What Is the Definition of a Mathematical Average

In mathematics and statistics, average refers to the sum of a group of values divided by n, where n is the number of values in the group. An average is also known as a mean. Like the median and the mode, the average is a measure of central tendency, meaning it reflects a typical value in a given set. Averages are used quite regularly to determine final grades over a term or semester. Averages are also used as measures of performance. For example, batting averages express how frequently a baseball player hits when they are up to bat. Gas mileage expresses how far a vehicle will typically travel on a gallon of fuel. In its most colloquial sense, average refers to whatever is considered common or typical. Mathematical Average A mathematical average is calculated by taking the sum of a group of values and dividing it by the number of values in the group. It is also known as an arithmetic mean. (Other means, such as geometric and harmonic means, are calculated using the product and reciprocals of the values rather than the sum.) With a small set of values, calculating the average takes only a few simple steps. For example, let us imagine we want to find the average age among a group of five people. Their respective ages are 12, 22, 24, 27, and 35. First, we add up these values to find their sum: 12 22 24 27 35 120 Then we take this sum and divide it by the number of values (5): 120 Ã · 5 24 The result, 24, is the average age of the five individuals. Mean, Median, and Mode The average, or mean, is not the only measure of central tendency, though it is one of the most common. The other common measures are the median and the mode. The median is the middle value in a given set, or the value that separates the higher half from the lower half. In the example above, the median age among the five individuals is 24, the value that falls between the higher half (27, 35) and the lower half (12, 22). In the case of this data set, the median and the mean are the same, but that is not always the case. For example, if the youngest individual in the group were 7 instead of the 12, the average age would be 23. However, the median would still be 24. For statisticians, the median can be a very useful measure, especially when a data set contains outliers, or values that greatly differ from the other values in the set. In the example above, all of the individuals are within 25 years of each other. But what if that were not the case? What if the oldest person were 85 instead of 35? That outlier would bring the average age up to 34, a value greater than 80 percent of the values in the set. Because of this outlier, the mathematical average is no longer a good representation of the ages in the group. The median of 24 is a much better measure. The mode is the most frequent value in a data set, or the one that is most likely to appear in a statistical sample. In the example above, there is no mode since each individual value is unique. In a larger sample of people, though, there would likely be multiple individuals of the same age, and the most common age would be the mode. Weighted Average In an ordinary average, each value in a given data set is treated equally. In other words, each value contributes as much as the others to the final average. In a weighted average, however, some values have a greater effect on the final average than others. For example, imagine a stock portfolio made up of three different stocks: Stock A, Stock B, and Stock C. Over the last year, Stock As value grew 10 percent, Stock Bs value grew 15 percent, and Stock Cs value grew 25 percent. We can calculate the average percent growth by adding up these values and dividing them by three. But that would only tell us the overall growth of the portfolio if the owner held equal amounts of Stock A, Stock B, and Stock C. Most portfolios, of course, contain a mix of different stocks, some making up a larger percentages of the portfolio than others. To find the overall growth of the portfolio, then, we need to calculate a weighted average based on how much of each stock is held in the portfolio. For the sake of example, well say that Stock A makes up 20 percent of the portfolio, Stock B makes up 10 percent, and Stock C makes up 70 percent. We weight each growth value by multiplying it by its percentage of the portfolio: Stock A 10 percent growth x 20 percent of portfolio 200Stock B 15 percent growth x 10 percent of portfolio 150Stock C 25 percent growth x 70 percent of portfolio 1750 Then we add up these weighted values and divide them by the sum of the portfolio percentage values: (200 150 1750) Ã · (20 10 70) 21 The result, 21 percent, represents the overall growth of the portfolio. Note that it is higher than the average of the three growth values alone—16.67—which makes sense given that the highest performing stock also makes up the lions share of the portfolio.

Economics and Production Possibilities Curve - 2007 Words

Principles of Miroeconomics - Final Exam Instructions Please put your name and the course information on the scantron (ECON 2302 Professor J. Bikis) Please put your DBU ID number on the scantron in the area market ID NUMBER Please write your webadvisonr id on the back of the scantron in the area marked WEBADVISOR ID. (This ID is the same ID that you use to get into your DBU email or into BlackBoard) Please select the best answer for each question given and fill in the respective answer option on the scantron for questions 1-40. Good luck! 1. Which of the following is not a positive economics statement? a. Prices of essential goods and services should be set by the government. b. Interest rates†¦show more content†¦What quantity of output will the company produce in order to maximize profit? a. 2 units b. 3 units c. 4 units d. 5 units 11. Take a look at the exhibit above. At what price will firm sell its output to maximize profit? a. $2 b. $4 c. $8 d. Any price 12. Take a look at the exhibit above. If the firm maximizes profit, what will be the firm s total profit? a. $24 b. $12 c. $8 d. $4 13. The process of negotiation between union and management to arrive at a labor contract is called a. arbitration b. mediation c. reconciliation d. collective bargaining e. impasse 14. You are stranded on an island and can either catch four fish in one hour or pick eight bananas in one hour. From this information, the opportunity cost of one fish is: a. 2 bananas. b. 1/2 bananas. c. 5 bananas. d. 2 1/2 bananas. e. zero, since you can t compare bananas and fish. 15. Whatever else you learned about profit-maximization, you should have learned this: Maximum profit is obtained at the production level where a. P = AC b. TR = TC c. MR =Show MoreRelatedProduction Possibility Curve Essay1259 Words   |  6 Pageseconomies have a production possibility curve and there any many different things that effect it. 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It has big economies such as France, England and Germany but it does not have much raw materialsRead MoreThe Production Possibilities Frontier1083 Words   |  4 Pageseconomy. The production possibilities frontier will move outward, and the economy will move closer to the production possibilities frontier. Both outcomes are related. Freer trade creates more markets for the country for its goods and services. This allows companies to produce more, but it does not directly change the production capacity of the nation. Thus, the economy moves closer to the production possibilities frontier (Rittenberg Tregarthen, 2009). The reason that the production possibilitiesRead MoreMacroeconomics : A Nation s Levels Of Unemployment1376 Words   |  6 PagesCongregado et al, 2012). The curve for production possibilities indicate that outcomes or else combinations of the productions that can be produced at levels which are available in terms of the resources. 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A PPF is show the consumers goods andRead MoreReview for Midterm I1634 Words   |  7 PagesShawn can produce more donuts in one day than Sue can produce in one day, then a. | Shawn has a comparative advantage in the production of donuts. | b. | Sue has a comparative advantage in the production of donuts. | c. | Shawn has an absolute advantage in the production of donuts. | d. | Sue has an absolute advantage in the production of donuts. | ____3.Which of the following statements is not correct? a. | Trade allows for specialization. | bRead MoreMacro Eco1739 Words   |  7 PagesEconolands Production Possibility Frontier (PPF) we first need to understand what is a PPF. A production possibilities frontier (PPF) is a graph showing the different quantities of two goods that an economy can efficiently produce with limited productive resources. Points along the curve describe the trade-off between the two goods, that is, the opportunity cost. Opportunity cost here measures how much an additional unit of one good costs in units forgone of the other good. The curve illustrates

