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Violence In Video Games and Aggression Essay - 1924 Words

This question judges the social effects of a repetitive sequence of medial entertainment in relation to the increase in an individual’s aggressive behavior. The violence of today’s video games are far more visually gruesome then they were ten years ago. An example is the modern popular game Goldeneye 007, whose bad guys no longer disappear in a cloud of smoke when killed. Instead they perform an elaborate maneuver when killed. For example, those shot in the neck fall to their knees and then their face while clutching at their throats. These graphic games can increase an individual’s aggressiveness by portraying the act of a murder, as in Goldeneye 007. By answering this question, we can become more aware and be able to identify possible†¦show more content†¦Risky behavior by children and young adults can include violence against others or lack of remorse for consequences. The type of faulty thinking creates stressors in children which can lead to the ons et of many symptoms. Children who partake in video game violence are more likely to have increased feelings of hostility, decreased emotional response to the portrayal of violence, and injury that lead to violent behavior through imitation. A new study employing state-of-the-art brain-scanning technology says that violent video games can cause an individual to become violent. Researchers at the Indiana University School of Medicine say that brain scans of kids who played a violent video game showed an increase in emotional arousal and a corresponding decrease of activity in brain areas involved in self-control, inhibition, and attention. In short, when playing a violent game, an individual’s brain processes the game playing as â€Å"fictional†, but later can project some of the unknown effects as violence or aggression. How long does the aggression last? A study was conducted by Dr. Craig A. Anderson, Ph.D., of Iowa State University, and his colleagues. They researched how children and teens video game patterns related to their behavior three to six months later. It included a mixed background of individuals ranging from ages 9 to 18 totaling 1,414 subjects. In one group the subjects listed their 3 favorite games andShow MoreRelatedVideo Games, Violence And Aggression1005 Words   |  5 PagesVideo Games, Violence and Aggression For many years, there have been arguments over violent video games and their harmful effects. The standards for violence in today’s society are different than when video games were first introduced. A person’s personality plays into how they are effected by violence. In an article written for the American Psychological Association, Patrick Markey determined, â€Å"certain combinations of personality traits can help predict which young people will be more adverselyRead MoreVideo Games Promote Violence And Sexual Aggression2166 Words   |  9 PagesOver the past few decades, video games have rapidly evolved from simple games like Pac-Man and Tetris to complex interactive media platforms popular with people of all ages. As video games skyrocketed in popularity, so have public attention and research studies alongside them. The controversial issue of video games promoting violence or sexual aggression is currently still being hotly debated by educated people from both sid es of the argument. However, there is compelling evidence which proves thatRead MoreViolent Video Games Do Not Cause Violence And Aggression1527 Words   |  7 PagesViolent Video Games Over the past few years, the United States has seen violence that has come from the inside of the country. Various high schools, have had shootings inside of them from some of the high school students that go to that specific school. Some experts blame the shootings by categorizing the students as someone who has been tormented and bullied basically most of life, while other experts believe the shootings were caused by the violence in video games. There has been a lot of nation-wideRead MoreDo Violent Video Games Promote Teen Aggression and Violence? 670 Words   |  3 Pagesteenagers playing video games and how it affects the youth mentally. Heavy consumption of violence video games does indeed stimulate a change reaction in the brain waves, but there is no hard evidence stating that those changes causes teenagers to act aggressively and violently. On the contrary, it is a popular beliefs that violence video games does indeed causes teenagers to displayed unpleasant behaviors and actions because that is what they learned and observed from the games. Therefore, parentsRead More The Effects Of Video Game Violence On Human Aggression Essay example1860 Words   |  8 Pagesstudies, participants playing violent video games have consistently shown increases in their aggressive behavior, both during and after the gameplay. A study that linked violent video games to child aggression found that in every group they tested, â€Å"Children who were exposed to more video game violence did become more aggressive over time than their peers who had less exposure† (Harding 1). An increase in aggressive behavior after playing violent video games is quite common in most cases, althoughRead MoreDo Violent Video Games Affect Real World Aggression And Violence?1727 Words   |  7 PagesDo violent video games influence real world aggression and violence, among other harmful behaviors, within children and young teens? Yes, they do, without a doubt. Children and teens that extensively play violent games tend to be less stressed, but are also more prone to stealing, over-eating, and acting out in minor rages when playing violent video games for long extensions of time. Though most of the side effects do not damage a young child or teen physically, the effects can result in social problemsRead MoreVideo Game Violence And Its Effects On Gamers1205 Words   |  5 PagesVideo Game Violence and its effects on Gamers In recent years there has been a significant increase of shooting incidents, specifically in America. When there is a shooting event the media is quick to question if the suspect had a history of playing violent video games. There is already the initial connection between video game violence and aggression; but is this connection scientifically correct? This topic interests me because of the increase in school shootings and violence. I have personallyRead MoreThe Number Of School Shootings1613 Words   |  7 Pagescorrelation between the increased numbers in young adolescents playing video games containing violence, and the increased numbers of teenage school shootings. Brad Bushman believes there is a correlation between â€Å"video game violence and violence† (2013, p. 376) To explore the correlation, one must first understand the definition of aggression. Eden and Eshet-Alkalai use Anderson and Bushman’s (2003) definition: â€Å"who define aggression as a behavi or that is directed toward another person (either virtuallyRead MoreDo Violent Video Games Cause Violence in Childen1049 Words   |  5 PagesDo Violent Video Games Influence Youth Violence Noel Averruz EN1420 ITT-Technical Institute Ever Since Violent Video Games were invented People have been trying to prove that they influence Violence in Juveniles. Although many prospective studies have been done on video game violence and the affect they have on the youth, none have been able to completely validate the claim that violent video games do influence the youth to become violent in their everyday lives. Out of the many studies thatRead MoreDo Video Games Inspire Violent Behavior?1713 Words   |  7 Pageseffects of violent video games and the development of today’s youth. Many people believe that the violence in video games promotes aggression. According to Doctor Brad Bushman’s article, Do Violent Video Games Increase Aggression? he claims that violent video games leads to aggression because it is interactive process that teaches and rewards violent behavior. Yet others believe that this not the case. Gregg Toppo of the Scientific American, writes in his article, â€Å"Do Video Games Inspire Violent Behavior

