Developmental Reading

â€Å"The Different Learning Styles of the Selected Freshmen Education Students at Villaflores College, Tanjay City Negros Oriental SY: 20011-2012† ____________________________________________________________ __________________ A Baby Thesis Presented to Mr. Percival T. Tolomia, M. A. ED In Partial Fulfillment of the requirement in ED. STRAT 8 (Developmental Reading October 2011 CHAPTER 1 THE PROBLEM AND ITS SCOPE Introduction We choose this topic because we want to know how the freshmen students cope up with their everyday lessons with their learning styles. Recognizing which style is your preferred one is not to suggest that one is better than other, rather it serves to help you work out strategies when a certain teaching methods don’t suit your style and to challenge you to develop in all areas. Basically, once you identify your preferred style(s), take advantage of your strengths and work to develop your weaker areas. Each person has their own type of learning style. A learning style is a method in which each of us utilizes to better understand material. A preferred learning style is a style in which the person can learn best, reflecting their strengths and weaknesses of the individual. In order to understand material we take it all in with our senses, through sight, sound, touch, smell or taste. Multiple Intelligence theory maintains that there are at least seven learning styles (â€Å"intelligences†): interpersonal, intra-personal, body/kinesthetic, visual/spatial, mathematical/logical, verbal/linguistic and musical/rhythmic (Lazear, D. 1991). For the purposes of this paper I will simplify the seven categories into three main categories in which people best learn information: auditory, visual and tactile/kinesthetic. Most people possess the ability to use all three learning styles but learn best using one specific learning style. Statement of the Problem The study aimed to identify the different learning styles preferred by the selected Freshmen Education students of Villaflores College, Tanjay City for School Year 2011-2012. Specifically the study seeks the answer to the following questions: . What is the profile of our student/respondents in relation to: *age; *gender; *address; *size of the family; *educational attainment of parents; 2. What are the different learning styles used by the freshmen education students? 3. To what extent do the learning styles help the students cope up with their everyday lessons? 4. Is there a significant relationship between the learning styles of the students/respondents and their academi c performance? Significance of the Study This work has significance to the following: Students. If they know their learning styles and can articulate their needs, they can go on to address these needs with appropriate assistance. Teachers. When they identify key elements of individual learning styles, they can match instruction and materials with those individual differences providing students with a method for learning that can lead to their improved achievement and increased ability to exercise control over their own program. Moreover knowledge of learning styles would also enable them to assist students with a program that will fit the pupils learning styles strengths. Parents. Parental influences are normally more accepted by students in their formative years, parent’s knowledge of their children’s learning styles would help them in the follow-up of their children’s learning styles. Department of Education (DepEd). The result of the study will provide DepEd the insights on how to improve teaching based on students individual learning styles. Researchers. They should further their queries on the effectiveness of learning style-based instruction so that students can be provided with opportunities to improve their academic performance. Scope and Limitation of the Study The study was conducted in Villaflores College, Tanjay City with the freshmen Education students from the regular classes as respondent. Definition of Terms – Important terms in this study are defined either conceptually on operationally for a clearer understanding of its contents. Department of Education – The government agency tasked to give the basic education in the elementary, secondary and tertiary level. Freshmen Education Students – These refer to the students of Villaflores College enrolled in the Freshmen level in the Regular classes for the School Year 2011-2012. Learning Styles – Refer to the different approaches or ways of learning. It is a student’s consistent way of responding to and using stimuli in the context of learning, Villaflores College – A private school in Tanjay City. It is where the respondents of this study are enrolled in. Cognitive Theory – suggests that individuals process information differently on the basis of either acquired or inherent traits. Many researchers investigated the variables of field dependence and independence, global and analytic, simultaneous and successive, and left-right-preferred processing. As they conducted studies to determine the student’s characteristics that appeared to be more or less responsive to environmental THEORETICAL FRAMEWORK OF THE STUDY The concepts and theories gathered based on readings from books and the internet are used as basis for determining the theoretical framework of the study. Learning styles are biologically and developmentally set of personal characteristics that make the identical types of instruction affective for some students and ineffective to other. Though initially conceived as an outgrowth of practitioner’s observations this learning styles model traces its roots to two distinct learning theories. Cognitive Style Theory Cognitive Theory suggests that individuals process information differently on the basis of either acquired or inherent traits. Many researchers investigated the variables of field dependence and independence, global and analytic, simultaneous and successive, and left-right-preferred processing. As they conducted studies to determine the student’s characteristics that appeared to be more or less responsive to environmental emotional sociological and psychological stimuli, they found out that selected variables often clustered together. Indeed relationships