Ib Extended Essay Dreams and Memory Consolidation

Is there a link between dreaming and the processes of memory consolidation? Candidate Name: Oscar Louw School: Wesley College, Melbourne Date: 6 June, 2010 Word count: 3434 Contents Abstract †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.i. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..1. Body of text†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 Abstract This essay will pose the question â€Å"is there is there a link between dreaming and the processes of memory consolidation?† A review of research and literature in this area was undertaken, focussing on the biological and behavioural studies of the effects of sleep on memory consolidation; the neural structures in which memory processes are†¦show more content†¦Secondly, it will review what the different stages of sleep are, and look at studies which indicate that episodic memory is consolidated during non-REM sleep, while semantic memory is consolidated during REM sleep. The essay will examine the role of the stress hormone cortisol, the level of which rises during REM sleep, and which impairs interactions between the neocortex and hippocampus. This is relevant because episodic memory is stored in the neocortex, while semantic memory is stored in the hippocampus. The essay will examine how the content of dreams in all stages fits in with the argument that the neoc ortex, which stores episodic memory, actively consolidates memory during non-REM sleep, while the hippocampus, which stores semantic memory, actively consolidates memory during REM sleep. For the most part, this large body of research provides a compelling argument for the proposition that sleep plays a role in memory consolidation and that dreaming is a by-product of this process. However, this view is not universally accepted. Therefore, this essay will also examine the criticisms of this theory, particularly in relation to the apparent lack of positive findings in some studies as well as issues with the methodology used by many of theShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesthe job offer (too low a salary, too small a company, too limited a job description). However, it also suggests a generational shift in thinking. While the job market for new entrants is perhaps the most sluggish in memory, new college graduates remain committed to following their dreams and holding out high hopes for their careers. Scott’s father, David Nicholson, 57, has an established managerial career, with a household income of $175,000/year. Early in his career, David said, he was less concerned

The Constitution fails to meet the needs of a rapidly changing society Free Essays

When the Constitution was written by the ‘Founding Fathers back in 1787, they intentionally made it so that it could survive over time. They made it flexable so because they envisaged that there were problems that they could not forsee in the future, these are things such as the Depression of the late twenties and early thirties. ‘The Framers’ intended for the amendment process to be the main way of updating the constitution and through time this has been evident. We will write a custom essay sample on The Constitution fails to meet the needs of a rapidly changing society or any similar topic only for you Order Now An important part of a democratic government is the accountability of those in power, in recent times we have seen the system in America fail, in part this may be due to the fact that the constitution may be outdated. During Bill Clintons’ second term of office there were a number of scandals that rocked the White House, the first being the Paula Jones affair. During a hearing about the Paula Jones affair Clinton stated that he had not had â€Å"sexual relations† with Monica Lewinsky, this turned out to be a lie and Congress attempted to impeach him. The impeachment failed due to the wording of the constitution as it was based on the fact that they believed he had committed ‘a high crime or misdemeanour’ but Clintons’ lawyers asked for a definition of this and Congress could not give one. This shows that the wording of the constitution was outdated or the constitution was badly worded. There was also a lack of accountability during the Watergate scandal as President Nixon was able to escape with no punishment even though he was part of a conspiracy to commit a felony, all charges against Nixon were dropped by his successor Gerald Ford due to the fact that Presidents have the power to withdraw charges against anybody in America. This shows that there is an essential part of the democratic process missing due to flaws in the constitution. When the constitution was first written in 1787 there was a strong possibility of war, so when the founding fathers drew up the constitution they added in an article which said that all people have the right to bear arms. This article has been problematic ever since. Within the last decade there have been many high profile shootings in schools such as Columbine, this has led to a stronger fight against the gun laws. There are those such as the National Rifle Association who say that that right can not be taken away from them as it is one of their constitution rights but there is a problem with that as within the preamble there is the mention of insuring domestic tranquillity, can this be done when there are children who can gain easy access to guns, there are also the problems with the number of deaths due to gun crimes, the right to life is also mentioned in the constitution. The flexibility of the constitution is crucial to its longevity as if it was too rigid it would not have lasted, there may be the problem though that it is too flexible. Over the years there hav been many changes in the federal system, most notably the introduction of Roosevelts ‘New Deal’ which saw the power shift more towards the central government, then there was the move back through presidents such as Nixon and Reagan. During this time the efficacy of the government could be questioned as we saw with the ‘Appropreations Crisis’ in 1995, during this time government was shut down for two weeks this was ineffect shutting down the country as federal run services such as the postal service were also closed. A solution was found to stop that happening again, that arrived in the form of the ‘Line Item Veto’, this gave the President the power to remove unsuitable sentences or paragraphs from a bill. Eighteen months after its introduction it was scrapped as the Supreme Court ruled it unconstitutional as it gave too much power to one person. Many considered this as a mistake as it made the legislative process faster as it saved the bill being sent back to Congress. This shows that there is room for improvement within the constitution. Through time the main way to update the constitution has been through the Amendment process. As society and its ideals has changed so has the Constitution, when society started to object to slavery and racism the constitution began to follow, the same with womens rights. There are other problems as I have already mentioned the constitution still protects the pro-gun lobby as it is stated in the constitution that all citizens shall bear arms, after a number of atrocities and the significant rise in gun crime, society is begininng to object but still there is no movement on any new amendments in regards to gun laws. The lack of movement may be due to the constitution being outdated but it may also be due to the power that the NRA and other pro gun groups have but we have seen great trides taken through time such as the moves against racism. The constitution was based on what was happening in the eighteenth century and what the ‘Framers’ envisaged would happen in the future, but there would seem to be the ability within it, due to its flexibility, to change with modern society. Through time we have seen how society has changed and not far behind is the constitution due to the amendment process. How to cite The Constitution fails to meet the needs of a rapidly changing society, Papers

Promotional car brochure stand for a car company Essay Example For Students

Promotional car brochure stand for a car company Essay I have to design a temporary promotional car brochure stand for a car company. There are many important features that need to be included in the design. Â  Needs to attract the attention of potential customers because otherwise they might go to a rival and purchase off them. I will do this by using vibrant colours that stand out like black yellow, or black sliver; this can make the stand look expensive. The stand will also have to with stand testing of dropping brochures into the stand and any other ware an tare that might occur. This is because people may put back brochures and they dont care if they drop them in so it has to with stand the tests. The brochure stand that I will produce will be sturdy and not cheap, otherwise it wont attract customers. The brochure stand is an important feature to the car market as it can help sell the brochures so that there are more potential customers. Therefore the design must be aesthetically pleasing. Â  I will use the information I get from my questionnaires to develop my ideas to create the best idea for my final design. Must be made of suitable material because there would be no point making it out of Titanium when it would look as good and cost less with aluminium that can also be recycled. Should be a seasonable size because if its too tall people wouldnt be able to reach it and too small and there is a danger of it getting stolen or crushed. Blend in well with the environment because it would not look nice if you had e. g. a land rover stall with wood and mud and then the brochure stand was shinny metal it would look wrong. Â  Must be able to stand upright on a flat surface so that it does not fall over.