Desdemona and Othello free essay sample

In the play, The Tragedy of Othello, Shakespeare really tests our conception as to what love is, and where it can or cant exist. Judging from the relationship between Desdemona and Othello, through Nicholson’s Othello And The Geography Of Persuasion. the play seems to say that marriage based on an innocent romantic love or profane love is bound to fail. Shakespeare is pessimistic about the existence and survival of a true type of love. There is a common thread of betrayal and deceit among his female characters, especially. Othello and Desdemona, as portrayed in the play, are the two greatest innocents there ever were. The two appear to love one another romantically at first, but this romantic love becomes more of a profane love, or more likely was truly a profane love all along. This comes to pass because there is no foundation for a relationship here. There is no trust, no communication, and no understanding. Othello has spent most of his life in battle, which makes him good at some things namely, battle. Othello says Rude am I in my speech,/ More than pertains to feats of broils and battle ( ). Desdemona is little more that a girl, inexperienced in the ways of the world. She is taken in by Othellos war stories. Desdemona takes one look at Othello and she is swept off her feet. But is this a true love? She speaks so fondly of him, yet hardly knows him. As she defends her newly born love for Othello, Desdemona says (among other things), My downright violence, and storm of fortunes,/ May trumpet to the world. My hearts subdud/ Even to the very quality of my lord. I saw Othellos visage in his mind,/ And to his honors and his valiant parts/ Did I my soul and fortune consecrate. Nicholson states that â€Å"The first part of the relationship, some things are said that maybe affected by Loves blindness. Put these two together, and you have the equivalent of a couple of kids playing doctor. The two big clumsy babies fumbling towards ecstasy might have actually made it if they were free from outside forces. †(58) This romantic love is very much meant to be a separate little planet, with accommodations for two. The problem comes when some exterior force (like reality) makes its way into the lover’s relationship and starts destroying their perfect balance of love and trust. In this case, the force is Iago, whom Nicholson have come to view as symbolic of everything evil. It is said in the play that Iago means two-faced. Iago, full of jealousy and spite for the moor sets out to sabotage his love from page one. Nicholson states â€Å"Of course, as the reader, we know all the behind-the-scenes information that makes anyone who believes and trusts in Iago look ignorant. (62). Iago seems sincere enough, and he makes a concerted effort to ensure that he remains aces in everyones book. So when Iago begins to plant the seeds of doubt into Othellos mind, has Othello any cause to doubt him? Desdemona is his wife, the woman that he loves with all his heart. Yet, see how quickly he is dissuaded, and how he disparages her. Ay, let her rot, and perish, and be damnd tonight, for she shall not live. No, me heart is turnd to stone; I strike it, and it hurts my hand†¦I will chop her into messes. Cuckold me! But Othello never thinks to disbelieve Iago. Why should he? Iago is an honest man. Iago is wise. Iago is only trying to help. â€Å"Othello, in all his stupidity, doesnt even stop to think that maybe he should talk this over with the little wife before he launches himself into a tizzy. †(64). If he truly loved her, would he think this way? Othello is not hurt because of a failing love, but because of how it affects him. How it hurts his pride. He is a vain and jealous man. This is when things get ugly. Othello puts more trust in Iago than in his own wife. This is due, in part, to Iagos manipulatory skills, but mostly to Othellos lack of experience in dealing with women. It is also due to the fact that he and his wife do not even truly know one another outside of their profane love. Desdemona lets the condition escalate, and her self-blaming attitude only allows Othellos doubts in her to grow. â€Å"After Othello strikes her in front of the whole dinner party, and orders her around like some sort of dog, the best Desdemona can do for herself in the way of defense is this: Alas the heavy day! Why do you weep? Am I the motive of these tears, my lord? †¦I hope my noble lord esteems me honest†¦Alas, what ignorant sin have I committed? (1172)Othellos mounting injury and fury isnt due to the idea that the romance has slipped out of his marriage. †Nicolson (65). It is due to Othellos huge ego and pride. All Othello wants is vengeance, and he even says as much himself: O that the slave had forty thousand lives! One is too poor, too weak for my revenge. Now do I see tis true. Look here, I ago All my fond love thus do I blow to heaven Tis gone. Arise, black vengeance, from the hollow hell! Yield up, O love, thy crown and hearted throne To tyrannous hate! Swell, bosom, with thy fraught, For tis of aspics tongues! ( ) If the two had just talked, none of this would ever have happened. Even in her last moments, Desdemona can only show how truly she loves him. She exonerates Othello of any blame. I suppose thats what makes it a tragedy. It may have been that the pair really did believe they loved one another, but not with a love that would stand the test of time. Perhaps in the embrace of death, they found solace with one another. I believe that the only love between a couple (in marriage or not) that will last encompasses the properties of all four types. There must be Agape, the brotherly love, to ensure that the two will be truthful and comfortable with one another. Your partner should be your best friend. There must be Sacred love, because there should be just a bit of worship for your mate. If you find them holy, you would never dishonor them. There needs to be, of course, Romantic love. Lastly, profane love must be present. The point is not to have more of one than another, or that one lasts or another does not.

The Great Triple Baconator free essay sample

One thousand, eight-hundred and fifty: the number of calories required to create a masterpiece. Three juicy quarter-pound meat patties, draped in applewood bacon and American cheese, adorned with mayonnaise and ketchup, fitted between no ordinary bun, but a premium bun. Each ingredient harmonizes ever so magnificently in this magnum opus of fast food. Each bite begets the sweet sound of a thousand violins, the cascading strum of celestial harps, the trumpets, the horns, the entire orchestra! Here in this symphonic heaven, worries cease to exist. No matter that grease is dripping down my chin or that ketchup has somehow managed to reach my forehead. Truly, the Wendy’s signature Triple Baconator is no mere delicacy, but an experience. I will never forget my first encounter with the Great Triple Baconator. It was a late Saturday night in mid-October. The debate team had just survived a long day of brutal competition and, as a result, was in desperate need of nourishment. We will write a custom essay sample on The Great Triple Baconator or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Spotting a Wendy’s, the only restaurant open for miles at this time of night, in button-up shirts and pencil skirts we scuttled across the parking lot toward the fluorescent yellow and red hues of the Promised Land. With a swing of the door, we were embraced by the consoling scent of all things deep-fried. I took my place in line next to a group of senior boys who, despite my growing fondness for upperclassmen throughout the season, had remained an intimidating bunch, each one nearly twice my size. I studied the menu as I overheard them brainstorming their own dinner selections: breaded chicken sandwiches, chocolate Frostys, fries – had innovation run its course? Just as I was ready to settle for some chicken nuggets, my eyes were graced by none other than the Holy Grail of fine dining. One boy asked what I was planning to order. I pointed to the monstrosity basking in all its electric glory on the menu. â€Å"Wendy’s Triple Baconator?† He laughed. â€Å"That burger’s nearly as big as you! There’s no way you’ll finish it.† He had a point. At the age of 14, I had barely achieved a menacing height of five foot two and the upper body strength of a party balloon. As a result, I often found myself calling upon others for assistance with ridiculously commonplace tasks, like reaching high shelves and opening packages of fruit snacks. â€Å"Tell you what,† the boy said, grinning, â€Å"if you can finish your Triple Baconator before any of us can finish ours, we’ll pay for it.† I accepted the challenge. The odds were stacked against me: Anatomically, the average 18-year-old male undoubtedly had a greater stomach capacity than the average 14-year-old female. Statistically, it was quite likely that one of the three boys would finish before I could even come close. Even the cashier, foreseeing my defeat, attempted to steer me toward something more â€Å"my speed.† A taco salad, perhaps? But I was determined. I soon found myself face-to-face with the Great Triple Baconator. At this moment, 1,850 calories stood between me, my pride, and more importantly, a free meal. From the first bite of the grand feast, each mouthful inspired an exultant fanfare, each swallow, a burst of applause. I emerged victorious with a satisfied stomach and an even more satisfied wallet. Since that night, I’ve come across more substantive challenges – rounds against nationally ranked debaters, formidable piano concertos. But no matter how small I may feel at times, I’ve learned to take each challenge bite by bite. I’ve learned to speak a little louder, to stand a little taller, to tackle even the greasiest Triple Baconators in life unapologetically. Now, I find myself with an awakened tenacity, always hungry for more.

