The Stars And Galaxies Essays - Spectroscopists, Stellar Astronomy

The Stars And Galaxies Essays - Spectroscopists, Stellar Astronomy The Stars And Galaxies MEGAN JACKSON MS. KEYS SCIENCE DECEMBER 5,2000 THE STARS AND GALAXIES Have you ever looked up at the sky and wondered what are those bright and shiny things up there. Stars: a natural luminious body visible in the sky especially at night. A self-luminious gaseous celestial body ofgreat mass which produces energy by means of nuclear fusion reactions, whose shape is usually spheroidal, and whose size may be as small as the earth or larger than the earths orbit. Galaxies: Any of the very large groups of stars and associated matter that are found throughout the universe. In 1802, William Wollaston noted that the spectrum of sunlight did not appear to be a continious band of colors, but rather had a series of dark lines superimposed on it. Wollaston attributed the lines to natural boundaries between colors. Joseph Fraunhofer made a more careful set of observations of the solar spectrum in 1814 and found some 600 dark lines, and he specifically measured the wavelenght of 324 of them. Many of the Fraunhofer lines in the solar spectrum retain the notations he created to designate them. In 1864, Sir William Huggins matched some of these dark lines in the spectra from other stars with terrestrial substances, demonstrating that the stars are made of the same materials of everyday material rather than exotic substances. This paved the way for modern spectroscopy. Since even before the discovery of the spectra, scientists had tried to find ways to catergorize stars. By observing spectra , astronomers realized that the large numbers of stars exhibit a small number of distinct patterns in their spectral lines. Classification by the spectral features quickly proved to be a powerful tool for understanding stars. The current spectral classification scheme was developed at Harvard Observatory in the early 20th century. Work was begun by Henry Draper who photographed the first spectrum of Vega in 1872. After his death, his wife donated the equipment and a sum of money to the Observatory to continue his work. The bulk of classification work was done by Annie Jump Cannon from 1918 to 1924. The original scheme used capital letters running alphabetically, but the subsequent revisions have reduced this as stellar evolution and typing has become better understood. The work was published in the Henry Draper Catalog and Henry Draper Extension which contained spectra of 225,000 stars down to ninth magnitude. The scheme is based on lines which are mainly sensitiveto stellar surface tempertures rather than actual composition differences,gravity, or luminosity. Inportant lines

Choosing the Best Economics Graduate Program For You

Choosing the Best Economics Graduate Program For You As the About.com economics expert, I get quite a few inquiries from readers about the best graduate schools for those pursuing an advanced degree in economics. There are certainly quite a few resources out there today that claim to give the definitive ranking of graduate programs in economics around the world. While those lists might prove helpful to some, as a former economics student turned university professor, I can say with great certainty that choosing a graduate program requires so much more than arbitrary rankings. So when Im asked questions like, Can you recommend a good economics graduate program? or What is the best economics graduate school?, my answer is usually no and it depends. But I can help you find that best economics graduate program for you. Resources for Finding the Best Economics Graduate School Before moving forward, there are a couple of articles you should read. First is an article written by  a professor at Stanford, titled Advice for Applying to Grad School in Economics. While the disclaimer at the start of the article reminds us that these tips are a series of opinions, but that is generally the case when it comes to advice and given the reputation and experience of the person giving the advice, I would have to say, have no dear.  There are plenty of great tips in here. The next recommended piece of reading is a  resource from Georgetown with the title Applying to Grad School in Economics. Not only is this article thorough, but I dont think there is a single point I disagree with. Now that you have these two resources at your disposal, Ill share my  tips for finding and applying to the best economics graduate school for you.  From my own experience and the experience of friends and colleagues who also have studied economics at the graduate level in the United States, I can give the following advice: Take Advantage of Your Undergraduate Resources: Ask the professors who are writing you recommendation letters where theyd apply if they were in your position. They usually have a good idea of the schools at which youll do well and which ones may not be suited to your strengths and interests. Of course, it never hurts when the selection committee at a school knows and respects the person writing your letter of recommendation. Even better if your reference writer has friends or former colleagues on the selection committee at that school. I do have one disclaimer on this subject: Dont choose an undergraduate reference solely based on their reputation or their network. An honest and personalized letter from someone who can specifically speak to your strengths as a candidate is always better than an impersonal one with a famous signature.Rankings Arent the Most Important Decision-Maker:  That is to say that I dont suggest that you apply to just the highest ranked schools. In fact, many would agree when I say that this is one of the biggest mistakes you can make in the application process. If youre interested in studying time-series econometrics, apply to schools that have active researchers in that area. Whats the point of going to a great theory school if youre not a theorist? Dont Put All Your Eggs in One Basket: Apply to as many graduate schools as reasonable. Id recommend applying to about ten schools. Ive seen a lot of terrific students only apply to top-ranked schools or their first choice and not get accepted  to any of them. Find your dream school(s) and your more reachable schools and build your list from there. And while you certainly dont want to focus on possible failure, make sure you have some backup plans. Have an idea of what you might do should you not be accepted into a graduate this year. If pursuing an advanced degree in economics is your dream, make sure that your plan B is something that only strengthens your candidacy for the next application cycle.Do Your Research:  As an economics student, you should be no stranger to research. But your economics graduate school search should not be limited to the internet or your undergraduate college counseling office. Talk to current graduate students at the school youre thinking about attend ing. Theyll usually tell you how things really work in their department. While talking to professors can also be enlightening, make a mental note that they have a vested interest in you applying to their school, which can greatly influence their opinions and advice. If you do choose to talk to a member of the faculty, try to get some sort of introduction. Contacting a professor unsolicited can a great source of annoyance, and why take a chance when this person might wield the power to say yes or no? Consider Size:  In my opinion, the size of the school can be just as important as its reputation. When approached for advice, I generally encourage prospective students to consider applying to larger schools. This is not to say that smaller schools are not worth your consideration, but you must always weigh the risks and rewards. Smaller departments are more likely to be negatively impacted with the departure of one or two key faculty members. So go ahead and apply to the program that boasts your dream professor among its ranks, but also look for schools that have three or more active researchers in the area you are interested in. That way, if one or two leave, youll still have an advisor you can work with. More Things to Read Before Applying to Graduate School So youve read the articles from Stanford and Georgetown, and youve made notes of my top bullet points. But before you jump into the application process, you may want to invest in some advanced economics texts. For some great recommendations, be sure to check out my article Books to Study Before Going to Graduate School in Economics.  These should give you a good idea of what you need to know to do well in an economics graduate school program. It goes without saying, best of luck!

