How to Make Yellow or Golden Fire

How to Make Yellow or Golden Fire Most flames from candles or wood burning fire are yellow, but you can color a blue flame so that it will become yellow. Heres what you do. Chemicals That Produce Yellow Fire Yellow can be caused by the temperature of a flame, but it can also come from the emission spectrum of a chemical as it is heated. Typically, this is caused by the presence of sodium in a fuel. You can produce a yellow fire by adding any of these common sodium compounds to a fire: Sodium chloride (table salt)Sodium bicarbonate (baking soda)Sodium carbonate (washing soda) Making Yellow Fire The yellow emission spectrum from sodium is so intense, you really dont need to add sodium to most materials to produce a yellow flame. However, if you want to intensify the yellow color, you can add salt to your fuel. Most of the chemicals that produce yellow fire are soluble in water. Dissolve any of the salts in a very small amount of water or in rubbing alcohol, which is a mixture of alcohol and water. Mix the sodium solution with your fuel (e.g., naphtha, alcohol) to add yellow color to a blue or colorless flame.

Degrees of Freedom in Statistics and Mathematics

Degrees of Freedom in Statistics and Mathematics In statistics, the degrees of freedom are used to define the number of independent quantities that can be assigned to a statistical distribution. This number typically refers to a positive whole number that indicates the lack of restrictions on a persons ability to calculate missing factors from statistical problems. Degrees of freedom act as variables in the final calculation of a statistic and are used to determine the outcome of different scenarios in a system, and in math degrees of freedom define the number of dimensions in a domain that is needed to determine the full vector. To illustrate the concept of a degree of freedom, we will look at a basic calculation concerning the sample mean, and to find the mean of a list of data, we add all of the data and divide by the total number of values. An Illustration with a Sample Mean For a moment suppose that we know the mean of a data set is 25 and that the values in this set are 20, 10, 50, and one unknown number. The formula for a sample mean gives us the equation (20 10 50 x)/4 25, where x denotes the unknown, using some basic algebra, one can then determine that the missing number,  x, is equal to 20. Lets alter this scenario slightly. Again we suppose that we know the mean of a data set is 25. However, this time the values in the data set are 20, 10, and two unknown values. These unknowns could be different, so we use two different variables, x, and y,  to denote this. The resulting equation is (20 10 x y)/4 25. With some algebra, we obtain y 70- x. The formula is written in this form to show that once we choose a value for x, the value for y is completely determined. We have one choice to make, and this shows that there is one degree of freedom. Now well look at a sample size of one hundred. If we know that the mean of this sample data is 20, but do not know the values of any of the data, then there are 99 degrees of freedom. All values must add up to a total of 20 x 100 2000. Once we have the values of 99 elements in the data set, then the last one has been determined. Student t-score and Chi-Square Distribution Degrees of freedom play an important role when using the Student t-score table. There are actually several t-score distributions. We differentiate between these distributions by use of degrees of freedom. Here the probability distribution that we use depends upon the size of our sample. If our sample size is n, then the number of degrees of freedom is n-1. For instance, a sample size of 22 would require us to use the row of the t-score table with 21 degrees of freedom. The use of a chi-square distribution also requires the use of degrees of freedom. Here, in an identical manner as with the t-score  distribution, the sample size determines which distribution to use. If the sample size is n, then there are n-1 degrees of freedom. Standard Deviation and Advanced Techniques Another place where degrees of freedom show up is in the formula for the standard deviation. This occurrence is not as overt, but we can see it if we know where to look. To find a standard deviation we are looking for the average deviation from the mean. However, after subtracting the mean from each data value and squaring the differences, we end up dividing by n-1 rather than n as we might expect. The presence of the n-1 comes from the number of degrees of freedom. Since the n data values and the sample mean are being used in the formula, there are n-1 degrees of freedom. More advanced statistical techniques use more complicated ways of counting the degrees of freedom. When calculating the test statistic for two means with independent samples of n1 and n2 elements, the number of degrees of freedom has quite a complicated formula. It can be estimated by using the smaller of n1-1 and n2-1 Another example of a different way to count the degrees of freedom comes with an F test. In conducting an F test we have k samples each of size n- the degrees of freedom in the numerator is k-1 and in the denominator is k(n-1).

Degrees of Freedom in Statistics and Mathematics

Degrees of Freedom in Statistics and Mathematics In statistics, the degrees of freedom are used to define the number of independent quantities that can be assigned to a statistical distribution. This number typically refers to a positive whole number that indicates the lack of restrictions on a persons ability to calculate missing factors from statistical problems. Degrees of freedom act as variables in the final calculation of a statistic and are used to determine the outcome of different scenarios in a system, and in math degrees of freedom define the number of dimensions in a domain that is needed to determine the full vector. To illustrate the concept of a degree of freedom, we will look at a basic calculation concerning the sample mean, and to find the mean of a list of data, we add all of the data and divide by the total number of values. An Illustration with a Sample Mean For a moment suppose that we know the mean of a data set is 25 and that the values in this set are 20, 10, 50, and one unknown number. The formula for a sample mean gives us the equation (20 10 50 x)/4 25, where x denotes the unknown, using some basic algebra, one can then determine that the missing number,  x, is equal to 20. Lets alter this scenario slightly. Again we suppose that we know the mean of a data set is 25. However, this time the values in the data set are 20, 10, and two unknown values. These unknowns could be different, so we use two different variables, x, and y,  to denote this. The resulting equation is (20 10 x y)/4 25. With some algebra, we obtain y 70- x. The formula is written in this form to show that once we choose a value for x, the value for y is completely determined. We have one choice to make, and this shows that there is one degree of freedom. Now well look at a sample size of one hundred. If we know that the mean of this sample data is 20, but do not know the values of any of the data, then there are 99 degrees of freedom. All values must add up to a total of 20 x 100 2000. Once we have the values of 99 elements in the data set, then the last one has been determined. Student t-score and Chi-Square Distribution Degrees of freedom play an important role when using the Student t-score table. There are actually several t-score distributions. We differentiate between these distributions by use of degrees of freedom. Here the probability distribution that we use depends upon the size of our sample. If our sample size is n, then the number of degrees of freedom is n-1. For instance, a sample size of 22 would require us to use the row of the t-score table with 21 degrees of freedom. The use of a chi-square distribution also requires the use of degrees of freedom. Here, in an identical manner as with the t-score  distribution, the sample size determines which distribution to use. If the sample size is n, then there are n-1 degrees of freedom. Standard Deviation and Advanced Techniques Another place where degrees of freedom show up is in the formula for the standard deviation. This occurrence is not as overt, but we can see it if we know where to look. To find a standard deviation we are looking for the average deviation from the mean. However, after subtracting the mean from each data value and squaring the differences, we end up dividing by n-1 rather than n as we might expect. The presence of the n-1 comes from the number of degrees of freedom. Since the n data values and the sample mean are being used in the formula, there are n-1 degrees of freedom. More advanced statistical techniques use more complicated ways of counting the degrees of freedom. When calculating the test statistic for two means with independent samples of n1 and n2 elements, the number of degrees of freedom has quite a complicated formula. It can be estimated by using the smaller of n1-1 and n2-1 Another example of a different way to count the degrees of freedom comes with an F test. In conducting an F test we have k samples each of size n- the degrees of freedom in the numerator is k-1 and in the denominator is k(n-1).

