Managerial Statistics Essay Example

Managerial Statistics Essay 1) Suppose that an independent laboratory has tested trash bags and has found that no 30-gallon bags that are currently on the market have a mean breaking strength of 50 pounds or more. On the basis of these results, the producer of the new, improved trash bag feels sure that its 30-gallon bag will be the strongest such bag on the market if the new trash bags mean breaking strength can be shown to be at least 50 pounds. The mean of the sample of 40 trash bag breaking strengths in Table 1. 9 is x=50. 575. If we let u denote the mean of the breaking strengths of all trash bags of the new type and assume that o equals 1. 5: a. Calculate 95 percent and 99 percent confidence intervals for u. b. Using the 95 percent confidence interval, can we be 95 percent confident that u is at least 50 pounds? Explain c. Using the 99% confidence interval, can we be 99% confident that u is at least 50 pounds? explain d. Based on your answers to parts b and c, how convinced are you that the new 30-gallon trash bag is the strongest such bag on the market? (a) (i) 95% confidence interval for ? :n = 40x-bar = 50. 575s = 1. 65% = 95Standard Error, SE = ? /On = 0. 2609z- score = 1. 9600Width of the confidence interval = z * SE = 0. 113Lower Limit of the confidence interval = x-bar width = 50. 0637Upper Limit of the confidence interval = x-bar + width = 51. 0863The confidence interval is [50. 0637 pounds, 51. 0863 pounds](ii) 99% confidence interval for ? :n = 40x-bar = 50. 575s = 1. 65% = 99Standard Error, SE = ? /On = 0. 2609z- score = 2. 5758Width of the confidence interval = z * SE = 0. 6720Lower Limit of the confidence interval = x-bar width = 49. 9030Upper Limit of the confidence interval = x-bar + width = 51. 2470The confidence interval is [49. 9030 pounds, 51. 2470 pounds](b) Yes, we can be 95% confident that ? s at least 50 pounds, since the entire 95% confidence interval lies above 50 pounds (c) No, we can’t be 99% confident that ? is at least 50 pounds, since a part of the 99% confidence interval lies below 50 pounds (d) At 95% confidence level, we can say that the new 30-gallon trash bag is the strongest such bag on the market. But we cannot conclude the same at 99% confidence level. 2) Quality Progress, February 2005, reports on the results achieved by Bank of America in improving customer satisfaction and customer loyalty by listening to the voice of the customer. A key measure of customer satisfaction is the response on a scale from 1 to 10 to the question: Considering all the business you do with Bank of America, what is your overall satisfaction with Bank of America? Suppose that a random sample of 350 current customers results in 195 customers with a response of 9 or 10 representing customer delight. Find a 95% confidence interval for the true proportion of all current Bank of America customers who would respond with a 9 or 10. Are we 95% confident that this proportion exceeds . 8, the historical proportion of customer delight for Bank o f America? (a) 95% confidence interval for p:n = 350p = 0. 5571% = 95Standard Error, SE = O{p(1 p)/n} = 0. 0266z- score = 1. 9600Width of the confidence interval = z * SE = 0. 0520Lower Limit of the confidence interval = P width = 0. 5051Upper Limit of the confidence interval = P + width = 0. 6092The confidence interval is [0. 5051, 0. 6092](b) Yes, we can be 95% confident that p exceeds 0. 48, since the entire 95% confidence interval lies above 0. 48.

Aluminum Essays - Aluminium Alloys, Aluminium, Aluminum Wire

Aluminum Essays - Aluminium Alloys, Aluminium, Aluminum Wire Aluminum Aluminum is one of a number of soft metals that scientists call poor metals. It can be shaped and twisted into any form. It can be rolled into thick plates for armored tanks or into thin foil for chewing gum wrappers. It may be drawn into a wire or made into cans. Aluminum is a generally popular metal because it does not rust and it resists wear from weather and chemicals. (Bowman, 391) Aluminum is an element. Its atomic number is thirteen and its atomic weight is usually twenty-seven. Pure aluminum melts at 660.2C and boils at 2500C. Its density is 2.7 grams per cube centimeter. Aluminum is never found uncombined in nature. (Bowman, 391) Aluminum is a very useful metal that is light, easy to shape and can be strong. This makes aluminum one of the most used metals in the world, right behind iron and steel. (Geary, 185) In its pure state, aluminum is quite weak compared to the other metals. However, its strength can be greatly increased by adding small amounts of alloying elements, heat-treating, or cold working. Only a small percentage of aluminum is used in its pure form. It is made into such items as electrical conductors, jewelry, and decorative trim for alliances and cars. A combination of the three techniques has produced aluminum alloys that, pound for pound, are stronger than structural steel. Some common metals used in alloys for aluminum are copper, magnesium and zinc.(Walker, 31) The added elements give the aluminum strength and other properties. (Newmark, 41) Aluminum is one of the lightest metals. It weighs about 168.5 pounds per cubic foot, about a third as much as steel which weighs 487 pounds per cubic foot. (Neely, 214) As a result, aluminum has replaced steel for many uses. For example, some parts of airplanes, automobiles and trucks are now made of aluminum rather than steel because lighter vehicles use less fuel, making the aluminum alloy container much cheaper to move. (Geary, 185) To make aluminum alloys even lighter, the lightest metal, lithium, is added to aluminum. Products packed in aluminum cost less to ship because the containers weigh less than those made with other metals. The same is true with automobiles the engine block, drive shafts, radiator, wheels and body panels can all be made of aluminum alloys. The car thus weighs less, and, again, the fuel consumption improves. Unfortunately, the price also increases, which is why cars and trucks today are still made of mostly steel. (Advantages to Aluminum) Although pure aluminum is weak, certain aluminum alloys are as strong as steel. Such alloys are used in airplanes, automobiles, guardrails along highways, and in other products that require strength. Aluminum alloys loose some strength at high temperatures. Unlike many other metals, however, they get stronger at extremely low temperatures. Aluminum alloys are widely used in equipment for processing, transporting and storing liquified natural gas, which can have a temperature of -260 F. (Walker, 36) Some metals wear away if exposed to oxygen, water, or various chemicals. When exposed to them a chemical reaction causes most metals to rust or become discolored. When aluminum reacts with oxygen, however, the metal forms an invisible layer of a chemical compound called aluminum oxide. This layer protects aluminum from corrosion by oxygen, water and many chemicals. It makes aluminum especially valuable for use outdoors where the metal is exposed to, and must resist the effects of wind, rai n and pollution. (Knapp, 9) Aluminum is a good conductor of electricity. Aluminum and copper are the only common metals suitable for use as electrical conductors. Aluminum conducts electricity two thirds as well as copper; however aluminum weighs a third as much. (Aluminum Facts) Aluminum wire can carry the same amount of electric power as copper wire with a lot less weight. In addition, aluminum can be drawn into wires more easily than copper. Today, more than nine out of every ten miles of large- diameter electrical cable are made from aluminum, rather than traditional copper. This is because aluminum is cheaper and, lighter requiring less pylons to hold up the cables. (Advantages to Aluminum) Like all metals, aluminum conducts heat and can be used either to carry or

