3rd Grade Science Fair Projects

3rd Grade Science Fair Projects The 3rd grade may be the first time students are introduced to science fair projects. Children ask questions from a young age, but this is a great time to begin to apply the scientific method. Introduction to 3rd Grade Science Fair Projects 3rd grade is a great time to answer what happens if... or which is better...  questions. In general, elementary school students are exploring the world around them and learning how things work. The key to a great science fair  project at the 3rd-grade level is finding a topic that the student finds interesting. Usually, a teacher or parent is needed  to help plan the project and offer guidance with a report or poster. Some students may want to make models or perform demonstrations that illustrate scientific concepts. 3rd Grade Science Fair Project Ideas Here are some project ideas appropriate for 3rd grade: Do cut flowers last longer if you put them in warm water or in cold water? You can test how effectively flowers are drinking water by adding food coloring. Youll get the best results with white cut flowers, such as carnations. Do flowers drink warm water faster, slower, or at the same rate as cold water?Does the color of your clothing affect how hot or cold you feel when youre outside in the sunlight? Explain your results. This project is easiest if you compare solid colors, such as black and white t-shirts.Do all students in the class have the same size hands and feet as each other? Trace outlines of hands and feet and compare them. Do taller students have larger hands/feet or does height not seem to matter?How much does the temperature have to change for you to feel a difference? Does it matter whether its air or water? You can try this with your hand, a glass, a thermometer, and tap water of different temperatures.Are waterproof mascaras really waterproof? Put some mascara on a sh eet of paper and rinse it with water. What happens? Do 8-hour lipsticks really keep their color that long? Do clothes take the same length of time to dry if you add a dryer sheet or fabric softener to the load?Which melts faster: ice cream or ice milk? Can you figure out why this might happen? You can compare other frozen treats, such as frozen yogurt and sorbet.Do frozen candles burn at the same rate as candles that were stored at room temperature? Ideally, compare candles that are identical in every way except their starting temperature.Research what dryer sheets do. Can people tell the difference between a load of laundry that used dryer sheets and one that didnt use them? If one type of laundry was preferred over the other, what was the reason? Ideas might be scent, softness, and the amount of static.Do all types of bread grow the same types of mold? A related project would compare types of mold that grow on cheese or other food. Keep in mind mold grows quickly on bread, but might grow more slowly on other food. Use a magnifying glass to make it easier to tell the types of mold apart. Do raw eggs and hard-boiled eggs spin the same length of time/number of times? What type of liquid will rust a nail the quickest? You could try water, orange juice, milk, vinegar, peroxide, and other common household liquids.Does light affect how fast foods spoil?Can you tell from todays clouds what tomorrows weather will be? Tips for Success Choose a project that wont take too much time to complete. Performing an experiment or making a model often takes longer than one expects, and its better to have extra time than to run out at the last minute.Expect a 3rd-grade project to require adult supervision or help. This doesnt mean an adult should do the project for a child, but an older sibling, parent, guardian, or teacher can help guide the project, offer suggestions, and be supportive.Select an idea that uses materials you can actually find. Some project ideas might look great on paper, but be difficult to perform if the supplies are unavailable.

Compounds Based on Port

Compounds Based on Port Compounds Based on Port Compounds Based on Port By Mark Nichol This post lists and defines compound words in which the second element is the word port, derived from the Latin word portare, meaning â€Å"carry.† Airport, carport, heliport, and seaport refer to locations where the vehicles and vessels implied by the respective prefixes embark and return (and remain between uses). To apport (literally, â€Å"carry to†) is to move or produce something through supernatural means, and an apport is something so moved. To comport (â€Å"carry with†) is to agree or to behave. (As with most but not all words featuring a prefix attached to port, the noun is formed by appending -ation.) Deport (â€Å"carry away†) usually refers to expelling a person to his or her home country. Disport has the same literal meaning but generally refers to amusement or diversion. Sport is a truncation of disport that usually refers to athletic activities (originally engaged in for amusement as a respite from one’s routine). Sport can mean â€Å"engage in sport,† but as a verb it more often takes the place of wear in an emphatic sense (as in â€Å"He sported a new tie†), though it is also a synonym for jest or ridicule. As a noun, sport refers to an athletic activity, and the plural form denotes several or all such activities collectively. Sport has also been used as a friendly term for directly addressing a boy (as in the greeting â€Å"Hey, sport!†). The adjectives sporting, sportive, and sporty have distinct connotations: Sporting means â€Å"suitable for sport,† usually in the context of hunting dogs, or may refer to gambling or to risk; in a scientific context, it means â€Å"tending to mutate freely.† (The adverbial form is sportingly.) Sportive refers to sporting events, usually those conducted on a field, but it may also have a connotation of â€Å"playful† or â€Å"wanton.† (The noun form is sportiveness, and sportively is the adverbial form.) Sporty pertains to sports or people or things associated with them (or to sports cars, so named because their design and performance are inspired by race cars). Sportiness is the noun associated with this term, and the adverbial form is sportily. Export (â€Å"carry out†) and import (â€Å"carry in†) refer, as verbs, nouns, and adjectives, to goods brought into or send out from a country for sale elsewhere; in the context of computers, the terms denote movement of a file from one program to another. Passport, the word for a document that authorizes travel to one country from another, derived from the notion of being able to pass, or gain entry to, a port when traveling by ship. By extension, it also pertains to permission to go somewhere or something that enables someone to achieve acceptance or entrance. To purport (â€Å"thoroughly carry†) is to claim, or to have the appearance of something, whether valid or not; the word can also be a synonym of intend or purpose. As a noun, purport refers to the gist or substance of something or to an implicit or explicit meaning. Rapport (â€Å"carry back†) is a deep, understanding relationship between two people. Borrowed from French, in English it originally had the same meaning as report (â€Å"carry back†), which means â€Å"make a recorded, spoken, or written statement or summary† or â€Å"present an account or announcement†; a report is such a message. A reporter is a journalist who covers news (the act of reporting is also called reportage), and a court reporter records proceedings in hearings and trials. To report for duty is to show up at a designated place and time to carry out a responsibility, usually in the context of military service. To support (â€Å"carry under†) is to help with emotional, financial, physical, or verbal assistance, to advocate or corroborate, or to hold up a structure. Support is also a noun describing such assistance (supportance and supportation are two obsolete variations), and a supporter is a person or thing that provides it. Transport (â€Å"carry across†) means â€Å"convey from one place to another,† though it also has the aesthetic connotation of feeling rapturous emotion, and historically it refers to sending someone to an overseas penal colony as punishment. Someone who transports is a transporter. (The term has also been used in the Star Trek franchise to refer to a device that dematerializes and rematerializes matter to move it from one place to another.) Transport is also a noun pertaining to a vehicle or vessel that carries people and/or things, a rush of pleasurable emotion, or a convict sent to a penal colony. The act of moving people or things, or a mode of doing so, is transport or transportation, and the quality of being able to be moved is transportability; something that can be moved is transportable. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:The Yiddish Handbook: 40 Words You Should KnowHow Long Should a Paragraph Be?Affect vs. Effect

Human Service Program and profession Unit 2 Project Research Paper

Human Service Program and profession Unit 2 Project - Research Paper Example The requirements of a senior consultant job are: four years of relevant consulting or a public sector state government consulting experience. The importance of experience is to ensure that each client gets professional strategic advice on the best possible way to conquer their tests and meet their target as the consultant fully understands the client’s needs. The senior consultant will be required to have two years exposure to leading teams. This ensures that the consultant is familiar with this field of work. The consultant should be willing to travel at almost any time. This ensures availability and flexibility of the consultant to the client’s needs. Consultant will also be needed to have 2 years experience in business mapping, design and process analysis. This is because each client has their own unique demands and therefore the consultant should be creative enough to suit the client’s needs. The last requirement will be 2 years of performing conceptual and t echnical designs. Familiarity of the senior consultant to these designs will enable clients to get professional help. My other job is titled Integrated Eligibility (Health and Human Services) Manager. This job entails the manager leading and delivering the clients engagements which identify, design, and apply creative technology and business solutions for bigger companies. The requirements of being a manager are: at least 6 years industry and consulting experience. This is to ensure that the managers posses proper problem solving skills and have the capacity to make mature judgments. Good written and oral communication skills and presentation skills are also needed. This is because they will be required to participate in information activities and research proposal activities. A Bachelor’s Degree in public policy will be needed. This is to ensure there is the application of quality standards in project delivery artifacts. Managers