CAD drafting software Essay Example | Topics and Well Written Essays - 250 words

CAD drafting software - Essay Example One of the reasons why autoCAD is ranked top among other CAD softwares is the fact that it is packed with features within the tool bar which are relatively easy to use and navigate. AutoCAD has all the relevant and necessary features which make usability easy while improving compatibility at the same time. It allows the user to customize the tool palettes consisting only of the tools required for the current project. AutoCAD supports a myriad of files which requires no conversion during import or export (Cohn, 16). The software is not easy to use and in addition to time consumption, there is difficulty in figuring how to use some of its features. AutoCAD is supplemented with a wide range of help and support options besides the online knowledge-base present on the website. SolidWorks is considered to be an extensive software that is meant for corporate environment and large production. SolidWorks has extensive design capabilities which makes it a very complex system. Despite the complex and extensive designs in cataloging and tolerance control, the user interface has been kept as dynamic and simple as possible. The design makes SolidWorks a design software suitable for users at all levels. SolidWorks is quite expensive; Premium version goes for $7,995, Standard for $3,995 and the Professional version at $5,490. There is minimal training required for a user to become productive and knowledgeable of SolidWorks. Besides, there is a good production demonstration video which offers design lessons (Cartwright, 12). SolidWorks has an electrical package which is highly used in electrical engineering field in designing complex circuits. It has a wide range of electrical design functionality suitable for design professionals. Google Sketch Up is free but can be upgraded to Pro version at a cost of $485 which comes with email technical support and export options. It’s a simple CAD software for sketching models in a 3 D space. Google Sketch up is

Db5 team and leadership Research Paper Example | Topics and Well Written Essays - 250 words

Db5 team and leadership - Research Paper Example Other factors that might contribute to the teamwork failure include lack of open-mindedness and progressive thinking among team members (McCallin & Mike, 2009). However, this is opposed to another experience I had with another team that was very successful from the start to end. Among the main factors that contributed to the success of the team was commitment to the goals of the project, good interpersonal skills and interdependence among team members. According to Tarricone & Luca (2002), interpersonal skills such as open discussions among team members, honesty, trust and respect are some of the most important factors that can enhance effective teamwork among members. However, the most crucial factor that helped the team become successful was communication among members. Open communication and positive feedback among the team members are important attributes for a successful team (Tarricone & Luca, 2002). All members of a particular team need to learn teamwork and be committed to targets, timelines and responsibilities set for the project. Such effectiveness can only be achieved through proper communication among team

American Multiculturalism Essay Example for Free

American Multiculturalism Essay Multicultural education helps achieve the highest goals in the achievement of setting goals to all students. It promotes many different diverse languages, decision making and critical thinking. All the while moving away from inequality and moving towards cultural pluralism. Multicultural Education is to reform schools and gives all cultures a chance in every area: job, school and in the community. It also includes nationality, diversity and class to the students while teaching. This education benefits the students by centering their education in familiar ways to their culture and helps them think on it in multiple ways. In this way the students have an opportunity to be comfortable and in a relatively familiar setting to their culture. I have read on globalization and it is based on integration of different people with different backgrounds. â€Å"As a concept, refers both to the shrinking of the world and the increased consciousness of the world as a whole. It is a term used to describe the changes in societies and the world economy that are the result of dramatically increased cross-border trade, investment, and cultural exchange. The processes and actions to which the concept of globalization now refers have been proceeding, with some interruptions, for many centuries, but only in relatively recent times has globalization become a main focus of discussion. The current or recently-past epoch of globalization has been dominated by the nation-state, national economies, and national cultural identities. The new form of globalization is an interconnected world and global mass culture, often referred to as a global village. (New World Encyclopedia, retrieved 1/18/13) The intent of this is to live alongside like cultures and befriend them economically and socially. History speaks of many encounters with multicultural education. It had its pros and cons. In some instances it was harmful to others if this fell into the wrong hands of people with ill intent to others, but it was for the most part a benefit to us all. It’s just like when one country invents something. Then the next country follows up with something else just a little better. To me this is a great example. We all benefit from this. Overall students can excel at more education and have a greater opportunity to access knowledge. Multicultural education also improves teaching methods, a better learning environment for international students and can eventually help the students to feel better acquainted with their communities. It also promotes acceptance in the dialect and citizenship of each student. We should be able to share these opportunities nationally and live side by side to benefit us all. It involves including everyone’s needs to make decisions in curriculum and in the way we live.

Georg Simon Ohm :: essays research papers fc

Georg Simon Ohm   Ã‚  Ã‚  Ã‚  Ã‚  At the time Georg Simon Ohm was born not much was known about electricity, he was out to change this. Georg grew up in Bavaria which is why most information about Georg is in German. There is even a College named after him: Georg-Simon-Ohm Fachhochschule Nuernberg. To much dismay not a whole lot has been written about him. Usually you will find a paragraph of the summary of his life. I hope to change this flaw in the history books by telling you as much as I could find on his life.   Ã‚  Ã‚  Ã‚  Ã‚  When Georg was growing up his dad, owner of a prosperous locksmith business, wanted young Georg to study mathematics before joining the family business. Georg attended a Gymnasium, like a college, in Erlangen, Bavaria (now Germany) . During his time at this Gymnasium a professor noticed how he excelled in math. This professor's name was Karl Christian von Langsdorf, Georg owes this man much credit from his recommendations to others.   Ã‚  Ã‚  Ã‚  Ã‚  After he graduated he took a job teaching mathematics at Erlangen University in 1805. He spent the next years looking for a better teaching position. He found what he was looking for in 1817 when a job was made available to him at Cologne Gymnasium. He now looked to research electrical current. In 1827 he published Die galvanishce Kette, mathematisch bearbeit (The Galvanic Circuit, Mathematically Treated). This was a mathematical description of conduction in circuits modeled after Fourier's study of heat conduction. This is also known as Ohm's Law.   Ã‚  Ã‚  Ã‚  Ã‚  Ohm's Law, which is Georg's greatest accomplishment, started as an experiment. The experiment's purpose was to find the relationship between current and the length of the wire carrying it. Ohm's results proved that as the wire increased the current decreased. Ohm came up with a formula to state these findings. It is V=IR, where as V=Voltage, I=Current, and R=Resistance. Ohm came up with a statement for this: current is equal to the tension (potential difference) divided by the overall resistance. Units of resistance, or ohms, are named after Georg Ohm. The inverse of resistance is conductance and it's units are mho, or Ohm's name spelled backwards. This is expressed as G=I/R or I=GV. That is conductance is equal to Current divided by resistance. Georg's work was under constant ridicule because it was experiment only and was irrelevant to a true understanding of nature. So he felt compelled to resign his job at Cologne. He continued his research after this time. After six years he got another teaching job at Nuremberg. He was recognized by the Royal Society of London for his work in the 1840s.

