Math Ib Ia Sl

Jonghyun Choe March 25 2011 Math IB SL Internal Assessment – LASCAP’S Fraction The goal of this task is to consider a set of fractions which are presented in a symmetrical, recurring sequence, and to find a general statement for the pattern. The presented pattern is: Row 1 1 1 Row 2 1 32 1 Row 3 1 64 64 1 Row 4 1 107 106 107 1 Row 5 1 1511 159 159 1511 1 Step 1: This pattern is known as Lascap’s Fractions. En(r) will be used to represent the values involved in the pattern. represents the element number, starting at r=0, and n represents the row number starting at n=1. So for instance, E52=159, the second element on the fifth row. Additionally, N will represent the value of the numerator and D value of the denominator. To begin with, it is clear that in order to obtain a general statement for the pattern, two different statements will be needed to combine to form one final statement. This means that there will be two different statements, one that illustrates the numerators and another the denominators, which will be come together to find the general statement.To start the initial pattern, the pattern is split into two different patterns; one demonstrating the numerators and another denominators. Step 2: This pattern demonstrates the pattern of the numerators. It is clear that all of the numerators in the nth row are equal. For example all numerators in row 3 are 6. 1 1 3 3 3 6 6 6 6 10 10 10 10 10 15 15 15 15 15 15 Row number (n)| 1| 2| 3| 4| 5| Numerator (N)| 1| 3| 6| 10| 15| N(n+1) – Nn| N/A| 2| 3| 4| 5| Table 1: The increasing value of the numerators in relations to the row number.From the table above, we can see that there is a downward pattern, in which the numerator increases proportionally as the row number increases. It can be found that the value of N(n+1) – Nn increases proportionally as the sequence continues. The relationship between the row number and the numerator is graphically plotted and a quadratic fit determ ined, using loggerpro. Figure 1: The equation of the quadratic fit is the relationship between the numerator and the row number. The equation for the fit is: N= 0. 5n2+0. 5n or n2+n2, n>0 Equation 1 In this equation, N refers to the numerator.Therefore, N= 0. 5n2+0. 5n or n2+n2, n>0 is a statement that represents step 2 and also step 1. Step 3: In relation to table 1 and step 2, a pattern can be drawn. The difference between the numerators of two consecutive rows is one more than the difference between the previous numerators of two consecutive rows. This can be expressed in a formula N(n+1) – N(n) = N(n) – N(n-1) + 1. For instance, N(3+1) – N(3) = N(3) – N(2) +1. Using this method, numerator of 6th and 7th row can be determined. To find the 6th row’s value, n should be plugged in as 5 so that N(6) can be found.As for the 7th row’s numerator, n should be plugged in as 6. 6th row numerator is therefore: N(5+1) – N(5) = N(5) – N( 4)+1 N(6) – 15 = 15 – 10+1 N(6) = 15+6 N(6) = 21 7th row numerator is therefore: N(6+1) – N(6) = N(6) – N(5)+1 N(7) – 21 = 21 – 15 +1 N(6) = 42 – 15 + 1 N(6) = 28 Not only by this method, but from the equation found in step 2, figure 1, 6th and 7th row numerator can be found also. 6th row numerator: N(6)=0. 5? 62+0. 5? 6 N(6)=0. 5? 36+3 N(6)=21 th row numerator: N(7)=0. 5? 72+0. 5? 7 N(7)=0. 5? 49+3. 5 N(7)=28 Consequently, these are the values of numerators up to the 7th row. 1 1 3 3 3 6 6 6 6 10 10 10 10 10 15 15 15 15 15 15 21 21 21 21 21 21 21 28 28 28 28 28 28 28 28 Using the method in step 3 and equation 1 in figure 1, it is evident that the numerator in the 6th row is 21. Since both equations have brought same values, it can be concluded that equation 1 is a valid statement that demonstrates the pattern of the numerator.Equation 1 will be used later also, in order to form a general statement of the pattern of whole LACSAP Fract ions. Step 4: When examining the denominators in the LASCAP’S Fractions, their values are the highest in the beginning, decreases, and then increases again. For example, the denominators in row 5 are; 15 11 9 9 11 15. From this pattern, we can easily see that the equation for finding the denominator would be in a parabola form. Element | 0| 1| 2| 3| 4| 5| Denominator | 15| 11| 9| 9| 11| 15|The relationship between the denominator and the element number is graphically plotted and a quadratic fit determined, using loggerpro. Figure 2: This parabola describes the relationship between the denominator and element number. The equation for the fit is : D = r2 – nr+r0 . In this equation, r refers to the element number starting from 0, and r0 being the first denominator value in the row. n refers to the row number starting from 1. To see if this equation work, the 3rd denominator value in the 3rd row was measured. D = 22 – 3 ? 2+6 D = 4 – 6 +6 D = 4With this equat ion, it is evident that the 6th and 7th row denominator values can be found. We already know the first and last denominators from when numerators were found; which are 21 and 28. 6th row second and sixth denominator: D = 12 – 6 ? 1+21 D = 1- 6+21 D = 16 6th row third and fifth denominator: D = 22 – 6 ? 2+21 D = 4- 12+21 D = 13 th row fourth denominator: D = 32 – 6 ? 3+21 D = 9- 18+21 D = 12 7th row second and seventh denominator: D = 12 – 7 ? 1+28 D = 1- 7+28 D = 22 7th row third and sixth denominator: D = 22 – 7 ? +28 D = 4- 14+28 D = 18 7th row fourth and fifth denominator: D = 32 – 7 ? 3+28 D = 9- 21+28 D = 16 Now, since the denominators in the 6th and 7th row are found, the sixth and seventh rows can be drawn and added in the LACSAP’S Fractions. Consequently, these are the fractions up to the 7th row. 1 1 32 1 1 64 64 1 1 107 106 107 1 1 1511 159 159 1511 1 1 2116 2113 2112 2113 2116 1 1 2822 2818 2816 2816 2818 2822 1 Now th at the patterns for the LASCAP’S Fractions are found, all fractions can be expressed in the form En (r) when it is the (r+1)th element in the nth row, starting with r=0. The general statement of the pattern is clearly found when using the equations for the nominator and the denominator.Therefore, the general statement for En r will be En (r) = 0. 5n2+0. 5n r2 – nr+r0 In order to see if the equation works correctly, we can plug in number and figure out if the general statement works out. For example, E7 (3) = 2816 = 0. 5n2+0. 5n r2 – nr+r0 = 0. 5 ? (7)2+0. 5 ? (7) 32 – 7? 3+28 = 2816 . Here, it is clear that the formula is applicable. In order to make sure that the general statement is valid, finding the additional rows of the recurring sequence of fractions by using the general statement above would be useful.Here, I chose to settle on 2 additional rows which are the 8th and 9th rows in the pattern. 8th row numerator: N(8)=0. 5? 82+0. 5? 8 N(8)=0. 5? 64+4 N8=36 9th row numerator: N(9)=0. 5? 92+0. 5? 9 N(9)=0. 5? 81+4. 5 N9=45 8th row second and eighth denominator: D = 12 – 8 ? 1+36 D = 1- 8+36 D = 29 8th row third and seventh denominator: D = 22 – 8 ? 2+36D = 4- 16+36 D = 24 8th row fourth and sixth denominator: D = 32 – 8 ? 3+36 D = 9- 24+36 D = 21 8th row fifth denominator: D = 42 – 8 ? 4+36 D = 16- 24+36 D = 28 9th row second and ninth denominator: D = 12 – 9 ? 1+45 D = 1- 9+45 D = 37 9th row third and eighth denominator: D = 22 – 9 ? +45 D = 4- 18+45 D = 31 9th row fourth and seventh denominator: D = 32 – 9 ? 3+45 D = 9- 27+45 D = 27 9th row fifth and sixth denominator: D = 42 – 9 ? 4+45 D = 16- 36+45 D = 25 Thus, these are the fractions up to the 9th row. 1 1 1 32 1 64 64 1 1 107 106 107 1 1 1511 159 159 1511 1 1 2116 2113 2112 2113 2116 1 1 2822 2818 2816 2816 2818 2822 1 1 3629 3624 3621 3628 3621 3624 3629 1 1 4537 4531 4527 4525 4525 4527 4531 4537 1 This shows th at the general statement for the symmetrical, recurring sequence of fractions is valid and will continue to work.

