Low carbon building portfolio (Briefing Reports) Assignment

Cloud Computing Technology Essay

Presentation Distributed computing is Internet (â€Å"cloud†) in view of improvement and utilization of PC innovation (â€Å"computing†).It is a style of figuring wherein progressively versatile and regularly virtualised assets are given as a help over the internet.Users need not know about, mastery in, or authority over the innovation foundation â€Å"in the cloud† that bolsters them. The idea consolidates framework as a help (IaaS), stage as an assistance (PaaS) and programming as an assistance (SaaS) just as Web 2.0 and other later (ca. 2007-2009) innovation patterns which have the regular subject of dependence on the Internet for fulfilling the figuring needs of the clients. Instances of SaaS sellers incorporate Salesforce.com and Google Apps which give normal business applications online that are gotten to from an internet browser, while the product and information are put away on the servers. A cloud is a pool of virtualized PC assets. A cloud can: 1.Host a wide range of outstanding tasks at hand, including bunch style back-end occupations and intuitive, client confronting applications. 2.Allow remaining tasks at hand to be conveyed and scaled-out rapidly through the quick provisioning of virtual machines or physical machines. 3.Support repetitive, self-recovering,highly versatile programming models that permit outstanding tasks at hand to recoup from numerous unavoidable equipment/programming disappointments. 4.Monitor asset use continuously to empower rebalancing of distributions when required. Fig 1.1: Overview of distributed computing HISTORY The hidden idea goes back to 1960 when John McCarthy opined that â€Å"computation may some time or another be sorted out as an open utility†; to be sure it imparts qualities to support authorities which go back to the 1960s.The expression cloud had just come into business use in the mid 1990s to allude to huge ATM networks.By the turn of the 21st century,the term â€Å"cloud computing† had begun to show up, albeit the vast majority of the spotlight as of now was on Software as an assistance (SaaS). In 1999, Salesforce.com was set up by Marc Benioff, Parker Harris,and his fellows.They applied numerous innovations of shopper sites like Google and Yahoo! to business applications. IBM expanded these ideas in 2001,as itemized in the Autonomic Computing Manifesto-which depicted propelled robotization methods, for example, self-checking, self-recuperating, self-arranging, and self-enhancing in the administration of complex IT frameworks with heterogeneous capacity, servers, applications, systems, security components, and other framework components that can be virtualized over an undertaking. Amazon.com assumed a key job in the advancement of distributed computing by modernizing their server farms after the website bubble and, having discovered that the new cloud engineering brought about huge inward effectiveness improvements,providing access to their frameworks by method of Amazon Web Services in 2002 on an utility processing premise. 2007 saw expanded activity,with Google,IBM and various colleges setting out for a huge scope distributed computing research venture, around the time the term began picking up prevalence in the prevailing media. WORKING OF CLOUD COMPUTING Fig 1.2: Working of distributed computing In distributed computing you just need to stack one application.This application would permit laborers to sign into a Web-based assistance which has all the projects the client would requirement for their activity. Remote machines possessed by another organization would run everything from email to word handling to complex information examination programs.It’s called distributed computing, and it could change the whole PC industry. In a distributed computing framework, there’s a huge outstanding task at hand shift.Local PCs no longer need to do all the truly difficult work with regards to running applications.The system of PCs that make up the cloud handles them. Equipment and programming requests on the user’s side decrease.The just thing the user’s PC should have the option to run is the distributed computing system’s interface programming, which can be as straightforward as a Web program, and the cloud’s arrange deals with the rest. CLOUD ARCHITECTURE Cloud architecture,the frameworks engineering of the product frameworks engaged with the conveyance of distributed computing, involves equipment and programming planned by a cloud planner who commonly works for a cloud integrator. It normally includes numerous cloud parts speaking with one another over application programming interfaces, generally web administrations. Cloud design stretches out to the customer, where internet browsers and additionally programming applications get to cloud applications. Distributed storage engineering is inexactly coupled, where metadata tasks are concentrated empowering the information hubs to scale into the hundreds, each freely conveying information to applications or clients. Fig 1.3: Cloud design Parts 1. APPLICATION A cloud application use the Cloud in programming architecture,often disposing of the need to introduce and run the application on the customer’s own computer,thus reducing the weight of programming upkeep, progressing activity, and backing. 2. CLOUD CLIENTS A cloud customer comprises of PC equipment as well as PC programming which depends on the cloud for application conveyance, or which is explicitly intended for conveyance of cloud administrations and which, in either case, is basically futile without it. For example:Mobile ,Thin customer ,Thick customer/Web program . 3. CLOUD INFRASTRUCTURE Cloud infrastructure,such as Infrastructure as a service,is the conveyance of PC foundation, regularly a stage virtualization environment,as a service.For example:grid processing ,Management , Compute ,Platform. 4. CLOUD PLATFORMS A cloud platform,such as Paas, the conveyance of a figuring platform,and/or arrangement saas,facilitates organization of uses without the expense and multifaceted nature of purchasing and dealing with the basic equipment and programming layers. 5. CLOUD SERVICES A cloud administration incorporates â€Å"products, administrations and arrangements that are conveyed and devoured continuously over the Internet†.For model Web Services (â€Å"software system[s] intended to help interoperable machine-to-machine association over a network†) which might be gotten to by other distributed computing parts, programming, e.g., Software in addition to administrations, or end clients legitimately. 6. Distributed storage Distributed storage includes the conveyance of information stockpiling as a help, including database-like administrations, frequently charged on an utility registering premise, e.g., per gigabyte every month. For instance Database ,Network appended capacity ,Web administration . Sorts OF CLOUDS 1. Open CLOUD Open cloud or outside cloud portrays distributed computing in the customary standard sense, whereby assets are powerfully provisioned on a fine-grained, self-administration premise over the Internet, by means of web applications/web administrations, from an off-website outsider supplier who shares assets and bills on a fine-grained utility processing premise. 2. Half and half CLOUD A half and half cloud condition comprising of different inward and additionally outside suppliers â€Å"will be run of the mill for most enterprises†. 3. PRIVATE CLOUD Private cloud and inward cloud are neologisms that a few merchants have as of late used to portray contributions that imitate distributed computing on private networks.These (commonly virtualisation robotization) items guarantee to â€Å"deliver a few advantages of distributed computing without the pitfalls†, benefiting from information security, corporate administration, and dependability concerns. They have been condemned on the premise that clients â€Å"still need to purchase, fabricate, and oversee them† and as such don't profit by lower in advance capital expenses and less involved administration ,basically â€Å"[lacking] the financial model that makes distributed computing such a fascinating concept†.While an expert anticipated in 2008 that private cloud systems would be the eventual fate of corporate IT, there is some conflict concerning whether they are a reality even inside a similar firm. Jobs PLAYED IN CLOUD COMPUTING 1. Distributed computing PROVIDERS A distributed computing supplier or distributed computing specialist co-op possesses and works live distributed computing frameworks to convey administration to third parties.Usually this requires critical assets and skill in building and overseeing cutting edge information centers.Some associations understand a subset of the advantages of distributed computing by turning out to be â€Å"internal† cloud suppliers and overhauling themselves, despite the fact that they don't profit by similar economies of scale and still need to design for top burdens. The hindrance to passage is likewise essentially higher with capital use required and charging and the executives makes some overhead.Nonetheless, huge operational productivity and spryness points of interest can be acknowledged, even by little associations, and server solidification and virtualization rollouts are as of now well underway.Amazon.com was the main such provider,modernising its server farms which,like most PC systems, were utilizing as meager as 10% of its ability at any one time just to leave space for infrequent spikes. This permitted little, quick moving gatherings to include new highlights quicker and simpler, and they proceeded to free it up to pariahs as Amazon Web Services in 2002 on an utility figuring premise. Players in the distributed computing administration arrangement game incorporate any semblance of Amazon, Google, Hewlett Packard, IBM, Intel, Microsoft, Salesforce, SAP and Yahoo! 2. Client A client is a shopper of cloud computing.The protection of clients in distributed computing has happened to expanding concern.The privileges of clients are additionally an issue, which is being tended to by means of a network exertion to make a bill of rights. 3. Merchant A merchant sells items and administrations that encourage the conveyance, appropriation and utilization of cloud computing.For example:Computer hardware,Storage,infrastructure,Computer software,Operating frameworks ,Platform vi