Scriabin write about his aesthetic and style for vers la flamme and Term Paper

Scriabin write about his aesthetic and style for vers la flamme and poem of fire - Term Paper Example Although he had small hands, Scriabin became a recognized pianist; he was so fascinated with piano and even ended up damaging his hands at one point because of practicing pieces, which were meant for greater hand spans than his. Scriabin was interested in both Nietzsche's ubermensch theory and theosophy and this played a great part not only in his musical thoughts but also in his music. He also gained interest in Delville's Theosophist movement when he lived in Brussels between 1909 and 1910. Scriabin is believed to be â€Å"the one great pioneer of the new music of a reborn Western civilization, the father of the future musician," (Garzia 277). Alexander Scriabin wrote his poem, Vers la flame (piece 71), towards the end of his life. The piece has very simple melody mainly made up of descending half steps. However an intense, fiery luminance is achieved by the use of remarkable harmonies and complex tremolos. For this reason the piece is considered a poem and not a sonata (Tatarkiew icz 13). Although the piece was meant to be Scriabin’s eleventh sonata, he was forced to publish it much earlier due to financial reasons. Impression when Performed with Accompaniments Scriabin’s compositions in "Vers La Flamme", like his other works, tend to be very unique owing to the artist’s special attention to accompaniments and instruments in the course of his composition. Many of the occasions, symphonists often reflect special emphasis and attention on the symphonic bit of the music as compared to the instrument, in order that it is not dominated by the instrument. On the other hand, Scriabin’s â€Å"Vers La Flamme" and "Poem of Fire† are largely influenced by the composer’s fascination with piano, reflecting more of his piano thinking and still leave a good sense of balance between the instrument and the symphony. According to Leonid Sabaneev (32), Scriabin had designed the symphonies such that they turned out to be so clear and im pressive when performed on the piano. He states: â€Å"The impression was unforgettable, and it sounded much better than with an orchestra."(Sabaneev 32). Thus, these symphonies have been described as having been written and best meant for a piano solo by Scriabin when he was doing the composition (Bowers 335). According to Vladimir Horowitz, a prominent pianist, Vers la flame was inspired by Scriabin’s unconventional belief that the world would be destroyed by accumulation of heat. The title itself, coupled with the emotional upsurge throughout the poem points to the sizzling destruction of the earth. As already pointed out, Scriabin was interested in both Nietzsche's ubermensch theory and theosophy and this played a great part not only in his musical thoughts but also in his music. Vers la flame therefore expresses and reflects Scriabin’s intensifying and deep philosophical convictions, particularly as at the time that the symphony was being composed. Macdonald thus comments that â€Å"†¦ he (Scriabin) later saw every composition as the expression of his mental world and attached much importance to the meaning, whether mystical, philosophical, or fantastic, of each piece† (33). The incorporation of philosophical aspects, intense, fiery luminance achieved by the use of remarkable harmonies and complex tremolos in the poem lends it a high degree of aesthetic appeal and makes the

Media Analysis Essay Example | Topics and Well Written Essays - 1000 words

Media Analysis - Essay Example When presenting an  advertisement, there are usually a set of rules meant to  govern  what and what not to be included in the advertisement. The rules are there to  keep  the  advertisement  from being â€Å"bad†. An advertisement should not encourage any vices, should not be  racist, and should not promote violence and so on. To ensure that this does not happen, there are media ethics that are there to be followed (Ward 6). Media ethics are a  set  of  rule  expected to be followed by journalist, should be based on ethics of universal  being (Ward 6). They should be  keen  on the well being of the human being. Without the ethical foundation, relativism undermines the  conception  of the right and makes  our  practices  unreasonable. In the case of advertising, there might be a difference in understanding, and judging an  advertisement  because of several things; it might be the  environment  one  has been brought  up in, it might be a difference in age, level of education, and so on. In this paper, I  intend  to  break  down two cigarette advertisements and  show  the  significance  of my findings. I will also discuss the appeals used and whether they are ethical or not. In the first advertisement, the chesterfield cigarette  commercial, there is the use of animation and humor. A King intends to  knight  a loyal  subject  if he can  confess  that the chesterfield king is the best. The loyal subject seems  desperate  to be knighted that even if he does not know much about the king of chesterfield, he does not admit it. He  is helped  by the king’s advisor and impresses the king. The king’s advisor warns the  king  to use his  flat  side of the  sword  to avoid what happened the last time. As the advisor warns the king, he mimics the  cutting  of a throat. As the king, knights the loyal subject, he swings his sword powerfully and chops o ff the  loyal  subject’s head.  In the advertisement, the king represents the  cigarette, the loyal  subject  represents the smoker, and the advisor represents the luring of the smoker to smoking.  The smoker seeks the  pleasure  of the  cigarette  when he goes to be knighted; the  king  who is the  cigarette  gives the pleasure but eventually kills the smoker. In the advertisement, there is more concentration on the good  side  of smoking (knighted) than the bad side. It is not clear whether the  loyal  subject is the killed. Smoking  is well known  all over the world as  unhealthy, despite that people still smoke. In the second advertisement, Flintstones for Winston cigarette there is the use of animation and an  immensely  popular cartoon character (Fred Flintstone). He  is then brought  out as a loyal customer of the Winston cigarette. The seller of the  cigarette  still goes into details about the uniqueness of the cigarette despite Fred Flintstone being  familiar  to the cigarette. He puts the  cigarette  on Fred’s mouth and calls it  practice. The  cigarette  is portrayed  as a sweet cigarette with a good length, making it better than the rest of the cigarettes. Unlike the chesterfield advertisement, this advertisement concentrates solely on the goodness of the cigarette. Analysis of the two advertisements In the chesterfield cigarette  advertisement, it is  significant  to  note  the use of animation on the advertisement. Although the  advertisement  has tried to portray the