To create a binding agreement the acceptance must occur, and that Research Paper

To create a binding agreement the acceptance must occur, and that 'acceptance' must be final and absolutely unconditional - Research Paper Example A contract legally binds the signees of the contract to the terms spelt out in the contract. A breach of the terms spelt out in the contract makes an individual who is party to the contract to be liable to prosecution by law. Acceptance is an element of contracts that should be featured in a contract for it to be legally binding. This paper aims at highlighting acceptance under Australian contractual law and how it impacts on businesses and the judicial system in the country. Contractual acceptance is characterized by a party in the contract agreeing to the terms and conditions of the offer that is proposed by the other party. A contract is not formalized until the party being proposed to, accepts the offer at hand. The contract can then be termed as legally binding after the offer has been accepted. A contract can also not be formalized until all the negotiations regarding the terms and conditions of the contract have been finalized. Acceptance can be defined as an unqualified assen t to all terms of the offer for example, when a buyer makes an offer to the seller of which the seller accepts the offer from the buyer (SINGH & KAUR, 2011:120). Acceptance in contract formation includes the arrival at a consensus between the parties involved on the terms and conditions defining the contract. For acceptance to be realized, an offer by one of the parties involved in the contract should be proposed. This creates the opportunity to for the other member analyse the offer and present their judgment by accepting the offer or agreeing in an unqualified way. This means that offeree assents the offer but on condition that some of his terms are also accepted by the offeror (SINGH & KAUR, 2011:185). An offer must be distinguished from an invitation to deal because it involves testing for intent from the party making the statement. It depends on whether the response would result to an agreement or simply translate to further negotiations. An example of this scenario is a court case between the Great Britain Pharmaceutical Society v Boots in which the English court of appeal provided emphasis on the commercial influence and classification of the conduct as an offer (SINGH & KAUR, 2011:190). A contract is formed when an offer by one individual is accepted by the other party involved in the negotiations. An offer can be made to one person, a class of persons or to the whole world as long as the specifics of the terms and conditions of the offer are clearly defined for all parties involved. An offer is part and parcel of acceptance because it determines the realisation of acceptance depending on the terms of the offer. Thus, an offer is a definite promise to be bound to, provided the terms of the offer are accepted. This means that acceptance is realised when the precise terms of the offer have been accepted. If the precise terms of an offer are not accepted, then it means that the offer is still under negotiations, and it cannot be said that the acceptance s tage has been reached and finalised. Negotiations indicate that the basic elements of which acceptance is part of, have not been met, and therefore negotiations are ongoing. An offer can be withdrawn before it is accepted, but it requires the offer or to inform the other party about the withdrawal of the offer. This makes it possible to avoid a binding contract because the

Country brand Essay Example | Topics and Well Written Essays - 2000 words

Country brand - Essay Example The elements explored in the paper are Tourism, Investment/Immigration, Culture and Export (Shimp, 2008). The other two elements of the hexagon are touched on briefly, that is the People and Governance. This is because the paper is fashioned to focus on matters of Nation Branding that are relevant to the creation of value for American corporate entities on the global level. Elements of Nation Branding In order to analyze the strategy of branding America, there is the need to explore the main elements of nation branding strategy. Olin defines a 7 step model that must be followed to draw a nation branding strategy (Molianen & Rainisto, 2009): 1. Define Preliminary Vision 2. Establish a Working Group 3. Internal & External Research 4. Formulation of Strategic Plan 5. Visualisation 6. Implementation of the Plans 7. Testing Implementation & assessment Preliminary Vision The preliminary vision of America's branding technique is to extend its influence over different country through a blend of diplomatic, governmental as well as industrial campaigns (Snow, 2009). This means that the branding of America is handled by the diplomatic corps which has a strong history of promoting America as a brand all over the world. There has also been different governmental projects and units set up over the past years that has been responsible for promoting America as a brand around the world. ... These questions are as follows: â€Å"Where are we now? How did we get here? Where do we want to be? How do we get there?† The United States is the most powerful and most popular country in the world today (Wolfe, 2007). It attained its status as a global super-power during and after the Second World War, which saw the influence of America spread throughout Europe and the rest of the world (Houghton, 2009). Since the 1950s, America led the West in gaining influence around the world against the Soviet led East (Wolfe, 2007). Due to this struggle, the United States created a very strong network to establish its presence in nations around the globe through various export techniques. This has boosted America's image around the world. Everyone around the world, from Latin America, Africa, Europe, Asia and the Middle East identifies with American movies, clothing, food, books, cars and brands. And this has been the case over the past 20 years after the collapse of the Soviet Union ( Houghton, 2009). However, in the era of globalisation, there are competitors that are coming up namely BRICS (Brazil, Russia, India, China & South Africa) as well as old powers like Europe and Japan. There is the need to re-brand and present America in a different light. Currently, the vision of branding America is one that seeks to take advantage of the country's status as a super power, the country's past image and global influence as well as America's competitive strength against the emerging powers. Thus, the vision of the 21st Century for the branding of USA is as follows: 1. Re-branding the superpower and presenting it to the world in a different light. 2. Re-igniting the American flame 3. Putting American ingenuity to the doorsteps of the world 4.