appeared to exist between learning persistently, in quiet and bright light, in formal setting arrangements and with little or no intake, and being and analytic left processor (Dunn, Bruno, Sklar and Beaudry, 1990); (Dunn, Cavanaugh, Elerle and Zenhausern, 1982). Similarly, young people who often requested breaks while learning and who learned more, easily in soft lighting, with sound in the environment, seated formally, and with snacks, often revealed high scores as right processors. Field dependence versus field independence correlated in many ways with global versus an analytic cognitive and, again, seemed to elicit the same clustering as right- and left- preferences students did. In some cases, more attributes allied themselves with global/right tendencies than with their counterparts. Thus, although global/rights often enjoyed working with peers and using their tactual strengths, analytic/left did not reveal the reverse nor did the sociological or perceptual characteristics evidences consistent similarities. The Theory of Multiple Intelligences Howard Garner conceived the theory of multiple intelligences. He identified eight (8) different ways to demonstrate intellectual ability. The types of multiple intelligences are: Visual or Spatial Intelligence (Picture Smart) – learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them. The ability to â€Å"see† things in one’s mind in planning to create a product or solve a problem. This type of intelligence is sensitive of representing ideas visually, creating mental images, noticing visual details drawing and sketching . And has the ability to create visually and visualize accurately. Verbal or Linguistic (Word Smart) – learning through the spoken and written word. This intelligence was always valued in the traditional classroom and in the traditional assessments of intelligence and achievement. This type of intelligence is sensitive of speaking, writing, listening and reading. And has the ability to speak effectively. Mathematical or Logical (Number Smart or Logic Smart) – learning through reasoning and problem solving. Also highly valued in the traditional classroom, where students were asked to adopt to logically sequenced delivery of instruction. This type of intelligence is sensitive of finding patterns, making calculations forming and testing hypothesis, using scientific method and deductive and inductive reasoning. And has the ability to work effectively with numbers and reason effectively. Bodily or Kinesthetic (Body Smart) – learning through interaction with one’s environment. This intelligence is not the domain of â€Å"overly active† learners. It promotes understanding through concrete experience. This type of intelligence is sensitive to activities requiring strength, speed, flexibility, hand-eye coordination and balance. And has the ability to use the hands to fix or create and use the body expressively. Musical (Music Smart) – learning through patterns, rhythms and music. This includes not only auditory learning, but the identification of patterns through all the senses. This type of intelligence is sensitive to listening, singing, playing an instrument. And has the ability to create and analyze music. Intrapersonal (Self Smart) – learning through feelings, values and attitudes. This is deductively affective component of learning through which students place value on what they learn and take ownership for their learning. This type of intelligence is sensitive to setting goals, assessing personal abilities and liabilities and monitoring one’s own thinking. And has the ability to meditate, reflect, exhibits self-discipline, maintain composure, and get the most out of oneself. Interpersonal (People Smart) – learning through interaction with others. Not the domain of children who are simply â€Å"talkative† or â€Å"overly social†. This intelligence promotes collaboration and working cooperatively with others. This type of intelligence is sensitive to noticing and responding to other people’s feelings and personalities. And has the ability to work with people and help people identify and overcome problems. Naturalist (Nature Smart) – learning through classification, categories and hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of nature; it can be used in all areas of study. This type of intelligence is sensitive to identify and classify living things and natural objects. And has the ability to analyze ecological and natural situations and data and to work in natural settings. Existential (Spirit Smart) – learning is seeing the â€Å"big picture† â€Å"Why are we here? † â€Å"What is my role in the world? † â€Å"What is my place in my family, school and community? † This intelligence seeks connections to real world understanding and application of new learning. CONCEPTUAL FRAMEWORK OF THE STUDY The study assessed the preferred learning styles among the freshmen college students in Villaflores College. The study examined the profile of the students respondents and the significant relationship of the preferred learning styles and their profile. The variables and their relationship are shown in the conceptual framework. The diagram further shows two interactive arrows toward the socio-economic variable and learning styles strengths and weaknesses to show dynamism and interrelationship of the different components. The identified learning styles strength or weaknesses will be the basis for an enrichment plan for teaching strategies compatible to the learning styles of the freshmen college students of Villaflores College. The enrichment plan will address the teaching strategies compatible to the learning styles of the students. Review of Related Literature and Studies Related Literature Everybody has strengths, although a parents strengths tend to differ from those of the other parents, from those of their offspring and from those of their own parents. Thus, mother and father often learn differently from each other and also from their children. Nevertheless, parents commonly insist that children study and do their homework as they themselves did when they were young. That approach is not likely to be effective for at least some of the siblings because within the same family, different individuals usually learn in diametrically