BMW i Marketing Analysis Essay Example | Topics and Well Written Essays - 2000 words

BMW i Marketing Analysis - Essay Example It tends to focus upon zero emission and is presently working on a hydrogen hybrid drivetrain. It can be noted that most of the success of the BMW is derived from the entrepreneurial culture. BMW follows informal organisational culture which assists the employees in freely articulating the ideas and thereby assisting in innovation (BMW, 2012). The main objective of the company is to remain as one of the world’s primary providers of premium products as well as services for mobility of an individual. Collaborators BMW has been capable of maintaining good relation with its suppliers so that the goods can be delivered on time to the customers. The company mandates its suppliers to maintain the enhanced environmental as well as social standards that have been set by the BMW Group (BMW Education, 2010). It is because of this reason that the company makes use of the sustainability criteria in the optimum selection of its vendors and exaggerated supervision of its prevailing suppliers . It tends to train its suppliers in advance so that the company can guarantee accurate quality requirements as well as standards that have been set by the company right from the initiation of the production (The Economist, 2011). It has been found that in 2011, the UK car market was high by approximately 30% on a year-to-year basis which exceeded the expectation of the companies. In January, 2011, it was found that the car market rose by almost 29.8% thereby reaching 145479 units. It has been found that in the year 2011, an increase occurred of 8.78 percent in sales that rose from 153312 to 166780 vehicles in comparison to the year 2010, and against the market that sought decline in the sales by four percent (Boeriu, 2012). It has been evident that BMW makes use of three steps for the purpose of targeting such as market segmentation, target choices and product positioning. The company looks at behavioural, geographic, socioeconomic, beneficial and demographic features of the societ y that assist them in targeting the market effectively (Pearson, 2012). The company derives 65% of its sales from Europe as well as North America. These regions are industrialised locations with residents having sound financial position to purchase upper market cars since their per capita income is high. The demographics of the people capable of purchasing BMW are men and women who are aged 30-50 years old. Prior to purchasing BMW, people possess favourable image in their mind. They prefer cars that look sporty and modern. The benefits sought by these people are reliability, superiority, quality and performance (Slideshare, 2012). Competitor Analysis It has been found that the company faces direct competition for its each series ranges. The main competitors of the company are Mercedes, Audi, Volkswagen, Ford, Range Rover and Porsche among others. Among them, Ford Motor Company is found to be the main competitor of BMW, taking away high share of the automotive market. It has been obs erved that the overall balance sheet value of Ford Motor Company tends to surpass 7 times ‘correspondent value’ of BMW Group (BMW Limited, 2011). Climate In the present times, the political

Information Management and Statistics, Component A - Case Study Essay

Information Management and Statistics, Component A - Case Study Assessment - Essay Example This paper discusses how chase bank manages their data so as not to hurt their dear customers in the human resources department. It also deals with how the organizations gears towards tight security for their customers’ information from online data warfare which has been growing each day. Further, it will review the ethical issues involved when there is data loss of any magnitude. In addition, this paper will evaluate the laws and the set regulations which are aimed at protecting organizations, and in particular banks, from this menace. Electronic commerce depends entirely data and its security which emanates from how it is managed in the organization and the way customers perceive the organization as far as the issue of data security is concerned (Agnes, G.M 2004). Personal data held by chase bank is under threat from many unauthorized users and their numbers have been rising daily. Credit cards data, identity card numbers, account number as well as social security card numbers are some of the forms data which is most targeted. In this regard, the human resources department has come up with some procedures to manage data and to provide the needed security. First, it is the obligation of the human resources department to ensure that only the well qualified are employed and allowed to see customer’s data. In chase bank, the human resources department uses databases in the management of data about there employees and about customers. The use of a database is an effective way of storing data about a certain aspect at once. Databases in the bank allows for instant changes in the data thus affecting the whole database and not just changing file by file. The database is administered by an expert who engineered it; he has become part of the data management team. Further, through the IT department, the human resources

The Social Network Essay Example for Free

The Social Network Essay Darth Vader chose power over his love for Padme. He states that would rather rule the galaxy than raise a family with his wife. Due to his lust of power, he has lost morality to gain a higher status. Darth Vader disposes all of his potential threats, such as the younger Jedis, so that they would not block his path to gain power, not matter what the consequence. Both Darth Vader and Macbeth had a fatal flaw of power. Therefore intertextual links made via discourses still show the relevance between Elizabethan era and modern society. Archetypes are typical example of a certain person or thing. The archetypal character, Lady Macbeth, can be intertextually linked to Julia Guillard who both have the archetype of a seductress. During the play, the audience can figure out that Lady Macbeth is a seductress. A seductress can be defined as a woman who seduces or manipulates a man to get what she wants. Lady Macbeth can be seen as a seductress by manipulating Macbeths thought telling Macbeth that he is not a man because he could not provide her with any children and if he was unable to go through with the plot to murder Duncan. Macbeth was a man with a proud lineage and a reputation that has granted him the opportunity to be given titles and lands. Lady Macbeth had saw an advantage to this and convinced Macbeth that he could achieve more. Lady Macbeth wanted power and a higher status, but the only way was to force Macbeth into committing murders of higher statures. Lady Macbeth has a very prominent flaw that was her undoing. She was a partner of Macbeth in the killing of Duncan. Though she was not at the murder scene, she convinced her husband to kill Duncan as she could not commit such crimes herself. Julia Gillard can also be considered as a seductress. She meets the criteria of manipulation in order to achieve what she desires. If Gillard (along with others) had not convinced Rudd to slay the ETS, the polls wouldnt have been as terrible. Rudd wouldnt have got the chop and he may have survived, with Gillard to have logically succeeded him in time. By then climate wouldnt have been a problem for the government. But if the issue dominates the next national vote (whether it be a referendum or a general election), Gillard may, like Lady Macbeth, have created her own undoing. - (5) Julia Gillard manipulated Kevins into slaying the ETS, which has lead to Kevins downfall. It was not necessary for Julia to lead Kevin to his downfall as she would have become Prime Minister in time. However, her ambition of having a higher status in politics was strong, hence creating a flaw in her government, leading to her downfall. Both women have seduced their partners into becoming something greater, leading to their downfall. The audience can easily identify both women being the archetypal character of a seductress. Despite the fact that it Shakespearean plays were written over 400 years ago, it is still relevant to modern society. It is evident that the genre of tragic hero can still be found in modern texts such as The Scarlet letter. In addition, discourses of betrayal and lust for power apparent to films such as Star Wars and The Social Network which can intertextually linked to Macbeth. The audiences are able to recognise the archetypal seductress in Julia Gillard and Lady Macbeth. Through genre, discourses and archetype characters, the audience can still identify the intertexual links between the Elizabethan era and modern text. Reference list 1. The Scarlet Letter by Nathaniel Hawthorne, Published on March 1981 2. The Social Network directed by David Fincher Columbian Pictures, 2010 3. Macbeth by William Shakespeare 4. Star Wars episode 3: revenge of the sith directed by George Lucas 2005 5. http://www. theage. com. au/opinion/lady-gillard-must-confront-climate-change-20110228-1bb3u. html, The age, Bella Counihan, Lady Gillard must confront climate change  http://www.theage.com.au/federal-politics/lady-gillard-must-confront-climate-change-20110228-1bb3u.html

