The Imperfect Tense in Spanish

The Imperfect Tense in Spanish The imperfect tense in Spanish is the tense that expresses action in the past that has not been completed, that occurred habitually or frequently, or that took place over an indefinite period of time. It contrasts with the preterite tense, which expresses​ an action that took place at a definite time or has been completed. English does not have an imperfect tense per se, although it has other ways of expressing the concept of the Spanish imperfect, such as by context or by saying that something used to happen or was happening. The preterite and imperfect tenses are often referred to as the two simple past tenses of Spanish. The imperfect tense can also be contrasted with the perfect tenses of Spanish, which refer to completed action. (Although the usage is no longer common, the English perfect is sometimes a synonym of complete.) Spanish has past perfect, present perfect and future perfect tenses. By itself, the term imperfect tense usually refers to its indicative form. Spanish also has two forms of the subjunctive imperfect, which are nearly always interchangeable. The imperfect is known as the pretà ©rito imperfecto in Spanish. Forming the Imperfect Tense The indicative imperfect is conjugated  in the following pattern for regular -ar, -er and -ir verbs: Hablar: yo hablaba, tà º hablabas, usted/à ©l/ella hablaba, nosotros/nosotras hablbamos, vosotros/vosotras hablabais, ustedes/ellos/ellas hablaban.Beber: yo bebà ­a, tà º bebà ­as, usted/à ©l/ella bebà ­a, nosotros/nosotras bebà ­amos, vosotros/vosotras bebà ­ais, ustedes/ellos/ellas bebà ­an.Vivir: yo vivà ­a, tà º vivà ­as, usted/à ©l/ella vivà ­a, nosotros/nosotras vivà ­amos, vosotros/vosotras vivà ­ais, ustedes/ellos/ellas vivà ­an. The subjunctive form in more common use is conjugated as follows: Hablar: yo hablara, tà º hablaras, usted/à ©l/ella hablara, nosotros/nosotras hablramos, vosotros/vosotras hablarais, ustedes/ellos/ellas hablaran.Beber: yo bebiera, tà º bebieras, usted/à ©l/ella bebiera, nosotros/nosotras bebià ©ramos, vosotros/vosotras bebierais, ustedes/ellos/ellas bebieran.Vivir: yo viviera, tà º vivieras, usted/à ©l/ella viviera, nosotros/nosotras vivieramos, vosotros/vosotras vivierais, ustedes/ellos/ellas vivieran. Uses for the Imperfect Tense One of the most common uses of the present tenses is to tell of past actions that did not have a clear beginning or end. These may involve situations or repeated actions that occurred over an indefinite period of time. A simple example is Asistà ­amos a la escuela or We attended the school. Use of the imperfect tense indicates that it is unimportant when the attendance began and ended- in fact, asistà ­amos could be used even if the speaker is still a student at the school as long as the students attended in the past. Note that there is a subtle meaning of difference from the preterite equivalent, Asistimos a la escuela, which also could be translated as We attended the school. The preterite suggests the speaker no longer attended the school, or that the reference is to a specific time. Similarly, the imperfect is used in specifying the background of another event. For example, Nos conocimos cuando asistà ­amos a la escuela, or We met each other when we were attending the school. Conocimos is in the preterite from because it refers to an incident that occurred at a specific time, but the background portion of the sentence uses the imperfect. Translation of the imperfect to English depends on the context. The most frequent translations for asistà ­amos include we attended, we used to attend, we were attending, and we would attend. Sample Sentences Using the Imperfect Tense Spanish imperfect verbs (in boldface) with possible English translations are shown below. Él cantaba. (He used to sing. The English translation shows how the activity occurred over an indefinite, extended period of time.)Ella escribà ­a la carta. (She was writing the letter. Note that in this and the above example, out of context the verb doesnt indicate when or even whether the action came to an end.)Yo conocà ­a a Eva. (I knew Eva. Conocer can mean to know or to meet. The use of the imperfect here shows that the activity took place over an indefinite period of time, so knew makes sense here.)Una mujer murià ³ en el hospital mientras estaba bajo custodia. (A woman died in the hospital while she was in custody. This sentence shows the use of the imperfect for background.)Cuando era estudiante, jugaba todo el tiempo. (When he was a student, he would play all the time.)Dudo que mi madre comprara alguna vez esa revista. (I doubt that my mother ever bought that magazine. The imperfect is used here because the possible event wouldnt have happened at a particular time.)U n gran buffet estaba a la disposicià ³n de ellos para que comieran todo lo que quisieran. (A huge buffet was at their disposal so they could eat whatever they wanted. Note how the context requires different ways of translating the subjunctive.) Key Takeaways The imperfect tense is one of the two Spanish simple past tenses, the other being the preterite.The imperfect tense is used when the beginning and end of the action are unknown, unspecified, and/or unimportant.One common use of the imperfect is in describing events that serve as background for another event.

Qué hacer si turista recibe una infracción de tránsito

Quà © hacer si turista recibe una infraccià ³n de trnsito Los turistas en Estados Unidos pueden manejar durante su visita utilizando su carnet de manejar, aunque es recomendable que tambià ©n cuenten con la versià ³n internacional del mismo. Si durante su estancia en Estados Unidos los turistas son multados cuando manejan un vehà ­culo propio o rentado deben pagar la infraccià ³n o enfrentarse a las posibles consecuencias graves de falta de pago. Causas por las que se puede recibir un ticket de trnsito en EE.UU. Las infracciones de trnsito, conocidas tambià ©n como multas o tickets de trfico en algunos paà ­ses hispanohablantes pueden recibirse en Estados Unidos por razones muy diferentes  como, por ejemplo, excederse en el là ­mite de velocidad, no respetar las seà ±ales de trfico o aparcar en un lugar no autorizado. Cabe destacar que en Estados Unidos el reglamento de circulacià ³n es diferente de estado a estado, por lo que actos que en un lugar son legales en otros pueden dar lugar a una multa. Por esta razà ³n se recomienda informarse sobre las particularidades del cà ³digo de circulacià ³n del estado en el que se maneja. En todos los casos, si se recibe un ticket de trnsito, el folleto de multa contendr, al menos, dos datos muy importantes: Informacià ³n sobre cà ³mo y dà ³nde presentarse en Corte para contestar los cargos, si el chofer no acepta la multa.La cantidad a pagar, el plazo para efectuar el pago y cà ³mo se puede hacerlo: en persona, money order, tarjeta de crà ©dito o dà ©bito, etc. A diferencia de lo que ocurre con los residentes en el estado en el que han multado, los turistas extranjeros no tienen, en la mayorà ­a de los casos, la opcià ³n de tomar un curso a cambio de ver reducido el importe de la multa. Adems, si se acepta la multa y no se contesta, se va a tener que pagar la cantidad completa. Presentarse a Corte para contestar la infraccià ³n de trnsito Es una opcià ³n vlida. Pero hay que tener en cuenta: si se va a estar en Estados Unidos el dà ­a de la citacià ³nsi se tiene algo que decir para argumentar que la multa no es correctasi se quiere meter en estos problemas cuando se est de vacaciones El dilema de pagar o no pagar el ticket de trfico Muchos turistas piensan que nada les puede pasar si no pagan la infraccià ³n de trnsito. Pero antes de tomar esa opcià ³n conviene tener presentes los siguientes puntos: En primer lugar, si en el futuro se regresa al mismo condado en el que pusieron una multa que se dejà ³ sin pagar y tampoco se presentà ³ a Corte para contestarla, el turista puede ser arrestado. En segundo lugar, adems de tener problemas si se regresa al condado en el que se cometià ³ la infraccià ³n de trfico que no se quiere pagar, es posible que se tengan en otros condados e, incluso, en otros estados. Esto es asà ­ porque en Estados Unidos es relativamente comà ºn que los Departamentos de Vehà ­culos notifiquen al resto que ha habido un problema de trfico con un determinado turista. Uno de los condados que asà ­ lo hacen es, por ejemplo, Miami-Dade. Hay que tener en consideracià ³n que, dependiendo del tipo de infraccià ³n y del condado en el que se cometià ³, se puede emitir una orden de arresto. Y si esto sucede, el turista puede ser arrestado en un condado distinto al que cometià ³ la infraccià ³n. Por à ºltimo, y en tercer lugar, no pagar una multa de trfico puede tener consecuencias migratorias. Como carcter general hay que decir que la CBP –la autoridad a cargo de los pasos migratorios– no va a arrestar a ningà ºn turista que quiere ingresar de nuevo a EE.UU. porque tiene una multa de trnsito sin pagar. Sin embargo, existe una excepcià ³n a esa regla general y son los casos en los que se ha emitido una orden de arresto (warrant, en inglà ©s) originada en una multa. En estos casos la CBP puede ejecutarla y proceder a la detencià ³n del turista. Y aà ºn en los casos en los que no lo haga, sà ­ que puede decidir hacer una inspeccià ³n mucho ms exhaustiva en el paso migratorio. Como mà ­nimo, va a ser molesto. Y llevado a extremos puede dar lugar a que no le dejen entrar al paà ­s en base a algo que se encuentra en el sistema informtico. Adems, cabe destacar que los datos informticos de las Aduanas de EE.UU. cada vez son ms completos y distintas bases de datos de diferentes autoridades estn cada vez ms integradas. Como consecuencia de ello, la informacià ³n con la que cuenta el oficial migratorio de la CBP en los puntos de ingreso al paà ­s es cada vez ms completa. Cabe destacar que es recomendable seguir el consejo pà ºblico de la propia CBP en este punto. Sugiere fuertemente que se paguen las multas de trfico, especialmente las que tuvieron lugar cuando el auto estaba en marcha (moving violations). Es decir, es peor un ticket por exceso de velocidad que otro por aparcar incorrectamente. Finalmente, no olvidar que en la mayorà ­a de los casos el turista que comete una infraccià ³n est identificado, bien porque fue parado por un agente que le pidià ³ y verificà ³ sus datos o bien porque el auto es rentado y la agencia de alquiler tiene los datos que ligan al auto con una persona, su pasaporte, su licencia de manejar y su tarjeta de crà ©dito. Cà ³mo pagar los tickets de trnsito en EE.UU. No hay una regla à ºnica que aplique a todo el territorio de EE.UU. Por lo tanto, es obligatorio verificar en el folleto o en la pgina web de la autoridad que multà ³ la forma de pago. Si se decide pagar digitalmente tener en cuenta que es posible que la multa no aparezca en el sistema hasta 24-48 horas despuà ©s de haber tenido lugar el incidente. En muchas ocasiones es posible pagar por telà ©fono empleando una tarjeta de crà ©dito. Asegurarse de pagar dentro de plazo. Es comà ºn que se den 30 dà ­as para el pago, pero puede ser diferente. Finalmente, guardar copia de haber pagado o prueba digital del pago. 8 consejos sobre manejar en EE.UU. mientras se est como turista Para garantizar una visita sin sorpresas desagradables es conveniente seguir los siguientes consejos. En primer lugar, las reglas de trfico cambian de estado a estado. Se pueden consultar en la pgina web del Departamento de Vehà ­culos a Motor. Pueden ser incluso muy diferentes. En segundo lugar, en Estados Unidos son infracciones muy serias aquellas en las que el chofer est intoxicado (drogas o alcohol). Las reglas son muy estrictas. Todos los asuntos relacionados con drogas pueden tener, adems, consecuencias migratorias muy graves. En tercer lugar, si se maneja, no se habla con el celular ni se envà ­an mensajes de texto. Son tambià ©n infracciones graves. En cuarto lugar, es recomendable asegurarse de tener un buen seguro. En quinto lugar, en EE.UU. el seguro es para el chofer. No para el auto. Por lo que si varios miembros de una familia van a manejar, cada uno debe tener su seguro. En sexto lugar, no manejar el auto de un ciudadano o de un residente sin antes haber llamado a la aseguradora para incluirse en el seguro. En sà ©ptimo lugar, si se ingresa a Estados Unidos un auto  con placas mexicanas asegurarse de cumplir con todas las leyes americanas, especialmente si se viaja a lugares alejados de la frontera. Finalmente y en octavo lugar, es aconsejable contar con un permiso de manejar internacional, pero no es obligatorio. En todo caso, no sustituye al original del conductor, que sà ­ es obligatorio. Se recomienda llevar los dos ya que el internacional incluye informacià ³n en inglà ©s. Puntos clave: turistas en EE.UU. y tickets de trnsito En Estados Unidos, las reglas de trfico son diferentes de estado a estado. Deben respetarse las del estado en la que se est manejando.Si se recibe una multa de trfico, à ©sta se puede contestar a pagar.Se puede pagar el ticket de trfico de diferentes formas, segà ºn indica el papel de la multa. Como regla general se admite pago en persona, money order o tarjeta de crà ©dito o dà ©bito. Las reglas dependen del lugar en el que se emitià ³ la multa.Si no se paga una multa, el condado puede emitir una orden de arresto. Algunos condados notifican la orden de arresto a otros condados, incluso en otros estados. Si se emite una orden de arresto puede haber problemas en el paso migratorio la prà ³xima vez que se desea ingresar a EE.UU.Las multas por acciones cuando el auto est en marcha son ms graves. Es decir, es peor una multa por exceso de velocidad que otra por parquear mal.Si alcohol o drogas son parte de la multa, es conveniente aconsejarse con un abogado migratorio. Este es un artà ­culo informativo. No es asesorà ­a legal.