Rbi Organisational Chart Essay Example

Rbi Organisational Chart Essay RESERVE BANK OF INDIA : ORGANISATION CENTRAL BOARD OF DIRECTORS GOVERNOR Dr. D. SUBBARAO DEPUTY GOVERNORS Dr. K. C. CHAKRABARTY Dr. SUBHIR GOKARN SHRI ANAND SINHA SHRI H. R. KHAN Co-ordination Work Executive Directors Department of Currency Management (Dr. N. Krishna Mohan, CGM) Financial Markets Department Shri V. K. Sharma Rural Planning Credit Department (Smt. Deepali Pant Joshi, CGM-inCharge) Customer Service Department (Shri Rajesh Verma, CGM) (G. Mahalingam, Chief General Manager) Financial Stability Unit (Dr. Rabi. N. Mishra, CGM) Secretarys Department (Smt. Grace E. Koshie, CGM Secretary) Central Vigilance Cell (Shri Kaza Sudhakar, Chief Vigilance Officer) Department of Communication (Alpana Killawala, CGM) Right to Information Department of Expenditure Budgetary Control (Smt Deepa Srivastava, CGM-inCharge) Shri V. S. Das (also First Appellate Authority under Right to Information Act) Shri G. Gopalakrishna Deposit Insurance and Credit Guarantee Corporation Monetary Policy Department (Dr. Janak Raj, Adviser-in-Charge) Department of Economic and Policy Research (Shri B M Misra, Officer-inCharge) Department of Statistics Information Management (Shri A. B. Chakraborty, Officer-inCharge) Shri D. K. Mohanty Urban Banks Department (Shri A. Udgata, CGM-in-Charge) Shri S. Karuppasamy (also Alternate Appellate Authority under Right to Information Act) Premises Department (Shri K. R Ananda, CGM) Legal Department (Shri G. S. Hegde, Principal Legal Adviser) Department of Administration and Personnel Management Shri R. Gandhi Central Security Cell (Major General (Retd. ) Soli N. Pavri, Security Adviser) Internal Debt Management Department (Shri K. K. Vohra, CGM) Department of External Investments Operations (Smt. Madumita Sarkar Deb, CGM –in– Charge) Department of Non-Banking Supervision (Smt. Uma Subramaniam, CGM-inCharge) Department of Government Bank Accounts (Shri A. K. We will write a custom essay sample on Rbi Organisational Chart specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Rbi Organisational Chart specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Rbi Organisational Chart specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Bera, CGM) Inspection Department (including Internal Audit) (Shri Karunasagar, CGM) Department of Payment and Settlement Systems (Shri Vijay Chugh, CGM) Foreign Exchange Department (Smt Meena Hemchandra, CGM-in-Charge) Human Resource and Management Department (Shri Sandip Ghose, CGM in – Charge) Rajbhasha Department Shri P. Vijaya Bhaskar Department of Banking Supervision (Shri G. Jaganmohan Rao, CGMin-Charge) Shri. B. Mahapatra Department of Banking Operations and Development (Shri Deepak Singhal CGM-inCharge) Shri G. Padmanabhan Department of Information Technology (Dr. A. S. Ramasastri, CGM)

The History of the City of Antigua, Guatemala

The History of the City of Antigua, Guatemala The city of Antigua, the capital of Sacatepà ©quez Province, Guatemala, is a charming old colonial city that for many years was the political, religious and economic heart of Central America. After being destroyed by a series of earthquakes in 1773, the city was abandoned in favor of what is now Guatemala City, although not everyone left. Today, it is one of Guatemala’s top visitor destinations. The Conquest of the Maya In 1523 a group of Spanish conquistadores led by Pedro de Alvarado swept into what is now northern Guatemala, where they came face to face with the descendants of the once-proud Maya Empire. After defeating the mighty K’iche kingdom, Alvarado was named Governor of the new lands. He set up his first capital in the ruined city of Iximchà ©, home of his Kaqchikel allies. When he betrayed and enslaved the Kaqchikel, they turned on him and he was forced to relocate to a safer area: he chose the lush Almolonga Valley nearby. Second Foundation The previous city had been founded on July 25, 1524, a day dedicated to St. James. Alvarado thus named it â€Å"Ciudad de los Caballeros de Santiago de Guatemala,† or â€Å"City of the Knights of St. James of Guatemala.† The name moved with the city and Alvarado and his men set up what essentially amounted to their own mini-kingdom. In July of 1541, Alvarado was killed in battle in Mexico: his wife, Beatriz de la Cueva, took over as Governor. On the unlucky date of September 11, 1541, however, a mudslide destroyed the city, killing many, including Beatriz. It was decided to move the city once again. Third Foundation The city was rebuilt and this time, it prospered. It became the official home of the Spanish colonial administration in the area, which covered most of Central America up to and including the southern Mexican State of Chiapas. Many impressive municipal and religious buildings were built. A series of Governors ruled the region in the name of the King of Spain. Provincial Capital The Kingdom of Guatemala never much in the way of mineral wealth: all of the best New World mines were in Mexico to the north or Peru to the south. Because of this, it was difficult to attract settlers to the area. In 1770, the population of Santiago was only about 25,000 people, of which only 6% or so were pure-blooded Spanish: the rest were mestizos, Indians and blacks. In spite of its lack of wealth, Santiago was well-located between New Spain (Mexico) and Peru and developed into an important commercial hub. Many of the local aristocracies, descended from the original conquistadors, became merchants and prospered. In 1773, a series of major earthquakes leveled the city, destroying most of the buildings, even the ones which had been well built. Thousands were killed, and the region was plunged into chaos for a while. Even today you can see fallen rubble at some of Antigua’s historical sites. The decision was made to move the capital to its present location in Guatemala City. Thousands of local Indians were conscripted to move what could be salvaged and to rebuild on the new site. Although all of the survivors were ordered to move, not everyone did: some remained behind in the rubble of the city they loved. As Guatemala City prospered, the people living in the ruins of Santiago slowly rebuilt their city. People stopped calling it Santiago: instead, they referred to it as â€Å"Antigua Guatemala† or â€Å"Old Guatemala City.† Eventually, the â€Å"Guatemala† was dropped and people began referring to it as simply â€Å"Antigua.† The city rebuilt slowly but was still large enough to be named the capital of Sacatepà ©quez Province when Guatemala became independent from Spain and (later) the Federation of Central America (1823–1839). Ironically, â€Å"new† Guatemala City would be hit by a major earthquake in 1917: Antigua largely escaped damage. Antigua Today Over the years, Antigua retained its colonial charm and perfect climate and is today one of Guatemala’s premier tourist destinations. Visitors enjoy shopping at the markets, where they can purchase brightly colored textiles, pottery and more. Many of the old convents and monasteries are still in ruins but have been made safe for tours. Antigua is surrounded by volcanoes: their names are Agua, Fuego, Acatenango and Pacaya, and visitors like to climb them when it is safe to do so. Antigua is particularly known for Semana Santa (Holy Week) festivities. The city has been named a UNESCO World Heritage Site.