Strategies for Effective Note-Taking

Strategies for Effective Note-Taking Do you want to make your note-taking more effective? Do you want to make your note-taking more effective? Effective note taking in university and college can mean the difference between being at the top of the class and in the mid-range. For some reason, note-taking is not part of the general curriculum in high school, which means many students enter the college environment with a lack of knowledge around how to take effective notes. Learning how to write proper notes is an invaluable skill; however, it is easy to learn. Once you learn this skill, repetition will help you improve over time. There are many tried and true methods of note-taking. Here we discuss some of these approaches and how you can use them to enhance your study. Here are some tips to consider before attending class: Come Prepared Before beginning class, your first step is to plan. If your professor has provided you with a syllabus, use that to become familiar with the topic or topics for that day. Prepare further by taking the time to skim or read the required readings for that day. When you read the information about a topic before going to class, you are more likely to retain the information the professor introduces. You will already know the material, and you will know what to expect. In this sense, you will be prepared to engage with the content, which in the long term is going to help you with retention. Although this may seem obvious, make sure that you prepare for class in a literal way. In other words, make sure you pack all the essentials: books, pens, pencils, and notebooks. You might also want to bring your laptop if that is something that you find helpful. Packing water and a midday snack is a good idea. Snacks filled with good healthy fats and complex carbohydrates will ascertain that you are full. Water will help you stay hydrated so you will remain focused throughout your class. Maintain a Positive Mindset Before attending class, take some time to get yourself into a positive mindset. Maybe you meditate for 5 minutes or go for a short walk. Listening to music may be beneficial to some people. Regardless of what works for you, figure it out, and do it. When you attend class with a positive frame of mind, you will manage to retain more information. Your brain will thank you later when youre able to recall more material when you’re reviewing. When youre in that positive mindset, youre more apt to absorb the lecture. Try Different Strategies Once you’re ready for class, there are a variety of methods you can use to approach note-taking. Not every technique is going to work for each person, so try different ones and figure out what works best for you. The first question to consider regarding note taking is whether or not you will use your computer. Although the computer may seem like a faster way to jot down what the professor is discussing, research has proven that using a pen and paper assist with retention. Depending on your approach to learning you may choose either of these methods. However, if youre easily distracted, it is recommended that you use the manual mode of taking notes using a pen and paper. Manually writing your notes will help you to avoid the tendency toward accessing the Internet or chatting with friends while in class on your computer. Here are some effective note Taking Strategies The Outline Method To use the Outline Method, make five headings for topics you know will be covered in class. Under each heading make bullet points which include subtopics and information as provided in the professors lecture. This technique simple and straightforward. However, it can be challenging to review notes later if you choose this method. The best way to review notes if you are using this method is to quiz yourself by utilizing each topic before reading your notes. Take the recorded topic, then confirm your knowledge by reading your notes. Review what you do know in your head and then move on and read your notes. That will reinforce the information and keep it in your brain a little longer. For a simple break down on The Outline Method, check out Oxford Learning’s blog on effective note taking. Flow Notes The second technique is Flow Notes. Flow Notes are a holistic method of note taking which includes active engagement with course material. Rather than merely taking notes and regurgitating the professors lecture on paper you are attempting to engage with the content by drawing arrows, doodles, and thoughts as you intake information. If something in the lecture sounds familiar to you, make notes in the margins about the material you already know. This type of active engagement will assist with recall later on while you re studying. For example, if your professor is discussing Marxism and you know that Marxism relates to class, write that in the margins of your notes. This technique will help you to recall information while you are studying. As you already have some information about the topic you are creating a tag for it in your mind so that you can recall it easily. Make Use of Slide Notes If you are lucky enough to have one of those professors who use PowerPoint slides, use the slides to your advantage. Making use of these notes is one of the easiest yet still effective approaches to taking notes. Print off the slides and bring them to class. As the professor or instructor lectures, take notes. Try using the techniques offered above. Use the flow notes technique in combination with your slide notes to retain more material. Using Your Notes to Study Once you have mastered note taking, it is time to study. Make sure you review your notes 24 hours after the time youve written them. After you finish your classes for the day, review your material within the day. Reviewing your notes soon after class, will help to solidify the information in your brain and make it easier to recall come exam time. Second, rather than waiting for exam time to review your notes, make sure to go over them frequently. Avoid cramming. Reviewing your notes on a consistent basis will help you in the long run because information will become cemented in your brain. A third tip is to make a note of repetition. When youre doing your readings, have your notes next to you. If you notice a theme in the texts and your professor mentioned it in class, it will likely be on the exam. So, make a note of repetitions. Being actively engaged with your notes in this way will help you prepare for your exam. Effective note taking cannot be underestimated in the realm of college and university. Learning how to take notes is a skill that is invaluable to a student. For more on this topic, please check out our YouTube video Strategies for Effective Note Taking. We know the school year is ramping up, and that youre likely looking for opportunities to lighten the study load. If you’re looking for some support, please check out our website. Strategies for Effective Note-Taking Do you want to make your note-taking more effective? Do you want to make your note-taking more effective? Effective note taking in university and college can mean the difference between being at the top of the class and in the mid-range. For some reason, note-taking is not part of the general curriculum in high school, which means many students enter the college environment with a lack of knowledge around how to take effective notes. Learning how to write proper notes is an invaluable skill; however, it is easy to learn. Once you learn this skill, repetition will help you improve over time. There are many tried and true methods of note-taking. Here we discuss some of these approaches and how you can use them to enhance your study. Here are some tips to consider before attending class: Come Prepared Before beginning class, your first step is to plan. If your professor has provided you with a syllabus, use that to become familiar with the topic or topics for that day. Prepare further by taking the time to skim or read the required readings for that day. When you read the information about a topic before going to class, you are more likely to retain the information the professor introduces. You will already know the material, and you will know what to expect. In this sense, you will be prepared to engage with the content, which in the long term is going to help you with retention. Although this may seem obvious, make sure that you prepare for class in a literal way. In other words, make sure you pack all the essentials: books, pens, pencils, and notebooks. You might also want to bring your laptop if that is something that you find helpful. Packing water and a midday snack is a good idea. Snacks filled with good healthy fats and complex carbohydrates will ascertain that you are full. Water will help you stay hydrated so you will remain focused throughout your class. Maintain a Positive Mindset Before attending class, take some time to get yourself into a positive mindset. Maybe you meditate for 5 minutes or go for a short walk. Listening to music may be beneficial to some people. Regardless of what works for you, figure it out, and do it. When you attend class with a positive frame of mind, you will manage to retain more information. Your brain will thank you later when youre able to recall more material when you’re reviewing. When youre in that positive mindset, youre more apt to absorb the lecture. Try Different Strategies Once you’re ready for class, there are a variety of methods you can use to approach note-taking. Not every technique is going to work for each person, so try different ones and figure out what works best for you. The first question to consider regarding note taking is whether or not you will use your computer. Although the computer may seem like a faster way to jot down what the professor is discussing, research has proven that using a pen and paper assist with retention. Depending on your approach to learning you may choose either of these methods. However, if youre easily distracted, it is recommended that you use the manual mode of taking notes using a pen and paper. Manually writing your notes will help you to avoid the tendency toward accessing the Internet or chatting with friends while in class on your computer. Here are some effective note Taking Strategies The Outline Method To use the Outline Method, make five headings for topics you know will be covered in class. Under each heading make bullet points which include subtopics and information as provided in the professors lecture. This technique simple and straightforward. However, it can be challenging to review notes later if you choose this method. The best way to review notes if you are using this method is to quiz yourself by utilizing each topic before reading your notes. Take the recorded topic, then confirm your knowledge by reading your notes. Review what you do know in your head and then move on and read your notes. That will reinforce the information and keep it in your brain a little longer. For a simple break down on The Outline Method, check out Oxford Learning’s blog on effective note taking. Flow Notes The second technique is Flow Notes. Flow Notes are a holistic method of note taking which includes active engagement with course material. Rather than merely taking notes and regurgitating the professors lecture on paper you are attempting to engage with the content by drawing arrows, doodles, and thoughts as you intake information. If something in the lecture sounds familiar to you, make notes in the margins about the material you already know. This type of active engagement will assist with recall later on while you re studying. For example, if your professor is discussing Marxism and you know that Marxism relates to class, write that in the margins of your notes. This technique will help you to recall information while you are studying. As you already have some information about the topic you are creating a tag for it in your mind so that you can recall it easily. Make Use of Slide Notes If you are lucky enough to have one of those professors who use PowerPoint slides, use the slides to your advantage. Making use of these notes is one of the easiest yet still effective approaches to taking notes. Print off the slides and bring them to class. As the professor or instructor lectures, take notes. Try using the techniques offered above. Use the flow notes technique in combination with your slide notes to retain more material. Using Your Notes to Study Once you have mastered note taking, it is time to study. Make sure you review your notes 24 hours after the time youve written them. After you finish your classes for the day, review your material within the day. Reviewing your notes soon after class, will help to solidify the information in your brain and make it easier to recall come exam time. Second, rather than waiting for exam time to review your notes, make sure to go over them frequently. Avoid cramming. Reviewing your notes on a consistent basis will help you in the long run because information will become cemented in your brain. A third tip is to make a note of repetition. When youre doing your readings, have your notes next to you. If you notice a theme in the texts and your professor mentioned it in class, it will likely be on the exam. So, make a note of repetitions. Being actively engaged with your notes in this way will help you prepare for your exam. Effective note taking cannot be underestimated in the realm of college and university. Learning how to take notes is a skill that is invaluable to a student. For more on this topic, please check out our YouTube video Strategies for Effective Note Taking. We know the school year is ramping up, and that youre likely looking for opportunities to lighten the study load. If you’re looking for some support, please check out our website.

