Maths Coursework Trays Essays

Maths Coursework Trays Essays Maths Coursework Trays Essay Maths Coursework Trays Essay In this coursework competitors were given an assignment entitled Trays. The assignment comprised of a businesspeople articulation upon the volume of a plate which was to be produced using a 1818 bit of card. The retailers explanation was that, When the territory of the base is equivalent to the region of the four sides, the volume of the plate will be most extreme. By saying this, the businessperson fundamentally implied that when the territory of the base of the plate is equivalent to the all out zone of the sides the volume of the plate will be at its most noteworthy. We were advised to examine this claim.Plan.1. I will examine the various sizes of plate conceivable from a 1818 bit of card.2. In the wake of picking up my outcomes I will at that point put them in a table.3. I will attempt to recognize any examples from my table.4. I will communicate any examples or other formulae in scientific notation.To explore the various volumes given by various plate, I initially choose to comp romise in rising request from 1-8. (The longest conceivable corner must be 8 as after this there would be no base.) After this I worked out the equation expected to work out the volume for the different plate. For the corner size 11 the manner in which I worked out the volume was 16x16x1 which equalled 256cm. In this manner the recipe to work out the volume for a plate made by a 18x18cm card is (n 2X) X. In this equation the letter X speaks to the size of the corner. I attempted my recipe for the corner length of 2cm,(18-2 x 2) x 2(n 2 X) x X(n 2 X) x XI take off two the corners from each side as the card is square.After discovering the equation I worked out the volume for the remaining trays.CornersVolume (cm)16x16x11x125614x14x22x239212x12x33x343210x10x44x44008x8x55x53206x6x66x62164x4x77x71122x2x88x832From my table I can see that the most elevated volume for a plate made by 18x18cm card is 432 cm this volume is reached if the corners cut are 3cm x 3cm. I can likewise observe that the volume of the plate ascends as the length of each corner ascends until the corner size goes more than 3. After this the volume begins to diminish as the size of the corner increases.After working out the volume for the plate I proceeded to work out the region of the bases of the plate alongside the territories of the sides of the plate. I worked out the zone of the base of the plate by finding the size of the side after the corner had been cut off and afterward square this number. For instance to discover the zone of the base of the plate where the corners were 1x1cm ,I previously discovered the size of the sides which were 16 and squared it. The appropriate response was 256cm . The equation for this was (n 2x) which out would be 18 (n) less multiple times 1(x) squared. I than continued to work out the territory of the sides, which would be basic in demonstrating that the retailer is correct. To work out the are of the sides of the plate I utilized the recipe 4x (n-2x). Here aga in the n speaks to the size of card 18cm. The x speaks to the size of the corner. You need to times your answer by four as there are four sides. To work out the zone of the sides for a corner measured 1x1cm the figurings would be:4x (n 2x)4 x 1 (18 2 x 1)4 ( 16 )64cmCornersVolume cmArea of base cmArea of sides cm1x1256256642x23921961123x34321441444x44001001605x5320641606x6216361447x7112161128x832464From my outcomes I can see that with respect to the zone of the base, the zone brings down as the corner size is expanded. Anyway the territory of the sides increments as the size of the corner increments until the corner arrives at the size 44 cm. After this the regions are rehashed backward order.I then took a gander at my outcomes to see whether any territories matched.I saw that for the corner size of 3x3cm the zones coordinated as the territory of the base was 144cm and the zone of the sides was 144cm . I additionally saw that the most noteworthy volume for a plate produced using a 1 8 by 18cm bit of card was 432cm which likewise got from the corner size 3cmX 3cm. I would thus be able to make the end that the retailer is right.However to ensure that 432cm was the most elevated conceivable volume accessible from a 18 by 18 bit of card I chose to utilize decimals. I settled on examining corners of 2.9cm and 3.1cm . I utilized the equivalent formulas.CornersVolumeArea of base cmArea of sides cm2.92.9431.636148.84141.52334321441443.13.1431.64139.24146.32From these arrangement of results I can see that the corner size of 3cm has a higher volume than the corner 