According to Crapo Acculturation Essay

According to Crapo, Acculturation is what happens when members of one culture adopt the beliefs and/or behaviors of another group. Our textbook states †Although both societies may change as a result of prolonged contact, the politically or economically less powerful of the two is likely to experience the most dramatic acculturative changes as they adopt the language and certain other cultural traits of the dominant culture† (Crapo, 2013). My heart felt so heavy when watching this 40 minute film. I could not help but feel a rush of emotions and for what those children and their parents went through. As a mother, I could not imagine someone taking my child from me and shipping them away to a boarding school. Those children were tortured, beat, and worked to death, and the girls were even sexually assaulted. Once the children were released they had no self-worth. They felt like they were unable to fit in amongst society, and most importantly with their tribe. See more: The stages of consumer buying decision process essay The film never mentioned the actual reason the American Government decided to acculturate the Native Americans into Western culture. There could be several reasons they chose to do so. The first one that comes to mind is power. They also may have done this to use them for cheap labor. Another possibility as to why the American Government could have acculturated the Native Americans is because they feared what they were capable of. Acculturating others into another culture is justifiable as long as they aren’t being forced to do so against their own will. When someone is forced into acculturating it effects them badly, in a negative way. Also, it is unfair that individuals are punished for acculturating, especially when it was against their own will to begin with. References Crapo, R. H. (2013). Cultural Anthropology. San Diego, CA: Bridgepoint Education. Givens, S. F. (Producer). (2011). Indian school: Stories of survival [Video]. Lincoln Park, MI: American Indian Services, Inc. Retrieved from the Films On Demand database.

How did the struggle to resist segregation create a sense of African Essay - 1

How did the struggle to resist segregation create a sense of African American community, what purely African American institutions, cultural expressions, and po - Essay Example Myriads of blacks heroically resisted ‘white domination’, often jeopardizing their own lives. It is not possible to know the numbers of the African-Americans segregated by Whites were men and women who had confronted by some blatant acts of ‘bravery’, such as walking conceitedly down the roads or talking back to Whites instead of quitting. Anti-racial, socials integrity, desegregation, and even ‘racial equivalence’ enjoyed huge support amid leftists than integration. Even though black civil rights protesters had always stresses on ‘desegregation’ (Robin et. Al 1996). In nearly all white liberal spheres ‘cultural integration’ came to represent solving the Negro problem by carrying black people into previously all-white bodies (Robin & Earl 2005). Leftists, on the contrary, regardless of their beliefs, always struggling for ‘racial integrity’ in terms of taking racial discrimination separately – one of the opportunity for entrepreneurship – so as to create a more dominant challenge to ‘community rule’. From the beginning, they resisted to create systems which guarantee the equal rights for every one, irrespective of class or nation, to live as full human beings (Robin 2002). The split continued to be ever-lasting in 1905 when W. E. B. Du Bois1 established, with William Monroe Trotter who was a detractor of Washington, the whole black â€Å"Niagara Movement†2 (Robin 2002). With the organized challenges by movements like the National Association for the Advancement of Colored People (NAACP3) and Universal Negro Improvement Association (UNIA4) and their personal insubordination to Jim Crow5, African Americans embraced enriching their cultural life of, mainly, non-political demonstration against ‘white domination’ that infused all divisions of black life (Robin 2002). And in no more than the next twenty years, the NAACP staged a harmonized approach of legalized encounters, taking provinces and states to court to execute