Strategies to Handle a Disruptive Student

Strategies to Handle a Disruptive Student Teachers understand that the time they have with their students is limited. Good teachers maximize their instructional time and minimize distractions. They are experts at handling adversity. They deal with problems quickly and efficiently minimizing the disruptions.The most common distraction in a classroom is a disruptive student. This presents itself in many forms and a teacher must be adequately prepared to address every situation. They must react quickly and appropriately while maintaining the dignity of the student.Teachers should always have a plan or certain strategies they rely on to handle a disruptive student. It is important to realize that every situation will be different. A strategy that works well for one student may set another one off. Individualize the situation and make your decisions based on what you feel will minimize the distraction with that particular student the fastest. Prevention First Prevention is the best way to handle a disruptive student. The first few days of the school year are arguably the most important. They set the tone for the whole school year. Students are feeling out teachers. They will push to see exactly what they are allowed to get away with doing. It is important for teachers to establish those boundaries quickly. Doing so will help deter problems later on down the road. It is also important to start building rapport with your students immediately. Fostering a relationship based on trust with students can go a long way in disruption prevention simply out of mutual respect for one another. Stay Calm and Emotion Free A teacher should never yell at a student or tell a student to â€Å"shut up. While it may temporarily diffuse the situation, it will do more harm than good. Teachers must stay calm when addressing a disruptive student. In many cases, a student is trying to get the teacher to react foolishly. If you stay calm and keep your wits, it can diffuse the situation rather quickly. If you become combative and confrontational, it can escalate the situation making it a potentially dangerous situation. Getting emotional and taking it personally will only be detrimental and ultimately hurts your credibility as a teacher. Be Firm and Direct The worst thing a teacher can do is to ignore a situation that they hope will go away. Do not allow your students to get away with the little things. Immediately confront them about their behavior. Have them tell you what they are doing wrong, why it is a problem, and what the proper behavior is. Educate them on how their behavior impacts others. Students may resist structure early on, but they ultimately embrace it because they feel safe in a structured learning environment. Listen Carefully to Students Do not jump to conclusions. If a student has something to say, then listen to their side. Sometimes, there are things that led to the disruption that you may not have seen. Sometimes there are things going on outside of the classroom that led to the behavior. Sometimes their behavior may be a cry for help and listening to them may allow you to get them some help. Repeat their concerns to them so that they know you have been listening. It may not make a difference in how you handle the situation, but listening may build some trust or provide you with insights into other issues that are more important. Remove the Audience Never intentionally embarrass a student or call them out in front of their classmates. It will do more harm than it will good. Addressing a student individually in the hallway or after class will ultimately be more productive than addressing them in front of their peers. They will be more receptive to what you have to say. They are probably likely to be more open and honest with you. It is important to maintain the dignity of all of your students. No one wants to be called out in front of his or her peers. Doing so ultimately damages your credibility and undermines your authority as a teacher. Give Students Ownership Student ownership offers individual empowerment and potentially has the greatest impact on behavior change. It is easy for teachers to say it is my way or the highway, but allowing students to develop an autonomous plan for behavior correction may be more effective. Give them the opportunity for self-correction. Encourage them to establish individual goals, rewards for meeting those goals, and consequences when they do not. Have the student create and sign a contract detailing these things. Encourage the student to keep a copy in a place that they often see such as their locker, mirror, notebook, etc. Conduct a Parent Meeting Most parents expect their children to behave while they are at school. There are exceptions, but most will be cooperative and helpful in improving the situation. Teachers should have documentation detailing every issue and how it was addressed. You will likely see more positive results if you request that the student sit in on your meeting with their parents. This also prevents he/she said and the teacher said issues. Ask the parents for suggestions from their perspective on how to deal with these issues. They may be able to provide you with strategies that work for them at home. It is important to work together to create a potential solution. Create a Student Behavior Plan A student behavior plan is a written agreement between the student, their parents, and teachers. The plan outlines expected behaviors, provides incentives for behaving appropriately, and consequences for poor behavior. A behavior plan provides a direct plan of action for a teacher if the student continues to be disruptive. This contract should be specifically written to address the issues the teacher sees in class. The plan can also include outside resources for help such as counseling. The plan may be modified or revisited at any time. Get an Administrator Involved Good teachers are able to handle the majority of their own discipline issues. They rarely refer a student to an administrator. In some cases, it becomes a necessity. A student should be sent to the office when a teacher has exhausted every other avenue and/or a student has become such as distraction that it is detrimental to the learning environment. Sometimes, getting an administrator involved may be the only effective deterrent for poor student behavior.  They have a different set of options that may get a student’s attention and help correct the problem. Follow Up Following up can prevent recurrences in the future. If the student has corrected their behavior, then periodically tell them that you are proud of them. Encourage them to keep working hard. Even a little improvement should be recognized. If parents and administrators become involved then let them know how things are going from time to time as well. As a teacher, you are the one in the trenches seeing first hand what is going on. Providing positive updates and feedback can help ensure a good working relationship in the future.

Gasland by Josh Fox Movie Review Example | Topics and Well Written Essays - 1250 words

Gasland by Josh Fox - Movie Review Example The thesis of the documentary seeks to inform the audience about the environmental effects and human effects from natural gas drilling. Indeed, the documentary uses dark humor to discuss a detailed analysis of the broader effects of the controversial extraction method, hydraulic fracturing, or fracking that is rampant across the globe. The documentary seeks to negate the assertion that natural gas is a clean and safe alternative to oil. In addition, the documentary confirms that the fracked wells leak more often thus polluting the environment through water and air pollution, which endangers the environment and disturbs families (Fox Film). Rhetorical (persuasive) Strategies in the Documentary Notably, the documentary uses the three persuasive strategies, which include logos, pathos, and ethos. Moreover, the documentary uses rhetorical devices to apply the persuasive strategies to support the argument. In this context, I will focus on sound, speech, and visual images in discussing the rhetorical (persuasive) strategies in the documentary... The speaker further says that â€Å"a great deal of faith in people that we wouldn’t succumb to frenzy, or rage, or greed; that we’d figure out a solution without destroying the things that we love (Fox Film).† This comes in a convincing tone that asserts respect for the environment. More so, Josh Fox says that the proposal from the natural gas company to lease Fox’s family land for purposes of drilling natural gas generated a debate in the family. Indeed, Fox’s father initially had the thought of leasing the land for the $100,000 offer (Fox Film). On the other hand, Fox tells his father, ‘I think I have to look into this, so give me some time to go ahead and get the facts.† Indeed, even though, Fox said this in a commanding voice, Fox’s father allowed him to seek for facts and evidence regarding the effects of hydraulic fracturing on the community neighboring the drilling site. In fact, Josh Fox is the dominant narrator in the do cumentary where he gives a personal story. He engaged in interviews, discussions, and debates seeking to unearth the possible environmental effects of hydraulic fracturing. As a result, the film offers facts and evidence in spoken form through the interviews. We can actually experience Josh Fox talking with residents suffering from chronic health ailments that relate to air pollution and water contamination from the drilling of the natural gas using the hydraulic fracturing (Fox Film). This offers facts and evidence in spoken form through the discussions. More so, the residents report on their quest for justice where they visited the court to get an injunction seeking damages from the natural gas companies.  Ã‚  

Take a position Essay Example | Topics and Well Written Essays - 750 words

Take a position - Essay Example This paper concludes by giving an international example of a social responsibility that is conducted by renowned Olympics organization which brought about a great change to the society.â€Æ' Athletes are the most visible expression of performance and financial success in the United States. They have an influential power that can bring people from different diversities to come up with amazing strategies in the society. They can allow the people through their various activities related to the society. They should be outspoken because they have even surpassed the Hollywood actors in entertaining. They have to get past athlete’s corporate and personal advisers and think about what is best for the people of their nation. The loyalty to the athlete programs should not be larger than those of the human race. Athletes have to stand up for the human race whose voice has been silenced and whose living are being banished by the policies and orders of the country. It is because they are a public figure. The less unfortunate people in the society are as much important as the athletes themselves, their coaches and also their fans. Athletes have an obligation to struggle for social justice. They should refuse to comply with the rules, regulations and restrictions that discriminate, violates and persecutes human race. They should be ready to sacrifice their luxurious living for the sake of recognition of the people’s rights and better living condition. Despite the critics that they might face in making this decision, they should be sure to stand by what is right and what they believe. Athletes can change lives through social duties. The reason is that athletics has power to bring about strong emotions and encourage health, friendship and respect. They can be able to enable and inspire people with intellectual disability through sports. Sports help them to improve physical fitness, show courage, and be involved in the sharing of gifts; talents