Guestimate The line and the angle Essay Example

Guestimate The line and the angle Essay Example Guestimate The line and the angle Essay Guestimate The line and the angle Essay Essay Topic: The Guest 1- I predict that if people are good at guessing the length of a line they will be good at guessing the degrees of an angle. 2- I predict that the higher the schooling year the better the estimate. Target population I have decided to investigate within the schooling ages of 7 and 9 firstly because these are easily available to collect due to having timetables and knowing where all the students will be when needed to guestimate. Another reason for picking students between these ages is that it is a big enough variety to draw conclusions from, and decide whether the amount of school really does improve the ability to guess the size of a line or angle. I will not be asking every year group as this will take up too much time and will not be necessary. I will be asking years 7, 9 and 11 this gives a big enough range of the amount of school experienced without asking every year. : Study Population I have chosen to get a list of the students in years 7, 9 and 11 and then ask every fourth person on the list this will the give a quarter of each year being asked which is enough to draw conclusions from. I am not going to ask everyone in the three selected years because this would take to long and it is not compulsory to get the information I need. Aims I will prove my hypothesis true or false by asking the selected people to guess the length of a line or size of an angle and then find the mean median mode for each year and draw graphs. I will also draw a graph relating their guess of the size of an angle to their guess of the length of a line. To gain fairly accurate results we will not let the pupils take the sheets away whilst guessing we will stay with them so there is no chance of using a rule or protractor. Possible things that may go wrong is that after we have asked one person they may go back and explain to the other people their opinion of the sizes that may give bias results to prevent this we will not tell them the actual answer. Results Year 7 Estimate of line Estimate (cms) 2 4? 4 6 ? 6 8 ? 8 10 ? 10 12 ? 12 14 ? 14 16 ? 16 18 ? 18 20 ? Totals Frequency 17 15 6 5 1 2 46 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 51 75 42 45 11 0 0 0 38 262 Mean = 262/46 = 5.70 Modal group = 2 4? Median is approximately 5cms Estimate (?) 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 3 10 12 12 1 1 2 4 1 46 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 45 250 420 540 55 65 150 340 95 1960 Range = 2-20 = 18 Estimate of angle Mean = 1960/46 = 42.61 Modal group = 30 50? Median is approximately 38? Range = 10-100 = 90 Year 9 Estimate of line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 6 23 6 5 0 0 0 0 0 40 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 18 115 42 45 0 0 0 0 0 220 Mean = 220/40 = 5.50 Modal group = 4 6? Median is approximately 5cms Range = 2 10 =8 Estimate of angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 0 3 10 23 1 1 0 0 2 40 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 0 75 350 1035 55 65 0 0 190 1770 Mean = 1770/40 = 44.25 Modal group = 40 50? Median is approximately 43? Range = 20 100 =80 Year 11 Estimate of line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 3 29 2 0 0 0 0 0 0 34 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 9 145 14 0 0 0 0 0 0 168 Mean = 168/34 = 4.94 Modal group = 4 6? Median is approximately 4.5cms Range = 2-8 = 6 Estimate of angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 0 6 11 16 1 0 0 0 0 34 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 0 150 385 720 55 0 0 0 0 1310 Mean = 1310/34 = 38.53 Modal group = 40 50? Median is approximately 40? Range = 20 60 = 40 To find if my first hypothesis is true I will draw a scatter graph of all the estimates of year 7. 9 and 11 students. I will have boundaries on the graph, from 3 6cms this will be classed as a good estimate of the line, 30 45? this will be a good estimate of the angle. I will shade these areas to investigate if students who are good at estimating the line are good at estimating the angle. I drew Cumulative frequency graphs of the results above this will show how consistent the estimates were. I will see how close to the actual the median is, and the smaller the inter-quartile range the more consistent the estimates will be. If my second hypothesis is correct the inter-quartile range should be larger for year 7 students and should be slightly smaller for year 9 students but year 11 students should have the smallest inter-quartile range. Under the cumulative frequency graphs I will draw box and whisker charts these will give a better picture of the size of the upper and lower quartiles of the graph and will show more how consistent the estimates were. Standard deviation Year 7 line 3.54cm Year 9 line 1.72cm Year 11 line 0.71cm Year 7 angle 16.40? Year 9 angle 13.85? Year 11 angle 8.00? This proves my hypothesis correct that the higher the academic year the better the estimate. With standard deviation the closer to 1 the result is the less spread out the results and the more consistent they are, showing a more educated estimates in the higher years. The higher the year in both angle and line the standard deviation becomes closer to 1. Whilst investigating my first two hypothesis 1: I predict that if people are good at guessing the length of a line they will be good at guessing the degrees of an angle. 2: I predict that the higher the year the better the estimate. I noticed a difference in the results from different sets so I have prepared a new hypothesis 3: I predict that the higher the set the better the estimate of the length of a line and the degrees of an angle. To investigate this hypothesis I will work out the Mean median mode and range for set 1, 3 and 5 students in years 7, 9 and 11 I will then compare and draw conclusions from this information Set 1 Estimate of the line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 5 9 3 0 0 0 0 0 0 17 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 15 45 21 0 0 0 0 0 0 81 Mean = 4.76 Modal group = 4 6? Median is approximately 4.5 Range =2 8 Estimate of angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 1 4 3 9 0 0 0 0 0 17 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 15 100 105 405 0 0 0 0 0 625 Mean = 36.76 Modal group = 40 50? Median is approximately 40? Range = 10 50? Set 3 Estimate of line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 0 13 4 1 1 0 0 0 0 19 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 0 65 28 9 11 0 0 0 0 113 Mean = 5.95 Modal group = 2 4? Median is approximately 5.5 Range = 4 12 Estimate of angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 0 3 4 10 1 0 0 1 0 19 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 0 75 140 450 55 0 0 85 0 805 Mean = 42.37 Modal group = 40 50? Median is approximately 43? Range = 20 90? Set 5 Estimate of line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 5 7 0 6 0 0 0 0 0 18 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 15 35 0 54 0 0 0 0 0 104 Mean = 5.78 Modal group = 4 6? Median is approximately 5cm Range = 2 10cm Estimate of an angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 0 4 3 8 0 0 1 1 1 18 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 0 100 105 360 0 0 75 85 95 820 Mean = 45.56 Modal group = 40 50? Median is approximately 42? Range = 20 100? Conclusion Hypothesis 1 = I predict that if people are good at guessing the length of a line they will be good at guessing the degrees of an angle. Scatter graph from the scatter graph I found out that my hypothesis was nearly always correct I had 9 points of year 7 students that were good at estimating the line but not at estimating the angle (green area) so this proved my hypothesis wrong. 7 points on the graph were year 7 students that were good at estimating the angle but not the line (yellow area) this also proved my hypothesis wrong. There were 13 points in the pencil shaded area this meant that they were good at estimating the line and the angle. There were 5 points of year 7 students that were neither good at estimating the line or at estimating the angle this proved my hypothesis was right. 9 + 7 =16 this is how many points made my hypothesis wrong. 