Les Miserables The Musical

Free Essays on Advertising Analysis

My advertisement was found in a recent addition to recovery magazine. Recovery is a magazine aimed at teenagers that fall into the category that enjoy surfing, skating and mainly punk and rock music. The particular advertisement I chose was explicitly for sunglasses but it was also for the retail store that sells them. In this case the shop is called Glue. The theme of the particular advertisement is a virtual reality. Like the product is from another world but you the consumer can purchase then now. The actual virtual reality theme is portrayed in significant detail, which also sets this advertisement apart from the others. In the advertisement the background image which is part of the virtual look is lined, also known as interlaced, to create the feeling of virtual reality greatly increase. The two characters in the advertisement are specifically placed also. The actual background image has a wall in it so the producers set the 2 characters apart. By making the male close to the camera showing only the top half and the female counter part is set back on top of the wall to show the whole body and how real it is. The characters, male and female, look as if they are playing a virtual shooting game. The characters are holding fake guns that look quite futuristic yet still portray an image of virtual reality. The advertisement incorporates a white border to show of the orangeness of the advertisement. The bottom section of the advertisement is sort of cut off to add to the virtual reality feeling and to add to the feeling of being in the game also. The bottom section is compiled of 4 sections. The first of the four sections is an artificial picture of an unrealistic gun and text confirming the consumer is on â€Å"Level four†. This adds to the virtualness. The second section comprises of another advertisement for a product in which the consumer, a punk, rock, surfy-skater, would also be interested in. A specific brand name i... Free Essays on Advertising Analysis Free Essays on Advertising Analysis My advertisement was found in a recent addition to recovery magazine. Recovery is a magazine aimed at teenagers that fall into the category that enjoy surfing, skating and mainly punk and rock music. The particular advertisement I chose was explicitly for sunglasses but it was also for the retail store that sells them. In this case the shop is called Glue. The theme of the particular advertisement is a virtual reality. Like the product is from another world but you the consumer can purchase then now. The actual virtual reality theme is portrayed in significant detail, which also sets this advertisement apart from the others. In the advertisement the background image which is part of the virtual look is lined, also known as interlaced, to create the feeling of virtual reality greatly increase. The two characters in the advertisement are specifically placed also. The actual background image has a wall in it so the producers set the 2 characters apart. By making the male close to the camera showing only the top half and the female counter part is set back on top of the wall to show the whole body and how real it is. The characters, male and female, look as if they are playing a virtual shooting game. The characters are holding fake guns that look quite futuristic yet still portray an image of virtual reality. The advertisement incorporates a white border to show of the orangeness of the advertisement. The bottom section of the advertisement is sort of cut off to add to the virtual reality feeling and to add to the feeling of being in the game also. The bottom section is compiled of 4 sections. The first of the four sections is an artificial picture of an unrealistic gun and text confirming the consumer is on â€Å"Level four†. This adds to the virtualness. The second section comprises of another advertisement for a product in which the consumer, a punk, rock, surfy-skater, would also be interested in. A specific brand name i...