Critical Analysis of a Quantative Study Research Paper

Critical Analysis of a Quantative Study - Research Paper Example When a study is to be conducted, the protection of the human participants or respondents is an issue of primary importance. Essentially, all participants have to be fully aware of their role in the study and what the study is all about. It is important that they are informed of the benefits they can gain from participating in the study as well as the risks that they face. In this particular study by Miyashita, et al. (2006), no particular benefit was provided by the investigators that the respondents stood to gain by participating. The authors also did not provide any risks that the participants face if they agreed to participate in the study. Ideally, the study is supposed to obtain the informed consent of the participants. In this particular study, the respondents were enrolled by the Palliative care units. The respondents were given the freedom to choose on whether not to participate or to participate. It can then be concluded that the study obtained informed consent from the resp ondents. Additionally, the study obtained both scientific and ethical validity from the institutional review boards of hospitals that were participating in the study. With reference to data collection, there are independent and dependent variables. The author identified the variables as follows; the general population and the bereaved family were the dependent variables. The independent variables were the age and sex of the respondents. It is worth noting that the authors failed to overtly demonstrate the significance of obtaining the sex of the respondents as its value to the study was not clearly demonstrated. The authors chose to use questionnaire as the sole means of data collection. The authors did not provide a rationale for choosing to use this method of data collection. It would have beneficial for the authors to state for example why questionnaires were chosen over interviews for data collection. Again, using this method solely as the main method of data collection cast some doubt on the reliability of the data obtained. This is because respondents may give information without understanding the purpose of the study and thereby compromise the accuracy of the data (Creswell, 2008). But, by allowing the respondents to choose whether to respond or not to; they prevented any ethical issues from arising. The questionnaires did not request for any form of information that may be directly associated with any particular individual thereby assuring the respondents their privacy. The authors posted the questionnaires on August 2004 and then October 2004 for those who had failed to reply. The participant was expected to receive the questionnaire sent by mail and fill the information if he is willing to participate in the study. He would then post it back to the investigators. The primary objective of the study was to conceptualise the good death dimensions within the Japanese care center. The study also intended to clarify on the significance of each of the components of good death and explore the factors that influence an individual’s perception of good death. The authors used Cronbach’s alpha coefficients and e xplanatory factor analysis to be able to conceptualize a good death. The factor analysis enabled