13 + 5 = 18 this is how many points of the year 7 estimate proved my hypothesis was correct. 52% of the year 7 points proved my hypothesis correct. Of the year 9 students there were no points on the graph that showed they were better at estimating the line than the angle. Although there were 4 points on the graph that showed year 9 students were better at estimating the angle than the line (yellow area). 16 points on the graph were that year 9 students estimated the line and the angle well (pencil shaded area). 6 points on the graph showed that they were neither good at estimating the line or the angle. 4 points proved hypothesis wrong. 16 + 6 = 22 this is how many points proved my hypothesis was correct. 81% of the points of year 9 students proved my hypothesis correct. Of the year 11 students there were 6 points on the graph that showed year 11 students were better at estimating the line than the angle (yellow shaded area). This proved my hypothesis wrong. There were no points in the yellow shaded area showing that they could estimate the angle better than the line. 2 points on the graph were neither good at estimating the line or the angle, although there were 17 points that were good at both hypothesis and line this proved my hypothesis correct. 6 points proved wrong, 2 + 17 = 19 proved hypothesis correct. 76% of the points on the graph proved my hypothesis correct Overall 76% + 81% + 52% = 209%/3 = 70% proved my hypothesis correct. I found out that year 9 students were better at estimating the angle that the line as there were no points that showed they were better at estimating the line. I found out that year 11 students were better at estimating the line as there were no points showing that they were better at estimating the angle. 5 points in year 7 were neither good at estimating the line or the angle, 6 points were good at neither in year 9 and 2 point6s were good at neither in year 11 this backs up my hypothesis that The higher the year the better the estimate. These results are not reliable because there were not even numbers of year 7,9 and 11 pupils and the points on the scatter graph may have been swayed if 2 or more members of the same year had guessed the same point because it was only marked once. Second hypothesis I predict that the higher the year the better the estimate. Cumulative frequency graphs Year 7 angle On the graph the median was 40? this was very close to the actual result although on the graph the inter-quartile range was 17.5? this shows the estimates were not very consistent you can see this better on the box and whisker chart underneath the boxes are fairly big. Year 7 line On the graph the median is 4.5 this is what the actual answer was although on the graph the inter-quartile range was 4.4cm this shows the estimates were not very constant. The boxes of the box and whisker chart are large. Year 9 line The median is 37.5 this is very close to the actual answer, the inter-quartile range is 15? this shows that the estimates are more consistent than the year 7 estimates this backs up my hypothesis the higher the year the better the estimate. Year 9 angle The median on this graph is 4.75cm this is very close to the actual but not as close as year 7 estimates as that was exactly on 4.5cm this proves my hypothesis wrong. The inter-quartile range was 3cm this is smaller that on the year 7 cumulative frequency graph, the boxes on the box and whisker chart are smaller than on the year 7 graph this shows that the estimates were more consistent which proves my hypothesis correct. Year 11 line The median is 40? this is the same as year 7 median but not as close as the year 9 median so this proves my hypothesis wrong. The inter-quartile range is 11.25? this is smaller than all the other inter-quartile ranges which proves my hypothesis is correct. Year 11 angle The median is 4.75cm this is the same as year 9 but not close as year 7 this proves my hypothesis wrong this may be because the estimates were very consistent but just scattered closely around the actual result. The inter-quartile range is 1cm this is very consistent and proves that my hypothesis was correct. The boxes on the box and whisker chart were very closer together by looking at this you can see how consistent the estimates were. I predict that the higher the year the better the estimate. I investigated the means of years 7,9 and 11s estimates of the line and angle Year of mean Mean of line (cm) Mean of angle (?) 7 5.70 42.61 9 5.50 44.25 11 4.94 38.53 The actual size of the line was 4.5cm so as the higher the year the better the estimate of the line this proves my hypothesis. The actual size of the angle was 38? so Year 11 students were better at estimating the angle although the year 7 mean was better than the year9 mean this proves my hypothesis wrong this may have been because we did not use a large enough sample, or because the mean was found from a frequency table which is only an estimate because we dont actually know the exact values of all the estimates from this. I also investigated the modal group to see if most the estimates were made in the correct group. Year Modal group (line) Modal group (angle) 7 2 4? 30 40? and 40 50? 9 4 6? 40 50? 11 4 6? 40 50? Year 7 was the only year that the modal group of the line that actually contained the correct answer. I found two modal groups for year 7 one of them contained the correct answer and years 9 and 11 modal groups both contained the correct answer this did not prove my hypothesis. I investigated the median to see if it got closer to the correct number the higher the year. Year Median (line) Median (angle) 7 5 38 9 5 43 11 4.5 40 Year 7 estimated the median exactly correct for the angle. The estimate of the line got better the higher the year although year 7 and 9 were the same. I investigated the range to see if the estimates became any more consistent as the year got higher. Year Range (line) Range (angle) 7 18 90 9 8 80 11 6 40 The consistency did become better as the year got higher This proves that my hypothesis was correct The higher the year the better the estimate. Not all these tables prove my hypothesis correct especially year 9 proved it wrong this may have been because we might of asked a lot of lower set year 9s due to systematic sampling so I will investigate the effect of the set on the estimate. I investigated the means of sets 1,3 and 5 estimates of the line and angle Set of mean Mean of line (cm) Mean of angle (?) 1 4.76 36.76 3 5.95 42.37 5 5.78 45.56 Set 1 is the best set and set 5 is the worst out of the three sets we have investigated. The actual size of the line was 4.5cm so as the better the set the better the estimate of the line apart from set 5 has a better mean than set 3 this proves my hypothesis wrong. The actual size of the angle was 38? so The higher the set the better the estimate this proves my hypothesis correct. I also investigated the modal group to see if most the estimates were made in the correct group. Set Modal group (line) Modal group (angle) 1 ;4 6? ;40 50? 3 ;2 4? ;40 50? 5 ;4 6? ;40 50? Set 1 and set 5 had the correct modal group but set 3 had the modal group too low. All the sets had the modal group for the angle too high as the correct answer would have been ;30 40? this has no effect on my hypothesis. I investigated the median to see if it got closer to the correct number the higher the year. Set Median (line) Median (angle) 1 4.5 40 3 5.5 43 5 5 42 Set one median of the line was exactly correct this helps prove my hypothesis correct. Set 5 median of the line was closer to the actual than set 3 I have found that set 5 are better at estimating the line than set 3. Again set 1 was closer to the actual but then set 5 was second best with set three being the worst. I investigated the range to see if the estimates became any more consistent as the year got higher. Set Range (line) Range (angle) 1 6 40 3 8 70 5 8 80 The range was smallest for set one this proves that my hypothesis was correct because the estimates were more consistent. The range of the angle proves my hypothesis was correct, as it is smaller for set 3 than it is for set 5. The range of the line for set 3 and 5 are the same this does not prove that my hypothesis was correct or wrong. I found out that set 5 students were better at estimating the line than set 3 students other than that my hypothesis was correct.