2.9cm or the corner 3.1cm. Additionally the regions of the sides and of the base possibly coordinate when the corners slice out are equivalent to 3cm. I can in this manner make the end that to get the greatest volume from a 18cm by 18 cm card you have to need to remove corners of three centimetres.I chose to see whether the retailers hypothesis was right on various measured square cards. The card of which the p late would now be caused will to be measured 20 x 20 cm. I moved similar formulae for the 18 x 18cm card. I recorded the accompanying results:CornersVolume cmArea of base cmArea of sides cm1x1324324722x25122561283x35881961684x45761441925x55001002006x6364621927x7294361688x8256161289x9162472You can see from the outcomes that they are fundamentally the same as those which were recorded on the 18 by 18cm card. Anyway there is one fundamental distinction, the greatest volume isn't given when both the regions of the base and region of sides is equivalent. Hence I diagramed the zone of the sides against the region of the base.You can see from my chart that the two territory esteems went somewhere in the range of 3 and 4 thus the most elevated worth lay between these two numbers if the businessperson was right.CornerVolumeArea of baseArea of Sides3.05589.2905193.21169.583.1590.364190.44171.123.15591.2235187.69172.623.2591.872184.96174.083.25592.3125182.25175.53.3592.548179.56176.883.35592.5 815176.89178.223.4592.416174.24179.523.45592.0545171.61180.783.5591.51691823.55590.7555166.41183.183.6589.824163.84184.323.65588.7085161.29185.423.7587.412158.76186.483.75585.9375156.25187.53.8584.288153.76188.483.85582.4665151.29189.423.9580.476148.84190.323.95578.3195146.41191.1845761441924.1570.884139.24193.524.15568.0935136.89194.224.2565.152134.56194.884.25562.0625132.25195.54.3558.828129.96196.084.35555.4515127.69196.62I close from my outcomes that the businesspeople articulation isn't accurate on a 20x20cm card.

New Fitness Trends And Crazes Physical Education Essay

New Fitness Trends And Crazes Physical Education Essay The wellness business is continually differentiating with new wellness patterns and rages. The latest pattern is Zumba. Zumba is being showcased as another energizing method to remain dynamic and sound. It gloats of its great angle and its capacity to unite individuals to get fit and have a ton of fun simultaneously. Author, Alberto Perez a Miami based artist once overlooked his customary music to a wellness class he was driving and rather utilized some Latin music tapes. He conveyed the meeting allowing the music to music and guide him like in a club. The members adored it thus Zumba was conceived. Presently, in excess of 3 million DVDs have been sold in more than 30 nations. In an ongoing survey, Zumba positioned ninth for worldwide wellness slants in the year 2012 (Thompson, 2012). Zumba at present has well more than 9,000 educators worldwide and on October 15, 2007 Zumba was exhibited on the Today Show. In October 2008, overall Virgin Active game habitats began proposing Zumba classes in their projects (Zumba Fitness, 2012). Today, Virgin Active in Norwich offers a restrictive scope of wellness classes including; body siphon, body battle and step classes. Zumba includes in their high-impact classes, and is quickly developing in notoriety says the Norwich Virgin Active Fitness Manager in a meeting (see reference sections). Anyway in spite of the ever-developing notoriety and across the board of Zumba, there is still almost no recorded examination featuring the expected wellness and medical advantages of the moving wonder. The creator, a volunteer at Virgin Active concurred with wellness chiefs that deciding the normal exercise power and vitality use during a Zumba class could give important data about the classes Virgin brings to the table and a remarkable selling point. This venture set out to decide the normal exercise force and vitality consumption during a Zumba wellness class at Virgin Active. Writing audit Melissa Napier directed a contextual investigation, researching if and how, Zumba wellness has affected womens support in Doon Valley Leisure Center. The goals were to source out the reasons and factors that were affecting female interest levels inside physical action. The examination found that for a wellness community in Dalmellington, most of Zumba members were matured between 40-59 years. Anyway these outcomes were gotten from both Zumba and Aqua Zumba members which supports proof in the auxiliary exploration that Aqua wellness is famous and prescribed to the older populace. Zumba members said they go to classes since they think Zumba is a charming activity and permits them to