Interactive Whiteboard: Benefits in the Classroom

Interactive Whiteboard: Benefits in the Classroom Introduction The issues surrounding the use of interactive whiteboards (IWB) and creativity forms the focus of this essay. This area provides an opportunity to look at the interaction between new technologies and classroom reality in the Primary school setting, both in theory and practice. The essay starts with a brief overview of interactive whiteboards within the classroom setting before looking more closely at encouraging creativity both in teaching and learning. Teachernet (online) credits interactive whiteboards with the benefits of: Improving understanding of new concepts Increasing pupil motivation and involvement Improving planning, pace and flow of lessons Teachernet online, Interactive Whiteboards As Cogill (2003, p. 52) points out in her research report for Bects/DfES on IWBs in primary schools, the uniqueness of IWBs lies in its design to be used by teachers for teaching at whole class level. Yet in order to achieve the goals quoted above it is clear that certain other systems need to be put in place, especially professional development and teacher training. For example, as Barber et al. (2007) point out, it is vitally important for teachers to be confident and familiar with IWBs in order to use them to best effect. They also need to have a solid understanding of how to work with, and inspire, creativity and why (e.g. see Loveless 2002). To this end, and in agreement with official policy, there has been an upsurge in texts designed to help teachers work with IWBs. For example, Cooper et al. (2006) give a pragmatic description of how one can use IWBs within all teaching areas, from Maths to Reading. Craft (2000) also argues for the potential to use new technology with creativ ity rather than following the view expressed by some teachers that ‘†¦computers, far from stimulating or fostering creativity, both represent and do the exact opposite of this’ (Craft 200, p. 88). In creating space to use technology creatively it would seem that the first stage is to support their classroom use through training teachers both at pre-service level and through ongoing professional development. However, there is room for debate as to the depth of learning some of these formats inspire, seeming as occasionally do to seek to add entertainment rather than enrichment to learning. Whilst the funding made available through official initiatives, such as the National Grid for Learning (DfES 2003: DfES 2001) has encouraged schools to invest in new technologies, there is a need for systemic support to get the best out of it. For example Machin et al. found correlations between schools success with ICT and a ‘fertile background for making use of it’ (2006 p. 12). More pragmatically, Yelland (2007, p. 163) is one who warns that ‘not all software is positive for learning outcomes’ but then goes on to argue, in common with Machin et al. that it is the pedagogies generated by these new technologies that can create issues. Likewise Sutherland et al. (2004) warn that embedded use of ICT in the classroom can affect how knowledge is constructed. It is bearing this in mind that the following essay seeks to differentiate between, and concentrate on, creativity and not on the range of pedagogies that fall between poor practice and what has been referred to as edutainment. It seems clear that IWBs can provide a fantastic support, especially for visual learners, and posses the potential to be used to support and encourage highly creative interactive and educational learning environments through a wide range of curriculum areas. The ability for both students and teachers to manipulate visual materials (e.g. numbers, words, pitures etc) via the IWB and interact with the information displayed has been credited with: †¦increased pupil engagement, motivation and enjoyment, all potentially leading to improvements in pupil attainments Jones Vincent 2006, p. 2 However, research shows there is still considerable unfulfilled potential with the creative use of IWBs (Jones Vincent 2006: Smith et al. 2005). Creativity in itself has been viewed as essential for the progress of society (Cropley 2001, p. 133) and the next section of this essay looks more closely at how IWBs can be used in a variety of creative contexts starting theory and exemplifying with practice. Learning, or cognitive, styles are traditionally divided into visual, aural and kinesthetic and, in common with Gardner’s (1983) Theory of Multiple Intelligences, recognize what Craft (2000, p. 10) called a pluralist approach. This means catering for the various ways in which individual’s best absorb information and make meaning of it which in turn affects levels of student motivation. From the teaching perspective, creative planning is a means of overcoming individual barriers to learning and requires presenting information in a number of different ways. Cropley (2000, p. 148) saw this application of variety as encouraging creativity in students. IWBs ability to operate as a computer means that audio and video tracks, live websites and multimedia applications can be used to appeal to a range of students learning styles. Ideally, this engages their attention, thereby impacting on their motivation and encouraging creative thinking. IWBs provide an opportunity to link or encourage student interests in a very visual and interactive way. The following takes an aspect of geography as an example of the ways that IWBs can enhance and allow creativity of teaching methods. When teaching the water cycle, the IWB can be linked to any number of live weather cams and channels both in the locality and internationally and show real time weather. Diagrammatic representations of the water cycle can involve the students moving the pictures or labels into the right order using the IWBs touch sensitive capability. Graphic representations of rainfall data or ‘what if’ questions connected with changes in rainfall can all be presented on the IWB. The IWB allows questions to be investigated and extra dimensions to be added, such as a 3 dimensional view of a rain drop or the response to a question regarding the different forms of water – solid (e.g. show ice cubes to glaciers), gas (e.g. show animated kettle boilin g or a steam train running) or liquid (show rivers, seas etc). Notes can be added as the subject is discussed and saved for review the next time. It has been commented that, even as early as Key Stage 1, science can be taught in too theoretical a manner (Charlesworth 2008). Yet in the Ofsted Success in Science report (2008), from which this information apparently derived, the use of an IWB is described as an effective component in a science lesson demonstrating how light works. The teaching strategies included whole class to small group work, role plays and investigative questioning with the IWB used make notes of the students ideas and ‘aid learning’ (Ofsted 2008, Sec. 18, p. 16). Although how the IWB was used to aid learning was not actually described, the suggestion is that it was a valued means of contributing to lesson management, flow and effectiveness. Likewise in maths, the IWB can be used to easily display mathematical representations, be they numeric or conceptual, such as numbers or blocks on a clearly visible scale to the whole class. IWBs provide an excellent support to lesson modeling. This issue of visibility is clearly important and to be able to demonstrate things such as small blocks or coins to a whole class so all can see has been mentioned frequently, such as one of the teachers in Cogill’s research into IWB use in primary schools (2002, p. 25). The DfES has produced – and continues to do so – Interactive Teaching Programs (ITPs) within the Primary National Strategy. For numeracy, these provide curriculum linked interactive programs designed to contribute, not take over, the lesson. Other methods include those demonstrated by Cooper et al.(2006) who show simple ways to add to the dynamics of the lesson, for example using games with clipart to play number line football on the IWB and so on. The imp ortant point is that the IWB works in combination with other teaching strategies, not at the expense of, or to the exclusion of, a balanced well-rounded teaching approach. Equally, the IWB is available to literacy and has an increasing array of supporting software (e.g. DfES ITPs). Cooper et al. (2006) exemplify the IWBs ability to provide students with focus through managing the amount of text visible and the method of presentation – font size and type, highlighted, shaded, hidden, revealed, coloured etc. This adds a dimension to focusing on text formats, from punctuation to spelling and can be very useful in identifying difference for students and helping the retention of information. At the same time, the IWB allows for connection to external media, for PowerPoint’s, video and audio clips, all of which add a dimension to the intended learning if used carefully. IWBs can also be used to create an inclusive environment for students with special needs. As with the font, size and colour changes mentioned above, for students who may have issues with eyesight or problems interpreting words, IWBs can be used to add a dimension of size and impact. For students who find it hard to concentrate, the use of interactive, highly visible materials within their range of interest can easily be projected through IWBs, for example using cars as counters or horses as cursors. The ability to use the IWB to gather notes may also enhance assessment opportunities for the teacher and the savable nature of IWB notes means these are accessible when required in an easily usable format. All these elements not only add to the pace of the lesson and appear to add to the pace of the learning, they also add to the teachers resource bank both for teaching and evaluating progress. In essence, it is perhaps in the area of ongoing professional development that the creative use of new technologies, such as IWBs, needs to focus. When the teacher is motivated and confident, then that comes through in the teaching tools. Indeed the research looked at for this essay has generally agreed with Wood and Ashfield (2008) that new technologies such as IWBs can provide excellent formats for creating and inspiring creative teaching and learning, yet these depend on the teacher’s knowledge and ability to use the technology to achieve this. Becta supports this in its assessment of research and comes to the conclusion that: In some subjects, the more experience the teacher has of using the interactive whiteboard the greater the likelihood of positive attainment gains for pupils Becta 2007, online Cropley (2001) argued that creativity is dependent on a wide range of factors, from cognition to personality, and this has to be considered within the context of the whole classroom environment. IWBs provide teachers with another means of teaching creatively through presentation in altered formats, especially when it comes to communicating with the class as a whole. However it is not alone in encouraging the creative skills of divergent (broad concept connections) and convergent thinking (focused concept connections) or in developing meta-cognitive thinking and accommodation, rather than assimilation, of information. In conclusion, IWBs have the potential to be used extremely creatively for both teachers and students. However, as with many new technologies, their use needs to be supported both by school policy and professional development. As it is likely that these technologies will continue to develop considerably during the near future, it is not enough to teach the usage of specific technologies and think that is where it ends. Perhaps an ongoing mentoring program or collaborative approach to planning with a high IT content may help compliment continued professional development. The same criteria apply to pre-service teacher training whereby familiarity with current IT needs to be support by an ongoing ability to develop IT capacity. From the students’ perspective, well planned and imaginatively used IWBs provide a stimulating, engaging and motivating means of learning. It is clearly just as important to use this interface as a part of a holistic, well rounded curriculum as well as an area in itself and not enough to assume familiarity with contemporary technology without teaching it. References Audain, J., David, A., Flute, M., Fielder, S. Cogill, J (2006) You can use an interactive whiteboard for ages 7-11, Scholastic Barber, D., Cooper, L. Meeson, G (2007) Learning and Teaching with Interactive Whiteboards : Primary and Early Years, Learning Matters Becta (2007) ‘Becta response to the evaluation of the Primary Schools Whiteboard Expansion project, accessed 11th January 2009, http://www.becta.org.uk Becta (2004) ‘Getting the most from your Interactive Whiteboard: A guide for Primary Schools, accessed 10th January 2009, http://publications.teachernet.gov.uk/eOrderingDownload/15090.pdf Charlseworth, (2008) ‘Science teaching ‘too theoretical’, online article accessed 12th January 2009, http://www.vnunet.com/vnunet/news/2219313/science-teaching-theoretical-ofsted Cogill, J (2003) ‘The use of interactive whiteboards in the primary school: effects on pedagogy’, in ICT Research Bursaries: A Compendium of Research Reports, ICT in Schools Research and Evaluation Series – No, 16, Norwich: HMSO, available online at http://publications.teachernet.gov.uk/eOrderingDownload/DfES-0791-2003.pdf#page=54 Cooper, A., J., Botham, K. Cromie, H (2006) You can use an interactive whiteboard for ages 4-7, Scholastic Craft, A (2000) Creativity across the primary curriculum: framing and developing practice, London: Routledge Cropley, A. J. (2001) Creativity in education learning: a guide for teachers and educators, Kogan Page DfES (no date) Interactive Teaching Programs (ITPs), accessed 12th January 2009, http://www.standards.dfes.gov.uk/primary/frameworks/library/Mathematics.ICTResources/itps/ DfES (2003) Fulfilling the Potential: Transforming Teaching and Learning through ICT in Schools, Norwich: HMSO DfES (2001) Survey of ICT in Schools 2001, Norwich: HMSO Gardner, H (1983) Frames of Mind: The theory of multiple intelligences, Basic Books: New York Jones, A. Vincent, J (2006) ‘Introducing interactive whiteboards into school practice: one school’s model of teachers mentoring colleagues’ online article accessed 12th January 2009, http://www.aare.edu.au/06pap/jon06333.pdf Loveless, A (2002) ‘Literature Review in Creativity, New Technologies and Learning’ Report 4, Futurelab Series, Bristol: Futurelab, available online at http://www.futurelab.org.uk/resources/documents/lit_reviews/Creativity_Reveiw.pdf Machin, S., McNally, S. Silva, O (2006) ‘Summary of articles: New technology in schools: is there a payoff? Discussion Paper No 55’, Centre for the Economics of Education at CEP, accessed 12th January 2009, http://cep.lse.ac.uk/pubs.download.CP199.pdf Ofsted (2008) Success in Science, Ref. No.070195, accessed 12th January 2009, www.ofsted.gov.uk Smith, H J., Higgins, S., Wall, K. Miller, J (2005) ‘Interactive whiteboards: boon or bandwagon? A critical review of the literature’ in Journal of Computer Assisted Learning, Vol. 21, pp. 21-101 Sutherland, R., Armstrong, V., Varnes, S., Brawn, R., Breeze, N., Gall, M., Matthewman, S., Olivero, F., Taylor, A., Triggs, P., Wishart, J. John, P (2004) ‘Transforming teaching and learning: embedding ICT into everyday classroom practices’ in Journal of computer Assisted Learning, Vol. 20 (6), pp. 413-425 Teachernet (online) ‘Interactive Whiteboards’, accessed 10th January 2009, http://www.teachernet.gov.uk/wholeschool/ictis/infrastructure/iwb Wood, R. Ashfield, J (2008) ‘The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study’ in British Journal of Educational Technology, Vol. 39 (1), Jan, pp. 84-96 Yelland, N (2007) Shift to the Future, Abingdon: Routledge