EFL

Present Continuous Worksheets for ESL/EFL The present continuous is used to talk about what is happening at the moment, as well as for future scheduled events and takes the following forms: Present Continuous Positive Form Subject to be (am, are, is) present participle (ing form of verb) objects Peters working in the garden at the moment.Were meeting Tom at five oclock. Present Continuous Negative Form Subject to be (am, are, is) not verb objects Mary isnt watching TV now. Shes outside.They arent working at the moment. Theyre on a break. Present Continuous Question Form (Question Word) to be (am, are, is) subject present participle (ing form of verb)? What are you doing?Where is Tim hiding? No Present Continuous with Stative Verbs The present continuous, and continuous forms in general, are used with action verbs such as talk, drive, play, etc. The continuous form is not used with stative verbs such as be, seem, taste, etc. Some stative verbs can be used as action verbs so there are some exceptions. For example: smell - It smells good. (stative verb) / He is smelling the roses. (action verb) He seems happy.This tastes very sweet.It doesnt appear to be difficult. Time Expressions with Present Continuous for Present Action Now / At the Moment Now and at the moment refer to the moment of speaking. These two expressions are often used with the present continuous. Its also possible to use the present continuous without these time expressions depending on the context. Shes taking a shower at the moment.Were having dinner now.Daren is studying for the test. Currently / This Week - Month / Today Currently, this week / month and today are used to speak about what is happening around the present moment. These forms are often used in work to speak about a project in progress. Jasons taking the day off today.Theyre working on the Smith account.Are you developing plans for the new project? Time Expressions with Present Continuous for Future Scheduled Action Next / On / At The present continuous is also used for planned events in the future such as meetings. Use future time expressions such as next, tomorrow, at time, on day,  in month etc. Were meeting next Thursday to discuss the issue.Im presenting at two oclock tomorrow.Shes having lunch with Peter on Monday. Present Continuous Worksheet 1 Conjugate the verb in parentheses in the present continuous tense. In the case of questions, use the indicated subject as well. Alexander _____ (study) for his exams at the moment.Where _____ (you meet) Tim next week?She _____ (not play) Golf tomorrow.They _____ (make) dinner now.The company (not finish) the plans this week.She _____ (eat) oysters for lunch right now.David _____ (not fly) to Chicago next week.I _____ (work) on a special report today.We _____ (not cook) dinner this evening because were eating out._____ (Tom drive) to work right now?Alice _____ (read) a new book at the moment.They _____ (not prepare) for the science exam at the moment.When _____ (you have) lunch tomorrow?We _____ (joke)!_____ (they give) a party this weekend?Susan _____ (make) the decision at 3 oclock this afternoon.People _____ (play) tennis golf on a beautiful day like this!What _____ (you do)?!He _____ (bake) a cake at the moment.Which motel _____ (they stay) at now? Present Continuous Worksheet 2 Choose the correct time expression used with the present continuous tense. They are cooking dinner (on the moment / now).The company is preparing a report for their most important client (last / this) week.My sister is studying for a test (at the moment / in the moment).Were meeting Brian (on / at) three oclock.(Currently / Current) were working on the Anderson account.They arent coming for dinner (this / at) evening.Susan is playing tennis with Tim (now / then).What are you doing (this / next) afternoon?Theyre enjoying dinner (at / next) the moment.What are you doing (tomorrow / yesterday) afternoon?Henry is making the presentation (at / on) Wednesday.Our teacher is helping us with grammar (that / this) morning.My dog is barking (at the moment / in the moment).Were finishing the business report (today / yesterday).The clock is striking twelve oclock right (now / soon). Its time to go!Frank is flying to Chicago (this / that) morning.Were reading that book (at the moment / on the moment).Thomas is presenting at the meeting (on / in) April.Shes mowing the law n (now / moment). Theyre developing a new product (this / last) month. Present Continuous Worksheet 3 Decide whether the following sentences use present continuous for action at the moment (NOW), action around the current moment in time (AROUND), or for a future scheduled action (FUTURE). Were working on the Smith account this month.Just a moment, I think hes working out in the garden.Jennifers meeting with Tom later today.Im looking for a new job currently.Were discussing the issue on Wednesday.Jakes finishing his homework right now.Alans working with Tom later today.Theyre making dinner for us tonight.Im sorry I dont have time. Im mowing the lawn.Shes looking for a new home as shed like to move soon. Worksheet 1 - Answers is studying  are you meeting  isnt playing  are making  Ã‚  isnt finishing  is eating  isnt flying  am working  arent cooking  Is Tom driving  is reading  arent preparingare you having  are joking!Are they giving  is making  are playing  are you doingis bakingare they staying Worksheet 2 - Answers nowthis weekat the momentat three oclockCurrentlythis eveningnowthis afternoonat the momenttomorrow afternoonon Wednesdaythis morningat the momenttodayright nowthis morningat the momentin AprilnowThis month Worksheet 3 - Answers Around the moment  NowFutureAround the momentFutureNowFutureFuture / NowNowAround the moment

GCC central Bank Assignment Example | Topics and Well Written Essays - 1500 words