A Mans Car :: Personal Narrative Automotive Papers

A Man's Car Any guy can tell you about his first time. The moment he knew it would happen, usually some fateful day after school. He slowly slipped in, then just froze, enjoying that single moment, hardly believing it was happening. Then, slowly but surely, with years of seeming evolution guiding him, he begins moving, changing his position, pushing buttons, then the final blissful moment†¦he turned the key and the car actually STARTED!! In that singular moment, an addiction is formed for most men. Contrary to popular belief, it has little to do with thinking it impresses women, and nothing to do with his penis size. Nearly 100 years ago, man gave birth, without the aid of a woman, to his own startlingly ugly little creation. And much like woman does, he has been taking that ugly creation and sticking it in other's faces, and asking "Isn't it beautiful?" or some variation thereof. After a few forty-odd years or so of evolution, a genuine automotive culture sprang up that's as American as, well, a Chevrolet. It became a minor sign of adulthood, for the young man to earn his license at the age of 16. Even moreso when he managed to get his hands on his first car of his very own. Women are certainly not excluded from this right of passage, but due to the sexual status of men and women when the car culture first began, it was predominently male, and continues to be. The young man, now outfitted with a license and wheels, was suddenly able to visit friends without his parents' knowledge or aid. To visit and pick up girls without his parents' knowledge or aid. To come home at any time of night without his parents'...aid (usually they somehow find out how late it was, and the young man remembers he's still a boy). All this sybolism and freedom offered by the automobile coupled with the raging repressed Oedipal complex of most teennage males makes for a hell of a need to get that license, get the car, and get out once in a while. Oedipus? Where does he come in? Have you ever seen a teenage male driving? The expression "Drive it like you stole it!" comes to mind. Every man remembers the first time he was driving faster then his father ever did, and a lucky few remember seeing the look on their father's face when they came home in their new sports car, and Dad's sad expression when he looked at his old grocery getter.