The Atomic Bomb Of Hiroshima And Nagasaki - 884 Words

Fearful cries spread through the cities of Hiroshima and Nagasaki as the atomic bombs were dropped. Thousands of people were killed instantly, with the rest left critically injured. Eventually, it was measured that 135,000 people were killed as a result of these bombs. We know that many people were killed. But how and why were the atomic bombs created? Who decided to use them? These questions all contribute to the fact that the atomic bombs impacted the world greatly. It all started when World War II began in 1939. Some scientists believed that Nazi Germany was building an atomic bomb. As a result, President Franklin D. Roosevelt ordered the United States build one first. (Grolier Online) During the war, it was revealed that German physicists learned how to split an atom. Two scientists, Albert Einstein and Enrico Fermi, decided to notify the president of the dangers that the Allies will face if atomic technology is finalized by the Axis powers. Even though both warned Roosevelt of t he dangers, he did not find it necessary to start a project. Eventually, in late 1941, the Manhattan project was created. Its purpose was to build an atomic bomb. The first atomic bomb was created at a laboratory located in New Mexico. It split a special kind of uranium called U-235 into two pieces. The pieces were not big enough to cause a chain reaction; but, they were brought together in a gun barrel. This created supercritical mass, and the mass would explode instantly. This was how theShow MoreRelatedAtomic Bombs On Hiroshima And Nagasaki844 Words   |  4 Pagesdropped atomic bombs over the Japanese cities of Hiroshima and Nagasaki killing nearly 200,000 people. This resulted in Japans surrender in World War II. J. Samuel Walker analyzes this historical event in his book Prompt and Utter Destruction: Truman and the Use of Atomic Bombs. Over the past 70 years’ extensive research has been conducted and there is an understanding that Truman’s decision to drop the a tomic bombs is inconclusive. It is impossible to determine that the use of the bomb was the quickestRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki1302 Words   |  6 PagesAllies almost one week after being hit with two atomic bombs. On August 6, 1945 during World War II an American B-29 bomber dropped the world s first deployed atomic bomb over the Japanese city Hiroshima, wiping out 90 percent of the city and killing 80,000 people immediately. Three days later a second B-29 dropped another atomic bomb on the Japanese city Nagasaki, killing around 40,000 people. (The Bombing of Hiroshima and Nagasaki) The Hiroshima/Nagasaki bombings were necessary because it played aRead MoreThe Atomic Bomb On Hiroshima And Nagasaki Essay1776 Words   |  8 PagesThe use of the atomic bomb on Hiroshima and Nagasaki at the end of World War II was a controversial decision that was made by President Truman. On August 6, 1945, President Truman decided to drop the atomic bomb on the Japanese city of Hiroshima and three days later a second atomic bomb on Nagasaki. It brought an end to the bloody war in the Pacific after 4 years. Making Japan surrender in the face of unimaginable force and significant destruction on Japan’s soil. Nevertheless, Truman’s decisionRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki1515 Words   |  7 PagesResearch Question: Was it necessary for President Truman to drop the atomic bomb in Japan? Was it necessary for Truman to drop the Atomic Bombs on Japan in World War II? On August 6, 1945, the first atomic bomb was dropped by a US aircraft on Hiroshima. This atomic bomb was dropped to force Japan into surrender, this bomb alone destroyed Hiroshima and over 90,000 people were instantly killed in the explosion and an additional 100,000 people perished from burns and radiation sickness. Japan refusedRead MoreThe Atomic Bombs On Hiroshima And Nagasaki1764 Words   |  8 Pagesmake the decision to drop the bombs on Hiroshima and Nagasaki however, President Truman was ultimately the man who made the final decision to launch ‘Little Boy’ and destroy Hiroshima, Nagasaki and their civilians, thus forcing an end to the war. Although there were many alternatives presented to President Truman, it is unknown as to whether they would have actually succeeded in ending the war or producing less casualties. Truman made the decision to drop these bombs in the heat of war but h is justificationRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki1364 Words   |  6 PagesOn the 6th of August 1945 America dropped the atomic bomb by the name of ‘Little Boy’ dropped by the plane ‘Enola Gay’ on the Japanese city, Hiroshima. Three days later on the 9th of August America dropped another bombed called, ‘Fat Man’ on the Japanese city of Nagasaki. A surrender was received and accepted by America on the 15th of August and the war against Japan had ended. Harry S. Truman, the man responsible for dropping the bombs claims it ended the war more efficiently and was in fact theRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki Essay1570 Words   |  7 PagesDespite the extreme devastation, the atomic bombings of Hiroshima and Nagasaki were necessary. The atomic bomb is a weapon unmatched in warfare, rapidly releasing nuclear energy by fission of atomic nuclei. Desperate times call for desperate measures, which is why America chose to unleash its most deadly weapon, the atomic bomb, on Japan. America, who had already fought in World War II for over four years, had no desire to perpetuate the war. When Japan refused to surrender, America was leftRead MoreAtomic Bombs On Hiroshima And Nagasaki1074 Words   |  5 PagesThere are many different ways in which WWII could have ended. Rather than taking the risk of dropping atomic bombs on Japan, many people believe that one of the alternative options would have been much more sensible. The variety of possible options the U.S. could have taken to finish the war have been analyzed for years. Though Truman’s decision to drop the atomic bombs over Hiroshima and Nagasaki is one of the most controversial and debated topics in history, this researcher believes that he madeRead MoreThe Atomic Bomb On Hiroshima And Nagasaki1998 Words   |  8 Pagesto drop the atomic bomb on Hiroshima and Nagasaki? Joon Jung 2/21/16 Word Count: 1848 Section A: Identification and Evaluation of Sources Research Question: Was it necessary for President Truman to drop the atomic bomb on Hiroshima and Nagasaki? Was it necessary for Truman to drop the Atomic Bombs on Japan in World War II? On August 6, 1945, the first atomic bomb was dropped by a US aircraft on Hiroshima. This atomic bomb was dropped to force Japan into surrender, this bomb alone destroyedRead MoreAtomic Bomb On Hiroshima And Nagasaki Essay1902 Words   |  8 Pagesthe United States dropped the atomic bomb on Hiroshima and three days later dropped another on Nagasaki. This was a significate point in history because there has never been a bomb of this magnitude being use in an urban industrial area. Ultimately the use of the atomic bomb resulted in Japan’s surrender, which aided the allies in drawing closer to ending the war against the Axis Powers. Due to the massive destruction industrially and urbanely the use of the atomic bomb has always been questioned.

The Day The World Cried Essay - 880 Words

The Day The World Cried Freedom itself was attacked this morning by a faceless coward and freedom will be defended. Our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes or in their offices – secretaries, businessman and women, military and federal workers. Moms and dads, friends and neighbors. Thousands of lives were suddenly ended by, despicable acts of terror. The pictures of airplanes flying into buildings fires burning, huge structures collapsing have filled us with disbelief, terrible sadness and a quiet unyielding anger. These acts of mass murder were intended to frighten our nation into chaos and retreat . But they have†¦show more content†¦Immediately President Bush orders all airports and bridges to be shut down. 10:45 am the South Tower of The World Trade Center collapses, disintegrating into the chaotic streets of New York City. This fearful and emotional morning was hard enough to realize that it was reality and not some clip from an action movie. Yet we had to grip our emotions and deal with the situation. What does it truly take to be a hero? A definition of a hero is a man or woman who is admired for their courage and nobility. After September 11th the firefighters heroism opened our eyes and hearts to their patriotic and noble acts toward their country. As thousands of people were struggling to get out, they went into the buildings risking their own lives. They were not afraid to help those in need. Many of them survived, though not all did. Families of the firefighters have unforgettable memories of their loved ones, as the world looked up to them as heroes. Little boys will grow up with the motivation to save lives and be firefighters just like they were. But most of all they were heroes on September 11th, the day the world cried they were there to wipe our tears away, by giving us hope. Watching the news channels replay the image of the planes hitting the buildings was livid enough to relive the terror. Yet most of us weren’t in the terror as their lives became the cost. The most devastating part of this all is that the people who survived this tragedy, willShow MoreRelatedFairies of the Heart are All Around Us Essay540 Words   |  3 PagesLove is always around us. In a cold world there are fairies that represent our hearts and the love we feel. These fairies are seen by the young and the loved. There once was a young girl, born with three just like everyone else whos blue fairy, love of herself, which was always small. The blue fairy always followed her floating around trying to push her towards happiness but never seemed to gain the strength to help the girl progress. The young girl, once she grew up a bit had a second fairy bornRead MoreI Just Love You644 Words   |  3 Pagesin life, like how the sun never failed to be bright. One thing in the world that he could count on, one things he was certain would greet him. As long as the grass was green, and the sun was warm everything was alright. Was it because he was old and every day he lived was another blessing? Did he see something far more impressive than a ball of flames? Or was I blind. Or both. Only 12 years old, I was. And the world was a terrible, cold place that thrived on pain. Where parents werentRead MoreAnalysis Of All Summer In A Day By Ray Bradbury827 Words   |  4 PagesHow do people become ignorant? May it be from the surroundings one grows up in or a societal stigma they’ve learned from one’s years in the world? Or maybe, from the sheer jealousy one has towards another? This is case in the short story â€Å"All Summer In A Day† by Ray Bradbury. The story entails a young girl by the age of 9 who has relocated to the planet of Venus. She’s like most children, but only she out of all her classmates has a memory of the yellow fiery ball of gas, the sun, that most of theRead MoreNarrative Essay - Original Writing1148 Words   |  5 Pagesmy dad said as he clipped a small bow into my hair. â€Å"I can’t believe tomorrow will be your first birthday, and I have to miss it. I love you more than the world baby girl.† He kissed my forehead as he lowered me into the crib. â€Å"Daddy don’t go, please!† I begged him, â€Å"I’m going to miss you so much.† â€Å"Munchkin I have to go, I’ll only be gone 2 days and it’ll fly by so fast that when I come home you’ll think I never left.†He hugged my older brother and sister, and then he was gone. As long as I can rememberRead MoreThe Death Of The Dark1273 Words   |  6 Pagesyou and let you know what the doctors say.† Katie explained. â€Å"Okay thanks.† I answered as she got in the car with my mother.† I walked back into the house went up stairs and just cried. I feel to the floor and cried. I didn t know whether to cry or to fight it back, so I just cried. I felt like I was loosing my whole world just in the matter of a few minutes. I went to stand up but my body just fell to the floor. I knew I had to get the twins ready soon, but I couldn t find it in myself to get upRead MoreThe Knights And Squires Were Silent1688 Words   |  7 Pageshad battled with the majestic kingdom of Avalon. England claimed victory after nine chaotic and tedious years of brutal fighting against their formidable antagonist. King Joel, the ruler of England, had the most cunning and skillful army in the world and overtook Avalon’s army with ease. King Joel and his wife had two sons, named Haman and Phil. England was finally at peace and King Joel’s wife bore him another son, named Isaac. â€Å"God has spoken to me,† King Joel proudly exclaimed at his ChristmasRead MoreAnalysis Of The Book The Nets 1217 Words   |  5 PagesSire, there was once upon a time a fisherman so old and so poor that he could scarcely manage to support his wife and three children. He went every day to fish very early, and each day he made a rule not to throw his nets more than four times. He started out one morning by moonlight and came to the sea-shore. He undressed and threw his nets, and as he was drawing them towards the bank he felt a great weight. He though he had caught a large fish, and he felt very pleased. But a moment afterwards,Read MoreWhy The Salem Witch Trials1064 Words   |  5 Pagesaccused of practicing witchcraft and 20 more were executed. The Salem Witch Trials are a prime example of why theocratic societies fail and the effects can still be seen today. We can still see witches in other parts of the world, see memorials for the victims of the trials, and modern d ay witch hunts. One lasting impact of the Salem Witch Trials is the separation between faith and science. The Massachusetts colony was constructed with the purpose of being a â€Å"city upon a hill†, containing the perfect PuritanRead MoreThe Day That Changed My Life Essay841 Words   |  4 Pages The Day my Life Change Forever Buzz, Buzz, Buzz my phone went across the bathroom counter! I heard it vibrate and ring constantly as I took my shower before church. By the time I got out the shower, I had three missed calls from my dad and four from my mother. At the time I thought my mother was just giving me a heads up my dad needed me or was wondering where I was at. I had sent the weekend with my boyfriend and hadn’t spoken to my father. But as I looked at my phone and realized neither one ofRead MoreThe Death Of Death - Original Writing1009 Words   |  5 Pagesinteracting as much as usual. When we arrived at the hotel, it appeared abnormally dark, lacking its usual amicability. We rode the elevator to our room in silence and prepared for the funeral. The solar eclipse that is death had commenced, and the world was shrouded in darkness and silence. My dad s side of the family comes from a Buddhist background, resulting in my great grandmother having a Buddhist funeral. The temple walls were adorned from top to bottom with exquisite paintings and gold shrines