GCC central Bank - Assignment Example The objectives of the Central bank and the proposed functions of the Central Bank in GCC have been proposed to uphold the best interest of the Gulf economy. Introduction The banking industry of Gulf Cooperation Council is based on then six main GCC countries- Saudi Arabia, Kuwait, Bahrain, Oman, Qatar and the United Arab Emirates. The GCC central bank is likely to face new opportunities and challenges as the Gulf countries experience major changes in the economic and demographic sectors. The banking industry in the Gulf countries is majorly evolving with the market being majorly transformed and driven by consumer demands. A major shift is noted in the industry creating a diverse customer base for the banks which will include an increasing number of women and youth. The central bank should shift to more customer centric approach to create value for the customers and implement a model which provides a higher level of service for the customers. The global banking industry encourages the banks in GCC to achieve high performance levels by implementing new strategies like: Capturing the growth opportunity in the changing regulatory environment, strengthening the existing distribution network and creating new distribution networks using up to date technologies, develop and nurture talent to retain good talent within the organizations, use customer analytics based in predictive analysis models and streamline the operating model with the strategic objectives of the organization. The GCC central banks are likely to gain more by focusing on the retail segments and strengthening their distribution networks. In the light of globalization, it is critical for the GCC banks to re-evaluate their operating models so as to ensure sustainable profitability and increasing operational performance. Discussion Recommended Structure of the Central Bank for GCC The structure of the Central bank for GCC should be based on a more market oriented approach than an organization oriented appr oach. There exists a high degree of concentration in the GCC baking industry and there are strict restrictions on the entry of foreign banks in the GCC market. The banking system prevalent in GCC vary based on the size and operations of the banks (Berger, 1995, p.444). Also, the operating environment for commercial banks and Islamic banks is different due to different financial and institutional conditions prevailing in the area. The major structural factors that drive the prospects of development of the GCC bank are the increasing competitiveness in the domestic banking markets, efficient corporate debt markets, use of compliant financing as an important strategy, efficient local equity markets, increasing investments from private institutions and increased use of derivatives and other financial instruments. The structure of the GCC central bank should be heterogeneous based on banking, equity and debt. As the industry is largely concentrated, a greater control on the banking asset s is required by the GCC central bank. The bank has to formulate policies with reference to the fact that the liquidity factors the lending rates are majorly influenced by the oil prices (Rousseau, 1998, p.1162). The banking institution should be primarily dominated by

Nursing Gender Stereotype Essay Example | Topics and Well Written Essays - 1250 words

Nursing Gender Stereotype - Essay Example Nuns and lay women have been helping to care for the sick even before the time of Florence Nightingale. It is only during her time that the first nursing school was established. Nursing thus became a profession. Coupled with Nightingales belief and fact that society has dictated women to care for the injured soldiers has cemented the nursing profession as a profession for women. This designation of the profession as "only for women" has changed over time. The three pictures of groups of nurses presented, depicts nurses over a vast period of time, will attest to this. The first is a picture of six nurses taken during Florence Nightingales time. The women are dressed all in white long gowns with what appears to be a nursing cap on their heads. The cap is quite larger than the common white nursing caps worn by nursing students of today. They look very neat with their hair fastened away from the face and tucked underneath their caps. Their white gowns cover their bodies and arms provide protection from contamination and also prevent them from coming into skin contact with their patients. Their gowns are all starched up seeing that it does not follow the contour of the body also serves to prevent dirt from sticking to it. They do not wear jewelry as this might only get in the way as they move about their business. Their faces bearing a serious and yet small smile shows that they mean business. They are ready to do their task. Not one wears a big smile probably because during their time women were supposed to be meek and reserved. The head held high a nd eyes looking straight at the camera shows confidence. They epitomize Florence Nightingales' Nurse as clean, neat, formal, confident, and competent. The picture also shows the bond that these women have. The way they are seated, with the women on the floor having their arm and elbow on the lap of the woman seated behind them and with the woman at the back sitting forward and placing her hands at the back of each nurse seated at her front shows the relation of togetherness at work and in service. The picture also shows that age is not an impediment to service. The picture shows women of varying ages. This disparity in ages is further emphasized for the youngest nurse, the one wearing a different headdress was made to sit beside the oldest nurse in the picture (2nd row extreme right of the picture). The second picture are the nurses of the late ninety's. It shows three women nurses and three doctors. The nurses are in scrub suits while two doctors are in doctors gowns and another has a stethoscope hanging around his neck. The ratio of doctors against nurses in the picture can be interpreted to show equal importance. Both are equally important in the field of caring and nursing a sick patient to good health. The nurses in the picture are easily identifiable by the scrub suits they are wearing. They are no longer encumbered with the lengthy, up to the neck and long sleeved gowns. They can move with ease and are more comfortable. Although no longer sporting the traditional white long gowns, they are as clean as ever with the help of

Hospitality Foundation Essay Example for Free

Hospitality Foundation Essay Introduction The following report looks closely at someone working in the hospitality industry. The aim is to analyse their job. My research will be carried out by undertaking an interview, asking for a job description and visiting the place of work. I will then come to a conclusion in which I will analyse any shortfalls that may occur. Recommendations will then be made to improve the job performance of the individual. Method An interview with an employee of Ramada-Jarvis Hotel and Resort, Maidstone was carried out. His job title is Breakfast attendant, but he is basically a waiter. His Personnel Manager was emailed to ask for a job description and to establish what his responsibilities are. Information from the hotels website was also used. In order to fully analyse his job fully, the following areas were concentrated on: The working environment, the type of operation, opening hours, shift patterns etc the person being interviewed is contracted to work The duties and responsibilities The technical and professional skills needed to be effective The personal and social skills needed to be effective What motivates the individual Their expected career path (if any) Findings The working environment, the type of operation, opening hours, shift patterns etc the person being interviewed is contracted to work Working environment: Ramada-Jarvis Hotel and Resort in Maidstone is set in 20 acres of parkland in the heart of Kent adjacent to Leeds Castle, the reasonably modern hotel offers easy access to Maidstone and Kent, The Garden of England. Ricks Restaurant the section in which he works can get particularly busy between 8 and 10 in the morning, this provides a noisy and busy working environment. Type of operation: Restaurant sub-section of Hotel and Resort Opening hours: Sunday- Saturday: 7:00am 10:00pm Shift pattern: Shift pattern varies due to the fact that he only works part-time during school, but full-time in school holidays. During school when he works part time his shifts tend to be Saturday and Sunday from 7am 12pm. During school holidays he works 5 days a week from 6am 12pm. He has to look on a shift board in case of any changes. The duties and responsibilities His duties and responsibilities change every shift. Sometimes he will be responsible for the clearing and laying of tables and serving of tea, coffee and toast, but sometimes he will be responsible for the restocking during breakfast and clearing after breakfast of the breakfast buffet. He will also be given one designated job at the end of his shift. This can be setting up for lunch, cleaning glasses, plates and glasses, or cleaning floors and the fridge. The technical and professional skills needed to be effective Technical skills needed are very basic in terms of service at Breakfast due to the style of service being a self-service buffet. The clearing of tables and relaying was probably the only skills you could loosely call technical considering that has to have those skills to do the job, although these are trained in after employees start. Professional skills refer to the way in which standards are achieved and the slick performance of duties, clearly one can only become professional at something if you have been doing it consistantly for a period of time without fault. The personal and social skills needed to be effective Personal and social skills are by far the most important in this type of role. Personally he has to approach the job with the correct positive, friendly attitude in order to be accepted by the team and be able to approach the guests. Socially he has to be a good communicator, listener and team player in order to be able to do the job. What motivates the individual The obvious incentive of money would be the main motivation, although his pay is not that high at à ¯Ã‚ ¿Ã‚ ½3.85 per hour. He also finds that working as a part of a team motivates him, as he gets on well with all his colleagues. Expected career path He is expecting to leave this job and do a degree in Hotel Management in order to become a manager in a hotel. However he will be using his job as invaluable experience. Conclusion The individual has all the necessary skills required to carry out all his duties and responsibilities inherent within the job, his performance is therefore satisfactory. As he is only working part-time to aid his personal finances, his motives to be an effective employee in the organisation are not very strong. This is where some shortfalls may lie. Apart from the risk of being sacked from his job, he has no other reason to perform his job to the best of his ability. He may not use other skills exceeding his job requirements that could make him shine above fellow employees. Some of the skills required need training, such as the laying of tables and using the till. If this is carried out then the employee will feel more comfortable in their position and be able to perform their job more effectively, which will in turn lead to more customer satisfaction. The shift patterns of the individual are likely to have an effect on their performance. For example, if they are working unsociable hours or very long shifts, then their standards are likely to drop without a pay rise. Another shortfall that I found was that the hours that were given to the individual did not always suit him. Recommendations Motives of the employee are a key factor in how well they perform their job. As money is the main motive of this individual, rewards could be given to motivate the employees further. For example, bonuses could be given for a consistantly high standard of work. If there was more discussion between the employee and the management, more appropriate hours could be given to the employee. It is important that the hotel make working for them as enjoyable as possible. As if the employees have job satisfaction they will do a better job. The hotel could offer such rewards as discount breaks to other hotels in the chain in order to encourage the employee to acquire a loyalty to the company.