Social Media Investigations Assignment Example | Topics and Well Written Essays - 500 words

Social Media Investigations - Assignment Example Social media is a significant model representing an absolute exercise of the fourth amendment law by every citizen in America. Social media uses personal information on individual accounts as a means to create a satisfactory interface dimension in the modern society. Personal information provided on social media helps to reconnect with friends and family members. The social media faces intense challenges from official investigations by various governments. The American government uses social media to assemble evidence on possible suspects. Social media also acts as a central podium for identifying a given criminal’s location Brunty, Helenek & Miller, 2013). The federal government monitors social media and uses the identified details in a misconstrued manner. This case shows a violation of the fourth amendment that protects citizens against unreasonable search. The law also protects individuals from the seizure of personal information without warrants. Professor Semitsu’s perspective on the need to regulate government violations justifies the rising arbitrary search by law enforcement. The intrusion by the government shows misguided behavior on individual privacy. The discussion on social media invasion draws the justification from the provision in the fourth act (Kessler, 2010). The provision condemns the use of evidence obtained against such arbitrary searches or seizure of personal effect. Citizens should enjoy constitutional provisions of social networking without disturbance. The invasion by law enforcement agencies defines a dictatorial status as a ruling definition by any government. Asking social media’s legal department for personal records without a warrant is similar to a seizure of documents and personal effects.

Psychology - personality and values Essay Example | Topics and Well Written Essays - 250 words

Psychology - personality and values - Essay Example I have however changed to a self-confident individual who is outgoing and influential. My values have also transformed from instrumental orientation to terminal orientation. Even though we share some characteristics with my siblings and my parents, most of my values are different from theirs, as my academic and work environments have largely influenced me (Graduate, p. 29-38). Values affect cohesiveness of a workplace by defining what is perceived to be right and what is perceived to be wrong by members of the organization. Common values therefore eliminated conflicts by identifying what every member of the organization consider to be bad and discouraging it while different values generates conflicts because a party will undertake an initiative that is wrong to another party (Graduate, p. 29-38). Jodi’s point that his values have not changed much is valid because people respond to their environmental factors differently. Factors such as the loss of a close relative may have also played a role in his conservative nature to retain his earlier developed personality and values. His matured values with time, together with differences between his values and his family’s, however identify response to his different environments. People cannot however have same values, as he argues, because of cultural

Poe's The Cask of Amontillado Essay Example | Topics and Well Written Essays - 500 words

Poe's The Cask of Amontillado - Essay Example "The Cask of Amontillado" is an ultimate tale of revenge which explores how pride can overwhelm a person causing him to pervasively obtain the revenge he believes he and his family is worthy of as well as how pride can become the ultimate instrument for a person's death. Through his artistic skill of combining various literary techniques, Poe portrays why a person overwhelmed with pride is in a grave danger. It should be noted that pride solely controlled the actions of the main characters, Montresor and Fortunato. The pride of Montresor has become his main motivation in plotting his horrific revenge. The opening statement of the story justifies this: "The thousand injuries of Fortunato I had borne as I best could, but when he ventured upon insult I vowed revenge." Even though the story fails to clearly identify how Montresor was insulted by Fortunato, it becomes apparent that the former regards himself very highly enough for his pride to be severely hurt and stung because of this. This pride motivated him not only to punish but "punish with impunity." Thus, Montresor states, that he should not "fail to make himself felt to him as such to him who has done him wrong." The murderer is overwhelmed by his self-righteousness, justifying even a horrible crime like murder. Montresor's murder of Furtonato can also be interpreted as his quest of redeeming the pride of his great family.

Nostovia's New Airport Essay Example | Topics and Well Written Essays - 2500 words

Nostovia's New Airport - Essay Example Since the airport is being modernized, therefore it will help if the NAA is able to manage the supply chain of this equipment in such a manner that the airport gets user-friendly baggage carts, tow trucks, and other loading equipment. The Supply chain for procuring this equipment can be drawn as; Â  Supply chain management (SCM) in general involves managing complex flow of information, materials, and money across multiple functional areas both within and among companies (Faisal et al, 2006). Efficient management of the supply chain helps in value addition in the final product, which ultimately leads to customer satisfaction. Quality of the services provided is ultimately assessed by the visitor while at the airport. In this case, the Kostova Airport Authority (NAA) requires; Â  Baggage trolleys: to help the customer in carrying his/ her luggage from one place to another. Therefore, such carts should not be too heavy in weight. It should be made up of lightweight material, yet with sufficient strength to withstand daily impacts and comparatively heavyweights. The baggage carts must also be made in such a manner that the while moving the cart, the luggage should not fall on the ground, which might result in more difficulties for the visitor. The carts must have lightweight and friction freewheels, which could be easily nudged by the visitor. The general complaint about such carts is that their wheels tend to fall apart or become immovable. NAA should try to avoid such situations. Â  Small tow tractors: These types of tractors are generally used to carry some luggage, maintenance equipment, replacement parts etc. quickly to the aircraft. These carts are generally driven by the airport staff, therefore their direct users are the employees of the NAA. But, the effective use of the tractors invariably affects the services being provided to the visitor.