mingle while expanding their wellness. Segment 2 of the poll asked the Zumba members what they think makes Zumba extraordinary and more engaging than different types of activity, 44% addressed Fun. Different exercises that the Zumba members said they appreciate include: Aqua Zumba and swimming. For the non Zumba members they said they favored exercise center, swim and wellness classes other than Zumba. This isn't unexpected as 80% of non Zumba members will be individuals and every one of these administrations are open to them as they are remembered for the participation c osts. Proof in Secondary exploration shows that enthusiasm for sport decays with age anyway the agents essential examination shows that 53% of Zumba/Aqua Zumba members are 40-59 years of age with just 7% matured 16-24 years of age. In spite of the fact that Zumba may not engage all, it is 16-24yrs with inactive interest for progressively physical movement choices as indicated by the Active People Survey did by the Womens Sport and Fitness Foundation. The main other writing which inspected the activity force of Zumba was led at Adelphi University (Otto et al., 2011). It revealed caloric consumption during Zumba to be somewhere in the range of 6.6 and 7.4 Kcalâ ·min-1 relying upon the specific move style being performed. Anyway there gives off an impression of being a wide range in the force of Zumba and other gathering wellness classes, contingent on the movement and eagerness of the teacher. The eagerness of the educator, just as the experience of being in a gathering setting, regularly overflows to the members, who at that point work more earnestly. This can't be caught when following video-taped exercises and the developing prominence of Zumba warrants extra examination into this developing wellness pattern. Strategy Twelve sound female volunteers (20  ± 1.5 years, 1.57  ± 0.08 m, 61.9  ± 22.6 kg) were chosen from the Virgin Active wellness club in Norwich. All members were ordinary exercisers and were generally competent at taking an interest in Zumba wellness classes. Before taking an interest in the examination venture, all subjects were approached to finish a PAR-Q and give composed educated assent. Members finished a wellbeing history survey to check for any contra-signs which would keep them from taking part, and were educated that they could pull back from the examination whenever, much in the wake of giving their composed assent. The information created from the investigation was kept private and the members had the option to get to their specific information whenever mentioned. Preceding the Zumba class, every member needed to play out a gradual, maximal treadmill test in the Norwich City College sports research facility. This test estimated the members pulse (HR) and oxygen utilization (VO2). Test methods can be found in informative supplements. From this test, an individual straight relapse condition was created for each subject to anticipate VO2 from HR. This condition was hence used to foresee VO2 (mlâ ·kg-1â ·min-1) during the Zumba meeting for that subject. Estimations of consistent state oxygen take-up by the members were utilized as a roundabout strategy to gauge vitality consumption (calorimetry). Vitality use was determined from the anticipated VO2 information expecting a consistent of 5 Kcal ·L-1 of O2 expended. Comparative examinations had exhibited that the HR-VO2 relationship during treadmill practice precisely mirrored the HR-VO2 relationship during Zumba. After treadmill testing, subjects were given a Zumba DVD and advised to rehearse the everyday practice in any event multiple times preceding the class. Following the treadmill test, all members participated in a Zumba meeting. The Zumba class was conveyed by a completely qualified zumba educator in a games lobby at Virgin Active. During the class, all members wore a pulse screen which recorded all the information all through the meeting. After the meeting, the information was embedded into the people HR-VO2 relapse condition to gauge the VO2 and vitality use of the member during the class. Inspecting Members were enlisted from Virgin Active. Members were discovered utilizing a basic snowball testing method on account of the informal organizations that existed between class individuals. Zumba devotees were approached to suggest other proper individuals for the task. Information assortment The exploration configuration depended intensely on numerical information, subsequently the examination venture embraced a quantitative methodology. Numerical information included pulses, vO2 max information and Kcal information. The undertaking utilized relapse examination to