The Renaissance condition Essay Example For Students

The Renaissance condition Essay In spite of the fact that the mean exhibits a dissimilarity in scores between various sorts of music it can't show the contrast between these gatherings of scores. The range shows the variety in the information in spite of the fact that it just considers the two extraordinary scores. This can't give a decent portrayal of the gatherings as an odd score will genuinely influence the outcomes and isn't illustrative of the gathering all in all. From the outcomes a standard deviation has been utilized to gauge the conveyance of scores around the mean. As can be seen from the table above or the standard deviation bar graph, Mozarts traditional music has the littlest standard deviation, trailed by renaissance and afterward Baroque. This uncovers 68. 26% of all scores in the Mozart condition lie between 78 seconds and 203 seconds and 95. 44% of all scores lie between 16 seconds and 266 seconds. This is an equivalently low standard deviation contrasted with the other two conditions. The Renaissance condition had 68. 26% of all scores between 106 seconds and 259 seconds and the Baroque condition had 68.26% of all scores between 96 seconds and 269 seconds. To investigate the outcomes the Related T test was likewise used to test the importance of the examination. The Related T-Test was utilized as the structure was a rehashed measure plan and the information type was proportion. As appeared by the mean in the table above there was a positive distinction between the time taken to finish the critical thinking test and the kind of music. This distinction is likewise exhibited in the charts attracted to show the underlying outcomes before measurable investigation. Theory 1: We will compose a custom exposition on The Renaissance condition explicitly for you for just $16.38 $13.9/page Request now The nearness of Baroque music will have an effect on the time taken to finish a critical thinking task in contrast with Mozart old style music. Theory 2: The nearness of Renaissance music will have an effect on the time taken to finish a critical thinking task in contrast with Mozart old style music. Invalid Hypothesis 1: The nearness of Baroque music will have no effect on the time taken to finish a critical thinking task in contrast with Mozart traditional music. Any slight varieties in execution will be put down to risk. Invalid Hypothesis 2: The nearness of Renaissance music will have no effect on the time taken to finish a critical thinking task in contrast with Mozart old style music. Any slight varieties in execution will be put down to risk. To test these theories the Related T test was utilized to contrast Baroque and Renaissance and Mozarts old style music to check whether there is a critical distinction between them. The determined an incentive from the Related T-Test was 1. 291539956 for Baroque and 1. 640396499 for Renaissance. Elaborate: For df = 11 and t = 1. 291539956 the likelihood that the outcome was because of chance was over 10%. The outcome in the Baroque condition was in this way not huge. The invalid speculation must be acknowledged on this test, as the presentation of the members has not been influenced by the Baroque music, in contrast with Mozart, at a critical level. Renaissance: For df = 11 and t = 1. 640396499 the likelihood that the outcome was because of chance was over 10%. The outcome in the Renaissance condition was along these lines not noteworthy. The invalid speculation must be acknowledged on this test, as the exhibition of the members has not been influenced by the Renaissance music, in contrast with Mozart, at a noteworthy level. End: The examination has demonstrated a distinction in capacity to issue settle under other chronicled bits of music other than Mozart. The mean outcome indicated that Baroque and Renaissance music have a hindering influence when played rather than Mozart. Anyway the outcomes under Baroque and Renaissance are not noteworthy which bolsters the invalid theory and implies that speculation 1 and 2 must be dismissed. Conversation: The point of this examination was to perceive what impact varieties of traditional styled music has on the audience and whether it is carefully just Mozart that can create enhancements in critical thinking related activities. As per the mean the quicker paced music like the Baroque and Renaissance appeared to have an adverse effect in examination with the recently settled guide of old style music, anyway the outcomes were not a noteworthy level so the varieties in the mean must be disposed of. Regardless of the unimportance of the information the outcomes demonstrated an impact of the diverse music styles on the members. .u39847471dfe677eb69fdea8e2bb92e6c , .u39847471dfe677eb69fdea8e2bb92e6c .postImageUrl , .u39847471dfe677eb69fdea8e2bb92e6c .focused content region { min-stature: 80px; position: relative; } .u39847471dfe677eb69fdea8e2bb92e6c , .u39847471dfe677eb69fdea8e2bb92e6c:hover , .u39847471dfe677eb69fdea8e2bb92e6c:visited , .u39847471dfe677eb69fdea8e2bb92e6c:active { border:0!important; } .u39847471dfe677eb69fdea8e2bb92e6c .clearfix:after { content: ; show: table; clear: both; } .u39847471dfe677eb69fdea8e2bb92e6c { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; obscurity: 1; progress: haziness 250ms; webkit-progress: mistiness 250ms; foundation shading: #95A5A6; } .u39847471dfe677eb69fdea8e2bb92e6c:active , .u39847471dfe677eb69fdea8e2bb92e6c:hover { murkiness: 1; change: darkness 250ms; webkit-progress: haziness 250ms; foundation shading: #2C3E50; } .u39847471dfe677eb69fdea8e2bb92e6c .focused content zone { width: 100%; position: relative ; } .u39847471dfe677eb69fdea8e2bb92e6c .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; text-design: underline; } .u39847471dfe677eb69fdea8e2bb92e6c .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u39847471dfe677eb69fdea8e2bb92e6c .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt sweep: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-tallness: 26px; moz-fringe span: 3px; text-adjust: focus; text-adornment: none; text-shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u39847471dfe677eb69fdea8e2bb92e6c:hover .ctaButton { foundation shading: #34495E!important; } .u39847471dfe677eb69fdea 8e2bb92e6c .