Cola Wars: Porters 5 Forces

Michael Porter developed five different forces in a framework he felt influenced industries. This framework was designed to help companies find ways to off-set a rival company and to help develop a more solid business plan. It has been known over the years a rivalry has existed been two of the biggest soda companies, Coca Cola and Pepsi. Three of Porter’s forces that are exemplified in this â€Å"coke war† are buyer power, barriers to entry, and rivalry which will be explained and elaborated on in the following essay. Buyer PowerThe retailers have a low to moderate buyer power over the consumer soft drink industry, due to the producer’s ability to forward integrate, the sheer number of buyers, and the buyer’s ability to forward integrate. Buyer power is the degree of influence customers have on the producing agent. Soft drink companies such as Coca Cola and Pepsi have used forward integration to take over their channels of distribution. They created contra cts that gave them the ability to set concentrate prices for their bottlers; in turn bottlers would respond to price fulgurations by adjusting retail pricing.In 2000, when Coca Cola raised concentrate prices by 7. 6%, bottlers raised the retail prices by 6 to 7%. This demonstrates that buyers have limited control over the price changes. Coca Cola has also made great efforts to take over the bottling of their product, by establishing the independent subsidiary Coca Cola Enterprises. They began by acquiring bottlers to produce one third of their volume during 1986 which increased to 80% in 2004. This gave Coca Cola more control over retail pricing, and distribution of their products to retail stores.Since there are so many retail stores that carry products that consumer soft drink, CSD, companies make, it is hard for buyers to create a collaborative effort to resist price increases. Buyer power also suffers if retailers are fragmented and are not concentrated to a single type. Almost any type of store will carry a CSD product, which makes sales very spread out across the board. The different kinds of intermediaries involved in retail sales are Fountain and Vending machines, Super-markets, Convenience and Gas, Super Centers, Mass Retailers, and Club and Drug Stores.To put things in perspective 34 % of sales comes from Fountain and Vending, while 31% are from supermarkets. Fountain and Vending machines are mostly controlled by the CSD bottlers. Even though supermarkets may sell the second largest volume, CSD companies make up 5. 5% of their sales and also bring customers to their door. Not enough to convince you? Consider this: CSD companies such as Coca Cola produce a wide variety of products ranging from sports drinks to water, all the way to energy drinks. Coca Cola most likely will not sell a product to a supermarket unless they carry their full line of products.If the retail prices increase on the Coca Cola product they may have little control over resistance , because they rely on the other products they provide. Lastly, Coca Cola is considered the most valuable brand in the world, with 10 major successful brands and substantial power in the realm of business. Although Coca Cola may have a significant amount of power over their buyers, companies with much smaller market share, and product lines are taken advantage of by larger retailers. For example, mass merchandisers make up 14% of Pepsi’s total revenue, making that intermediary crucial to the company’s profitability.In some cases retailers do have power to resist price increases because they purchase a large number of outputs. Typically there are far more buyers than concentrate producers, which can give them leverage over smaller brands that rely on the sales they generate. Barriers to Entry When entering a market there are certain barriers that prevent a firm from becoming established, or gaining market share. In the consumer soft drink industry there are high capital requirements, unequal access to distribution channels, and brand loyalty which translates to high barriers to entry.In the text it states the price of a concentrate manufacturing plant is fairly reasonable. Manufacturing facilities cost around $25 million, and $50 million including machinery, overhead, and labor. For established companies with separate revenue streams, generating this kind of money could be fairly reasonable, especially since one of these plants can serve the entire country. Coca Cola and Pepsi operate around 100 plants each for adequate distribution of their product. New entrants would have a hard time investing enough capital that would be required to keep up with Coke and Pepsi’s istribution. Advertising and promotion costs are also high in 2004; Coca Cola spent $246,243 just on advertising their cola product. This shows that in order to compete in this industry, entrants are forced to spend large sums of money on advertising, packaging, proliferation, an d widespread retail price discounting. The high capital investment also translates to lowers profit margins, which makes entry even more unappealing. Another factor that creates a barrier to entry is the unequal access to distribution channels.Coke and Pepsi created agreements with their franchised bottlers that prevent them from handling competing brands of other concentrate producers. This prevents companies from entering an industry and using a Coca Cola bottler to get their product on the market. Also as Coca Cola and Pepsi grow in size so does the shelf space they require. As stated previously Coca Cola and Pepsi produce around 10 brands each, this constricts the amount of shelf space an entry producer will have access to. The top two cola companies have also made a significant amount of acquisitions, to boost the distribution of their products relative to their competitors.Coca Cola won 68% pouring rights against Pepsi’s 22% and Cadbury Schweppes 10%, across the United States. The reason Coca Cola has a majority of the pouring rights is because their agreements with Burger King and McDonalds, as well as their exclusive pouring rights and contracts around the world; whereas entry producers do not have the capital to invest, in buying out pouring rights. The ability to use vending machine technology requires a high capital investment from incumbent firms. Coca Cola and Pepsi offer their bottlers incentives to develop vending machine technology which accounts for 34% of the industry sales volume.Entry companies would have to invest in this technology to compete with the volume sales figures. One of the marketing goals of a company is to establish brand loyalty. When brand loyalty is achieved, customers will most likely not switch to a competitors brand. As a barrier to entry, brand loyalty is affected by many factors, such as presence in the market, or advertising and promotion efforts, to name a few. Both Coca Cola and Pepsi were created in the 80â €™s, as pioneers of the cola industry. Coca Cola was the first to invent the original cola recipe, and patent the 6. -oz bottle. Coca Cola also used strong promotional efforts in World War II, which contributed to brand identity. The case does not supply information regarding the sales across different age groups, but I believe figures would suggest higher sales levels across the ages compared to newer brands. It is apparent that the companies with the longest presence in the industry have the highest market share, which also directly correlates with the amount of advertising each company has expended over time.Another perfect example of this trend in the CSD industry is energy drink company Red Bull, having the largest market share while also spending the most on advertising. This goes to show by having consistently strong promotional efforts and advertising both Coca Cola and Red Bull have excelled in their markets. It is difficult for new entrants of soft drink market to matc h the brand loyalty Coca Cola has established through aggressive advertising over the course of the company’s existence. Rivalry In the beverage industry rivalry is at best a mechanism that drives profits and keeps the industry in motion.Coca Cola explains that they are in the position they are in today because of their rivalry with Pepsi. Rivalry is high because of the competition between top brands, low product differentiation and slow industry growth. It is clear that there is a substantial rivalry between Coca Cola and Pepsi that alone claim 74. 8 % of the U. S. CSD market as of 2004. Not only does this information tell us that there is a small amount of major competitors in the industry, but it also says that there is a fight for market share with the top two brands. This is most exemplified in the advertising expenditure of the two companies.During 2003 Pepsi spend a total of $236,396 on advertising while Coca Cola spent $167,675; the year after Coke responded by raisin g their advertising expenditure to $246,243. This trend also happened in 1981 to 1984, when coke doubled its advertising spending; as a result Pepsi did as well. The next variable that contributes to the high degree of rivalry is the low product differentiation. Although there are many efforts made by beverage companies to differentiate their product from others, there are no truly unique attributes about a single CSD brand. Each cola company provides a elatively similar option in packaging, container size and ounces per container. It is typical for companies such as Coca Cola and Pepsi offer 10 different brands, 17 container types and provide many discounts and promotions. For example Coke make Sprite and Pepsi has Sierra Mist and Dr Pepper owns 7UP; this creates a rivalry over who has the best lemon lime soft drink product. To show my point, Pepsi launched â€Å"The Pepsi Challenge†, which gave customers the ability to try out the different brands and see how they compare. Pepsi knew they needed to find a way to show consumers the difference between their brand and the competitors.This approach fueled the rivalry among other CSD companies especially Coca Cola. Slow industry growth spurs rivalry because it calls for companies to develop new competitive advantages and core competencies to keep sales alive. The market share for cola products has dropped from 71% in 1990, to 60% in 2004. Other products such as energy drinks and bottled water are increasing in market share, as consumers switch their focus to more functional and healthy alternatives. Goizueta said, â€Å"The product and the brand, had a declining share in a shrinking segment of the market. Signifying the need for soft drink manufacturers to find new ways to boost sales and increase rivalry. To put a number on these increasing trends, bottled water volume sales grew by 18. 8% in 2004, compared to 7. 6% non-carb CSDs and1% CSD growth. Top companies now have to find ways to proliferate their CSD products in relation to their rivals. It is also a definite possibility with the slow sales volume growth of 10 billion cases in 2001 to 10. 2 in 2004 that companies will invest in new beverage arenas such as the functional category, thus creating new rivalries.