Human Nature in Chapter Four of Lord of the Flies Essay -- William Gol

Golding's views about human nature are displayed and developed quite extensively in chapter four. This essay is going to explore what they are and how they are portrayed throughout the duration of this chapter. The chapter reveals that Golding feels that humans enjoy, or are at least fascinated with controlling things. This is first shown when Henry was sitting at the beach and "tried to control the motions of the scavengers", with a stick. "He became absorbed beyond mere happiness as he felt himself exercising control over living things," here, instead of looking after nature and taking responsibility for things as you would do in a society, all he is doing is trying to control them. This is shown again when Jack brings back a pig, "Look! We've killed a pig, we stole up on them, we got in a circle," they enjoyed frightening the pig and controlling its movements by limiting it in a circle. When angered by Piggy and his own hunters, Jack is driven to violence, "He took a step, and able at last to hit someone, stuck his fist into Piggy's stomach. Jack smacked Piggy's head. Piggy's ... Human Nature in Chapter Four of Lord of the Flies Essay -- William Gol Golding's views about human nature are displayed and developed quite extensively in chapter four. This essay is going to explore what they are and how they are portrayed throughout the duration of this chapter. The chapter reveals that Golding feels that humans enjoy, or are at least fascinated with controlling things. This is first shown when Henry was sitting at the beach and "tried to control the motions of the scavengers", with a stick. "He became absorbed beyond mere happiness as he felt himself exercising control over living things," here, instead of looking after nature and taking responsibility for things as you would do in a society, all he is doing is trying to control them. This is shown again when Jack brings back a pig, "Look! We've killed a pig, we stole up on them, we got in a circle," they enjoyed frightening the pig and controlling its movements by limiting it in a circle. When angered by Piggy and his own hunters, Jack is driven to violence, "He took a step, and able at last to hit someone, stuck his fist into Piggy's stomach. Jack smacked Piggy's head. Piggy's ...