Short and Long-term Financing Assignment Example | Topics and Well Written Essays - 2000 words

Short and Long-term Financing - Assignment Example Sainsbury plc uses different types of financing such as borrowing, bank loans, term loans and equity funds to acquire needed cash. Long term finance is usually paid off after a long period of time such as 10-25 years. On the other hand, short term finance needs to be paid off within a year. Long term finance is acquired to fulfil a company's long-term funding needs whereas short term funds are used to finance company's working capital. Sainsbury relies on short term bank loans, bank overdrafts and short term notes for short term financing, and relies on equity shareholder's funds, medium term notes, finance leases and loan stock for long term financing. The company relies on too much loan capital, which is mostly high interest bearing in the long-term. High payments of interest reduce the company's profits. Also, high loan capital weakens a company's credit worthiness and increases risk in future. Equity financing carries high cost because it is more risky for investors. However, equity financing can be used to generate huge capital and payment of dividends is not compulsory. On the other hand, debt financing requires fixed payment of interest compulsorily. Businesses cannot rely on one source of finance rather they endeavour to maintain a mix of debt and equity capital. Companies with high debt capital are considered as more risky and therefore, the cost of capital will rise as creditors will demand more return i.e. high interest because of high risk involved. High risk, high return for investors and high cost for the company. Evidence B Working Capital Management- Sainsbury plc Working capital can simply be defined as the amount of funds in excess of current assets over current liabilities. It is basically the sum of money which is left after keeping aside the funds that are to be paid off to short term creditors. Working capital is used to finance a company's short term business needs and expenditures Working capital has two major elements viz. the current assets and the current liabilities. It can be mentioned as: Working capital = current assets-current liabilities In order to analyse a company's working capital management, it is useful to calculate ratios such as current ratio, quick ratio, receivable turnover ratio and stock turnover ratio (see appendix I). All these ratios help to determine a company's working capital position. Current ratio shows the ability of a company to meet its short term expenses and obligations out of its current assets less current liabilities. Sainsbury plc's current ratio is 0.79:1 at the end of the year 2006 whereas it was 0.57:1 in 2005 and 0.83:1 in the year 2004. It shows that the working capital position of the company has declined by about 5% over the last three years. The company is able to pay off only 79p for every 1 borrowed. Quick ratio is a variant of current ratio. It is calculated on the basis of only the current assets that can be readily converted into cash, excluding inventory and prepaid expenditures. Sainsbury plc's quick ratio is 0.67:1 at the end of year 2006, 0.46:1 in 2005 and 0.67 in 2004. This means that the company is only able to pay off 67p for every 1 of its short term obligations out of its quick current assets. For efficient working capital management, it is very essential that the company is able quickly convert its receivables and inventories into cash. The receivable turnov

Gastroesophageal Reflux Disease Case Study Example | Topics and Well Written Essays - 500 words

Gastroesophageal Reflux Disease - Case Study Example Heartburn is a common symptom for GERD. Other symptoms may occur less frequently though indicative of GERD including: acid regurgitation, excess saliva, chronic sore throat, chest pain, gum inflammation, chronic sore throat and chest pain. Harsh stomach acids can damage the esophageal lining. Reflux risk factors include alcohol use, pregnancy, obesity and smoking. Reflux and heartburn are worsened by pregnancy. Asthmatic people have higher risks of developing GERD. Flare-ups of asthma cause the lower esophageal sphincter (LES) to relax, therefore allowing the backflow of stomach contents into the esophagus. Asthma medications worsen reflux symptoms (Joel & Ritcher, 2014). Acid reflux may also make the symptoms of asthma worsen through irritating the lungs and the airways, leading to more serious asthma. However, the following is a patient education plan that focuses on conservation measures in treating GERD. Decreasing the portion size at mealtime may be helpful in controlling symptoms. Taking meals 2-3 hours prior to bedtime may aid in lessening reflux through decreasing stomach acid and emptying it partially. Additionally, being overweight is often associated with worse symptoms of GERD. Overweight patients should find relief in losing some of their weight (Gary, 2008). Moderate exercise is considered to improve GERD symptoms, but vigorous exercises may worsen the symptoms. Moreover, when sleeping, the patient is advised to elevate the head of the bed at least 6-8 inches, or to sleep on a wedge-shaped bed that is specially designed. This reduces heartburn by allowing gravity minimize stomach contents reflux into the esophagus. It is advisable that the patient does not use a pillow to prop him/her up; this only adds pressure on the stomach, worsening the situation. Cigarette smoking and taking and alcohol usually weakens the LES. Symptoms of GERD may be reduced by halting smoking and stopping alcohol taking behavior. Along with diet and lifestyle