Bandura Theories On Social Cognition

Albert Bandura`s social learning theory places learning in a social context. Bandura and his colleagues take the position that personality is acquired, or learned behavior. In particular, Bandura`s insistence that behavior can be learned from mere observation is a significant departure from Skinner’s behaviorist position. An original empirical demonstration of observational learning was presented in a study by Bandura, Ross, and Ross (1993). Nursery school children were allowed to watch an adult’s unusual aggressive actions against an inflated Bobo doll – the kind that pops back up after it has been punched or knocked down.The adult models hit the doll with a hammer and kicked it, tossed it in the air, and even sat on it and punched it. After merely observing this behavior, the children were later allowed to play with toys that included the Bobo doll and hammer. The children who observed the adult model, either live or on videotape, hit the doll more frequently t han a control group who had not seen a model. They also tended to hit the doll the way they had observed the adult model do it. Bandura interpreted this study as demonstrating that the probability of behavior can be strengthened through observation.Indeed, in Bandura`s approach to personality, much of one’s behavior is learned and strengthened through imitation, which is a kind of social cognition learning. In this term paper I address the difference in the effectiveness of using simulation intervention program based on a Bandura`s Social learning theory. Moreover, to find out if the program improves either or both the quality and speed of the learning process of students enrolled in a highly technical training program. This term paper focuses on using simulation based learning environments in vocational training program.In this paper, the experimental methodology and instruments are described, results and findings presented and finally discussed and concluded. METHODOLOGY Do ing my research on Bandura`s Social learning theory in complex simulation-based learning environments, I experienced a large difference in how learners reacted to my learning material (Kluge, in press, 2004). Complex technical simulations involve the placement of the learner into a realistic computer simulated situation or technical scenario which puts control back into the learner’s hands. The contextual content of simulations allows the learner to â€Å"learn by doing.† Although my primary purpose was in improving research methods and testing procedures for evaluating learning results of simulation-based learning, the different reaction of the participants were so obvious that I took a closer look. I had two different groups participating in my learning experiments: students from an engineering department at the University, mostly in their 3rd semester, and apprentices from vocational training programs in mechanics and electronics of several companies near the Univer sity area in their 3rd year of vocational training.Most of the students worked very intensively and concentrated on solving these complex simulation tasks whereas apprentices became easily frustrated and bored. Purposes of the Study Although my first research purpose was not in investigating the differences between these groups, colleagues and practitioners showed their interest and encouraged me to look especially at that difference. Practitioners especially hoped to find explanations why apprentices sometimes are less enthusiastic about simulation learning although it is said to be motivating for their perception.As mentioned above, my primary purpose when I started to investigate learning and simulation based on Bandura`s Social Cognition theories was focused on improving the research methodology and test material (see Kluge, in press, 2004) for experimenting with simulation-based learning environments. But observing the subjects’ reactions to the learning and testing mate rial the question arose whether there might be a difference in the quality of and speed of the learning process of students involved in my study.Research Design A 3-factor 2 ? 2 ? 2 factorial control-group-design was performed (factor 1: â€Å"Simulation complexity†: ColorSim 5 vs ColorSim 7; factor 2: â€Å"support method†: GES vs. DI-GES; factor 3: target group, see Table 2). Two hundred and fifteen mostly male students (16% female) in eight groups (separated into four experimental and four control groups) participated in the main study.The control group served as a treatment check for the learning phase and to demonstrate whether subjects acquired any knowledge within the learning-phase. While the experimental groups filled in the knowledge test at the end of the experiment (after the learning and the transfer tasks), the control groups filled in the knowledge test directly after the learning phase. I did not want to give the knowledge test to the experimental group after the learning phase because of its sensitivity to testing-effects.I assumed that learners who did not acquire the relevant knowledge in the learning phase could acquire useful knowledge by taking the knowledge test, which could have led to a better transfer performance which is not due to the learning method but caused by learning from taking the knowledge test. The procedure subjects had to follow included a learning phase in which they explored the structure of the simulation aiming at knowledge acquisition.After the learning phase, subjects first had to fill in the four-item questionnaire on self-efficacy before they performed 18 transfer tasks. The transfer tasks were separated into two blocks (consisting of nine control tasks each) by a 30-minute break. In four experimental groups (EG), 117 students and apprentices performed the learning phase (28 female participants), the 18 control tasks and the knowledge test. As said before, the knowledge test was applied at the end b ecause of its sensitivity to additional learning effects caused by filling in the knowledge test.In four control groups (CG), 98 students and apprentices performed the knowledge test directly after the learning phase, without working on the transfer task (four female participants). The EGs took about 2-2. 5 hours and the CG about 1. 5 hours to finish the experiment. Both groups (EGs and CGs) were asked to take notes during the learning phase. Subjects were randomly assigned to the EGs and CGs, nonetheless ensuring that the same number of students and apprentices were in each group. The Simulation-Based Learning EnvironmentThe computer-based simulation ColorSim, which we had developed for our experimental research previously, was used in two different variants. The simulation is based on the work by Funke (1993) and simulates a small chemical plant to produce colors for later subsequent processing and treatment such as dyeing fabrics. The task is to produce a given amount of colors i n a predefined number of steps (nine steps). To avoid the uncontrolled influence of prior knowledge, the structure of the plant simulation cannot be derived from prior knowledge of a certain domain, but has to be learned by all subjects.ColorSim contains three endogenous variables (termed green, black, and yellow) and three exogenous variables (termed x, y, and z ). Figure 1 illustrates the ColorSim screen. Subjects control the simulation step by step (in contrast to a real time running continuous control). The predefined goal states of each color have to be reached by step nine. Subjects enter values for x, y, and z within the range of 0-100. There is no time limit for the transfer tasks. During the transfer tasks, the subjects have to reach defined system states for green (e. g. , 500), black (e. g., 990), and yellow (e. g. , 125) and/or try to keep the variable values as close as possible to the values defined as goal states. Subjects are instructed to reach the defined system st ates at the end of a multi-step process of nine steps. The task for the subjects was first to explore or learn about the simulated system (to find out the causal links between the system variables), and then to control the endogenous variables by means of the exogenous variables with respect to a set of given goal states. With respect to the empirical evidence of Funke (2001) and Strau?(1995), the theoretical concept for the variation in complexity is based on Woods’ (1986) theoretical arguments that complexity depends on an increasing number of relations between a stable number of (in this case six) variables (three input, three output: for details of the construction rational and empirical evidence (Kluge, 2004) Altogether, empirical findings and theoretical assumptions have so far led to the conclusion that experiential learning needs additional support to enhance knowledge acquisition and transfer.Target Population and Participant Selection: In the introductory part, I me ntioned that there were two sub groups in the sample which I see as different target groups for using simulation-based learning environments. Subjects were for the most part recruited from the technical departments of a Technical University (Mechanical Engineering, Civil Engineering, Electronics, Information Technology as well as apprentices from the vocational training programs in mechanics