Foreign exchange Essay Example for Free

Foreign exchange Essay As mentioned above, there was a significantly high supply of money in the United States, which characteristically led to depreciation of the United States dollar. In addition, the period was characterized by a high rate of inflation, implying that considerably larger sums of money would be used in buying commodities that would have been bought inexpensively in the earlier period (Atkinson and Hutto). On the international scale, the high cost of United States commodities meant that importers had to pay lots of money to acquire the goods, which ultimately lowered the level of international trade between the United States and other countries (Table 3). Consequently, the United States dollar fluctuated against other world currencies such as the Japanese yen, the Sterling Pound, Chinese yuan and the Australian dollar (Atkinson and Hutto). For instance, the Sterling Pound exchanged at between $1. 9548 and $2. 0442 in 2007 (Table 3), which was a very large variation. period Australia (dollar) Canada (dollar) China, P. R.(yuan) EMU Members (euro) Japan (yen) Mexico (peso) South Korea (won) Sweden (krona) Switzerland (franc) United Kingdom (pound) 2000. .5815 1. 4855 8. 2784 . 9232 107. 80 9. 459 1,130. 90 9. 1735 1. 6904 1. 5156 2001 . 5169 1. 5487 8. 2770 . 8952 121. 57 9. 337 1,292. 02 10. 3425 1. 6891 1. 4396 2002 . 5437 1. 5704 8. 2771 . 9454 125. 22 9. 663 1,250. 31 9. 7233 1. 5567 1. 5025 2003 . 6524 1. 4008 8. 2772 1. 1321 115. 94 10. 793 1,192. 08 8. 0787 1. 3450 1. 6347 2004 . 7365 1. 3017 8. 2768 1. 2438 108. 15 11. 290 1,145. 24 7. 3480 1. 2428 1. 8330 2005 . 7627 1. 2115 8. 1936 1. 2449 110. 11 10. 894 1,023. 75 7. 4710 1. 2459 1. 8204 2006 . 7535 1. 1340 7. 9723 1. 2563 116. 31 10. 906 954. 32 7. 3718 1. 2532 1. 8434 2007 . 8391 1. 0734 7. 6058 1. 3711 117. 76 10. 928 928. 97 6. 7550 1. 1999 2. 0020 2007: I. .7865 1. 1718 7. 7582 1. 3109 119. 33 11. 024 938. 98 7. 0089 1. 2330 1. 9548 II. .8316 1. 0983 7. 6784 1. 3484 120. 80 10. 878 928. 69 6. 8641 1. 2221 1. 9862 III. .8471 1. 0456 7. 5578 1. 3748 117. 74 10. 965 927. 27 6. 7402 1. 1986 2. 0213 IV. .8898 . 9811 7. 4336 1. 4482 113. 23 10. 849 921. 26 6. 4148 1. 1468 2. 0442 2008: I. .9058 1. 0039 7. 1590 1. 5007 105. 17 10. 803 956. 12 6. 2668 1. 0670 1. 9790 II. .9435 1. 0099 6. 9578 1. 5625 104. 62 10. 428 1,017. 02 5. 9862 1. 0316 1. 9712 III . 8879 1. 0411 6. 8375 1. 5030 107. 58 10. 328 1,064. 56 6. 3175 1. 0734 1. 8924 Table 3: Foreign exchange rates between 2000 and 2008 Source: Modified from GPO Access The strong dollar against the yen between 2001 and 2002, which was the beginning of the Bush administration, discouraged importation by Japan from the United States (Atkinson and Hutto). At the same time, citizens of the United States opted to import valuable items such as automobiles at the expense of the locally manufactured ones, thus putting the United States automobile industry in the quagmire in which it is today (OECD). The consequence of this is that major competitors such as the Japanese automakers have adversely affected local automakers such as Ford, and the whole industry has been earmarked for revival in the Economic Stimulus Package (OECD). Interest rates Government bond yields and interest rates generally declined between 2000 and 2008. For instance, the value of bills at auction declined steadily from $ 5. 85 to $1. 01 in 2003, but steadily rose from $1. 38 to $4. 73 in 2006 (GPO Access). The low price of bonds meant that banks were in a position to purchase more government bonds, thus diverting their attention from other financial service users such as borrowers (Crutsinger and Aversa). Ultimately, banks were forced to impose high interest rates on the loans they offered to the public, implying that most small business holders and individuals were crippled by a massive credit crunch (Crutsinger and Aversa). The ensuing credit crunch adversely affected the United States economy particularly towards the ends of the end of the Bush administration (Crutsinger and Aversa). Banks were most affected by the financial woes and this necessitated the Bush administration to consider taking ownership of various banks in a bid to protect them from collapsing (Crutsinger and Aversa). This move was however also ill planned, as it would result in unnecessary government expenditure, resulting into higher inflation in the United States (Hanke). In addition, there was no assurance that with the government’s acquisition of the banks, their performance would improve (Hanke). Conclusion. Even though the world witnessed a massive economic recession, the woes in the United States stemmed from the fact that the Bush administration spent excessively on the war in Iraq and Afghanistan, which generally weakened the performance of most local institutions. The underperformance in various sectors was shown in high rates of unemployment, high inflation, fluctuating levels of money supply and foreign exchange rates as well as high bank interest rates. The combined effect of the various phenomena led to a crisis in the entire United States economy, thus making the Bush administration one of the worst leaderships of the United States. References Atkinson Robert D and Julie Hutto 18October 2004. Bush vs. Clinton: An Economic Performance Index. 10 March 2009. http://www. ppionline. org/ppi_ci. cfm? knlgAreaID=107subsecID=295contentID=252964 Crutsinger, Martin and Aversa, Jeannine 8 October 2008. Bush administration mulls bank stakes. 10 March 2009. http://www. freep. com/article/20081008/BUSINESS07/81008120/1015/BUSINESS02/Bush+administration+mulls+bank+stakes Curl, Joseph. 23 Oct. 2008 McCain lambastes Bush years. 10 March 2009. http://www. washingtontimes. com/news/2008/oct/23/mccain-lambastes-bush-years/ GPO Access . Civilian unemployment rate. 10 March 2009. http://www. gpoaccess. gov/eop/2009/B42. xls GPO Access . Money stock and debt measures, 1965–2008. 10 March 2009 http://www. gpoaccess. gov/eop/2009/B69. xls GPO Access. Bond yields and interest rates, 1929–2008. 10 March 2009. http://www. gpoaccess. gov/eop/2009/B73. xls GPO Access. Changes in consumer price indexes for commodities and services, 1929–2007. 10 March 2009. http://www. gpoaccess. gov/eop/2009/B64. xls GPO Access. Foreign exchange rates, 1985–2008. 10 March 2009. http://www. gpoaccess. gov/eop/2009/B110. xls. Hanke, Steve H. September 24, 2008 The Bush Legacy: Deflation or Inflation? 10 March 2009. http://www. cato. org/pub_display. php? pub_id=9663 Irwin, Neil and Eggen, Dan. 12 Jan. 2009. The Washington Post. Economy Made Few Gains in Bush Years: Eight-Year Period Is Weakest in Decades. http://www. washingtonpost. com/wp-dyn/content/story/2009/01/12/ST2009011200359. html National Organization for Women. 27 August 2004. Bushs Economic Failure Weakens Middle Class, Deepens Poverty and Harms Women and Families. 10 March 2009. http://www. now. org/press/08-04/08-27. html OECD. Macroeconomic indicators. 10 March 2009. http://stats. oecd. org/mei/default. asp? lang=esubject=15country=USA Robinson, Woodward, Gellman. Timeline: Bushs Eight Years in Office. 10 March 2009. http://www. washingtonpost. com/wp-srv/politics/bush/legacy/timeline Shi, Leiyu and Stevens Gregory D. Vulnerable Populations in the United States. New York: John Wiley and Sons, 2004 The High Cost of Health Care. 25 November 2007. The New York Times. 10 March 2009. http://www. nytimes. com/2007/11/25/opinion/25sun1. html? _r=1 United states Department of Labor Bureau of Labor Statistics. 10 March 2009 http://www. bls. gov/.

Walk Across America Response Paper -- essays research papers

Walk Across America Response Paper   Ã‚  Ã‚  Ã‚  Ã‚  In Walk Across America, Peter Jenkins takes a cross country walk to rediscover himself and the nation. In his journeys, he crosses through various states and meets many different kinds of people. From New York to New Orleans, Peter treks around this great country of ours and falls back in love with the place that he has called home for his entire life. After losing faith in the hypocrisy of America and how we are perceived around the world, Pete wants to find out what everyone thinks is so great about the country. He and his dog Cooper are set to give the country one last chance before they pack up their worldly goods and change scenery for good. After being introduced to the humble livings of a moon shiner in the Tennessee mountains, living with an African American family and finally settling down in a dorm room in New Orleans, Peter finds what he is looking for, but continues his journey onward (though not in this book). The book to me is all about the relations hips that he forms and the friends that he makes along the way.   Ã‚  Ã‚  Ã‚  Ã‚  The relationship shared between this man and his dog is one of intense love and mutual admiration. Cooper and Peter are a match made in heaven. The Alaskan malamute is what he calls his â€Å"forever friend†. On many different occasions, Coop saves his life. From a run in with a pack of wild dogs to the inspiration that he provided to Peter on a daily basis, Coop... Walk Across America Response Paper -- essays research papers Walk Across America Response Paper   Ã‚  Ã‚  Ã‚  Ã‚  In Walk Across America, Peter Jenkins takes a cross country walk to rediscover himself and the nation. In his journeys, he crosses through various states and meets many different kinds of people. From New York to New Orleans, Peter treks around this great country of ours and falls back in love with the place that he has called home for his entire life. After losing faith in the hypocrisy of America and how we are perceived around the world, Pete wants to find out what everyone thinks is so great about the country. He and his dog Cooper are set to give the country one last chance before they pack up their worldly goods and change scenery for good. After being introduced to the humble livings of a moon shiner in the Tennessee mountains, living with an African American family and finally settling down in a dorm room in New Orleans, Peter finds what he is looking for, but continues his journey onward (though not in this book). The book to me is all about the relations hips that he forms and the friends that he makes along the way.   Ã‚  Ã‚  Ã‚  Ã‚  The relationship shared between this man and his dog is one of intense love and mutual admiration. Cooper and Peter are a match made in heaven. The Alaskan malamute is what he calls his â€Å"forever friend†. On many different occasions, Coop saves his life. From a run in with a pack of wild dogs to the inspiration that he provided to Peter on a daily basis, Coop...