Defender of the Faith/ Philip Roth.

â€Å"l refuse, I can't stop being me, that's all there is to it†. Tears came to his eyes. â€Å"It's a hard thing to be a Jew. But now I understand what Mackey says- it's a harder thing to stay one†. He raised a hand sadly toward me. â€Å"Look at you. † Defender of the Faith/ Philip Roth. The quote above is the part in the Defender of Faith which is a conversation between Crossbars and Marx. Crossbars asks Marx to go out of the army to attend thePassover dinner. Throughout the story we come to understand that Crossbars is taking advantage of the fact that both he and Marx are Jewish for his own benefit. Crossbars tries to â€Å"bond† with Marx on the basis of their common religion, but soon we realize that he uses this common fact to try to get benefits and other privileges. At some point Marx understands that Crossbars is being selfish and is using the religion for his own needs, and gets tired from Crossbar's requests.Crossbars insists that he shouldn' t be treated like everyone else; because he claims that he is better. In addition he throws at Marx accusations saying that he is denting his roots and his family. Crossbars says this only because he is unhappy and doesn't get from Marx what he wants, he calls him a go. â€Å"You even talk like a go. † â€Å"It's a hard thing to be a Jew. But now I understand what Mackey says- It's a harder thing to stay one†.

Perspectives of Human Nutrition Essay Sample

Perspectives of Human Nutrition Essay Sample The Perspectives of Human Nutrition Essay Example The Perspectives of Human Nutrition Essay Example Along with air, food is the main source of energy for humans. According to Ogle (2013), food was universally considered as a crucial component of nation building, as important as navies, guns, and bullets. Nowadays, people begin to reconsider their attitude to food; they acknowledge that it is the resource that can be easily exhausted, especially, if the population of Earth will continue to increase with such a speed. The most prominent minds think over the problem of preservation of the existent food and its alternatives so this theme is quite topical nowadays. The following paper aims to discuss the perspectives of the human nutrition. It will also explain how human science fiction-conditioned brains get ready for such major changes. Particularly, the following research paper will explore the functional and synthetic food and its peculiarities, as well as will concentrate on the process of 3D food making as one the most possible ways to get food in future. The Problem of Human Nutrition Is not a Phantom The problem of human nutrition is not as simple as it can seem. In the twentieth century, the human way of life changed greatly during a short time. The physical activity of the overwhelming majority of people sharply reduced as there was no need to engage in hard daily work and expend a lot of energy. However, changing the rhythm of life has led to an ever-growing mental overload, stress and chronic neurosis in the population of most countries of the world. Global processes associated with the development of technology, industry, energy, transport infrastructure, urban growth, the reduction of undeveloped areas, deforestation, and many other phenomena caused by human activity have led to changes in the environment. Moreover, the scarcity of fresh water and its quality is deteriorating in many countries. The number of environmental problems is, unfortunately, only increasing and they are becoming even more acute. Along with these changes, the nature of human nutrition was also radica lly changed. Nowadays, American people are bombarded with various television programs that show where to find the best dinners, cakes and pizzas, and the restaurants that serve the biggest and juiciest burgers (Zimmerman 2012). However, in future, the situation will change dramatically. The development of the food industry and technology contributed to the removal of the most important food and regulatory substances from the most of products. As a result of denaturalization of products (all possible purifications, distillation and refining pumping by preservatives and industrial chemicals, artificial taste substitutes, color and odor), many nutrients disappeared from the natural food. At the same time, adding the artificial substitutes of proteins, fats, carbohydrates, synthetic vitamins and mineral components in the form of compounds, which are hardly absorbed by the body, leads to the development of many diseases, such as allergy, deposition of kidney stones and liver and many other illnesses. The deficit of the major natural biologically active substances in the modern food has led to the situation when, in order to fill this deficit of amino acids, polyunsaturated fatty acids, nucleotides, vitamins, minerals and other vital substances, a person should eat huge a mounts of food. People should â€Å"find the light from the nutritional tunnel† (David 2013). The use of products containing excess animal fats and foods containing large amounts of carbohydrates is growing particularly fast. Today, most of the population receives energy from carbohydrates, especially sugar, the production and consumption of which is growing with enormous speed. As a result of an unbalanced diet, there has occurred a real epidemic of obesity in most countries, which, in turn, leads to a number of serious diseases, such as diabetes, hypertension and myocardial infarction. In the next few decades, the world population is going to reach the level of 9 billion people, and the nutrition industry cannot provide so large population with food in its current state. The researchers propose several options to prevent the world’s food crisis, and the usage of functional foods can be a magic stick for the future generations. Functional Foods: Challenges and Opportunities Food can be considered as functional if it contains food components which act positively on one or more specific functions of the body. The researchers define functional foods as something that embraces potentially healthy foods, including any modified food or food ingredients, which can provide health benefits; in addition, they provide the nutrition. According to its supporters, such products contribute to maintaining health, reducing the risk of diseases as well as inhibition of the aging process. A functional food is a notion that is fully consistent with the well-known principle of the father of medicine Hippocrates, who believed that food should be medicine and medicine should be food. The report of the Institute of Food Technologists states that â€Å"Developing functional foods to improve public health requires contributions from ongoing basic and applied research and modifications to the current regulatory framework to facilitate the review of new functional components and their health claims (Institute of Food Technologies n.d.).† Functional food products consist of only useful substances; they do not contain any harmful chemicals in their structure and are completely safe. Unique biotechnology that allows preserving and improving the useful natural properties of vegetable or animal components is usually applied in the production of functional foods. According to Hasler (2002), all foods are functional to some extent because all of them provide taste, aroma and nutritive value (3772). Functional food, in contrast to conventional one, contains more essential biologically active substances, which are always well-balanced with each other. Therefore, functional products have incomparably greater biological value as compared to traditional ones. According to leading scientists, such a food should be widely used for active correction of human nutrition in the XXI century. In the future, functional food, no doubt, will be included in the daily life of each person. This is one of a few ways to solve the global problem of optimization of nutrition, health and life of people. Today, therefore, the efforts of scientists around the world are focused on the development and production of new functional foods. Functional food option is the most effective way of solving the problem of the world’s food crisis. Synthetic Food One more option offered by the nutrition professionals is the development of synthetic food. The idea to construct an ideal food to feed all the hungry people, prevent many diseases and, eventually, change the nature of man seemed extremely attractive. Indeed, human development has led in the past to one of the greatest revolutions, namely, the transition from hunting and gathering to agriculture and farming, and in later times to the industrial production of a number of foods. It was assumed that the creation of artificial food will restore the environment, and a problem of critical and non-critical natural situations for crops and the whole humanity will disappear. The famous French chemist Pierre-Eugà ¨ne-Marcellin Berthelot believed that â€Å"The epicure of the future will dine upon artificial meat, artificial flour, and artificial vegetables,† and enjoy the delights of â€Å"artificial† wines, liquors, and tobacco† (Ogle 2013). He opined that organic materials can be easily synthesized and thus manufactured and manipulated in the laboratory (Ogle 2013). The famous scientist also believed that the humanity would no longer need the farms and fields since, most obviously, people would manufacture the products rather than wait for their natural growth. When some reporter asked the chemist â€Å"Do you mean, that all our milk, eggs, meat, and flour †¦ will be made in factories?