pseudonym - definition and examples in English

pseudonym - definition and examples in English Definition A pseudonym  (also called a pen name) is a fictitious name assumed by an individual to conceal his or her identity. Adjective: pseudonymous. Writers who use pseudonyms do so for a variety of reasons. For instance, J.K. Rowling, renowned author of the Harry Potter novels, published her first crime novel (The Cuckoos Calling, 2013) under the  pseudonym Robert Galbraith. It has been wonderful to  publish without hype or  expectation, Rowling said when her identify was revealed. American author Joyce Carol Oates (who has also published novels under the pseudonyms Rosamond Smith and Lauren Kelly) notes that theres something wonderfully liberating, even childlike, about a pen-name: a fictitious name given to the instrument with which you write, and not attached to you (The Faith of a Writer, 2003). See Examples and Observations below. Also see: AllonymName That -nymNicknameProper Name EtymologyFrom the Greek, false name   Examples and Observations Imprisoned for political offenses under Louis XV, Francois Marie Arouet changed his name to Voltaire in order to make a fresh start as a writer. The Rev. C. L. Dodgson used the pseudonym Lewis Carroll because he thought it beneath the dignity of a clergyman and a mathematician to write a book like Alice in Wonderland. Mary Ann Evans (George Eliot) and Lucile-Aurore Dupin (George Sand) used mens names because they felt women authors were discriminated against in the 19th century.(Fool-the-Squares. Time, December 15, 1967)Gender and PseudonymsPublishing under male and a-gendered  pseudonyms  was one way in which women writers made their work public, defied social convention, yet also became honorary men in their own day. The Brontà «Ã‚  sisters, George Eliot and even Louisa May Alcott published under pseudonyms. . . . [S]ubmitting work for publication under male or ambiguously gendered pseudonyms afforded  the anonymity necessary to have work judged by its literary merit, rather than on grounds of  gender  difference.(Lizbeth Goodman, with Kasia Boddy and Elaine Showalter, Prose Fiction, Form and Gender.  Literature and Gender, ed. by  Lizbeth Goodman. Routledge, 1996) Alan SmitheeAlan Smithee is probably the most famous pseudonym, invented by the Directors Guild for directors who are so unsatisfied with a studio or producers meddling with their film that they dont think it reflects their creative vision anymore. The first movie to use it was Death of a Gunfighter in 1969, and it has since been used dozens of times.(Gabriel Snyder, Whats in a Name? Slate, January 2, 2007)Pseudonyms of Stephen King and Ian RankinThe hyper-fecund Stephen King wrote as Richard Bachman . . . (until he killed Bachman off, citing cancer of the pseudo-nym as the cause of death). Ian Rankin found himself in a similar spot in the early 1990s, when he was bursting with ideas, but with a publisher wary of putting out more than one book a year. Along came Jack Harveynamed for Jack, Rankins first son, and Harvey, his wifes maiden name.(Jonathan Freedland, Whats in a Pseudonym? The Guardian, March 29, 2006)Pseudonyms and PersonaeA writer may sometimes assume a persona, not simpl y a different name, and publish a work under the guise of that persona. Washington Irving thus took on the character of a Dutch author named Diedrich Knickerbocker for his famous History of New York, while Jonathan Swift published Gullivers Travels as if he actually was Lemuel Gulliver, and described himself in the novels full title as first a Surgeon, and then a Captain of several Ships. The original edition even had a portrait of the fictional author, aged 58.(Adrian Room, Dictionary of Pseudonyms: 13,000 Assumed Names and Their Origins. McFarland, 2010) bell hooks, Pseudonym of American Author Gloria Jean WatkinsOne of the many reasons I chose to write using the pseudonym bell hooks, a family name (mother to Sarah Oldham, great-grandmother to me), was to construct a writer-identity that would challenge and subdue all impulses leading me away from speech into silence. I was a young girl buying bubble gum at the corner store when I first really heard the full name bell hooks. I had just talked back to a grown person. Even now I can recall the surprised look, the mocking tones that informed me I must be kin to bell hooksa sharp-tongued woman, a woman who spoke her mind, a woman who was not afraid to talk back. I claimed this legacy of defiance, of will, of courage, affirming my link to female ancestors who were bold and daring in their speech. Unlike my bold and daring mother and grandmother, who were not supportive of talking back, even though they were assertive and powerful in their speech, bell hooks as I discovered, claimed, and i nvented her was my ally, my support.(bell hooks, Talking Back: Thinking Feminist, Thinking Black. South End Press, 1989) Pronunciation: SOOD-eh-nim