How Titan Armoured Vehicle Launch Bridge Can Benefit Indonesian Army Engineers

AN ESSAY ON HOW TITAN ARMOURED VEHICLE LAUNCH BRIDGE CAN BENEFIT INDONESIAN ARMY ENGINEERS By Captain Yaenurendra Hasmoro Aryo Putro INTRODUCTION 1. Several characteristics of Indonesia’s environment seem to be considerable in determining the role of Indonesian Army Engineers (IAEs). Firstly, terrain that is predominantly seashore area with lots of volcanoes on every big island. Secondly, the large number of rivers in Indonesia including around 500 both large and small.Thirdly, the high risk of natural disasters caused by 128 active volcanoes and the location of its islands ‘on the edges of the Pacific, Eurasian and Australian tectonic plates’. Those three characteristics combine to give irregular but frequent supporting tasks for IAEs whether in calm normal situations or chaotic post-disaster evacuation ones. Many of these requirements need to be met only with bridging efforts. Hence, it is logical to deduce that Indonesian military engineers need a strong, yet r apid capability in bridging.One of the options is to possess a quantity of Titan Armoured Vehicle Launch Bridge (Titan AVLB). 2. This essay will briefly nominate the prerequisite of utilizing Titan AVLB as one of the main bridging vehicle in IAEs. CURRENT BRIDGING CAPABILITIES 3. The main task with which IAEs are burdened is to support the manoeuvre of infantries in the battlefield including to facilitate either river/lake or other gap crossing . Even, in the peace time IAEs frequently play a role in supporting low level development of the country as well as to contribute to rehabilitation efforts in disasters.To carry out this particular function, IAEs are equipped with three kinds of bridging systems: Bailey bridge, Acrow panel bridge, and pontoon bridge. Most of the combat engineer Battalions are resourced with Bailey bridges. Only a small number of battalions have the resources of Acrow panel bridges. Meanwhile, pontoon bridges can be found only in the training centre. Whilst th ose structures have been used effectively in many situations, nevertheless, there are several short-falls. The mentioned bridging structures are all heavyweight ones. For example, it needs more than 34 tonnes of materials to construct a triple-single Bailey ridge which can only connect 22 metres gap. The next problem is in transporting such a heavy materials. Another difficulty is with the time consumed and man power required to erect these bridge structures. The process of launching either a Bailey or Acrow panel bridges would previously take up to 1 platoon of soldiers to push the panels one by one. Nowadays, powerful heavy equipment (dozer, crane, etc) can be employed. Also, whilst the heavyweight problem is not the case for pontoon bridges, nevertheless, time and manpower are still complexities. 4.Facing this set of disadvantages, it seems that there has been little research published on the effort to substitute or at least strengthen the bridging capability of IAEs. Even in the training centre, other options of alternative bridge system are not yet introduced. SUITABILITY OF THE TITAN ARMOURED VEHICLE LAUNCH BRIDGE (AVLB) 5. AVLB is an armoured vehicle equipped with a set of folded bridge spans that can be launched and retrieved mechanically. There are various types of AVLB used by several countries. The focus in this essay will be on the Titan AVLB which is a most recent type. . The Royal United Kingdom Engineers (RE) is one of the national institutions using Titan AVLB. The RE explain that the Titan AVLB is modified from the ‘Challenger 2 Main Battle Tank (MBT) chassis’. This kind of bridge was drafted to connect up to 60 metres of space by laying an assortment of three close support bridges. The AVLB operates in improved ‘ground manoeuvre formations’ which will enable dealing with an assortment of earth terrain. The other important thing is the short time required to lay the bridges. This vehicle can launch bridge no. 10 (26 m etres) in two minutes.It can also carry and lay two of no. 12 bridge (13. 5 metres) in 90 seconds. 7. Pictures and specification of the Titan AVLB are shown below. Titan Armoured Vehicle Launcher Bridge (AVLB) Specifications Weight (Estimated)62,500kg CarriesCarries BR-90 Close Support Bridges: No. 10 (length 26 m, span 21-24. 5 m); No. 11 (length 16 m, span 14. 5m); & No. 12 (length 13. 5 m, span 12 m) Road Speed59kmh Road Range450kms Enginecomprises Perkins CV12 diesel engine, David Brown TN54 enhanced low-loss gearbox and the OMANI cooling group: Auxiliary Power Unit (APU) is also fitted Engine Power1,200bhpCrew3 Armament1 x 7. 62mm machine gun, Stowage for crew man-portable Light Anti-Tank Weapons, Fitted with NBC protection system. THE ADVANTAGES FOR IAEs 8. the capabilities and the specifications of the Titan AVLB are clearly apparent in the above table and explanation. The obvious deduction is that several advantages will be appreciated by anyone who utilizes this vehicle. I am optimistic that after graduating from the Capability and Technology Management Course (CTMC), I may be able and to access and to conduct further detailed research on this matter.Nevertheless, at the moment even given the limited scope of this paper, it is clear at least there are three advantages to discuss in term of benefits for IAEs by utilizing Titan AVLB. 9. One good point to start with is the ability of this vehicle to move by itself. The 62. 5 tonnes of weight can not be considered as light, however, since the vehicle can move easily and relatively fast, weight is no longer a problem. Even the transportation problem presented with Bailey, Acrow panel, and pontoon bridges is eliminated by this vehicle.This beneficial fact negates the requirement to use another vehicle and subsequently saving some amount of fuel and costs. 10. The second benefits can be identified is the minimum use of manpower. It is explicitly written in the specifications that this magnificent vehicle can be manned by only three personnel. For this reason, human resources in a company of engineers for instance, can be managed more efficiently and can undertake more parallel tasks. Particularly in a disaster relief, military personnel are vital to be involved in both evacuation and rehabilitation efforts. 1. The last but not least, the perfect integration of this equipment’s ability to operate on almost all terrain along with its rapid launching and retrieving, will be very valuable in providing assistance during periods of disaster relief especially when the permanent bridge facilities may have collapsed or are not in order. Subsequently, evacuation could be undertaken faster, more lives could be saved. In addition, the quick launch of the bridges will also assist the government as well as other concerned parties in conducting the rehabilitation process. CONCLUSION 2. The Titan AVLB is a heavy duty engineering vehicle which can move by itself, carrying a set of bridges which are ready to be launched within minutes, and operated by not more than 3 personnel. Its combination of advantageous capabilities is highly suited for IAEs in order to meet the challenges presented by the Indonesian environment, both in normal daily situations and post-disaster evacuation and rehabilitation periods. BIBLIOGRAPHY ‘Armoured Vehicle Launch Bridge’, Wikipedia, 6 November 2010 at 22:51, viewed on 21 November 2010, < http://en. wikipedia. rg/wiki/Armoured_vehicle-launched_bridge> Central Intelligence Agency, ‘The World Factbook†, in Central Intelligence Agency, Oct 05, 2009 10:49 AM, viewed on 21 November 2010, . Partnership for Disaster Reduction South-East Asia Phase 4, ‘Monitoring and Reporting Progress on Community-Based Disaster Risk Reduction in Indonesia’, in Asian Disaster Preparedness Center, April 2008, viewed on 21 November 2010, The Royal Engineers, ‘Titan Armoured Vehicle Launcher Bridge (AVLB)’, The Bri tish Army, viewed 19 November 2010, < http://www. armedforces. co. uk/army/listings/l0062. html>