opposite ways. Learning style then is the way by which each learner begins to concentrate on, process and retain new and difficult information. That interaction occurs differently for every individual. To identify a person’s learning style pattern, it is necessary to examine each individual’s multidimensional characteristics to determine what is most likely to trigger each student’s concentration, maintain it, respond to his or her natural processing style, and lead to a long-term memory (Dunn, Dunn and Perrin, 1994). There are many models to identifying learning styles. One of these is the widely known learning style model of Dunn and Dunn. This learning style uses the three main sensory receivers- Vision, Auditory, and Kinesthetic to determine the dominant learning style of the learners. Its main strength is that it is quite simple, which appeals to a lot of people. The learner may prefer one style of learning for one task, and a combination of others for one task. However, one or more of these styles are dominant. This dominant style defines the best way for a person to learn and perceive information. Some hints for indentifying the different learning styles are: . Visual Learners. These types of learners can learn fast when they see, watch and observed what has to be learned. They easily visualize faces and places by using their imagination. They seldom get lost in new surroundings. They learn better with charts, demonstrations and other visual materials. They pay better attention to lectures if they watch them. b. Auditory Learners. These types of learners do better and can retain information by listening to lectures, tapes and discussions. They remember information by forming the sound of words rather than by reading silently. . Kinesthetic Learners. These learners do best while touching and moving. They tend to lose concentration if there is little or no external stimulation of movement. When listening to lectures they may want to take notes. When reading, they like to scan the material first and focus on the details. They like to draw pictures, diagrams or doodle things. Related Studies One goal of educational research is to discover a method of instruction which enables teachers to teach students effectively and efficiently in the classroom. Researchers have faintly provided knowledge on how children perceive, interact with and respond to the learning environment. But, within the educational reform arena of the 1980’s, a renewed interest styles emerged. Ebert in 1994 conducted a study learning style profile of vocational students. A multi-stage, cluster sampling of students enrolled in vocational education program in Pennsylvania was identified. The Learning Style Profile developed and distributed by the NASSP (1986) was administered to 580 students enrolled in randomly selected vocational education programs. Learning Styles Profiles of students for each program and a composite profile were established. Learning styles of vocational education students enrolled in these selected programs were found to be similar to that of the national population. The popular notion that the vocational education students differ from non-vocational education students based on their inaccurate learning style. If differences exist between vocational and non-vocational education students then the difference is the result of something other than learning style. Students enrolled vocational education programs could be taught using the same methods and with the same expectations as students enrolled in non-vocational education programs. Teachers should employ methods of instructions which address a variety of learning styles and be prepared to assist students to use knowledge of learning styles to facilitate learning. RESEARCH METHODOLOGY Research Design The study utilized the descriptive method of research. It described the different learning styles of students. It further examined present conditions as far as learning styles and profiles of the student/respondents are concerned. Research Respondents There were a total of 164 freshmen education students who serve as respondents of these study, 116 students from Bachelor of Elementary Education and 48 from Bachelor of Secondary Education. Fortunately, the researchers were able to retrieve all the questionnaire forms within the allotted span of time. Research Environment Villaflores College is located in Legaspi St. Tanjay City with the land area of 3 hectares. There are more than 8 buildings with beautiful flowers around which provide a strong facade of greenery and foliage. Research Instruments The VAK Learning Style Self-Assessment Questionnaire was used as the research instrument in gathering of data with some modifications. It contains two major parts: (1) Profile of freshmen college students. It asked for the respondent’s age, gender, family monthly income, size of the family, available learning media at home , and parents’ educational attainment; (2) Preferred learning styles of the freshmen education students. Research Procedure The researcher asked permission from Mr. Percival Tolomia Ed. Strat 8 instructor to conduct this study. After the permission was granted the researchers started the admission of the questionnaires to the freshmen education students in Villaflores College. After retrieving the questionnaire forms, the researchers examined the raw data and made necessary preparations and tabular presentations. Statistical Treatment of Data The preparation of the data matrices was done using the following statistical tools, viz: 1. Sloven’s Formula In sampling, the formula for getting the number of respondents is: n= _______ N_______ 1+ Ne2 Where: n= is the sample size N= is the population size e= is the margin of error 2. Percentage To convert the raw data into percentile score, frequencypercentage was used. The formula is: P= __f__ x 100% N Where: P= Percentage F= frequency N= number of items 3. Weighted Mean To determine the extent of preference of the pupils’ learning styles, the weighted mean was used. The formula reads as follows: Xw = _? (xw)_ ?w Where: XW (read:x bar sub w) is the symbol for the weighted mean. X is the value term W is the weight ? (xw) is the sum of the products of X and W ?w is the sum of weights