Entrepreneurship class; Business Plan Essay Example | Topics and Well Written Essays - 1500 words

Entrepreneurship class; Business Plan - Essay Example Management is also concerned to handle the financial resources in a proper and efficient way so that all the expenses of the business can be meet by the earned revenue and along with that company can earn sustainable percentage of profit in the business. Epiphany Junior is such kind of program which will provide innovative business ideas and try to bring out entrepreneur skill of individual person. Especially youth generation will be benefitted from this kind of program. This project is going to launch online course study which will help to develop the entrepreneurial behaviour of young generation by using chronological method. Creativeness and modernization are the main focus areas of this particular project. Again the project will help to develop individual quality, personality, knowledge, and attitude and management skill. The business owner of this project wants to expand this business outside Florida also. So he will target the other countries which are based in U.S. where such kind of online educational programs are in high demand. Basically the project is based on Florida. So the domestic market will be the main focus area to achieve maximum success and this success will help to achieve more market share in the other countrie s in U.S. Target customers of this project will not be only the young generation and children but also their parents who want to fulfil their children’s dream in a successful way. If the project can implement such kind of courses which can meet the demand and requirement of the targeted customers then only it will be successful to gain competitive advantages in the market. International online learning market is one of the largest and fastest growing markets in the world especially in U.S. It is forecasted that more significant growth can be observed in this particular market over the next three years. It is also estimated that the growth will increase more than 7 % over the next five years. This industry is in growth

Integrating Internet-based mathematical manipulatives within Essay Example for Free

Integrating Internet-based mathematical manipulatives within Essay Integrating Internet-based Mathematical Manipulatives Within a Learning Environment The article explores the development, use and importance of digital manipulatives in a mathematics classroom. These manipulatives are believed to be more versatile, economic and efficient than either the manufactured or teacher-created concrete objects traditionally used in the classroom. Manipulatives have been used from time immemorial and have provided tangible mental picture of abstract mathematical concepts. The digitalization of these manipulatives is an important progress in this process. However, the presumption that the article makes about the efficacy of manipulatives in teaching children along with the supposed teaching potential of the manipulatives is doubtful and smells of commercial publicity. There are several advantages that manipulatives are purported to provide. They concretize theoretical ideas, make the study concrete, build confidence in the learner, help solve problems and make the learning experience interesting. What the paper presupposes is that only the using of digital manipulatives is sufficient to bring each of these advantages. This is not supported by evidence. Let us consider the claim that manipulatives build confidence, if a section of the students is less familiar with web based technology than other students in the class, they are likely to lose confidence-using manipulatives. This may adversely affect their learning of math concepts and unnecessarily handicap them. The paper places some conditions that must be fulfilled to realize the full potential of manipulatives. For instance the parents must experience the system, manipulatives should be used for writing assignment, teacher pronounces the benefits to the students, ground rules are established and students are encouraged to explore more material on the web. If manipulatives are used as prescribed they can improve the understanding of more complex and more advanced math theories. These conditions are impractical. What happens if the parents are unfamiliar with the web? Does it put their children at a disadvantage? A teacher pronounces the benefits of manipulatives to children. This is a straw man. If a teacher uses manipulatives she automatically supports the method, there is no need to sermonize it. A child being encouraged to explore more material on the web is an issue that is not related directly to manipulatives. This opens up a host of debatable issues including the exposure of children to unsuitable material. Digital manipulatives can be downloaded and installed on school computers or distributed to children on CDs to be viewed in their homes. The issue of encouraging children to explore the web is not directly related to manipulatives. Further there is no teacher to guide the children in case of glitches. See what the instructions of a manipulative say. (Public Broadcasting Service, 2006). Familiarize yourself with the rules of this fraction game and have fun creating flag designs with the designated fractions. You can choose to paint by half, quarters, and combinations of quarters and halves and then the program will pick colors for you to paint your design by clicking in the flag. One drawback is that there is no help provided if the fraction portions are incorrect, you can only advance if you have painted to correct fractions. A research that comprised of a survey tested the proficiency development potential of manipulatives in math teaching. The basics tested in the survey were motivation, unique instructional capabilities, and support for new instructional approaches, increased teacher productivity and skills for an information age. Eleven teachers were surveyed using a five-point scale. The results were mixed. The results showed that the teachers felt that the use of digital manipulatives had a high positive impact on motivation, that the digital manipulatives had exceptional instructional capabilities, that the web based manipulatives supported new instructional approaches and that the web based manipulatives provided excellent training for an information age. What the teachers did not agree was that the web-based technology increased their productivity. In addition, the teacher showed apprehension about some issues like their inability to track the progress of the student, tricky web sites, ambiguous instructions and lack of direct feedback. This research is not valid. It does not clarify which constructs it attempts to measure. It does not give the process by which it selected the five variables. In addition, the sample size of eleven teachers is too small to reach any meaningful conclusion. Again, the study does not mention basis or the criteria for the selection of the eleven teachers. The study does not give us the details of how the survey scale was constructed. Was there a pilot test? It seems not. The direct conclusion of the research was that virtual manipulatives encouraged student-oriented erudition. The study assumed that the responses of the 11 teachers were indicative of the affect of the digital manipulatives on children. This is questionable. The background of the teachers is not given. Which type of schools they taught in? What physical manipulatives were the teachers using currently? The teachers were ambivalent as to whether digital manipulatives were better than concrete manipulatives and whether teachers were willing to replace concrete manipulatives entirely with digital manipulatives. The teachers have expressed reservations about their inability to track the progress of the student, ambiguous instructions and lack of feedback. If these concerns are addressed satisfactorily it is doubtful if digital manipulatives will remain student centric. In addition, the paper does not define what it means by ‘student centric’. Currently the digital manipulatives that are available on the net offer innovative, interesting and concrete learning opportunities of otherwise nonrepresentational math theories. The end result is that children manage to learn math concepts that were earlier believed to be too advanced for them. These are believed to increase theoretical learning, deeper understanding of dynamic systems, calculation, communication and innovation in thinking. The paper presupposes that the use of the new technology alone is sufficient for enhanced learning of complicated theories. This is not supported by evidence. The learning experience is a function of the power of understanding of the student, the effort he puts in to comprehend and his analytical skills. In addition, learning is facilitated by teacher inputs and guidance. Digital manipulatives cannot replace teacher inputs nor can they substitute student aptitude and effort. Attributing learning achievements to a learning tool is a lopsided opinion inspired by the sales propaganda of digital manipulatives software developers. In sum, the paper eulogizes the benefits of web-based manipulatives for math learning. These manipulatives are claimed to increase children’s understanding of advanced theories and increase the attractiveness of these theories. These web-based manipulatives are declared to focus on the learner and make an optimal use of web-based technology for visualizing intangible concepts. References: Public Broadcasting Service (2006). PBS Teacher Source: Fraction Flags. Retrieved from http://www. pbs. org/teachersource/recommended/math/lk_onlinegames. shtm on August 19, 2006.