Influence of Celebrity Advertisements

Influence of Celebrity Advertisements India is one of the youngest countries in the world with 60% of its population less than 24 years of age. Maximum youngsters are using TV as a source of information. The study reflects that Young generation is highly influenced and convinced by celebrity advertisements. They feel celebrity advertisements increase credibility of TV advertisements. Physical appearance and personality of celebrity are also important factors to make TV advertisements more effective and convincing. The buying behavior of young generation is influenced by celebrities knowledge and experience. They prefer female celebrities for TV advertisements. According to them celebrity should be young/adult with appealing figure and celebritys Status, class, and lifestyle should match with the product which they are going to endorse. This study reflects few interesting result that Indian youth and adult majority do not give any importance to the caste, regional and religious background of celebrity for TV advertisement s. * Professor and Head, Accurate Institute of Management and Technology,Greater Noida, Gautam Buddha Nagar, (Uttar Pradesh India) ** Scientist, Center for Science Communication, Devi Ahilya Vishwavidyalaya, Indore (Madhya Pradesh, India) *** Professor and Head, School of Social Science, Devi Ahilya Vishwavidyalaya,, Indore (Madhya Pradesh, India) Introduction In Indian family life cycle, young members of family play a vital role in buying behavior. The term young refers to persons who are no longer children and not yet adults. India is one of the youngest countries in the world with 60% of its population less then 24 years of age and is charted as the most prospective destination for retail investment in the A. T. Kearneys Global Retail Opportunity Report, 2007. The Indian young segment roughly estimates close to 250million (between the ages of fifteen and twenty-five) and can be broadly divided (socio-psychologically) into three categories: the Bharatiyas, the Indians the Inglodians (copyright Kaustav SG 2008). The Bharatiyas estimating 67% of the young population live in the rural areas with least influence of globalization and have high traditional values. They are least economically privileged, most family oriented Bollywood influenced generation. The Indians constitute 31.5% and have moderate global influence. They are well aware of the global trends but rooted to Indian family values, customs and ethos. The Inglodians are basically the creamy layers and marginal (1.5% or roughly three million) in number though they are strongly growing (70% growth rate). Inglodians are affluent and consume most of the trendy luxury items. They are internet savvy the believers of global-village (a place where there is no difference between east west, developing developed countries etc.), highly influenced by western music, food, fashion culture yet Indian at heart. According to The Financial Express Special, Tuesday, February 9, 2010 New Delhi young (age 13 to 35 years) population in India is 459 million in which literate young population is 333 million. More specifically age group (13 to 19) population is 36.7 million, age group (20 to 24) population is 22.1 million and age group (25 to 35) population is 44.3 million. Out of 333 million young populations, male young population is 186.5 and female young population is 146.2 million. However Television is most popular source of information with 78 % (91% urban, 70% rural) young viewer-ship. Newspaper comes second with 53 % (65.3 % urban, 45.9 % rural) readership, though it scores over television when it comes to being the primary source for news current affairs. Data also shows that maximum youngsers are using TV as a source of information. The importance of advertising has been widely accepted all over the world and has profound recognition in the global market. In India the role of advertising is getting more stress day by day and every businessman wants to invest willingly in advertising. The advertising business in India grew from Rs10 crores in 1955 to Rs 8000 crores in 2000* and in Nov 2005 it is estimated Rs.19900 crores and it is expected that it will reach Rs 55,800 crores by 2010 as estimated by Dainik Bhaskara. The fast growth of advertising industry in India is because of the phenomenonal development of such media as television, radio, and computer and in addition to the large number of new products introduced due to rapid industrialization new economic policy and economic development of the country. Billions of dollars are spent on celebrity endorsements, which show its importance for the advertising industry. A recent estimate notes that one quarter of all commercials screened in the USA include celebrities. In UK one in five (20%) marketing communication campaign features celebrities. (Journal of Advertising Research) In India, 20% of advertisements is endorsement by celebrities. Dainik Bhaskar estimates the total expenditure on advertising as Rs 19900 crores (Nov 2005) while on celebrity endorsement Rs 950 crores. Theory and practice prove that use of super star in advertising generates a lot of publicity and attention for public.( Ohanion 1991 ) At present the business companies prefer the use of celebrities as spokespersons in order to position and promote the sale and popularization of products or brands. The use of celebrities has become a favorable marketing strategy. Celebrities are people who enjoy public recognition by a large share of certain group of people, whereas attributes like attractiveness, extraordinary lifestyle or special status are just examples and specific common characteristics can not be observed. It can be said that within a corresponding special group, celebrities generally differ from their source name, and enjoy a high degree of public awareness. The main reason for using celebrities, as spokespersons is their high potential influence. The celebrities get higher degree of attention recall. They increase awareness of a company advertising, create positive feeling towards brands and areperceived by consumers as more entertaining (Soleman 2002). Using a celebrity in advertising is therefore likely to positively affect consumers brand attitude and purchase intention. It is estimated that approximately 20 percent of all advertisements use celebrity spokespersons payment to celebrities account for around 10 percent of all advertising dollars spent. Literature Review Researchers in the fields of marketing, communications and social psychology have tried to identify factors related to the endorser that are central to understanding and improving their effectiveness. The theoretical basis for assuming that an advertisements effectiveness increases relative to the trustworthiness, expertise, and attractiveness of the communicator stems from two research streams: source credibility (comprising of source trustworthiness and source expertise) and source attractiveness (also referred to collectively as the source models). From their study in 1953 Hovland et al. established the source credibility model and defined expertise as the extent to which a communicator is perceived to be a source of valid assertions and trustworthiness as the degree of confidence in the communicators intent to communicate the assertions he considers most valid. Source Attractiveness does not refer to physical attractiveness per se it is related to three more general concepts: similarity, familiarity, and liking. The model holds that the effectiveness of a message depends on the sources familiarity, likeability, similarity, and attractiveness to the respondent. Familiarity is considered knowledge of the source through exposure, whereas likeability is affection for the source as a result of the sources physical appearance and behavior; and similarity is the supposed resemblance between the source and the receiver of the message (McGuire, 1985). According to the source models, endorsers are effective when they are seen by consumers as trustworthy (Friedman Friedman, 1976; G. Miller Basehart, 1969), experts (Crano, 1970; Crisi Kassinove, 1973; Woodside Davenport, 1974), and attractive (Joseph, 1982; McGuire, 1985). Although there are a number of moderating influences (e.g. fit with product and audience; low vs. high purchase decision; prio r attitudes), in general, the more trustworthiness, expertise, and attractiveness the endorser has, the more effective they are at changing consumer attitude and opinion. (Brinol, Petty, Tormala, 2004; Gotlieb Sarel, 1991; Grewal, Gotlieb, Marmorstein, 1994; Harmon Coney, 1982; Hovland, Irving, Kelly, 1953; Hovland Weiss, 1951; Sternthal, Dholakia, Leavitt, 1978) Empirical evidence in support of source credibility is abundant. Source credibility is credited with improved consumer confidence (Brinol et al., 2004), reversing negative predispositions (Sternthal et al., 1978), increasing product purchase intentions (Harmon Coney, 1982), and altering consumers reactions to advertisements and brands (Goldsmith, Lafferty, Newell, 2000). Additionally, research has shown that highly credible sources induce more behavioral compliance than do less credible sources (Ohanian, 1990, p. 42); OBJECTIVES OF STUDY To analyze the influence of celebrity TV advertisements on young generation. To find out impact of buying behavior factors on young population HYPOTHESIS 1. H01: Young generation is not influenced by celebrity TV advertisements 2. H02: There is no impact of buying behavior factors on young generation 5. RESEARCH METHODOLOGY Survey was conducted in district Gautam Budh Nagar. The 300 sample size was selected in such a way that both the young and adult were represented proportionately. In most of the situations many respondents had refused and some respondents had not cooperated to fill the questionnaires. Hence 450 respondents were selected by non-probability convenience sampling method to fill thequestionnaire. Only 300 respondents have given appropriate and complete information on sent questionnaire. Rests of the questionnaires were dropped because of incomplete information. A five-point interval Likert scale from strongly agree (5) to strongly not agree (1) was used to measure the response to each statement (items). Z Test used to test mean difference between two samples Z Test: SE= Standard Error = Standard Deviation (Adult) Standard Deviation (YOUNG) = Mean of Adult = Mean of YOUNG = Number of Observations (Adult) = Number of Observations (YOUNG) Z= Z Test DATA ANALYSIS Data analysis shows that out of 300 respondents, there were 166 (55.33 %) young respondents and 134 (44.67 %) were adult respondents in this study age group of 12 year to 21 years considered as Young respondents and Age group of 22 year to 45 years considered as Adult respondents. (Table-1) More specifically data analysis shows that in male respondents, young were118 (39.33%) and adult were 80 (26.67%). Similarly in female respondents, young were 48 (16 %) and adult 54 (18 %) (Table-1.1) INFLUENCE OF CELEBRITIES ON RESPONDENTS (CONSUMERS) THROUGH T.V. ADVERTISEMENTS 6.1. INFLUENCE To measure the influence of celebrity through T.V. advertisements on respondents, eight questions were asked from respondents. (Figure-1) According to Table No.2 results shows that both young and adult respondents have similar opinion. They were in favor of the fact that Celebrity advertisements are more effective; create more attention and trust than non celebrity advertisements. However young generation feels that celebrities have more expertise than non-celebrities for T.V. advertising. They feel more convinced by celebrity advertisements. According to them, use of celebrities increases advertisements credibility. Physical appearance and personality of celebrity are also important factors to makes T.V. advertising more effective and convincing. 6.2. ANALYSIS OF FACTORS, WHICH INFLUENCE THE BUYING BEHAVIOUR OF YOUNG GENERATION Twenty-four specific attributes of celebrities (factors) have been analyzed under the major four factors expertise, trustworthiness, physical appearance and personality (Figure-2) 6.2.1. EXPERTISE Seven statements were asked to respondents to analyze specific expertise attributes of celebrities, which may influence the buying behavior of respondents Table No. 3 shows that buying behavior of young generation influenced, if celebrities are experienced and users of product. However, adult respondents feel that celebrities should have knowledge of the products which they are going to endorse by TV advertisements. According to both type of respondents (adult and young) celebrities should be educated and skilled, qualified and Justified for that product which they are going to promote. Result also reflects that technical knowledge about product/brand to celebrity is not required to convince purchase. 6.2.2. TRUSTWORTHINESS Specific attributes of trustworthiness of celebrities have been analyzed on the basis of five statements According to table no.3.1 Young and adult both respondents purchase their products on the trust, honesty, truthfulness and dependability of celebrities. However adult respondents feel celebrities should be sincere and Reliable also to influence their buying behavior. 6.2.3. PHYSICAL ATTRACTIVENESS To analyze specific attributes of physical attractiveness of celebrites five questions were asked from respondents to measure the infuluence on buying behaviour of respondents Table 3.2 results shows that young generation feels that celebrities should be young/adult and they should have appealing figure (sexy and beautiful) they prefer female celebrities for TV advertisement. However, both (young and adult) respondents feel that celebrities should be smart (body constitution) to convince to purchaser. They also believe that Voice and gesture of celebrity is also important factors that affect on their purchase decisions. 6.2.4. PERSONALITY To measure the impact of specific personality attributes of celebrities, seven questions were asked from respondents that may influence their buying behavior. According to findings of Table 3.3 young generation feels that Status, class, and lifestyle of celebrity should match with product/brand and advertisement for effective and convincing advertisement. However adults believe that social cultural background of celebrities influences their buying behavior. Both young and adult respondents have similar thinking towards Image, Reputation and popularity (public figure) of celebrity which plays important role to influence buying behavior of respondents. Analysis also reflects few interesting results that Indian young and adult respondents do not believe in the caste, regional and religious background of celebrity CONCLUSION Young generation is highly influenced and convinced by celebrity advertisements According to them, celebrity advertisements increase credibility of TV advertisements. Physical appearance and personality of celebrity are also important factors to make TV advertisements more effective and convincing. The buying behavior of young generation is influenced by celebrities knowledge and experience about such products which they are going to promote by TV advertisements. They prefer female celebrities for TV advertisements, according to them celebrity should be young/adult with appealing figure (sexy and beautiful) and celebritys Status, class, and lifestyle should match the product which they are going to endorse. Young and adult population commonly feels that celebrity advertisement is more effective; creates more attention and trust than non celebrity advertisements. According to them celebrities must be educated, qualified justified with that product to which they are endorsing through TV advertisements. They dont feel that technical knowledge is required to celebrities to endorse the products. They feel motivated to purchase their products by the trust, honesty, truthfulness and dependability of celebrity. They believe that celebrities should be smart (body constitution) to convince purchaser, they also feel that Voice and gesture of celebrity are also important factors to have effect on their purchase decisions. They have similar thinking that Image, Reputation and popularity (public figure) of celebrity plays important role in influencing the buying behavior. However adult generation believes that social and cultural background of celebrity should match product and TV advertisement. They also feel that celebrities should be sincere and Reliable to influence their buying behavior. This study reflects few interesting results that Indian young and adult majority do not give any importance to the caste, regional and religious background of celebrity for TV advertisements.