The Last Day of My Life †English Composition Essay

The Last Day of My Life – English Composition Essay Free Online Research Papers The Last Day of My Life English Composition Essay Everyday there are people coming into this world while there are some people leaving. Sometimes, it makes me think about the life. What’s the meaning of life? People always want to live a meaningful life. But how do we define a â€Å"meaningful† life? I think that everybody would have his own definition of â€Å"meaningful.† Most people work very hard day and night in search of fame and fortune. When they become millionaires eventually, they may think it is enough for their life. But if they had only one day to live, what would they do? Suddenly, their fame and fortune turn out to nothing at all, for they cannot take those things with them when dying. Therefore, they may worry about their possessions and be annoyed even on their last day. It’s not my type of life. I won’t pursue fame and fortune so that when my very day comes, I will have nothing to worry about and can be relieved in the long run. But I cannot be sure when I will leave this world. If the answer is tomorrow, what will I do on the last day of my life? First, I will clean up my room. Some people may think that since I am going to die, what good will it do me? None, actually, but it can mean something to me. After living my life, I may find that all my life was just like chaos, and I won’t leave it in the world. Therefore, I will clean up my room as if I make my life neat and tidy. I want it to be perfect. Second, I want to thank people who mean a lot to me, such as those who have helped me, who have loved me and who I loved, for it was they who gave me the meanings in my life. Then, I will visit many places where I was born, I grew, I studied, I worked, and I lived. Those places can recall my precious memory. I cannot bring anything with me but my memory. At last, I will find a place where nobody can find me. I will be contented if anyone can weep for my death, but it will be too sorrowful for an emotional person like me to see those once happy faces become sad. Therefore, a serene place like seashore will be good. I can lie on the yellow sand, listening the relaxing sound made by waves. I can see the last sunset in my life. It will be a little sentimental. At night, crescent moon will shine on me and the sky will glitter with the myriad stars. With the unremitting waves, sea breeze will blow lightly, brushing through my hair, as if beautiful melody resounds harmoniously. In a state of comfort, I will lose my consciousness gradually and finally lapse into deep sleep. And it will be the finale of my life. In our daily life, we take everything for granted that parents should tale care of us and friends help us without reward. All seems to be natural, but actually it isn’t. They give us so much because we are their beloved. However, people always treasure what they have lost. Don’t be that kind of people. Sometimes, repay our thanks to them and then we won’t have remorse when the last day of our life comes. Research Papers on "The Last Day of My Life" - English Composition EssayThe Masque of the Red Death Room meaningsHarry Potter and the Deathly Hallows Essay19 Century Society: A Deeply Divided EraTrailblazing by Eric AndersonThe Spring and AutumnNever Been Kicked Out of a Place This NiceThree Concepts of PsychodynamicThe Effects of Illegal ImmigrationBook Review on The Autobiography of Malcolm XMind Travel