Condition monitoring Essay Example | Topics and Well Written Essays - 1500 words

Condition monitoring - Essay Example Common electrical components like transformers and power cables are tested for partial discharge as part of a quality assessment framework. In fact, detection of partial discharge is a common practice adopted by electrical manufacturers across the world since the 1980s. Testing for partial discharge is necessary to improve the quality and reliability of electrical systems, as it has been cited as one of the primary reasons for failure of electrical systems (Bengtsson, 2003). The presence of partial discharge indicates a partial damage to the insulation that can lead to speaking effects along the insulation surface. Thus, detecting partial discharge helps in the identification of flaws like cracks and voids where there is a maximum probability of electrical stresses that can lead to a breach of the insulation. The analysis of partial discharge can be carried out using several predictive tests that identify any degradation of the insulation before such a condition leads to the damage o f the system. Such testing can further be carried out in standard operating conditions and does not require any special arrangements. Zhiqiang, (2004) says that typical methods of detection include acoustic, electrical and chemical techniques that do not affect the insulation system. Besides, all these methods for detection can be undertaken at reasonable costs and thus find widespread acceptance in the industry. This paper discusses the acoustic method of partial discharge (PD) detection by describing the advantages and disadvantages of the technique. Further, data has been sourced from 6 different research papers that analyze the acoustic PD method from different perspectives. Discussions and inferences from these individual papers has been presented and compared wherever appropriate. Possible future trends for acoustic PD testing have also been discussed in brief. Acoustic detection of PD Blackburn (1998) says that the acoustic method for PD detection relies on the identification , processing and storage of the signal resulting from a partial discharge. The acoustic signal generated during a PD occurrence is detected and recorded by the acoustic PD testing arrangement. The technique is similar to the generation of thunder during a storm. The acoustic signal is generated when a current streamer develops within the void space. The material surrounding this volume becomes vaporized leading to an explosion that releases a detectable amount of mechanical energy. The released energy then travels along the electrical system’s volume as a pressure field. The acoustic PD detection technique is mostly used in gas-insulated substations as well as in High-voltage transformers. Detections systems that employ this method are also differentiated based on their construction, into internal and external acoustic PD systems. Internal PD systems consist of a sensor that is placed within the transformer tank to detect the magnitude of the pressure wave through the oil med ium. In contrast, external PD systems are based on sensors that are attached to the outside wall of the transformer tank to monitor the pressure wave. Amongst these two methods, the external PD systems are more widely used in the industry due to the ease of construction and operation (Darley, 2001). The main benefit of the acoustic PD detection method over other available techniques is that the information on the position of the PD can be retrieved instantly from the PD detection system through

Introduction to macroeconomics Essay Example | Topics and Well Written Essays - 1500 words

Introduction to macroeconomics - Essay Example A single estimate is then derived and published as the official estimate of GDP. There are two ways to measure the GDP, Real and the Nominal. Every country uses estimates of GDP in real terms as the international standard to measure growth in an economy. It is essential to follow a common standard so as to allow meaningful comparisons between different economies. United Kingdom follows the international conventions and European Union guidelines. This paper examines the GDP as a metric for measuring the health of an economy. It begins by analysing the distinction between the real and the nominal GDP and then goes on to elucidate the voids in using GDP as a sole quantifier of national economy. It then suggests other alternatives and gives the relative merits of using other systems to access the state of national economy of any country. The GDP of every economy tends to rise over a period of time. ... The real GDP is the value of the GDP at constant prices using a given base year value. It excludes any inflation and reflects the changes purely in volume terms; thus giving the actual level of economic activity. It is estimated using chained volume measures. The nominal GDP gives the value of GDP at current prices, prices for which year the GDP is taken. Growth in nominal GDP reflects the effects of inflation, as well as real GDP growth .It reflects change in value terms. For example to calculate the value of 1999 nominal GDP, we will sum the value of all expenditures in 1999, using the prices that prevailed then. The real GDP would be calculated by taking the sum of the values of all the expenditures in 1999, but using the prices that prevailed in the base year (2003). When the economists need to quantify inflation they take the ratio of nominal to real GDP, and take its percentage. This then is called the GDP deflator. A Time Series data of nominal and real GDP. Year GDP at current market prices (millions of pounds) GDP at constant (2003) market prices (millions of pounds) GDP Deflator (index 2003=100) Population (in millions) 1990 558,160 814,956 68.49 57.237 1991 587,080 803,892 73.03 57.439 1992 611,974 805,699 75.96 57.585 1993 642,656 824,085 77.98 57.714 1994 680,978 859,566 79.22 57.862 1995 719,747 884,748 81.35 58.025 1996 765,152 909,102 84.17 58.164 1997 811,194 936,717 86.60 58.314 1998 860,796 968,040 88.92 58.475 1999 906,567 997,295 90.90 58.684 2000 953,227 1,035,295 92.07 58.886 2001 996,987 1,059,648 94.09 59.113 2002 1,048,767 1,081,469 96.98 59.322 2003 1,110,296 1,110,296 100.00 59.554 2004 1,176,527 1,146,523 102.62 59.834 2005 1,224,715 1,167,792 104.87 60.209 Source : http://eh.net/hmit/ukgdp/ Efficacy of GDP as a

Quantitative method for finance Essay Example | Topics and Well Written Essays - 1000 words

