feels beautiful and balanced.Forces in an area are not only affected by the boundaries but also by the diagonals.Perpetual forces:Are they real?They are assumed to be real both psychologically and physically.Psychologically- the pull on the disk is experienced by the person looking at it.These pulls have a point of attack, a direction and intensity.For this reason, psychologists speak o f psychological forces.Physically- molecular forces. Retina stimulationTwo disks in one squareForces are still acting from the disks and square.When the two disks lie close, they attract each other and look like an indivisible thing.At a certain distance, they repel each other.These distances change in relation to the square size and dot size.In physical, balance is achieved when the forces acting upon eachother are equal. Equal strength pulling in the opposite direction.When it comes to visiual balance, every object has a centre of gravity. The eye's intuition is the best way to determine balance.There is a difference between physical and visual balaqnce. Ex: a sculpture may be visiually balanced but not physically balanced and may...

Smoldering Combustion Essay Example | Topics and Well Written Essays - 250 words

Smoldering Combustion - Essay Example For instance, a cigarette produces char due to the chemical contents, but the combustion is influenced by physical factors. This implies that the physical elements spur the chemical reactions through the oxidation process that attack the cigarette contents. The article also tackles the post-initiation features of smoldering. This comprises of various smoldering models, such as one and two-dimensional smolder models. However, oxygen controls the entire combustion process and this depends on the rate and degree of the reaction. One-dimensional smolder spreads based on the oxygen diffusion, either upwards or outwards from the layer of fuel particles (Ohlemiller 2-220). This model is restricted by reverse and forward propagation approaches. The combustion reaction is sometimes instigated by self-sustained processes. In this regard, self-sustained smolder propagation is prevalent by the oxidation kinetics of a solid. Reverse propagation is when oxygen diffuses to the reaction region from the external surface of the fuel layer. Forward propagation also affects the one-dimensional smolder in which oxygen flows in the similar direction as the movement of the smolder front (Ohlemiller

Buddhism healthcare Essay Example | Topics and Well Written Essays - 500 words

Buddhism healthcare - Essay Example Buddhist rituls usully consist of thr min lmnts: rcittion, chnting nd th mking of offrings. Th vrss rcitd r usully ssocitd with th principl tnts nd idls of Buddhism; ND thy giv xprssion to th spiritul spirtion which mks somon Buddhist. Buddhists usully chnt in ithr Pli or Snskrit (two ncint Indin lngugs) nd chnting is wy of forging n motionl connction with motionl Buddhist idls. Somtims Buddhists chnt mntrs, Snskrit phrss which r blivd to b th vrbl xprssions of nlightnmnt. Offrings usully consist of flowrs, symbolising both buty nd imprmnnc; cndls, symbolising th rdinc of nlightnmnt; nd incns which prvds th ir in th sm wy tht th truth s xprincd by th Buddh prvds th univrs (Boorstin, 2001). Th cor thicl cod of Buddhism is known s th fiv prcpts, nd ths r th distilltion of its thicl principls. Th prcpts r not ruls or commndmnts, but 'principls of trining', which r undrtkn frly nd nd to b put into prctic with intllignc nd snsitivity. Th Buddhist trdition cknowldgs tht lif is complx nd throws up mny difficultis, nd it dos not suggst tht thr is singl cours of ction tht will b right in ll circumstncs. Indd, rthr thn spking of ctions bing right or wrong, Buddhism spks of th bing skilful (kusl) or unskilful (kusl) (Twd, 2000). 1. Not killing or cusing hrm to othr living bings.