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u39847471dfe677eb69fdea8e2bb92e6c-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u39847471dfe677eb69fdea8e2bb92e6c:after { content: ; show: square; clear: both; } READ: European Renaissance Terms and NamesThe table demonstrates that those tuning in to the Mozart traditional music had a mean normal of about 40 seconds music less then the other two styles of music. This was an astonishing actuality, as past exploration didn't recommend a very remarkable distinction, if any whatsoever, between the various sorts of chronicled music. This examination did not depend on one single bit of past exploration, however various associated considers. Hence, the outcomes can't be straightforwardly assessed with those of another examination, in spite of the fact that Mayfield and Moss (1989) can relate them to the inve stigation. Their examination demonstrated that quick music raised strain to members while moderate music could assist with loosening up them, allowing them to take care of issues faster. Addressing the members after the test they referenced that they recognizably felt at more straightforwardness with the old style music playing than the other two pieces. The consequences of the examination that has been directed complexities those of Stough et al. (1994), who built up that old style music didn't modify the exhibition of an IQ test. An IQ test puts out inquiries that the member couldn't have a clue about the response to notwithstanding what music is played. Anyway this investigation that has been led included issues where the appropriate responses were consistently present, it essentially took the kind of reasoning that is upheld by being loose and not focused on, consequently influencing how they adapted to the issues. The water container issue has its impediments as a result of its dubious fundamental structure that isn't care for the structure of the towers of Hanoi. On a superficial level it may appear to be sensible to set up a type of mid-way sub objective, however it is difficult to work out a progression of moves that would disconnect one liter of water. It is likewise hard on the grounds that is it puts a heap on working memory. It is valid as contended by Polson that the limit of working memory restricts the measure of arranging that can be practiced. In light of the considerable number of contemplations in working memory human memory and absence of complete issue understanding, Polson contends that a solver works out an answer for such issues slowly and carefully. The procedure utilized for assessing and choosing moves depends on implies closes investigation and memory forms. A significant disadvantage with this kind of study is that a scientist can never be certain whether they are estimating the impact of the music or the simply the insight of the member (regardless of whether the music had any effect). The best way to be sure was to utilize a gathering of members that was known to be of comparative knowledge and to make the structure inside. It was additionally essential that any conceivable exchange impacts are dispensed with. Various issues can be appeared to have the equivalent basic structure yet extraordinary main stories. Reed, Ernst and Banerji (1974) looked to find whether aptitude gained in performing one undertaking could be moved to an undifferentiated from task. It has been indicated that involvement in an issue can encourage further endeavors at taking care of a similar issue again inasmuch as they are in specific situations for ana

Post Bureaucracy And Network Society

Post Bureaucracy And Network Society Associations around the globe have changed their structures, the inner administrative techniques so as to get by inside a serious market and henceforth developed to best suit the outer condition they work in. Each association in todays time must be gainful so as to be ready to go and subsequently it must arrange its structure, (Grahame .F. Thompson 2003 Oxford University Press). In the 21st century an upheaval of globalization, Information innovation and social change has made corporate associations to reconsider and re-structure themselves to more readily suit the necessities of laborers, bosses, purchasers and the eventual fate of the organization in general. There has been a social change in the division of work and ideas of Post Fordism and adaptable specialization has come up in the last quarter of a century, (Tony J. Watson 2003 Routledge). In this exposition we will see the move from production line type administration towards a system society and the rise of post bureaucratic associations in todays economy which depends on information and advancement. Be that as it may, this leaves us with a contention that is a post bureaucratic hierarchical structure transcendent in the system society/information based economy? In the last piece of this article we see some proof of administration and its components despite everything present in Network Organizations. To get this and arrive at a sensible resolution we should recognize what are bureaucratic association, post bureaucratic associations and system associations. As we realize that organization is a profoundly organized arrangement of organization it was found in the late 1920s as being exceptionally effective in the time of entrepreneur and large scale manufacturing and authoritative multifaceted nature. In this manner, because of its inclination of being machine like it overlooked good, moral and enthusiastic qualities and was effective. The control and co-appointment of work task through a progressive system of suitably qualified office holders, whose authority gets from their skill and who normally, devise an arrangement of rules and methodology are determined to give the most fitting methods for accomplishing indicated closes. (Tony J. Watson, 2003, Routledge, humanism, work and industry fourth release, pg-86). Administration had a chain of command and dynamic which spilled out of top level supervisors to low level gifted and incompetent specialists. In Weber perfect model Weber contended that without a legitimate recording framework the bureaucratic association would fall flat and numerous associations followed that and had profoundly mysterious documenting frameworks. Chiefs and