Command of Evidence 5 Key SAT Reading Strategies

Command of Evidence 5 Key SAT Reading Strategies SAT / ACT Prep Online Guides and Tips The new SAT challenges students to understand the reasoning behind each answer they pick. Command of Evidence questions are a manifestation of this mission. In order to answer them, you have to carefully evaluate your thought process and the evidence presented by the author of the passage. This article will focus on the evidence questions on the Reading section of the SAT; we have a separate article on Writing questions (coming soon). In this guide, I'll tell you exactly what these questions test, what kinds there are, and how you can learn to answer them correctly every time! What Are Command of Evidence Questions? These questions are a new feature of the SAT Reading and Writing sections in 2016. There are 18 Command of Evidence questions on each test that span the two sections, and you'll get a subscore out of 15 based on how many you answer correctly. Here's a raw to scaled score conversion chart provided by the College Board: As you can see, Command of Evidence is one of sevensubscores,which were created to give students a clearer picture of their academic strengths and weaknesses by delving deeper than the section scores or cross-test scores. You can read more about the scoring of the new SAT here. What Do Command of Evidence Questions Test? This article will deal with Command of Evidence questions on the Reading section exclusively (see our Writing-focused coming soon). Thesequestions will ask you to: Identify the best textual evidence for your answer to the previous question. Identify how authors use evidence to support their claims. Examine how data supports claims made in the passage. On questions where you have to find the best textual evidence for an answer, each choice is a different quote from the passage.These questions ask you to confront the reasoning behind your answers directly.They’re also unique because the answers to two sequential questions are tied to one another.Looking at the evidence choices can help you answer the first question correctly, or answering the first question correctly can lead you to the appropriate evidentiary quote. In questions that ask you to identify how the author supports his or her claims, you have to use a similar thought process, although these questions stand alone.Again, the answer choices are quotes from the passage, but this time you have to identify the quote that best supports an argument made by the author rather than an answer that you’ve given to another question. These types of evidence questions are rare, but they still come up once or twice on every test. Command of Evidence also encompasses some of the Reading section's new data interpretation questions.You’ll be asked which claim is best supported by the data presented in a graph or chart (or whether the data supports the authors claim at all). Overall, thesequestions test your ability to think analytically about how certain conclusions are supported. They'rea part of the SAT’s shift towards testing more practical skill sets.It’s important to learn how to think this way before you get to college and the professional world so that you can do effective research, make compelling arguments, and read with a discerning eye. I’ll provide examples of all three types of Command of Evidence questions in the next section so that you have a better idea of what to expect! On the new SAT, you must have an eagle eye for evidence! Eat at least two small rodents before the test to keep your energy up. Examples of Command of Evidence Questions There are three types of thesequestions on SAT Reading. We'll go over what each one tests and walk through a sample question. Question Type 1: Paired Find the Evidence Here’s an example of the first type of Command of Evidence question.This question challenges youto find the best evidence for your answer to the previous question. I’ll give you the relevant paragraph from the passage first.For context, before this paragraph, the author describes the flaws in North American public transportation systems that have led people to choose cars instead: What’s interesting about these types of questions is that you CAN’T answer the find the evidence question until you figure out what the previous question is asking.Upon reading this paragraph, how would you describe its focus without looking at the answer choices? The main point of the paragraph is that public transportation can be just as convenient and comfortable as driving your own car, as evidenced by sophisticated public transportation systems around the world. Let's look at the answer choices: Choices A and D have too narrow of a focus. They don’t describe the main point that the paragraph is trying to get across.Choice C is an irrelevant answer because the paragraph doesn’t specifically advocate changing American public transportation systems to match these models.Choice B appears to be the best answer for question 14. But we’re not done looking at question 14 yet! Question 15 asks us to reconsider why we chose B.Why did we decide that the main point of the paragraph was consistent with the statement â€Å"some public transportation systems are superior to travel by private automobile†?On the old SAT, you could just say â€Å"I dunno, that’s what I felt like the main point was. I don’t have to EXPLAIN myself to you,† but that’s not gonna fly this time. Oh, you don't want to find the evidence? Well I found the evidence of the little party you decided to throw last weekend, how do you like that Chad? Let’s look at question 15's answer choices: Choices C and D reference lines that elaborate on the main point but do not directly establish it.Choice A is a bit trickier to rule out because the main point is related to the fact that public transportation doesn’t have to be inconvenient.However, there’s no concrete information that establishes the main point in that sentence. If you look at it in isolation, there’s no evidence for the main point of the paragraph.The most compelling evidence is the second sentence.It’s a clearly defined topic sentence that sets the stage for the rest of the paragraph.Again, choice B is the correct answer! Question Type 2: Find the Author’s Evidence These evidencequestions are not paired.Instead, they ask which piece of textual evidence most strongly supports a point made by the author.This one applies to another excerpt from the same passage we looked at for the last two questions: Here we’re just looking for the line that most directly backs up a certain idea, in this case, the idea that use of electronic devices and use of public transportation are compatible.This is a question that is pretty simple to answer if you read carefully and aren’t rushing through the test.The only answer choice that references electronic devices in conjunction with public transportation is choice B, lines 63-67.All of the other choices are virtually irrelevant to the idea expressed in the question. I love the magic rectangles. Share this blog post if you agree. Question Type 3: Data-Driven Evidence You’ll also be asked to explain what conclusions can be drawn based on evidence in chart or graph form.Here’s one of the charts that was included with the public transportation article we’ve been looking at and an accompanying data-driven evidence question: This question is also pretty straightforward, but it has a little bit of a tricky twist to it.Choices B and C are clearly incorrect. There’s a much higher number of employed than unemployed people using public transportation, and people employed outside the home make up a much higher percentage of public transportation passengers than homemakers. Choosing between A and D is the tricky part.Choice D turns out to be incorrect because of the words â€Å"less often.†There’s no way of knowing from the data how OFTEN these different types of people use public transportation; the data represents the numbers, not the frequency of use.Choice A is the correct answer because it’s the only one that’s verifiably accurate based on the chart.10.7% of public transportation passengers are students, and only 6.7% are retirees! Should we take the bus? Nah, let's drive there, but make sure you go painfully slow. I like having a long line of cars behind us because it makes me feel just like the president if the secret service hated him and actually wanted him dead. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! 5 Tips for Answering SAT Reading Evidence Questions Now that we’ve gone through the different types of Command of Evidence questions, I’ll provide a few tips for answering them in the most efficient and accurate way possible. #1: Make Predictions For either Paired Find the Evidence or Author Evidence questions, try to make a prediction about the answer before you read all the quotes in the choices.It’s best to formulate an idea of what the answer should look like before confronting the choices.This makes it less likely that your thought process will be disrupted by the suggestions you’re given. For example, in the first sample question, you would think about which part of the paragraph led you to the conclusion that the main idea was â€Å"some public transportation systems are superior to travel by private automobile.†You might already be able to predict that the second sentence of the paragraph provides the most compelling evidence for this claim without seeing the answer choices. #2: Mark the Passage It can be hard to separate the quotes you’re considering as evidence from the rest of the passage, especially if they’re embedded in longer paragraphs.To make it easier on yourself, try underlining each of the potential pieces of evidence that you’re given in the answer choices.This will help you to adopt a more focused approach and see sharper connections between the evidence and your answer to the previous question (or the author’s point in the passage). Sometimes making the right connections isn't so easy. For example, I don't think I've ever successfully put together anything involving these types of cords. #3: Look for Synonyms The most important thing with evidence questions is finding a direct link between the support and the claim.Look for answer choices that contain synonyms to terms or concepts mentioned in the question or in your answer to the previous question.Usually, this indicates a strong evidentiary connection. For example, in the second question we looked at, the â€Å"personal electronic devices† mentioned in the question are mirrored by the â€Å"iPads, MP3 players, Kindles, and smartphones†cited in choice B.This answer was the best evidence because it had the most direct connection to the conclusion laid out in the question. #4: Read ALL the Answers It takes a little more time, but you should always read every answer choice before making a final decision on these questions.You’re looking for the best evidence or the most accurate conclusion.Don't make the mistake of choosing an answer that’s not quite right because you were too quick to commit!Be methodical in your decisions so that you aren't taking any unnecessary risks. Don't get lazy! #5: Digest the Data If you see that charts or graphs are included with a passage, take a minute to look at them and make sure you understand what they represent before you tackle the questions.Making quick judgments as you answer questions can sometimes lead to errors, especially if you’re not as comfortable with data interpretation. Geta solid idea of what each figure represents so that you feel more comfortable drawing conclusions later. Conclusion Command of Evidence questions are new to the SAT this year.There are three different types of questions that fall into this category on the Reading section: Paired Find the Evidence: Choose a quote from the passage that directly supports your answer to a previous question Find the Author’s Evidence: Choose a quote from the passage that directly supports a conclusion drawn by the author Data-Driven Evidence: Interpret evidence presented in the form of charts and graphs and draw appropriate conclusions These questions ask you to analyze your thought process more explicitly to determine why you answered questions a certain way and why your conclusions (or the conclusions of the author) are valid.They force you to get into the nitty-gritty of reading comprehension. Some strategies I’d recommend for approaching these questions include: Predicting the answer before reading the choices Underlining evidence in the passage Looking for synonyms between the claim and the potential pieces of supporting evidence Reading all the answers before making a final decision Understanding the figures before looking at data-driven questions These questions are new, but they’re not necessarily more difficult than anything else you’ve seen on the SAT in the past.They dispel the dangerous illusion of subjectivity for SAT Reading questions by showing you that there is direct evidence for every answer.If you practice identifying direct evidence and avoid making assumptions, these questions may help you to become a better SAT test-taker overall! Get out there and use your newly-found powers to become a test-taking champion (trophy not included). What's Next? Advanced vocabulary knowledge used to be a pretty big part of the SAT Reading section, but things have changed in 2016. Read this article to find out how to study vocabulary for the new version of the test. Taking the SAT with the (now optional) essay? Get the low-down on how the prompts have changed and what you can do to earn a great score. The new SAT has a new scoring system, which means you should have a different target score. Learn more about how to adjust your goals based on the scoring parameters of the updated test. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