Certain unknown wire Essay Example for Free

Certain unknown wire Essay To find out how resistivity changes as the length of wire is changed, and to find out the resistivity of a certain unknown wire. Equipment   Power Pack Ammeter Voltmeter   Crocodile clips   Wire   Metre rule Thermometer Method 1. Measure the diameter of wire using a micrometer, taking measurements in 3 different places along wire and take an average. 2. Take a piece of wire which is 100cm long, and attach t a metre rule. 3. Connect up wire to a power Pac, ammeter and voltmeter using crocodile clips and wires, to produce a circuit. 4. Vary the length of wire used in circuit by moving croc clips along the wire at 10cm intervals. 5. Record in a table the voltage and current for each of the 10cm intervals. 6. Find the resistance of wire for each recorded length, using the formula R= V/I 7. Repeat the whole method 3 times and find the average resistance of each length of wire. 8. Measure the temperature of the room with the thermometer and note this down. 9. Use the average diameter to calculate the cross-sectional area using A= ? (d/2)2 10. Plot resistance (y-axis) against length (x-axis). Draw in the line of best fit. 11. y=mx+c R= (? /A i length) + 0 Use gradient ? /A to calculate resistivity (? ). Safety. Safety was one of my top priorities. I was cautious when measuring the voltage of the wire incase it became very hot. The voltage was not increased to above 2V as this would probably burn my hands or the metre rule, due to the heating effect of wire. Preliminary test It was necessary to carry out a preliminary test in order to familiarise with using the equipment, and also to help realise mistakes, so that they wouldnt affect the real experiment. The experiment was set up as said so in my method. Preliminary Results Length of wire (m) Average resistance (? ). My results show me that as the length of the wire increases so does its resistance. In my actual experiment I will get 3 sets of results and calculate average in order to obtain precise readings. I found that I should use a low voltage in order to keep the heat generated as low as possible. Using a very high voltage could have burnt the wire or the lab unit. During the experiment the wire heats up, this causes more collisions between the electrons and the atoms as the atoms are moving into the path of the electrons. This increase in collisions means that there will be an increase in resistance. So to eliminate this extra resistance I will have to turn the power pack off after a while to let the wire cool down. I would also need to ensure that the crocodile clips were placed in the exact positions on wire e. g. 10, 20 cm etc. this would ensure reliable and more exact results. All these will have to be taken into account and will help me to minimize errors when calculating the resistivity of my unknown piece of wire. Prediction I predict that as the length of the wire increases, so too will its resistance. If the length of the wire is increased then the resistance will also increase as the electrons will have a longer distance to travel and so more collisions will occur. Due to this the length increase should be proportional to the resistance increase. So if the length is doubled the resistance should also double. This is because if the length is doubled the number of atoms will also double resulting in twice the number of collisions slowing the electrons down and increasing the resistance. My graph should show that the length is proportional to the resistance. Resistance means the property of anything to constrict the flow of electrons (a current). The electrons that carry the energy within the metal wire collide with obstacles (atoms) inside the wire and change direction. (The atoms in the wire are obstacles to the electrons. ) This is known as scattering. This causes electrical resistance. Therefore, I can predict that the electrons will collide with the atoms, when the atoms have more energy, more often. The graph that I am expecting should look something like: Theory We define the resistance of a material as resistivity. 2 factors affect the resistance of a conductor are its length and its cross-sectional area. Resistance ? Length (Doubling length doubles resistance) Resistance ? 1 Area (Doubling the cross-sectional are halves the resistance) Resistivity can be measured using ? = AR L And R= ? L A Where: R = resistance P= Resistivity constant L= Length A=Area To find ? I am going t plot a graph of R against L. The gradient of the graph will allow me to calculate ?. The equation of the straight line is y= mx + c As the line will go through the origin c =o Therefore y= mx The Resistance will be the y-axis and Length will be the x-axis. Therefore:- R= mi L As R= ? L The gradient of this is ? /A (excluding R and L) A So.. m=? /A ?= mA The area will be found by measuring the wires diameter and using the formula A=? (d/2)2 Section B- Results L (cm) VThe diameter of the wire was found using a micrometer. 1/mm 2/mm 3/mm Average/mm 0. 19 0. 19 0. 19 0. 19 Minimising Errors To minimise errors the following precautions were taken:   Method completed 3 times so that averages could be calculated. All results taken at same time so that temperature changes do not affect resistance Micrometer used to measure diameter of wire, as it can measure small distances accurately Meter ruler used to measure wires length accurately. Power pack was turned off to cool inbetween readings so that the wire did not get hot and thus affect the reliability of my results at each value.   I also tried to minimise human error in the experiment, such as putting the crocodile clips on the exact lengths and recording the readings on the ammeter and voltmeter accurately. Section C- Analysis Calculation The cross sectional area of the wire is calculated using: A= ? (d/2)2. So my value for resitivity of the wire according to my results is 39 i 10-8 My prediction was correct because I got a straight line on my graph and this shows that the length is proportional to the resistance and as the length of wire increases so does its resistance. I believe my experiment was good because Section D- Conclusion Analysis of errors Error in the area of the wire 1/mm 2/mm 3/mm Average/mm Range/mm 0. Possible sources of error Systematic errors   There may be inaccuracies in the measuring equipment. Its possible that the micrometer may have been damaged and may not have read the thickness of the wire accurately.   There may have been an error in measuring the location of the crocodile clips, and this may have lead to inaccurate results.   The voltmeter takes a small amount of current from the wire Random errors The temperature of the wire and the room may have lead to increased or decreased resistances.   Thickness of the wire would not be constant, this would lead to different resistance values in different parts of the wire. Unknown material of wire   The power supply may not have been constant. Improvements   Errors in meters- use 3 different meters to check current, and voltage values   Location of crocodile clips- use pointers instead of clips to get accurate measurements Some current flows through the voltmeter- I could have used an oscilloscope as it has a very high resistance so current will not go through voltmeter.

Federalist #10 :: essays research papers

Madison begins perhaps the most famous of the Federalist papers by stating that one of the strongest arguments in favor of the Constitution is the fact that it establishes a government capable of controlling the violence and damage caused by factions. Madison defines that factions are groups of people who gather together to protect and promote their special economic interests and political opinions. Although these factions are at odds with each other, they frequently work against the public interests, and infringe upon the rights of others. Both supporters and opponents of the plan are concerned with the political instability produced by rival factions. The state governments have not succeeded in solving this problem; in fact the situation is so problematic that people are disillusioned with all politicians and blame government for their problems. Consequently, a form of popular government that can deal successfully with this problem has a great deal to recommend it. Given the nature of man, factions are inevitable. As long as men hold different opinions, have different amounts of wealth, and own different amount of property, they will continue to fraternize with people who are most similar to them. Both serious and trivial reasons account for the formation of factions but the most important source of faction is the unequal distribution of property. Men of greater ability and talent tend to possess more property than those of lesser ability, and since the first object of government is to protect and encourage ability, it follows that the rights of property owners must be protected. Property is divided unequally, and, in addition, there are many different kinds of property; men have different interests depending upon the kind of property they own. For example, the interests of landowners differ from those who own businesses. Government must not only protect the conflicting interests of property owners, it must, at the same time, successfully regul ate the conflicts that result from those who own, and those who do not own, property. To Madison, there are only two ways to control a faction: one, to remove its causes and the second to control its effects. The first is impossible. There are only two ways to remove the causes of a faction: destroy liberty or give every citizen the same opinions, passions, and interests. Destroying liberty is a "cure worse then the disease itself," and the second is impracticable. The causes of factions are thus part of the nature of man and we must deal with their effects and accept their existence.