Quantitative method for finance - Essay Example 2. Probability models are models that become relevant when the outcome of interest is not continuous (such as wages per week or stock prices) but rather binary in nature such as, work/not work, survive/not survive etc. In such cases, the simplest possible methodology adoptable is that of the linear probability model or LPM. The response variable of interest, say Y takes the values 0 and 1 only and the approach is to model the expected value of this variable as a linear function of the independent predictor variables X: (ii) The variance of y will be dependent on x. That is, the model will suffer from conditional heteroscedasticity. This violates the homoscedasticity assumption of OLS. Thus, even though estimates will still be unbiased, the OLS estimator will not be efficient and the estimated standard error will be biased. (iii) The error terms are also binary. They can only take the values of or and thus cannot be normally distributed. Therefore, the assumption of normality of errors is also violated and this in turn would imply problems for typical inferential procedures. (iv) Finally, due to the binary nature of the dependent variable, diminishing returns cannot hold. Therefore, the functional form restricts the possibility of obtaining diminishing marginal impacts of the independent variable on the dependent variable. 3. (i) If the condition does not hold, then applying OLS is no longer optimum. The assumption implies the error covariances are zero. This is necessary for OLS estimates to have the â€Å"Best, Linear, Unbiased† properties. If the error covariances are not zero, then the assumption of the Gauss-Markov theorem are not satisfied and thus, the OLS estimates are no longer best, although they are still unbiased and consistent. The main problem arises in the context of inferences. 4. (i) If then the series is said to have a unit root. This implies that the series is non-stationary. This essentially translates to the mean and

The Similarities Between Victor And The Monster English Literature Essay

The Similarities Between Victor And The Monster English Literature Essay Throughout the development of English literature there are often times when rival enemies inadvertently share striking similarities between one another, a situation clearly analyzed between Victor and the Monster in Mary Shelleys  captivating novel, Frankenstein. The vivid similarities between the two tragic characters are driven by their dreary isolation from the secluded world, which refuses to accept those who are different into society, by hatred, and most importantly by the absence of motherly figures in both Victors and the Monsters lives. As Victor had stated, I seemed to have lost all soul or sensation but for this one pursuit. (Shelley, 38) as he described that he lost all touch with the world due to his work. Perhaps even the old saying like father, like son can inevitably describe the flawless resemblances between the two seemingly lost characters. However, regardless of even some of the slight differences the two may portray, when comparing their experiences and human-l ike actions, it is clear that their similarities are undoubtedly proven and reflected upon throughout the novel. The ironic isolation with the rest of the world that the two characters undergo plays a major role in contributing to their powerful comparison. Both figures seem to strongly despise one another yet strangely enough, they both also despise themselves for their wrong and disastrous actions. The isolation began with Victors decision to separate himself from the rest of society when he become enthralled with his scientific research and experiments. And the same feelings which made me neglect the scenes around me caused me also to forget those friends who were so many miles absent, and whom I had not seen for so long a time. (Shelley, 40) As for the Monster, he detaches himself and becomes a frantic outsider when he realizes his appearance only drives those who he cares for most, further away from him. However, the Monsters isolation is based more on appearance rather than his decisions and work, for his deformed structure and frightening face are his greatest agonies. When I looked arou nd I saw and heard of none like me. Was I, a Monster, a blot upon the earth from which all men fled and whom all men disowned? (Shelley, 98) Lastly, looking past the text one can see that both characters desire to play their own cards on life, taking it away and bringing it back whenever they want. Victor is prepared to bring life to the dead while the Monster on the opposite hand, is willing to take away life from the living out of rage and misfortune. Life and death appeared to me ideal bounds, which I should first break through, and pour a torrent of light into our dark world. (Shelley, 37) In a tragic twist, both of these deprived characters have been isolated, abandoned, and have simply became outcasts of present society.   Family ties and vengefulness are truly one of the most significant aspects affecting the resemblance of both Victor and the Monster. At a young age, Frankenstein was left without his mother after her death and as a result, he never got to experience the true feelings of a mothers warm touch and love. She died calmlyit is so long before the mind can persuade itself that she whom we saw every day and whose every existence appeared a part of our own can have departed forever and the sound of a voice so familiar and dear to the ear can be hushed, never more to be heard. (Shelley, 29) Just like Victor, in his own time, the Monster never got to experience not only the love of a mother but the love of a father as well. Without these two feelings the Monster was never able to understand what happiness might have truly meant. As a result, the lack of these feelings in their lives caused the two to be driven with more rage then patience and love. Another likeness between Victor and the Monster is them both being very resentful. The Monster shows his dark-side when he decides to demolish the cottagers house, the only thing that expressed in him his affectionate human-like feelings. Moreover, Victor shows the same anger when he refuses and rejects the attempt to connect and understand the life of his creation. Perhaps it truly was the lack of love from ones mother and that from both of ones parents that caused the similarities in loneliness, anger and strive for revenge between the two main characters. Victor and his creation are two characters which despite of their differences still resemble a strong and vivid connection. These driven characters thrive for the same goals, feed of similar pain, and feel the same loneliness, remorse and isolation as one another. These similarities are so extreme that it is for no reason that most of the world recognizes the creature by the name of Frankenstein himself. Isolated by society, abandoned by their childhood figures, and driven by rage, Victor and the Monster may be more alike than we can simply prove.