History of Money Essay

Money is what you use to buy things. The idea of trading things is very old. A long time ago, people did not buy or sell with money. Instead, they traded one thing for another to get what they wanted or needed. One person who owned many cows could trade with another person who owned much wheat. Each would trade a little of what he had with the other, and support the people on his farm. This is known as barter. Other things that were easier to carry around than cows also came to be held as valuable, and were used as trade items, such as jewelry and spices. When people changed from trading in things like cows and wheat to using money instead, they needed things that would last a long time, still be valuable, and could be carried around. The first country in the world to make metal coins was called Lydia, sometime around 650 BC, in the western part of what is now Turkey. The Lydian coins were made of a weighed amount of precious metal and were stamped with a picture of a lion. This idea soon spread to Greece, the rest of the Mediterranean, and the rest of the world. Coins were all made to the same size and shape. In some parts of the world, different things have been used as money, like clam shells or blocks of salt. Besides being easier to carry than cows, using money had many other advantages. Money is easier to divide than many trade goods. If someone own cows, and wants to trade for only â€Å"half a cow’s worth† of wheat, he probably does not want to cut his cow in half. But if he sells his cow for money, and buys wheat with money, he can get exactly the amount he wants. Cows die, and wheat rots. But money lasts longer than most trade goods. If someone sells a cow for money, he can save that money away until he needs it. He can always leave it to his children when he dies. It can last a very long time, and he can use it at any time.