Design an Advertisement or a Web Site for the Cinema Essay

Design an advertisement or a web site for the cinema. Your advertisement or web site should be attractive and easy to update as films and timings change and be suitable for publication in various places. The application chosen To complete the task above, I used Microsoft ‘Front page’ 2000. T his is a Desktop Publishing package and enabled me to create a web page, as specified in the task brief. This task required a DTP (Desktop publisher) as it is a web based project, in other words, the result could be published on the web. I used Front page, as it enabled me to easily update and modify the web page, this was also required in the specification. It is also easily published onto the World Wide Web, or the Internet, as long as I have the required web space necessary. I could have used Microsoft Word, which I have more knowledge about, and therefore would have been easier to use, but I felt that I would use Front page, as it automatically saves the web page as the required format for web publishing and also it is designed for my required purpose. Equally I could have used Microsoft publisher, also a desktop publisher, but as I have no previous experience using this program, I felt that I should u se Front page. Software Advantages / Benefits Disadvantages / Drawbacks Front Page Specifically designed for Desktop Publishing, many features designed especially for Web publishing. Very complex to use, not much experience in using program. Word Very simple to use, can be used by beginners to experts, the more experience a user has with the program, the more complex the program can become. Primarily a Word-processing package, not designed for DTP. Publisher Desk Top Publisher, lots of templates for easy publishing, easy to update and insert images and text boxes etc. I have not go much experience in using this program, also it is quite difficult to use with no experience. Does not automatically save as html format. Big M’s Software Big M cinemas are currently running computers that can only run basic word processing packages, they may need to upgrade their software, for example a Microsoft Office suite may suit their needs as this can be basic and advanced depending on the skill of the user. Their printer software and drivers may also need updating as they have problems when sending things to be printed, they sometimes do not come out, as they should. Software available for use at home; Microsoft Office 2002; * Publisher * Word * Front Page 2002 * Access * Excel * PowerPoint To complete this project I will not need any other programs, I will need Microsoft Access, Excel and Front Page, and Word for this write up. Software I need to complete this project; Software Purpose and Advantages Front Page Specifically designed for Desktop Publishing, many features designed especially for Web publishing. Specific for my requirements also easy to update page and site, as specified in the requirements. Word Very simple to use, can be used by beginners to experts, the more experience a user has with the program, the more complex the program can become. Specific for Word processing that is what I need it for, in this write up. It incorporates many advanced features, e.g. table of contents, that otherwise would take along time to produce. Excel A very advanced spreadsheet program, which will enable me to make a accounting package, with the use of functions, macros and many other features specific to this program. Access This database software will enable me to complete task 3, a very advanced database program, enabling me to run queries, forms and to create letters to members depending on their interests. Hardware For this task the user would need a relatively fast computer, e.g. 300mhz or over, this would enable the user to use Front Page effectively. Any slower and the time needed for image handling, and even fast input of text maybe hindered. I could have used a slow home computer or those in the library with slower processors and older software. I decided to use the computers in the ICT department as they are adequately fast enough for my needs and will run all the software I need. School Computers – Connected to a LAN (Local area network) Standard Qwerty Keyboard Standard PS/2 Mouse 15†³ Visual display unit (SVGA) 600MHz Celeron processor 6GB HDD A: Drive for 3.5†³ diskette Epson Stylus colour 850 Inkjet Hewlett Packard 2100 Laser jet Printer Epson Scanner 56K Modem My Home PC 333MHz Celeron Processor CDRW 8*4*8 and 10*8*32 with Nero 4 7.5GB HDD Standard Qwerty Keyboard Standard PS/2 Mouse 15†³ Visual display unit (SVGA) A: Drive for 3.5†³ diskette Epson Scanner Epson stylus colour 440 Inkjet 56K Modem Hardware Advantages / Benefits Disadvantages / Drawbacks School computers Fast processor, 600mhz, networked so I can access work from all computers, very efficient laser printers and colour printers. Some computers do not have Front Page, although this is Software, limited printer credits, and sometimes the internet connection is down. Big M’s Computers None, apparently. Capable of basic word processing. Many; too slow, trouble with printers, whole system out dated. Qwerty keyboard Most commonly used keyboard. Not as quick to type on as other keyboards, e.g. Natural keyboards. Home PC Linked to Internet, no sites are filtered, enables me to do extra project work, out of the time limit. No printer credits Slower processor than school, infected with virus, so has a tendency to crash. Does not have all the same software as school. Lacks new scanner etc. This system is similar to what Big M Cinemas may need to upgrade to, 600 MHz processors are adequately fast enough and will run every piece of software available today. Also the laser printers used at school may also be necessary for Big M cinemas to get high quality print outs and also quick printing. This would enable them to print out lots of very high quality leaflets, and information sheets in a very short amount of time. Using the software In designing a Web Page, as specified in the project requirements, I broke the steps down into smaller parts. Firstly I researched the films, included in my database, and selected some of the latest films. I then created 3 separate pages, Main page, Latest films and Ticket prices. I then created the main page, a very simple page, as outlined in Appendix 1, or the web page research. I then, very briefly explained the ticket prices, Standard Luxury and disabled, giving prices for each. The last page I created was the Latest film reviews, where I simply entered a block of text, or the review and a graphic into a table with two cells, giving a simple and easy reading review page. Data needed by the system The data needed by the Web page system, will be information such as film times, ticket prices, certificates of films, and corresponding pictures for the review of the film. This will also apply for the corresponding text for a certain film. When the data is put into the system, it will have to be correct. I made sure the data was correct by checking it previously. I also made sure when compiling the film reviews, obtained the text and graphic and the title of the film at the same time, so as not to make a mistake. I would have to make sure that information like the Certificate of the films, e.g. U, PG, 12, 15 and 18 was correct as this may be misleading if it was not. Film times were also important as if these were incorrect; people may turn up to the cinema at the wrong time. A lot of this data is included in the Film table on the Database, see Database. This information could be put onto the web page if I were to do this task as the extension. I will also check spelling of film nam es using a spell check tool. The ticket prices would also have to be correct to correspond with the Spreadsheet, as I only included standard seats in the spreadsheet, I would only have to make this price match, in this case à ¯Ã‚ ¿Ã‚ ½5. System outputs This task should produce the following outputs, a printout of the Web page, as necessary in this project, to hand it in. Another output possible would be a booked ticket, if I had constructed a booking system on my website, this could be an extension task. I chose to keep my outputs limited to a printout, as this is all I had time to do during the project as time was limited. Systems like the spreadsheet and database will have many more outputs as these were required. Analysing the problem During my research, I found the user would like colourful and attractive, also easy to use web sites. The evidence to support this can be found in Appendix 1, although this is printed in greyscale, all the web sites are high in contrast and very colourful. They are all very simple to use but very complicated systems at the same time. I will be able to achieve a high contrast and colourful site, and make it simple to use, incorporating hyperlinks to each page but will not be able to create a complex system in the time limit. The stages of input, processing and output are shown in the flow diagram below; Types of system Output The system can output information in different formats e.g. using a VDU the information can be displayed on screen, also the information can be printed using many different types of printers e.g. laser or inkjet. Output devices Advantages/Benefits Disadvantages/Drawbacks Visual Display Unit Size can be altered on most programs e.g. percentage of view. Information can be changed on screen. Information cannot be amended by hand whereas a printout can be. Inkjet printer Colour or Black, good quality. Printouts enable information to be marked or easily amended. Very expensive, slower than laser printer. Laser printer Very fast printing, black, very high quality. No colour in some models, extremely expensive. Having looked at the system devices, I decided to use a VDU to change data on screen, which enabled me to change view and so on. To print documents entirely in black, I will use a laser printer for speed and quality of printing. For colour documents I will use the inkjet printed which will enable me to print in colour. One more system output is the image on a VDU, which the user of the system will be able to view. The information, and film reviews will be what is visible, depending on the page that the user is viewing. Data Storage The data will be stored on the school network and my home PC, in addition I will keep a back up on floppy disk. This is three methods of data storage, the hard drives of both computers, are a form of magnetic storage, this also applies for the floppy disk. If I were to make sure I would not lose my data, I could store it optically on a CD (compact disk). For security purposes, I could store all my work on a tape, a security procedure carried out on the school network weekly. Testing To make sure that the system works I will complete these tests; * Ask an impartial person, to use my system, for example, I could ask them to load up the home page, by opening the file in my area, Click the link to the reviews page and print it off, If they were successful I know my system is successful. * Results; I completed this test and the user was able to complete my request. * Ask another person to open the web page, again and click the link to the reviews page, again as before, but this time, highlight the review and graphic for panic room, copy it and paste it into Word, and print it off. * Results; I completed this test; it was also successful, proving my system is user friendly. Simple Documentation For this task, I will only complete a simple user documentation. As this Web page is very simple, and does not have any complex features or relations, it is very simple to use, and as there are no booking systems, or show times, it is not very complicated. * If the system has been uploaded to the Internet, * Type in the address bar; www.BigMCinemas.com * This will take the user to the home page, * Follow the links to either, the Latest film review page or the Ticket prices page. Latest Reviews; * Look at the film reviews, * Scroll down to access hidden ones, * Either, take the link back to the home page or to ticket prices. Ticket Prices; * Gather required information on ticket prices, * Either, take the link to the home page or latest reviews. This is an incredibly simple user documentation, but as the system is so simple to use, this is all that is required. If a booking system were incorporated, the user documentation would become more complex. Evaluation – The benefits of the system The benefits of the system I have developed will be; * The user will be able to access Film reviews from any computer connected to the internet. * If I were to extend my site incorporating a booking system, the benefits for the user would be that they would be able to book online, and pay with a secure connection using their credit card. * Another advantage for the user, if they were to become a Friend of Big M’s Cinemas, they would be able to get benefits from using my system, as members may get a reduced price for tickets, and priority seats. * At current, the site is very simple, but another benefit, as it is web based and designed to be easily updated, I will be able to update the film reviews very quickly and easily. This is a benefit for the user as they are getting the latest reviews, and prices as soon as they come out. There may be drawback to my system, such as that at current it is very simple and may not provide all the information the user wants. For example, it only has reviews for a limited number of films, due to the time limit I had in making it. When using the system, which only has 3 different pages, the user may not get all the information they require, e.g. different prices for different seats, and discounts for members. I produced a very simple system and realised that I would need to spend a lot more time in planning and designing the site if it were to become viable to upload to the web and use as an active system. I would need to produce a booking page, with all the different seats and prices for each screen, and depending on the age Certificate, update the ticket prices, e.g. if a film was a 15, child prices would not need be included, and so on. A secure connection would need to be gained for Credit card payment, and I would need to produce a Membership form online, like that featured ion Appendix 2. as well as this I would need to increase the amount of reviews, and add Film times, and their certificates. I could have used a membership form that I could design and print out, and hand out at the Cinema chains, by hand. These forms could be returned in the post. This method is a lot slower and not so reliable, as sending letters is not 100% safe, they can easily be lost or misplaced. Alternative methods for my system; * (1) Instead of publishing my system on the Internet, I could put my parts of my system, as already exists into a newspaper. Many cinemas already advertise film times, and the names of all the films, in weekly newspapers. There are many drawbacks to this system. I would only be able to put in a small advert, due to a large cost for advertising, and I would only be able to include film times, certificates and screens showing certain films. It is a very effective method as it is available to a lot of people. * (2) I could also put my system onto Tele-text, instead of the internet; there are also many problems with this method. Tele-text is quite slow, the design and layout is very simple and not very eye-catching. Only certain information would be provided, as graphics for the reviews would not be possible. An advantage of this system is that it is very easily updated. If I had more time, I would have improved my system, and included a booking system, and improved my reviews page, I would also have included film times, different cinemas, certificates of the films, incorporated a membership application page and generally improved it, making it more complex, but regaining its simplicity. My system Alternative Method (1) Alternative method (2) Advantages Enables me to put all the information onto the system, including booking systems, film reviews and film times, and ticket prices that are easily accessible for anyone with access to a PC, with an internet connection. It is also very easy to update, enabling me to regularly keep the site posted and constantly bring up to date the film times and the screens on which they are showing. More people could access the information, as more people have access to newspapers than the internet. It is also a very good way of advertising as more people will see the information and in some aspects, it is quicker than using either my system or method 2, as it is very direct and the information is very easily obtained. By putting the system onto C-Fax, or Tele-text, I would be able to make the information available to any one with a Tele-text compatible television. This would be easily updateable, unlike alternative Method 1, which is only updateable when a new Paper is released. This system could also include a number for phone booking. Disadvantages There are not too many disadvantages to my system; it is a lot more comprehensive than both the alternative methods, as they are both limited. This system would not be very good, as it would only incorporate the film times, and titles. The first system, allows the user to read reviews and book online. Although this system could include a phone number for phone booking, this is a very successful method. Graphics could not be included, although reviews could. Ticket prices and links to other pages could also be provided. Hyperlinks could not be made, and the design and layout is very primitive on Tele-text. Summary – The use of ICT If I compare my solution to ones that already exist then I can see that in many respects my system would be better, if I were to extend and improve it. These system already exist and are very successful, as shown in Appendix 1, showing the Odeon’s web site, a comprehensive example I would need to follow if I were to extend this particular project. Comparing my current system to systems like that on the Odeon page, I can see mine is very primitive, and not very good. The changes that have occurred due to the use of ICT and computers are, the increased ease in Booking Tickets, becoming a member, viewing reviews quickly and easily, and looking up film times, certificates and the price of various tickets. Computers have enabled many more people to access this information and increase the complexity of a system like this. The people that use the system would benefit from using it as it would save them time booking tickets or becoming a member. In some ways it increases security, an d reliability, as a membership form sent in the post could be lost. The user would also find all the information they need in one place and at the same time, eliminating hassle in phoning up the cinema or buying a newspaper.