Cloud Free Essays

string(63) " people respond differently to the two sides of this equation\." One of the most important findings of mathematics education research carried out In Britain over the last twenty years has been that all pupils constantly ‘Invent’ rules to explain the patterns they see around them. (Askew and William 1995) While many of these invented rules are correct, they may only apply in a limited domain. When pupils systematically use incorrect rules, or use correct rules beyond the their proper domain of application, we have a misconception. We will write a custom essay sample on Cloud or any similar topic only for you Order Now For example, many pupils learn early on that a short way to multiply by ten is to ‘add a zero’. But what appends to this rule, and to a child’s understanding, when s/he is required multiply fractions and decimals by ten? Askew and William note that It seems that to teach in a way that avoid pupils creating any misconceptions is not possible, and that we have to accept that pupils will make some generalizations that are not correct and many of these misconceptions will remain hidden unless the teacher makes specific efforts to uncover them. 1995: 13) According to Malcolm Swan Frequently, a ‘misconception’ is not wrong thinking but is a concept in embryo or a local generalization that the pupil has made. It may in fact be a natural stage of development. (2001: 154) Although we can and should steer clear of activities and examples that might encourage them, misconceptions cannot simply be avoided (Swan 2001: 150). Therefore It Is Important to have strate gies for remedying as well as for avoiding misconceptions. This paper examines a range of significant and common mathematical mistakes made by secondary school children. Descriptions of these mistakes are followed by discussions of the nature and origin of the misconceptions that may explain them. Some strategies for avoiding and for remedying these misconceptions are then suggested. The paper ends by relating some general features of the recommended strategies to the educational theories of Jean Pigged and Level Boycotts. Misconceptions 1 and 2: Algebra mm + 6 = mm 11 The type of error highlighted in the heading for this section arose in each of the three classes to which I have taught algebraic topics. There are at least two misconceptions that could explain this kind of error: (1) that letters represent objects rather than numbers, (2) that an answer should not contain an operator symbol such encountered the error of simplifying, say, mm + 6 to mm in two different mathematical intents. These contexts were: (I) expanding brackets containing an unknown and (it) simplifying expressions by collecting like terms. Although pupils in one class were only asked to remove the brackets from expressions such as 3(m + 2), and not to simplify, some pupils attempted such simplification. The result was that many who correctly expanded 3(m + 2) to give mm + 6, went on to incorrectly simplify this to mm. Being aware that such mistakes often originate in the misconception that numbers represent objects (discussed below), I did everything I could to avoid encouraging such a belief when teaching the collection of like terms. I strongly emphasized the fact that letters represent numbers. In keeping with this, I read mm as three-lots-of- m; making it clear that mm involves multiplying 3 by m (or m by 3) and therein implying that the letter represents a number. The group coped reasonably well until they met examples such as mm + m + 6. Many pupils would have responded to this with mm rather than the correct mm + 6. Although several pupils were helped by my repetition of such mantras as â€Å"adding six is different to adding six-lots-of-m,† many pupils persisted in this kind of error. Misconception 1: Letters as Objects After this lesson the normal class teacher and a second observer suggested that perhaps I would have had more success with a different ‘more concrete’ approach. Both recommended that in future I use what others have called the fruit salad’ approach (Thirst et al. 1998). This approach involves reading AAA + b + b + AAA as 3 apples plus 2 bananas plus a banana plus 4 apples, which naturally becomes 7 apples plus 3 bananas or AAA + b, which is correct. Unfortunately this would have helped least where I needed help most, and it would also have encouraged the same mistakes! 2 As Doug French points out, if k is interpreted as kangaroos, when faced with the expression k + k + 4, the students’ â€Å"instinctive thought is likely to be ‘4 what?. And the obvious answer is 4 kangaroos, giving k altogether† (2002: 11). This is not the only problem that can arise from thinking of letters as representing objects. If a and b represent apples and bananas, then what does ABA mean? Indeed, if letters are used in this manner and we are asked to convert the equivalence a week is seven days into a mathematical formula relating days and weeks, we could easily be led to = ad rather than d = owe (where w is the number of weeks, and d the number of days, in a given period). Given the popularity of the fruit salad approach among teachers at the school in question, I would not be surprised if such a misconception was the underlying cause of much of the confusion on the topic of expanding brackets. However, my experience with the collection of like terms led me to search for other possible explanations for such errors. Misconception 2: Operations vs.. Answers My conclusion, confirmed by the literature (Thirst et al. 1998), was that a large part of The presence of the operator symbol, +, makes the ‘answer’ appear unfinished. In short, pupils see such symbols as +, x, and * as invitations to do something, and if something is still to be done, then they ought to do it. If we have to remove the symbol by doing what it tells us to do, in this case adding, it is only natural that mm + 6 should become mm. Readers who find it difficult to understand this tendency may like to consider their own response to the following statement 3+40- 3 140 Most people respond differently to the two sides of this equation. You read "Cloud" in category "Papers" The left-hand-side looks like a question, namely â€Å"What is three divided by forty? The right-hand-side, however, is not a question but simply a fraction: three fortieths. In a sense these are just two different ways of writing the same thing, but this may also be seen as revealing that in both arithmetic and algebra some expressions lead a dual existence as both process and product. M + 6 can be seen as a set of instructions for 13 calculating a numerical value, but also as mathematical object in its own right (French 2003). The resistance to accepting mm + 6 as an answer is easily understood. In ordinary arithmetic it is always possible to remove the operator signs (unless there are infinite n number), and the final answer has not been reac hed until they are all gone.. Strategies and Remedies For reasons that should already be clear, despite its obvious appeal the fruit-salad’ approach seems best avoided. It may also be possible to over use ‘realistic’ contexts in the early stages of teaching algebra, as such contexts often lead us (and textbook authors) to use letters in ways that might invite a letters-as-objects interpretation (m means miles, h means height and the like). In the place of such ‘realistic’ examples, I would suggest using number puzzles, tricks and games. Pupils find these very nagging and algebra can be a very powerful tool for solving and explaining in these contexts. In my more recent teaching of collecting like terms, I began the topic with a think of a number’ trick, requiring a sequence of mental operations. When the results were collected in, nearly everyone got the same answer. Those who did not were quickly helped to realism their mistakes. Algebra was then introduced as a tool that could explain why this happened, why it is that we could all start with different numbers, but all reach the same final answer after performing the operations in question. The topic of collecting like terms fits neatly with such tricks, as the simplifications work Whatever numbers the letters represent’, Just as in the trick everyone reaches the After working through some examples on the board, including some of the problematic form mm + m + 6, I stopped to ask the class what is funny about the answer mm + 6. The class immediately volunteered that it is funny because it contains a plus symbol. After commending this response, I briefly commented that â€Å"this happens sometimes in algebra†, and set the class to work through some questions for themselves. When one student became stuck on a question of this form, all I said was â€Å"It’s another of those ones with a funny answer† and he immediately knew how to continue. 14 Another useful approach with students who have already made such errors is to substitute a particular value (or values) into the two expressions believed to be equivalent (French 2002: 12). This approach has the benefit of bringing about a â€Å"cognitive conflict† (Swan 2001). On the one hand the pupil believes that the two expressions are equivalent, on the other they can see that they give different results when values are substituted into them. In this situation the pupil can see that something has to be wrong, and can even be invited to explain and resolve this conflict for him- or herself. Even if the pupil is unable to resolve this conflict, the awareness of it is likely to make him or her more receptive to resolutions offered by the teacher or by other students. Substitution seems especially powerful in communicating equivalence (and the lack thereof) when each of a set of values is substituted into the expressions in question. Two expressions are equivalent if, and only if, they give the same result for all values that we choose to substitute. Misconceptions 3 and 4: The Equals Sign Equals as Makes / Equals as a Logical Connective The first misconception to be discussed in this section has been present in almost every class I have taught or observed, including high and low attaining groups in all years. One instance occurred in a Y 10 lesson on finding fractions of a quantity. Students were taught a standard method for tackling such problems as â€Å"Find % of 16† The method is to first find h of 16 (by dividing 16 by 4) and then multiply the result by 3. In solving this problem, several pupils in the class would have written the allowing: 16 + 4 = 4 x 3 = 12. While the answer reached is correct, the written statement is not. That statement (unlike the pupil) asserts, among other things, that 16 + 4 = 4 x 3, which is equivalent to asserting that 4 = 12, which is clearly false. The same problem occurs with any two-step calculation. A similar but importantly different error is often seen in algebraic contexts, Doug French points out that â€Å"it is common to see erroneous statements like: xx – 5 = 7 = xx= 12 = x = 4† (2002: 14). Again, this statement asserts both that 12 = x and that x = 4, and therefore entails the leasehold that 12 = 4. Both of these mistakes can be explained in terms of alternative interpretations of the equals sign. 15 The misconception behind the first kind of mistake is well summarized by Candida Morgan, who observes that there is a persistent use of an ‘operator’ concept of the equals sign by students at all levels which suggests that it is fulfilling a material rather than a relational role. (1998: 81) In writing 16 * 4 = 4 x 3 = 12 pupils seem to show that they use the equals sign not to state an equivalence between two expressions but as an instruction to calculate the alee of the previous expression. So, in our example it is as though the two equals signs connect only the emboldened portions in which they are contained 16 * 4 = 4 x 3=12. In each of these cases the term following the equals sign does indeed give the value of the previous expression. Doug French explains the misconception and its likely origin as follows: Students interpret equals as an instruction to do something to determine a result rather than as a symbol that indicates the equivalence of two expressions. This arises in a natural way through the use of equals in numerical calculations. It is also encouraged by the presence of a key labeled with an equals sign on many calculators. (2002: 13-4) Misconception 4: Equals as a Logical Connective The mistake made