recognize the connection between practice power and calorie consumption. Information were examined utilizing the measurable bundle IBM SPSS, PC program, rendition 7.5 Information Analysis Physiological reactions to the Zumba meeting can be found in Table 1. The normal HR was 154  ± 14 bpm, which related to 79  ± 7.0% of HRmax. The normal assessed VO2 was 66  ± 10.5% of VO2 max. The normal assessed vitality use of taking an interest in a Zumba meeting was 9.5  ± 2.69 Kcalâ ·min-1, which related to a normal of 369  ± 108 Kcal per class. To improve cardiovascular wellness, ACSM suggests that clearly sound grown-ups should practice between 64-94% of HRmax and 40-85% of VO2max (ACSM, 2010). So as to control body weight, it is suggested people exhaust a normal of at least 1500 kcal every week, which is 300 kcal per practice meeting when practicing five times each week (ACSM,2010). In view of the above suggestions, the Zumba class met ACSM rules for the two boundaries. Exercise power arrived at the midpoint of 79% of HRmax and 66% of VO2max, separately, and each subject fell inside the suggested rules. Ends and proposals Zumba is likely most appropriate for the individuals who are as of now alright with wellness schedules and with move, as it could offer a wonderful change and members would definitely realize that they could stay aware of move wellness schedule. Anyway Zumba is likewise appropriate for members of all age and wellness levels. The force of the exercise is moderately abstract so this implies the members can make the exercise anyway hard or simple they might want contingent upon their energy and hindrances. ACSM suggests that people should consume atleast 300 Kcals per exercise so as to advance weight reduction and keep up a solid body sythesis (ACSM, 2010). This investigation presumed that taking an interest in a Zumba move class utilized a normal of 369 Kcal for a normal length class. It ought to be brought up that normal class length in the present investigation was roughly 39 minutes long. Longer classes would clearly bring about more noteworthy vitality consumption. Hence, normal in terest in Zumba ought to emphatically influence body piece. Future examinations might need to concentrate on the physiological advantages following a 8-multi week Zumba preparing period. 1475 WORDS

Lord of the Flies How Jack Represents the Id free essay sample

Jack begins as pioneer for the ensemble young men until Ralph is casted a ballot boss which Jack is vexed because of his aspiration for power. These are reasons why jack can be seens as the id in Lord of the Flies. Jack is more centered around endurance more than being safeguarded and he does whatever he satisfies. For example, when Jack left to go chasing, the sign fire was forgotten about to go which lead to the passing boat, a potential salvage coming up short. Jack attempts to turn the young men against Ralph by addressing Ralphs administration. Jack defies the guidelines by talking without the conch and causes a ruckus, â€Å"And you shut up! Who are you, at any rate? Staying there instructing individuals. You can’t chase, you can’t sing I’m boss. I was picked. For what reason ought to picking have any effect? Simply providing orders that don’t bode well Piggy’s got the conch (Golding 152). We will compose a custom exposition test on Ruler of the Flies: How Jack Represents the Id or then again any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Another verification Jack is the id in Lord of the Flies is on the grounds that he shows no compassion for other people, for example, piggy. Jack chooses to take Piggys glasses since he needs fire despite the fact that Ralphs gathering would have shared their fire. â€Å"That was Jack and his trackers, said Ralph harshly. Why can’t they disregard us? The central drove at that point, jogging consistently, delighting in his accomplishment. He was a main now in truth, and he made wounding movements with his lance. From his left hand dangled Piggy’s broken glasses (Shakespeare 938). Therefor, this is proof that demonstrates jack is the id in Lord of the Flies.The character that speaks to inner self in Lord of the Flies is Ralph. Ralph is at first a decent pioneer by building up the authority of the conch. There are numerous ways you can see Ralph is the self image and being stuck between jack as the id and piggy as the superego is one. From the get-go in the book, Ralph is indicating a portrayal of self image by doing the dependable thing and rising up to Jack when he releases the sign fire. This in direct statement demonstrates Ralph thinks reasonable in circumstances. In this way, Ralph is to be viewed as the Ego.