laborers were distributed undertaking as indicated by specialized skill. There was a system of rules to be followed for the creation and capacities to be completed. Choices made were not influenced by feelings or individual inclinations yet characterized by arrangement of rules and under the authority jurisdictional zone. In any case, the perfect structure is for us to comprehend that it is unachievable however through which reality can be looked at. (Tony J. Watson, 2003, Routledge). Administration is an idea of human science and political theory and can be seen in numerous administration offices, huge assembling firms, medical clinics, and numerous scholastic organizations, (Reference). As the legislature of states became bigger during the advanced period, current administrations emerged and particularly following the Industrial Revolut ion, (Osborne David and Gaebler Ted, 1993, Plume). The significant changes which offered ascend to the manufacturing plant framework was that the workforce of work moved from hand creation, for example, working in the fields to a force driven apparatus framework. This upheaval made division of work increasingly confounded, progression gave supervisors more control, predominant oversight and coercive power, empowered industrialist to take more noteworthy prize, moral hardware was acquainted with break the obstruction from representatives, and decrease of aptitude on which laborers depended caused a diminished work cost, (Paul Thompson and David McHugh, 2009, Palgrave Macmillan). (Give Examples of British organizations just as around the world) Administration was at its tallness with the ascent of the processing plant framework. It was changing associations into actually prevalent arrangement of organization and creation. Coordination among man and the machine and with the presentation of the sequential construction system everything changed. Composed and point by point arranging were the key highlights of Technical prevalence. Reasonability helped enormous firms accomplish progressively out of the laborers by permitting them to accomplish improved work in a formalized way to accomplish proficiency and breaking point the dynamic capacity to the top down chain of command. Restricting specialists dynamic and expanding effectiveness by standard procedures plainly characterized without individual bias and passionate qualities. Control was accomplished by diminishing and confining imperative data and information lead to more straightforward control from the administration. Associations utilized bureaucratic structures not exclus ively to hold the most acquiring however a large number of its highlights profited the laborers, there was employer stability, complaints methodology and boundary, and so forth. This wave made the laborers something anticipate and see the association in a positive way, (Paul Thompson and David McHugh, 2009, Palgrave Macmillan). Taylorism and Fordism Taylors standards depended on administration and the marvels were called logical administration. This was a normal model where an association was fruitful when organization was at its statures. This was not a perfect sort Webers model but rather it saw social parts of the association where workers were additionally profited yet the large lump of benefit was taken by association. Representatives were given particular routine errands and which being automated with legitimate coordination of human work exertion prompted Scientific administration. It had a triumph with composed work; in which director had an idea of soldiering on the representative since Taylor felt that it is an inclination for men to relax without legitimate management. He had one most ideal method of sorting out work. In provinces like France and Britain investigates Taylors logical administration began occurring, his thoughts of time study and piece rate working offered ascend to Taylorism, (Thompson and McHugh, 2009 , Palgrave Macmillan). One of the models of Taylorism expresses that an authority can stir his way up the profession pecking order inside a couple of years from being a basic laborer to a center level administrator and even now and again as high as the top administration. This was the base connection model depict by more diminutive (1982), (Tony J. Watson, 2003, Routledge). In numerous pieces of Britain and Europe Bedeaux framework came through and Sweden and Germany followed districting ways yet were impacted by Taylorism, (Thompson and McHugh, 2009, Palgrave Macmillan). Henry portage was Fordism got famous after the mechanical production system was presented in industrial facility working which expanded effectiveness numerous folds. This was the time of large scale manufacturing were the workers were purchasers and part of the market. What made the vehicle plants a triumph were his itemized oversight, arranging the executives techniques and close management. Portage gave his representatives something to anticipate regarding material advantages, for example, motivators, high wages, and could have their very own passage vehicle in various years. This comprehends trust developed, (Tony J. Watson, 2003, Routledge). Post Bureaucracy and Network Society Post Bureaucratic associations rose when associations thought that it was hard to adapt up to exacting principles and characterized limits of the bureaucratic structure. With the presentation of advance innovation being utilized in the cutting edge age the authoritative structure has changed in some enormous scope enterprises. The period of large scale manufacturing appeared to be finished and profoundly specific client need examination must be finished. During the hour of Henry passage vehicles were created in mass which was standard in its appearance, style and innovation. These days we have entered the 21st century where vehicles are altered by the necessities of a particular client. We have moved from a processing plant type large scale manufacturing to a client arranged information based economy where numerous creators accept administration is of the past. The perfect sort of post bureaucratic structure has even more a discourse based and conversation as opposed to orders given where singular skill is given credit. Here we see level progression which was required in organize society to work productively