in the algebraic context is different, and involves the equals sign playing a dual role. In some contexts it functions as we would expect, but in others it plays the role of such words as therefore, so, leads to, or entails. Using Fresh’s example, we can easily restructure the incorrect statement into a well formed argument by replacing every other equals sign with a genuine connective. In this way, xx – 5 = 7 = 12 = x = 4, becomes X-5=7 xx=12 so, Hence, The above quoted passage from Morgan continues: Another common role [for the equals sign] is as a logical connective between statements, for example xx+ 3 = xx- 15 = xx- 18. [This is] likely to be considered to be mathematically incorrect by a secondary school teacher-assessor; a recent handbook for mathematics teachers picks out use of the equals sign as a connective as its single â€Å"example of bad practice† to illustrate writing that does not ‘make sense when read aloud’ (1998: 81) 16 such mistakes is the practice of reading the offending statement aloud. I would suggest that when using this strategy, it might sometimes be valuable to replace the word equals with a synonym such as is-the-same-as. This strategy is intended to help the pupil see the logical implications of their claim. In the case of 16 x 12, it might help the pupil to see that their written statement implies that 16 + 4 = 12, which they know is false. Again, this has the benefit of creating a cognitive conflict, a conflict between their mental methods and the implications of the accompanying written methods. This conflict can then be used to encourage the accepted interpretation and use of the equals sign. It is also important to model the correct use of the equals sign in your board-work. If the teacher uses the sign incorrectly, this can only increase the likelihood of pupils doing the same. Other useful strategies include emphasizing the symmetry of the equals sign, for example by not reversing the final line in the following piece of working out: xx=XX-3 XX+3=XX It may also be useful to limit pupils to one equals sign per line. Misconception 5: The Addition of Fractions Add the tops, add the bottoms In this section I consider an error that I encountered in teaching the addition (and abduction) of fractions to both Y and Y. The error in question is to ‘add’ two or more fractions by simply adding the numerators and adding the denominators as follows. 2 3+2 5 4 4+3 7 With both classes, I built towards teaching the correct method by first considering examples where the fractions were already written on a common denominator, and after a lesson on equivalent fractions, moved on to consider cases such as the 17 above. Despite their success in the first two lessons, many pupils found the third lesson extremely difficult, in most cases because they struggled to find appropriate moon denominators. During the lesson, then, nearly all pupils attempted to follow the correct method, although they found it difficult to use. Later homework and tests My overall Judgments about these classes were very much in line with the conclusions of K. Hart. A very common error in the addition of fractions was to use a rule ‘add tops add bottoms’. This was more prevalent in examples where the two denominators were different. It was also interesting to note that this particular error occurred more when the question was posed in computation form than in [word] problem form. (Hart AAA: 75) Misconception 5: Add the tops, add the bottoms In older children, who have met the multiplication of fractions, this error might be explained as a ‘local generalization’ that involves assuming that we apply any given operation to a pair of fractions simply by applying that operation to the numerators and denominators taken separately. Unfortunately, the pupils in question had not yet met the multiplication of fractions, and so the explanation is false in this case. It may, however, be true in others. Indeed, this might explain one of Hart’s other observations: â€Å"The ability to solve addition and subtraction computations [with reactions] declines as the child gets older† (1981 a: 79). A more likely explanation for pupils adopting this procedure is that they conceive fractions as test-scores, at least when written in their standard notation. Indeed, a test score of 32 out of 50 is usually written in the form 32 150. AS Malcolm swan (2001 : 149) points out, when we add two test scores together we rightly adopt the rule of adding the tops and bottoms; a score of 10 120 on one test and 120 on another does give an overall score of 25/40. As with misconceptions 3 and 4, a useful strategy in this case is to encourage pupils o read the question aloud, and to read it in a way that naturally suggests the correct approach. The addition 18 should not be read as one-over-five plus three-over-five, but rather as one-fifth plus three-fifths. Fifths are objects that most pupils are comfortable adding; one of them plus three of them is obviously four of them in total. A cognitive conflict strategy is also available for this misconception. The vast majority of pupils can tell you that a half plus a half is one (or one whole). But if you get the pupils to write down the question and apply their general strategy, something interesting happens: 1+1 2+2 2. I used this strategy with some success with Y. This example might not be sufficient to shake the misconception, as it involves adding two fractions with the same denominator. In that case we might also try adding a half to three-quarters. Pupils will be able to see that the answer should be more than one, and that their method gives an answer of 5/6, which is less than one. Again, the experience of cognitive conflict will not only lead the pupil to seek a resolution of their own but will make them more receptive the resolutions proposed by others. Misconception 6: Reflection The same, but on the other side of the line In an end of term test, I recall watching one pupil as she attempted to answer the following question in Figure 1 (all figures are at the end of this document). The girl’s initial answer is shown in figure 2. I was pleased to see her rub this answer out, believing that she was about to replace this answer with a correct one. Unfortunately she only rubbed it out to increase the length of the rectangle she had drawn. In fact, she did this several times before she was happy that she had done it correctly. Many there pupils in the class made the same error. Pupils performed much better on the other two reflection questions, in which the mirror-lines were vertically and horizontally orientated. Informs that mistakes of this kind are common: â€Å"Children may have particular difficulties when the mirror-line is not horizontal or vertical but the slope of the object is horizontal/vertical† (KÃ'ËœAchaean 1981: 143). The APP (1980)) 19 studies revealed a similar tendency when the mirror-line is horizontal or vertical but the slope of the object is not. For example, many respondents answered the question n Figure 3 as shown in Figure 4. The examples given here suggest that pupils may understand reflections as ‘completing a shape, by making it the same on both sides of the mirror-line. However, examples discussed by KÃ'ËœAchaean reveal that the given shape does not need to meet the mirror line for this kind of mistake to occur. Reflecting shapes in vertical and horizontal lines is certainly easier than reflecting them in lines of any other orientation. Reflections are also easier when the slope of the object is oriented either parallel or perpendicular to the mirror-line. Understandably, teaching on reflection often begins with examples of this sort. In a context such as this, many of the resulting reflections can be explained by a rule that does not extend to more complex cases. The rule is this: flip the object over in such a way as to leave it’s slope unchanged, now translate the object in the direction of its slope until it lies on the other side of the mirror-line, and at the same distance from that line. This is much easier to do than to explain. This rule fits the case of Figures 3 and 4 exactly, and makes the answer in fugue 2 appear quite natural the slight lack of fit combined tit the obvious fact that the object (and so the image) meets the mirror-line in two places, also seems to explain the girl’s dithering over exactly what length to make the resulting rectangle. KÃ'ËœAchaean suggests that these misconceptions may be best avoided by tying the idea of reflection to that of folding, and the essential properties of reflection teased out through investigative work. The actions and the representations are both highly indubitable so that it should be possible to develop such an approach in ways that are meaningful to most children. The transformations can be internalized in gradual steps, by focusing first on the actions themselves and then on the representation of imagined actions. In addition, the resulting drawings can be checked at each step by a return to the actions. The approach advocated is one that directs children towards discoveries from which the rules and properties of the transformations can be surmised and against which they can be tested. (KÃ'ËœAchaean 1981: 157) A similarly investigate approach could be used in conjunction with a dynamic geometry package. This would allow students to investigate what properties of a â€Å"reflection† remain unchanged as the image, object and mirror-line are manipulated 0 discussed in the next section. Misconceptions and Theories of Learning Many of the above strategies and remedies fit well with the theories of learning due to Jean Pigged and Level Whisky. Due to his emphasis on personal interactions, particularly in the use of language, Level Hoosegows theory of learning is often thought of as a calculators theory. Whisky believed that the ideal learning relationship was that of a novice learning as an apprentice under the tutelage of an expert. Nevertheless, like Pigged, he would have seen much value in peer discussions that, ender the guidance of a teacher, overcome differences of opinion and in doing so achieve a shared understanding. Hoosegows theories also provide a theoretical backing for strategies involving reading aloud. What is at first read aloud is, of course, soon expected to become self-speech (also referred to as private-speech or inner-speech). According to Whisky, as the principle form of self-direction and self-regulation, such self-speech is the foundation of all higher cognitive powers (Beer 1997: 248). According to Pigged, all cognitive change can be classified as one of two types: adaptation and organization. Organization is a largely internal process involving rearranging and linking up items of previous learning to form a â€Å"strongly interconnected cognitive system† (Beer 1997: 213). More important for our purposes is adaptation, which itself comes in two varieties: assimilation and accommodation. In assimilation the learner simply fits new concepts, skills and information into his or her existing cognitive framework. However, on some occasions new items of learning cannot be fitted into the existing cognitive framework, and that framework must be changed in order to make room for them. This is accommodation. The awareness of a need for a change in one’s cognitive framework is brought about by a realization that something important ‘doesn’t fit in’. For this reason, Malcolm Swan and others in the Diagnostic Teaching Project have seen Piglet’s views as providing theoretical Justification for their view that the best way to overcome a misconception is by engineering a cognitive conflict (Swan 2001). Many of the strategies suggested above fit into this category. When those strategies were described, they were described as strategies for use with individual 21 students. However, Swan and others suggest that the strategy may be as, if not more, effective when the conflict in question is between members of the same peer group, who must then come to a resolution through discussion. A [pupil] might superficially accept a [teacher’s] perspective without critically examining it, out of an unquestioning belief in the [teacher’s] authority. Pigged also asserted that clashing viewpoints – arguments Jarring the [learner] into noticing a peer’s point of view – were necessary for peer interaction to stimulate movement towards logical thought. (Beer 1997: 253) How to cite Cloud, Papers