The Amber Spyglass Chapter 1 The Enchanted Sleeper Free Essays

string(123) " take refuge in the cave, but it was rumored that she had a companion with her who was in some way dangerous and powerful\." The morning comes, the night decays, the watchmen leave their stations; The grave is burst, the spices shed, the linen wrapped up; The bones of death, the cov’ring clay, the sinews shrunk dry’d Reviving shake, inspiring move, breathing, awakening, Spring like redeemed captives when their bonds bars are burst. Let the slave grinding at the mill run out into the field, Let him look up into the heavens laugh in the bright air; Let the inchained soul, shut up in darkness and in sighing, Whose face has never seen a smile in thirty weary years, Rise and look out; his chains are loose, his dungeon doors are open; And let his wife and children return from the oppressor’s scourge. They look behind at every step believe it is a dream, Singing: â€Å"The Sun has left his blackness has found a fresher morning, And the fair Moon rejoices in the clear cloudless night; For Empire is no more, and now the Lion Wolf shall cease. We will write a custom essay sample on The Amber Spyglass Chapter 1 The Enchanted Sleeper or any similar topic only for you Order Now † from â€Å"America: A Prophecy† by William Blake O stars, isn’t it from you that the lover’s desire for the face of his beloved arises? Doesn’t his secret insight into her pure features come from the pure constellations? from â€Å"The Third Elegy† by Rainer Maria Rilke Fine vapors escape from whatever is doing the living. The night is cold and delicate and full of angels Pounding down the living. The factories are all lit up, The chime goes unheard. We are together at last, though far apart. from â€Å"The Ecclesiast† by John Ashbery Chapter 1. The Enchanted Sleeper In a valley shaded with rhododendrons, close to the snow line, where a stream milky with meltwater splashed and where doves and linnets flew among the immense pines, lay a cave, half-hidden by the crag above and the stiff heavy leaves that clustered below. The woods were full of sound: the stream between the rocks, the wind among the needles of the pine branches, the chitter of insects and the cries of small arboreal mammals, as well as the birdsong; and from time to time a stronger gust of wind would make one of the branches of a cedar or a fir move against another and groan like a cello. It was a place of brilliant sunlight, never undappled. Shafts of lemon-gold brilliance lanced down to the forest floor between bars and pools of brown-green shade; and the light was never still, never constant, because drifting mist would often float among the treetops, filtering all the sunlight to a pearly sheen and brushing every pine cone with moisture that glistened when the mist lifted. Sometimes the wetness in the clouds condensed into tiny drops half mist and half rain, which floated downward rather than fell, making a soft rustling patter among the millions of needles. There was a narrow path beside the stream, which led from a village – little more than a cluster of herdsmen’s dwellings – at the foot of the valley to a half-ruined shrine near the glacier at its head, a place where faded silken flags streamed out in the perpetual winds from the high mountains, and offerings of barley cakes and dried tea were placed by pious villagers. An odd effect of the light, the ice, and the vapor enveloped the head of the valley in perpetual rainbows. The cave lay some way above the path. Many years before, a holy man had lived there, meditating and fasting and praying, and the place was venerated for the sake of his memory. It was thirty feet or so deep, with a dry floor: an ideal den for a bear or a wolf, but the only creatures living in it for years had been birds and bats. But the form that was crouching inside the entrance, his black eyes watching this way and that, his sharp ears pricked, was neither bird nor bat. The sunlight lay heavy and rich on his lustrous golden fur, and his monkey hands turned a pine cone this way and that, snapping off the scales with sharp fingers and scratching out the sweet nuts. Behind him, just beyond the point where the sunlight reached, Mrs. Coulter was heating some water in a small pan over a naphtha stove. Her daemon uttered a warning murmur and Mrs. Coulter looked up. Coming along the forest path was a young village girl. Mrs. Coulter knew who she was: Ama had been bringing her food for some days now. Mrs. Coulter had let it be known when she first arrived that she was a holy woman engaged in meditation and prayer, and under a vow never to speak to a man. Ama was the only person whose visits she accepted. This time, though, the girl wasn’t alone. Her father was with her, and while Ama climbed up to the cave, he waited a little way off. Ama came to the cave entrance and bowed. â€Å"My father sends me with prayers for your goodwill,† she said. â€Å"Greetings, child,† said Mrs. Coulter. The girl was carrying a bundle wrapped in faded cotton, which she laid at Mrs. Coulter’s feet. Then she held out a little hunch of flowers, a dozen or so anemones bound with a cotton thread, and began to speak in a rapid, nervous voice. Mrs. Coulter understood some of the language of these mountain people, but it would never do to let them know how much. So she smiled and motioned to the girl to close her lips and to watch their two daemons. The golden monkey was holding out his little black hand, and Ama’s butterfly daemon was fluttering closer and closer until he settled on a horny forefinger. The monkey brought him slowly to his ear, and Mrs. Coulter felt a tiny stream of understanding flow into her mind, clarifying the girl’s words. The villagers were happy for a holy woman, such as herself, to take refuge in the cave, but it was rumored that she had a companion with her who was in some way dangerous and powerful. You read "The Amber Spyglass Chapter 1 The Enchanted Sleeper" in category "Essay examples" It was that which made the villagers afraid. Was this other being Mrs. Coulter’s master, or her servant? Did she mean harm? Why was she there in the first place? Were they going to stay long? Ama conveyed these questions with a thousand misgivings. A novel answer occurred to Mrs. Coulter as the daemon’s understanding filtered into hers. She could tell the truth. Not all of it, naturally, but some. She felt a little quiver of laughter at the idea, but kept it out of her voice as she explained: â€Å"Yes, there is someone else with me. But there is nothing to be afraid of. She is my daughter, and she is under a spell that made her fall asleep. We have come here to hide from the enchanter who put the spell on her, while I try to cure her and keep her from harm. Come and see her, if you like.† Ama was half-soothed by Mrs. Coulter’s soft voice, and half-afraid still; and the talk of enchanters and spells added to the awe she felt. But the golden monkey was holding her daemon so gently, and she was curious, besides, so she followed Mrs. Coulter into the cave. Her father, on the path below, took a step forward, and his crow daemon raised her wings once or twice, but he stayed where he was. Mrs. Coulter lit a candle, because the light was fading rapidly, and led Ama to the back of the cave. Ama’s eyes glittered widely in the gloom, and her hands were moving together in a repetitive gesture of finger on thumb, finger on thumb, to ward off danger by confusing the evil spirits. â€Å"You see?† said Mrs. Coulter. â€Å"She can do no harm. There’s nothing to be afraid of.† Ama looked at the figure in the sleeping bag. It was a girl older than she was, by three or four years, perhaps; and she had hair of a color Ama had never seen before – a tawny fairness like a lion’s. Her lips were pressed tightly together, and she was deeply asleep, there was no doubt about that, for her daemon lay coiled and unconscious at her throat. He had the form of some creature like a mongoose, but red-gold in color and smaller. The golden monkey was tenderly smoothing the fur between the sleeping daemon’s ears, and as Ama looked, the mongoose creature stirred uneasily and uttered a hoarse little mew. Ama’s daemon, mouse-formed, pressed himself close to Ama’s neck and peered fearfully through her hair. â€Å"So you can tell your father what you’ve seen,† Mrs. Coulter went on. â€Å"No evil spirit. Just my daughter, asleep under a spell, and in my care. But, please, Ama, tell your father that this must be a secret. No one but you two must know Lyra is here. If the enchanter knew where she was, he would seek her out and destroy her, and me, and everything nearby. So hush! Tell your father, and no one else.† She knelt beside Lyra and smoothed the damp hair back from the sleeping face before bending low to kiss her daughter’s cheek. Then she looked up with sad and loving eyes, and smiled at Ama with such brave, wise compassion that the little girl felt tears fill her gaze. Mrs. Coulter took Ama’s hand as they went back to the cave entrance, and saw the girl’s father watching anxiously from below. The woman put her hands together and bowed to him, and he responded with relief as his daughter, having bowed both to Mrs. Coulter and to the enchanted sleeper, turned and scampered down the slope in the twilight. Father and daughter bowed once more to the cave and then set off, to vanish among the gloom of the heavy rhododendrons. Mrs. Coulter turned back to the water on her stove, which was nearly at the boil. Crouching down, she crumbled some dried leaves into it, two pinches from this bag, one from that, and added three drops of a pale yellow oil. She stirred it briskly, counting in her head till five minutes had gone by. Then she took the pan off the stove and sat down to wait for the liquid to cool. Around her there lay some of the equipment from the camp by the blue lake where Sir Charles Latrom had died: a sleeping bag, a rucksack with changes of clothes and washing equipment, and so on. There was also a case of canvas with a tough wooden frame, lined with kapok, containing various instruments; and there was a pistol in a holster. The decoction cooled rapidly in the thin air, and as soon as it was at blood heat, she poured it carefully into a metal beaker and carried it to the rear of the cave. The monkey daemon dropped his pine cone and came with her. Mrs. Coulter placed the beaker carefully on a low rock and knelt beside the sleeping Lyra. The golden monkey crouched on her other side, ready to seize Pantalaimon if he woke up. Lyra’s hair was damp, and her eyes moved behind their closed lids. She was beginning to stir: Mrs. Coulter had felt her eyelashes flutter when she’d kissed her, and knew she didn’t have long before Lyra woke up altogether. She slipped a hand under the girl’s head, and with the other lifted the damp strands of hair off her forehead. Lyra’s lips parted and she moaned softly; Pantalaimon moved a little closer to her breast. The golden monkey’s eyes never left Lyra’s daemon, and his little black fingers twitched at the edge of the sleeping bag. A look from Mrs. Coulter, and he let go and moved back a hand’s breadth. The woman gently lifted her daughter so that her shoulders were off the ground and her head lolled, and then Lyra caught her breath and her eyes half-opened, fluttering, heavy. â€Å"Roger,† she murmured. â€Å"Roger†¦ where are you†¦ I can’t see†¦Ã¢â‚¬  â€Å"Shh,† her mother whispered, â€Å"shh, my darling, drink this.† Holding the beaker in Lyra’s mouth, she tilted it to let a drop moisten the girl’s lips. Lyra’s tongue sensed it and moved to lick them, and then Mrs. Coulter let a little more of the liquid trickle into Lyra’s mouth, very carefully, letting her swallow each sip before allowing her more. It took several minutes, but eventually the beaker was empty, and Mrs. Coulter laid her daughter down again. As soon as Lyra’s head lay on the ground, Pantalaimon moved back around her throat. His red-gold fur was as damp as her hair. They were deeply asleep again. The golden monkey picked his way lightly to the mouth of the cave and sat once more watching the path. Mrs. Coulter dipped a flannel in a basin of cold water and mopped Lyra’s face, and then unfastened the sleeping bag and washed Lyra’s arms and neck and shoulders, for Lyra was hot. Then her mother took a comb and gently teased out the tangles in Lyra’s hair, smoothing it back from her forehead, parting it neatly. She left the sleeping hag open so the girl could cool down, and unfolded the bundle that Ama had brought: some flat loaves of bread, a cake of compressed tea, some sticky rice wrapped in a large leaf. It was time to build the fire. The chill of the mountains was fierce at night. Working methodically, she shaved some dry tinder, set the fire, and struck a match. That was something else to think of: the matches were running out, and so was the naphtha for the stove; she must keep the fire alight day and night from now on. Her daemon was discontented. He didn’t like what she was doing here in the cave, and when he tried to express his concern, she brushed him away. He turned his back, contempt in every line of his body as he flicked the scales from his pine cone out into the dark. She took no notice, but worked steadily and skillfully to build up the fire and set the pan to heat some water for tea. Nevertheless, his skepticism affected her, and as she crumbled the dark gray tea brick into the water, she wondered what in the world she thought she was doing, and whether she had gone mad, and, over and over again, what would happen when the Church found out. The golden monkey was right. She wasn’t only hiding Lyra: she was hiding her own eyes. Out of the dark the little boy came, hopeful and frightened, whispering over and over: â€Å"Lyra, Lyra, Lyra†¦Ã¢â‚¬  Behind him there were other figures, even more shadowy than he was, even more silent. They seemed to be of the same company and of the same kind, but they had no faces that were visible and no voices that spoke; and his voice never rose above a whisper, and his face was shaded and blurred like something half-forgotten. â€Å"Lyra†¦ Lyra†¦Ã¢â‚¬  Where were they? On a great plain, where no light shone from the iron-dark sky, and where a mist obscured the horizon on every side. The ground was bare earth, beaten flat by the pressure of millions of feet, even though those feet had less weight than feathers; so it must have been time that pressed it flat, even though time had been stilled in this place; so it must have been the way things were. This was the end of all places and the last of all worlds. â€Å"Lyra†¦Ã¢â‚¬  Why were they there? They were imprisoned. Someone had committed a crime, though no one knew what it was, or who had done it, or what authority sat in judgment. Why did the little boy keep calling Lyra’s name? Hope. Who were they? Ghosts. And Lyra couldn’t touch them, no matter how she tried. Her baffled hands moved through and through, and still the little boy stood there pleading. â€Å"Roger,† she said, but her voice came out in a whisper. â€Å"Oh, Roger, where are you? What is this place?† He said, â€Å"It’s the world of the dead, Lyra, I dunno what to do, I dunno if I’m here forever, and I dunno if I done bad things or what, because I tried to be good, but I hate it, I’m scared of it all, I hate it†¦Ã¢â‚¬  And Lyra said, â€Å"I’ll get us out of here, Roger, I promise. And Will’s coming, I’m sure he is!† He didn’t understand. He spread his pale hands and shook his head. â€Å"I dunno who that is, and he won’t come here,† he said, â€Å"and if he does, he won’t know me.† â€Å"He’s coming to me,† she said â€Å"and me and Will, oh, I don’t know how Roger but I swear we’ll help. And don’t forget there’s others on our side. There’s Serafina and there’s Iorek, and they will come, the will!† â€Å"But where are you Lyra?† How to cite The Amber Spyglass Chapter 1 The Enchanted Sleeper, Essay examples