on venture based procedure and gathering undertakings, (Heckscher .C, Donnellon .A, 1994, Sage Publications). The progressions that are conspicuous in the system type of association are that there are laborers and gatherings with level pecking order who take choices dependent on their insight and mastery. There are group based gathering doing tasks and cooperating either from the workplace or from different locales. Systems have demonstrated a valuable elective origination in breaking down how a range social action is composed and represented at various levels, (Graham .F. Thompson, 2003, Oxford college press). In present day associations the idea of level authoritative structure has been presented and work has been separated into numerous gatherings and groups of expert specialists, where a lot of representatives take choices at different degrees of the wo rk procedure. This likewise adds to the development where representatives have the opportunity to settle on choices and exercise their mastery. The majority of the representatives are treated with formal balance and joint participation in the system association, (Graham .F. Thompson, 2003, Oxford college press). Essentially what the creator is attempting to state is that arrange associations gave more opportunity to work and a feeling of uniformity among the laborers and representatives. This can be seen in exceptionally esteem included administrations, similar to instruction, medication, law offices and so on. The Network associations depend on a high trust culture; it has low degree of formal division of work. Systems created as business moved from bureaucratic syst

Local Eats Miniseries The Outer Boroughs COLUMBIA UNIVERSITY - SIPA Admissions Blog

Local Eats Miniseries The Outer Boroughs COLUMBIA UNIVERSITY - SIPA Admissions Blog Alas, its our final post on our favorite restaurants throughout NYC. Weve covered Columbia University spots  and  Manhattan joints. So today, were focusing on restaurants throughout the four outer boroughs. Why did we combine them all into one post? Well, we find that when youre reliant on public transportation, you tend to stick to areas you know best (such as CU and Manhattan). Plus, there are hundreds of amazing food options in Manhattan alone, so it may be a while before you fully explore outer-borough cuisines. Arepas Grill (Queens) 21-19 Broadway, Astoria, NY 11106 (718) 355-9686 |  vwww.arepasnyc.com It is a relatively inexpensive restaurant that serves Venezuelan specialties. Small and cozy, this restaurant offers some of the best arepas in town.   Word of caution: arepas can be addictive! Dario Martinez, MIA 15 Bergn  (Brooklyn)   899 Bergen St, Brooklyn, NY 11238 (718) 857-2335 | www.ramenburger.com Home to  the famous ramen burger, and voted  one of The 17 Most Influential Burgers of All Time, Bergn is worth the trek. Chef Keizo Shimamoto serves this perfect blend of American and Japanese culture out of a simple stand  in Bergns beer hall. He offers a variety of burgers including traditional beef, veggie, and chicken (yakitoi) all on a house-made ramen bun.  This item has foodies from around the world lining up to get a taste. The ramen burger can also be found at Williamsburgs famous Smorgasburg, which is an all-food market that happens every Saturday (starting in April) on the Williamsburg waterfront at East River State Park. Tinsley Corbett, MPA 15 Briskettown (Brooklyn) 359 Bedford Ave. Brooklyn, NY 11211 (718) 701-8909 | www.delaneybbq.com “Actually, I was a bit unsure as to whether I should reveal this secret or simply keep it to myself. I am, however, a proud carnivore and I could not keep this secret in good conscience. Neatly tucked under the Williamsburg Bridge, like a border outpost between old-time Brooklyn and hyper-gentrified Williamsburg, Briskettown is about slow-smoked meat, delicious sides, and fresh-made pie. From the outside, it’s almost non-descript place (small tin sign, etc.) but inside rests the best briskets, pulled porks and sausages I have ever eaten in my life. I once took an out-of-town friend there to eat. He ended up asking if the owner would adopt him. It’s that good.” Selim Sazak, MIA ‘15 Pies ‘n’ Thighs (Brooklyn) 166 S. 4th St, Brooklyn, NY 11211 (347) 529-6090 | www.piesnthighs.com Pies ‘n’ Thighs is a great spot in Brooklyn if your taste buds are in the mood for comfort food. I absolutely love the fried catfish box, which I get with mac ‘n cheese and French fries. It’s famous for its homemade donuts, and has earned awards from Bon Appetit magazine for its apple pie and fried chicken. Kaitlyn Wells, Assistant Director of Admissions Robertas  (Brooklyn) 261 Moore St, Brooklyn, NY 11206 (718) 417-1118 | www.robertaspizza.com Best pizza in the entire city.   Its worth hopping on the subway to make an evening full of pizza, beer, and good friends.   Eclectic with a hipster ambiance. Eric Medina, MPA 15 Salvatores of Soho (Bronx) 3738 Riverdale Avenue, Bronx, NY 10463 (718) 432-6100/ www.salvatoresofsoho.com Great little Italian place on the corner of the block. You can’t beat the smell of Italian food hitting you before you get to the door. I would recommend any of the pizza’s or eggplant parmigiana. Great place to eat if you are on a budget and want to have a good dining experience. Nina-Marie Rivera, Associate Director of Admissions Spring Street Natural  (SoHo) 62 Spring Street, New York, NY 10012 (212) 966-0290  |  www.springstreetnatural.com (I rarely venture outside Manhattan, so SoHo FEELS like an outer borough!) Spring Street Natural is the rare combination of neighborhood-y, delicious and large.   Every other restaurant that has the previous two qualities, in my experience in NYC dining is tiny.   SSN has a huge menu of healthy options.   Im personally a huge fan of the veggie burger, and its almost always my go-to spot for brunch.   There is never a wait, and its right down the block from the SoHo SoulCycle, another favorite NYC spot! Lauren Podber, MIA 14 SriPraPhai Thai (Queens) 64-13 39th Ave,  Woodside, NY 11377 (718) 899-9599 |  www.sripraphairestaurant.com If you’re a foodie, you’ll love this place.   It’s authentic and delicious. Cash only. Grace Han, Executive Director of Admissions Financial Aid Sugar Freak (Queens) 36-18 30th Ave,  Astoria, NY 11103 (718) 726 5850|  www.sugarfreaknyc.com Its hard to find good cajun cooking in New York City. Sugar Freak is among one of the best restaurants for delicious specialities from Louisiana. The owners are from New Orleans and aim to bring NOLA charm to NYC. While this is one of my favorite places in Astoria, definitely check out other spots close to Sugar Freak as Astoria has some of the citys best restaurants. Tip:  Check out their websites blogs for frequent offers and restaurant specials. Katherine McGehee, MIA 15