Is academic performance the best indicator of sucess in life free essay sample

The definition of success differs from person to person and field to field. One could take economics success as the ingredients to label a person successful in life. Others may look at it as a capacity to overcome challenges, irrespective of what someone ears and the nature of their private life. So who is a successful person and who is a failure? Do school choices and school grades provide way of predicting or ensure future success? If this is true should there be more emphasis on students to work hard and gain formal qualifications. But is this true? Aren’t some college drop-outs like Bill Gates and Richard Branson successful icons of success? And should we automatically consider the millions of young people who have not had the opportunity to gain academic certificates to be failures in life? First, success never depends on grades. If success was solely based on grades than employers and potential social partners would not ask for biodata and resumes. We will write a custom essay sample on Is academic performance the best indicator of sucess in life? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Why would employers bother interviewing prospects in order to find out what they are like as people? They would just hire based on the best paper qualifications. Certain people do very well in school however they spend their lives in a prison facility. So qualifications alone are never enough to determine a guaranteed success. Success also depends on physical characteristics, personality and motivations. Secondly, success is not a grade or a degree, if that was the case then why aren’t all graduates from Mc Gill, Ottawa U and University of Toronto not all successful? The rule of success is hard work and destiny. If a student gets good grades but is not effective in relationship building, solving crisis, and proper planning even though he might be successful at acquiring a job his life could lack the basics like love, family, stability and healthy relationships? Thirdly, if you look at the directory of successful people who are doctors, engineers and computer professionals then you could notice that many of them would dream to be employed by success icons like Bill Gates and Mark Zuckenberg, who have had great success in the corperate world. Bill Gates  has not stepped a foot in higher education however he is a successful entrepreneur. Successful entrepreneurs even benefit from not having academic qualification as going to college forces people to learn and think alike. This environment makes it more difficult for people to develop their insights and creativity. Adding to these people with gifts in the arts or in sports are sometimes not able to explore their qualities fully through academics. In conclusion, I am not in the belief that academic qualifications ensures success in life because nothing is guaranteed, family and friends are more important then money and success never depends on grades. You could have a degree but there will always be someone with something better and you will be in a competition with them. Do you think academic performance is the best indicator of success in life?