Using Blended Learning To Improve Student Performance Education Essay

I have questioned the over accent of traditional schoolroom instruction to pupils who are at easiness with engineering. It continues to be an country of serious concern to me a lecturer/tutor. It is good known that today ‘s pupils are different from pupils who grew up in a non-technological textual universe of books and really small multi-media. These digital age scholars seem to be at easiness with engineering. If I am to do an impact on my pupils ‘ larning it is sensible for me to include engineering in my instruction. I propose hence in this research undertaking to utilize blended acquisition where I can intermix the traditional face-to-face bringing manner of learning with the usage of the societal technologies- wiki, Edublogs, facebook, myspace, Google physician and electronic mail to supply for the online larning /virtual experience for pupils. By so making I hope to widen larning beyond the schoolroom and promote pupil battle in the acquisition procedure. It is my purpose to breed more communicating, coaction, creativeness and sharing information and thoughts among pupils in a short summer class at the UWI. My end is to better pupil public presentation in category and in the concluding scrutiny in the MGMTO43 Information systems Design 11course. I believe that engineering, particularly societal engineerings, should be an built-in portion of learning in the twenty-first century My research describes the attack I used to ease blended acquisition in this class. It identifies the challenges I faced, the infrastructural issues in the schoolroom assigned for the topic which negatively impacting on the original construct I had for class bringing ; the accommodations I had to do to finish the class, my pupils strategic behavior and demands made of me by them during the class. I besides analyse the responses to the pre-course and post-course studies which were undertaken by me and my contemplations as a consequence of making this undertaking. I believe that I have growing intellectually from the procedure and that I shall go on to polish my practice as a lector. I have learned from my pupils. Chapter 1 Introduction My action research survey focuses on the inquiry: How can I utilize blended acquisition to better pupil public presentation in an undergraduate class at the University of the West Indies, Faculty of Social Sciences summer programme. Chapter 2 explores the context of my survey sketching my experiences as a instructor in the instruction system of Trinidad and Tobago. It inside informations my entry in instruction and my early pattern as a instructor at modeling heads of pupils ; depicting my booby traps in footings of my pedagogical practice, the influences of my wise mans and the traditional attack to educating pupils in our instruction system. It goes on to briefly explicate the historical pattern by pedagogues of concentrating on the academically inclined pupils banishing those with different larning manners and describes to overemphasis by the society as a whole on pupil public presentations ( base on ballss ) in national scrutinies as a standard for success or failure of a school. The chapter besides highlights the impact of my exposure to instruction theory and teaching/learning methodological analysiss which have transformed my attack to learning puting the pupil at the Centre of my pattern as a lector. It explores my involvement in engineering in instruction, peculiarly web2.0 societal engineerings and how these platforms positively impacts the teaching/learning dealing ; leting for coaction, communicating, creativeness and sharing of information, supplying for the development of larning communities. I besides explore the construct of Digital Natives or Digital Age Learners and analyse blended acquisition as a teaching/learning methodological analysis from different positions, associating the thought to my grounds for utilizing action research to research intermixing larning as a method for bettering pupil public presentation. Chapter 3 inside informations my methodological analysis in this undertaking. I explore briefly the positions of research in instruction, foregrounding the scientific, interpretative and action point of views. I seek to explicate why the interpretive attack is valid as a method in instruction research and why in the probe of ‘peoples ‘ or ‘students ‘ issues quantification as used in the scientific method may non be every bit valid as making, given the subjective issues involved. I discuss the nature of my research associating my experiences as a instructor at both the primary and secondary sectors and my actions as an pedagogue in the schoolroom. I discuss in some item the research procedure in this survey, depicting the environment in which I functioned, the challenges I faced and how I overcame those challenges. I described my initial interaction with the pupils, the stairss I took to beg their understanding to take part in the survey, the paperss I used and their responses. I besides indentify the ethical issues involved in the survey and how I handled such issues. Chapter 4 describes the action research procedure in some item. I provide a description of the continuance of the survey ; how the pupils responded, their concerns, the challenges I faced in the schoolroom based on the institutional agreements made for the class. I farther explained my premises with respect to what I perceived as basic demands for any blended acquisition activity e.g. pupils holding internet entree at place and in category ; the establishment supplying internet entree in the schoolroom and disposal efficiency. When such facilitations are absent the negative impacts on one ‘s program are important. I detailed some of these issues and how the pupils reacted. I explore issues which arose in the executing of the survey with mention to the teaching/learning dealing, the pupils concerns and how I negotiated solutions. I detailed the pre-course questionnaire and findings and how these determination impacted the attack the survey. In supplying a comprehensive analysis of the questionnaire, I used a series of diagrammatic representations to demo the pupils ‘ responses to the single inquiries. This chapter besides gives a item history the Sessionss as they occurred and the issues I had to meet. Finally, a contemplation on this experience is provided. Chapter 5 focal points on the discussion/analysis of the blended acquisition survey. I provide an history of the action research from the positions of the research inquiries by set abouting an analysis of each of the four research inquiries: Does Blended Learning enhance pupil public presentation in the schoolroom? How can I utilize a blended acquisition attack to better the schoolroom and scrutiny public presentation of pupils in the MGMT 043X class at UWI? How do I reconstitute the MGMT 043X class content to heighten blended larning class bringing to aline with pupils larning manners? Does a Blended Learning attack affect the acquisition manners of pupils? In analysing each inquiry I seek to place the sentiments of the taking research workers and supply snapshots of their research, explicating my ain experiences, defects, accommodations made and contemplation on pupils ‘ public presentation in the short class on planing information systems. I discuss my world in footings of the existent teaching/learning environment – the engineering, the institutional agreements and the accommodations I had to do in the context of the research inquiries. I besides remark to the responses the post-course study in footings of pupil responses to the issues they faced in a blended acquisition environment. Chapter 2CONTEXT OF STUDY2.1 My Experience as a Teacher/LecturerTeaching has been the chief profession I have engaged in throughout my life. I have been influenced by the best of instructors and the worst of instructors, both at primary every bit good as secondary degree. What is important to me, nevertheless, is the important impact, both consciously and unconsciously, instructors have on their pupils. As a instructor I have had to invariably oppugn my public presentation in the instruction /learning dealing because my major aim has ever been to guarantee that my pupils did good in their scrutinies. This was what mattered most since my category and my school was judged by society at big as a ‘good ‘ or ‘bad ‘ depending on the consequences of scrutinies ; whether Common Entrance or SSEC/CAPE. This was the ground I spent long hours in schoolrooms boring my pupils. As a college lector I perpetuated the same myth of difficult work and concern for my pupils by air ing content and boring them on content. Yet I, like many of my co-workers complained bitterly when they underperformed in scrutinies. The fact is that I was perpetuating an educational systemic job of non providing for the â€Å" academically otherwise able † pupils ; the persons who were slow, weak, had different acquisition manners and whose endowments I was unable to tap into because of my attacks to learning and larning. I failed many of my pupils, partially because of my ignorance and rawness in the theory and pattern of instruction. Drudy and Lynch, ( 1993 ) have commented on this systemic failure which continues to happen in our instruction system when they opined: â€Å" Failure in school is construed as a job of single incapacity: we blame the victim for the insufficiency of the system, and the victim in bend internalises a sense of personal failure through the uninterrupted experience of being labelled † . Why was I judged by the society and my braces in the profession as a ‘good ‘ or ‘bad ‘ teacher/lecturer depending on how many of my pupils performed magnificently in scrutinies? What caused this over accent on the per centum of pupils who passed their scrutinies from my category? Like so many other teachers/lecturers, the perceptual experience of â€Å" excellence † was linked to scrutiny base on ballss. Humphreys ( 1993 ) asserts that: â€Å" instruction is non merely about developing rational and occupational accomplishments ; it is besides about assisting pupils to understand and value themselves. † These thoughts were merely non in my consciousness ; as were the other pedagogical issues ab initio, which were of small concern to me -how my pupils learn, my bringing manners, their acquisition manners, my method of pupil appraisal, my failure to implement group and independent acquisition, my ignorance of the impact of schoolroom environment, the important relationship between my pupils societal, environmental, psychological and cultural backgrounds which impacted on their ability to execute academically in the schoolroom. I have since recognised the cardinal significance of each of these issues in the context of my pupils ‘ public presentation and the hugh impact each has on my function as teacher/lecturer. Over the past decennaries, I have been exposed to new thoughts and educational constructs about instruction and acquisition. I have agreed with ( Gardener, 1991 ) thoughts on multiple intelligences, ( Bloom, 1956 ) taxonomy, every bit good as Dale ‘s cone of experience among others. More late, I have been exposed to the theories and thoughts of instruction and acquisition in a formal scene as I undertake surveies and research at the University of the West Indies in Teaching and Learning in higher instruction. This alone experience has helped me to transform my original instruction doctrine leting me to be at a occasion where I believe that all instruction should be humanistic. I focus on the pupil. I have besides recognized the cardinal function that engineering dramas in twenty-first century instruction. I am a truster in the power of web 2.0 ( O'reilly, 2005 ) societal engineerings in instruction in the context of advancing communicating, coaction, critical thought, creativeness, sharing, reaping of digital learning resources and the publicity of life-long acquisition. I am convinced that digital indigens ( Presnky, 2001 ) and digital age scholars ( ISTE, 2010 ) learn otherwise from digital immigrants and accordingly, I need to concentrate more on a constructivist attack to acquisition ; guiding, negociating and animating pupils to voyage their ain acquisition, leting for more student battle in the teaching/learning procedure. The chief aim of my schoolroom dealing in higher instruction is to prosecute and act upon my pupils to get cognition ; to construct on their real-life experiences and to guarantee that they learn. As of import as scrutinies are, my focal point is on larning, in all its contexts. I have besides observed the impact that engineering is holding on my pupils in their day-to-day lives, particularly those 30 old ages and younger- Digital Natives or Digital Age Learners ( Prensky, 2001, ISTE, 2010 ) . As a effect, I have had to do accommodations to my schoolroom minutess. Broadcasting can no longer be my chief manner of learning nor can the blackboard be my chief tool for learning. I need to utilize a scope of learning manners, fiting my bringing with their acquisition manners and guarantee that I meet the diverse larning demands of my pupils. It is against this background that I have embarked on this action research undertaking to happen out how I can utilize blended acquisition to better the public presentation of my pupils in an information engineering subject-Designing Information System II, a short class at the Summer School conducted by the Social Sciences Faculty of the University of the West Indies, St Augustine Campus. My research focuses on how I shall utilize Blended Learning to assist better the public presentation of pupils in the MGMT 0433 Designing Information Systems II class so that they are successful at the end-of-course scrutiny. I shall seek to happen out what accounts for the successes I achieve, the challenges I face, the impact of blended acquisition on the pupils public presentation, their response to blended acquisition, their initial and post class constructs about the method, the institutional agreements which positively and negatively impact on the class aims and larning results, my pupils ‘ contemplations and eventually my ain analysis and contemplations on this experience. 