Teacher Motivation and Its Effect on the Academic Achievement

Fall 2011 Gender differences on Intrinsic Motivation in Hong Kong Higher Education Hon Keung Yau Man Shan Kan City University of Hong Kong Alison Lai Fong Cheng Abstract The purpose of this paper is to investigate if there are different levels of intrinsic motivation towards study, curiosity and external regulation among males and females. This study focuses are attained by conducting a survey (137 students) among a local university in Hong Kong. Results show that among all students, no matter males or females, their levels of intrinsic motivation towards study, curiosity and external are the same.Burger, Dahlgren, and MacDonald (2006) found that male have higher intrinsic motivation to gamble when compared with female. Another study shows that masculine students have higher intrinsic motivation than feminine students when responding to competition (Conti, Collins, & Picariello, 2001). However, when talking about intrinsic motivation to study, will the result of comparing males and f emales still be the same? Most Hong Kong people spend more than twenty years to learn as much knowledge as they can to get high academic qualifications.Among all students, there is a question of how students can gain more than others when learning in the same learning environment, and whether either one gender has higher intrinsic motivation towards learning. Motivation is an essential element to directly affect students’ learning and performances. Some students may feel that they are not active but under obligation to learn. It is due to lack of motivation in learning, which would not result in good performance. According to Olsson (2008, p. 7), motivation is a reason or set or reasons for engaging in a specific activity, especially human behavior.The reasons can be basic needs, an object or a goal. Self-determination theory (SDT) by Deci and Ryan (1985, 1991) is currently the most comprehensive theories of motivation with empirical support. According to SDT, intrinsic motiv ation is defined as the doing of an activity for its inherent satisfactions rather than for some separable consequence (Xie, Debacker, & Ferguson, 2006). It is the degree to which an individual chooses to accomplish an activity for pleasure and enjoyment (Olsson, 2008, p. 2). e-Journal of Organizational Learning and Leadership Volume 9, Number 2 3 Fall 2011 This type of motivation is known as the most optimal kind of motivation as being entirely autonomous (Noel, Clement, & Pelletier, 2001; Remedios, & Lieberman, 2008; Gao, 2008). Students with intrinsic motivation complete tasks for fun or challenge instead of external stimuli, pressures, or rewards. They often have more interest, confidence and excitement in doing the task. According to Brophy (2010), intrinsic motivation emphasizes on motivation as selfdetermination of goals and self-regulation of actions rather than motivation as response to felt pressures.In view of this emphasis of intrinsic motivation, this project tries to i nvestigate different aspects affecting students’ learning so that their self-regulation of actions can be improved and learn without pressure. With this improvement, their academic performance can be enhanced at the same time. As few studies have focus of gender difference on intrinsic motivation for Hong Kong students, this study conducted in a local university in Hong Kong tries to investigate if either one gender possesses higher level of intrinsic motivation.According to Narayanan, Rajasekaran, and Iyyappan (2007), females have higher intrinsic motivation in learning English than males among engineering university students. Meanwhile, another research by Shang (1998), it was found that females have lower intrinsic motivation in physical education classes than males. A study by Schatt in 2011 focusing on subject of music found that female students have higher instrumental musical practice rate than males while the amount of time spent on practice correlated significantly w ith intrinsic motivational beliefs.It raises a question whether females possess higher intrinsic motivation, which is investigated in this paper. In view that Ning and Downing (2010) have conducted a research study among 581 university students in Hong Kong and found that student motivation is the strongest predictor to their academic performance while few attempts to investigate more specific factors such as curiosity and external regulation that whether they affect intrinsic motivation among university students in Hong Kong, the relationship between these factors and intrinsic motivation are deeply investigated so as to improve student intrinsic motivation.Also, whether males or females would have higher level of intrinsic motivation is also studied. These serve as the purpose of this paper. We attempt to fill the research gap by asking the following research questions: 64 e-Journal of Organizational Learning and Leadership Volume 9, Number 2 Fall 2011 (1) Is there any difference in the level of intrinsic motivation towards learning between males and females for Hong Kong university students? (2) Is there any difference in the level of curiosity between males and females for Hong Kong university students? 3) Is there any difference in the level of external regulation between males and females for Hong Kong university students? These questions are answered by conducting a quantitative survey among a local university in Hong Kong. The result indicates that there is no difference in the level of curiosity, external regulation or intrinsic motivation towards learning between males and females. The result implies that students, no matter males or females, their likeliness to be motivated to work tend to be the same.Theory Background and Hypothesis Gender affects the skills or traits people find fascinating or personally relevant (Sansone & Harackiewicz, 2003). It implies that different genders tend to have different perception and thoughts. Different gender may t hus be destined to have different level of intrinsic motivation. In this fast-paced society, people need to have high competitiveness, wide range of knowledge and high capabilities in order to achieve eminent performance. Students having good academic performance were found to have higher intrinsic motivation.In this research, the focus is to find out if there is any difference regarding the level of curiosity, external regulation and intrinsic motivation between males and females. Students in a local Hong Kong university are the targeted group. Differences in Gender Most of the previous researches are apt to suggest that female have higher motivation and more desirable learning than male students. Narayanan, Rajasekaran, & Iyyappan (2007) found that female university students studying Engineering or Technology have higher motivation in learning English than males.It was concluded that female students studying learn English better than male students (Narayanan, Rajasekaran, & Iyyapp an, 2007). Further to the explanation provided by Narayanan, Rajasekaran, and Iyyappan (2007), female have better listening skills, more concerned with input, i. e. listening, and tend to have better attitudes towards learning. Contrarily, male are less sensitive, more concerned with output, i. e. talking, and think in a more analytical way than female.These may be reasons explaining e-Journal of Organizational Learning and Leadership Volume 9, Number 2 65 Fall 2011 why females perform better in learning. It should be noted that the above research is for university students learning English. There is a research focusing on another subject, music, conducted by Schatt (2011). The study showed that female students have higher instrumental musical practice rate than males while the amount of time spent on practice correlated significantly with intrinsic motivational beliefs.Motivational beliefs are guides of students’ thinking, feelings and actions in learning some subject areas and they can lead to success in learning (Boekaerts, 2002; Clayton, Blumberg & Auld, 2010). Another research focusing on subject of physical education, the result is different. One study by Shang (1998) in Taiwan focusing on physical education classes in high and also junior high school, it was found that female students have lower intrinsic motivation which is relevant to their interest or enjoyment and perceived competence than male students in most of the sub-scale of the study, but have higher effort put into the learning tasks.It not only proves that learning environment is different for male and female students, but it also emphasizes that males perceive the learning environment as more challenging and competitive while females perceive higher threat than males in physical education classes (Shang, 1998). From several researchers investigating the levels of intrinsic motivation of students on different subjects, it resulted in different genders having higher intrinsic motivati on towards various subjects. Therefore, it should not have any conclusion saying that a particular gender is inclined to have higher motivation on all subjects.Based on the above evidence, the study hypothesized: Hypothesis 1 (H1): There should have no difference between males and females on the level of intrinsic motivation. Curiosity Curiosity is defined as the intrinsic desire to know, to see, or to experience that motivates information seeking behavior (Zelick, 2007, p. 147). Acquiring knowledge out of curiosity is considered to be intrinsically rewarding and highly pleasurable since it eliminates states of ignorance and uncertainty (Litman, 2005). There are not so many literature reviews regarding gender difference in the level of curiosity.In a previous study, it was found that males possess higher level of curiosity than females. This study was