Othello Act 4 Scene 3 Essays

Othello Act 4 Scene 3 Essays Othello Act 4 Scene 3 Paper Othello Act 4 Scene 3 Paper At the beginning of this scene Othello does not engage in conversation with Desdemona, he simply tells her to go to bed. Get to bed on thinstant; I will be returned forthwith. Dismiss your attendant there. Lookt be done. Here we can notice Othellos use of imperatives; this implies that he has lost all respect for Desdemona. The audience know why he has lost respect for her however; she is completely oblivious to the accusations being made behind her back. Shakespeare is presenting her as a tragic figure as she has no idea what she has done wrong and is falsely accused. Inevitably, she will loose the man she loves and her own life due a complete lie. There is a terrible poignancy in almost every line that Desdemona utters in this scene. Shakespeare has portrayed Desdemona as a tragic figure as even though Othello has treated her terribly she still wants to please him. We must not now displease him. Desdemona is respectful and faithful towards her husband and continues to be so even after his terrible behaviour. No, unpin me here. Here Desdemona realises she is more vulnerable in her night clothes. Shakespeare is showing that Desdemona undressing is like her removing her armour. This gives the audience a sense of foreboding as it seems like Desdemona is aware of what is to come. Desdemona speaks to Emilia about the Willow song this reflects her own sadness and points to her own death. She feels abandoned as she sings and is aware of her impending death. This shows Desdemona as tragic as she knows what is going to happen inevitably however she still does not know why. The Willow song is a dramatic device as willows symbolise disappointed love, which is exactly what she is experiencing. She is anxious and her tale of her mothers maid and willow song foreshadows her own death. The willow scene relaxes the tension comparative quietness and calm before the storm of the last scene. The song reinforces the melancholy atmosphere and prepares us for the tragic outcome; in the song the woman refuses to blame her lover and approves his scorn. Desdemona is a complete contrast to the woman who stood up to her father in defence of Othello; she now seems weak and unable to defend herself. In Act 2 Scene 1 Desdemona dismisses Iagos remarks as old bar-room jokes. These are old fond paradoxes to makes fools laugh ithalehouse. That miserable praise hast thou her thats foul and foolish? Here Desdemona is engaging Iago in debate. She is standing up for herself and what she believes in; this is tragic as the audience can see a clear change in Desdemonas personality. Let nobody blame him; his scorn I approve Nay, thats not next. Hark, who ist that knocks? Here Desdemona has added a line to the song suggesting that she is nervous and on the edge. Emilia and Desdemona continue to talk and they are discussing the act of committing adultery, Desdemona says she would not do such a wrong thing. Emilia argues that mens treatment of their wives is often the cause of womens falling. She states that women have desires and weaknesses just as much as men. Men should beware or women will learn from how they are abused to abuse them. However, Desdemona perseveres in her view and shows Emilia and the audience that she would rather learn to improve from, rather than copy and abuse. Here we see the complete contrast in characters. Desdemona is completely faithful to Othello which makes their situation all the more tragic. Emilia does not seem phased by being unfaithful whereas Desdemona is shocked by this idea. That there be women do abuse their husbands in such gross kind? She is appalled by this idea and this adds to the fact that she is completely innocent. Desdemonas fate is unfair and unearned, yet she is the tragic female heroine who ends up being sacrificed to satisfy the fates. Aristotle taught that tragedy is composed of six elements: plot-structure, character, style, spectacle, and lyric poetry. The characters in a tragedy are merely a means of driving the story; and the plot, is the chief focus of tragedy. It is the imitation of action arousing pity and fear, and is meant to affect the catharsis of those same emotions. In Aristotles definition of tragedy Shakespeare has definitely portrayed Desdemona as a tragic figure. If the characters are a means of driving the story then the play wouldnt have a plot if it werent for Desdemona. Othello, Desdemona and Iago are the three main characters involved to form the plot along with others. The plot is the chief focus of tragedy therefore Desdemona is playing part in creating the tragedy for the play. S. N. Garner elucidates Desdemonas character, maintaining that Shakespeare carefully balanced the other characters accounts of her as goddess or whore to present a complex portrait. Othellos sensual view is countered by Brabantios idealized concept in Act 1 and Roderigo and Cassios romanticized vision is opposed by Iagos coarse innuendo in Act 2. Garner then points out that Desdemonas liveliness and assertiveness are confirmed by her marriage to Othello and that these positive traits become a fatal. Here we can see that Garner believes that eventually Desdemonas traits became fatal to her character. This links in with Aristotles definition of tragedy as he also says that their downfall is caused by a series of bad choices caused by tragic flaws in their character. This could suggest that it is partly Desdemonas character that has increased the tragedy between Othello and herself.