What are the benefits to an advertiser of TV instead of print Essay

What are the benefits to an advertiser of TV instead of print - Essay Example The three traditional media platforms — radio, print and television — in addition to the emerging powerhouse, the Internet, are all effective marketing and advertising tools. This paper will examine some of the benefits in two-way comparisons. Their respective unique benefits for advertisers are primarily anchored on their own publics - their audience, listeners and viewers. These differentiated populations will explain why one is better than the others. Of course, this variable is in addition to other factors as well, including the manner in which contents are delivered. This paper will examine some of the benefits in two-way comparisons. TV vs. Print Advertisers will prefer television than newspapers and magazines fundamentally because television can broadcast moving pictures, hence, is more effective platform to market products. According to Hansen and Christensen, television has more emotional impact as evidenced by how most people remember TV advertisements than th ose placed in other media (279). In addition, television viewership can surpass print subscriptions. Statistics show, for instance, that 99 percent of the American household own at least one television (Herr). Print readership, on the other hand, is declining in the past years. For example, newspaper subscription has dropped 8.74 percent in 2010, placing the overall readership to less than 100 million (discounting readership of their online versions) (Lefkow 2010). Advertisers are increasingly becoming aware of this and, as a response, they are now purchasing advertising space in newspapers that are decentralized and specialized, meaning to reach their intended market more effectively (Cranberg, Bezanson and Soloski, 130). The decline in readership has led to the downtrend in newspaper advertising revenue as demonstrated in the following table: Table 1: Newspaper Ad Revenue (OECD, 60) Radio and TV Although radio appears to be ineffective in advertising in comparison to other traditi onal media the case is actually the opposite. Radio holds significant advantage over TV in the eyes of advertisers. Shimp outlined these as: 1) the ability to reach segmented audiences; 2) intimacy; 3) economy; 4) short lead times; 5) easy transfer of imagery from television; and, 5) the use of local personalities (372). To explain of these advantages in detail, let us consider the "intimacy" variable. Unlike television, radio is a platform that people feel closer to because they can identify with it. Radio advertising, wrote Shimp, is a personal and intimate form of friendly persuasion that has potential to increase consumers' engagement with advertisement placement in the medium (273). Then, there is also the ease by which television content could be transformed into radio broadcast. An ad can be both aired on TV and radio without any major tweaking. Even without the visuals, consumers can identify the ad and recall what is seen previously on TV. A case in point is how Pizza Hut r elies heavily on radio to leverage its TV ad spots. For instance, Garfield, the popular cartoon character, was easily transported from TV to radio ads with his personal, entertaining and informative message sandwiched between music beds that featured Pizza Hut’s one-number jingle† (Weinberger, Campbell and Brody 1994, 133). Internet over Traditional Media? Technology is actually the biggest advantage of the Internet over each platform of the traditional media. DSL, cable, broadband, satellite, etc. - these technologies have enabled millions upon millions of users to access information at the speed and convenience never before seen. For advertisers the Internet is important because of the number of users available. More important, however, is the kind of "intelligent" advertising allowed by high-technology. For instance, softwares, applications and databases can enable advertisers to find and communicate with specific target markets. The idea is