The dissolution of empire has been critical to the growth of world cities Essay Example for Free

The dissolution of empire has been critical to the growth of world cities Essay King (1990, page x) argues that the dissolution of empire has been critical to the growth of world cities. How far does this apply to London? Modern patterns of development and growth have been shaped and influenced by the historical context of colonialism. Within this context relationships between capitalist and pre-capitalist states or colonies helped forge a world economy, which would later lead to processes of globalisation and the current economic world order. Expansion in the world economy has been exacerbated by the freer flow of labour, goods, services and capital, which are features of the post-war, post-colonial world. King contends that these factors have been critical to the growth of world cities. (King, 1990: x) Urbanisation in many post-colonial states has been rapid, supported by trade with a greater number of nations compared with that of the colonial period. Indeed, many colonial nations have now followed their own paths of industrialisation, instead of relying primarily on their export of natural resources such as timber; their economies are becoming more diverse and are now linked within a global network of trade and commerce that is enabling them to develop significantly. Existing at the heart of these states are primary cities, the administrative and economic centres for their new global roles. World cities can be defined by their size, population and area; they are usually the economic hub of the country in which they are seats of power and dominate in the cultural arena with their iconic architectural distinctiveness and the importance of their historical roles. World cities lie at the junction between the world economy and the territorial national state. (Friedmann and Wolff, 1982) The city of London fills these criteria perfectly, its former position as the centre of the British Empire made London the imperial metropolis of the world. H.G Wells described his impression of imperial London: Its a great place. Immense. The richest town in the world, the biggest port, the greatest manufacturing town, the imperial city the centre of civilisation, the heart of the world. (Wells H.G, 1908:73) In this essay I will be discussing the significance of Kings argument with reference to the city of London. Imperial London will be introduced followed by a discussion of Londons decline and its patterns of modern growth in order to ascertain how far Kings argument applies to the City. Different types of growth are included, but emphasis is largely placed on the geographical and economic dimensions of Londons change and development. Londons imperial role was crucial to the expansion of its fortunes. Growth was inextricably linked with the colonial empire and took place in several key areas during the colonial interlude. Londons Docklands represented a melting pot of colonial trade and commerce and were a critical facet of Londons (and Great Britains) economy that fed aspects of growth into the city centre and enabled it to thrive. In 1700 London handled 80% of the countrys imports and 69% of its exports. Trade with colonies in the Caribbean, Southeast Asia and the Indian Sub-Continent brought in tea, china, rice, tobacco and spices to the City and in 1799 the West India Company began to build docks on the Isle of Dogs for over 600 ships. The importance of Londons Docklands lies in their influential role as conduit of wealth to the City and their symbolic nature as gateways to the empire from its thriving commercial centre. Trade flourished, and London became a market-driven commercial and financial hub for world trade. Manufacturers established themselves in the city centre and markets developed around them supported by a growing number of banks. The city centre, therefore, was a series of markets and had few residential zones; warehouses formed a prominent part of the landscape. Imperial London also witnessed the growth of a market in stocks and shares located at the London Stock Exchange, and the establishment of large insurance companies such as Lloyds of London. Londons rising financial sector was represented by the Bank of England, which issued loans to new colonies whilst giving security to the blossoming economy of Great Britain. The Citys role as a cultural centre was represented by huge investment in museums and theatres and its dominant global position was expressed through monuments depicting colonial glories and exhibitions showcasing British power. Whilst there was growth of commerce alongside growth of the Citys financial sector, trends later developed in the form of rapid suburban growth aided by improved infrastructure in and around London. The London County Council (LCC) took on numerous housing projects peaking at 16,000 units that gradually expanded outwards form the City and were facilitated by improvements in communications, a tramway system and the electrification of the railways. As the new century dawned, Londons position at the hub of the worlds largest empire gave work to half a million in the docks and in import-related occupations.London continued to grow; between 1911 and 1939 its population increased from 7.25 to 8.73 million entirely in the outer ring beyond the LCC boundaries. (Porter, 1994:32) Urbanisation during this period was undoubtedly fed by the provisions created by empire, manifested in a country with a confident and specialised role in the world economy. In this system, London occupied the nodal point of a colonial urban system in which the economies of the metropolis and of such distant cities as Calcutta or Sydney and their respective hinterlands complemented one another and were heavily interdependent. (Sheppard, 1998:313) The testing of imperial Londons power by two world wars and the following dissolution of empire were to dramatically change the face of the City. These influences forced upon London the devastating effects of The Blitz and the processes of relinquishing power to the colonised nations, which had for so long been the source of Londons wealth. Inevitably Londons power began to decline and it was challenged with finding new ways to rebuild and to grow. [London] was sustained by surplus extracted from the colonial economy. With the demise of the colonial power, it lacked the economic base to meet the social costs it generated. [This resulted in] problems of housing, a shortage of economic resourcesand a lack of the institutional infrastructure to deal with social, administrative and political needs. (King, 1990:45) Disappearance of hegemonic power systems took place, and the nation-state grew in significance as a unit of analysis. Within these nation states the seats of power were able to control their own destinies and determine growth within their own political boundaries; this growth was facilitated by the freer flow of goods and capital through the nation states principal cities. The dissolution of empire and the effects of the Second World War led to a dramatic shift in the nature of Londons economy which ultimately affected its growth. The collapse of the manufacturing industries is a case in point, and from the mid-1950s people began to suffer job losses in this area. Between 1971 and 1975 19 per cent of manufacturing jobs disappearedbetween 1978 and 1981 