Adult And Child Motivation

Earlier understanding on human motivation was based on early psychological milestones: Freudian Theory of Id, Behaviorist Theory of Watson, Humanistic Theory of Maslow. For example, according to Freud, the basic biological urges, that he called â€Å"id† were instinctive by nature and drove human behavior according to uncontrollable urges, i.e, â€Å"negative† urges that humans needed to learn how to control.Freud speculated further that human â€Å"ego† was there to â€Å"subdue† (i.e. control) those â€Å"negative† urges thus rendering the owner more socially adaptable (Pelham, 1997). Under the same umbrella, there are instinct theories of human motivation, so progressively mentioned in the work of Stacey, DeMartino, Stacey, and DeMartino (1958).In it, these particular authors take the readers back to what was known Evolutionary Theory (a.k.a. Pawlov’s Theory of Evolution), and yet, so masterfully suggest that human motivation can be viewed through these lenses.   In the same arena the readers can place what contemporary psychologists understand under Need Theory of Human Motivation.Referring back to Maslow, they might recall that he developed that particular milestone under guidance of human needs. In particular, he saw the hierarchy of human needs in the form of the pyramid in which the bottom portion occupied the most primary ones.According to Pelham, (1997), Watson and his followers maintained that humans are born with a â€Å"blank state† which, as the human child grows, his mind is filled with the content influenced by the environmental factors. To extrapolate, their perspective suggested that external stimuli are responsible for the human motivation.It is curious to inquire further, would the human produce motivational impulses if completely isolated for an extended period of time? If the human motivation is viewed only from behaviorist perspective, the answer to this question can become logical as fol lows.If deprived from any external stimuli from his/her birth, the human will be completely and absolutely amotivated in every aspect of his or her life. Such supposition was evidenced as wrong through and with research on stimuli deprived children (Pelham, 1997).Pelham (1997) also argued that humanistic psychologists discussed human motivation from the self-actualization point of view. He made a case that every one of us has the internal need to learn to naturally develop self be it conditioned or vicarious learning situations.Maslow and Rogers gave a thrust to a completely new group of psychologists who began considering a combination of cognitive, social-cognitive, and social-behaviorists angles on the human motivation. The names of the motivational theories, as descriptive as they are, imply on important differentiation.Each framework refers to the specific perspective, as in human consciousness being the great part of the motivational impulse, or human consciousness being influ enced by a social structure, or even social structure having a full impact on the human motivation thus his or her behavior.From this perspective, one would find a great point of interest to consider that humanistic and Gestalt theories tend to view the human being as the whole with implied emphasis on the positive state of mind (i.e. mental health versus mental illness) whereas behaviorist and Freudian theories view human behavior from the point of view on the negative state of mind (i.e. mental illness versus mental health). Obviously, to view human motivation through either lenses would shift the educator’s approach.  According to Stacey et al. (1958), especially, there is an interest in note of the fact that Gestalt psychologists argued in favor of free will as the necessary ingredient of human motivation. Cognitivists defended the position of the necessity of good memory and importance of perception in order for the learner to develop a strong motivational impulse. The irs gave birth to the Learning Theory of Human Motivation.With the more insight, cognitivists and humanists alike started considering integration of different theoretical perspectives. For example, Pelham, (1997) wrote in one of his articles that an individual as the wholesome being can be better understood from the point of view of social, cognitive, conative, affective, and biological perspective. The attention here is placed more on emphasis of how mind configure and organize the external and internal experiences.Learning theory suggests that learning is a need and thus must be met. Usually it is most prevalent through and with vicarious mode. A young child is in the constant learning when observing and trying to copy others. Thus, there is a constant motivation of the said child to be with others, to copy from others, to learn from others.Naturally, the name of the Learning Theory implies that such is either practiced or observed in the classroom situation. In the above-mentione d work it was upheld that this particular theory is viewed from the perspective of three components, as in a) cognitive function, b) stimulus-response relationship, and c) human interaction. Certainly, it would be naà ¯ve to attribute such a complex human activity as learning to one and only domain, as in vicarious learning.It is integration and combination of different modes, that is different ways to absorb, relate, and react to the external stimuli. The cognitive theory provides a window into a conjecture that the human has a need to develop cognitively. Thus, these theories might explain why people have such a strong motivation to read, to discuss what they read, to apply what they read.The intrinsic motivation to learn in children differs from that in adult learners. It is propelled by curiosity, fantasy, and flight of imagination. The skilled teachers long noticed that they get the best results in teaching young students when they integrate the element of story telling into t heir instructional input. The young students most often respond with increased interest, desire, and motivation (Pajares, 2001).Adult learners are driven by pragmatism. Their presence in the classrooms are more defined of the present or future need of the information they are receiving. Alderman (1999) looked at motivation as the educator’s tool to develop the learners’ potentials.Obviously, such motivation (any degree of it) must be recognized first and then manipulated to higher levels. The knowledgeable and intuitive educator must be able to tell when the students amotivated and through the personal research to identify the causes for such. The causes of motivation can vary but specific identification of them can mean the whole difference for the students.Alderman   divided various causes of amotivation into the specific frameworks. For example, Effort and Ability Framework groups the causes that are personal by nature. Students with such causes created a construc t of self, being unable to achieve and unable to break the certain level of standard. As the result, their self-efficacy is low and their self-perception is that of a person who cannot achieve. When students are in the classroom situation, they cannot avoid comparing themselves (their personal achievement) to that of others.If the classroom climate was set for competition there are always going to be students who create low effort, low ability self-construct. Understanding this, the effective instructor must change the class climate transforming it into the mutual supportive, no inter-student-competing, and focus-on-personal achievements milieu.Those students who already have a low efficacy construct must be dealt with individually. The instructor’s duty in this case is to pay more attention on the student’s inner construct giving him/her tasks broken down into smaller increments.Such increments become easier to master and when mastered, the personal sense of achieveme nt becomes the only mechanism to change the low-efficacy construct into the high-efficacy construct. The student will feel that his ability improved, and his/her approach to the whole of educational experience will start transforming. With that, the motivation will jump to the new higher levels that, in turn, will manifest with more participation in class.Alderman (1999) separated lack of effort into another content for the framework, but if to look analytically for the causes of the lack of effort one might discover the cause behind it – low motivational drive. When the student experiences high-efficacy construct, the higher motivational drive will transform lack of effort into the strong effort for he or she will start feeling able to achieve.It is worthy to notice the comparison between American and Chinese (or Japanese) students (Alderman, 1999). While American students operate from the inner sense of personal ability, their Asian counterparts view the personal success fr om the perspective of applying more effort. In the former case, the students are difficult to motivate if they have a low-ability construct of themselves.The Asian students know that all they have to do to achieve higher results is to apply more effort. Such difference in perception of self as a student can be as well cultural. The higher-effort perspective is practiced in Japanese/Chinese families from within of their micro-culture with children growing up believing that all they need is more effort.Another obstacle that is mentioned by this researcher is the student disengagement. Certainly and logically, such should be noted more often among the high school students than their post-secondary counterparts. The pragmatism on the post-secondary education levels should act as an effective deterrent to students’ disengagement from their studies.However, this is not always the case. Sometimes, even higher-level university students loose their pragmatic goals and become trapped b y non-educative elements of campus life. In such a case, it is the job of their instructors to identify the outside interests and redirect their attention to the initial goal of them being in a class.Covington (2000) focused his readers’ attention on the motivating properties of set academic and pragmatic goals. He pointed out that motivation is rather a criterion for academic success and thus has to be in the center of any education establishment.From this perspective, this researcher viewed the dynamics behind identifying and working with the students’ motivation as three causal effects: 1) students’ personal perception as far as their own attitudes toward their own social and academic goals, 2) how strong these goals motivate them toward their academic success, 3) what is available (set up by the instructor) as the reward structure to influence the students’ personal achievement.These three criteria can be viewed as the circle-oriented continuum in whi ch the reward structure promotes students’ personal perception on his or her academic success.Examining carefully this continuum, the instructor can notice what specific types of the external reward system are more influential in its affect of the personal student perception. Basically, it can be rephrased into what elements of the reward system affect the student’s perception of self-worth.It is logical than to assume that students of all ages will benefit from the correct set up and implementation of the reward system: one just have to know how to individualize its elements to achieve highest possible affect with each student in his or her classroom.   For example, certain students’ self-worth will scientifically improve if the instructor will design successful experiences.Smaller increments of comprehensive input without significant gaps in between the complexity steps with frequent opportunity to practice and self-correct of the practical applications of t he subject matter will do wonders to the personal self-worth. Insensitive instructors, however, undermine the students’ development of self-worth when try rushing with the content and do not give the students an opportunity to clarify their confusion.Nuckles (2000) called such teaching as student-centered approach. From its name, this approach is centered on the students, driven by the students, and modified by the students. His pro-humanistic values make it obvious his views on who is responsible for the students’ motivation bringing into the central focus the skills and aptitude of the instructor.The implication here directs the attention on the instructor’s ability toa) identify the students’ motivation level,b) if low with individual students, identify the causes (discussed earlier in this paper) which practically means to view and approach each student as an individual,c) devise a plan of intervention to raise each student’s motivational drive by eliminating the obstacles (the causes) one-by-one,d) evaluate the class climate and decide whether there are counterproductive elements,e) transform the class climate into more of each-student-driven success mode by celebrating and talking about each student’s achievement,f) the latter can be practiced in cognizant fashion by purposely comparing the yesterday’s achievement with the today’s achievement of the same student thus diverting the students’ attention from inter-student competition,g) and finally (but not the least), set up time to personally meet and have an individual discourse with each and every student of the class.The above elements and actions of the student-driven classroom render their instructor to become skilled and knowledgeable in cognitive and inter-personal psychology. It cannot be otherwise; the times passed when an instructor was perceived as a mere medium to transfer knowledge on to his or her students.One might argue that th ere seem to be no need for such intense and time-consuming practice in the societies of China, Japan, and other alike. This discourse is not contradictive or suggestive to other than Western cultures. It is of the opinion of this writer that such approach will serve as the â€Å"corrective† measure to produce results similar in the Asian education establishments.There, the teachers do not have to find the ways to manipulate with the students’ motivation drives – the students have been brought up skilled in that themselves. If they feel the fall of their motivational impulse or social diversion taking their attention away from their purpose, they self compensate by deliberately increasing amount of effort.Their American (and Western?) counterparts cannot do that due to the fact that their internal perception is tied up with the self-evaluation of their own ability level.   In other words, they come into the education milieu with already preset self-concept or p sychological construct of their own self judged by their own ability.They are far away from mere â€Å"turning on† the engine of their effort to produce more man-hours at the specific task. They simply believe that their ability level is set to the certain level and nothing will change it. Returning to Alderman (1999), such believe simply manifests itself as the set construct of their own ability: â€Å"Why to try (produce more effort) if this is what I am capable of?†Such attitude is self-defeatist and thus needs the external mechanism in order for it to be manipulated with. Such an external mechanism is the instructor who performs with the double duty of a psychologist. That leads to the more careful review of type of instructors Western teacher preparation programs produce.The number and quality of psychology content in their course work is simply inadequate. No wonder, why only experienced and seasoned professionals come up with the logical outcome (that is they co ntinually searching for self-improvement) that such an external mechanism is the way they set up the class climate and retrain their students to look at themselves from a different perspective. Such external mechanism becomes a motivation faucet in the hands of the skilled instructor.The practical application of such approach can lead to a variety of strategies. One thing to remember, however, that the instructor always must act as the facilitator, not necessarily as the source of knowledge. Only when the students will discover the knowledge through their own effort because they felt motivated to do so, that knowledge becomes relevant to their purposes and important/practical in their lives.The variety of strategies can be as simple as small group instructional regime (Brewer, Klein, and Mann, 2003) or paired work – it does not have a particular significance or preference. What is important is the perspective of the instructional design that is that external mechanism needed to manipulate the students’ motivational drive.