conducted among Israeli college students while there is no significant e-Journal of Organizational Learning and Leadership Volume 9, Number 2 66 Fall 2011 difference for the level of curiosity among American college student (Ben-Zur, & Zeidner, 1988). According to another study by Engelhard and Monsaas (1988), it shows that no significant gender difference was found among the urban elementary school students.It was also discovered by Sanders, Driscoll, Dixon, Pendergrass and Scales (2004) that there is no significant gender difference among middle school students either. From the above evidence, it is believed that there should be no gender difference in the level of curiosity among the Hong Kong university students. As a result of the literature review elaborated above, the second hypothesis was: Hypothesis 2 (H2): Both genders possess equal level of curiosity. External Regulation External regulation is the most pressured and controlled type of motivation (Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009; Olsson, 2008, p. 47). Externally regulated students study for avoiding punishment, to obtain rewards or to meet external expectations (Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009; Xie, Debacker, & Ferguson, 2006; Olsson, 2008, p. 147). They feel that they are obliged to study. With the external pressured contingencies, they are mentally pushed to put effort into their studies. It is also indicated by Bowman (2007) that rewards and incentives provided by teachers can be used as tools to motivate students in their learning and achieve their goals.For the wording of external to describe the external regulation, its source can still be internal. For instance, students can push themselves by studying with feelings of guilt, shame and anxiety. It can also be positive feelings of pride and ego enhancement. When students are externally regulated through some internal sources, this type of external regulation is labeled to be introjected regulation. Another research by Olsson (2008) stated that externally regulated people carry out internalization and integration of their behavior. It will form introjected regulation.He also agreed that their behavior is related to or enforced by the expectations of self-approval or avoiding guilt and anxiety. This type of behavior has external locus of causality. With the internalization and integration of behavior becoming more advanced, it will shift to identified regulation and people will have perception of internal locus of causality. There is limited literature reviews regarding the gender difference on the level of external e-Journal of Organizational Learning and Leadership Volume 9, Number 2 67 Fall 2011 regulation.One study by Agina, Kommers, Steehouder (2011) discovered that gender has no effect on the level of external regulation one possesses. That means there is no particular gender possessing higher level of external regulation. Another study by Balaguer, Castillo and Duda (2007) focusing on sport motivation found that female athletes have lower level of external regulation. Since the latter one pertains to lea rning and doing sport while the former one pertains to the targeted students’ external regulation in learning, it is believed that there is no gender difference in the level of external regulation among Hong Kong university students.Based on the above evidence, the third proposed hypothesis was: Hypothesis 3 (H3): Both genders possess equal level of external regulation. In this study, three elements were analyzed. They are curiosity, external regulation and intrinsic motivation. Their levels within both genders are investigated. Hong Kong Learning Environment and Education System Students in Hong Kong need to study with intense academic competition owing to the commercialization of education and rapid expansion of tertiary education (Gao, 2008).Although the increased number of universities may ease the academic competition for higher education places. The number of unemployed university graduate is also increased. Students in Hong Kong learn in a highly competitive, examinati on oriented and large classes with excessive amount of homework (Moneta & Siu, 2002). Moreover, English is widely regularly promoted to be essential for individuals’ social and career development (Gao, 2008; Davison & Lai, 2007). English is the medium of instruction among all universities in Hong Kong.These are the characteristics of Hong Kong education system, which tends to requires students remembering all knowledge and apply all the knowledge on the paper for the examination. Hong Kong Students may always have surface learning that they will engage in the shortcuts allowed in some courses and attain till the end without deeper understanding (Moneta, & Siu, 2002). There are eight universities in Hong Kong governed by the University Grants Council (UGC), which has an international membership.UGC has been assigned to ensure all standards and maintain the independence of Hong Kong universities after the handover to China (Kember & Leung, 2011). All universities were founded w hile Hong Kong was a British colony. They e-Journal of Organizational Learning and Leadership Volume 9, Number 2 68 Fall 2011 are consistent with UK standards and practices. Also, owing to the importance of globalization and student exchange among the education, some top Hong Kong universities have been highly international in the outlook and can be compared with any other good universities in other countries.For Hong Kong education system, most university students are Chinese and aged from 18 to 22. Positive Relationship between Intrinsic motivation and Academic Performance According to a study conducted by Ning and Downing (2010) in Hong Kong focusing on investigating the relationship between intrinsic motivation and academic performance among university students, it was found that the relationship is positive. Also, another research by Afzal, Ali, Khan, and Hamid (2010) among 342 university students in Pakistan generates the same findings that intrinsic motivation can promote mor e optimal learning and better academic performance.In view of these result, intrinsic motivation should be promoted for the sake of student academic performance. Research Methods Survey research among university students is used in this study to test the hypotheses stated above since questionnaire as an instrument for studying research problems is a survey tool for collecting data from people about themselves such as attitudes, thoughts, behaviors; or concerning a social unit such as a school (Lanthier, 2002; Siniscalco, & Auriat, 2005). The research was completed in three universities in Hong Kong.Before the survey is mass produced and used to gather real data, pilot study was carried out to disclose problems and refine the wording, ordering, etc (Litwin, 1995; Hoinville, Jowell & Associates, 1978). Ten of my friends are asked to complete the questionnaires and give feedback independently about the questionnaires. The survey was then conducted by distributing questionnaires with co vering letter explaining the purpose of the research to the university students individually. The questionnaire was averagely completed within 10 minutes.Subsequently, 200 questionnaires were given out to undergraduates from various universities in Hong Kong. A total of 137 responses (with a return rate of 68. 5 per cent) were achieved, and the usability rate was 100 per cent since no incomplete questionnaires were found. There are nine statements (Table 1) for three variables: curiosity (Mot_3, Mot_5, Mot_6, e-Journal of Organizational Learning and Leadership Volume 9, Number 2 69 Fall 2011 Mot_7 and Mot_8), external regulation (Mot_1 and Mot_2) and intrinsic motivation (Motivator_3 and Motivator_4).Those statements were taken from three questionnaires from three journals (Albrecht, Haapanen, Hall, & Mantonya, 2009; Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009; Lepper, Corpus, & Iyengar, 2005). 4-point Likert-type scale which is common rating format especially for educatio nal survey research was assigned to all statements (Siniscalco, & Auriat, 2005; Allen, & Seaman, 2007). Removing mid-point category from Likert scale can reduce social desirability bias arising from respondents (Garland, 1991). Statements in questionnaire were ranked at (1) Very True, (2) Sort of True, (3) Not Very True and (4) Not At All True.Table 1. Statements for Three Variables Variables Curiosity Statements Mot_3 – I work hard in some courses because this represents a meaning choice for me. Mot_5 – I work hard in some courses because I think I can apply what I learn to my future career. Mot_6 – I work hard in some courses because I want to learn new things. Mot_7 – I work hard in some courses because good results in school can help me get a better career. Mot_8 – I work hard in some courses because this is an important life goal for me. Mot_1 – I work hard in some courses because that’s what others (parents, friends, etc. expect me to do. Mot_2 – I work hard in some courses because that’s what others (parents, friends, etc. ) force me to do. Motivator_3 – I work harder when I like the teacher. Motivator_4 – I work harder when the subject is interesting and useful. Data Analysis The purpose of this study is to test the gender difference on level of curiosity, external regulation and intrinsic motivation. SPSS Version 17 is used to analyze the data in this study. This is sophisticated software for many scientists and other professionals to analyze statistics.Data analysis including frequency distribution is used to analyze the personal data of respondents. After that, mean and standard deviation are used to study the perception of curiosity, external regulation and intrinsic motivation different genders possess. Independente-Journal of Organizational Learning and Leadership Volume 9, Number 2 70 External Regulation Intrinsic Motivation Fall 2011 samples t test is then used to test all three hypotheses to see if there is any difference between males and females on the level of the three elements.Before the analysis, the collected data was examined to ensure that it is valid and reliable. It involves checking the usability and the validity of the responses on the questionnaires collected. Subsequently, reliability analysis using Cronbach alpha, which is a measure of internal consistency about how close elements are related to each other, is carried out to test the reliability of the variables (Nunnally, 1978; Prater and Ghosh, 2006). The test means the freedom from random error (Alreck, & Settle, 1985). The Cronbach alpha values (Table 2) of curiosity, external regulation and intrinsic motivation are 0. 