Use of Allegories in A New England Nun :: New England Nun Essays

Use of Allegories in A New England Nun  Ã‚     In "A New England Nun", Mary E. Wilkins Freeman depicts the life of the classic New England spinster. The image of a spinster is of an old maid; a woman never married waiting for a man. The woman waiting to be married is restricted in her life. She does chores and receives education to make her more desirable as a wife.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This leads to the allegories used in this short story. The protagonist life paralleled both of her pets' lives, her dog Caesar's and that of her little yellow canary. Both comparisons are of restriction and fear of freedom. The animals and the woman of this story are irreversible tamed by their captivity, and no longer crave freedom. Ideas of sin guilt and atonement are also present between the woman and the dog. These images typify nineteenth century beliefs of women and their place in society. This story of Louisa Ellis is an allegory for woman, and uses the levels of allegory ironically. The stories of the dog and the bird layer the theme to help represent Louisa's life, who in turn represents the Eighteenth century woman of society. Louisa's animals and their relationship to her suitor are further links between her and her pets. The suitor brings out different traits than the norm in both the animals and the woman of this story. The man's influence is seen as disruptive. Man is seen as a threat to the serenity and security of a spinster's life.   Ã‚  Ã‚  Ã‚   Imagery put forth by this story, and by stereotypes of the day is of the new England spinster. Women who were not married yet, lived a life of chores and piousness. They learned their domestic chores and other things that would make them presentable as a wife. They did gardening work, read literature, mended clothing and the sort. These women were dependent on men to come and take them, to change their lives. Those who were not chosen were called old maids or spinsters. They typically were wealthy enough not work, so they lived a singular existence at their homes. Their homes became prisons. Leaving the home was possible