some 98,700 jobs in manufacturing and production were lost. (Coupland, 1992:26-27) Commerce also declined in central London and as unemployment rose a deprived inner city began to emerge. Londons problems were exacerbated not only by the housing problems caused by wartime damage, but by the closure of the docks, which had survived the war but could not survive the break-up of empire. The Empirehad long ensured Londons position as the worlds premier port [.] Independence, however, loosened old trading ties; no longer was trade automatically routed through London, and new nations created trading preferences of their own, selling direct to America, Germany and Japan. During the 1960s Commonwealth trade was halved, and London shrank as an entrepot. (Porter, 1994, 348) The closure of this critical dimension of Londons power represented symbolic as well as industrial and demographic decline. Moreover, while disintegration of manufacturing in London can be attributed to varying factors such as economic recession, the closure of the Docks are inextricably linked to the dissolution of the British Empire. The closure also affected activities linked to the Docklands: transport, warehousing and food processing industries and systems were damaged and the Citys economic woes took shape in the form of rapid demographic change. As people moved outward from Greater London the population began to decrease, from 8,600,000 in 1939 to 6,300,000 in 1991, a trend which continues today. The unemployment rate in the industrial areas of inner-London rose to 14 per cent in 1981, while a new trend of mass immigration from the Commonwealth changed the ethnic composition of Londons population and reflected Londons increasing diversity. The dynamics of Londons decline began to influence new processes of growth, both physical and economic. The new industries that grew up in London were connected to its role as an information city and there was an escalation in the significance of the cultural production sector. Tourism became a major source of income for London. Systems of land-use planning began to determine Londons physical growth, with the establishment of the Green Belt designed to fix an area of permanent countryside around the city in a policy to shift 1,033,000 Londoners and workplaces beyond its boundaries. This policy may have hindered urban sprawl, but it has also led to new types of growth in the form of an Outer Ring, as towns on Londons periphery have had to adapt and grow due to the population exodus from Greater London. Altogether, this Outer Ring added nearly one million to [Londons] population in the decade 1951-61, representing two-fifths of the net growth of the British population. (Hall, 1977:24) The growth of the Outer Ring coincided with various strategies by the LCC including the development of tower-block estates, a move that would later lead to rising social problems in the areas in which they were built. There continued to be a rise in office space in the inner city, as Londons financial sector remained strong alongside an influx of the middle classes into inner-suburb precincts. Consequently improvements in housing took hold mainly in areas such as Notting Hill, Paddington and Mile End. The 1960s were witness to the increased significance of London as a cultural centre and the City became an international heart of fashion, music and design. [T]he City grew impressively from the 1960s, thanks to a combination of accident, expertise, language and geography. (Porter, 1994:374) Redevelopment of London began with the comprehensive reconstruction of Tower Hamlets and in more recent times with the controversial redevelopment of the Docklands. The scale of redevelopment of the Docklands is characterised by the construction of Great Britains tallest building: Canary Wharf. The area creates office space for 40,000 to 60,000 workers and symbolises the emergence of a new and modern London, one that is predominantly concerned with business and finance, and one that continues to exude success due to these sectors. From this discussion we can clearly see the importance of Londons imperial status in relation to its growth. Dissolution of empire has indeed been critical to the growth of world cities as they have become more freely exposed to the processes of globalisation and have had greater control of their position in the world economy. This contention can be exemplified by the current position of world cities, such as New York and Singapore in the economic world order and the growth of former colonys capitals as they engage in directing their own futures, levels of trade and spatial organisation. London, however, is an exceptional case. As an imperial city it was largely dependent on its colonial territories for sustaining its own growth and power. Whereas eighty or ninety years ago, London was at the core of the world system, a generator of powerful economic, political and cultural forces pushing out to the periphery, today it increasingly contends with equally powerful economic, political, and cultural forces pressing in from outside.'(King, 1990:73) This change has increased the vulnerability of Londons economy. All other world cities havehad to adapt to the internationalization of the world economy Paris and New York, for instance; but what distinguishes London is the degree of its former imperial dominance, and the extent to which internationalization has brought foreign ownership, and hence dependence. (Sheppard, 1998:359) Modern London now has to compete with other primary cities which have not had to undergo such a dramatic transition in their character and global position. Significant redevelopment has taken place in recent years and London continues to exemplify the world city. Its prominent role in Europe, its historical importance, imposing architecture, economic wealth and position as seat of power all contribute to make London one of the major cities of the world. The importance of dissolution of empire to many world cities is demonstrated by the increased flow of capital, labour, goods and services which have enabled them to grow. Imperial London already contained these processes which were fundamentally linked with its dominant global role, it is therefore, increasingly dependent and vulnerable within the new world economic order. However, the disintegration of its imperial role has not been completely negative to Londons growth, the City has just had to find time and method to help adapt and reposition itself within a new global system. Within this system London has now found a specific function as a global centre for banking and financial trading, which increasingly determine its international role and its patterns of modern growth. Bibliography. Coupland, Andy: Every Job an Office Job. And Docklands: Dream or Disaster? In Thornley, Andy (ed) (1992) The Crisis of London. Routledge. Friedmann, J and Wolff, G. (1982) World City formation: an agenda for research and action., International Journal of Urban and Regional Research: 6. Hall, P (1977 2nd edition) The World Cities. Weidenfield and Nicholson, London. Ch 2. King, AD (1990) Global Cities: Post-Imperialism and the Internationalization of London. Routledge. Porter, Roy (1994) London: A Social History. Penguin, London. Shappard, Francis (1998) London: A History. Oxford University Press, Oxford. Wells, H.G. (1908) Tono-Bungay. London: Oldhams Press.