Effects of Powerpoint Presentation in the Academic Performance

Effect of PowerPoint Presentation in the Academic Achievement of the Senior Students of Madapdap Rest. High School in Physics In partial fulfilment of the requirement for the subject Elective 2 Current Trends and Researches in Science Teaching Submitted by: Jeffrey R. Yumang MAEd-General Science Submitted to: Dr. Jacqueline V. Bagunu Acknowledgement Foremost, I would like to express my sincerest gratitude to our Professor Dr. Jacqueline V. Bagunu for her patience, motivation, enthusiasm, and immense knowledge.Her guidance helped me in all the time of writing this action research. My sincere thanks also goes to the staff of PAC library for allowing me to borrow their journals and books in especially in the field of statistics. I thank my fellow MAEd General Science students for their encouragement and support they have showed in doing this action research. Last but not the least; I would like to thank my family: my parents, my girl fried May Ann Tayson for the understanding during the days that I lost quality time to her in completing this laborious requirement.And above all, to our mighty God – the source of knowledge and wisdom. ABSTRACT In recent years, the uses of PowerPoint (a form of multimedia) presentations in classroom instruction have significantly increased globally without examination of their effects on students learning. This action research investigated the â€Å"Effects of PowerPoint Presentation in the Academic Achievement of The Senior Students In Physics†. The researcher conducted an experiment, which includes a treatment-control design, in a classroom setting within the first quarter of the year.The respondents were divided into two groups. In group A, traditional system was used while Group B PowerPoint Presentation was utilized as the delivery system. The results show that PowerPoint presentation may improve students’ academic achievement by 4% over the use of tradition method of teaching More so, there is a significant difference in the use of PowerPoint Presentation over the traditional method of teaching. TABLE OF CONTENTS Page Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Acknowledgement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ii List of tables †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦iii Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Statement Of The Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Scope And Delimitation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Review Of Related Literatures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Research Design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Instrumentation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Time line†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Results and Discussions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 Conclusions and Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 14 References†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18 List of tables Page Table 1 Summary of the modules in Physics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Table 2Mean and Proficiency Level of group A (control group)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Table 3 Mean and Proficiency Level of group B (experimental group)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Table 4 Summary of findings (A comparison)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Table 5 Summary of Analysis of test in hypothesis 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. INTRODUCTION Nowadays, one of the most widespread tools that is used in the computer aided education is PowerPoint presentations which provide to transmit the course contexts visually to the students (Atkins-Sayre et. al. 1998: 3). Originally PowerPoint was developed for commercial and business purposes by Microsoft before approximately 20 years.However it has quickly penetrated the scientific and educational circles as well (Szabo & Hastings 2000: 176). Microsoft estimates that 1. 25 million PowerPoint presentations take place every hour (Levasseur & Sawyer 2006: 101). In the traditional education environments, the duty of the students is to adhere the education activities as a passive receiver and memorize the content of the lesson (Surmeli 2007: 30). PowerPoint presentations create more powerful sensory alerts when compared with the traditional education materials (blackboard, overhead projections, etc. While giving the lessons with PowerPoint presentations, the content of the lesson stays the same, but the form of transmitting the lesson to the student changes. The PowerPoint presentations which are prepared for lessons have the advantages such as having strong colors, gradual building of text, simple animation of diagrams, facilities for simple editing and updating (Lowry 1999:19 ). Thus it can be mentioned that the PowerPoint presentations provide significant time and force savings. As the popularity of the PowerPoint presentations increase, the studies concerning the pedagogical results of the usage of this tool increase.The advantages of giving lessons with the PowerPoint presentations could be generalized as follows in the light of the academic studies till now: * PowerPoint contributes to properly forming the course content and giving lesson (Sugahara & Boland 2006: 392, Hlynka & Mason 1998: 47, Nouri & Shahid 2005: 55). * It simplifies taking notes during the lesson (Cook 1998: 5, James et al 2006: 386) * Students think that following the lesson from the screen is funny and interesting, so the PowerPoint presentations positively affect students (Parks 1999: 207, Nouri amp; Shahid 2005: 58, James vd 2006: 391, Atkins-Sayre et al 2006). * PowerPoint motivates the students for attendance to the lessons (James vd 2006: 387, Sugahara & Boland 2006: 396). * PowerPoint encourages students for learning (Harrison 2006: 10. Despite these advantages brought about by technology, still there are some teachers who are resistant to change their styles in teaching. They keep on applying the traditional method of teaching like the use of manila paper, lecture discussions and so on.The researcher believes that there is a great impact on the academic achievement of the learners by using this form of multimedia although there has been a lack of consensus in the studies concerning â€Å"the effect of PowerPoint presentations on the student performance†. Till now, the researches about this topic reached different results. Somehow, the researcher hopes to encourage the Science teachers to put some innovations in their practice by showing the â€Å"Effect of PowerPoint presentations in the Academic Achievement of the Senior Students of Madapdap Rest.High School in Physics. † STATEMENT OF THE PROBLEM This action research aimed to determine the â€Å"Effect of PowerPoint presentations in the Academic Achievement of the Senior Students of Madapdap Rest. High School in Physics. † Specifically, it purports to answer the following questions: 1. Which between the two groups perform better? 2. Was there a significant difference in the use of PowerPoint presentations and the traditional method of teaching? Hypotheses: 1. Group A (traditional method of teaching) perform better than group B(PowerPoint presentation) 2.There is no significant difference in the use of PowerPoint presentation and the traditional method of teaching. Scope and Delimitation This action research on â€Å"The Effect of PowerPoint Presentations in the Academic Achievement of the Senior Students of Madapdap Rest. High School in Physics was conducted at Madapdap Rest. High School located in Madapdap Rest. Mabalacat Pampanga. There were two hundred (200) senior high school students who were chosen respondents of this study. LITERATURE REVIEWThe Rela tion of Dual Coding Theory and PowerPoint The theoretical framework of the effect of education technology tools, which have high visual effects like PowerPoint, on learning is â€Å"Dual Coding Theory† generated by Allan Paivio in 1986. Dual Coding Theory is based on the assumption that the same information coding (presenting) in two different but supporting each other forms enhances efficiency in learning. Paivio began his studies concerning Dual Coding Theory in learning process in 1960s and the theory was developed in 1986.After 1980s, the significance of the theory was increased by the development of education technology practices (Aldag & Sezgin 2003: 125). Paivio’s Dual Coding Theory could theoretically explain the effect of PowerPoint in learning when it is thought with the information coding theory. According to the information coding theory, the process of learning is as follows: (Tay 2004: 3) * Information is received from external sources by senses; * It tra nsforms into specific forms by electing in sensory register; * It is coded in short-term memory; The information in the long term memory goes back to the short term memory and integrates with the new information, becomes coded with this method and has a new meaning; * The coded information storages in the long term memory. According to the several researches concerning Dual Coding Theory, individuals learn more effectively with the combination of verbal and visual information (Levasseur & Sawyer 2006: 105).Presentation of information to the students by education technologies that evokes the non-verbal systems such as PowerPoint presentations, contributes to the process of transmitting the information to short term memory from sensory registers and then to long term memory after coding them. Through the usage of PowerPoint, during the lessons, the words or the concepts that should be emphasized could be also visually presented and the attractiveness of the information increases. A st udy by Luna and McKenzie (2001) indicates that both faculty and students think multimedia presentations enhance learning.However, test results showed no difference between multimedia and traditional lecture formats. In contrary, the study made by M. Gale Blalock and Robert D. Montgomery (2005) on