Academic dishonesty Essay

Introduction Welcome to Language for Study III. The purpose of this course is to enhance students’ linguistic ability and knowledge of academic skills and activities to equip students for success in undergraduate level study. Course Description The module draws on language from Skills for Study III to build vocabulary, grammatical competency, and refine pronunciation, prepare students to understand nuances of spoken and written communication as well as execute accurate use of spoken and written academic work. Learning Outcomes 1. Develop abilities to use lexical and grammatical knowledge to critically evaluate discourse presented in academic forms. 2. Understand and evaluate persuasive elements in research and discourse. 3. Demonstrate linguistic proficiency to write a critical response to a standpoint or researched position. 4. Produce a range of lexical, phonological, and grammatical features of language to orally respond to excerpts of spoken and written discourse expressing a standpoint or researched position. Course Outline* Delivery Plan| Week 1| Unit 1: An electronic world(Part A)Lesson1: Introduction to the module and syllabus. Lesson 2: Understanding spoken information: identify features of fluent speech. Understand how pauses, intonation and stress influence listeners. pp. 7-13| Week 2| (Part B)Lesson 3: Become familiar with different types of written text: refer to authors’ ideas. Identify persuasive language. pp. 14-22(Part C)Lesson 4: Investigating: identify grammatical structure of reporting verbs. Identify reporting-verb collocations. pp. 23-30 | Week 3| (Part D)Lesson 5: Reporting in speech: identify intonation and new information. Identify and use tones for authority and finishing a topic. pp. See more: Unemployment – problems and solutions essay 31-37Practise/mock Exam(Part E)Lesson 6: Reporting in writing: identify general-specific structure in introductions. Identify linking words. Write and paraphrase definitions using academic nouns. pp. 38-46| Week 4| Unit 2: New frontiers(Part A)Lesson 1: Follow lectures in English: recognise and use stressed and unstressed syllables. pp. 48-53(Part B)Lesson 2: Understanding written information: identify signposting for written arguments. Identify assumptions. pp. 54-61| Week 5| (Part C)Lesson 3: Investigating: identify and use hedging devices. Identify vocabulary used in stating premises. pp. 62-69(Part D)Lesson 4: Reporting in speech: refer to graphics and visual data. Refer to sources in a presentation. pp. 70-77| Week 6| (Part E)Lesson 5: Reporting in writing: link sentences and paragraphs. pp. 78-85Lesson 6: Review of Unit 2| Week 7| Unit 3: The individual in society(Part A)Lesson 1: Identify the language of speculation. pp. 87-97(Part B)Lesson 2: Understand written information: understand the way claims are made and evaluate them in a context. pp. 98-105| Week 8| (Part C)Lesson 3: Investigating: reconstruct information from notes. Synthesise information from sources. pp. 106-114(Part D)Lesson 4: Reporting in speech: summarise key aspects of research. Present an oral argument with different viewpoints. pp. 115-124| Week 9| (Part E)Lesson 5: Reporting in writing: identify and use substitution and ellipsis. Identify and use different ways of paraphrasing. pp. 125-133Lesson 6: Review of Unit 3| Week 10| Unit 4: Choices (Part A)Lesson 1: listen critically: identify and understand repetition. Identify stance markers. pp. 135-144(Part B)Lesson 2: Critically evaluate logic in texts: identify emphasis in academic texts. Identify and understand analogy in academic texts. pp. 135-144 | Week 11| (Part C)Lesson 3: Develop and independent learner: identify common errors in formality levels of academic emails. Identify formal and informal language in written communication. pp. 157-167(Part D)Lesson 4: Conclude a presentation: speculate about research results in conclusions. pp. 168-175| Week 12| (Part E)Lesson 5: Conclude, review and edit an essay: develop language for writing conclusions. refer to various sections of an academic text. Express importance, desirability and necessity. pp. 176-185Lesson 6: Unit 4 continued| Week 13| Writing Exam | Week 14| Overall review of the module. In class reflection and evaluation| Week 15| Reading, Listening and Speaking Final Exam| *(Subject to change due to unforeseen circumstances) Course material McNair, A. and Gooch, F. (2012). Language for Study III. Cambridge: Cambridge. Assessment This explains how you will be marked in this course Module Assessment| | Time/Number of Words| Weight (%)| Week Due| Relevant Learning Outcome| Writing| 2 hours| 25%| 13| All learning outcomes| Reading| 2 hours| 25%| 15| | Listening| 1. 5| 25%| 15| | Speaking| 1. 5| 25%| 15| | * Attendance – you must maintain a minimum attendance rate of 80%. Attendance will also be assessed by your readiness for class, arriving on time and your involvement in class discussions. Be sure to bring your class materials, such as pens, textbook, reading materials, extra paper, folder, etc. If you miss one class, you will be marked absent for the class. Students who leave class early without proper excuse will be counted absent. Deducted marks for late arrivals will be reflected in the class attendance grade. Therefore, punctuality is vital. (See the Access Student Handbook for details regarding absence due to illness) * You need to satisfactorily complete all the assignments set by your instructor. Your instructor will provide you with specific criteria for satisfactory performance on an assignment by assignment basis. Failure to complete assignments will result in academic probation and possible dismissal from the class. Credits and Workload This is a 10 credit course. You have class 2 hours a week, and are expected to study 4 hours a week outside of class. Classroom Etiquette * Mobiles – please ensure that your phones are off while you are in class. * Golden Rule: treat people the way you would like to be treated. Respect your instructor’s and colleagues. * For further questions and an overview of what behavior warrant disciplinary measures. See the Code of Conduct in the Student Handbook. Academic Dishonesty UKH policies regarding academic dishonesty apply to all assignments and exams completed in this course. Students should consult the Access Handbook for a detailed explanation with examples for this offence. An inability or unwillingness to conform to university standards of academic honesty is grounds for dismissal from UKH. Academic dishonesty Essay You are expected to demonstrate professionalism throughout your graduate education program. Professionalism includes the ways you participate in the university classroom and in teaching experiences in school. Your professional disposition is reviewed by advisors, professors, and the Professional Standards Committee. Exhibiting professionalism in the university classroom and the schools is a necessary requirement for continuing in the program. |Areas of | |Professional Dispositions | | | |Dependability and Reliability – Candidate demonstrates behaviors that are characteristic of the professional teacher such as | |punctuality, attendance and