Comparative Commentary on Global Warming - 1912 Words

â€Å"Taking action to reduce greenhouse gas emissions† (â€Å"Text A†), an international newspaper advertisement from Exxon Mobil and â€Å"An Agenda for Climate Action† (Text B†), a speech by Eileen Claussen, the President of Pew Center on Global Climate Change were both written in 2006 with the focus on global warming. The author in both commentaries strives to bring out the message that as human beings, we must take action to stop the worsening of climate change. Text A is a published article by a company that emphasizes that everyone in the world should be able to take part in reducing greenhouse gas emissions and that illustrates the range of actions, in particular technological advances the company has taken to address the problem. As for Text B,†¦show more content†¦It is presented like how close the audience and Eileen Clausen are, this is so that the audience would be more interested and take account of the global issues more. The data of the two texts are not the same. Text A talks about solutions to reduce green house gas emissions, â€Å"Working with vehicle manufacturers and engine makers on programmers that could improve fuel economy by as much as 30% while significantly reducing emissions† and â€Å"improving energy efficiency at our facilities Steps taken since 1999 resulted in CO2 emissions saving of 11 million tones in 2005...† In Text B†, it talks about the risks that human activities have brought upon climate change. For instance,† what they showed is that the second largest land-based ice sheet in the world is losing ice twice as fast† and â€Å"we know that hurricanes are becoming more intense, not just in the Atlantic which gave us Katrina and Rita†¦Ã¢â‚¬ The information used in each of the texts to convey its message is different. Since Text A is an advertisement for its own company, it would be very uncommon for it not to pressure its audience into buying its products. Exxon Mobile does this by firing all the actions it has taken to tackle the problem of climatic change, creating the impression that using or buying their products is one of the ways to save the planet. 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Social Integration, Religion And Media Influences Essay

In the 2011 census, 356,000 Muslims lived in the North-West accounting for only 5.1% of the population (ONS, 2011). There are an increasing number of female women converting to Islam with as many as 30,000 converting in recent years (Harris, 2010). The research focuses on views of veiling in regards to social integration, religion and media influences. There are a number of negative labels attached to Islam throughout the world (Shirazi, 2010) and this negativity has resulted in religious discrimination against vast numbers of the Muslim population based on their religious identity (Ameli, 2006). 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Fractional Growth Factors Free Essays

string(99) " Write an equation for the rabbit population p for any year n after the rabbits are first counted\." Early Field Experience Lesson Plan Fractional Growth Factor CMP Math 8th Grade Ms. Tanisha Wilson Fifer Middle School Tanisha Wilson MTSC 403 Fall 2011 CONTEXTUAL FACTORS Student Characteristics There 28 students and they are in 8th grade CMP math class. There are some students in this are inclusion so there are two teachers in the classroom. We will write a custom essay sample on Fractional Growth Factors or any similar topic only for you Order Now There is a regular mathematics education teacher, and there is a special aid teacher. The students in this class have to take two mathematics classes each day, a CMT course and a prep course which will help them score high on their DCAS scores. They are from different nationality backgrounds and they understand English well. There is one student in the class who has a wheel chair and the desk is arranged for him to sit comfortably by the door. Overall the students in this class are well behaved and eager to learn mathematics. Grouping Patterns Student’s seats are arranged in groups of four. Students will work in groups of four and a class as a whole will whole. Prerequisite Knowledge Students should already be able to identify the growth factor in the problem with reasoning, the y- intercept, and what everything number in the equation represent. Students are also expected to know what exponential growth mean and are able to graph and factor with exponential growth with whole numbers. Instructional Materials Smart board, smart responders, paper, pencil LEARNING GOALS Mathematical Learning Goals Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional (or decimal) growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponential growth using the formula P= a (b)x. NCTM Content Standards Grades 6-8 Algebra * Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations. * Model and solve contextualized problems using various representations such as graphs, tables and equations. Delaware Standards Math GLE Standard 2 Algebraic Reasoning * Compare the rates of change in tables and graphs and classify them as linear or nonlinear. * Use tables, graphs and symbolic reasoning to identify functions as linear or nonlinear. DIRECT Diversity- there will be different ways to solve the problems so students would be given many ways to practice and choose which method fits best. Interpersonal Communications- students will follow a method that the teacher in the class uses which is called Think, pair, share. Students would think about their answer, pair up with their group members to discuss what each other got, and then share their answer with the whole class. Reflection- students would reflect on what is going on in the class by exit cards at the end of the lesson. Students