Structural Equation Modeling

Structural Equation Modeling Structural equation modeling is an advanced statistical technique that has many layers and many complex concepts. Researchers who use structural equation modeling have a good understanding of basic statistics, regression analyses, and factor analyses. Building a structural equation model requires rigorous logic as well as a deep knowledge of the field’s theory and prior empirical evidence. This article provides a very general overview of structural equation modeling without digging into the intricacies involved. Structural equation modeling is a collection of statistical techniques that allow a set of relationships between one or more independent variables and one or more dependent variables to be examined. Both independent and dependent variables can be either continuous or discrete and can be either factors or measured variables. Structural equation modeling also goes by several other names: causal modeling, causal analysis, simultaneous equation modeling, analysis of covariance structures, path analysis, and confirmatory factor analysis. When exploratory factor analysis is combined with multiple regression analyses, the result is structural equation modeling (SEM). SEM allows questions to be answered that involve multiple regression analyses of factors. At the simplest level, the researcher posits a relationship between a single measured variable and other measured variables. The purpose of SEM is to attempt to explain â€Å"raw† correlations among directly observed variables. Path Diagrams Path diagrams are fundamental to SEM because they allow the researcher to diagram the hypothesized model, or set of relationships. These diagrams are helpful in clarifying the researcher’s ideas about the relationships among variables and can be directly translated into the equations needed for analysis. Path diagrams are made up of several principles: Measured variables are represented by squares or rectangles. Factors, which are made up of two or more indicators, are represented by circles or ovals. Relationships between variables are indicated by lines; lack of a line connecting the variables implies that no direct relationship is hypothesized. All lines have either one or two arrows. A line with one arrow represents a hypothesized direct relationship between two variables, and the variable with the arrow pointing toward it is the dependent variable. A line with an arrow at both ends indicates an unanalyzed relationship with no implied direction of effect. Research Questions Addressed by Structural Equation Modeling The main question asked by structural equation modeling is, â€Å"Does the model produce an estimated population covariance matrix that is consistent with the sample (observed) covariance matrix?† After this, there are several other questions that SEM can address. Adequacy of the model: Parameters are estimated to create an estimated population covariance matrix. If the model is good, the parameter estimates will produce an estimated matrix that is close to the sample covariance matrix. This is evaluated primarily with the chi-square test statistic and fit indices. Testing theory: Each theory, or model, generates its own covariance matrix. So which theory is best? Models representing competing theories in a specific research area are estimated, pitted against each other, and evaluated.Amount of variance in the variables accounted for by the factors: How much of the variance in the dependent variables is accounted for by the independent variables? This is answered through R-squared-type statistics. Reliability of the indicators: How reliable are each of the measured variables? SEM derives reliability of measured variables and internal consistency measures of reliability.Parameter estimates: SEM generates parameter estimates, or coefficients, f or each path in the model, which can be used to distinguish if one path is more or less important than other paths in predicting the outcome measure. Mediation: Does an independent variable affect a specific dependent variable or does the independent variable affect the dependent variable though a mediating variable? This is called a test of indirect effects. Group differences: Do two or more groups differ in their covariance matrices, regression coefficients, or means? Multiple group modeling can be done in SEM to test this. Longitudinal differences: Differences within and across people across time can also be examined. This time interval can be years, days, or even microseconds.Multilevel modeling: Here, independent variables are collected at different nested levels of measurement (for example, students nested within classrooms nested within schools) are used to predict dependent variables at the same or other levels of measurement. Weaknesses of Structural Equation Modeling Relative to alternative statistical procedures, structural equation modeling has several weaknesses: It requires a relatively large sample size (N of 150 or greater).It requires much more formal training in statistics to be able to effectively use SEM software programs.It requires well-specified measurement and conceptual model. SEM is theory driven, so one must have well-developed a priori models. References Tabachnick, B. G. and Fidell, L. S. (2001). Using Multivariate Statistics, Fourth Edition. Needham Heights, MA: Allyn and Bacon. Kercher, K. (Accessed November 2011). Introduction to SEM (Structural Equation Modeling). chrp.org/pdf/HSR061705.pdf