Classroom Field Study Report free essay sample

General Description Disston Elementary School, located at Knorr and Cottage Streets, in the Tacony/Wissinoming neighborhood of Philadelphia, is a four-story brick building. The school, K through 8, has a gym, auditorium, and library. There is also a computer lab, consumer education classroom, and a music room. The floors are organized by grade levels, starting with the lower grades on the first floor and working their way up the building. The ground floor, or basement, is reserved for specialty classes, such as music, etc. The school, built in the early 1900’s, has very few modern improvements, mainly because it is a historical landmark. There are no elevators or ramps making it inaccessible to those with walking disabilities or are wheelchair bound. The school, which has approximately 800 students and 40 teachers on staff, is maintained well and kept clean. The staff members I encountered at the school were well informed and professional. The neighborhood is predominately middle class, but does include some low-income families. We will write a custom essay sample on Classroom Field Study Report or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In addition, about 15% of the students are bussed to Disston from neighborhoods that are at or below the poverty level. The cooperating teacher, Ms. Bledy, was happy to share her classroom as well as her experiences. She provided a pleasant atmosphere and gave me the opportunity to observe her seventh grade science, mathematics, and social studies classes, and fifth grade reading and English classes, which she also instructed. Her seventh grade classes consist of 29 students and her fifth grade RELA (Reading/Language Arts) class consists of 25 students. Learner Differences In the 7th grade class, there are 26 students with average or near-average ability and three students who have been identified with reading and math disabilities. These 3 students attend special classes for those subjects and return to Ms. Bledy for science and social studies. Ms. Bledy adapts the content in science and social studies according to each of the special education students’ I. E. P. (Individual Education Plan). Since all three students are at, or below a second grade reading level, Ms. Bledy uses the school library to find appropriate stories, books, or articles at each students grade level. She looks for material that is parallel, or as close as possible, to the content that is being covered in science and social studies. While lower grade level books have less detail, the teacher tries to provide the special education children with some reading material on the same or a related topic. For example, in a science class on metamorphosis, Ms. Bledy found a story called â€Å"The Very Hungry Caterpillar† by Eric Carle. This grade 1 story, through pictures and words, shows the four life stages from an egg to a butterfly (Surprisingly, the students of average ability also enjoyed this 1st grade book). Ms. Bledy also provides daily hands-on and visual learning experiences for all her students; therefore she finds it easy to adapt lessons for the special education students mainstreamed into her classroom. With the exception of the 3 special educations students, the remaining 26 students in Ms. Bledy’s math class are instructed on a 7th grade level. The teacher uses various visual, auditory, and hands-on learning techniques to adjust to each students learning style. Disston School provides a â€Å"reading cycle† for 90 minutes each day from 10:15 to 11:45 a. m. During this time, students throughout the school change classes to attend reading and language arts at their ability levels. Ms. Bledy teaches level 5 reading, writing, and English. In this class, there is a mixture of 28 students from grades four through eight. Within the groups of students I observed, there were no students with physical handicaps, nor did I observe anyone with severe emotional behavior differences. Ms. Bledy did inform me that 2 students receive the prescription drug Ritalin daily, administered either by the school nurse or a parent. There were very few behavior difficulties in Ms. Bledys classroom. She has created a structured, firm and fair atmosphere that the students find comfortable. Motivation Techniques Ms. Bledy facilitates safety, belonging, and positive self-worth to each of her students on a daily basis. The atmosphere in the class is one of calm, encouragement, respect, and unity. During the entire time I attended her classes, I saw students actively engaged in learning, any disruptions were addressed quickly, quietly and effectively. The children seemed to have little difficulty in dividing work in cooperative learning groups and they readily helped each other during class activities. I observed Ms. Bledy’s classes in the last few weeks of school, but it was apparent that the students had become accustomed to routines and had a sense of trust among them. The special education students mainstreamed into the regular education classes were not afraid or embarrassed to show their group members any lower level materials they were using. Although the students were grouped heterogeneously, Ms. Bledy is careful to place the special education students in groups with students that are more patient and have a kinder disposition. These easy-going students are more compassionate toward a special education group member who might take longer to complete an assignment. Some examples of motivation techniques I observed are: Safety: While Ms. Bledy was giving directions for a map activity in social studies class, one of her students, Brandon, rolled up a few small pieces of paper and was proceeding to put them into an empty pen tube. Just as he was about to put the pen to his lips, Ms. Bledy made eye contact with him as she continued giving directions for the activity. She walked over to Brandon and put out her hand so that he could hand over the â€Å"spitball† tube. She never stopped giving directions, but did stop this young man from throwing spitballs around the class causing a disruption. She then pointed to the behavior book and motioned for Brandon to sign it. He shrugged, but quietly walked over, found the page in the book with his name on it and wrote the date and what he did. Brandon wrote, â€Å"trying to make spit ball tube, but Ms. Bledy took it from me. This is a warning, if I do something disruptive again today I will receive a penalty. † At the beginning of the school year Ms. Bledy taught and practiced with her students the class rules and what was expected of them. She feels that if the students write down what they did and make some notation of either a consequence or some other thing that helps them improve their behavior, that there are fewer disruptions in class. Effort and Improvement: Eric is having difficulty creating a circle graph from information on a complicated bar graph. Ms. Bledy gives Eric some individual attention. She goes over to his desk and helps him create some simple circle graphs from simple bar graphs. She then has him practice a few more circle/bar graphs escalating the difficulty each time. She gives encouragement and approval when he is correct and guidance as needed. In a short time, Eric is on his own, confident that he can probably handle the more difficult work. Ms. Bledy moves on, but keeps a watchful eye out for Eric. By the end of class, Eric is successful in completing his graphs. Rewards: Ms. Bledy makes positive comments to her students regularly. She also gives students simple, but effective, rewards. One student, Melissa, not only was helpful to the teacher, but she went out of her way to help Antoine (a special education student) locate the Allied countries of WWI on a map. At the end of class, Ms. Bledy used her cell phone to call Melissa’s mother and told her what a wonderful person Melissa is. Multiple Intelligence: Like most classrooms Ms. Bledy’s class has a variety of intelligences. One of the techniques she uses to address this is by having students divide up work in cooperative learning groups according to their interests. In science class where the students were working on a project on acid rain, the students in each co-op group were required to provide research, complete an experiment, keep a daily journal of results and conclusions, make drawings and graphs of the results, and complete a cover page. Each group is permitted to divide the work according to their talents, although all group members must share in the experiment. Behavioral Learning Principles Ms. Bledy’s classroom atmosphere stresses learning, from the various information provided on classroom bulletin boards, posters, and at workstations to the organization and structure of daily activities she creates for her students. Here are some examples I observed: Fact Learning: Ms. Bledy begins each math class with a math warm-up. The students complete a few simple questions (no more than 5) in two or three minutes. These warm-ups are designed to practice various skills. Students practice basic multiplication, addition, subtraction, and division skills by playing the math game â€Å"24†. Students prepare study cards, usually for homework. They are similar to a flash card, where they put a definition on one side and the term on the other side. This is done on 35 index cards. In class, the students play a memory game either in pairs or small groups, using these cards. Reinforcement: Ms. Bledy uses positive reinforcement in her classroom. When she praises a student she uses concrete words that describe the achievement made. One student, Regina, who struggles with math but excels in social studies, was trying to figure out the average winter temperature in Celsius in the country of Germany. She knew the temperature in Fahrenheit. Regina recalled that during a math and science class, Ms. Bledy had shown them how to convert Fahrenheit into Celsius. During this social studies class, Regina applied those skills and was successful in finding the answer. When she told Ms. Bledy the answer, the teacher complimented her on her math skills. Regina beamed the rest of the afternoon and took pride in showing her classmates how to convert the temperatures. Punishment: I observed Ms. Bledy use both presentation and removal punishment techniques. She regularly removes items from the students that can cause them to be disruptive, such as when she removed Brandon’s spitball tube. But, I only saw her need to remove one student to a time-out area. Patrick refused to cooperate with his group and Ms. Bledy had him complete a writing activity (presentation punishment) on cooperation in a time-out area (removal punishment). When he completed this activity he was eager to get back to his group. Ms. Bledy allowed him to rejoin the group where he participated mannerly. Schedules of Reinforcement: Ms. Bledy uses a variable ratio as the schedule of reinforcement in her classroom. She calls on students randomly who offer answers. Although Ms. Bledy schedules particular educational trips with specific dates, she randomly assigns points that students need to earn toward that trip. At the beginning of an activity on statistics in math class, Ms. Bledy told the class that each student could earn 10 points toward Spirit Day, by completing the activity in a timely and thorough manner. One of the requirements she listed was that each group member helps each other complete the assignment. Behavior Modification: Ms. Bledy uses a daily report for students to help them improve behavior. On this report the students identify the behavior they are trying to improve, whether it is disciplinary or academic. The student presents the daily report to all teachers throughout the day. Each teacher writes whether or not the child improved that targeted behavior for that class and lists any suggestions the student can follow for further improvement. At the end of the day, the child takes the daily report home for a parental signature (This is not always a requirement. It is done on a case-by-case situation). Ms. Bledy and the student review the daily report each morning and discuss other ways the child can help him/herself. Modeling: Ms. Bledy uses modeling as part of her direct instruction at the beginning of most classes. In one instance, the students were to create a time line of their future. Ms. Bledy created a time line for herself and shared it with the class. She showed them how she started out by making a list of 10 goals for herself on paper. Then she explained how long she thought (realistically) it would take her to achieve each goal. Finally, she picked 2001 as a starting point and systematically set up her time line. The students grasped the idea and went quickly to work. Cognitive Learning Principles Ms. Bledy increases her students learning by using a number of cognitive learning principles. Concepts are learned through practice and examples, information is processed by using chunking, categorizing, etc. and her students regularly participate in meaningful activities linking new information to existing knowledge. Concept Learning: Ms. Bledy writes a list (or row) of terms that are related and adds one that is unrelated. In a science lesson on solutions she listed the terms â€Å"dissolving, hard water, soft water, bacteria, solute, solvent. † The students identified the term â€Å"bacteria† as the one that did not fit into this list. She continued by listing 3 or more groups. Information Processing: Ms. Bledy makes constant use of charts and graphs. The students created bar graphs for a math class I observed based on statistical information they collected. Students surveyed Ms. Bledy’s class as well as seven other classrooms on how they would like, or wish, to spend their summer vacations. They combined their information and converted it into percentages. Then they created bar graphs and later in the week made circle graphs. Constructivism: Ms. Bledy’s students went on to accumulate information on how they actually spent their summer vacations (meaningful activity) and created graphs using this information. As a conclusion to this assignment, Ms. Bledy had the students compare the way they actually spend vacation to how they wish their vacations would be like. Classroom Management Ms. Bledy’s classroom is well organized and well managed. She has three osters above the side blackboard that lists rules, penalties, and rewards (see attached copy of Ms. Bledy’s Discipline Plan).