2.2 What is Blended Learning? In subjecting my proposal for this action research I opined the undermentioned thoughts: â€Å" Traditional teacher-centric attacks allow for inactive response of educational content, do non aline with learning manners of many pupils, is teacher/classroom-centred, non pupil -centred, do non let for real-world experiences and by and large concentrate chiefly on summational appraisal. By itself, the traditional teacher-centric, airing attack to content bringing in higher instruction is non run intoing the varying demands of today ‘s technology-enriched digital age scholars, runing in an prosecuting technologically advanced societal environment. More significantly, the cohort of mature working, parttime pupils who by and large entree the eventide programmes at higher acquisition establishments are hampered by the limited contact-time with the lector ( by and large 3 hours per hebdomad ) . There is a demand for such pupils to pass on with their lectors beyond the category room session ; whether in groups or separately, to be exposed to excess beginnings of content, both print and on-line, societal platforms for communicating, coaction and sharing of thoughts. Blended larning provides these advantages. † I see blended acquisition as leting for the pupil to associate his/her acquisition manner with my methods of bringing in the schoolroom and besides enabling the communicating, coaction, sharing and co-authoring of content, thoughts, resources and solutions to inquiries in the MGMT 0344 class beyond the confines of the hebdomadal category and tutorial session. The thought of the â€Å" blend † in acquisition is supported by ( Garnham and Kaleta, 2002 ; Singh, 2003 ; Bonk and Graham, 2005 ; Albrecht, 2006 ; Lloyd-Smith, 2009 ) . In a broader context Blended Learning is intercrossed larning normally defined as a mixture of traditional face-to-face acquisition with instructions together with the elements of engineering where online resources are created, organized and placed on Learning Management Systems ( LMS ) . The attack besides incorporates a scope of constructivist mechanisms including the placing of capable content, quizzes, mystifiers, games and simulations, usage of real-time and asynchronous treatments. In a blended acquisition method, larning content can be utilized from Webpages or Website-based learning objects or organized as online activities. This method is now been recognized as a major methodological analysis for improved pupil public presentation in higher instruction. The detonation of societal engineerings in inst ruction e.g. ( youtube, edutube, facebook, frickr, myspace, chirrup etc. ) used by digital indigens and to a lesser extent digital immigrants, and their positive impact on the higher instruction environment has necessitated a reconsideration of the bringing methods used in talk halls. The thought of anyplace, anytime larning is a world in higher instruction today. Blended learning environments provide the most important characteristics for this sort of larning. Based on the above thoughts, my action research seeks to happen out the relationship between the usage of a blended acquisition bringing manner and pupil public presentation in the MGMT 0344X class faculty. 2.3 Blended Learning: The Different Positions a ) The Student & A ; Lecturer There are different positions with regard to the context, usage and impact of blended acquisition as a methodological analysis of bringing in higher instruction. The thought of betterment in pupil public presentation is critical and besides indispensable. One finds in the literature, research on blended larning from the position of the scholar ( Chen & A ; Jones, 2007 ; Delialioglu and Yildirim, 2007 ; Orhan, 2007 ; Burgess, 2008 ; Greener, 2008 ; Jusoff, K. & A ; Khodabandelou, 2009 ; Lloyd-Smith, 2009 ; Miyazoe and Anderson, 2010 ) ; the instructor ( Draffan and Rainger, 2006 ; Robertson, 2008 ; Motteram & A ; Sharma, 2009 ; Miyazoe, & A ; Anderson,2010 ) ; the higher learning establishment ( Singh, 2003 ; Francis & A ; Raftery, 2005 ; Albrecht, 2006 ) and from pedagogic pattern and doctrine ( Shank,2002 ) . A figure of surveies in the literature besides point to intermix acquisition as a mechanism for improved public presentation of pupils taking class faculties in higher instruction ( Gray, 1999 ; Black, 2002 ; Gunter, 2001 ; Sanders & A ; Morrison-Shetlar, 2001 ; Yildirim, 2005 ; Greener, 2008 ) . Although still in germinating phases, these action research surveies indicate the demand for alternate attacks to the bringing of classs and the debut of engineering in the teaching/ larning dealing. However, there is still a important function for the lector ; particularly in the beginning of a faculty when there is demand for counsel, way and motive ; when student-student coaction and larning community is non yet developed ( Greener, 2008 ) . She farther asserted that face-to-face Sessionss in the blended acquisition environment are critical and intense but non as frequent. The end is to heighten student-centred acquisition and autonomous acquisition. Chen and Jones, ( 2007 ) make reference of lucidity of instructions in the traditional manner and a greater apprehension of the constructs in the blended manner. Thus a combination of clear instructions and greater apprehension of constructs could accrue if pupils are exposed to a blended acquisition environment. This thought is supported by ( Greener, 2008 ) who suggested that little group size was appropriate as a instruction scheme that dynamically mediated on-line treatment and offered encouragement and support, particularly in the preliminary phases of a class faculty. Though this is the ideal state of affairs it must be noted that blended acquisition can besides be used successfully in big categories. Delialioglu and Yildirim, ( 2007 ) opined that blended larning bridged the properties of on-line instruction- efficiency, sufficiency and freedom to entree information anytime with the features of traditional schoolroom direction ; such as leting pupils to concentrate on new information presented in add-on to working with equals and teacher in category. The major focal point in both methods of delivery-traditional and online should be on faculty redesign to magnify the wagess of both manners of direction. This is critical to the improved public presentation required of pupils, since the purpose is ever to guarantee that the acquisition manners of all pupils in a category are activated, given the different manners of bringing and the exposure to engineerings that allow for sharing, coaction, equal coaching, communicating and contemplation. Burgess, ( 2008 ) focused on blended acquisition from the position of its suitableness for parttime mature pupils. The impact of the first loop of the blended attack to a fiscal faculty resulted in 8 % betterment of parttime pupils ‘ Markss. Whereas 50 % of parttime pupils asked for clip extensions or grants for subjecting assignments antecedently, merely one asked in the first loop of blended acquisition. Students who missed categories because of work were less dying because the class content was available on Moodle. The illation to be drawn from these findings is that there are a figure of positive results to pupils taking a class in higher instruction utilizing blended manner whether full-time or parttime. In the instance of parttime pupils the entree to content 24/7, the ability to work with equals in real-time and online, to pass on with lecturer/s in category and on-line, the ability to work in groups or equals in-class and online and the ability to develop learning communities are advantages which impact positively on their public presentation. There is go oning grounds, that blended acquisition does lend positively to student attitude and hence their public presentation in class faculties. B ) Higher Learning Institutions & A ; Programs The reappraisal so far has focused on blended acquisition from the position of the pupil. Higher acquisition establishments besides play a critical function in the development of blended acquisition to the extent that they can supply blended larning programmes to run into the many-faceted demands of their pupil population. Singh, ( 2003 ) focused chiefly on the holistic demands for a blended acquisition programme ( from an institutional point of view ) supplying what he calls the dimensions and ingredients for blended acquisition programmes. He besides seeks to supply a theoretical account for making what he calls the ‘appropriated blend ‘ in such programmes which trades both with the single class and jointly, the acquisition experience. The findings suggest an institutional position is besides important to the thought of blended acquisition. The deductions here are notable in the context of instructional criterions for blended acquisition programms across higher acquisition establishments modules. His usage of ( Khan ‘s, 2005 ) Octagonal model is informative as it provides for a thorough usher for the production of blended larning programmes in higher acquisition establishments. Albrecht, ( 2006 ) on the other manus dressed ores on the efforts by North American higher acquisition establishments to develop blended acquisition programmes ; He postulates careful planning, institutional support and a willingness of module to utilize engineering as the most critical elements for success in any such transmutation of class bringing manners ; foregrounding the demand for close attending to be paid the single differences and larning manners of pupils to give improved pupil public presentation. ( Francis & A ; Raftery, 2005 ) advocated the demand for rethinking the acquisition demands for today ‘s scholars in the context of the proviso of edifices which will advance acquisition, including blended acquisition. They opined that existent and practical acquisition environments are complementary and should let for seamless passage between the two by both lectors and pupils. They indicated the demand for coaction and entree to engineering services to supply a blended acquisition environment which promotes collaborative, student-centred, technology-enhanced acquisition which is institutionally derived and supported. This attack is in sink with ( Singh, 2003 and Albretch, 2006 ) . There is hence a distinguishable focal point on the establishment as a driver and protagonist of blended acquisition at the macro degree to assist better pupil public presentation. The literature alerts the reader to the broad scope of considerations which must be taken into history by higher instruction establishments which are engaged in the development of blend larning programmes. It besides focuses on the critical demands for the development of an attack rooted in the teaching method which facilitates the apprehension of the issues to be identified and clarified in order to use blended acquisition as a mechanism to help in the betterment of pupils ‘ performance.This analysis therefore identifies three positions from which to originate blended acquisition, whether a class or programme: 1. the student/lecturer, 2. the institution/course and 3. the engineering ; all of which aid to better pupils ‘ public presentation. These thoughts would be used to find to what extent blended acquisition can better pupil public presentation in the MGMT 043X class in the 2010 Summer Programme of the St Augustine Campus. The information gathered would assist to find what characteristics of blended larning addition pupil ‘s public presentation and how the usage of ICT engineering impacts the teaching/learning. Chapter 3 Methodology Chapter two contextualises my learning experience and how instruction. Methodological issues are the topic of chapter three. Chapter four trades with the research in item In chapter five I examine the chief countries of apprehension and growing which I experienced as a consequence of the research Chapter six concludes my research as I reflect on how I will better my pattern in the hereafter, the unsolved issues which arose during the research, and the strengths I have gained through my engagement with action research which will assist me to face future educational challenges.