57, 0. 622 and 0. 685 respectively. A value of 0. 60 is also used as the practical lower bound (Narasimhan & Jayaram, 1998). Therefore, reliability figures in this study, which exceed the value of 0. 60, can be perceived as acceptable. This study can be conside red as reliable. Apart from reliability testing, factor analysis was also utilized to establish construct validity. Results of factor analysis can be used to ensure that questionnaire used in this study is valid (Field, 2005). Factor loading is used to analyze the validity of measurement scales with general value of acceptance as 0. 0 (Anderson, & Gerbing, 1998; Fornell, & Larcker, 1981). The variable of curiosity includes five items. A factor analysis for those items was conducted for the five items. Factor loadings ranged from 0. 542 to 0. 783. The variable of external regulation includes two items. Factor loadings are 0. 852 for both items in the factor analysis. The variable of intrinsic motivation includes two items. Both factor loadings are 0. 872. All values of factor loadings in the questionnaire are greater than 0. 3. Hence, this scale is retained.As a result, it can be concluded that the measurement scale is valid and reliable. Table 2. Mean, Standard Deviation, and Cronba ch Alphas of Three Variables Items Curiosity External Regulation Intrinsic Motivation Note: n = 137 Mean 2. 0569 2. 8139 2. 0255 Standard Deviation . 51732 . 62722 . 61334 Cronbach alpha 0. 757 0. 622 0. 685 71 Findings The demographic statistics of the respondents were analyzed. Table 3 shows the background e-Journal of Organizational Learning and Leadership Volume 9, Number 2 Fall 2011 of totally 137 respondents, in which 65. % are males. 99. 3% are between 21 and 25 years old. All of them are studying Engineering in a local university in Hong Kong. More than half of them are year 2 university students. With 56. 9% promote to university through Joint University Programmes Admissions System (JUPAS), it indicated that they have been studying and encountering different level of motivation in learning for at least 18 years for education system in Hong Kong. Table 3. Descriptive Statistics of Personal Data of Respondents Minimu Std. N m Maximum Deviation 13 1. 00 2. 0 . 47648 7 Cumulat ive Frequency Percent 72 Gender Male Female Age Below 21 Between 21 and 25 Above 25 Year Year 1 Year 2 Year 3 Promotion JUPAS NON-JUPAS 90 47 13 7 1. 00 3. 00 . 50523 55 81 1 13 7 1. 00 5. 00 . 61495 14 79 44 13 7 1. 00 2. 00 . 49699 78 59 65. 7 100 40. 1 99. 3 100 10. 2 67. 9 100 56. 9 100 Valid N (listwise) 13 7 All respondents completed a questionnaire asking their reasons of study in terms of whether they perceive the specific statement as â€Å"Very True† (1), â€Å"Sort of True† (2), â€Å"Not Very True† (3) or â€Å"Not at all True† (4).The reasons in the questionnaire pertain to the three variables (curiosity, external regulation and intrinsic motivation) investigated in this study. e-Journal of Organizational Learning and Leadership Volume 9, Number 2 Fall 2011 Mean and standard deviation were used to examine the level of their perception of the variables. The values of mean, standard deviation and Cronbach alpha are shown in Table II. Results sh ow that university students have slight perception towards having curiosity and intrinsic motivation, but not external regulation. It is indicated by the mean score of 2. 569 for curiosity, 2. 8139 for external regulation and 2. 0255 for intrinsic motivation. Independent sample t-test was used subsequently to test if there is any different in the level of curiosity, external regulation and intrinsic motivation between males and females. H1: This hypothesis predicting that there is no significant difference on the level of intrinsic motivation between males and females was supported since the t value is 0. 498 and the significant value is 0. 620, which is higher than 0. 05. With the mean difference of only 0. 05508, it shows no significant difference between both genders.H2: This hypothesis predicting that there is no significant difference on the level of curiosity between males and females was supported since the t value is -0. 112 and the significant value is 0. 911, which is high er than 0. 05. With the mean difference of only 0. 01050, it shows no significant difference between both genders. H3: This hypothesis predicting that there is no significant difference on the level of external regulation between males and females was supported since the t value is 1. 222 and the significant value is 0. 224, which is higher than 0. 05. With the mean difference of only 0. 3771, it shows no significant difference between both genders. To conclude, all three hypotheses are supported via the above results. It shows that both genders possess equal level of curiosity, external regulation and intrinsic motivation. Discussion and Implications Results indicate that the levels of curiosity, external regulation and intrinsic motivation for university students in Hong Kong are nearly the same among different genders. It can be interpreted by the same education environment for both genders. Students in Hong Kong receive education under the same educational systems and approaches among different genders.Therefore, it contributes to both genders having the same level of characteristics affecting their learning and also intrinsic motivation. Moreover, there is a part of university students in Hong Kong, no matter males or females, studying subjects that they are not interested in owing to the emphasis of education e-Journal of Organizational Learning and Leadership Volume 9, Number 2 73 Fall 2011 qualification for students’ future careers in Hong Kong society. As a consequence, the education they are receiving cannot make a difference of various perspectives affecting learning on different genders.That is why there is no difference for males and females on the three factors that is supposed to students’ learning. Difference on Level of Intrinsic Motivation between Males and Females Supported by several researchers with this result, Narayanan, Rajasekaran, & Iyyappan (2007) concluded that female students studying Engineering or Technology learn E nglish better than male students. Meanwhile, from a research of Shang (1998) in Taiwan focusing on physical education classes, it was found that female have lower intrinsic motivation than males but with higher effort put into the learning tasks.Another research conducting by Schatt (2011) focusing on subject of music found that female students have higher instrumental musical practice rate than males while the amount of time spent on practice correlated significantly with intrinsic motivational beliefs. Therefore, it should not have any conclusion saying that a particular gender is inclined to have higher motivation on all subjects since university students always involves studying English, Chinese culture and their major altogether.The result of this research study showing that there is no difference between males and females on the level of intrinsic motivation support the hypothesis 1 (H1). Difference on Level of Curiosity between Males and Females Supported by several researche rs with this result, Engelhard and Monsaas (1988) concluded that there is no significant gender difference on the level of curiosity among urban elementary school students. Moreover, same study outcome was resulted in a study by Ben-Zur and Zeidner (1988) focusing on American college students.Therefore, there should be no significant gender difference on the level of curiosity among university students in Hong Kong. The result of this research study showing that there is no difference between males and females on the level of curiosity support the hypothesis 2 (H2). Difference on Level of External Regulation between Males and Females Supported by several researchers with this result, Agina, Kommers, Steehouder (2011) found that gender has no effect on the level of external regulation one possesses.Although Balaguer, Castillo and Duda (2007) focusing on sport motivation found that female athletes have lower e-Journal of Organizational Learning and Leadership Volume 9, Number 2 74 Fal l 2011 level of external regulation, this study concentrated on students’ sport motivation and the study of 2011 as mentioned pertains to students’ learning. As a consequence, there should be no significant gender difference on the level of external regulation among university students in Hong Kong.The result of this research study showing that there is no difference between males and females on the level of external regulation support the hypothesis 3 (H3). Implication for Practice The implication for practice in this study is to let universities identify if one of the genders possess higher level of curiosity, external regulation and intrinsic motivation so as to bring the awareness of universities and students about their ways of teaching and it offers more information for lecturers and professors to implement different