frosts early poems :: essays research papers

To refer to a group of Frost's poems as "early" is perhaps problematic: One is tempted to think of the term as relative given that Frost's first book of poetry appeared when he was already 39. Moreover, Frost's pattern of withholding poems from publication for long periods of time makes dating his work difficult. Many of the poems of the first book, A Boy's Will, were, in fact, written long before--a few more than a decade earlier. Likewise, Frost's later books contain poems almost certainly written in the period discussed in this note. The "Early Poems" considered here are a selection of well known verses published in the eleven years (1913-1923) spanned by Frost's first four books: A Boy's Will, North of Boston, Mountain Interval, and New Hampshire. Frost famously likened the composition of free-verse poetry to playing tennis without a net: it might be fun, but it "ain't tennis." You will find only tennis in the poems that follow. And yet, even while Frost worked within form, he also worked the form itself, shaping it by his choice of language and his use of variation. He invented forms, too, when the poem required it. A theme in Frost's work is the need for some, but not total, freedom--for boundaries, too, can be liberating for the poet, and Frost perhaps knew this better than anyone: No American poet has wrought such memorable, personally identifiable, idiosyncratic poetry from such self-imposed, often traditional formulae. In these "early" years, Frost was concerned with perfecting what he termed "the sound of sense." This was "the abstract vitality of our speech...pure sound-- pure form": a rendering, in words, of raw sensory perception. The words, the form of the words, and the sounds they encode are as much the subject of the poem as the subject is. Frost once wrote in a letter that to be a poet, one must "learn to get cadences by skillfully breaking the sounds of sense with all their irregularity of accent across the regular beat of the metre." Thus, we read "Mowing" and simultaneously hear the swishing and whispering of the scythe; upon reading "Stopping by the Woods," one clearly hears the sweep of easy wind and downy flake; to read "Birches" is to vividly sense the breezy stir that cracks and crazes the trees' enamel. Most of the lyrics treated in this note are relatively short, but Frost also pioneered the long dramatic lyric (represented here by "Home Burial").

Islam and Confucianism

During the post-classical period, the Islamic and Confucianist â€Å"world religions?were based upon the principles of spiritual and intellectual growth. Both valued intelligence and knowledge, and strongly supported education, yet each religion viewed the world and its inhabitants from different vantage points. In Islam, life was a series of tests which determined a person†s stature in the afterlife. Though not especially rigorous, these â€Å"tests?focus people†s lifestyles on ways to better their eternal futures. Islam molded people into charitable, honest, and true Muslims who worked to spread their faith. Confucianism saw the world in a more immediate sense, and felt that it needed to be controlled by properly trained men. Confucianism pushed for social gain, personal happiness, and proper â€Å"gentlemanly?composure. An Islamic education was available to any good Muslim, rich and poor alike, although the wealthy were educated more often, due to fewer time constraints. It was a rarity to see a Muslim woman educated in the same manner as men, however, since Muslim society was strongly patriarchal, and â€Å"Men are the managers of the affairs of women? (p. 105, The Koran and Family). A Confucian education, in contrast, was quite esoteric. Those in the wealthy classes, primarily the aristocracy, were educated, and although it was possible for a lower class citizen to receive an education, it was a rarity, occurring only if said citizen was very wealthy. The Confucian focus on creating a classic â€Å"Gentleman?centered the education on men, and not women. â€Å"Confucianism was primarily an ethical system†¦Confucious largely recommended obedience and respect; people should know their place? (World History, p. 46). Confucianism strove to create an educated man: a ruler, not a peasant. It taught art and literature, nature and proper handling of women, and diplomacy. It stressed composure and proper social skills, with specifics on how to dress and how to act at public gatherings being of the utmost importance. Mannerisms were not the whole of the social education, however. Training the Aristocracy, Confucianism taught ruling, government, law, crime and punishment. A Confucian Gentleman knew how to act properly and rule accordingly in any situation that might present itself. Islam†s Five Pillars, â€Å"testifying that there is no deity save Allah and that Mohammed is his apostle, on performing prayer, on paying legal alms, on the pilgrimage to Mecca, and on the fast of Ramadà ¡n.?(document 18, p. 108) strongly focused the Islamic education on religion and philanthropy. An educated Muslim had intricate knowledge of Islam, the Hadith, and the Koran. Generosity was important in Islam, and a good Muslim gave Alms. Islam did not focus on making an Aristocrat, but rather a philanthropist who would spread the religion. Islam taught the knowledge of travel, trade and bartering as well. Muslim society, was advanced in these areas, and viewed merchants as very powerful and important men. Subsequently trade and bartering were highly valued skills which need to be learned. Scientific knowledge was also important. Muslim science was based on Greek and Hellenistic technology and philosophy, thus their scientific education focused on rationalistic generalizations, theories and hypotheses. Confucian teaching frowned upon trade and bartering, as Merchants were tolerated, but not respected by the upper classes. Confucian scientific teaching was directed towards specific developments and advancements, generalities were not as important. The Confucian lack of religious teaching was diametrically opposed to the Islamic education†s strong religious focus, and Confucianism taught artistic merit more where Islam taught more trade skills. Scientific advances were important to each. Specific social customs were taught by both, although Islam leaned towards helping the lower classes through charity, and Confucianism leaned towards helping the lower classes through proper rule. Obviously, a Confucian education and an Islamic education both focused on teaching men to better themselves, but their different approaches to the same matter yielded two strikingly different educated persons.