Comparison Of Learning Theories

Comparison Of Learning Theories There are three main categories of learning theories, behaviourism, cognitivism, and constructivism. Behaviourism is concerned with observable behaviour; it classified learning as acquiring new behaviour based on environment. Cognitivism basically is concern with person thinking process. On the hand congnitivism philosophy of learning based it premise that as person reflect on past experiences they construct their own meaning of experiences and knowledge. These three theories will be discussed with some focus on their likeness and differences. Since, they all have implication to teaching and learning. Such as, keeping students thinking process in mind; looking at students responses and the consequences of those responses. Introduction There is not single set of learning theory that if devotedly followed guarantee educators perfect results in the classroom. However, the study of learning has generated much discussion for many years. It has been at the core of educational psychology. Although the importance of learning as a topic of study is agreed by psychologists; they often disagreed on the mechanics of how learning process occurred. (Wittrock, 1977) cited by (Good and Brophy 1995) defined learning as the process of acquiring relative permanent change in understanding, attitude, knowledge, information, ability and skill through experience. This paper seeks to explain congnitivism, behavioural and constructivist theorists of learning, examining the similarities and differences between the theories, gives examples of how theses theories could used in the classroom. Cognitive theories focusing on how people process information and learn. They discuss concept such as memory, problem solving and decision making. David Ausubels (1963) cognitive theory distinguishes reception learning from rote and discovery learning. It is concern with how students or persons learn large amount of meaningful material thought a verbal expository teaching method (Woolfolk1990 P. 292). He suggested that learning is based on presenting information in a hierarchical sequential, organized, manner to learners. This aid and encourage meaningful learning, connection and retention of new information. Since, information presented is usually related to previous learned subsumer. A subsumer is a concept or idea that includes others concept (Woolfolk, 1990). Simple put, for learning to become meaningful there must be a possible fit or incorporation between learners existing cognitive structure and the information to be learned. To do this Ausubel postulates that educator should always start with advance organizer. Advance organizers are simple statement used to introduce higher- level concepts to be learn. They provide a structure for new information in a general manner and covers the concepts to be learnt (Slavin, 2003). To illustrate, as a teacher I at times uses the KWL chart to teach certain topics, such as the continents. First I gave the students a KWL chart; I encourage them to record what they already knows about the continents, then want they wants to know about continents and finally what new information they learned. Therefore with knowledge of advance organizers in mind educators should be cognisant of students prior knowledge and pre-requisite capabilities should be determined before giving any instruction. When teaching new concepts teachers should incorporate and commence with advance organizers. Instructions or concepts should be integrated which will encourage integrative review, links and transfer of information. Moreover, to facilitate transfer of knowledge teachers should present information in a progressive way starting with lower- level skills before moving up to higher-level skills. Additionally, a much as possible learning material taught in one subject area should facilitate learning in another subject area. For example, students can be encouraged to make links between some English words and Spanish words or Latin words. Also, in the classroom, instructions should include both discovery and receptive teaching. To facilitate this, after given instructions teachers should follow up with questions and assessments which will provide opportunities for students to encode material in their own way and apply the concept learn. Furthermore, provide instructions in simple steps, organizing information in sequential and logical ways which will be easy to follow. This will also aid and facilitate mastery of information at each stage. This hierarchical format of giving instruction was supported by Gagnes theory. Robert Gagne (1979) has proposed a theory of instructions (Woolfolk, 1990). Gagne postulate several types of learning which needs different types of instructions. According to (Good Brophy, 1995) Gagne identified five major types of learning. They are attitudes which are internal state that influence personal choices, for example how student feel after reading a poem. Motor skills involve using your reflexes such as tying your shoes. Information entails facts and knowledge stored in the memory, for example addition and subtraction facts. Using intellectual skills that allow learners to discriminate between concrete, define concepts, and solve problems using rules. Finally, use personal ways to guide learning, acting and develop solutions to problems. Additionally, (Woolfolk, 1990) said Gagne was more interested in the quality, permanence and usefulness of students learning. To achieve this, he postulated that teacher used nine instructional events. First teachers must gain students attention. This can and should be done using a variety of approaches and methods. For example, to get my Kindergartens attention I sometimes incorporate music, drama, nursery rhymes, or poems to introduce my lessons. These are expected to grab students attention and interest since