South Africa Essays (926 words) - South Africa, Africa, Xhosa People

South Africa South Africa is a place of hurt, heart, and change. Over the years, South Africa has either been through rough times in the traditional tribal part, or being descriminated because of their color of skin. South Africa has two major tribal groups; The Nguni/South Ndebele, and the khoi/San. The South Ndebele, together with the Zulu, Xhosa and Swazi, belong to the South Nguni ethnic group. In the case of the South African Ndebele group, the area is the Southern part of South Africa. Here, they have lived, worked on farms, and hunted for generations. They are a very communal tribe. They work together, share together, help each other out, and hunt with each other. This group is very dependent on all of their family. On the other hand the Khoi/San group is the complete opposite of the Nguni/South Ndebele. They live in the Kalahari Desert, they are Nomadic, and rely on livestalk to live. They might be more Independent then the Nguni, but they still get alittle help from their families too. Like they go hunting together. Unlike the Nguni the Khoi/San use poisoned arrows to kill their livestalk.Little did these groups know what they were going to be going through the next 300 years; colonialism. In 1652 South Africa was forever changed when Dutch established a rest stop in South Africa.Apartheid also unofficially started. At that time, the area was occupied by the Khoi/San clans. The pressure on the Khoi/San increased as more Dutch and French settlers arrived. By the 18th century, most Khoi/San had lost their land to these European settlers. Cape Town became a major port as a way station for the Europeans. The colonists were mostly farmers and cattle herders. They became known as the Boers. They developed their own culture and language (Afrikaans). In the 1770's, the Boers encountered the Bantu, who were migrating. The Nguni Bantu clans settled between the Drakensberg Mountains and the sea. The Sotho clans settled in the interior, north of the Cape Colony. The 19th century competition for land led to the conflict between the Bantu clans, which led to the boer war, 1899-1902. Hundreds and thousands died during the wars, entire clans disappeared and it resulted in the creation of many Bantu nations. Now they are unable to communicate with each other, and now they don't have any power to stop the Europeans. British forces twice occupied the Cape region, in 1795 and 1806. In 1814, toward the end of the Napoleonic Wars, Great Britain purchased the Cape Colony from the Dutch for 6 million Britidh pounds. After 1820 thousands of British colonists arrived in South Africa, and they demanded that English law be imposed. English became the official language in 1822. The Khoi/San were given protection, and slavery was abolished in 1833. When the Dutch, or the Afrikanns found out that slavery was ebolished they got angry, because they thoght that the Bilble said that black people were supposed to be slaves, which then created the Boer war. It is now 1948, the Europeans have now taken over South Africa. Four Years earlier a man named Nelson Mandela became a lawyer, and joined the A.N.C. so he could help the salvaging African people. Even though he played a very important roll in Apartheid, colonialism, and their human rights, that still didn't stop the Europeans from torturing them for the next 46 years. Nelson Mandela was a nice man, but in 1956 Mandela went on trial for treason, but was acquitted in 1961. During this time he married Nkosikazi Nomzamo Madikizela. He was again arrested in August of 1962, he was sentenced to five years in prison. While in prison, Mandela, along with several others, was convicted of sabotage and treason and in June 1964 was sentenced to life imprisonment. During this period Mandela became a worldwide symbol of resistance to white domination in South Africa. In prison he acted nice to everybody. When an Officer told him to do something, he politely answered Yes sir, but he did this for a reason. He did that so the officers could feal the guilt for what they have been doing to all the black people. The goverment soon got pressured by the people to let

Free Essays on My Future Goals

My Expectations in life. A person needs to achieve certain goals in one’s life before you can call them successful. Success is to achieve goals, you have set. I have set certain goals I would like to achieve in my lifetime. Some of these goals are personal while others are professional. My professional goals in life are to find a good job that makes me happy, get a good education, find a job that makes enough money for me to support my family, and help people. Goals It is very important for me to receive a good education. Most job fields require a descent education. If I don’t have an education I would not be able to function properly at the work place and I would not understand what to do. To maintain a good job that will make good money will require me to go thorough schooling or training and maybe even both. Education is the first and foremost way to become successful, because the job I will choose will need me go to school and maybe even beyond college. My happiness in what I do is also a goal for me I my life. There is no way someone can become successful if they are not happy with what they are doing. If their job is going to make them miserable, they will never show 100% in their work and they will slake off. If someone did this they would probably get fired or their pay would not be very high. The job I want will be interesting to me. I will need that I love my job and I love what I am doing. I need to be putting 100% into my work. Another professional goal of mine is for me to be making good money in my work. I am not saying that I need to be making millions but I want enough so I can help support my family. I cannot expect to have a family I can’t afford. My job will help me buy a home, pay health insurance, and other things I need for my family. My main goal in the money is to keep, my family happy. I want them to have enough but not too much. I want them to have the necessities. I have also alway... Free Essays on My Future Goals Free Essays on My Future Goals My Expectations in life. A person needs to achieve certain goals in one’s life before you can call them successful. Success is to achieve goals, you have set. I have set certain goals I would like to achieve in my lifetime. Some of these goals are personal while others are professional. My professional goals in life are to find a good job that makes me happy, get a good education, find a job that makes enough money for me to support my family, and help people. Goals It is very important for me to receive a good education. Most job fields require a descent education. If I don’t have an education I would not be able to function properly at the work place and I would not understand what to do. To maintain a good job that will make good money will require me to go thorough schooling or training and maybe even both. Education is the first and foremost way to become successful, because the job I will choose will need me go to school and maybe even beyond college. My happiness in what I do is also a goal for me I my life. There is no way someone can become successful if they are not happy with what they are doing. If their job is going to make them miserable, they will never show 100% in their work and they will slake off. If someone did this they would probably get fired or their pay would not be very high. The job I want will be interesting to me. I will need that I love my job and I love what I am doing. I need to be putting 100% into my work. Another professional goal of mine is for me to be making good money in my work. I am not saying that I need to be making millions but I want enough so I can help support my family. I cannot expect to have a family I can’t afford. My job will help me buy a home, pay health insurance, and other things I need for my family. My main goal in the money is to keep, my family happy. I want them to have enough but not too much. I want them to have the necessities. I have also alway...