Charles W. Chesnutt :: essays research papers

Abrahamic Covenant

ABRAHAMIC COVENANT Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which create the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 12:1-The Lord has said to Abram, â€Å"Leave your nation, your kin and your father’s family unit and go to the land I will show you. Abram| God called Abram to move from Haran to Canaan| Faith | This all began with a call from God| The accentuation here is put on Faith as God calls Abram by Faith| | Genesis 12:2-â€Å"I will make you into an incredible country and I will favor you; I will make your name extraordinary, and you will be a gift. | Abram| Abram is called by God to move by Faith| Blessing/Seed| God calls Abram| God vows to Bless Abram| | Genesis 12:3-I will favor the individuals who favor you, and whoever curses you I will revile; and all people groups on earth will be honored through you. | Abram| Abram is called to move by Faith| Blessing/ Curse| This call is only the beginning| God guarantees Blessings and cursing’s to the individuals who favor and revile Abram. | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which create the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 12: 7-The Lord appeared to Abram and stated, â€Å"To your posterity I will give this land. † So he manufactured a special stepped area there to the Lord, who had appeared to him. Abram| Abram was in the Land that God guaranteed him. | Seed/Land| | Genesis 13: 14-15-The Lord said to Abram after Lot had separated from him, â€Å"Lift up your eyes from where you are and look north and south, east and west. All the land that you see I will provide for you and your posterity until the end of time. | Abram| Abram in Canaan| Seed/Land| | Genesis 13: 16-I will make your posterity like the residue of the earth, so that on the off chance that anyb ody could tally the residue, at that point your posterity could be tallied. Abram| Abram in Canaan| Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which create the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 13:17-Go, stroll through the length and broadness of the land, for I am offering it to you. †| Abram| Abram in Canaan| Land| | Genesis 15: 4-Then the expression of the Lord came to him: â€Å"This man won't be your beneficiary, however a child originating from your own body will be your beneficiary. | Abram| Abram’s Vision| Seed| | Genesis 15: 5-He took him outside and stated, â€Å"Look up at the sky and tally the stars-if for sure you can check them. † Then he said to him, â€Å"So will your posterity be. †| Abram| Abram’s Vision| Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Wh ich create the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 15: 7-He likewise said to him, â€Å"I am the Lord, who brought you out of Ur of the Chaldeans to give you this land to claim it. | Abram| Abram’s Vision| Land| | Genesis 15: 18-19-On that day the Lord made an agreement with Abram and stated, â€Å"To your relatives I give this land, from the waterway of Egypt to the incredible stream, the Euphrates-the place where there is the Kenites, Kenizzites, Kadomonites, Hittites, Perizzites, Rephaites, Amorites, Canaanites, Girgashites and Jebusites. | Abram| Abram’s Vision | Seed/Land| | Genesis 16: 10-Then the holy messenger included, â€Å"I will so build your relatives that they will be too various to even think about counting. | Hagar| Hagar Flees to a spring in the desert close to the way to Shur| Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which make the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 2-I will affirm my pledge among me and you and will significantly build your numbers. | Abram| | Seed| | Genesis 17: 4-â€Å"As for me, this is my pledge with you: You will be the dad of numerous countries. Abram| | Seed| | Genesis 17: 5-No longer will you be called Abram; your name will be Abraham, for I have made you a dad of numerous countries. | Abraham| | Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which create the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 6-I will make you extremely productive; I will make countries of you, and lords will originate from you. Abraham| | Seed| | Genesis 17: 7-I will set up my contract as an everlasting pledge among me and you and your relatives after you for the ages to come, to be your God and the God of your relatives after you . | Abraham| | Seed| | Genesis 17: 8-The entire place that is known for Canaan, where you are currently an outsider, I will give as an everlasting belonging to you and your relatives after you; and I will be their God. †| Abraham| | Land/Seed| | |Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which form the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 9-Then God said to Abraham, â€Å"As for you, you should keep my pledge, you and your relatives after you for the ages to come. | Abraham| | Seed| | Genesis 17: 10-This is my pledge with you and your relatives after you, the contract you are to keep: Every male among you will be circumcised. Abraham| | Seed/Circumcision| | Genesis 17: 11-You are to experience circumcision, and it will be the indication of the pledge among me and you. | Abraham| | Circumcision| | Reference:| Addressed To:| Circumstance Under Which it was Reitera ted:| â€Å"Ingredients†Which form the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 12-For the ages to come each male among you who is eight days old must be circumcised, remembering those conceived for your family unit or purchased with cash from an outsider the individuals who are not your offspring.My contract in your substance is to be an everlasting pledge. | Abraham| | Circumcision/Flesh| | Genesis 17: 13-Any uncircumcised male, who has not been circumcised in the tissue, will be cut off from his kin; he has broken my agreement. †| Abraham| | Circumcision| | Genesis 17: 15-17-God additionally said to Abraham, â€Å"As for Sarai your significant other, you are no longer to call her Sarai; her name will be Sarah. I will favor her and will without a doubt give you a child by her. I will favor her with the goal that she will be the mother of countries; rulers of people groups will originate from her. † | Abra ham| | Blessing/Seed| | |Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which form the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 19-Then God stated, â€Å"Yes, however your significant other Sarah will bear you a child, and you will call him Isaac. I will build up my agreement with him as an everlasting pledge for his