will also receive extra practice by doing a homework assignment. Effect teaching and assessment Strategies- students would be asked questions leading to them figuring out the formula. At the end of the lesson there would be exit cards to assess what the students have learned in today’s lesson. Content and Pedagogical Knowledge- this is like a review lesson. Students already have prerequisite knowledge on the same material. The only difference with this lesson is that the growth factors for the problems we will be working on today are fractional. Technology- students would use smart responders in the beginning of the lesson to determine if their answers were correct or not. We will also be using the smart board to see the problems needed in order to keep the lessons going. Mathematical Proficiency Strands Understanding mathematics- student’s will be asked multiple questions based off of the problems they have done in previous lessons and the lessons we are doing today so I could know if the students are understanding the mathematics we are covering the in class. Applying concepts to solve problems- students would be given two solve problems and asked how they came up with their answer with explanations of how they got the answer. Reasoning logically- students would be given a real life situation as a solve problem and the answer they come up with have to logically fit the situation given in the story. Engaging- students will be engaging with each other to discuss their thoughts of the solve problems by doing the think, pair, share. Assessment Plan In the previous investigation, we studied exponential growth of plants, mold, and a snake population. In the growth factor and the starting value, we could make predictions. The growth factors in these examples were whole numbers. In this investigation, we will study examples of exponential growth with fractional growth factors. Students will have an understanding on how to find the exponential growth of a Rabbit population with fractional growth factors. Examples will be shown that students understand the lesson by using the growth factor table, being able to determine what is the growth factor and when is it appropriate to round it up to if necessary and students will be able to connect the chart and table to a formula for the exponential growth rate. Pre- Assessment Students will be given a chart that looks like the previous charts we have went over. The difference with this chart is that the growth factor is not a whole number. Students will have to find the equation based off of the chart. They would put their answer into the smart responder. Once everyone’s answers are calculated into the smart responder, we will receive a percentage of how many students got the correct answer in the class. We will then discuss why that is the correct answer. Additional Assessment 1 Students would be given a problem on the smart board with a table which will represent the exponential growth of rabbits. Ask students the following questions†¦ 1. What is the growth factor? Explain how you found your answer. 2. Assume this growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. You read "Fractional Growth Factors" in category "Papers" Explain what the numbers in your equation represent. 3. How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Do not give students the answers. Have students come up with the answers on their own, then they could discuss with a classmate, then the whole class would discuss the correct answer and why. While students are working in groups, the teacher would be walking around and looking at student’s notes to see their understanding. If you see that there is more than one approach to the answer, then call on the different students with the different approaches so there could be variety. Post Assessment The class would sum up what we did in today’s lesson by answering the exit cards with a question similar to the one we did in class. Students must answer the question in details. The teacher will explain to the students that the main point of the lesson today is to recognize that the growth factor may not always be a whole number. By the end of this lesson, students should be able to solve a problem dealing with exponential growth with the growth factor not being a whole number. OPENING 5 Minutes8:00-8:15 Rationale Students will be shown a chart on the smart board and will be asked to find the growth factor and the equation for the table. Since the students are already familiar with exponential growth using whole numbers, I want student’s to see that not all exponential growth would have a whole number as the growth factor. The opening activity is a reflection on the same type of formula they have been working on, the only difference is that the growth f actor would not be a whole number. Students would focus on the growth factor and being able to put it into an equation which will support the table. Students will be assessed by using the smart responders. The smart responders will allow the teacher to know the percentage of students who got the correct answer before beginning the lesson. | Materials Smart board, smart responder, pencil, and paper Activity Description When the students first walk into the classroom, they will be asked to grab a smart responder. (The smart responder allows the teacher to see the percentage of how many students got the correct answer). Based off of the results on the smart responder I will have a short discussion of what is the growth factor, the y-intercept, and why important to know those numbers in order to create a formula. The table is as followed†¦ X| 0| 1| 2| 3| Y| 30| 57| 108| 206| Differentiate Instruction One student from each group will get up to get the smart responders for their group and return them when we are done. Students will be able to do this because there is a student in the classroom with a disability; he is in a wheelchair so I do not want him to feel left out in any way. Therefore, each group will have to go through the same procedure. Another differentiate instruction we will do is go over the correct answer into details because there are some students in the class who are inclusion. I do not want to move too fast with the class as a whole so I will continue to review the material and monitor ALL students understanding of the lesson before moving on. What is the growth factor in this table? Possible Student Responses| Possible Teacher Follow-ups| 1. 