children generally like these activates. After students attention is gain, Gagne proposed that teachers communicate to learners of the objectivities of the lesson. This can be done by reviewing prerequisites, oral questioning or quizzes. Teachers can also provide demonstrations of learning products or outcomes (Slavin, 2003). For example, when teaching students how to use different shapes to build a house I will present then with a model of what they can finally make themselves. When attention is gain educators must stimulate students recall of prior learning. This involves getting students to retrieved information they have learned. Then, present the stimulus that is presenting the material to be learnt, followed by providing learning guidelines. This could be anything from guided discovery activities, explanations or demonstrations, however, information presented should be in a logical and understanding way. After doing this (Woolfolk ,1990) said learning does not stop there. Since, teachers has to insure learner demonstr ate understanding of taught information. Gagne proposed this is done by his next step which involves providing guidance to learners. Gagnes sixth instructional event involves questioning students for understanding, their responses allow teachers to evaluate learners comprehension this also provides reinforcement, feedback and assess performance, which Gagne posited as his seventh and eight instructional level. His theory indicates that after each topic is taught teachers should assess pupils performance, this can be done via formal or informal evaluation. Finally, educators must enhance retention and facilitate transfer of knowledge to other top and subject areas and real life situations. With this information in mind, educators must be mindful that different instructions are required for different learning outcomes. For example in my classroom when I want my class to identify letter a I do not focus on the letters sound but on its formation or differentiating it from others. Furthermore teachers must be purposeful in selecting instruction strategies, understanding the limitations and advantages of the strategies they choice. Additionally, strategies choice should be based on the students, content and situation of it used, for individual differences are to be considered. Likewise, lessons should commence with declaration of what and why students are required to learn the information. Additionally, Pavlovs and Skinners theory were behaviourist. Behaviourism is concern with observable and measurable aspects of human behaviour (Good Brophy, 1995). This means that their theories focused on observable, measurable behaviour. Classic conditioning is a term used to describe learning which has been acquired through experience. According to Legge Harari, 2000). Pavlov used animals mainly dogs in his experiments to demonstrated classical conditioning, he arranged for the study of salivary conditioning. The dogs he used showed a salivation response when they where offered food (unconditional stimulus). The food was offered a number of times with the sound of a buzzer (conditional stimulus). After this, the sound of the buzzer alone could produce the salivation response. This theory has some links to classroom situations. For instance, a bell ringing is used in schools to indicate the end of instruction time, recess time, or use a whistle to get students attention during physical educati on exercises. Like Pavlovs theory B. F. Skinner agreed that some human reflexive behaviour is clearly encouraged by specific stimuli. However, Skinner proposed that reflexive behaviour accounts for only a small proportion of all actions (Slavin, 2003). He proposed the use of pleasant and unpleasant consequences. He work focused on placing subjects in controlled situations and observing their behaviour. Operant conditioning is sometimes referred to as instrumental conditioning is a method of learning involving reward and punishment of behaviour (Legge Harari, 2000). Skinners theory has has some important principles, is that, behaviour changes according to its immediate consequences. Pleasant consequences strengthen behaviour, unpleasant consequences weakens it (Slavin 2003). Simple put a person will repeat a behaviour if the consequences of that behaviour is pleasing or pleasant. Slavin also, posit that pleasant consequences are call reinforcer, unpleasant consequences are called punishers. Reinfo rcers are any consequence that strengthens or increase behaviour. Reinforcers can be positive or negative and both are used to strengthen behaviour. Positive reinforces which are favorable events that are presented after the behaviour, such as, praise, grades and stickers. Negative reinforcers are unfaviourable Negative reinforcers involve the removal of an unfavorable events to strengthen a behaviour.( ww.psychology.about .com) Obviously, teacher can apply Skinners and Pavlovs theories. They can decide what behaviours they want students to emulate, and reinforce these behaviours when they occur. For example in my class when I want my students to practice raising their hand to indicate they desired to give an answer, I praise them when they do so and over time I get the desired behaviour I want. However, as teacher we must be careful not to praise or reward work that do not deserve praise. Since, students may not strive to work to their fullest capabilities. Also, after determining of the objectives teachers must analyze the task into prerequisite skills and sub-skills. Additionally, rewards for academic effort should be meaningfully, such as extra recess time, opportunities to work on the computer or extra credit on key projects. Furthermore, students should know what behaviour you desire and when students exhibit the desired behaviour and they are reinforce, you tell them why. Additionally, as educators we must ensure reinforcement is truly reinforced. For example, when presenting class rules, set up both negative and positive consequences for breaking or following the rules. Also, use cues to help establish new behaviours. Sometimes at the beginning of the school year I Call students attention to the notice board, which usually has list of material they should have or will need when official class begins. Moreover, teachers must remember to reinforce appropriate behaviour as soon as possible. For delayed reinforcement are usually less effective than immediately reinforcement. In addition, one must keep in mind anything children like can be use as an effective reinforcer, although all can not be utilize in the classroom. However, as a teacher I sometimes use what whatever practical reinforcement to motivate my students. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. According to Slavin (2003) it draws many of it philosophy on the work of Piaget and Vygotsky, they emphasis the social nature of learning, and both suggested the use of different abilities grouping to promote conceptual change. Jean Piaget (1896-1980), is one of the most influential child psychologies. He proposed a theory of cognitive development which has many implications on teaching and learning. In Piagets theory he viewed cognitive development on two biological tendencies organization, and adaption( Legge Harari 2004). Organization as Piaget saw it involved organising experiences and observation into cohesive systems. Adaption involves adjusting to the environment. It is a process by which individual create matches between their pervious learnt information and new information that might not exactly fit together. This is where individuals demonstrate patterns of behaviour or thinking described by Piaget as schema (Slavin 2003 P.30). This involves using two techniques assimilation and accommodation. Assimilation involved trying to understand something new by fitting it into what one already knows. For example, the first time many children see the moon they call it a ball. They are assimilating the information into their current view of the world. If the child observation does not fit into their existing schemas they accommodate or change schema. When the individual has strik e a balance between assimilation and accommodation that person has achieved equilibrium because existing schemes and change schemas now fits. Therefore, with the above information in mind teachers or educators should facilitate assimilation process by matching new learning experiences with learners existing thinking patterns. However, the match between new experiences and existing thinking scheme of learners should not be too exact, for no or little accommodation will occur. When planning teachers should create opportunities of experiences that generate novel ideas and divergence views this will require some reconstructing of thinking and belief. Also, when presenting new information to learners it is essential that this is done in a sequential and meaningful way this will facilitate organization of information and encourage learners to organize their thought into main ides, concepts and generalisation; this helps students to consider past learning in a divisive and integrated way which can becomes problem solving tools. According to (Woolfolk 1990) Piaget also postulates a stage theory. He suggested that all children regardless of factors such as race and gender go though different stages of development, and that at each stage they think qualitatively different to the stage before. In the first stage sensorimortor, (birth to 2 years) is the time when infants gain knowledge about the world though manipulating objects and innate reflexes. They learn that an object will continue to exit even if it is out of sight Woolfolk (2003). The preoperational stage (2 to 7 years) children can now use imagery based on his or her memory of previous behaviour in the same situation (Good Brophy, 2008). Preschoolers language develops at an incredible rate. However their thinking remains egocentric and central. Therefore, teachers should use visual aids whenever possible. When given instructions to preschoolers, educators can allow them to act it out as well as give them oral information and do not expect students in the preoperational stage constantly see the world from others perceptive. Moreover opportunities must be provided for group word, this facilitates co-operation, and reduce subjectivity. The next stage is the concrete operational (age 7 to 12) Children at this age are in schools they are able to solve concrete (hands on) problems (Slavin 2003). They heavily depend on concrete experiences to facilitate his or her thinking. Therefore, teacher must provide opportunities for learner in this stage to meaningfully manipulate objects. For example, when I am teaching topics such as addition or time I give student models of clocks or counter to aid their understanding. . Also, importantly students must have occasions to interact with the physical and social environment The final stage (age 12 and beyond) of cognitive development is defined by the childs ability to think abstractly and use logical hypothesis testing to solve problems. Teachers must therefore integrate new examples and illustration from previously taught lesson to extend old learning. Also provide higher level problems to engage student in critical abstract thinking. In my teaching my questions and problems are set at different levels such as requires knowledge to answer, others required comprehension skills while other may need analysis skills. Vygotsky (1896-1934) is a Russian psychologist who made significant contributions to developmental and constructivism theory. He proposes a theory of development in which he presented several key concepts Legge Harari 2004). He viewed cognitive developments as a result of a dialectical process, where