relatives after him. | Abraham| | Seed| | Genesis 17: 20-And with respect to Ishmael, I have heard you: I will without a doubt favor him; I will make him productive and will significantly build his numbers.He will be the dad of twelve rulers, and I will make him into an incredible country. | Abraham| | Seed/Land| | Genesis 17: 21-But my contract I will build up with Isaac, whom Sarah will bear to you around this time one year from now. | Abraham| | Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which make t he Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 18: 18-Abraham will without a doubt become an incredible and ground-breaking country, and all countries on earth will be honored through him. Abraham| God uncovers to Abraham that He will crush Sodom| Seed/Blessing| | Genesis 18: 19-For I have picked him, with the goal that he will coordinate his kids and his family unit after him to keep the method of the Lord by making the right decision and just, so the Lord will achieve for Abraham what he has guaranteed him. †| Abraham| Abraham’s disclosure from God| Seed/Land/Promise| | Genesis 21: 1-Now the Lord was benevolent to Sarah as he had stated, and the Lord accomplished for Sarah what he had guaranteed. Sarah| Sarah brings forth Isaac| Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which make the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 21: 2-Sarah got pregnant and bore a child to Abraham in his mature age, at the very time God had guaranteed him. | Abraham| The introduction of the guaranteed beneficiary, Isaac| Seed/Promise| | Genesis 21: 4-When his child Isaac was eight days old, Abraham circumcised him, as God instructed him. | Abraham| Abraham eaffirmed the pledge through the circumcision of Isaac| Circumcision| | Genesis 21: 13-I will make the child of the maidservant into a country additionally, in light of the fact that he is your posterity. | Abraham| God consoles Abraham that he will favor Ishmael. | Seed| | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which make the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 21: 18-Lift the kid up and take him by the hand, for I will make him into an incredible country. Hagar| God hears Ishmael’s cries and gives while consoling Hagar of His gu arantee. | Seed| | Genesis 22: 17-I will without a doubt favor you and make your relatives as various as the stars in the sky and as the sand on the beach. Your relatives will claim the urban communities of their foes, | Abraham| Abraham obeys God and is compensated with H

Why graduate school is going global COLUMBIA UNIVERSITY - SIPA Admissions Blog

Why graduate school is going global COLUMBIA UNIVERSITY - SIPA Admissions Blog Business. Politics. Education. Public Health. Communications. Job-seekers are realizing a new reality: most careers â€" down to the local level â€" have an international component to them. It’s all global now. Whether you’re interested in the public, private, or non-governmental sector, you cannot escape the internationalization of the job market. An understanding of international affairs is critical for success. People and products move fluidly around the world. Ninety-five percent of the world’s consumers live outside of the United States. One in five American jobs is tied to international trade (Texas alone has seen an 84% increase in such jobs in the last 20 years). The U.S. Department of Commerce expects more than 88 million international visitors per year will come to the United States by 2019, up from 69.8 million in 2013. There are more than 25.7 million immigrants in the civilian U.S. workforce, according to the Migration Policy Institute, so â€" chances are â€" dealing with coworkers, employees, or even your boss already requires some cross-cultural understanding. Health, environmental, and security challenges do not follow national borders either, as the recent situation with Ebola patients in several states demonstrates. Are you ready for this global marketplace? Can you follow the economic, security, and political factors influencing the places with which you’d like to do business? Do you know how to attract international tourists (and the millions of dollars in revenue they represent) to your community? Can you communicate successfully with your constituents and colleagues from different linguistic and cultural backgrounds? Can you monitor developments around the world, identify challenges, and recommend ways for your organization to address them? So, How Do I Prepare? Job-seekers in every sector need to prepare now for the job market of the future with key international competencies. Know how to evaluate trends across a global landscape. Be ready to succinctly explain other countries’ political, economic, social, and security situations so as to anticipate where opportunities and risks might emerge. Learn to communicate with those from different backgrounds and pay attention to cultural cues to guide a successful conversation or negotiation. While many presume that the only path to success lies with a law or MBA program, the study of international affairs enables you to master the elements of our complex, interconnected world and sets you apart from other candidates. International affairs programs equip graduates with an understanding of regions, languages, and global trends, as well as project management, trade and economic development, and analytical skills. Teaching methods stress the application of theory to practical issues. Joint degrees enable students to combine technical programs in public health, business, law, or computer systems with a focus on international affairs. Cross-cultural training is part of the curriculum, as well as a part of daily life when students mix with classmates from a diverse range of backgrounds. More than 800,000 international students attend U.S. institutions of higher education. They are preparing for the international marketplace and learning important cross-cultural skills. Are you ready? It’s all global now. With training in the competencies of international affairs, you can be a competitive candidate for jobs today and into the future. Want to learn more? Join SIPA and the Association of Professional Schools of International Affairs (APSIA) during our  Graduate School Recruitment Fairs across the globe this fall. See our recruitment schedule here. Article and Image Reprinted With Permission By Carmen Iezzi Mezzera, Executive Director, Association of Professional Schools of International Affairs (@apsiainfo), via CareersinGovernment.com.