Emplyment interviews Essay Example | Topics and Well Written Essays - 750 words

Emplyment interviews - Essay Example The main disadvantages are high cost and lack of anonymity. Still, this type of interviews is crucial for effective recruitment because it allows certain standardization of description. To effect the standardization and control for which procedures are designed, they are presented in a specific format conveying information for a particular action to be taken (Sammar et al 2009). The second type is a structured interview. During this interview, the action may be only one step in a series of steps or the entire series. Once formalized in this manner, procedures need to be followed explicitly to achieve their objectives. Hence the rigidity of bureaucracy. Sometimes exceptions may be made to a formalized procedure, but in that case the manner of making an exception is also formalized. In a systems context, a procedure is like a hard-wired circuit. It ensures predictability. The main advantages are high reliability and level of control. The main disadvantage is a law level of personal involvement of an interviewer. The third type is behavioral interviews. Much of the workers' knowledge is conscious, obtained in schools, training, and / or on the job. But much of it is also subconscious, a distillation of experience in which personal solutions to problems encountered in the course of the workday may or may not have worked. The main advantages are the possibility to measure attitudes and accurate reflection. The main disadvantage is subjectivity (influenced by age, income level, race, etc.). The forth type is situation interview. The environment created within the focus group is one in which the conscious knowledge of the participants comes together, and insights are expressed that may be new or may have only existed under the surface. As he or she leads the workshop, an emerging pride is evidenced by the participants in the interview analysis they use to do their jobs to the standards required for quality performance. The advantages of this type are low variation in answers, a possibility to find a right candidate at the short period of time, and it is easy to come up with questions about specific situations. The main disadvantages are that it does not ensure further development of skills and knowledge of a candidate. Also, it is easy for a person to predict and find the right answer for all questions asked during the interview. The panel interview reflects an increasingly common phenomenon, management willingness to go beyond descriptions to achieve greater efficiency and higher productivity. The main advantage is effective tool for measuring communication skills and ability to socialize. The main disadvantage is that the interview can be confusing and a candidate can be taken aback. The computer interview will help companies to save time and analyze data with the help of computer programs. The main disadvantage is lack of personal interaction and communication. The video interview proposes great opportunities to save time and resources of the organization, thus it can be stressful and very subjective. The notion that every little thing that needs doing in order to get work done must appear in a job description is, of course, quite impractical and ultimately can destroy initiative (Sammar et al 2009). The best type

Cultural Diversity Research Proposal Example | Topics and Well Written Essays - 3500 words

Cultural Diversity - Research Proposal Example Therefore to be able to take the optimum contribution of the workforce, companies will have to take care of their sentiments and requirements in such a manner that the workforce feels satisfied while working in the company and while interacting amongst each other. Multinational companies in particular have come to realise the importance of taking good care of their employees in such a manner that the diversity tends to become strength for the company. This study is therefore an effort to analyse how the diversity at the work place affects the working environment and how the companies can take better care of the workers by addressing the diversity concerns. During the study the policies of some of the companies will be studied to find out how they take care of their employees and manage the workforce. An effort would also be made to see how providing equal opportunities to the workforce helps these companies in strengthening the core competencies of the organization and what are types of challenges these companies have faced in the process. In such cases, the viewpoints of the employees too will be taken to see how well they are enjoying the diversity prevailing within the organisation and whether it is helping them in doing their bit towards the goals and objectives of the company. In the era of globalization, thanks to widespread proliferation... The researcher narrates interesting experiences of some of the companies like Texaco, Coca Cola, and Morgan Stanley. It is stated that initially these companies probably thought diversity was just a "good idea" too, until they got hit with lawsuits and much negative publicity. Millions of settlement dollars later, these companies saw the business case for managing diversity well and as a reaction have implemented many strategic diversity initiatives. Pamela Tudor therefore underlines the principle that in order to work with people from diverse backgrounds and be successful in the globalisation era, the prerequisite is effective management of diversity in the organisation. In recent years, China has emerged on the horizon as one of the fastest developing countries. Lower production costs are one main reason for its popularity as a major manufacturing hub. Many international companies, particularly from the western world have shifted their manufacturing facilities to China in order to take advantage of the cheaper labour costs. When MNCs prefer to take advantage of multi-location facilities, lower costs of production, and expertise from the world over, diversity is bound to be there at the workplace. While many of the managers and specialists are being sent to China from western nations, a number of Chinese and other people from South Asia are also being recruited at these manufacturing facilities. Taking good care of the employees therefore requires that the diversity should be managed effectively at these companies. Therefore, it will be interesting to study how the diversity is being managed by some reputed companies while taking care of employee's w elfare. Preliminary Literature Review The Chartered Institute

How are convergence and interactivity defined in new media studies Essay

How are convergence and interactivity defined in new media studies Using examples, critically evaluate these concepts in relation to those of remediation and intra-activity - Essay Example product of convergence between â€Å"old† and â€Å"new† media through â€Å"remediation,† which they examined in their book, Remediation: Understanding New Media. This essay aims to study how convergence and interactivity are defined in new media studies. Through several examples and definitions, it critically evaluates these concepts in relation to remediation and intra-activity. According to new media scholars, convergence is defined through technological convergence, the lens of consumer agency (Lister et al., 2009: 48; Suchman, 2007), cultural/system/corporate convergences (Jenkins, 2008; Murdoch, 2000), and remediation (Bolter and Grusin, 2000), while interactivity has been defined as a cause, enabler, and result of convergence (Murdoch, 2000; Manovich, 2001); however, the â€Å"myth of interactivity† (Manovich, 2001: 74) and the process of inter-activity (Barad, 2007) criticise the intuitive and interactive notions of new media interactivity and con vergence (Hay and Couldry, 2011). Before convergence is further understood, the meaning of new media must be explored first because it shapes the philosophical conceptualisation of convergence. One of the common definitions of new media is the interaction between old and modern media, especially computers, mobile information and telecommunication devices, and the Internet. New media is more complex and varied than the use of current web and mobile technology interfaces, nonetheless. In the article, â€Å"How Should We Read New Media and New Technologies?† Gà ¶kà §ek (2011) cautioned people in seeing new media as a single and homogenous object, when it is composed of a â€Å"...collection of objects which should be analysed economically, socially, culturally, politically, philosophically, theoretically and technologically† (71). He resisted separating new media from its social context, as well as bundling it into a simplistic view of networked and interactive modern technological systems. Manovich (20 01), in The Language

Lebanons History, Culture and Diversity

Lebanons History, Culture and Diversity Some people migrate to the United States and just forget their home country. They find their way to assimilate in the American mainstream. However for me, even though Ive been in the U.S. since birth but I would still be pleasured to write on most of the things that I really would feel interested about; Lebanon. Modern-day Lebanon is like a mosaic, characterized by a diversity of cultures, traditions, and religions. Because of its location at the crossroads of Asia, Europe, and Africa; Lebanon has been shaped by many civilizations throughout its long history. These diverse influences are evident in the extraordinary richness of the countrys archaeological sites. From Stone Age settlements to Phoenician city-states, from Roman temples to rock-cut Christian hermitages, from Crusader Castles to Mamluk mosques and Ottoman Hammams (traditional clubs that include sauna, Jacuzzi, and steam rooms), the countrys historical sites are a true encyclopedia of ancient and modern world history. Modern Lebanese society is characterized by this same cultural and architectural diversity. As you walk the streets of downtown Beirut, you will pass domed mosques and steeple churches, French cafes and Arab Souqs (traditional markets). Cultural diversity is reflected in language, cuisine, the arts, and the countrys religious heritages Sunni, Shiia Muslims, and Druze; Maronite, Eastern Orthodox and other Christians; and many others (Helena 72). A visit to any of Lebanons ancient archeological ruins, traditional villages, or religious sites will truly give you a taste of the cultural mosaic of this captivating country. Lebanon is an ancient land that has embraced two of the worlds major religions, Christianity and Islam. Lebanons Christian heritage can be traced back to the Old Testament (Collelo 45). The Bible mentions the land of Lebanon on 70 occasions, and the famed Cedars of Lebanon are frequently cited as a symbol of beauty and strength. In addition to the many Biblical sites located in southern Lebanon, the Qadisha Valley, also known as the Holy Valley, reveals a wealth of hidden, rock-cut monasteries, grottoes, and sacred sites from the earliest days of Christianity. On the other hand, Lebanons Muslim heritage can be traced to the 7th century AD, when Islam was introduced by the Umayyad caliphate from the Arabian Peninsula. The Umayyad dynasty was the first of two major Muslim dynasties following the prophet Mohammed. The Umayyads and their successors, the Abbasids, ushered in a rich period of Islamic art, architecture, learning, and culture, and this tradition continues to flourish today. There are numerous mosques and spiritual places from the Sunni, Shiite Muslim traditions throughout the country. An ancient land, Lebanon features prominently in writings from the Old Testament to the History of Herodotus (440 BC). Its cities were major Mediterranean outposts and seaports in Phoenician, Greek, Roman, and Umayyad times. Consequently, the Lebanese countryside is awash with majestic and historically fascinating ruins. Five of the most outstanding sites Aanjar, Baalbeck, Byblos, Tyre, and the Qadisha Valley/Cedars Forest are listed as UNESCO World Cultural and Natural Heritage sites. To explore Lebanon is to discover archaeological wonders that are windows into the cradle of civilization. Believed to be one of the oldest continuously inhabited cities in the world, the picturesque seaside city of Byblos is built upon multiple layers of ruins, dating back to as early as the Stone Age (5,000 BC). The kings of Byblos from the Phoenician period are buried in nine underground tombs in the royal necropolis. Columns lining the main thoroughfare, a theater, and a public fountain are among the architectural contributions left by the Romans. The Crusaders built their castle and a moat upon large Roman stones. Later, the castle was renovated and reused by the Mamluks and then the Ottomans. Lebanons official language is Arabic, but French, Armenian, and English are also widely spoken. Many Lebanese in fact speak a patois of some combination of these four languages, most commonly an Arabic-French mixture. Virtually all Lebanese are bilingual. Spoken Arabic is one part of a grouping of dialects called Levantine Arabic, differing greatly from the literary Modern Standard Arabic. It is a fusion between Syriac and Arabic, as well as some Turkish and thus in this respect can be more correctly classified as a language from Arabic, albeit very similar due to its relationship on the tree of Semitic languages. Regional influences and occupations throughout the centuries could possibly explain the reason why Lebanese people speak so many languages, even incorporating them into their own. Due to the importance of the Lebanese Diaspora and business interests of Lebanese worldwide, it has always been important to master languages other than Arabic. Lebanese music is known around the world for its soothing rhythms and wild beats. Traditional and folk music are extremely popular as are western rhythms. Perhaps the best-known and listened to Lebanese singer is Fairuz. Her songs are broadcast every morning on most radio stations and many TV channels, both in Lebanon and other countries in the Middle East and the Arab world in general. Other artists are also well known and loved like Majida El Roumi, Marcel Khalife who is also a composer, Oud player, and Julia Boutros. Over the ages, skilled Lebanese artisans have perfected the art of creating beautiful blown glass, jewelry, inlaid and engraved wooden boxes and furniture, textiles, and linens. The colorful, blown-glass decanters, water carafes, and glasses particular to Lebanon date back to Phoenician times. Wood workers carve intricately designed boxes and furniture and inlay them with mother-of-pearl or small pieces of wood. Traditional olive oil soap, increasingly popular here in the west, comes from traditional small factories that make this soup from the olive trees of Lebanon to be entirely natural, pure, and moisturizing. Lebanons primary religious groups, very roughly, are Shia Muslim (the largest group), Sunni Muslim, Christian, and Druze. Muslims represent roughly 60% of the total population, while Christians make up the other 40%. Of the muslims, the predominant Shia make up 60%, while the Sunni make up most of the remainder. Druze and Alawis are minorities. The division of political power between the religious groups is an interesting problem. The Lebanese have solved this by making different high ranking government positions represented by the different religious groups. The President must be Catholic, the Prime Minister must be Sunni, and the Speaker of the Parliament must be Shia. Some Lebanese nationals, particularly some Christians, tend to emphasize aspects of Lebanons non-Arab history as a mark of respect to encompass all of Lebanons historical makeup instead of only that which began during the Arab conquests, an attitude that prevails in the rest of the Arab world. In this respect, it would be wrong to dismiss Lebanons mosaic culture as merely Arab when it is clear that it is a blend of indigenous and invading or foreign cultures that have given it the title of the crossroads between east and west for centuries. This picture is seen most clearly in Lebanon, a land of complete contrasts and a land that cannot be defined by one culture alone, except if one were to bring them altogether and classify them as Lebanese. In a concession to Lebanons Eastern and Western heritage, some Lebanese prefer to see Lebanon as part of Mediterranean or Levantine civilization, neither Arab nor European. Everyone born and raised in Lebanon communicates using Arabic in a Leban ese dialect. This applies to its Islamic, Christian, Druze, and other religious practices. Language, food, music, arts and various cultural facets are local Lebanese and performed practically all in Arabic. The youth today are quite westernized and modernized breaking away with traditions like most other larger cities in the world (dating, western music, food, etc.) Compared to other Arab cities, Lebanese cities (especially Beirut) are more westernized and tolerant, and overt towards men-women relations than most Arab cities, like Damascus, Cairo, Baghdad Like other areas of the Middle East, Lebanon has a heritage almost as old as the earliest evidence of mankind. Its geographic position as a crossroads linking the Mediterranean Basin with the great Asian hinterland has conferred on it a cosmopolitan character and a multicultural legacy. Lebanon has an Arab culture colored by Western influences. As some Lebanese proudly say about their tiny country, Lebanon is small in size but huge in its influence.