practical methods to improve students’ learning performance.Furthermore, this study can let universities know if they need to focus on one pa rticular gender when teaching due to the different level of learning characteristics or intrinsic motivation. It can help schools develop deeper understanding among students. Limitations and future opportunities There are mainly two limitations in this project. Firstly, the sample size of some subgroups is not even. The sample size of males is 90 while that of females is 47. The significant level may be influenced owing to unbalanced distribution of sample size.Also, the investigated school is only one local university in Hong Kong, the survey result may not be representative to the general situations of university students in Hong Kong. The second limitation of this study is that the sample size is not large. Less than 200 samples were collected. It may make the survey result not representative enough to show the general learning environment for university students in Hong Kong. Apart from the limitations, there are several future research opportunities from this study.The first is to extend this current study to a larger sample size among Hong Kong university students to get a more representative result. Secondly, since there is limited literature review investigating the gender difference in curiosity, external regulation and also intrinsic motivation, which is what this project focuses e-Journal of Organizational Learning and Leadership Volume 9, Number 2 75 Fall 2011 on, it is suggested to apply this type of research to similar research study in primary schools, secondary schools, overseas schools, or among students studying associate degree in Hong Kong.The result may be different. This research study also lacks deep investigation. This study is empirical that involves only quantitative research. The survey was conducted in form of questionnaires and without faceto-face interview. The focus of the investigations in this study is on the existence of the relationships. Further research can be done concentrating on deeply investigating why there is no signi ficant gender difference on the level of intrinsic motivation, external regulation and curiosity. Thereby, all these can be a further research for future development of education.Conclusion Throughout the study, there is investigation of the existence of gender difference on the level of curiosity, external regulation and intrinsic motivation among the targeted group of university students in Hong Kong. This study was conducted in a local university in Hong Kong. The survey result supports all three hypotheses defined in this research study. It shows that there is no significant gender difference on the level of intrinsic motivation, curiosity and external regulation (H1, H2 and H3 respectively). References Afzal, H. , Ali, I. , Khan, M. A. , & Hamid, K. (2010).A Study of University Students’ Motivation and Its Relationship with Their Academic Performance. International Journal of Business and Management, 5(4), 80-88. Agina, A. M. , Kommers, P. A. M. , Steehouder, M. M. (2011 ). The effect of nonhuman’s versus human’s external regulation on children’s speech use, manifested self-regulation, and satisfaction during learning tasks. Computers in Human Behavior, 27, 1129-1142. Albrecht, E. , Haapanen, R. , Hall, E. , & Mantonya, M. (2009). Improving secondary school students’ achievement using intrinsic motivation. Unpublished master’s thesis, Saint Xavier University: Chicago, IL. Alreck, P.L. , Settle, R. B. (1985). The Survey Research Handbook. San Diego: Richard D. Irwin, Inc. e-Journal of Organizational Learning and Leadership Volume 9, Number 2 76 Fall 2011 77 Allen, I. E. , Seaman, C. A. (2007). Likert Scales and Data Analyses. Quality Progress, 40(7), 64-65. Anderson, J. C. , & Gerbing, D. W. (1988). Structural Equation Modeling in Practice: A Review and Recommended Two-Step Approach, Psychological Bulletin, 103(3), 411 – 423. Balaguer, I. , Castillo, I. , & Duda, J. L. (2007). Propiedades psicometricas de la escala de motivacion deportiva en deportistas Espanoles. Revista Mexicana de Psicologia, 24(2), 197207.Ben-Zur, H. , Zeidner, M. (1988). Sex Differences in Anxiety, Curiosity, and Anger: A CrossCultural Study. Sex Roles, 19(5), 335-347. Boekaerts, M. (2002). Motivation to learn. Educational Practices Series-10, The International Academy of Education. , & The International Bureau of Education: France. Brophy, J. (2010). Motivating Students to Learn. New York: Routledge. Clayton, K. , Blumberg, F. , & Auld, D. P. (2010). The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component. British Journal of Educational Technology, 41(3), 349-364.Davison, C. , & Lai, W. (2007). Competing identities, common issues: Teaching (in) Putonghua. Language Policy, 6, 119–134. Deci, E. L. , & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press: New York. Deci, E. L. , & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed. ), Nebraska Symposium on Motivation (Vol. 36, pp. 237-288). University of Nebraska Press: Lincoln. Engelhard, G. , Monsaas, J. A. (1988). Grade Level, Gender, and School-Related Curiosity in Urban Elementary Schools, Journal of Educational Research, 82(1), 22-26.Field, A. P. (2005). Discovering statistics using SPSS (2nd ed. ). Sage: London. e-Journal of Organizational Learning and Leadership Volume 9, Number 2 Fall 2011 Fornell, C. , & Larcker, D. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing research, 15, 282-388. Gao, X. (2008). Shifting motivational discourses among mainland Chinese students in an English medium tertiary institution in Hong Kong: a longitudinal Inquiry. Studies in Higher Education, 33(5), 599–614. Garland, R. (1991). The Mid-Point on a Rating Scale: Is it Desirable?.Marketing Bu lletin, 2, 66-70. Hoinville, G. , Jowell, R. , & Associates (1978). Survey Research Practice. Heinemann Educational Books: London. Kember, D. , & Leung, D. Y. P. (2011). Disciplinary Differences in Student Ratings of Teaching Quality. Research in Higher Education, 52(3), 278-299. Lanthier, E. (2002). Psychology Research Methods. Retrieved from http://www. nvcc. edu/home/elanthier/methods/index. htm Lepper, M. R. , Corpus, J. H. , & Iyengar, S. S. (2005). Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates. Journal of Educational Psychology, 97(2), 184-196.Litman, J. A. (2005). Curiosity and the pleasures of learning: Wanting and liking new information. Cognition and emotion, 19(6), 793-814. Litwin, M. S. (1995). How to measure survey reliability and validity. Sage Publications, Inc. : California. Moneta, G. B. , & Siu, C. M. Y. (2002). Trait Intrinsic and Extrinsic Motivations, Academic Performance, and Creativity in Hong Kong College Students. Journal of College Student Development, 43(5), 664. Narasimhan, R. , Jayaram, J. , (1998). Causal linkages in supply chain management: an exploratory study of North American manufacturing firms.Decision Sciences, 29 (3), 579– 605. Narayanan, R. , Rajasekaran N. N. , & Iyyappan, S. (2007). Do female students have higher e-Journal of Organizational Learning and Leadership Volume 9, Number 2 78 Fall 2011 motivation than male students in learning of English at the tertiary level?. Online Submission Ning, H. K. , & Downing, K. (2010). The reciprocal relationship between motivation and selfregulation: A longitudinal study on academic performance. Learning and Individual Differences, 20(6), 682-686. Nunnally, J. C. (1978). Psychometic Theory. McGraw-Hill: New York. Olsson, F. M. (2008).New Developments in the Psychology of Motivation. Nova Science Publishers, Inc. : New York. Prater, E. , & Ghosh, S. (2006). A comparative model of firm size and the global operation al dynamics of U. S. firms in Europe. Journal of Operations Management, 24, 511–529. Remedios, R. , & Lieberman, D. A. (2008). I liked your course because you taught me well: the influence of grades, workload, expectations and goals on students’ evaluations of teaching. British Educational Research Journal, 34(1), 91-115. Sanders, M. E, Driscoll, L. G. , Dixon, B. , Pendergrass, B. J. , & Scales, G. R. (2004).The Effects of Gender Grouping and Learning Style on Student Curiosity in Modular Technology Education Laboratories. Virginia Polytechnic Institute and State University: Blacksburg. Schatt, M. D. (2011). High School Instrumental Music Students' Attitudes and Beliefs regarding Practice: An Application of Attribution Theory. Applications of Research in Music Education, 29(2), 29-40. Shang, I-Wei. (1998). An Analysis of the Relationships between Goal Perspectives, Perceived Learning Environment, and Intrinsic Motivation by Skill Levels and Gender in Adolescent Boys a nd Girls in Taiwan, Republic of China.Applied Image Inc. : New York. Siniscalco, M. T. , & Auriat, N. (2005). Questionnaire design. Quantitative research methods in educational planning. International Institute for Educational Planning/UNESCO: Paris. Vansteenkiste, M. , Sierens, E. , Soenens, B. , Luyckx, K. , & Lens, W. (2009). Motivational Profiles From a Self-Determination Perspective: The Quality of Motivation Matters. Journal of Educational Psychology, 101(3), 671-688. Vansteenkiste, M. , Zhou, M. , Lens, W. , & Soenens, B. (2005).Experiences of Autonomy and Control Among Chinese Learners: Vitalizing or Immobilizing?. Journal of Educational e-Journal of Organizational Learning and Leadership Volume 9, Number 2 79 Fall 2011 Psychology, 97(3), 468–483. Xie, K. , Debacker, T. K. , & Ferguson, C. (2006). Extending the Traditional Classroom through Online Discussion: The Role of Student Motivation. J. Educational Computing Research, 34(1), 67-89. Zelick, P. R. (2007). Issues in The Psychology of Motivation. Nova Science Publishers: New York. 80 e-Journal of Organizational Learning and Leadership Volume 9, Number 2