Creativity and Innovation to Further Developing Countries

Creativity and Innovation to Further Developing Countries The keyword to be an successful country is develop two important abilities that will help you think in a different and intelligent way to develop your ideas and your beliefs. The purpose of this research is to develop the creativity and innovation in developing countries by increasing the systems education in three different ways. Furthermore, this paper discuss about the importance of develop creativity and innovation for the future of countries. Creativity is define like the ideas that come up to your mind to follow anything that you want to do and innovation is the process to became your ideas or inventions in something that help the people or the environment. Finally, the main idea of this paper is to find the best solutions to solve the problem of creativity and innovation by improving the traditional model of system education. Keywords: creativity, innovation, system education, develop. There are so many countries in the world, and this countries are classifieds according to how much developed they are. First of all, we have countries that are developed a lot of because they produces many things like technology, weapons, food, raw material (wood, iron, cotton, crude oil, etc) for the others that doesnÂÂ ´t have this advantages. Therefore, these develop countries are in the top, but how could they develop more than the others? the answer is very simple. These develop countries made a change in their system education by improving so many things that will help students to be prepared in the future because they know that students are the 100% of their future. As a result, the best solution to improve the road of being a develop country in the world is focused in creativity and innovation of each people could have, but how we can improve this skills? We can improve these skills by following the next steps: First, schools should increase hours of extracurricular clas ses. Secondly, students must interact with the environment. Finally, using technology in the process of learning-teaching can help to everyone with innovate ideas. Schools should increase hours of extracurricular classes Currently, schools are an important parts of our lives because there we learn how to front any problem that we could have, and also we learn many skills that help us to develop in the future. But what is wrong with schools nowadays? the problem is that they are killing the creativity and innovation by obligating us to think in the way that they want. The recently model of system education have one purposed, and it is to became students in university professors. They have in mind that if you made less mistakes, you will be a perfect person. So this means, education system just are focused in science subjects such as math, chemistry and physics, and this is a big problem because each person believe that you will be successful if you have lot of science degrees. But no one knows that they could be better if they develop creativity and the capacity of innovate (Robbinson, 2006). Of course we can develop creativity in schools by increasing hours of extracurricular classes because in that classes we learn how to be an artist, and when you said artist everyone thinks in creativity. Scientists says that every person in the world develop the 80% of their brain when they are in the childhood, so what they need? They need classes about science, but they also need extracurricular classes like music or dance because in that classes they will express their creativity in an easily way. For example, a little girl called Gillian was accused that she has a learning disorder because she canÂÂ ´t get focus while she was receiving classes. So her mom took her to the doctor because she was worried, but the doctor was talking with Gillian alone, and while they were talking Gillian was dancing, So he understand that she didnt have any disorder learning. Then he goes to Gillians mom and he said that Gillian doesnÂÂ ´t have problem, he explain that her daughter is a dancer, she needs to move to think. After, GillianÂÂ ´s mom understand that her daughter need to go to learn dance and finally Gilliam became in a professional choreographer and she made important works such as Cats and Phantom of the Opera (Robbinson, 2006). In a brief, people lost their creativity because in schools they just learn mechanically and they donÂÂ ´t learn how to develop their ideas or how to express their opinions. Students must interact with the environment Everyone could become in creativity people if they learn by themselves. Many people in the world are autodidact people because they like o learn by their own methodology. This is an excellent way to became in a creativity people because you find out or sometimes you create your ways to make easily studies. A big example could be scientist because they are always looking for new things, so what they need is a lot of creativity and innovative ideas to get what they want. However, people says that scientist are not creativity people because they use statistics and data, so for the people this is not creative is just like a lot of information (Ossola, 2014). The main idea is to add the option forÂÂ   students that can interact with their environment to understand better and increase their creativity. For example, if students are learning about the nature, they should go outside to the forest and they will be able to learn how everything works in the environment, and also this is an interesting and funny way to learn because is not boring and you will be entertaining. Moreover, you can find another advantage about learn interacting with the environment because when you are outside you will found many information just looking, you dont need search it on the internet or books, is an easily way to obtain real and good information about something. Using technology in learning-teaching process Nowadays, technology is the best sources that humans could created. Technology have many uses in all the world. We could find technology everywhere like in medicine, weapons and even in our houses. Technology is everything and also is an important tool for education because we could use it for teach and also learn in schools or colleges. Furthermore, each school has technology to support the knowledge of students, but while more technology have schools, they will be considerate better than the others. The last step to improve developing countries into develop one is improving all the technology from schools as many as they can. For example, people could use Duolingo platform that teaches language through gaming (Segal, 2016) to learn in a funny way and creative way. Also technology is an excellent way to teach students because they like new things, and they want to discover things. So technology is like a motivated tool that make students want to learn by themselves. In summary, we could improve any developing country by increasing important skills such as creativity and innovation because creativity is process that you develop to make sense any ideas that you have in mind and innovation is the success of created any idea. So there are many steps to develop your abilities like the importance of schools should increase the hours of classes that help you develop your ideas and also it help you to make strongly opinions about any topic. References Ossola, A. (2014). Scientist Are More Creative Than You Might Imagine. The Atlantic , np. Robbinson, S. K. (nd de February de 2006). TED. Recuperado el 15 de February de 2017, de TED: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en Segal, S. (2016). The case for disruption in Latin AmericaÂÂ ´s classrooms. Usa Published , np.