Child Labor Essay -- Child Labor Laws Employment Workforce Essays

Child Labor Child labor is a pervasive problem throughout the global economy, especially in the markets of developing countries. With over 90% of the total child labor market employed in the rural areas of Asia and Africa largely due to lack of enforcement, it is argued that something has to be done. Although the majority of people are ethically appalled by child labor, and against the exploitation of children, is the worldwide eradication of the worst forms of child labor really a feasible alternative? To answer this question people have to take into account a variety of factors involving both the economic and social costs, as well as have a firm understanding of the situations people are faced with in these underdeveloped countries. The International Labor Organization estimated that there were over 211 million working children between the ages of 5 and 14 in the year 2000, with over 73 million under the age of ten. When most people think of child labor, they visualize children working in sweatshops under poor conditions, for little pay. When in reality almost 80% of child laborers are employed in agricultural jobs. Regardless of the type of labor these children are performing, they are usually underpaid, overworked, and forced to work in unsafe environments. The exploitation of children and the social costs that are involved are considered highly immoral, especially by the general public in industrialized nations. But why is a practice that is condemned by so many, so rampant among impoverished nations? Industrialized countries have been asking third world nations to impose regulations and ban the practices of child labor for decades. This is ironic considering that countries such as the United Sta... ...m, the worst kinds of child labor can at least be abolished, and children who work, can have some chance to work in a safer work environment. Works Cited International Labor Organization, 2000.World Labor Report. Geneva: International Labor Organization Faraaz Siddiqi/Harry Partrinos, Child Labor: Issues, Causes, and Interventions, 1996 Douglas A. Irwin, Free Trade Under Fire, Chapter 6, 2002 Kaushik Basu, Child Labor: Cause, Consequence, and Cure, with Remarks on International Labor Standards, 1999 Krugman Paul, In Praise of Cheap Labor, 1997 The Department of Labor Bureau of International Labor Affairs, 2001 Findings of the Worst Forms of Child Labor, 2002 International Labor Organization, International Programme on the Elimination of Child Labour: 2000 Mehra-Kerpelman, K. 1996. Children at work: How many and where? World of Work 15:8-9.

Life of Pi †Significance of Color Essay

A woman once said, â€Å"There is no life without color. † This is just the case with the main character of â€Å"The Life of Pi†, Pi Patel. Pi is a cast away on a lifeboat in the middle of the Pacific Ocean with a tiger, an orangutan, a hyena and a zebra. There is one color that was mentioned multiple times throughout the story, the color orange. In the novel â€Å"Life of Pi† by Yann Martel, this color is used as a symbol for hope and survival. To hope means to wish for something with expectations of its fulfillment. Pi’s case is a pristine example of hoping for something. He has many instances when he gains hope throughout the novel, including building a raft, landing on the island, or even finding the food in the locker of the lifeboat. The most important, is the hope Pi is given through his companion on the lifeboat, Richard Parker, a four hundred and fifty pound Royal Bengal tiger. Being the color orange, the tiger becomes an example of hope throughout the book. Pi realizes, to keep himself, Richard Parker, and the will to survive alive, he must tame the tiger. â€Å"I had to tame him. It was at that moment that I realized this necessity. It was not a question of him or me, but of him and me. We were, literally and figuratively, in the same boat. We would live–or we would die–together. † (Martel, 164) Keeping Richard Parker alive would allow Pi to constantly remember that he is not the only one suffering and he has someone there for him, whether he can answer or not. Although Pi has many reasons to be hopeful, the author gives the reader reasons as well. Prior to the scene of the sinking of the Tsimtsum, an interviewer and reporter that is talking to Pi about the sinking of the ship describes visiting Pi later in life at his home in Canada. He meets Pi’s family and mentions that Pi’s daughter, Usha, holds an orange cat. â€Å"Leaning against the sofa in the living room, looking up at me bashfully, is a little brown girl, pretty in pink, very much at home. She’s holding an orange cat in her arms. † (92) This scene guarantees the reader that the end result of the story and Pi’s life will be not total tragedy. Pi has a life where he has been successful and has children of his own. While in the middle of the Pacific Ocean, Pi’s only goal was to survive. Items on the boat and religion truly gave him this will to survive, and Pi was more capable of surviving with them in his presence. While on the lifeboat, Pi has an orange life jacket with an orange whistle, an orange buoy, a bright orange tarpaulin, and a four hundred and fifty pound Bengal Tiger. Pi is thrown on the lifeboat by Chinese men with a life jacket already on him. â€Å"One of the men interrupted me by thrusting a life jacket into my arms and shouting something in Chinese. I noticed an orange whistle dangling from the life jacket. (105) The life jacket is used by Pi in constructing a raft to have a safe place away from Richard Parker, and the whistle is used by taming the large tiger. He utilizes his bright orange survival equipment to stay alive and keep away from Richard Parker. For most of the voyage they take on the lifeboat, Richard Parker remains under the tarpaulin, even from the beginning. After Pi is pushed overboard into the lifeboat, he says â€Å"I couldnâ⠂¬â„¢t see Richard Parker. He wasn’t on the tarpaulin or on a bench. He was at the bottom of the boat. † (106) Richard Parker having orange fur, is a symbol of survival. He keeps Pi alert and continuously reminds him of his situation. Religion played a big part of Pi’s life, and he prayed three times a day every day while he was on the boat. His family’s religion is Hinduism, and orange is the color of the second Hindu chakra, which are believed to be centers of the body from which a person can collect energy in the religion. Throughout his entire journey, he was always in contact with something that was the color orange, and that is why it becomes a symbol of survival. Every item and detail of his trip aids him in survival, and is part of the outcome of him being rescued. The color orange will always be remembered by Pi and readers as the color of hope and survival. The color gives readers hope for Pi and gives Pi the will to survive because of the possessions that are that color. The items Pi has on the boat all aid in his miraculous survival, just as Richard Parker and the religions he practices provides a measure of emotional support. These help the young boy maintain hope in this horrific tragedy. But above all, the orange color of survival and hope will always be known as the color that kept him alive.