a child learns through shared problem solving experiences with someone else. It is primarily through their speech that adults are assumed to transmit to children the rich body of knowledge that exists in their culture. As learning progresses, the childs own language comes to help as his or her primary tool of intellectual transformation (Slavin 2003). Another concept is his theoretical construct of the zone of proximal development (ZPD) which provides an explanation of how a child develops with the help of others (Woolfolk 2003). It is the gap between what children are already able to do and what they are not quite ready to accomplish by themselves (Slavin 2004). He explains how children develop through contact with others such as parents, teacher, siblings or a peer.The person interacting with the child undertakes most of the responsibility for guiding the problem solving, but gradually this responsibility transfers to the child. Vygotsky also posited scaffolding. It is similar to scaffolding around a building. In that, it can be removed after the need for it ends. For instance, when a child is shown how to something and has mastered the idea he or she can now complete this assignment on his or her own. Vygotskys theory can be applied to the classroom, he suggests the teachers Is important in the process of the transmission of knowledge .This means teacher must ensure information given are accurate and useful to learners. Moreover, they must provide opportunities for peer tutoring, cooperative learning arrangements among student with mix-abilities. Personally I can attest that this approach works. Since, I have successful use this in many of my lessons. Allow students to gradually take on more independent responsibilities, removing the scaffold. Teachers responsibilities are to facilitate learning, what teachers do in the classroom are important to the overall effect of students learning. Therefore, teachers endeavour to making learning occur must be his or her best efforts. In so doing teachers can draw of all of the theories discussed in the essay. However, one must be mindful that these theories ha some thins in common and differences. Behaviourism is concern about behaviour that can be observed while cognitive psychology assumes that humans have the capacity to process and organise information in their mind. It is concerned less with observable behaviour and more with the thought processes behind it. Constructivism like congnitivism focuses on thinking processes and problem solving but also considered students reactions which is an important feature of the behaviourist theory. All three discussed theories attempt to explain and describe how learning occurs and viewed education and the instructional process as a whole. However, behaviourism formed the basis for all learning theories. Cognitivism and constructivism both stressed the importance of forging relation between previous learnt information to new information. In other words, learners are expected to relate new information to prior knowledge and experiences. As stated before there is no ideal educational theory. However the approach teachers used in their daily instructions are important. The approaches they use should be based on a variety of issues, such as the age of the students, their cognitive processing level, the subject matter and difficulty of the required task in order to successfully achieve all the objectives.

In-N-Out Burguer Essay

Describe In-N-Out in terms of the value it provides for customers. Throughout the years, the restaurant chain In-N-Out has accomplished excellent customer service and satisfaction. Moreover, their customer service is now classified among the top rated when compared to other fast food restaurants that are within In-N-Out’s range of service. Presently, the profit they are making is comparable to, if not higher than Burger King and McDonald’s. Many experts reviews have favored In-N-Out because they are known for giving customers secret menu items, which overall helps increase customer value. In other words, the famous â€Å"secret menu† strategy is bringing back not only its original customers but also their family and friends. Evaluate In-N-Out’s performance relative to customer expectations. What is the outcome of this process? In-N-Out has performed well when it comes to filling customers’ expectations. Thanks to the great performance offered by the restaurant; they have positive advertisement by their own clients. In other words, their own customers promote the food and service of the restaurant; saving the chain millions of dollars in TV advertisement. They are now famous for providing â€Å"Quality you can taste† as well as an original formula that remains unchanged. Another fact to their success is that, they have never changed their menu or freshness of the products. Millions of people talk about the freshness and tastefulness of the food and are always planning to return within days. Do you think In-N-Out should adopt a high growth strategy? Why or why not? I believe In-N-Out should remain with their slow growth strategy. This particular chain of restaurants has definitely gone beyond expectations. The truth of the matter is, a regular business with such strategy would have failed within the first three years. However, In-N-Out has exceptional in accomplishing what seems impossible to other fast foods such as McDonalds. The chain of restaurants it is not found in every state, so when a traveler is near one there is a high chance they will try it. With so many customers drawn into In-N-Out’s â€Å"no change† philosophy, why don’t more burger chains follow suit? Each burger chain has its rules and strategies, for them to ado pt the â€Å"no change† rule means many of their owners would have to agree. Since such philosophy is not the most common successful one the likelihood of them converting is not high.