The Atomic Bombing of Hiroshima and Nagasaki

The Atomic Bombing of Hiroshima and Nagasaki Attempting to bring an earlier end to World War II, U.S. President Harry Truman made the fateful decision to drop a massive atomic bomb on the Japanese city of Hiroshima. On August 6, 1945, this atomic bomb, known as Little Boy, flattened the city, killing at least 70,000 people that day and tens of thousands more from radiation poisoning. While Japan  was still trying to comprehend this devastation, the United States dropped another atomic bomb. This bomb, nicknamed Fat Man, was dropped on the Japanese city of Nagasaki, killing an estimated 40,000 people immediately and another 20,000 to 40,000 in the months following the explosion. On August 15, 1945, Japanese Emperor Hirohito announced an unconditional surrender, ending World War II. The Enola Gay Heads to Hiroshima At 2:45 a.m. on Monday, August 6, 1945, a B-29 bomber  took off from Tinian, a North Pacific island in the Marianas, 1,500 miles south of Japan. The 12-man crew  was on board to make sure this secret mission went smoothly. Colonel Paul Tibbets, the pilot, nicknamed the B-29 the Enola Gay after his mother. Just before take-off, the planes nickname was painted on its side. The Enola Gay was a B-29 Superfortress  (aircraft 44-86292), part of the 509th Composite Group. In order to carry such a heavy load as an atomic bomb, the Enola Gay was modified: new propellers, stronger engines, and faster opening bomb bay doors. (Only 15 B-29s underwent this modification.) Even though it had been modified, the plane still had to use the full runway to gain the necessary speed, thus it did not lift off until very near the waters edge.1 The Enola Gay was escorted by two other bombers that carried cameras and a variety of measuring devices. Three other planes had left earlier in order to ascertain the weather conditions over the possible targets. The Atomic Bomb Known as Little Boy Is on Board On a hook in the ceiling of the plane, hung the ten-foot atomic bomb, Little Boy. Navy Captain William S. Parsons (Deak), chief of the Ordnance Division in the Manhattan Project, was the Enola Gays weaponeer. Since Parsons had been instrumental in the development of the bomb, he was now responsible for arming the bomb while in-flight. Approximately 15 minutes into the flight (3:00 a.m.), Parsons began to arm the atomic bomb; it took him 15 minutes. Parsons thought while arming Little Boy: I knew the Japs were in for it, but I felt no particular emotion about it.2 Little Boy was created using uranium-235, a radioactive isotope of uranium. This uranium-235 atomic bomb, a product of $2 billion of research, had never been tested. Nor had any atomic bomb yet been dropped from a plane. Some scientists and politicians pushed for not warning Japan of the bombing in order to save face in case the bomb malfunctioned. Clear Weather Over Hiroshima There had been four cities chosen as possible targets: Hiroshima, Kokura, Nagasaki, and Niigata (Kyoto was the first choice until it was removed from the list by Secretary of War Henry L. Stimson). The cities were chosen because they had been relatively untouched during the war. The Target Committee wanted the first bomb to be sufficiently spectacular for the importance of the weapon to be internationally recognized when publicity on it was released.3 On August 6, 1945, the first choice target, Hiroshima, was having clear weather. At 8:15 a.m. (local time), the Enola Gays door sprang open and dropped Little Boy. The bomb exploded 1,900 feet above the city and only missed the target, the Aioi Bridge, by approximately 800 feet. The Explosion at Hiroshima Staff Sergeant George Caron, the tail gunner, described what he saw: The mushroom cloud itself was a spectacular sight, a bubbling mass of purple-gray smoke and you could see it had a red core in it and everything was burning inside. . . . It looked like lava or molasses covering a whole city. . . .4 The cloud is estimated to have reached a height of 40,000 feet. Captain Robert Lewis, the co-pilot, stated, Where we had seen a clear city two minutes before, we could no longer see the city. We could see smoke and fires creeping up the sides of the mountains.5 Two-thirds of Hiroshima was destroyed. Within three miles of the explosion, 60,000 of the 90,000 buildings were demolished. Clay roof tiles had melted together. Shadows had imprinted on buildings and other hard surfaces. Metal and stone had melted. Unlike other bombing raids, the goal for this raid had not been a military installation but rather an entire city. The atomic bomb that exploded over Hiroshima killed civilian women and children in addition to soldiers. Hiroshimas population has been estimated at 350,000; approximately 70,000 died immediately from the explosion and another 70,000 died from radiation within five years. A survivor described the damage to people: The appearance of people was . . . well, they all had skin blackened by burns. . . . They had no hair because their hair was burned, and at a glance you couldnt tell whether you were looking at them from in front or in back. . . . They held their arms bent [forward] like this . . . and their skin - not only on their hands, but on their faces and bodies too - hung down. . . . If there had been only one or two such people . . . perhaps I would not have had such a strong impression. But wherever I walked I met these people. . . . Many of them died along the road - I can still picture them in my mind like walking ghosts. 6 The Atomic Bombing of Nagasaki While the people of Japan tried to comprehend the devastation in Hiroshima, the United States was preparing a second bombing mission. The second run was not delayed in order to give Japan  time to surrender but was waiting only for a sufficient amount of plutonium-239 for the atomic bomb. On August 9, 1945, only three days after the bombing of Hiroshima, another B-29, Bocks Car, left Tinian at 3:49 a.m. The first choice target for this bombing run had been Kokura. Since the haze over Kokura prevented the sighting of the bombing target, Bocks Car continued on to its second target. At 11:02 a.m., the atomic bomb, Fat Man, was dropped over Nagasaki. The atomic bomb exploded 1,650 feet above the city. Fujie Urata Matsumoto, a survivor, shares one scene: The pumpkin field in front of the house was blown clean. Nothing was left of the whole thick crop, except that in place of the pumpkins there was a womans head. I looked at the face to see if I knew her. It was a woman of about forty. She must have been from another part of town I had never seen her around here. A gold tooth gleamed in the wide-open mouth. A handful of singed hair hung down from the left temple over her cheek, dangling in her mouth. Her eyelids were drawn up, showing black holes where the eyes had been burned out. . . . She had probably looked square into the flash and gotten her eyeballs burned. Approximately 40 percent of Nagasaki was destroyed. Luckily for many civilians  living in Nagasaki,  though this atomic bomb was considered much stronger than the one exploded over Hiroshima, the terrain of Nagasaki prevented the bomb from doing as much damage. The decimation, however, was still great. With a population of 270,000, approximately 40,000 people died immediately and another 30,000 by the end of the year. I saw the atom bomb. I was four then. I remember the cicadas chirping. The atom bomb was the last thing that happened in the war and no more bad things have happened since then, but I dont have my Mummy any more. So even if it isnt bad any more, Im not happy.- Kayano Nagai, survivor 8 Sources Notes 1. Dan Kurzman,  Day of the Bomb: Countdown to Hiroshima  (New York: McGraw-Hill Book Company, 1986) 410.2. William S. Parsons as quoted in Ronald Takaki, Hiroshima:  Why America Dropped the Atomic Bomb  (New York: Little, Brown and Company, 1995) 43.3. Kurzman,  Day of the Bomb  394.4. George Caron as quoted in Takaki,  Hiroshima  44.5. Robert Lewis as quoted in Takaki,  Hiroshima  43.6. A survivor quoted in Robert Jay Lifton,  Death in Life: Survivors of Hiroshima  (New York: Random House, 1967) 27.7. Fujie Urata Matsumoto as quoted in Takashi  Nagai, We of Nagasaki: The Story of Survivors in an Atomic Wasteland  (New York: Duell, Sloan and Pearce, 1964) 42.8. Kayano Nagai as quoted in  Nagai, We of Nagasaki  6. Bibliography Hersey, John.  Hiroshima. New York: Alfred A. Knopf, 1985. Kurzman, Dan.  Day of the Bomb: Countdown to Hiroshima. New York: McGraw-Hill Book Company, 1986. Liebow, Averill A.  Encounter With Disaster: A Medical Diary of Hiroshima, 1945. New York: W. W. Norton Company, 1970. Lifton, Robert Jay.  Death in Life: Survivors of Hiroshima. New York: Random House, 1967. Nagai, Takashi.  We of Nagasaki: The Story of Survivors in an Atomic Wasteland. New York: Duell, Sloan and Pearce, 1964. Takaki, Ronald.  Hiroshima: Why America Dropped the Atomic Bomb. New York: Little, Brown and Company, 1995.