MRI Contrast Agents

â€Å"MRI contrast is used for a variety of reasons.   Primarily, it is used to improve the detection of disease; that is, to increase sensitivity and diagnostic confidence, to enhance the ability to differentiate normal and abnormal tissue; and to identify the extent of the disease† (Muroff, 2001).Contrast agents are chemical substances used in anatomical or functional imaging for the purpose of increasing visual differences between normal and abnormal tissue.   These chemical substances are used to alter relaxation times.   Contrast agents are classified by changes in relaxation times after injection.There are six main categories of MRI contrast agents: Gastrointestinal, Intravenous, Intravascular (blood pool), Tumor-specific, and Reticuloendothelial contrast agents.Within the Gastrointestinal contrast agent category, there two subcategories: Positive and Negative contrast agents.Positive contrast agents cause a reduction in T1 relaxation times.   These agents appear brightly on images.   They may contain Manganese, Iron or Gadolinium as active elements.Positive contrast agents have three classifications: Paramagnetic agents, short T1-relaxation agents, and a combination of the two.Paramagnetic contrast agents have magnetic centers which create magnetic fields.   These fields interact with water protons, and have a larger effect on relaxation rates.   They include ferric chloride and gadolinium, which cause T1 and T2 shortening.   In low concentrations, T1 shortening holds the domination of the intensity of the signal.   In high concentrations, T2 shortening causes the signal to decrease.   At mid-level concentration, T1 and T2 shortening show an increase in the signal on T1 weighted images, and decreased the signal on T2 weighted images.Short T1-relaxation agents include mineral oil and oil emulsions.   In these agents, protons relax faster than protons in water, which results in short T1 time.   In bowels with T1 weighted imag es, a bright signal is apparent.Combinations include emulsion oil that contains corn oil and ferric ammonium citrate, and an emusion containing baby formula with ferrous sulfate.   Combination contrast agents distribute evenly through the bowels.Negative contrast agents will appear largely dark on images.   They are frequently called superparamagnetic iron oxide (SPIO).   They have shorter T1 and T2 relaxation times.Negative contrast agents have three classifications: diamagnetic agents, superparamagnetic agents, and perfluorochemicals.One readily available diamagnetic contrast agent is barium sulfate suspension.   It reduces the loss of bowel signals, resulting in improved pancreatic visualization.Superparamagnetic contrast agents are generally administered orally.   They include magnelite albumin microspheres and superparamagnetic iron oxide.   A large loss of the signal in the stomach and small bowels that give immense visualization of the pancreas and anterior renal margins.   This contrast agent type â€Å"accumulates in the reticuloendothelial system of the liver, and darkens healthy liver tissue in T2-weighted images† (mr-tip.com).Perfluorochemicals are organic compounds that replace protons with fluorine.   They are a special group of negative contrast agents that appear completely dark on images, because they do not contain hydrogen atoms, which are responsible for the signal in MRIs.   In gastrointestinal imaging, the purpose of perfluorochemicals is to give a complete signal absence in the bowels.Intravenous contrast agents include both ionic and nonionic chelates.   When using paramagnetic metal ions as contrast agents, there is a high level of toxicity in the doses required for imaging.   Chelates reduce the chances of long term toxicity by reducing the toxic levels.Intravascular contrast agents remain in the blood longer than most other contrast agents.   They are highly useful in diagnosis imaging that may require longer imaging times.Tumor-Specific contrast agents are targeted to tumors.   There are four main types of tumor-specific agents:Metalloporphyrins target multiple types of tumors, such as melanomas and lymphomas.Monoclonal antibodies are for specific tumors such as colon carcinomas.Ferrioxamine is a paramagnetic agent used for the kidneys and urinary tract.Nitroxides are also paramagnetic agents, but are not widely used.Reticuloendothelial contrast agents are used in liver, spleen and lymph node MRIs.   In liver and spleen imaging, specific contrast agents are used that target the reticuloendothelial system of the liver and spleen.   Because of the inability of most imagers to differentiate between normal and abnormal lymph nodes, USPIO has become widely used.   USPIO allows imagers to have the ability to differentiate between lymph nodes.â€Å"In cases where it is difficult to differentiate two types of tissue, because the signal intensity they produce is so similar, the s olution is to add a contrast agent to one of them in order to distinguish it from the other tissue† (GE Healthcare, 2007).   MRI contrast agents affect hydrogen atoms and the time they take to return to their original state, thereby increasing the signal intensity differences between the tissue with the contrast agent and the tissue without the contrast agent.   This results in an increase of contrasts on the image.ReferencesGE Healthcare (accessed January 13, 2007) www.amershamhealth.com/public/medical/mri_3.shtmlMedline Plus (revised March 2000) http://mplus.nlm.nih.gov/medlineplus/druginfo/uspdi/202770.htmlMR-Technology (accessed January 13, 2007) www.mr-tip.comMuroff, Lawrence R. (Aug. 2001) â€Å"MRI Contrast: Current Agents and Issues† Applied Radiology Online (vol. 30, No. 8) www.appliedradiology.comRunge, Val M. (Aug. 2001) â€Å"The Safety of MR Contrast Media: A Literature Review† Applied Radiology Online (Vol. 30, No. 8) www.appliedradiology.com

America and the Thirteen Original Colonies essays

America and the Thirteen Original Colonies essays Every person born and raised in America, within the past half century, has at one time or another heard the song "Fifty Nifty United States"; the song which pounds the memorization of the fifty American states into one's head. If you were to ask any person from the age of ten to thirty, they would most likely be able to recite every single state, alphabetically. Towards the beginning of the brilliant masterpiece, there is a line which exclaims, "Fifty Nifty United States/ From thirteen original colonies..." The line, having horrible melodic doggerel, is right about these colonies. Thirteen colonies established by the British were satellites used in a system of mercantilism; they provided the natural resources while England would manufacture the goods to sell back to them. Unlike many other attempts at establishing previous settlements, these particular colonies, over a period of time, began to take their own form and question the mother country. The colonies developed their own ideas and beliefs and eventually broke away from England to for the United States of America. Among the so-called Thirteen Original Colonies, which included those of New England, the Middle Colonies, and the Southern Colonies, were certain common institutions and philosophies. The first colonies of America, the quintessential "thirteen" of them, had certain elements that caused them to be similar. Geographically, every colony was on the eastern coast of America, and everyone had similar environmental and land features. In the New England colonies, although a bit colder, had necessary farming land with some forest area; in the Middle colonies, farmland was abundant and waterways were important to trade; and in the Southern colonies, farmland was a very important factor and it was generally warmer than the other colonies. Geography also had a large impact on the economy, logically, seeing as if the three sections of colonies did not have distinguishing characte...

The difference and the treatment of male and female genders and the Research Paper

The difference and the treatment of male and female genders and the rules they have too follow in the religion of islam - Research Paper Example According to Ouzgane (1), women oppression is highly practiced in Muslim societies in Middle East and North Africa. In support of her claim, Ouzgane claims that the practice of female genital mutilation is highly practiced by Muslims. In addition to this, Ouzgane (21) asserts that some masculinist environment denies feminine both theologically and psychologically, a practice that make the majority of them unconscious. Despite this, some countries such as Iran value the position of women in the society. For instance, Firoozeh (7) asserts that the implementation of Iran’s population policies resulted in smaller families, exponential growth in female education as well as a rise in the age of marriage for men and women. These changes also contributed not only to the empowerment of women, but also protection of women from sticking to Islamic role model. However, it is apparent that nothing can change the role of women in Islamic society. According to Firoozeh, women are still treat ed as mother and wives despite implementation of some policies. In relation to this assertion, Inhorn asserts that women in Islamic have the role of giving birth and taking of the children. Women are also barred from having multiple partners and extramarital sexual relations (Inhorn 12). In other words, women are treated as the property of men, and as a result of this, they are obliged to adhere to what their husbands want them to do. Women in Islamic societies are often barred from raising their voice against their men (Friend 2). Apart from blaming women for failure in reproduction, the Islamic societies also force them to endure childless marriage. During their early stages of women as girls, they are taught on how to shrink into corners, to withdraw as well as to hide oneself because of their gender. In other words, the Islamic societies considered women as subjects to men who needed to be

The Ancient Art and Its Forms Essay Example | Topics and Well Written Essays - 500 words

The Ancient Art and Its Forms - Essay Example The first Indian art is believed to be 5,000 years old, which included stone carving and bronze castings. With a great history of Hinduism and Buddhism, the Indians produced many religious pieces of arts. People in ancient Central America around Mexico region began their artistic work 1000 years BC. The region is famous for the production of wonderful ceramics with kilns burning it over 900Â °C (Henry M, 2012, p. pg 123). The Christian era began during the ancient times and is believed to have continued evolving until the modern times. The most striking features of this period include monuments produced by Indians, Egyptians, Romans and many other groups. However, we shall concentrate on two striking monuments like the Minoan Snake Goddess and Totem Pole. Minoan Snake Goddess is an ancient cultural piece of art that depicts the Goddess holds two snakes in each hand. The first production of Minoan Snake goddess dates back to 1600BCE. The piece of art resembles a totem pole by the manner in which it is decorated. An interpretation of the open breast reveals the fertile nature of the Goddess. The snakes are a symbol of renewed life since the snakes are regarded as immortal whenever they shed their skin and renew their strength. The above pieces of art resemble each other in the manner in which they are decorated (Richerson, 1992). They are also symbols of religion. Indians in their temples use the Minoan Goddess symbol. The two pieces of art are 3-dimensional carvings mostly done using the stone. Indians used the stone to produce most of their ancient art and so was Minoan Snake Goddess. Use of colors was highly emphasized ancient artists because colors and decorations brought out the beauty aspect of the intended art. Use of line and shape has also been used in the two pieces of art. Shapes like triangle and cube boxes have been employed in the Minoan Snake Goddess. The same also applies to the Totem Pole piece of art.