John Steinbeck section Essay

â€Å"Yea, an’ besides we gunna have to if we wanna have any fun, you know, won’t be much fun jus’ me and George. † Candy observed innocently. Slim chuckled fondly, while George whispered a soft, â€Å"Yea, won’t be much fun†¦ † He sighed contemplatively and looked down at the ground in deep thought. He was jerked out of his daydream at the sound of a bullet, the bullet coming from Carlson’s gun. He looked up and around at the nearby tree, the tree that towered over the ranch, casting a long shadow over a part of the bunkhouse. He took one last glance and turned away. The gunshot was heard again as Carlson pulled closer to the cart. â€Å"Can’t let ya leave wit’ out saying goodbye†¦ ya kno’†¦ † Carlson shifted uncomfortably while looking down at the ground. â€Å"Ok then. Thanks for the concern. † George said abruptly. â€Å"ppreciate it. † With that, George joined Candy at the front of the cart, and set off. A few days had passed and things seemed to be going as slow as ever, the days seemed like months and the nights like years. Nothing exciting had happened to George and Candy, all except for a frog that was hopping along. The monotonous sound of the horse’s hooves threatened to send George into a deep slumber. And Candy, he just sat next to George occasionally lifting his left hand to rub his stumped wrist. Just then, a woman appeared. Not just any woman, the most beautiful woman in the world according to George. Her light brown hair with streaks of a deep red that almost looked brown in the light was delicately waved. It framed her oval face perfectly. Her emerald green eyes looked at George wistfully, as if to decide whether he was approachable. Her soft pink lips parted as she slid her perfectly manicured fingers into her mouth. She whistled at the cart to grab George’s already given attention. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE John Steinbeck section.

Talk Shows in Society Essays - Television, The Jenny Jones Show

Talk Shows in Society.txt Essays - Television, The Jenny Jones Show Talk Shows in Society As a teenager in a present day society the media helps form the reality of the scene expressed by teens today. Television shows such as Talk Shows, that are watched by me frequently have persuaded me in making many of my judgments and dissuasions. As I lay back with my remote control browsing through the channels. I come across at least six-seven Talk Shows within an hour. Talk Shows in the world of television, have undoubtedly taken up almost every inch of space on daytime television, and while doing so has caused much controversy. In the nineteen eighties, soap operas and game shows ruled the daytime airwaves, but the nineties are definitely the decade of the talk shows. The craze of talk shows all seemed to start with the originals such as Geraldo Riveria, Donahue and Sally Jesse Rafael (now called Sally) In fact, many of their original topics are still being used in todays talk shows, but with a different style and format. Some of the talk shows on the air today, such as the Oprah Winfrey Show and the Montel Wiliams Show are focused on improvement of society and the quality of life. They focus on topics such as children, the workplace, everyday life and sometimes have interviews with respectable celebrities. You can catch shows with titles such as Teaching Your Children Responsibly, or How to Manage Your Work Week. These shows actually educate people and teach the child right from wrong. They also have shows exposing things such as child or spousal abuse and make people aware of these dangers. People even fe el a special attachment to their favorite talk show hosts and talk about them as if they know them. Even the so - called trash talk shows such as the Jerry Springer Show, have their upsides. Jerry once did a show featuring David Duke, a former KKK clansman who was presently running for senate. Jerry claims his constant shows on the clan is to let people know about racism. Although he actually did it for publicity, I think that Jerry Springer actually did help us by exposing this man for what he was. Jerrys rebuttal to his bad wrap is that he is helping these people get the attention they need by letting them be on his show, and helping to avoid them trying to get it elsewhere. By watching shows like these people can see and understand things that they probably wouldnt witness in their everyday life. Then there are the shows that arent quite trash, but are not exactly educational either such as the Jenny Jones Show, or the Ricki Lake Show. These shows are good for a laugh and are lighthearted and not as drastically honorable as the the Opera Winfrey Show, or as blatant as the Jerry Springer show. The problem most people have with talk shows it that they exploit peoples lives for everyone to see. While flipping through all the channels you are bound to see titles such as sex, adultery hate and drugs, whether it is on the news or soap operas. The reason that talk shows take the most heat for this is because it is not an allusion; it is an hour of analyzing these issues. Also, any child or adolescent that sees these things may think it is normal to lead this kind of lifestyle. It is very confusing for a child to have been taught their moral values and than turn on the TV and see people openly taking on shows titled Teenage Prostitutes and Pregnant strippers. And imagine how a thirte en-year-old must feel when she/he watches a show about other thirteen years olds, but these teens have already had twelve sexual partners, and their parents condone it! Besides all the problems for the public viewers, the people that actually go on the show are often tricked, or not told what the show is about. Only a few years ago a man named Schmitz was brought on the Jenny Jones Show for a show entitled I Have a Secret Crush on You. Needless to say he was thoroughly upset when another man, Amedure, came out to greet him on public television. Shortly