Abbreviations in Science and Technology

Abbreviations in Science and Technology Abbreviations in Science and Technology Abbreviations in Science and Technology By Mark Nichol Because of the bewildering variety of abbreviations for scientific and technological terms and the inconsistency of treatment, writers and editors are advised to consult with publications like The Chicago Manual of Style or a handbook specific to a scientific discipline or to an industry to confirm standard modes of abbreviation for specific terms. This post provides an assortment of examples that demonstrate the seemingly chaotic nature of scientific and technological abbreviation. Abbreviations for scientific and technological terms generally do not use periods; an exception is physical dimensions for nonmetric quantities such as gr. for grain, qt. for quart, and bbl. for barrel and temporal abbreviations such as sec. (second), hr. (hour), and mo. (month). Note, too, that unlike abbreviations for physical dimensions, those for durations of time include an s when they are plural: â€Å"15 mins.,† â€Å"5 yrs.,† etc.). Abbreviations of metric units are almost invariably lowercased; an exception is mL for milliliter, so that a lowercase l is not confused for the numeral 1. The format of abbreviation of US units of measure is inconsistent. Sometimes, abbreviations may consist of the first two letters of a word (for example, mi. for mile); in other cases, the abbreviation may be formed from the first and last letters (as in yd. for yard). Rarely, an abbreviation of a foreign term is used, as with lb. instead of po. or pd. for pound, while the abbreviation oz. for ounce is based on the medieval Italian form onza. Just as these abbreviations are usually appropriate only for charts and tables, not for what is called running text (the prevailing content in a publication distinct from display copy- headlines, captions, and the like- and graphic elements such as charts and tables), symbols are usually avoided in running text, but the percentage symbol (%) is occasionally used there, especially in statistically dense content, as are symbols for minutes and seconds in time or distance. However, these should be style as primes (†²) and double primes (†³), although some publications use straight, or dumb, quotation marks ( or ) or even curly, or smart, ones (’ or †). Capitalization of scientific and technological terms is variable, sometimes even for terms in the same category. Just as the first letter for the abbreviation of tablespoon is capitalized to distinguish Tbsp. from the abbreviation for teaspoon (tsp.), Bps (for â€Å"bytes per second†) and bps (for â€Å"bits per second†) are distinguished by initial capitalization of the former but not the latter, and abbreviation of megabit and megabyte are distinguished as Mb and MB, though kilobit is abbreviated kb, while kilobyte is shortened to KB (or simply K). The first letter of the abbreviations for â€Å"kilobyte per second† (Kbps) and â€Å"megabyte per second† (Mbps) is also capitalized. Abbreviations of scientific units named for scientists have initial capitalization, though the spelled-out terms themselves are lowercased- for example, Bq (becquerel), Da (dalton), and J (joule). This is true of abbreviations of words based on surnames, such as F for farad (an abbreviation of Faraday) and V for volt (from Volta). And because the -bel in decibel is in honor of Alexander Graham Bell, that segment of the word for a unit of measurement of sound is capitalized in abbreviation to dB. Likewise, the first letter in Btu is capitalized because it stands for British. (The other letters stand for thermal and units.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†Deck the HallsPersonification vs. Anthropomorphism

Film Analysis Essay Example | Topics and Well Written Essays - 750 words - 1

Film Analysis - Essay Example Character The character in this film Bill A. Jones is one of those actors who you have most likely seen or heard, but he cannot quite place. In this film, Bill A. Jones has done a great job in this short film buy trying to express how every man feels about his life. As the main actor, Bill A. Jones has played a good role in this film he has a powerful stunt that he pulls up so as to bring out the best in this short film. His words are not the only thing that should be observed in the film. His facial expression also explains a lot in this film. At first he has a â€Å"don’t care† attitude whereby he doesn’t show even a little emotion in spite of the fact that the wife is nearly leaving him. When the wife later leaves him that is when the tone of his voice changes to a low and a soft one. Mark W. Gray has put more effort on this guy since he is the main character of this short film. His physical appearance means everything in this play. Play setting The character wakes up very early in the morning only to talk and talk and talk about his wife. He starts in the bedroom the later follows his wife everywhere until they meet in the kitchen where the wife cannot take it anymore. I think this play is trying to impress the vice versa of life. ... taking The individual taking this film has taken in such a situation that the film is self explanatory the angles of filming indicates that the film taker is a very intelligent person when it comes to filming. For instance, if the film is muted, one will probably guess what is going on in the film. This is the reason why I stated the film to be self explanatory. Second character (the wife) This character plays an important role in this film. She plays her part quite well thus perceiving a true woman deeds when she is annoyed. One will possibly think that this is a real life situation whereas it is a simple act. Mark W. Gray as the producer has explained via the woman how the feminine gender cannot cope with the vice versa situation of them because this is a vice versa situation of portrayal of them. Normally wives love complaining and this is a thing that has been portrayed in many of them for many years now, little things turn out to be big issues. End transition The end transition of this film has portrayed the real meaning of this film; I think this film is the simplest film to explain how a woman can cope with a complaining husband. From the film, the film the wife leaves then taking husband when she realizes how annoying his husband is. If things alternated in a real life situation, things would turn out to be a disaster in life. Mark W. Gray tries to portray that the women cannot cope with a complaining husband. The pressure situated at this wife in this film is the same pressure the husbands in the world undergo when the wives starts complaining. What Mark W. Gray is trying to portray is that the women normally situate men in certain conditions which they cannot handle when situated into them. The funny part about this film is that the husband is not complaining