† Berthelot replied â€Å"Why not if it proves cheaper and better to make the same materials than to grow them?† (Ogle 2013). Like many other scientists, Berthelot knew that this process would not be easy; however, he believed that t he meat would be produced in the form of easy-to-swallow pills. The naysayers criticized his theory, but the scientist replied that the creation of the synthetic food is just an extension of the human progress. Nowadays, more and more scientists say that a safe and healthy meat can be grown in the laboratory. Vitro meat will save humanity from waste and pollution, and animals from suffering. Bill Gates also talks about new food technologies, for example, an organic meat substitute of the company Beyond Meat, which is created by pressing, heating and cooling soy and vegetable fiber which are virtually the same as the usual meat by taste and texture. He also promised that new technologies will not only help to feed the hungry people, but to change the quality and composition of the usual food. Thinking about the future of food, Bill Gates concluded that â€Å"by 2050, the world’s population will grow to more than 9 billion and our appetite for meat will grow along with it.â₠¬  With this in mind, Gates also acknowledged that â€Å"there is no way to produce enough meat for 9 billion people† (Gates 2013). This wise man understands that the humanity needs more options for producing meat, because not everyone can become a vegetarian. Bill Gates offers a few alternatives – such companies as Hampton Creek Foods and Beyond Meat are already working on the experiments with using pressure and heat in order to make the plants look and taste as the meat. After tasting the chicken in Beyond Meat Company, which was cooked from the plants, the New York Times reporter Mark Bittman noticed virtually no difference. He is asking â€Å"Why, in other words, use the poor chicken as a machine to produce meat when you can use a machine to produce â€Å"meat† that seems like chicken?† (Bittman 2012). However, the natural products will be also useful in future. Carot Potera in her article â€Å"Diet and Nutrition: The Artificial Dye Blues† (2010) states that â€Å"some manufacturers are using plant-based coloring agents: â€Å"For example, in the United Kingdom, orange soda Fanta is colored with pumpkin and carrot extracts while the US version uses Red 40 and Yellow 6. McDonald’s strawberry sundaes are colored only with strawberries in Britain, but Red 40 is used in the United States.† It means that different countries have different approaches to nutrition which determine the future of food in these countries. To summarize, the production of unique alternative synthetic foods is a relatively young area but gives enormous profits and can provide food to billions of consumers around the world. Undoubtedly, the production of synthetic foods is one more possible scenario in the development of human nutrition. The Role of 3D Printers in Future Nutrition Nowadays, the wise modern technology has got closer to the food, the most important joy and woe of humanity. In May 2013, NASA announced the development of 3D printing technology of food. Its main idea implied that the astronauts could print ready and delicious dishes instead of eating them out of the tubes during long missions. The initial aim of the joint project of space agencies and ambitious engineering office in Texas was to cook a pizza using the 3D printer, and they succeeded. Apparently, in the near future, three-dimensional printers will replace virtually all the equipment for cooking and fundamentally change the food market. Indeed, due to the process of the global urbanization the soils are exhausted and the humanity should have thought how the modern technologies can improve the situation. That is the main reason why 3D-printers that can print with eatable â€Å"inks† appeared in the world’s market. Three-dimensional printing is no longer to be exotic, and prices for printers are gradually reducing. Nowadays, one can buy a simple model for less than $ 1,000. Inkjet technology implies the possibility to use anything that can flow as ink. Not surprisingly, the 3D-printers are trying to print a delicious and wholesome food. One can already print the imitation of chocolate, fish, carrots, mushrooms, apples, chicken and many other products. Paradoxically, the necessary amount of protein, fat and carbohydrates can be programmed during this process. In order to print any dish from a variety of possible, it is necessary to choose the correct ratio of the components and the corresponding flavors. There are many companies which work in the industry of synthetic foods by using 3D printing and Modern Meadow Company is one of the most successful ones. Sui Ying Teoh opines that â€Å"Modern Meadow, a biotech startup, is working on 3D-printing meat for the masses, and with a big grant incoming, they seem to be well on their way† (Ying Teoh Su i 2012). Undoubtedly, the ability to make any dish of several ingredients with the compact device is fundamentally changing the worlds largest industrial sector – the nutrition. All in all, the humanity has faced a crucial problem of the quality and quantity of food resources. New major companies which are engaged in agricultural technology are working on the creation of perennial crops requiring less fertilizer, herbicide and fuel, compared with the current ones. This can be achieved not only through the introduction of GM organisms, but also due to the simple selection. The agronomists predict the appearance of forgotten cultures such as quinoa, emmer, and also millet that tolerates heat. In addition, the approach to livestock will completely change; the meat will be grown in test tubes that will release the amount of cultivated land which is important for the projected urbanization. Pondering over the perspectives of nutrition, Zimmerman (2012) offers to create the picture of future: â€Å"Picture yourself not too far into the future: you are wearing a small â€Å"dietary watch† that painlessly samples your blood, and downloads the information to your cell phone, which has an app that evaluates the nutrient profile of your blood and then recommends a snack or dinner menu to assure you maintain adequate nutrient levels. What else is not far off?† Actually, everything is possible as one could not even imagine that the machines which would create delicious food would be invented. 3D printers are one more brilliant human invention which makes one step closer to the overcoming of the world food crisis. In conclusion, it is worth noting that it is not the secret that in the future, mankind will face the challenges of global warming. People are waiting for long periods of heat and drought, alternating with large-scale floods. All this does not bode particularly good conditions for livestock and crop production. Moreover, the population of the planet will increase by another two billion people, and the humanity will have to create something to feed them. Scientists are puzzled with the creation of more sustainable vegetables and cereal crops, development of new technologies and the search for alternatives for supply. New trends in biomedical engineering, medicine, processing and cooking all this will affect what people eat. It is quite difficult to predict exactly what will become popular in 50-100 years. Most likely, it will be something that exists at the moment, but which is not being used on a large scale, so that some predictions still can be possible. In order to avoid the prob lem mentioned above the researchers developed a lot of theories. One of these theories is called functional food and it contains opportunities and challenges as well. The other one is creating synthetic foods; it will allow combining the already existing tastes with the new ones. It will help to replace the expensive food resources with the cheaper ones. 3D food making is one more option which is aimed at overwhelming the world’s food crisis. I believe that only a successful combination of all these options will lead the humanity to the bright future.