Themes – of Mice and Men

Of Mice and Men, a novella written by John Steinbeck, is a tragedy incorporating a hero with a tragic flaw, a climax, and a tragic resolution. The title of the novella, â€Å"Of Mice and Men†, is the first clue to Steinbeck’s specific cultural issues. The title is a line taken from a poem called, â€Å"To a Mouse†, by Robert Burns. This poem talks about man’s enslavement to forces of both elemental and human nature which cannot be controlled, destroying hopes and dreams. This stems into the theme of the loss of the American Dream. Along with alienation, the American Dream is a major theme explored throughout the course of the novel.Of Mice and Men is a story about the nature of human dreams and aspirations and the forces that work against them. Humans give meaning to their lives by creating dreams. George and Lennie's dream — to own a little farm of their own — is so central to Of Mice and Men that it appears in some form in five of the six c hapters. The telling of the story, which George has done so often, becomes a ritual between the two men: George provides the narrative, and Lennie, who has difficulty remembering even simple instructions, finishes George's sentences.To George, this dream of having their own place means independence, security, being their own boss, and, most importantly, being â€Å"somebody. † To Lennie, the dream is like the soft animals he pets: It means security, the responsibility of tending to the rabbits, and a sanctuary where he won't have to be afraid. This theme not only applies to George and Lennie, but also to Candy and Crooks. To Candy, who sees the farm as a place where he can assert a responsibility he didn't take when he let Carlson kill his dog, it offers security for old age and a home where he will fit in.For Crooks, the little farm will be a place where he can have self-respect, acceptance, and security. Having and sharing the dream, however, are not enough to bring it to l ife. Each man must make a sacrifice or battle some other force that seeks to steal the dream away. Some of these obstacles are external – the threat from Curley's wife, Curley's violence, and the societal prejudices that plague each man; others are internal – Lennie's strength and his need to touch soft things. For George, the greatest threat to the dream is Lennie himself; ironically, it is Lennie who also makes the dream worthwhile.In addition to dreams, humans crave contact with others to give life meaning. Alienation is present throughout this novel. On the most obvious level, we see this isolation when the ranch hands go into town on Saturday night to ease their loneliness with alcohol and women. Similarly, Lennie goes into Crook's room to find someone with whom to talk, and later Curley's wife comes for the same reason. Crooks says, â€Å"A guy goes nuts if he ain't got nobody. Don't make no difference who the guy is, long's he's with you. † Even Slim ment ions, â€Å"I seen the guys that go around on the ranches alone.That ain't no good. They don't have no fun. After a long time they get mean. † George's taking care of Lennie and the dream of the farm are attempts to break the pattern of loneliness that is part of the human condition. Similarly, Lennie's desire to pet soft things comes from his need to feel safe and secure, to touch something that gives him that feeling of not being alone in the world. For Lennie, the dream of the farm parallels that security. George and Lennie, however, similarly to the American Dream, are not the only characters who struggle against loneliness.Although present in all the characters to some degree, the theme of loneliness is most notably present in Candy, Crooks, and Curley's wife. They all fight against their isolation in whatever way they can. Until its death, Candy's dog stopped Candy from being alone in the world. After its death, Candy struggles against loneliness by sharing in George an d Lennie's dream. Curley's wife is also lonely; she is the only female on the ranch, and her husband has forbidden anyone to talk with her. She combats her loneliness by flirting with the people on the ranch. Crooks is isolated because of his skin colour.As the only black man on the ranch, he is not allowed into the bunkhouse with the others, and he does not associate with them. Of Mice and Men is a novella that tries to explain what it means to be human. Man is a very small part of a very large universe; in the greater scheme of things, individuals come and go and leave very little, lasting marks. Yet deep inside all people is a longing for a place in nature — the desire for the land, roots, and a place to call â€Å"home. † Steinbeck explores the themes of the America Dream and alienation to portray the uncertainty of success.