Legal and Ethical Issues Confronting the Education of English Language Essay

Legal and Ethical Issues Confronting the Education of English Language Learners (ELLs) - Essay Example Lastly, the use pedagogical method to teach the ELLs in mastering the English Language has also been debated. Most schools meet the needs of ELLs in several ways without breaking the law. For example, the state requires the ELLs to excel on all state exams before the school year of 2013/14. In addition, most schools ensure there is integration of the ELLs into the accountability system of the law and other annual progress goals like other learners (Bustamante 2007). Furthermore, schools ensure that the ELLs participate in all state assessment systems. Integration into the state assessment systems is effected promptly by all schools to incorporate the ELLs into learning. There are two tests offered by schools to assist the ELLs in learning, namely English Proficiency tests and academic content tests. In the English Proficiency test, the school evaluates the improvement of the ELL in understanding

Mark Haddon Essay Example for Free

Mark Haddon Essay Throughout the novel, the chapter headings are labelled in prime numbers instead of the normal cardinals, which is an important fact. This helps us to understand the character behind the surface. At the start of chapter 2 (headed 3), he says he knows all the prime numbers up to 7,507. This tells us that he is very good at maths and enjoys puzzles. People with Aspergers syndrome are usually very intelligent, but find it difficult to express, since they easily get confused if somebody asks too many questions. At the start of chapter 7, Christopher says this is a murder mystery novel, which would indicate that there will be some detective terminology (a particular lexical register) used later on in the book. He also says that his hero is Sherlock Holmes (who incidentally solved a case called the Curious Incident of the Dog in the Night-time where the title of the book comes from), who has the ability to detach his mind from anything not related to the problem, which is exactly what Christopher does. He could be detached when he does not do what he is told. In terms of semantics, Christopher only refers to the denotations of words, since he finds it difficult to understand connotations. The reader knows the literal meanings of the words, but also, they create certain negative connotations. When Christopher talks or writes, he does not take the connotations of the words into account. In the book, there are no metaphors, similes or any linguistic devices, as he tells us at the start of chapter 5, this will not be a funny book, because I cannot tell jokes, because I do not understand them. His lack of a sense of humour could be demonstrated by his total lack of understanding when Siobhan laughed. He does appear to feel anger when he tears the paper. He doesnt use euphemisms, because he cannot see the point in evading the truth (incidentally, he doesnt tell lies). For example, on page thirteen, he says and people will be burnt to death, even if they live in tunnels. Here, it is possible to detect a hint of pessimism. The choice of words that the author uses is not typical of the teenage social peer group. For example, he doesnt say wicked since this would be a metaphor. This also enforces Christophers social isolation. Christopher does not use any of the more common spoken English techniques, for example; contractions, But I could not be certain about this. The contraction would be couldnt. The language that Mark Haddon uses throughout the book is very formal. There are very few conjunctions since the book is written from Christophers point of view, and Christopher thinks very logically, in a structured, simple way. In conclusion, it can be seen that the opening chapters of this novel manage to seamlessly meld together the symptoms of Aspergers syndrome, with narrative devices. The use of numbers and illustrations, allow the reader to enter a world which although strange to us is a familiar and usual one of the main character. The language structures, such as the use of short sentences echo the thinking methods of Christopher, and the authors use of unemotional and denotative vocabulary is an excellent way to demonstrate Christophers own lack of complex emotions. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

Advantages and Disadvantages of the Internet

Advantages and Disadvantages of the Internet The Internet has revolutionised the human life as it has entered in every home, business, school, and Government office throughout the world today. Globalization owes much to the Internet; for it has reduces the distances because of its swift communication system. It is evident from the history of scientific inventions that the Internet is incomparable to other inventions of science as most of other inventions are interlinked with it. Particularly, the field of education has been widely influenced by the Internet as it has created convenience and swiftness in this field, especially in the field of research. Everyone, regardless of ones age, is being benefited by the Internet. There are definitely some advantages and disadvantages of the Internet for research purposes. In this essay I will discuss and analyse: What is the internet? History and Development of the Internet Advantages of the Internet Disadvantages of the Internet Conclusion WHAT IS THE INTERNET? It can be defined as: The system of a global internetwork, a huge collection of computers and networks interconnected with each other so they can exchange information is called the internet- also known as the Net  [1]  . A group of computers that is connected together by wires for the purpose of communication are called a computer network .These computer networks either range rom as small as two computers connected together in a place or as big as thousands of computers of various types connected to one another either by telephone lines or via satellite. A big network can be constructed by building lots of little networks and connecting these networks to each other that result in an internet work that is actually called the internet.  [2]   HISTORY AND DEVELOPMENT OF THE INTERNET:- The Internet was invented by some intellectuals in the early 1960s. They considered it very significant to allow computers to share information on research and development in scientific and military fields. Licklider suggested a global network of computers in 1962 for the first time and passed it to the Defence advanced Research Projects Agency in late 1962 for its further development. First Leonard Kleinrock established the theory of packet switching on which the Internet connections was to be based. Then Lawrence Roberts connected a Massachusetts computer with a California computer in 1965 over dial-up telephone lines. It resulted in the feasibility of wide area networking, but it also demonstrated that the telephone lines circuit switching was inadequate. Roberts actually contributed in the field of Internet in 1966 and developed his plan for ARPANET. These intellectuals and many more anonymous people are the real founders of the Internet. The Internet, then known as ARPANET, was introduced online in 1969. The Internet matured in the 70s as  architecture first proposed by Bob Kahn and further developed by Kahn and Vint Cerf at Stanford and others throughout the 70s. It was globally recognised by 1983.  [3]   The Internet was originally limited to research, education, and government uses. It was not allowed to be used commercially unless it was used for the research and education. This policy was enforced till early 90s which led to an independent commercial network.  [4]   ADVANTAGES:- EASY ACCESS FOR EVERY ONE:- It is noticeable here that everyone without any discrimination of age, sex creed and ethnic origin can access the Internet. It is the most openly available source of research in the world as it has also reached the continent of Antarctica, a mostly penguin populated area and even an uninhabited island of the Canadian arctic has access to it.  [5]   A SOURCE OF TIME SAVING:- The most significant thing about the Internet is that one can use it with more convenience and ease without the limitations of time as compared to the library because one has to travel a long and time consuming distance to access a library. Students usually have access to a huge on-line library through wireless system whether they are working from home, in the office, or from a hotel room. COST EFFEVTIVE:- The Internet is more cost effective source of research as opposed to the other available sources. The on line library has facilitated the students to reduce their traveling expenses as well. In addition, recent changes in the use of the Internet played a vital role to provide us with much smaller, cheaper and lighter computers like note books Apple iPhone that enables us to use them without limits as access is available anytime, anywhere, around the globe. Furthermore, it is not difficult to use the Internet as far as physical disabilities are concerned as it can be equally benefited by everyone. RESEARCH IN A SPECIFIC LANGUAGE:- The Internet made it possible even to research in ones own specific language. Google consists of a subsystem i.e. the Language tools that have a potential to translate pages from some other languages. Therefore, it does not matter whether a person knows the original language of the stuff or not.  [6]   A SOURCE OF CONFIDENCE:- A successful completion of research on line builds up the self-knowledge and self-confidence and encourages the students for the further research as well as responsibility. DISADVANTAGES:- UNPRODUCTIVE MATERIAL:- A good practice and some skills are required to use the Internet for research; for thousands of web pages appear to be similar to ones required pages but in reality most of them are unproductive for research purposes. Margaret Levine Young claimed that searching efficiently is an art.  [7]  People are too confused with the loaded information on the Internet to use it for the research. Sometimes 404 Not Found appear as contrary to the promised pages which leads to frustration. DISORGANISED MATERIAL:- If the results are productive they are too dispersed to be used for the research as they are mostly disorganized as compared the libraries where books are arranged in an alphabetical order to facilitate the researchers. Moreover, the material provided on the internet is not comprehensive rather superficial one. CREDIBILITY OF THE MATERIAL:- Mostly the sources used for research are not reliable for instance Wikipedia is not authoritative as it does not bear the bibliography for a specific article because the articles some time are written and edited by as many as 300,000 contributors. Moreover, these articles are not updated regularly, therefore, the material got from such a sources might be old one. FINANCIAL BURDEN:- The use of the Internet can add in ones financial obligations to some extent as one is needed an expensive computer or a lap top for that task. On the other hand, people have to pay for the internet bills as well as for some web sites to read stuff on line. SPRAIN ON EYES AND NECK:- Excessive use of computer or use of computer without a respite can be harmful for human eyes and neck and sometime results in sprain in eyes and neck. THE THREAT OF VIRUS:- A computer attached to an Internet can pick up viruses and is more vulnerable to viruses than to a computer which is not attached to the Internet. These viruses look around ones address book and uses it to spread copies of itself to ones friends, often disguised in very seducing messages such as Hey, enjoyed the other night. .Ultimately, viruses can corrupt the existing files in a computer and sometime cause damage to the whole hard disk. It is very interesting here that these viruses are spread by some businessmen today to flourish their business. CONCLUSION:- After analyzing and discussing the advantages and disadvantages of the Internet it can be said that the Internet has become a part and parcel of human life owing to the pros and cons of the Internet as one cannot help but to use it to commence and complete ones research. Particularly convenient accessibility to the Internet has made research very easy to complete with a short period of time as compared the long periods of times as was in the past. Not to speak of building an individuals self-confidence the Internet has been being used to do research in ones mother language that can be translated by the Internet from English to chines, polish, German etc. It can be concluded that in spite of disadvantages of the Internet its advantages carry more importance for the purpose of research.