Mathematics Portfolio Sl Essays

Mathematics Portfolio Sl Essays Mathematics Portfolio Sl Essay Mathematics Portfolio Sl Essay Mathematics Standard Level Teacher: Mr. Lazaro Name: Fatema Ismailjee IB 1 2011 Sequence is a set of things (usually numbers) that are in order. e. g. 1, 2, 3, 4, Where 1 is the first term, 2 is the second term and so on. ( in the end means that the sequence goes on forever. Three dots in the middle e. g. 1, 2, 3 7, 8 indicate that the pattern continues until the next number appears. There is finite and infinite sequence, infinite sequence is when the sequence has no end and finite is a set with a function e. g. {1, 3, n} Calculating specific terms leads to an nth  term formula. Before creating a rule of calculation, you need to realize that sequences are functions with the specific domain of the counting numbers {1, 2, 3, 4, 5, }. So the n replaces x  as the input variable and instead of writing  y, we use  an  as the output variable.Arithmetic sequence: the difference between one term and the next is a constant in arithmetic sequence. The general formula is an  = a1à ‚  + (n 1) d Geometric sequence: A geometric sequence is a group of numbers where each term after the first is found by multiplying the previous one by a fixed non zero number called common ratio. The general formula is an = a1 ? rn-1 Series is the sum of terms of a sequence. Sn = x1 + x2 +. xn Arithmetic series: The general formula is Sn  = n/2(a1  + an) Geometric series: a series which has a constant ratio between terms.The general formula is Sn = a1 (1 – rn) 1 r TRIANGULAR NUMBERS Triangular number is the number of dots in an equilateral triangle uniformly filled with dots. This is an investigation task whereby I will try to find number of shapes of geometric figures which form triangular numbers. I will use different sources of information to attain shapes and figures. For the calculations required, different math techniques will be used for the different shape obtained. Aim In this task I will consider geometric shapes which lead to special numbers.The simplest exa mples of these are square numbers, 1, 4, 9, 16, which can be represented by squares of side 1, 2, 3 and 4. The following diagrams show a triangular pattern of evenly spaced dots. The numbers of dots in each diagram are examples of triangular numbers (1, 3, 6, ). .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 3 6 10 15 There is a sequence of the number of dots in the triangular shape above.Complete the triangular sequence with three more terms. . . . . . . . . . . . . . . . . . . . . . 21 dots . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 dots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 dots Find a general statement that represents the nth triangular number in terms of n. In words: The top row has one dot and each successive row under it has one more dot.Using the formula: 1. Find the common difference between the numbers in the sequence. 2. Use the general formula tn = an2 + bn + c. 3. Three equations will be forme d. Using the elimination method find the coefficients i. e. a, b and c. 4. Substitute in the general formula. The general statement can be reached by following the steps above. Common difference: d= U2 – U1 = U3 – U2 1, 3, 6, 10, 15, d= 3-1 = 2 6-3 = 3 10-6 = 4 15-10 = 5 d= 3-2 = 1 4-3 = 1 5-4 = 1 The difference in terms is found in the second stage so the formula will be n2 . 2 Testing: n = 1 , triangular number = 1 22 = 12 1 12 = 12 n = 2, triangular number = 3 n22 = 92 3 92 = 32 32 12 = 12 12 so this will be 12 n therefore, 2 12 n2 = 12n As the common difference in the second stage is 1, it can be deduced that the formula for the nth term is a quadratic equation. I will use the general formula to find the nth term, tn = an2 + bn + c where a and b are the coefficients and c is constant and n is the number of term. 2 n2 = 12 n = n2 + n 2 When n = 1 1 = a (1)2 + b (1) + c 1 = a + b + c . (i) n = 2 3 = a (2)2 + b (2) + c 3 = 4a + 2b + c . (ii) n = 3 6 = a (3)2 + b (3 ) + c 6 = 9a + 3b + c . (iii) Using the elimination method: 3 = 4a + 2b + c 6 = 9a + 3b + c 1 = a + b + c 3 = 4a + 2b + c 2 = 3a + b 3 = 5a + b Now that two equations are obtained: To find the variables i. e. a, b one of them is eliminated.In this case the equations are being subtracted. b will be eliminated first in order to find a. Substitute the values of a in the equation to find the value of b. 3 = 5a + b 3 = 5a + b 1 = a + b + c 2 = 3a + b 3 = 5(1 ) + b 1 = 1 + 1 +c 2 2 2 1 = 2a 3 5 = b 2 2 2 a = 1 b = 1 c = 0 2 Therefore the formula for finding the nth term will be as follows: tn = 1n2 + 1n 2 2 tn = n2 + n 2 Use of technology to find the general statement: Calculator used: CASIO fx-9750 GA PLUS n| 1| 2| 3| 4| 5| 6| 7| y| 1| 3| 6| 10| 15| 21| 28| Let n = x 1. Select STAT. 2. Encode values for x in list 1 and for y in list 2. 3. Select GRPH (by pressing F1). 4. Select GPH1 (by pressing F1 again). 5. Select x^2 (by pressing F3). The display will show: a = 1 2 b = 1 c = 0 y = ax 2 + bx + c 1n2 + 1n y = 2 2 = n2 + n 2 Consider stellar (star) shapes with p vertices, leading to p-stellar numbers. The first four representations for a star with six vertices are shown in the four stages S1 – S4 below. The 6-stellar number at each stage is the total number of dots in the diagram. Find the number of dots (i. e. the stellar number) in each stage up to S6. Stellar numbers are figurate number, based on the number of dots of units that can fit in a centred hexagon or star shapes. S1 – S4 are the numbers of dots in the stars.To find up to S6 find the common difference (d) followed by the addition of numbers of star in the previous star. S1 has 1 dot S2 has 13 dots S3 has 37 dots S4 has 73 dots Find the common difference between the terms. d = S2 – S1 S3 – S2 d = 13 – 1 = 12 37 – 13 = 24 73 – 37 = 36 As the difference is not constant, find the difference within the answers. d = 36 – 24 = 12 13 – 12 = 12 The c ommon difference is 12. S 5 = 36 + 12 = 48 73 + 48 = 121dots S6 = 48 + 12 = 60 121 + 60 = 181dots Find an expression for the 6-stellar number at stage S7. As shown above, the common difference is 12.As it’s a sequence it follows the same trend therefore: To find the next number of dots in the sequence, add it with 12 first and from the second star add it with the multiples of 12, i. e. 24, 36, 48 etc. S6 = 48 + 12 = 60 = S5 + 60 = 121 + 60 = 181 S7 = 60 + 12 = 72 = S6 + 72 = 181 + 72 = 253 S7 = 253 Find a general statement for the 6-stellar number at stage Sn in terms of n. Use the same general formula to obtain the three equations: The general formula: tn = an2 + bn + c When n = 1 1 = a (1)2 + b (1) + c 1 = a + b + c . (i) n = 2 13 = a (2)2 + b (2) + c 13 = 4a + 2b + c . (ii) = 3 37 = a (3)2 + b (3) + c 37 = 9a + 3b + c . (iii) Using the elimination method: 37 = 9a + 3b + c 13 = 4a + 2b + c 13 = 4a + 2b + c 1 = a + b + c 24 = 5a + b 12 = 3a + b After attaining two equations, either