The Effect Of Powerpoint On Student Performance In Principles Of Economics:An Exploratory Study shows that the results indicate that multimedia presentations can improve test scores significantly. Additionally, students who are above-average academic performers receive more benefit from multimedia presentations than students of below-average academic performance.One study that has examined the relationship between multimedia and student learning and attitudes was conducted by Butler and Mautz (2003). In a laboratory experiment conducted during a 30-minute time period, they found that multimedia did not affect student recall in all situations. vButler and Mautz did find an interaction betwee n the effects of the multimedia presentation and the student’s preferred class representation style (i. e. , whether the student was considered a â€Å"verbal† or â€Å"imaginal† learner). Effect of PowerPoint presentations on student learning.The evidence that PowerPoint presentations influence learning is largely anecdotal. Bryantand Hunton (2000)states that the degree of improved learning is a function of a complex set of interactions among learner and medium attributes. Mason and Hlynka (2001) state that PowerPoint helps structure the content and processing of a lesson or lecture. Aiding note-taking (and thus facilitating study) is another purported advantage of using PowerPoint (Cook, 1998). Parks (2005) report that students liked the lecture outline and graphs on the screen, and that the PowerPoint presentation had a positive influence on students.Harrison (2006) argues that PowerPoint enhances instruction and motivates students to learn. If this is true, the bigger question is, does PowerPoint help students learn? PowerPoint presentations incorporate graphics, animation, and color (imagery). Human information processing theories focus on how the human memory system gathers, transforms, compacts, elaborates, encodes, retrieves, and uses information. Sensory registers, short-term memory, and long-term memory are the three major storage structures of the human brain.Research has shown that attention plays an important role in determining when and how information is further processed from sensory registers to short and long-term memory. If information is not attended to, it is quickly lost in the sensory stimulus stage of processing. Reynolds and Baker (2000) find that presenting materials on a computer increased attention and learning, and learning increased as attention increased. Human information processing theories can shed light on how PowerPoint features (graphics, animations, etc. ) may influence learning.Information encoded at a representational level generates a short term memory trace, while information encoded at the referential level elicits both referentially-related verbal and nonverbal memory traces of a longer term nature. Associatively encoded information results in memory traces that include information about multiple verbal or Nonverbal items (Paivio 1990). It is referential encoding that is most relevant for this study. The graphical nature of the PowerPoint presentation arouses students’ imagery systems, which become more activated when information (e. . , instructional materials) is presented in non-verbal forms. PowerPoint presentations should arouse the imagery system and could contribute to comprehension, and improve short and long-term memory. Since, in a PowerPoint presentation, topics are presented in a hierarchical fashion with graphics, color, and animation, students could â€Å"use a mental image of that outline to study, to retrieve the information on a test, to organize th eir answer for an essay question, and to perform other educational tasks (Clark and Paivio, 1991. p. 176). Rose (2001) also notes that presentation of learning materials in graphical form is beneficial for students. Interaction between Learners’ Preferred Representation Styles and PowerPoint Presentation Cognitive theory suggests that learning is optimized when learners’ preferred representation styles are congruent with the attributes of educational technology. While offering guidelines for educators in using technology for instruction, Bryant and Hunton (2000) suggest that individual characteristics (cognitive differences) be taken into account in instructional design.Dual coding theory suggests that learners have preferred representation styles. Some individuals learn and recall well from visually presented information while others learn and recall well from verbally presented information. Kozma (1994) submits that to understand the relationship between media and le arning, we need to consider the interaction between the attributes of the medium and the cognitive processes of students. METHODOLOGYThis study attempted to determine the â€Å"Effect of PowerPoint Presentations in the Academic Achievement of the Senior Students of Madapdap Rest. High School in Physics. This action research was experimental in nature. The researcher selected among the 4th year students of Madapdap Rest. High School via draw lottery and were chosen as the respondents of this study. The respondents were divided into Group A and B and used as control and experimental groups respectively.The presentation for group A (control group) was supported by traditional, text-based, black-and-white, visual aids while the presentations for Group B (experimental group) was supported by PowerPoint, which provided colorful visual aids with graphics and animation. Two different teachers were used for this research study with the use of the same modules in Physics. Table 1. shows the summary of the modules including the lessons and the time frame that was utilized in this study. Table 1. Summary of the Modules in Physics for the 1st Quarter Modules| Lessons| Time frame| | Lesson 1 – Nature of Physics Lesson 2 – Physics Connections: Technology and SocietyLesson 3 – The Physicists: Their Role in SocietyLesson 4 – Thinking Physics: The Scientific Method| June 2012(1st – 3rd week)| 2| Lesson 1 – Energy: Its Role in the Development of Human Society Lesson 2 – Energy Conservation: An Answer to Energy Crisis Lesson 3 – Fossil Fuels and the Environment Lesson 4 – The Relationship between Matter and Energy| June – July 2012(4th -2nd week)| 3| Lesson 1 – The Nature of Light Lesson 2 – Reflection and MirrorsLesson 3 – Refraction and LensesLesson 4 – Colors, Interference and Polarization| July 20123rd -4th week| 4| Lesson 1 – The Human Eye and the CameraLesson 2 – Microscopes and TelescopesLesson 3 – Laser and Holography| Aug 2012(1st -2nd week)| The lessons were presented into different strategies and methods in teaching. Teacher A used traditional method of teaching in presenting his lessons while Teacher B utilized PowerPoint presentations in demonstrating his unit of instructions. At the end of the 1st quarter, the respondents were evaluated their academic performance based on the modules presented. Each group was given identical tests on the same date in the form of standardized test from the Division Office made by supervisor. This test was parallel with the modules that were presented as stated in the course description.Students’ performance was measured based on their examination scores. After administering the test, the scores were tabulated, analyzed and interpreted. The researcher computed the mean and proficiency level of the students to assess which one performs better in the standardized test and to determine the significant difference of the two groups, t-test was applied for independent samples. Results and Discussions Table 2. shows the mean, proficiency level and the standard deviation of the students under the supervision of Teacher A who used the traditional method of instruction. Teacher A attained a mean grade of 26. 1, a proficiency level of 52. 2% with an SD of 9. 02 Table 2.MEAN AND PL OF TEACHER A (Tradition Method of Instruction) Class Interval| Midpoint (x)| Frequency (f)| fx| X2| fx2| 45-50| 48| 0| | | | 41-45| 43| 1| 43| 1849| 1849| 36-40| 38| 10| 380| 1444| 1440| 31-35| 33| 22| 726| 1089| 23958| 26-30| 28| 21| 588| 784| 16464| 21-25| 23| 28| 644| 529| 14812| 16-20| 18| 12| 216| 324| 3888| 11-15| 13| 6| 78| 169| 1014| 6-10| 8| | | | | 1-5| 3| | | | | | | N = 100| ? fx = 2675| | ? fx2 = 63425| MEAN X = ? fx N = 2675 100 = 26. 75 STANDARD DEVIATION ? =v(? fx2) _ (? fx)2 N N = v63425 _ (2675) 2 100 100 = v634. 25 – 715. 56 =v-81. 31 =9. 02 Table 3. reveals that the teache r B who incorporate PowerPoint presentations in his instructions obtained a mean of 28. 1, a proficiency level of 56. 2% with an SD of 7. 00.Table 3. MEAN AND PL OF TEACHER B (POWERPOINT PRESENTATIONS) Class Interval| Midpoint (x)| Frequency (f)| fx| X2| fx2| 45-50| 48| 0| | | | 41-45| 43| 3| 129| 1849| 5547| 36-40| 38| 12| 456| 1444| 17328| 31-35| 33| 24| 792| 1089| 26136| 26-30| 28| 23| 644| 784| 18032| 21-25| 23| 25| 575| 529| 13225| 16-20| 18| 9| 162| 324| 2916| 11-15| 13| 4| 52| 169| 679| 6-10| 8| | | | | 1-5| 3| | | | | | | N = 100| ? fx = 2810| | ? fx2 = 83863| MEAN X = ? fx N = 2810 100 = 28. 1 STANDARD DEVIATION ? =v(? fx2) _ (? fx)2 N N = v83863 _ (2810) 2 100 100 = v838. 63 – 789. 61 =v49. 02 =7. 00 Table 4. Summary of findings (A comparative analysis)Summary of findings| Teacher A who used traditional method of instructions(control group)| Teacher B who used power point presentations(experimental group)| Mean| 26. 75| 28. 1| Proficiency level| 52. 2%| 56. 2%| Stan dard deviation| 9. 02| 7. 00| Number of cases| 100| 100| Table 4 exhibits the comparison of the two methods of teaching. This table disproves the hypothesis that Group A (traditional method of teaching) perform better than group B (PowerPoint presentation). In fact, the study shows that the utilization of power point presentation can enhance learning just like other related studies. Variables| Df| Computed t-valueTwo-tailed at . 5| Critical value| Group A Traditional method of instructions (control group)| 98| 3. 38| 1. 98| Group B PowerPoint presentations (experimental group)| | | | Table 5. Summary of Analysis of test in hypothesis 2. p