organization. Lessons are very well-planned and presented. | |Respect -Candidate demonstrates respect for supervisors and colleagues, students and other educational stakeholders, and is held in| |esteem by peers and supervisors. | |Commitment and Initiative – Candidate demonstrates commitment to learning and students; creates different learning strategies for | |students; and shares new and unusual professional resources with colleagues. | |Responsiveness – Candidate seeks and values constructive feedback from peers, instructors, and mentors; and goes beyond the call of| |duty to utilized feedback in teaching and planning. | |Collaboration – Candidate creates positives relationships within the university classroom and with stakeholders in the school | |community as well as suggests tips for sustaining positive relationships. See more:Â  First Poem for You Essay | |Open-Mindedness – Candidate demonstrates willingness that is characteristic of professionals in terms of willingness to examine | |both traditional and innovative practices, and demonstrates flexibility when dealing with uncertainty and complex educational | |issues through personal extensive inquiry and consultation. | |Knowledgeable – Candidate demonstrates awareness of current educational issues and demonstrates the ability to illustrate and apply| |subject matter concepts consistently and sequentially in lessons. | |Communication – Candidate demonstrates the ability to effectively write and speak, how to assist students in successfully utilizing| |applicable concepts of the language arts in terms of mastery as indicated by students’ work and grades. | |Confidentiality – Candidate demonstrates characteristics of the professional teachers such as sharing information about students | |and specific classroom anecdotes in confidential and respectful ways. Candidate shares information only with those who need to | |know. | |Academic Honesty – Candidate demonstrates academic honesty, a behavior that is characteristic of a professional teacher by | |producing independent, original work. | |Appearance – Candidate consistently wears appropriate professional attire while teaching. | |Teaching Effectiveness – Candidate demonstrates the ability to plan and to engage students in productive learning events that | |feature critical and insightful thinking, and demonstrates effective management skills by using a variety of strategies to foster | |appropriate student behavior according to individual and situational needs. | |Fairness – Candidate engages in practices that recognize all students, and all students received constructive feedback and | |encouragement. Student progress is recognized as well as mastery. All students believe that they can improve. | |Bias – Candidate engages in practices that recognize all students and encourage active student participation in activities and | |discussion that highlight the value of diversity and the richness of student’s experience. | I have read and understood this statement of my professional responsibilities. Student Name (print)_______________________________________ Date __________________ Revised 7/1/2011 IV. Go to this link http://www. lib. usm. edu/legacy/plag/plagiarismtutorial. php and go through the plagiarism tutorial. Remember that using a paper, article review, etc. from another course is also considered plagiarism. Send the posttest scores to my email address. V. Please read the Academic Integrity Policy (located under content) before signing the documents below. ACADEMIC INTEGRITY Student Signature Form Academic Honor Pledge I promise or affirm that I will not at any time be involved in cheating, plagiarism, fabrication, or any other acts of academic dishonesty as defined by university policy which explains the disciplinary procedure resulting from violations of academic integrity. I understand that violation of this code will result in penalties, which could include suspension or dismissal from the university. (Student Handbook AKA The Red Book) Initial each below that is applicable. __________I have read and understand the Academic Honor Pledge above. __________I have read and understand the Academic Integrity Policy provided in the Student Handbook AKA The Red Book. __________The instructor, _____________________________, covered the Academic Integrity Policy in class, EDU _____________ for the _________________ term. __________I have gone over one or both of the tutorials (links provided in the syllabus) on plagiarism. ____________________________________________________________ Print Name Date VI. Read Chapter 1 in your TestBook and the Introduction Powerpoint located under Module I before completing the questions below. Classify each by research type: descriptive/survey, correlational, causal-comparative, experimental, or qualitative. If causal-comparative or experimental, identify the independent and dependent variables. If correlational, identify predictor and criterion variables if there are any. 1. The purpose of this research is to examine the relationship between creativity and achievement. 2. The purpose of this research is to examine prediction of success in physics based on a physics aptitude test. 3. The purpose of this research is to examine the effect of birth order on academic achievement. 4. The purpose of this research is to examine self-esteem of males versus females 5. The purpose of this research is to examine the attitudes of parents toward lowering the mandatory school attendance age from 16 to 14 years of age. 6. The purpose of this research is to examine the ethnography of teacher-parent conferences. 7. The purpose of this research is to examine opinions of principals regarding decentralization of decision-making. 8. The purpose of this research is to examine effects of assertive discipline on the behavior of children with hyperactivity. 9. The purpose of this research is to examine the relationship between the time it takes to run the 100-yard dash and high jumping performance. 10. The purpose of this research is to examine the effectiveness of daily homework with respect to achievement in Algebra I. 11. The purpose of this research is to examine the attitudes of teachers toward school-based management. 12. The purpose of this research is to examine the effect of superintendents via observations and conversations. 13. The purpose of this research is to examine comparative effectiveness of the whole-language method versus the basal method of reading instruction. 14. The purpose of this research is to examine trends in reading methods from 1950 to 1990. 15. The purpose of this research is to examine if children’s social adjustment in Grade 1 is enhanced by increased dramatic play in kindergarten. 16. The purpose of this research is to examine if there is a negative relationship between amount of assigned homework and student attitude toward school. 17. The purpose of this research is to examine if longer school days produce a decrease in student participation in extra-curricular activities. The purpose of this research is to examine if students will achieve better in mathematics if they use Saxon Textbooks rather than if they use Merrill Textbooks.