Essay Sample on Creditors

Essay Sample on Creditors Our creditors are heavily involved with sharing, selling, and releasing our personal identifying information for profit. Like the businesses and companies we deal with, we all have different credit backgrounds so we will all have different creditors that we deal with. For right now, let us talk about who some of your creditors might be. Each and every business you receive monthly statements from, businesses you make payments to each month, and all those businesses you have accounts with that show open on your credit reports are considered your creditors. We want you to start identifying all your creditors and create a list utilizing the form below. If you start creating this list now and add to it as we move through the chapters, it will make the protection process easier for you to complete. If you need custom essays, research papers, theses, dissertations or term papers on Business, Finance or other disciplines feel free to contact our professional custom writing service.

The Three High Level Phases for Any Project Assignment

The Three High Level Phases for Any Project - Assignment Example Why are communication skills so important for a project manager to have? Communication skills are important for a project manager to have because the successful implementation of all phases of the project requires accurate dissemination of information which is dependent on the effective communication skills that the project manager possesses. Â  Is it just the project manager that needs to have good communication skills? Actually, all stakeholders whose roles and responsibilities are instrumental in all phases of the project should possess good communication skills. Who needs to be communicated to? The exchange of messages from one project member to the other needs to be communicated to; and therefore, the accuracy of information relayed and received should be ensured at all times within all phases of the project. Based on your team members introductions, who do you believe has the best communication skills in your team and why? So far, the team leader is usually the one who has the best communication skills in any particular team because as a leader, he or she is expected to relay crucial information, strategies, and messages.

Does consuming Vitamin C reduce the risk of having a cold Research Paper

Does consuming Vitamin C reduce the risk of having a cold - Research Paper Example We call it infection. An infected person is the one whose body has been penetrated with microbes such as Viruses, Bacteria or Fungi. As the microbes continue to grow in the body, the disease gets severe until the person infected is killed. Viral infection occurs when tiny disease-causing particles, called a virus, enter the body and begin multiplying. More than 400 different viruses are known to cause infections in humans. (Natural Standard Research Collaboration, 2011)[1] Most commonly known viruses that cause diseases are common cold, Hepatitis A, Hepatitis B, HIV, Influenza (flu). How are we protected from diseases? To protect from attacks and damage from microbes, God has created human beings with many defensive techniques. The first barrier against the microbes is human skin. Unless the skin is cut, and blood comes out, microbes cannot enter the body. Second protection is white blood cells which are there in the body to defend us. White blood cells eat microbes and also hunt the m down before they can mix in the red blood cell. White blood cells also produce antibodies. Antibodies are natural destroyer of microbes. The antibodies are produced automatically as soon as a microbe enters the human body. For every single type of microbe, a new type of antibodies is made. The third thing that protects microbes from entering our body is hairs in our nose. They catch microbes which are in air or atmosphere. The fourth thing that protects microbes is mucus, a sticky substance that lines nose and windpipe and also washes microbes away from the eyes in tears. In spite of the researches and efforts by human being, the microbes keep entering the human body constantly and make people ill. Those who are infected when do not take necessary medicine on time let the microbes grow to the extent that can kill them. In general all viral infection cause fever and the body uncomfortable which in common terms we call â€Å"sick† or â€Å"ill†. However the sign and sy mptoms depend upon the severity of infection and the type of virus which infected the body. The only way to cure viral infections is to make the body produce antibody which can destroy the viral microbes. The antibiotics made by scientist only cure microbes of type â€Å"bacteria†. However, microbes of type â€Å"virus† do not destroy by antibiotics. Scientists have found a new way to cure virus microbes. This new process is called â€Å"immunization†. A body is immunized when a â€Å"vaccine† is injected in to the bloodstream. This vaccine contains the microbes that cause the disease. The microbes in vaccine are slightly modified. They are either dead or weakened or some portion of it is used. After the injection white blood cells make antibodies against the microbes that were injected by the vaccine. Hence we say that our body is now immunized from a particular viral disease. Any time in future, when a microbe of this type enters the body, it is immedia tely recognized and the army of antibodies comes into action by attacking, hunting and destroying it preventing the body from the viral disease. What is cold? Cold is a viral disease. When a person is infected by cold virus, his throat soars. As the virus grows in the body, the eyes, nose and ears all start to pain. It may raise temperature and cause fever. The effect of cold and flu virus on an individual body depends on the army of antibodies the body posses. Larger army of antibodies