Media literacy, statistics, and the SAT essay (a little disturbing)

While browsing through Daniel Willingham’s blog the other night, I came across a link to an intriguing — and very worrisome — article about students’ media literacy that seemed to back up some of my misgivings about the redesigned SAT essay and, more generally, about the peculiar use of the term â€Å"evidence in Common Core-land. The authors describe one of the studies as follows: One high school task presented students with screenshots of two articles on global climate change from a national news magazine’s website. One screenshot was a traditional news story from the magazine’s â€Å"Science† section. The other was a post sponsored by an oil company, which was labeled â€Å"sponsored content† and prominently displayed the company’s logo. Students had to explain which of the two sources was more reliable†¦ We administered this task to more than 200 high school students. Nearly 70 percent selected the sponsored content (which contained a chart with data) posted by the oil company as the more reliable source. Responses showed that rather than considering the source and purpose of each item, students were often taken in by the eye-catching pie chart in the oil company’s post. Although there was no evidence that the chart represented reliable data, students concluded that the post was fact-based. One student wrote that the oil company’s article was more reliable because â€Å"it’s easier to understand with the graph and seems more reliable because the chart shows facts right in front of you.† Only 15 percent of students concluded that the news article was the more trustworthy source of the two. (https://www.aft.org/ae/fall2017/mcgrew_ortega_breakstone_wineburg) Think about that: the sponsored content was explicitly labeled as such, but still the vast majority of the students thought it was true because it had a cool graphic and presented information in a way that was easy for them to comprehend. If that many students had trouble with content that was labeled, what percentage would have trouble with content that wasnt labeled? These findings link up with a big part of what I find so disturbing about the rhetoric about â€Å"evidence† surrounding the redesigned SAT. The College Board’s contention is that learning to interpret data in graph(ic) form is about learning how to â€Å"use evidence† — but at least insofar as the test is concerned, there is exactly zero consideration of where that data comes from, what viewpoints or biases its sources may espouse, and whether it is actually valid. In other words, all of what using evidence effectively actually entails. The only thing that matters is whether students can figure out what information the graph is literally conveying. There’s a word for that: comprehension. As I’ve written about recently, one of the things I find most concerning about the redesigned SAT essay is students’ tendency to write things like, Through the use of strong diction, metaphors, and statistics, author x makes a compelling case for why self-driving vehicles should be embraced. The problem is that students are given no information about the source of the statistics, and as the excerpt above clearly illustrates, the use of statistics (even lots of them!) by itself says absolutely nothing about whether a source is trustworthy. But students are in no way penalized for suggesting that citing lots of numbers automatically makes an authors argument strong. And that is huge, whopping, not to mention potentially dangerous, misunderstanding. Moreover, students are also permitted to project their misconceptions onto the audience as a whole, e.g., Readers cannot fail to be impressed by the plethora of large numbers the author cites. (Actually, yes, some readers probably can fail to be impressed, but only if they actually know something about the subject.) Taking these kinds of subtleties into account is largely beyond the scope of the graders — but then, the entire scoring model itself is part of the problem. To be sure, this type of fallacy is a lot less over-the-top— and therefore less interesting to the media — than the patent absurdities students could get away with on the old essay, but it’s a lot more insidious and in its own way just as damaging (if not more so). Condoning these types of statements only encourages students to conflate appearance and reality — exactly the sort of thing that leaves them open to being easily manipulated. That is exactly the opposite of fostering critical thinking. In the real world, as I think is obvious by now, these types of misconceptions can have pretty huge consequences.