9| Did everyone get that answer? | No. | What did you get as the growth factor? | At first I got1. then I divided the next two consecutive numbers which is 108/ 57 and I got 1. 894736834, so the growth factor is not the same with each number. | Did anyone else get that? | Yes| Well I’m happy you pointed that out. What is the difference between this table and the previous tables we have been doing these past few weeks? | The growth factor is not the same for every outcome is not the same exact numb er| What is different about the numbers though? | They are a decimal and not whole numbers. | Ok. Good point. Is 1. 894736 close to 1. 9? | Yes| When you divide 206 and 108, what is your outcome? 1. 907407| Is that close to 1. 9? | Yes| So what could you tell me about this growth factor now? | That the outcomes are very close to each other but they are not the exact same| So imaging if you wanted to round your growth factor to the nearest whole number, put the number 2 into your formula, what are your results? | 30*2= 6060*2= 120120*2= 240| Are your results accurate compared to what we need on our table? | No. | Why is that? | Because when you keep multiplying by 2 instead of 1. 9 the result grows bigger and bigger and it does not match what we need. What do you suggest we do if we wanted to put these numbers into an equation that will have the closest possible outcome? | Round it to 1. 9? | Why 1. 9? | Because what was the first exact outcome and when we divined the next consecutiv e numbers, they are close to 1. 9| Ok great job. So when this happens we will round up to the nearest outcome and in this case it is 1. 9| BODY #1 30 MinutesTime: 8:15- 8:45 Rationale The purpose of this activity is for students’ to have a visual with a story of rabbits reproducing and is able to form an equation with the table given to them. This activity will build on the students’ knowledge of exponential growth and at the same time introducing with fractional growth factors. It is important for students to understand that the growth factor will not always be a whole number and what they should do when they face this problem. This activity develops the learning goal of student’s being able to think about fractional growth factor and why should they round it to the nearest decimal place instead of the whole number. Materials Graphic Calculator, pencil, paper, smart board Activity Description Students will be sitting in groups of four. During this activity, student’s will do a think, pair, share for every question asked to them before discussing it with the class as a whole. Think, pair, share is a way for students to actually THINK about their answer and why do they think that will be the correct answer; they should also be taking down notes at this point. PAIR is when they talk amongst their partners and share what they came up with and then compare answers. If anyone answer is different, then they will discuss why are their answers different. SHARE is when the whole class has a discussion about all of the possible answers and come to an agreement and understanding of the correct answer. Students will be assessed while doing think, pair, and share. The teacher would be walking around the class taking notes about the student’s understanding and mentioning anything that stands out or may be confusing about the lesson to the class. This will just be personal notes for the teacher to know the student understands of the lesson. | The activity will begin with the â€Å"did you know† which will be shown on the smart board. Did you know? In 1859, a small number of rabbits were introduced to Australia by English settlers. The rabbits had no natural predators in Australia, so they reproduced rapidly and became a serious problem, eating grasses intended for sheep and cattle. In the mid-1990s, there were more than 300 million rabbits in Australia. The damage they caused cost Australian agriculture $600 million per year. There have been many attempts to curb Australia’s rabbit population. In 1995, a deadly rabbit disease was deliberately spread, reducing the rabbit population by about half. However, because rabbits are developing immunity to the disease, the effects of this measure may not last. Students will think about the â€Å"did you know† problem and then a table will be shown on the board based off of the problem. If biologists had counted the rabbits in Australia in the years after they were introduced, they might have collected data like these: Growth of Rabbit Population Time (yr)| Population| 0| 100| 1| 180| 2| 325| 3| 583| 4| 1,050| Students would be asked the following questions followed by a mini class discussion for each question. 1. What is the growth factor? Explain how you found your answer. 2. Assume this growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. Explain what the numbers in your equation represent. 3. How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Differentiate Instruction There are some students in this class who are inclusion which mean that they need extra help with understand the concept of the material. There is an inclusion math teacher in the classroom as well but her attention is strictly for those students’. The activity has question and answers so that way everyone in the class could participate in lesson and contribute their understandings. Students will also have to think about the answer on their own at first before working in pairs which will be helpful for the teacher who is walking around to see the students understanding individually. The inclusion student’s will also receive peer help along with teacher sponsoring. What is the growth factor of rabbits reproducing represented by this table? Possible Student Responses| Possible Teacher Follow-ups| 1. 8| Why 1. 8? | Because divided the first two consecutive numbers which is 180/100= 1. 8 so every year the rabbits times itself to 1. 8| So did you get 1. 8 every time you divide the consecutive numbers? | No, when I divided 325 by 180 I got 1. 805555556, when I divided 583 by 325 I got 1. 793846, and when I divided 1,050 by 583, I got 1. 801029. They were all close to 1. 