Descriptive Essay My Private Hideaway Essay Example

Descriptive Essay My Private Hideaway Essay Example Descriptive Essay My Private Hideaway Essay Descriptive Essay My Private Hideaway Essay Use the prompt your given to create enough topic sentences that, when proven, answer the entire prompt. If Its a difficult prompt, you can create these topic sentences from the evidence (quotes) you first find In the book that you will use to prove your points. Your thesis is then the summary of the topic sentences you came up with. It should be as specific as possible, while still summarizing the totality of what your topic sentences claim. The thesis should be one sentence in formal voice and it should answer the prompt completely. So the form of the essay preterit, when finished, looks like as follows: Thesis Topic Sentence (as many as you need) (As many such chunks as you need to answer your answer to the prompt well). Sample Essay Preterit Process Prompt: Many young people have strong opinions about whether or not their community is a desirable place for teens to live. Consider the appeal your community has for teens. Write a multi-paragraph letter to parents of teens in another area and convince them to move to or avoid your community. Step 1: Brainstorm possible evidence. -mill creek town center -close to Seattle (sports events) -Edmonds marina beach -meadowland beach meadowland Plainfield.

APA Guidelines for Correct Form

APA Guidelines for Correct Form APA guidelines have made the documentation process much easier. Using parenthetical citations, you can quickly and easily cite the works of others, avoiding plagiarism and keeping your paper clean. These guidelines have changed since the old days of schooling, and now have been adapted to encompass all sorts of analytical papers and publications. APA Guidelines for Correct Form Perhaps you know how to create a bibliography. But times have changed, and now the correct format for citations is a bit different than you might remember. The days of footnotes and endnotes are long gone, along with pages of citations, for each instance of quotations. What the APA guidelines have done is accomplish documentation with the least amount of hassle. Without unduly interrupting your text, you can quote extensively and give proper credit to the author. In fact, if you quote a single book 56 times, you only need a simple parenthetical citation after each quotation. Then, in your list of works cited, you only need name the publication once. What Are Parenthetical Citations? Parenthetical citations are simply citations enclosed in parentheses at the close of the relevant sentence. Usually these consist of the author or editors last name, along with a page number. These make for easily inserted documentation, and are usually followed by an alphabetized list of sources at the papers end.