of the coefficients should be eliminated. b in this case which will lead us to find a. Substitute value of a in the equation to find b. Hence, substitute values of a and b for c. 24 = 5a + b 24 = 5a + b 1 = a + b + c 2 = 3a + b 24 = 5(6) + b 1 = 6 + (-6) + c 12= 2a 24 – 30 = b 1 – 0 = c 2 2 a = 6 b = -6 c = 1 Substitute a, b and c in the general statement. General statement: tn = 6n2 – 6n + 1 Now repeat the steps above for other values of p Considering stellar (star) shapes when p=7 and when p=8 leading to p-stellar numbers. p = 7 Find the number of dots (i. e. the stellar number) in each stage up to S6. S1 has 1 dot S2 has 15 dots S3 has 43 dots S4 has 85 dots d = 15 – 1 = 14 3 – 15 = 28 85 – 43 = 42 d = 42 – 28 = 14 28 – 14 = 14 e. g. S4 = 43 + 14 = 42 S3 + 42 43 + 42 = 85 dots S 5 = 42 +14 =56 S4 + 56 85 + 56 = 141dots S6 = 56 +14 = 70 S5 + 70 141 + 70 = 211dots Find an expression for the 6-stellar number at stage S7 . As shown above, the common difference is 14. As it’s a sequence it follows the same trend therefore: To find the next number of dots in the sequence, add it with 2 first and from the second star add it with the multiples of 2, i. e. 14, 28, 42 etc. S7 = 70 + 14 = 84 S6 + 84 211 + 84 = 2955dots S7 = 295dots Find a general statement for the 6-stellar number at stage Sn in terms of n.To find the three equations, use the general formula tn = an2 + bn + c. When n = 1 1 = a (1)2 + b (1) + c 1 = a + b + c . (i) n = 2 15 = a (2)2 + b (2) + c 15 = 4a + 2b + c . (ii) n = 3 43 = a (3)2 + b (3) + c 43 = 9a + 3b + c . (iii) Three equations are obtained, to find a, b and c, the equations need to be solved. Elimination method is one of the ways from which we can attain the coefficients and constant. Using elimination method: Firstly, we need to remain with two equations at the end so subtract equations (equation iii – ii and equation ii – i) and two will be remained. 3 = 9a + 3b + c 15 = 4a + 2b + c 15 = 4a + 2b + c 1 = a + b + c 28 = 5a + b 14 = 3a + b Now that there are two equations, find a and b. Subtract the equation to eliminate one variable. After one is found, the other can be easily found by substituting the value of variable attained in the equation. 28 = 5a + b 28 = 5a + b 1 = a + b + c 14 = 3a + b 28 = 5(7) + b 1 = 7 + (-7) + c 4= 2a 28 – 35 = b 1 – 0 = c 2 2 a = 7 b = -7 c = 1 Substitute a, b and c in the general statement. General statement: tn = 7n2 – 7n + 1 p = 8 S1 has 1 dot S2 has 17 dots S3 has 49 dots S4 has 97 dots Find the common difference: d = 17 – 1 = 16 49 – 17 = 32 97 – 49 = 48 As the difference is not constant, subtract the answers to find the common difference. d = 32 – 16 = 16 48 – 32 = 16 To find the following number in the star e. g. S4 = 32 + 16 = 48 S3 + 48 49 + 48 = 97 dots The common difference is 16.If observed carefully the number is found by adding it with mu ltiples of 16 i. e. 32, 48, 64, 80 etc. S 5 = 48 +16 = 64 S4 + 64 97 + 64 = 161dots S6 = 64 + 16 = 80 S5 + 80 161 + 80 = 241dots Find an expression for the 6-stellar number at stage S7. As shown above, the common difference is 16. As it’s a sequence it follows the same trend therefore: To find the next number of dots in the sequence, add it with 16 first and from the second star add it with the multiples of 3, i. e. 32, 48, 64 etc. S7 = 80 + 16 = 96 S6 + 96 241 + 96 = 337dots S7 = 337dots Find a general statement for the 6-stellar number at stage Sn in terms of n.I will use the same general formula to obtain the three equations: The general formula: tn = an2 + bn + c When n = 1 1 = a (1)2 + b (1) + c 1 = a + b + c . (i) n = 2 17 = a (2)2 + b (2) + c 17 = 4a + 2b + c . (ii) n = 3 49 = a (3)2 + b (3) + c 49 = 9a + 3b + c . (iii) Using the elimination method: 49 = 9a + 3b + c 17 = 4a + 2b + c 17 = 4a + 2b + c 1 = a + b + c 32 = 5a + b 16 = 3a + bNow there are two equations, so b has to eliminated by subtracting the two equations to find a. Once, a is obtained one of the equation has to be chosen and substitute the value of a in it. Hence b is obtained. 32 = 5a + b 32 = 5a + b 1 = a + b + c 16 = 3a + b 32 = 5(8) + b 1 = 3 + (-3) + c 16 = 2a 32 – 40 = b 2 2 a = 8 b = -8 c = 1 Substitute a, b and c in the general statement. General statement: tn = 8n2 – 8n + 1Hence, produce the general statement, in terms of p and n,that generates the sequence of p-stellar numbers for any value of p at stage Sn. The general statements produced are: tn = 6n2 – 6n + 1 tn = 7n2 – 7n + 1 tn = 8n2 – 8n + 1 I observed it, and reached to the conclusion that for all the three statements the number of p and number of coefficient that is a and b is the same. Therefore the general statement in terms of p and n that generates the sequence of p-stellar numbers for any value of p at stage Sn is: tn = pn2 – pn + 1 Test the validity of the general st atement. When p = 5 S1 has 1 dot S2 has 11 dots S3 has 31 dotsS4 has 61 dots Common difference: d = 11 – 1 = 10 31 – 11 = 20 61 – 31 = 30 As the difference is not constant, subtract it within the answer obtained: d = 30 – 20 = 10 20 – 10 = 10 As seen, the common difference is 5. As it’s a sequence it follows the same trend therefore: To find the next number in the sequence, add it with multiples of 5 i. e. 10, 15, 20, etc. S 5 = 30 + 10 = 40 61 + 40 = 101dots S6 = 40 + 10 = 50 = S5 + 50 = 101 + 50 = 151dots S7 = 50 + 10 = 60 = S6 + 60 = 151 + 60 = 211 S7 = 211dots The general formula: tn = an2 + bn + c When n = 1 1 = a (1)2 + b (1) + c 1 = a + b + c . (i) n = 2 1 = a (2)2 + b (2) + c 11 = 4a + 2b + c . (ii) n = 3 31 = a (3)2 + b (3) + c 31 = 9a + 3b + c . (iii) Using the elimination method: 31 = 9a + 3b + c 11 = 4a + 2b + c 11 = 4a + 2b + c 1 = a + b + c 20 = 5a + b 10 = 3a + b 20 = 5a + b 20 = 5a + b 1 = a + b + c 10 = 3a + b 20 = 5(5) + b 1 = 6 + (-6) + c 10= 2a 20 – 25 = b 1 – 0 = c 2 a = 5 b = -5 c = 1 Substitute a, b and c in the general statement. General statement: tn = 5n2 – 5n + 1 Below are the values of the formula Sn= 5n2 5n +1 n = Stage number in the 5-stellar shape. | y= total number of dots at stage ‘n’. | 1| 1| 2| 11| 3| 31| 4| 61| 5| 101| 6| 151| 7| 211| If we want to know the number of dots in the 5th term using the formula we replace n with 5 based on the formula Sn= 5n2 – 5n + 1 Sn= 5n2 – 5n + 1 Sn= 5 (5)2 – 5 (5) +1 Sn= 101 Limitation: * The value of p should be greater than or equal to 4 i. e. p ? 4. The value of p cannot be negative. It must be a positive integer. The general statement has some limitations as listed above. It is an arithmetic series as seen. It is derived from the equations generated in the 5, 6, 7-stellar shape. The coefficients in each question are equal to the corresponding stellar number p. References: Sequences.   Math Is Fun Maths Resources. Web. 12 Mar. 2011. Help for a Generic Formula for a Stellar Pattern.? Yahoo! Answers.   Yahoo! Answers Home. Web. 12 Mar. 2011. Triangular Number ENotes. com Reference.   ENotes Literature Study Guides, Lesson Plans, and More. Web. 11 Mar. 2011.