Tel Telle Tels Telles French Adjective and Pronoun

The French word tel can be a qualifying adjective, an indefinite adjective, or an indefinite pronoun, and is also used in a number of expressions and conjunctions, making it an extremely versatile and useful French word.Tel has four forms, because it has to agree in gender and number with the noun it replaces - see table below.Tel has several different meanings depending on how it is used. Qualifying adjective When used as a qualifying adjective, tel expresses one of two things:1. Similarity  Ã‚  Ã‚  Elle a pleurà © tel un enfant.  Ã‚  Ã‚  She cried like a child.  Ã‚  Ã‚  Tel pà ¨re, tel fils.  Ã‚  Ã‚  Like father, like son.  Ã‚  Ã‚  Je nai jamais rien vu de tel.  Ã‚  Ã‚  Ive never seen anything like it.2. Intensity  Ã‚  Ã‚  Est-ce vraiment dune telle importance  ?  Ã‚  Ã‚  Is it really so important?  Ã‚  Ã‚  Il y avait un tel bruit que javais peur.  Ã‚  Ã‚  There was such a [loud] noise that I was afraid.  Ã‚  Ã‚  Une telle patience à ©tait nà ©cessaire.  Ã‚  Ã‚  Such [endless] patience was necessary. Indefinite adjective​ As an indefinite adjective, tel indicates undesignated people or things. In this sense, tel is more or less equivalent to nimporte:  Ã‚  Ã‚  Telle personne peut le faire.  Ã‚  Ã‚  Anyone can do it.  Ã‚  Ã‚  Tel ou tel professeur vous dira la mà ªme chose.  Ã‚  Ã‚  Any teacher will tell you the same thing.  Ã‚  Ã‚  Il y a tel restaurant oà ¹ on peut manger à   minuit.  Ã‚  Ã‚  Theres some restaurant where you can eat at midnight.  Ã‚  Ã‚  Demandez-lui oà ¹ il à ©tait à   telle heure.  Ã‚  Ã‚  Ask him where he was at such-and-such a time. Indefinite pronoun​ Tel is nearly always singular when used as an indefinite pronoun and means one, someone, etc. However, tel is not often used as a pronoun; other indefinite pronouns like certain or quelquun are more commonly used in its place:  Ã‚  Ã‚  Tel de ces livres vaut beaucoup.  Ã‚  Ã‚  One of these books is worth a lot.  Ã‚  Ã‚  Tel sera daccord, tel autre ne le sera pas.  Ã‚  Ã‚  Someone will agree, someone else wont.  Ã‚  Ã‚  Tel ou tel vous dira que cest une mauvaise idà ©e.  Ã‚  Ã‚  Somebody or other will tell you that its a bad idea. Singular Plural Masculine tel tels Feminine telle telles Related words and expressions tel point que so much so that telle(s) enseigne(s) que so much so that de telle faon/manire in such a way de telle sorte que so that tel que like, just as tel quel as is tel ou tel any, such and such, somebody or other tellement (adverb) so, so much ne... pas tellement not so, not as ne... plus tellement not anymore, no longer (il ny a) rien de tel que theres nothing like Untel, Unetelle (M./Mme Untel/Untelle) so-and-so (John/Jane Doe, Mr./Mrs. X)