8 so I rounded it up like what we did for the warm up. | Great job, my only question is why did we round it up by 1. 8 and not 2? Because we are dealing with fractional growth factors even though these are decimals. | But what if you didn’t know you was dealing with fractional growth factors and you had to solve this problem, why wouldn’t you round your growth factor up to the nearest whole number? | Because if I rounded my growth factor up to the nearest whole number then the result for the growth amount for populations of rabbits of the next year would not be around the number given. | I don’t really understand what you mean; may you please demonstrate to the class using your calculator? | The student would demonstrate to the class using his/ her calculator Year 1100*2=200not close to 180 Year 2200*2=400not close to 325 Year 3400*2=800not close to 583 Year 4800*2=1600not close to 1050 So why do we round to the nearest appropriate decimal? Possible Student Responses| Possible Teacher Follow-ups| Because if we were to round it to the nearest whole number, then the growth factor will not be close to the next years population rate. | Correct. What is the equation used for this growth factor? | 100(1. 8x)| Why? | Growth factor is 1. 8 and we raise that by time which is x| Ok great job. | CLOSINGTime: 2 minutes Learning Goal(s) Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponential growth using the formula P= a (b)x. Review Based off of what we learned today students will be able to draw connections from the previous lessons with exponential growth factors and now know how to find the exponential growth with the growth factor not being a whole number. Students are to state why they are rounding up the number to the nearest decimal (if needed). Students will have to answer the Exit Cards before leaving the class. 1. Why isn’t the growth factor of exponential growth always a whole number? 2. If you were to round up your decimal or fraction to the nearest whole number and put it into the equation P= a(b)x, what will your outcome be and explain why. Students would be assessed on their understanding of today’s lesson and making sure that they meet the learning goals thinking mathematically. | Follow-up Activities Students will be assigned a homework assignment. 1. In parts of the United States, wolves are being reintroduced to wilderness areas where they had become extinct. Suppose 20 wolves are released in northern Michigan, and the yearly growth factor for this population is expected to be 1. 2. a. Make a table showing the projected number of wolves at the end of each of the first 6 years. b. Write an equation that models the growth of the wolf population. c. How long will it take for the new wolf population to exceed 100? 2. a. The table shows that the elk population in a state forest is growing exponentially. What is the growth factor? Explain. Growth of Elk Population Time (year)| Population| 0| 30| 1| 57| 2| 108| 3| 206| 4| 391| 5| 743| b. Suppose this growth pattern continues. How many elk will there be after 10 years? How many elk will there be after 15 years? c. Write an equation you could use to predict the elk population p for any year n after the elk were first counted. d. In how many years will the population exceed one million? Homework will be checked during the next class meet. ATTACHMENTS â€Å"Growing Growing Growing† book pages 33-36 How to cite Fractional Growth Factors, Papers

Foundation of a Bible Based Christ-Free-Samples for Students

Question: Discuss about the Foundation of a bible based Christ centered worldview. Answer: Describe: Different perceptions on the existence of God by people. According to Bible, Jesus acts as a God for Christian individuals. Analyze: George Buttrick asks his students about what kind of God they believe in. People have different images of God in their minds such as some of them think of God as a cosmic cop whose major goal is to keep a track of people who are doing wrong and punish them. If they do not follow his rules he is always ready to show anger and slap them. But the God of Bible is totally different from this and he is patients enough and acts as a nurturing mother who is always ready to provide love and care to his children. He acts as friend and does not punish us for all the mistakes we make. Some people portray god as a Santa Claus who keeps smiling as a grandfather and provides us each and everything we want. He is always ready to provide love and care by patting on our heads. Some people also portray God as tyrannical ruler and it is very difficult for him to please. He does not serve people but wants human beings to serve him in a proper manner (White, 1998). But the God of Christianity is totally different from him. According to Bible, when we want to have a relationship with God, he or she is treated as his family member. He acts as a father who helps his children in every possible manner and does not treat us as a slave. He provides special care and affection to them. So, everyone must not get scared of God and act as slaves but should act as his children and respect him as a Father. Some people portray God as big and a powerful man. But he is not a human being according to Bible but a spirit who is omnipresent, not visible by anyone and immortal. He is not made of skin and does not contain blood in himself. The God of Bible is perfect and does not lack anything. He can be trusted by human beings in every possible manner. There are a few people who portray God as a strong force and believe that he is present in everything. But according to Bible, God is not present everywhere and he is only a spirit and has invented human beings and the earth. The real god is Jesus in and he plays a significant role in Christian religion. Personal Reflection: I think that I have gained knowledge about the existence of God according to the Bible, which is the holy book in Christianity. Before, I had a perception that God is present everywhere but know I have developed an understanding that he is a spirit and we should not be scared of him. He acts as a Father, a mother and loves us as his own children. He is immortal and invisible. I am deciding to follow the principles of Bible and Jesus. Reference White, J.E. (1998). A Search for the Spiritual: Exploring Real Christianity. Baker Books: Grand Rapids. Pp. 35-42.