General James Wolfe in the French and Indian War

General James Wolfe in the French and Indian War Major General James Wolfe was one of Britains most famous commanders during the French and Indian/Seven Years War (1754-1763). Entering the army at a young age, he distinguished himself during the War of the Austrian Succession (1740-1748) as well as aided in putting down the Jacobite Rising in Scotland. With the beginning of the Seven Years War, Wolfe initially served in Europe before being dispatched to North America in 1758. Serving under Major General Jeffery Amherst, Wolfe played a key role in the capture of the French fortress at Louisbourg and then received command of the army tasked with taking Quebec. Arriving before the city in 1759, Wolfe was killed in the fighting as his men defeated the French and captured the city. Early Life James Peter Wolfe was born January 2, 1727, at Westerham, Kent. The eldest son of Colonel Edward Wolfe and Henriette Thompson, he was raised locally until the family moved to Greenwich in 1738. From a moderately distinguished family, Wolfes uncle Edward held a seat in Parliament while his other uncle, Walter, served as an officer in the British Army. In 1740, at the age of thirteen, Wolfe entered the military and joined his fathers 1st Regiment of Marines as a volunteer. The following year, with Britain fighting Spain in the War of Jenkins Ear, he was prevented from joining his father on Admiral Edward Vernons expedition against Cartagena due to illness. This proved to be a blessing as the attack was a failure with many of the British troops succumbing to disease during the three-month campaign. The conflict with Spain soon became absorbed into the War of the Austrian Succession. War of the Austrian Succession In 1741, Wolfe received a commission as a second lieutenant in his fathers regiment. Early the following year, he transferred to the British Army for service in Flanders. Becoming a lieutenant in the 12th Regiment of Foot, he also served as the units adjutant as it assumed a position near Ghent. Seeing little action, he was joined in 1743 by his brother Edward. Marching east as part of George IIs Pragmatic Army, Wolfe traveled to southern Germany later that year. During the course of the campaign, the army was trapped by the French along the Main River. Engaging the French at the Battle of Dettingen, the British and their allies were able to throw back several enemy assaults and escape the trap. Highly active during the battle, the teenage Wolfe had a horse shot from under him and his actions came to the attention of the Duke of Cumberland. Promoted to captain in 1744, he was shifted to the 45th Regiment of Foot. Seeing little action that year, Wolfes unit served in Field Marshal George Wades failed campaign against Lille.  A year later, he missed the Battle of Fontenoy as his regiment was posted to garrison duty at Ghent. Departing the city shortly before its capture by the French, Wolfe received a promotion to brigade major. A short time later, his regiment was recalled to Britain to aid in defeating the Jacobite Rebellion led by Charles Edward Stuart. The Forty-Five Dubbed The Forty-Five, Jacobite forces defeated Sir John Cope at Prestonpans in September after mounting an effective Highland charge against the government lines. Victorious, the Jacobites marched south and advanced as far as Derby. Dispatched to Newcastle as part of Wades army, Wolfe served under Lieutenant General Henry Hawley during the campaign to crush the rebellion. Moving north, he took part in the defeat at Falkirk on January 17, 1746. Retreating to Edinburgh, Wolfe and the army came under the command of Cumberland later that month. Shifting north in pursuit of Stuarts army, Cumberland wintered in Aberdeen before resuming the campaign in April. Marching with the army, Wolfe took part in the decisive Battle of Culloden on April 16 which saw the Jacobite army crushed. In the wake of the victory at Culloden, he famously refused to shoot a wounded Jacobite soldier despite orders from either the Duke of Cumberland or Hawley. This act of mercy later endeared him to the Scottish troops under his command in North America. The Continent and Peace Returning to the Continent in 1747, Wolfe served under Major General Sir John Mordaunt during the campaign to defend Maastricht. Taking part in the bloody defeat at the Battle of Lauffeld, he again distinguished himself and earned an official commendation. Wounded in the fighting, he remained in the field until the Treaty of Aix-la-Chapelle ended the conflict in early 1748. Already a veteran at age twenty-one, Wolfe was promoted to major and assigned to command the 20th Regiment of Foot at Stirling. Often battling ill-health, he worked tirelessly to improve his education and in 1750 received a promotion to lieutenant colonel. In 1752, Wolfe received permission to travel and made trips to Ireland and France. During these excursions, he furthered his studies, made several important political contacts, and visited important battlefields such as the Boyne . The Seven Years' War While in France, Wolfe received an audience with Louis XV and worked to enhance his language and fencing skills. Though wishing to remain in Paris in 1754, the declining relationship between Britain and France forced his return to Scotland. With the formal beginning of the Seven Years War in 1756 (fighting began in North America two years earlier), he was promoted to colonel and ordered to Canterbury, Kent to defend against an anticipated French invasion. Shifted to Wiltshire, Wolfe continued to battle health issues leading some to believe that he was suffering from consumption. In 1757, he rejoined Mordaunt for a planned amphibious attack on Rochefort. Serving as quartermaster general for the expedition, Wolfe and the fleet sailed on September 7. Though Mordaunt captured ÃŽle dAix offshore, he proved reluctant to press on to Rochefort despite having caught the French by surprise. Advocating aggressive action, Wolfe scouted the approaches to the city and repeatedly asked for troops to execute an attack. The requests were refused and the expedition ended in failure. Louisbourg Despite the poor results at Rochefort, Wolfes actions brought him to the attention of Prime Minister William Pitt. Seeking to expand the war in the colonies, Pitt promoted several aggressive officers to high ranks with the goal of achieving decisive results. Elevating Wolfe to brigadier general, Pitt sent him to Canada to serve under Major General Jeffery Amherst. Tasked with capturing the fortress of Louisbourg on Cape Breton Island, the two men formed an effective team. In June 1758, the army moved north from Halifax, Nova Scotia with naval support provided by Admiral Edward Boscawen. On June 8, Wolfe was tasked with leading the opening landings in Gabarus Bay. Though supported by the guns of Boscawens fleet, Wolfe and his men were initially prevented from landing by French forces. Pushed east, they located a small landing area protected by large rocks. Going ashore, Wolfes men secured a small beachhead which allowed the remainder of Wolfes men to land. Having gained a foothold ashore, he played a key role in Amhersts capture of the city the following month. With Louisbourg taken, Wolfe was ordered to raid French settlements around the Gulf of St. Lawrence. Though the British had wished to attack Quebec in 1758, defeat at the Battle of Carillon on Lake Champlain and the lateness of the season prevented such a move. Returning to Britain, Wolfe was tasked by Pitt with the capture of Quebec. Given the local rank of major general, Wolfe sailed with a fleet led by Admiral Sir Charles Saunders. To Quebec Arriving off Quebec in early June 1759, Wolfe surprised the French commander, the Marquis de Montcalm, who had expected an attack from the south or west. Establishing his army on the Ile dOrlà ©ans and the south shore of the St. Lawrence at Point Levis, Wolfe began a bombardment of the city and ran ships past its batteries to reconnoiter for landing places upstream. On July 31, Wolfe attacked Montcalm at Beauport but was repulsed with heavy losses (Map). Stymied, Wolfe began to focus on landing to west of the city. While British ships raided upstream and threatened Montcalms supply lines to Montreal, the French leader was forced to disperse his army along the north shore to prevent Wolfe from crossing. Not believing that another assault at Beauport would be successful, Wolfe began planning a landing just beyond Pointe-aux-Trembles. This was canceled due to poor weather and on September 10 he informed his commanders that he intended to cross at Anse-au-Foulon. A small cove southwest of the city, the landing beach at Anse-au-Foulon required British troops to come ashore and ascend a slope and small road to reach the Plains of Abraham above. Moving forward on the night of September 12/13, British forces succeeded in landing and reaching the plains above by morning. Plains of Abraham Forming for battle, Wolfes army was confronted by French troops under Montcalm. Advancing to attack in columns, Montcalms lines were quickly shattered by British musket fire and soon began retreating. Early in the battle, Wolfe was struck in the wrist. Bandaging the injury he continued, but was soon hit in the stomach and chest. Issuing his final orders, he died on the field. As the French retreated, Montcalm was mortally wounded and died the next day. Having won a key victory in North America, Wolfes body was returned to Britain where he was interred in the family vault at St. Alfege Church, Greenwich alongside his father. Death of Wolfe by Benjamin West. Photograph Source: Public Domain

Test-Optional Colleges that Dont Require SATs

Test-Optional Colleges that Dont Require SATs If you got low SAT scores or low ACT scores, or if you simply didnt take the exam in time for application deadlines, realize that hundreds of test-optional colleges do not require entrance exams as part of their admissions applications. The list below is just a sampling of the roughly 850 four-year colleges that do not require the SAT or ACT. I have, however, included most of the highly selective schools that dont require scores. To see a complete list, visit the FairTest website. Also be sure to check out my list of 20 Great Colleges for Students with Low SAT Scores. Colleges dont use test scores for many reasons. Some technical schools, music schools and art schools dont see the ACT and SAT as good measures of the types of skills they require. Other schools recognize that the SAT and ACT limit their applicant pools and give an unfair advantage to students from schools or families that can afford test prep courses. You will also find on the FairTest list that many schools with strong religious affiliations do not require standardized tests. Admissions policies change frequently, so check with each school for the latest testing guidelines. Also, realize that some of the schools below are test-optional only for students who meet certain GPA or class rank requirements. Schools that dont require the ACT or SAT for some or all applicants American UniversityArizona State University at TempeArkansas State UniversityAustin Peay State UniversityBard CollegeBates CollegeBennington CollegeBowdoin CollegeCalifornia State University at Bakersfield, Chico, Dominguez Hills, East Bay, Fresno, Fullerton, Long Beach, Los Angeles, Monterey Bay, Northridge, Sacramento, San Bernardino, San Marcos, and StanislausBrandeis UniversityBryn Mawr CollegeClark UniversityCollege of the AtlanticCollege of the Holy CrossConnecticut CollegeDenison UniversityDePaul UniversityDickinson CollegeDrew UniversityEast Tennessee State UniversityEastern Kentucky UniversityFairfield UniversityFranklin and Marshall CollegeFurman UniversityGeorge Mason UniversityGettysburg CollegeGoddard CollegeGoucher CollegeGuilford CollegeGustavus Adolphus CollegeHampshire CollegeHobart and William Smith CollegesHofstra UniversityIllinois CollegeIndiana State UniversityIthaca CollegeJuniata CollegeKansas State University (scores required for out-of-state applicants)Kings College Knox CollegeLake Forest CollegeLawrence UniversityLewis Clark CollegeLoyola College in MarylandMarist CollegeMiddle Tennessee State UniversityMiddlebury College (SAT2 required if SAT1 is not used)Minnesota State UniversityMount Holyoke CollegeMuhlenberg CollegeNazareth CollegeNew School (scores required for some programs)Northern Arizona UniversityOhio State University at ATI Wooster, Mansfield, Marion, Newark (scores required for out-of-state applicants)Oklahoma State University, StillwaterOld Dominion UniversityPitzer CollegePresbyterian CollegeProvidence CollegeRobert Morris UniversityRoger Williams UniversityRollins CollegeSt. Johns College (Annapolis and Sante Fe)Sarah Lawrence CollegeSewanee: The University of the SouthSmith CollegeSouth Dakota State UniversityState University of New York at PotsdamStetson UniversityStonehill CollegeSusquehanna UniversityTemple UniversityUnion CollegeUniversity of Alaska at Anchorage, Fairbanks and SoutheastUniversity of ArizonaUniversity of A rkansas at Fortsmith, Little Rock, Monticello and Pine Bluff University of Idaho at MoscowUniversity of Kansas at LawrenceUniversity of Maine at Augusta, Farmington, Ft. Kent and Presque IsleUniversity of Minnesota at Crookston, Duluth and MorrisUniversity of MississippiUniversity of Montana at Missoula and WesternUniversity of Nebraska at Kearney and LincolnUniversity of Nevada at Las Vegas and RenoUniversity of Texas at Arlington, Brownsville, Dallas, El Paso, Pan American, San Antonio and TylerUrsinus CollegeWake Forest UniversityWashington CollegeWashington and Jefferson CollegeWesleyan UniversityWestern Kentucky UniversityWheaton College (MA)Wittenberg UniversityWhitworth UniversityWorcester Polytechnic Institute (WPI) When applying to schools, be sure to read their policies carefully. Some state schools on the list do require scores from out-of-state applicants. Other schools dont require scores for admissions, but they do use the scores for awarding academic scholarships.