Foundation of Criminal Law Essay Example | Topics and Well Written Essays - 1000 words

Foundation of Criminal Law - Essay Example 31 (issued in 1970),  that defined recklessness as: " A person is reckless if, (a) knowing that there is a risk that an " event may result from his conduct or that a circumstances may " exist, he takes that risk, and (b) it is unreasonable for him to take " it, having regard to the degree and nature of the risk which he knows " to be present." With this definition, Lord Edmund-Davies explains that recklessness entails having a foresight of the outcome or its consequences, along with the â€Å"objective judgment of the reasonableness of the risk taken.3† Thus, Metcalfe and Ashworth differentiate Lord Edmund-Davies’ discussion with that of Lord Diplock’s speech saying that it lacked the supporting statutory interpretation.4 Metcalfe and Ashworth also pointed out the considerations made by the House of Lords in the R v G case. Lord Bingham stated that the Caldwell decision misconstrued the statute, particularly Section 1(1) of the 1971 Act5 and went against the ru le requiring that there be a â€Å"subjective mens rea† in case of serious crime conviction, leading to unfair results that might be â€Å"neither moral nor just.†6 Lord Steyn on the other hand, focused on the injustice of using Caldwell decision to children, citing the UN Convention on the Rights of the Child.7 The commentary also discussed the meaning of â€Å"recklessness† as ascribed by the House of Lords in the R v G decision. Lord Bingham adopted the definition cited in the draft criminal code of 1989 wherein a person is said to act recklessly if â€Å"with respect to (i) a circumstance when he is aware of a risk that it exists or will exist; (ii) a result when he is aware of a risk that it will occur; and it is, in the circumstances known to him, unreasonable to take the risk.†8 Metcalfe and Ashworth explains that from this definition, it can be deduced that â€Å"any awareness of any degree of risk satisfies the definition, and that the judgment of the unreasonableness of  a risk (when that issue is contested) is for the tribunal of fact.†9 With this, they foresee that this same definition may be used uniformly throughout the criminal law, except for judges who would substitute the term â€Å"reckless† with â€Å"gross negligence† necessary in a manslaughter conviction.10 Finally, Metcalfe and Ashworth discusses the question of legal policy as regards the liability of children, taking into consideration the differing standards applicable to children and mentally disordered people, from that of adults who are of sound mind and hence, should have been aware of the need to take care. In this case, they opined that the courts still sustain â€Å"strict liability for offences that may carry prison sentences of some length† and state that the legislature has emphasized on the objective standards especially in the Sexual Offences Act 2003, in that they introduced the â€Å"test of ‘absence of re asonable belief’ in consent to replace the previous recklessness requirement.†11 With this discussion of Metcalfe and Ashworth, it raised more questions than answers in definitely identifying the elements to be considered in criminal liabilities involving recklessness. Their discussion was not able to persuasively argue that indeed a different standard should be applied especially those concerning children, or having a subjective approach to the circumstance of a child or person at the time the act committed, rather than seeing a circumstance from an objective point of

Managing information systems Essay Example | Topics and Well Written Essays - 3000 words

Managing information systems - Essay Example This report is aimed at assessing the need of information for the better management and handling of the huge event of the London Olympics 2012. This report will offer a great assistance in managing, controlling and handling the event viewers and public approaching the city. Management information systems have turned out to be significant component of every business that allows extensive management of the organizational data and information processing, storage, handling and management. It is really difficult for an organization to handle the organizational management tasks without having management information systems facility. The introduction of basic terms is essential before defining management information system. Data are combination of unrefined facts representing events taking place in organizations or the physical environment prior to they have been structured and managed into a structure that people can recognize and utilize. Data can include text, numbers, images and videos. On the other hand, information refers to data that have been transformed into a structure that is important and functional to human beings (Shelly, Cashman, & Vermaat, 2005, p. 6; Norton, 2001, p. 4; Laudon & Laudon, 1999, p. 7). According to (Turban, Leidner, McLean, & Wetherbe, 2005, p. 18), an information system gathers, stores, operates, evaluates, and distributes information for a particular function. Similar to any other system, an information system consists of inputs (such as instructions and data) and outputs (reports, calculations). It performs operations on the inputs by using technology like PCs and develops outputs that are delivered to users or to other systems by means of electronic networks (Turban, Leidner, McLean, & Wetherbe, 2005, p. 18). â€Å"The term information system can be described technically as a collection of interrelated components that bring together, process,