Complete Comparison Charts SAT vs ACT

Complete Comparison Charts SAT vs ACT SAT / ACT Prep Online Guides and Tips The SAT and the ACT are both hard pills to swallow, but one might be easier for you than the other. If you're still trying to decide which test to take, these charts will give you direct comparisons between them in terms of format, timing, and content. Then you can figure out which one sounds like the right fit for you! Part 1: Logistics First, the nuts and bolts - how many sections are there, how long does it take, and how many questions are there? Test Format SAT ACT Number of Total Sections 10 4 (5 if you take it with Writing) Types of Sections Critical Reading, Math, and Writing (plus one Experimental Section that doesn't count towards your score) English, Math, Reading, and Science (plus Writing if you take that version) Time per Section Critical Reading - two 25 minute sections, one 20 minute section Math - two 25 minute sections, one 20 minute section Writing - 25 minutes for the essay, one 25 minute section, one 10 minute section Experimental Section - 25 minutes English - 45 minutes Math - 60 minutes Reading - 35 minutes Science - 35 minutes Optional Writing - 40 minute essay Order of Sections Essay, 6 randomly ordered 25 minute sections, two 20 minute sections (Critical Reading and Math), and the 10 minute Writing section English, Math, Reading, Science, optional Writing Total Time 3 hours and 45 minutes 2 hours and 55 minutes without Writing, 3 hours and 35 minutes with Writing SAT Timing Section Time Per Question Critical Reading 54 seconds Math 67 seconds Writing 43 seconds ACT Timing Section Time Per Question English 36 seconds Math 60 seconds Reading 53 seconds Science 53 seconds Part 2: Content Next, we'll look at the meat of the tests - what skills are tested in each section, and what do you have to know? Reading SAT ACT Number of Questions 67 multiple choice 40 multiple choice Format 3 sections, each section has sentence completion questions and passage-based questions; passages may be long, short, or paired 1 section, 4 long passages (one may be a set of paired passages), 10 questions about each passage Subject Matter Passages are in an unpredictable order and may deal with a wide variety of subject matter Passages are always in the same order in terms of subject matter: Prose Fiction/Literary Narrative, Social Science, Humanities, and Natural Science Important Skills Vocabulary knowledge for sentence completion questions, skimming passages, reading comprehension, understanding confusingly worded questions Skimming passages, reading comprehension Math SAT ACT Number of Questions 44 multiple choice, 10 grid-in student response 60 multiple choice Format 3 sections 1 section Subject Matter Pre-algebra, algebra, geometry, data analysis and probability Same topics as the SAT with the addition of trigonometry, matrices, complex numbers, and conic sections (but trigonometry is the only one that comes up really frequently) Important Skills Using formulas correctly (given to you at the beginning of each math section), algebra and geometry Math stamina and speed (60 math questions in one long section!), formula memorization (no formulas are given to you on the ACT), algebra and geometry, trigonometry SAT Writing/ACT English SAT ACT Number of Questions 49 multiple choice 75 multiple choice Format 2 sections, editing individual sentences (not sentences in a passage) as well as some questions based on short passages (Improving Paragraphs questions) 1 section, questions asked alongside 5 long passages Subject Matter Punctuation, number agreement, parallel sentence structure, correct tense, diction and word choice, improving paragraph structure Same as SAT but with more questions on rearranging sentences and paragraphs in passages for the best organization of thoughts Important Skills Grammar knowledge, logical organization of ideas in smaller context Grammar knowledge, logical organization of ideas in smaller and larger context Science SAT ACT Number of Questions No science section!! 40 multiple choice Format N/A 1 section, 7 passages - 3 data representation, 3 research summaries, 1 conflicting viewpoints Subject Matter N/A Biology, Earth science, chemisty, physics, very basic math Important Skills N/A Interpreting and making predictions based on graphs and data trends, comparing scientific opinions, understanding and interpreting the design of experiments Essays SAT ACT Overall Score Impact The essay is mandatory and accounts for a third of your Writing subscore The essay is optional and will not affect your composite score in any way Timing 25 minutes at the beginning of the test 40 minutes at the end of the test Subject Matter Wide range of prompt topics, not directly related to high school experiences All prompts usually boil down to the core question of "What do you think about the way the world is changing?" What's Next? Now the million dollar question - how do you decide whether to take the SAT or the ACT? Read about whether the ACT is easier than the SAT for you. Take an SAT practice test and an ACT practice test to see if you score higher on one test than the other - this is most foolproof way to figure out which test you should take for real. Read this guide for advice on choosing test dates and then take a look at the SAT and ACT dates for the upcoming school year to start planning! Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Power of Art - Turner (complete episode) Essay

The Power of Art - Turner (complete episode) - Essay Example Turner was an outstanding romantic painter. Lewis & Lewis (2008) approve of the explicable way in which Turner presented his romantic art by describing the Slave Ship image as an ultimate romantic scene of wild beauty mixed with horror. The most interesting part about the artistic image is how Turner has managed to show both the destruction brought about by nature and the greed and fear of humans in one picture. The sad part about the art is how the slaves sink helplessly in the waters. This is indeed a remarkable piece of art work. Turner used this gift to explain to the world what was going on around them and perhaps aimed to achieve change from it. It is interesting how Turner walked with his unwashed hands as a symbol of professional pride. â€Å"Sculptors find deep satisfaction in plunging their hands into wet clay and manipulating it† (Lewis & Lewis 2008). Similarly, as a profound artist Turner converted his hands to brushes so that one his critics complained of his perpetual need to be extraordinary. But this was who he is, walking with dirty hands could easily make someone mistake him for a farmer when on the contrary he seemed to view himself as a professional artist. This alone evokes a humorous relief. Turners turn towards abstraction portrayed the beauty in his work. Stickland & Boswell (2007) talks of the gradual abstraction in Turners work in his attempts to make color alone inspire feelings. A good example of such art is his picture, Crossing the Brook, which has a blinding effect of the sun at its background. Evident by this picture, Turner painted nature at its raw, a visually captivating landscape that that could speak out the culture in it for itself. He must surely have put the sun itself into his paintings as most people said. While his critics thought he had recklessly disregarded the rules of art, the much supposed recklessness were the basis of his triumph in the field of art. Turners erotica was meant