11 Questions to Ask Yourself to Create Meaningful Work

11 Questions to Ask Yourself to Create Meaningful Work As you conduct your job search, are you clear about what type of work will be most meaningful for you while also meeting your financial requirements?   How about how the other aspects of your life impact your job search?   If you are looking for truly fulfilling work, you might benefit from the following exercise, offered by women’s life coach Britt Bolnick (www.InArmsCoaching.com ).   Answering some of her suggested questions will help you gain clarity about where you are and what you need. Note:   Some of you may remember my article, Top 10 Questions NOT to ask Yourself in Your Job Search. That advice still holds. If you are doing it alone, get some support! Britt reminds us, â€Å"You can create work and life situations that work FOR you, instead of trying to fit yourself into work that you feel you HAVE to be doing.† This message is a great one to remember. Here’s Britt’s exercise to get you thinking about what YOU want: Write down the following 11 (or more) items regarding what you’re looking for in your work situation. what you want the hours to be what kind of responsibilities you enjoy what you want your advancement opportunities to be what kind of money you want to be making (think BIG!) what types of benefits you’re looking for what kind of work environment you work best in (on your own, as part of a team, outdoors, in a structured office environment, etc.) how you want to feel in the work environment (challenged, appreciated, mentally or physically stimulated, etc.) how you want to feel in the morning when you wake up for work how you want to feel at the end of the day what kind of commute you want what type of people you want to work with Keep in mind: Knowing what you want makes it a lot more likely that you’ll find it! Britt is offering a two-month online group coaching opportunity, Your Manifesting Abundance Program (Your MAP), for women who want to cause a change in their work or life situations.   This program will help you as you step towards creating what you truly want in your life and identify the things that have been standing in your way.   And you will learn how to manage your time and energy in the process! This group starts Wednesday May 18th. If you’re interested in learning more, go to: Your Manifesting Abundance Program Category:Job SearchBy Brenda BernsteinMay 9, 2011

The Most Popular Countries as Tourist Destinations

The Most Popular Countries as Tourist Destinations Tourism to a location means big money is coming to town. Its No. 3 in the biggest economic sectors in the world, according to the report from  the UN World  Tourism Organization. International travel has been on the rise for decades, as increasing numbers of locations invest in bringing people in to visit and spend money. From 2011 to 2016, tourism grew faster than  international trade of goods. The industry is only expected to grow (the report projects out to 2030). Peoples increased purchasing power, improved air connectivity around the world, and more affordable travel overall are reasons for the increase in people visiting other countries. In many developing nations, tourism is the top industry and is expected to grow twice as fast as growth in more mature economies with established tourist spots and a high number of visitors each year already.   Where Are People Going? Most tourists visit places in the same region as their home country. Half of the worlds international arrivals went to Europe in 2016 (616 million), 25 percent to the Asia/Pacific region (308 million), and 16 percent to the Americas (nearly 200 million).  Asia and the Pacific had the biggest tourist number gains in 2016 (9 percent), followed by Africa (8 percent), and the Americas (3 percent). In South America,  the zika virus in some countries didnt affect travel to the continent overall. The Middle East saw a 4 percent drop in tourism. Snapshots and Top Gains France, though at the top of the list for receiving tourists, had a bit of a drop (2 percent) following what the report called security incidents, likely referring to the Charlie Hebdo and simultaneous concert hall/stadium/restaurant attacks of 2015, as did Belgium (10 percent). In Asia, Japan had its fifth straight year of double-digit growth (22 percent), and Vietnam saw an increase of 26 percent over the previous year. Growth in Australia and New Zealand is attributed to increased air capacity. In South America, Chile in 2016 posted its third straight year of double-digit growth (26 percent). Brazil saw an increase of 4 percent due to the Olympics, and Ecuador had a slight drop after its April earthquake. Travel to Cuba increased by 14 percent. Former President Barack Obama had eased restrictions for U.S. travelers, and the first flights from the mainland touched  down there in August 2016. Time will tell what President Donald Trumps changes to the rules will do to Cubas tourism from the United States. Why Go? Just over half of the visitors traveled for recreation; 27 percent were people visiting friends and family, traveling for religious purposes  such as a pilgrimage, receiving health care, or for other reasons; and 13 percent reported traveling for business. A bit more than half of the visitors went by air (55 percent) than land (45 percent).   Whos Going? The leaders in countries residents heading elsewhere as tourists included China, the United States, and Germany, with the amount spent by tourists also following that order. The following is a listing of the 10 most popular countries as destinations for international travelers.  Following each tourist destination country is the number of international tourist arrivals for 2016. Around the world, international tourist numbers reached 1.265 billion people in 2016 ($1.220 trillion spent), up from 674 million in 2000 ($495 billion spent).   Top 10 Countries by Number of Visitors France: 82,600,000United States: 75,600,000Spain:  75,600,000  China:  59,300,000Italy: 52,400,000United Kingdom:  35,800,000Germany:  35,600,000Mexico:  35,000,000*Thailand: 32,600,000Turkey: 39,500,000 (2015) Top 10 Countries by Amount of Tourist Money Spent United States: $205.9 billion  Spain: $60.3  billion  Thailand: $49.9  billionChina: $44.4  billionFrance: $42.5 billionItaly: $40.2 billionUnited Kingdom: $39.6  billionGermany: $37.4  billionHong Kong (China): $32.9  billionAustralia: $32.4  billion * Much of Mexicos total can be attributed to residents of the United States visiting; it captures American tourists due to its proximity and its favorable exchange rate.

Business Ethics and Corporate Social Responsibility Essay - 1

Business Ethics and Corporate Social Responsibility - Essay Example It is therefore no surprise that generations of corporate managers have grown up believing that business ethics consists merely of complying with civil and criminal law and not doing anything that would damage the reputation of the company or its products (Feiser, 2007). Goran Svensson and Greg Wood in their publication â€Å"A Model of Business Ethics† suggested that there is the need to define a new model of business ethics that needs to encompass not just the internal stakeholders but also the external stakeholders. This includes the society at large. They suggested that the society has expectations of each company, it has perceptions and it evaluates each company against those expectations and perceptions. They also pointed that these standards will be continually reviewed and modified and corporate managers have to measure up to these changes (Svensson & Wood, 2008). The trend for companies to measure up to society’s standards of ethics has been further enhanced by the emergence of large institutional investors as significant players in the capital markets from the early 1970s. These large investors have sparked the trend to what is termed Socially Responsible Investment where these large funds would only invest in companies that set â€Å"acceptable† standards of business ethics. ... This trend has strengthened after the 2008 global financial crisis with investors seeking much higher standards of corporate behaviour than had been acceptable in the past. Ethical corporate behaviour is now enforced by the power of the media scrutiny that can force change. A good recent example is Starbucks in the UK being forced to pay additional tax after social boycott of their outlets following media reports of their tax avoidance practices (Hurley, 2012). The access to the internet and the social media by employees, suppliers and other stakeholders of large corporations also makes sure that ethical business practices are not merely professed but also practiced. In recent times, most public corporations have adopted the practice of publicizing their business ethics and corporate social responsibility projects voluntarily to build up the image of their companies in the media and amongst the investor communities. Various organizations have come up to rank companies on their busine ss ethics and these awards are eagerly sought after. 2. The application of business ethics practices at Anglo-American and Primark 2.1 Anglo – American Anglo American is one of the world’s largest mining companies with revenues of ? 22 billion and profits of ? 8 billion (Anglo-American, 2012). Though it has mining operations all around the world, in countries such as Canada, Australia Brazil and Chile, 76% of its employees live and work on the African continent. The mining industry has some major challenges with respect to business ethics and sustainable development. A 2010 survey of stakeholders conducted by the International Council on Mining & Metals listed some of these issues.