Hw5 Assignment Example | Topics and Well Written Essays - 500 words - 2

Hw5 - Assignment Example The theory also explains that most of the universe large parts do not support complex life calling the places to be dead zones. The places that support the complex life are known to be the habitat zones for the living creatures. The habitat zone acts as a primary function having a distance from the galactic center. When the distance between the two places increase, the stars’ content begin to reduce creating terrestrial planets. The dangerous x rays that are produced from the black hole found at the galactic center including the stars of the neutrons and quasars become less intense. This creates hell to the life and enables the hypothesis to identify the early life of the universe. Also, the gravitational that occur between the stars and the planets become less due to the low density caused by the decrease of the stars. This explains that if a planet is far from the galactic center, it is likely to have been hit by a bolide. It is an impact that affects the complex life. 2. The population density for the galaxy proofs to be 50,000 light years. Having 2, 500 civilizations while assuming that they are equally spaced, there separation will be found by dividing the light years by the civilizations. One civilization will proof to have 20 light years. 3. There is compatible function between the humans and the nature itself. In nature, there are a number of circumstances that lead to the human survival. Science and nature has also a new version on the relationship between humans and nature. It proofs that the physical substances that surround human beings are complex. There is also a lot of interdependence between the humans and nature. This begins with the human genes that are able to produce several traits creating a survival. The lives that are on earth have the form of life that is found only at the biosphere that is the membrane of both the plants and animals. On the same note,

Latest technology in battery for electrical vehicles Research Paper

Latest technology in battery for electrical vehicles - Research Paper Example Moreover, these cells need to be frequently recharged. Since the discovery of electric cars, countless breakthroughs in technology have been made over the previous decade. These innovations are aimed at translating into commercial batteries that store energy and are cost effective. Improving the electric drive vehicle batteries, such as plug-in electric vehicles and hybrid electric vehicles is critical enhancing the environmental, economic, and social sustainability (Czapnik et al., 2015). In essence, changing to light-duty hybrid electric vehicles and plug-in electric vehicles may reduce a country’s dependence on foreign oil by approximately 60% and also reduce emission of greenhouse gas by about 50% (Czapnik et al., 2015). However, these reductions are dependent on the particular mix of technologies employed. With the numerous electric vehicles that are being made available on the market, efforts to make further improvements in electric vehicle batteries would not only make these cars more affordable but also more convenient to consumers. The vehicle technologies office has come up with numerous initiatives that focus on reducing the weight, cost, and volume of the batteries, while concurrently improving the performance of the electric vehicle batteries in terms of durability, energy, and power (Harris, 2012). The ability of these cells to tolerate cruel conditions is also improved. Besides light duty vehicles, manufacturers of some heavy duty vehicles are emulating hybridization of heavy and medium duty vehicles to enhance fuel economy. Realizing the goals of these researchers in these areas as well as commercializing innovative energy storage technologies enables more individuals to buy and use these electric drive vehicles (Harris, 2012). Moreover, this latest technology in electric vehicle batteries helps the energy department to meet the electric vehicle needs. This makes the United States the first nation globally, to produce affordable plug-in

Summary Essay Example | Topics and Well Written Essays - 1000 words - 19

Summary - Essay Example The rationale of this paper has been to improve the quality of service delivery and develop the investment of human capital in serving this noble task. According to Liu 2006, plans are fundamentally important to improve human resource for tourism by the local individuals to conform to grow and more sophisticated demands in the developing countries. There is increasing concern for academic institutions to go beyond the hospitality orientation and further integrate and equip personnel with quality and practical skills. Despite the fact that tourism has been prioritized in the national development plan, there have been minimal efforts employed to improve human resource for tourism, which is essential in achieving this plan (Dale & Robinson,  2012, p.  82). Institutional framework and concerns have constrained the type and focus of accumulation of human capital in developing countries. International standard compliance and professionalism has limited individual involvement through integrating local cultural concerns. Liu and wall addressed conceptual reflection of the accumulation of human capital in tourism in a policy-industry-locality structure that includes broad issues of tourism policy, employment concerns that influence tourism in the developing countries and the contribution of local people in this industry. They also identified the nature and the probability of acquiring education or rather training facilities and opportunities for developing countries. The primary concern of this article was to identify and determine the contribution of tourism plan and policies as well as tourism institutions and opportunities in delivering internationally demanded human resource for tourism (Sigala,  2012, p.  96). The article identified that local tourism plans and policies have not been adequately addressed human resource issues for tourism.