Computer Crimes :: essays research papers

Computer Crimes Computer crimes are on the rise 1 in 10 Americans experience some form of a malicious attack on their computer system. If you pay attention to the rest of this speech you will understand how a Hackers mind works and how to defend yourself from them. In this speech I will tell you why and how people break into computers, what sorts of trouble they cause, and what kind of punishment lie ahead for them if caught. Hackers and Crackers break into computer systems for any of a wide variety of reasons. Many groups break into computers for capital gain while still others do it as a means to pass time at work or at school. For most it's a thrill to figure out how to break into a computer. Most people never have any intention of causing harm. I believe that for the vast majority of people it's merely the thrill of the "hunt" at pushes them to such great lengths. Many employees that work in large corporations feel that they don't get paid as much as they should. Therefore if they have high security clearance they are able to capitalize from that by selling the data they have access to on the black-market. Whether it be Ford Motor companies plan for the 1999 F-150 or spec sheets for the military's new bomber it happens everyday. Too by left is a drawing that illustrates the method that most Hackers use to take over your computer. Ever since the dial-up connection was invented anyone with a modem had the ability to wreck any one of thousands of computers. One of the most talked about forms of computer crime is computer viruses. A computer virus is a small but highly destructive program written by an unscrupulous computer Hacker. Back in 1984 a 17 year old computer Hacker single handedly brought down four hundred thousand computers in a matter of hours. Too my left is a graph depicting the # of computer crimes comited from 1988 till now. Some Hackers create a program called a worm. A worm is a piece of malicious software and is part of the virus family. People write worms to transfer money from bank accounts into their own personal checking account. Another way that Hackers cause trouble is by altering the telephone switching networks at MCI, AT&T, and Sprint. By doing this they are able to listen to any conversation they choose. Often-times they will listen in on the Police and FBI communicating with each-other. This allows them to move to a new location

A Clockwork Orange: Good Riddance To Bad Rubbish :: essays research papers

A Clockwork Orange: Good Riddance to Bad Rubbish A Clockwork Orange received critical acclaim, made more than thirty million dollars at the box office, and was nominated for various awards; however, this esteemed film was outlawed from the nation of Great Britain in order to curb its immoral content from permeating society. Before all the controversy began, A Clockwork Orange was a novel, written mostly in Russian, by Anthony Burgess. Stanley Kubrick is known to critics as a film maker who probes the dark side of human psyche. Kubrick has also directed films such as Dr. Strangelove, The Shining, and Full Metal Jacket. In each of these movies the audience delves into the evil side of the main character. Great Britain had this film removed from theaters across the country because the government justly illustrated there was a connection between the movie's graphic violence and an increased crime rate. In Clockwork . . . , there are unquestionably violent and graphic actions. Multiple beatings, a rape, and a murder are performed by the lead characters. These crimes are drug induced. Before going out, the gang goes to the "milk bar" for some "milk plus" which is riddled with amphetamines. The first violent act came not more than ten minutes into the movie. It was when the boys, led by Alex, beat a helpless wino that asked them for some change. The gang then strode away as if nothing occurred. They struck him repeatedly with canes and they kicked him a few times to the job. Next, the boys went to see a rival gang. This other group was in the middle of raping a woman when Alex and Company came in and intervened. They proceeded to beat the other gang members to a pulp. Then, they went to the house of a writer, to burglarize it. While there, they brutalized the writer and his wife. Alex raped the wife in front of the writer and then started to sing "Sing'n in the Rain" as he pummeled the old man. Alex's final act of violence came at the house of a rich health spa owner. The gang went there with the intent of robbing the place, but the woman who lived there was alert to the scheme and called the police. She attacked Alex and he defended himself with a sculpture of male genitalia. The fight ended when Alex crammed the statue in the mouth of the victim, and killed her. These were some of the more graphic scenes, which aided Britain's decision to ban the film. Incidents from this film triggered an onslaught of violent crimes across