GPA, SAT and ACT Data for Top Virginia Colleges

GPA, SAT and ACT Data for Top Virginia Colleges From tiny liberal arts colleges to large state universities, Virginia has some excellent options for higher education. Nearly all of the states best schools have holistic admissions, so the admissions folks will be looking for more than good grades and standardized test scores. Challenging high school courses, a well written essay, interesting extracurricular activities and positive letters of recommendation are all important pieces of the admissions equation. That said, the empirical part of your application is still remarkably important. To see if you numbers are in line for Virginias top colleges and universities, follow the links below for college profiles and graphs of GPA, SAT and ACT data for accepted, waitlisted, and rejected students: Christopher Newport University Located in Newport News, a city in southeastern Virginia, CNU is a small public university with a wide range of academic strengths. Christopher Newport University ProfileGPA, SAT Score and ACT Score Graph for CNU Admissions College of William Mary One of the best public universities in the country, the College of William Mary has highly selective admissions. Its attractive campus is located in Williamsburg, Virginia. College of William Mary ProfileGPA, SAT Score and ACT Score Graph for William Mary Admissions George Mason University Established in 1957, George Mason is a large public university with a main campus in Fairfax, Virginia. The schools NCAA Division I athletic teams compete in the  Atlantic 10 Conference.  The university has been expanding rapidly with both online and traditional learning opportunities. George Mason University ProfileGPA, SAT Score and ACT Score Graph for George Mason Hampden-Sydney College One of the oldest colleges in the United States, Hampden-Sydney College is located in rural central Virginia on an attractive 1340-acre campus. Hampden-Sydney is one of the few all-male colleges in the country. Hampden-Sydney College ProfileGPA, SAT Score and ACT Score Graph for Hampden-Sydney Admissions Hollins University Located in Roanoke, Virginia, Hollins College is a private liberal arts college for women. The schools programs in English and Creative Writing are particularly strong, and overall strengths in the liberal arts and sciences earned Hollins a chapter of Phi Beta Kappa. Hollins College ProfileGPA, SAT Score and ACT Score Graph for Hollins Admissions James Madison University A relatively large public university located in Harrisonburg, Virginia, JMU features an attractive campus and NCAA Division I athletic programs that compete in the Colonial Athletic Association. Academic programs in business fields are particularly popular with undergraduates. James Madison University ProfileGPA, SAT Score and ACT Score Graph for JMU Admissions Longwood University Located in Farmville, Virginia, Longwood is a small public university that emphasizes hands-on learning experiences. The Longwood Lancers compete in the NCAA Division I Big South Conference. Longwood University ProfileGPA, SAT Score and ACT Score Graph for Longwood Admissions Randolph College Randolph is a very small private liberal arts college located in Lynchburg, Virginia. Students who enjoy personal attention will appreciate the schools 9  to 1 student / faculty ratio and small class size. Biology, business, creative writing, and history are all popular fields of study. Randolph College ProfileGPA, SAT Score and ACT Score Graph for Randolph College Randolph-Macon College Located in Ashland, Virginia, Randolph-Macon is a small private liberal arts college with an attractive red-brick campus. Small class sizes and an 12  to 1 student / faculty ratio mean lots of personal attention from the faculty. Biology, communications, and economics are among the most popular majors. Randolph-Macon College ProfileGPA, SAT Score and ACT Score Graph for Randolph-Macon Admissions Roanoke College Roanoke College is a private liberal arts college located in Salem, Virginia, not far from Roanoke. The colleges strengths in the liberal arts and sciences earned it a chapter of the prestigious Phi Beta Kappa Honor Society. Roanoke College ProfileGPA, SAT Score and ACT Score Graph for Roanoke College Admissions Sweet Briar College Sweet Briar College sits on a huge campus in the foothills of the Blue Ridge Mountains. The school has a chapter of Phi Beta Kappa in recognition of its strong programs in the liberal arts and sciences, and Sweet Briar also made my list of top equestrian colleges. Sweet Briar College ProfileGPA, SAT Score and ACT Score Graph for Sweet Briar Admissions University of Mary Washington As a public liberal arts college, the University of Mary Washington provides the personal attention of a small college along with the value of a public institution.   University of Mary Washington ProfileGPA, SAT Score and ACT Score Graph for Mary Washington Admissions University of Richmond The University of Richmonds attractive campus  sits just six miles from downtown Richmond. The university features an impressive 8 to 1 student / faculty ratio and small classes. The Richmond Spiders compete in the NCAA Division I Atlantic 10 Conference. University of Richmond ProfileGPA, SAT Score and ACT Score Graph for the University of Richmond Admissions University of Virginia UVA is one of the top public universities in the country. The highly selective university has an endowment of over 7 billion dollars and takes pride in its beautiful and historic campus.   University of Virginia ProfileGPA, SAT Score and ACT Score Graph for UVA Admissions Virginia Military Institute VMI is one of the six senior military colleges in the United States. The school has selective admissions and competes in the NCAA Division I Southern Conference.   Virginia Military Institute ProfileGPA, SAT Score and ACT Score Graph for VMI Admissions Virginia Tech Virginia Techs many strengths earned it a place on my lists of top engineering schools and top public universities. The Hokies compete in the NCAA Division I Atlantic Coast Conference. Virginia Tech ProfileGPA, SAT Score and ACT Score Graph for Virginia Tech Admissions Washington and Lee University Located in Lexington, Virginia, Washington and Lee made my lists of top southeastern colleges and best liberal arts colleges. The school has highly selective admissions - to get in, youll need grades and test scores that are well above average. Washington and Lee University ProfileGPA, SAT Scores and ACT Score Graph for Washington and Lee Admissions

Safety management Essay Example | Topics and Well Written Essays - 500 words

Safety management - Essay Example s systems, ground operations and effectiveness of safety process in an organization is compliant with OSHA standards, compliance audit will be conducted. The audit plan will include essentials of good management like planning, remedial actions and records of all processes. Furthermore, an emergency preparedness system will be developed. This will help the employer and employees to curb emergent issues like discharge of harmful chemicals during production. In preventing future accidents and risks in an organization in compliance with OSHA, an investigative process of how earlier accidents occurred in the institution will be formulated. This will enable employees to learn from such experience and be cautious in to avoid repetition in future. Training organization employees on the investigative processes will be a necessity. Since the world is dynamic, employees need to be updated on newer safety management skills. This training program will ensure careful management of perilous chemicals and production process in an organization. Emphasize on the aim of such training to employees and the organization is important. a) The application of appropriate techniques like health, psychology and educational skills and methods by certified safety professionals in avoidance of damage to the society, possessions and the surrounding. b) Employs skills scientific, engineering and management knowledge in preventing the society from diseases, poverty, lack of knowledge and environmental hazards and also improving their health through inventions of drugs that cure certain illnesses. c) Chemical industries, Hospitals, medical research centers, food industries, quality assurance firms and environmental organization and all organizations and companies that subject to possible perilous happenings that threatens safety. d) With competent skills and knowledge, safety professionals have brighter future. As the technology advances, so is the increase in safety profession to provide

Illegal immigration of Mexico Essay Example | Topics and Well Written Essays - 750 words

Illegal immigration of Mexico - Essay Example Tighter border control would be the first necessary solution for the problem of illegal immigration. Tighter border control must be enforced through increased manpower and the integration of better technology into the system. According to Krikorian, the current state of manpower for border control has only one man guarding an entire mile of the borderline. (Krikorian 2006) It is of no surprise then that illegal immigrants can sneak in during their watch. The government must thus appropriate sufficient funds to employ additional border guards. Increased manning of the Mexican border, however, would not be sufficient by itself to effectively tighten border control and decrease the number of illegal entries. An increase in manpower must also be accompanied by an upgrading of the currently technology, such as sensors and floodlights, for example, that are being used in border control. The construction of heavier and taller fences with adequate lighting to replace the weak wire fences tha t litter the borderline is one basic upgrade that would already be of much help. Although this upgrade would come at a cost, it would be worth it because the economic costs being borne by the government and the citizenry as a consequence of illegal immigration far outweighs the cost of such upgrades. Second, a national verification system accessible to prospective employers must be set up to ensure secure verification of a prospective employee's legal status. Right now, illegal immigrants are easily entering employment with the assistance of a black market catering to the manufacture of false identification papers. Since the documents that are being required for employment can be readily falsified, employers sometimes unwittingly employ illegal immigrants. As such, there is a need to set up a secure and comprehensive database of all citizens, legal immigrants, and foreign nationals with work permits so that companies and employers can verify the work eligibility of an applicant. According to Mazzolia and Simpson, such a system was already proposed much earlier upon the enactment of the 1986 Immigration Reform and Control Act but was left unimplemented to pacify interest groups who objected to such a system as intrusive of personal privacy. (Mazzolia, 2006) This intrusion on pers onal privacy would supposedly occur since the open access to such a system would allow an employer to verify the records not only of his applicants but also of his next-door neighbor. While such abuses are indeed possible with the proposed system, the effectivity and necessity of implementing such a system justifies such a sacrifice. According to Vaughan of the Center for Immigration Studies, a similar pilot program launched in 1997 succeeded not only in detecting illegal alien applicants but was also shown to effectively dissuade illegal aliens from seeking employment in such establishments. (Vaughan 2006) With such a high probability of success, we cannot afford to forfeit the use of such a system for privacy concerns that can actually be tempered by limiting the extent of personal information that would be available in the