Homework Problem Assignment Example | Topics and Well Written Essays - 1000 words

Homework Problem - Assignment Example Question 3: The University of Iowa is experimenting with a blend of soil amendments to be used in an analysis of variance study of the response of tomatoes to various amounts of sunlight.   To perform this study, all other elements must be controlled so that the only variable is the sunlight.   The minimum requirements for calcium, phosphorous, and potassium are 125 pounds, 150 pounds, and 120 pounds respectively.   The soil amendment mixture from Prairie Gold consist of 25% calcium, 25% phosphorous, 14% potassium, and 36% other ingredients.   It costs $0.60 per ounce.   The mixture from Grinell Grow is 20% calcium, 25% phosphorous, 25% potassium, and 30% other ingredients.   It sells for $0.80 per ounce Formulate a linear programming model that will allow the University of Iowa to conduct this experiment using a minimum cost blend of the two soil amendment mixtures. State clearly the Objective Function and the Constraints (if any) Question 5: Given these parameters:   ÃŽ » = 25 per hour, ÃŽ ¼ = 30 per hour, and Wq  = .3 hours, calculate the average number of customers in the system, average number of customers in the queue, and the average time a customer spends in the system using Littles Formulas. Question 6: An investor studied the percentage rates of return of three different gold funds. Random samples of percentage rates of return for four periods were taken from each fund. The results appear in the table

The eye scanned the whole area of California Essay

The eye scanned the whole area of California - Essay Example Taking a closer look, the observer began to notice something. It was odd yet very real. Both places if examined at a certain perspective become uncannily similar. To start with, both have labels thrown at them. The enclave for the upper class people is called gated community while the ordinary is called non-gated community. At the start both communities were already type-casted into something that may or may not be true. There is already a sense of expectation for both communities to perform or behave in a certain way. And the outcomes are weighed using only pure presumptions. The first thing that the observer noticed was that residents in both places seldom interacted with each other. Two neighbors in the gated community went out to pick up the newspapers and did not bother to say good morning or hello. Compare that to two neighbors this time in a non-gated community who also came out to do their assigned task of picking up the morning paper, and guess what happened Although the distance between the two houses in this lower middle class neighborhood are much closer to each other, both men were too absorbed in what they are doing that they di d not bother to look up. Everybody is doing their own thing; it does not matter if the guys are wearing Rolexes or cheap Japanese watches, the interaction between humans are at a very intensity. Few words are spoken, people are quiet, except for the Moms who from a distance are the ones whose mouths are always in use. Looking down on the physical surroundings, the observer noticed that in both locations dirt are piling up in the usual places. The rooftops for those much older houses begin to accumulate rotting leaves and the dust coming from the nearby dessert had also been collected in the gutters. The cat in the front lawn of the upper-class neighborhood is as bored as his whiskered cousin down the road five miles away. Also, the harried mom in the rich enclaves looks as distraught as the mother in a typical suburb who could not make her child eat breakfast while frantically trying to prepare her for school. For time is ticking in both places and it moves at the same speed. The rich and poor all have the same twenty four hours, everyone now is gearing up for the morning rush and nobody can make time stand still. In the afternoon both communities seemed no man's land as many of the folks had already left for work. The observer recorded that the toddlers left behind by their parents are being take n cared of by people not related to them judging by their facial features and other characteristics. It (observer) would later take note that money is given to them at the end of the day when Mom and Dad comes back from the office. And finally with regards to the baby sitter - which both working parents from both communities badly needed - when these hired help enter each respective house, immediately they went for the remote and watch TV. This phenomenon is again the same in both communities. As dusk begins to fall, the same golden sun can be seen dipping closer to the western side of both communities. And of course the moon is in its usual place and the stars too, the night sky can be enjoyed irregardless of the address. The moths are having a good time in both communities and they were attracted to the burning lamp-posts and did not care if the one is more expensive than the other. At night

High Cholesterol :: Health, Dementia, Alzheimers Disease

Evidence is increasing concerning an association among vascular risk factors in midlife with an increased risk of both Alzheimer’s disease and vascular dementia decades later (citation). Diverse studies have found total cholesterol measured in midlife to be a significant predictor of subsequent dementia (Whitmer et al., 2005), mild cognitive impairment (Kalmijn et al., 2000) or cognitive decline (Kivipelto et al., 2001). Total cholesterol on midlife was also associated with Alzheimer’s disease (AD) in some studies (Kivipelto et al., 2001) and especially with concomitant hypertension (Beeri et al., 2009). Meanwhile, the exact mechanism of high blood cholesterol in dementia is not known, because cholesterol is not able to pass the blood-brain barrier (BBB) (Bojanic et al., 2010). Beyond that, observational studies have yielded mix results for lipids levels and cerebrovascular disease risk (Bowman et al., 2003). Of interest, lipid abnormalities have been also implicated in the pathogenesis of ischemic cerebrovascular disease (Demchuk et al., 1999; Goldstein, 2007). Stroke contributes to the development of cognitive disorders in nearly 20% of elderly patients (citation). Stroke related features such as multiple strokes, white matter lesions, left hemisphere infarct location, atrophy, and volume of infarcted tissue are associated with an increased risk of post-stroke dementia (Rasquin et al., 2004). Nevertheless, even though a decrease in cholesterol concentrations with statins can reduce the incidence of stroke in high-risk populations and in patients with a stroke or transient ischemic attack (Amarenco et al., 2006), serum cholesterol traditionally has been considered a poor predictor of total stroke risk (Ansell, 2000) and epidemiological evidence has failed to demonstrated a clear relationship between the risk of stroke and serum cholesterol levels (citation). Mild cognitive impairment (MCI) refers to the transitional state between the cognitive changes of normal aging and very early dementia (Petersen and Negash, 2008). MCI is defined as memory deficits with preservation of other cognitive and functional brain activities (Nestor et al., 2004). However, whether the MCI results from neuronal loss within circuit-specific pathways involved in learning and memory (Verkhratsky et al., 2004) and/or from cerebrovascular deregulation within these pathways (Iodecola et al., 2004) remain debatable. The aim of the current study was to determine whether a cognitive impairment associated with elevated plasma cholesterol levels over aging is related with structural pathology or white matter disease (vascular lesions?

Managing the Virus Hunters Essay

A-1: * Vincent use technical, human, conceptual skills to maintain an environment that encourages innovation and professionalism among the virus hunter by recognizing his employees that can help the new product development of the company. * He know how to communicate, motivate and inspire his team * He understands the relationship of the companies’ subunits and visualizes how his thing fits into its broader. A-2 A. Vincent play the management role as he had weekly security briefing conference calls with co-workers around the world because as a manager he must had a lot of information that he must give or share to his co-workers and He must have always a new ideas regarding to virus that they had encounter so that his co-worker may also learn from him. B. Through this situation Vincent play decisional role because he assess the feasibility of adding network security consulting. C. in this case he is engaging and connecting to his employees by reminding them to kept focused n the company’s commitment to the customer and this king of activities done by Vincent can be classified as interpersonal roles because he interact and engaged with his employees. A-3 Symantec is a global leader in providing security, storage and systems management solutions to help our customers – from consumers and small businesses to the largest global organizations – secure and manage their information against more risks at more points, more completely and efficiently than any other company. Our company’s unique focus is to eliminate risks to information, technology and processes independent of the device, platform, interaction or location. * Positioned for Growth * Protect completely * Manage easily * Control automatically A-4 The managers learn the following from Vincent Weafer and Symantic approach: * Every step in the company’s growth we have expanded both our technological expertise and our understanding of customer needs. * Ability to successfully integrate internally developed with technologies we acquire has kept the companies at the front of its industry and enabled them to provide best-of-breed solutions for millions of corporate and individual customers.

The Subtipes of ADHD Free Essay Example, 2000 words

Of all the subtypes of ADHD, the most common is the combined, followed by the predominantly hyperactive-impulsive. The predominantly inattentive subtype is the least common of them and is more common in girls than in boys, compared with other medical conditions that are found more in boys than in girls. That is because the symptoms of inattention are more subtle, less detected and cause the diagnosis of ADHD in children/adolescents to take longer to complete or, in many cases, they even go unnoticed. People with a disorder of attention deficit hyperactivity disorder (ADHD) have difficulty concentrating, and being attentive to the completion of complex tasks in the least. They often have trouble staying up, waiting their turn and often act impulsively. Although these behaviors can be found in all human beings, they are present in abnormally pronounced and prolonged in those with ADHD. They are also present in all the circumstances of life (not just at school or just at home, for exam ple). ADHD in adolescents and adults ADHD is more frequently observed than in children than in adults. We will write a custom essay sample on The Subtipes of ADHD or any topic specifically for you Only $17.96 $11.86/pageorder now An estimated 4% of adults suffer from an attention deficit hyperactivity disorder, and in other, ADHD is sometimes not diagnosed until adulthood. Three symptoms primarily characterize the presence of ADHD: inattention, hyperactivity, and impulsivity. They may be present in varying degrees. In the vast majority of sufferers, ADHD has a neurological origin which may depend on heredity and environmental factors. Experts are adamant about this that ADHD is not caused by unmet emotional needs or psychosocial problems, although it can be exacerbated by these factors. ADHD is usually diagnosed around the age of seven (Davis-Berman, Pestello, 2010). However, children with ADHD have challenging behaviors before they return to school, often at the age of 2 years. There is no link between ADHD and intelligence of the child. Academic difficulties suffered by most children with ADHD are often associated with behavioral disorders or attention deficit disorder, bu t not to the lack of intelligence.