Intimate And Sensate Spaces Film Studies Essay

Do memorable experiences permeate architectural boundaries to give us a sense of belonging, and to what extent does the content of memory exist in familiarities of darkness, aroma and topographic point? As our lives become entwined with the physical occurrences in this universe we seek a sense of comfort in the topographic points we most closely associate with. Familiarities of darkness, aroma and topographic point along with their intangible properties stimulate our memories of past experiences and reaffirm our presence in this universe. In clip these topographic points become hoarded wealths of memories and weave through our reinforced environments structuring our journey and doing it meaningful.Introduction1 ) Historic illustrations of how Gothic Cathedrals and Egyptian temples became symbols of clip and experience. 2 ) Analyzing the decreasing animal familiarities and duologues between infinites and our lives and the transparence tendency in modern edifices today. 3 ) Phenomenology as looking at architecture through our ain witting experiences and the undertaking of Architecture to construction and happen our being in this universe 4 ) The purpose of this essay to research the content of what makes topographic points memorable by understanding the relationship between familiarities of darkness, aroma and topographic point.BodyA Intimate infinites and Geometry of Feeling in Phenomenology of Architecture Contemporary readings of brilliantly illuminated infinites and overexploitation of transparence in infinites decreasing our sense of intimate life. The human as a traveler, as a place inhabitant, as a melancholiac and how memories of topographic point infuse him with feelings of familiarity. B 1 ) Familiarity of Darkness Different personifications of darkness in literature, art The Significance of the Shadow How darkness constructions nostalgic images of the yesteryear. The nexus between darkness and memory Symbolic nature of Mental imagination of darkness The ability of darkness to rise the power of other senses. 2 ) Familiarity of Aroma Sense of odor and its ability to transport the individual to different kingdoms of clip Link between darkness and sense of odor Experiencing architecture through the sense of odor The connexion between memory and olfactory property 3 ) Familiarity of Topographic point The nexus between sense of odor and topographic point Sensate topographic points as powerful contents of memory Building and its intimate relation to its context Genius Loci and the phenomenon of topographic point Atmosphere and character of a topographic point 4 ) Design as an appropriate medium of look in being able to retrieve our past experiences and reaffirming our presence in this universe. 5 ) Using Design as a museum of clip, poignance and recollection in carry throughing our desires for intimate connexions and associations with this universe. 6 ) How we translate intimate spacial and centripetal experiences into the cloth of Architecture Tactile stuff looks Treatment of visible radiation and shadow Journey through infinites and altering spacial experiences Establishing a strong contextual relation between the edifice and its environment 7 ) Reviewing the practical possibilities through built illustrations and instance surveies of Architects like Peter Zumthor and Alvar Alto. DecisionIntroductionAs our lives become entwined with the physical occurrences in this universe we seek a sense of belonging in the topographic points we most closely associate with. ‘What is losing from our homes today are the possible minutess between organic structure, imaginativeness and environment ‘ Kent C Bloomer and Charles W Moore. ( as quoted in Pallasmaa 2005: P 41 ) How cognizant are we of the function of Architecture as a topographic point of memory in our lives? Architecture over coevalss has portrayed legion aspects of our physical being in this universe, be it emotion, faith, civilization or recollection. Our perceptual experiences of infinites are influenced by our figments of imaginativeness and recollections of past experiences, be it chapters of a novel, scenes of a movie, glances of a metropolis or narratives of loved 1s, all soaked with times of familiarity and nostalgia. Historic illustrations of such environments have borne testament to this though t in the signifier of Egyptian temples where we witness the silence of the dead and Gothic cathedrals where the eyes are drawn upwards along the arches to the mighty image of God as among the legion wonders of architectural experiences. However, modern infinites of today seem so subtle in their ability to travel us and raise within us wonders of clip and memory. Or is it this turning accent on transparence and openness in modern architecture that has led to decreasing sensitivenesss towards the perceptual experience of infinites as being an confidant and sensate representation of our lives. For the grade to which we observe elements of shadow and the feelings they construe in us, hints of odor and their ability to transport us to different kingdoms of clip and the ambiance of a topographic point, is deserving oppugning. The theory of Phenomenology explains the ethos of architecture as being tasked with non mere physical building of signifiers and maps but besides the manifestation of human experiences and emotions in the edifices we reside in. In kernel our intent as interior decorators is to carry through our interior desires of topographic points that comfort us and make an intimate bond between worlds and their reinforced environments. Contentment in design exists in the individual sing the architecture in all its kingdoms and our environments would be uncomplete representations of our lives if they are barren of memories and experiences. This essay aims to analyze the complex kingdom of familiarity in darkness, aroma and topographic point that have pervaded the really cloth of architecture in the yesteryear and go component and indispensible elements of memorable infinites, therefore taking me to oppugn whether memorable experiences permeate spacial boundaries to give us a sense of belonging, and if so so how do we animate such experiences in the context of modern spacial design.Intimate and Sensate SpacesIntimate infinites are a sense of realisation of the affectional, sensate and memorial features of a topographic point. They reach out and prosecute with our innermost desires of seeking comfort within a home. Architecture ‘s undertaking lies non merely in the physical manifestation of the edifice but besides in the intimate journey of the individual sing the architecture in all its signifiers. Intimate experiences habituate our being in this universe and embody deeper significances and apprehension of mundane life. As competently suggested by Pallasmaa, ‘It is clip that we considered whether signifiers or geometry in general can give rise to architectural feeling ‘ ( P410 ) As mentioned earlier the great wonders of architectural experiences such as Gothic cathedrals and Egyptian temples ne'er failed to travel us and shock us at their magnificence. We realize that they so played close attending to the significance of shadow and visible radiation which were important design elements in the experience they aimed to incarnate. So how so do we inculcate familiarities, enigmas, inquiries, nostalgia and melancholia in our modern twenty-four hours opposite numbers when they seem so vivacious, crystalline and unfastened in their visual aspect? As appropriately suggested by Luis Barragan ‘We have lost our sense of intimate life, and have become forced to populate public lives, basically off from place ‘ ( quoted in Pallasmaa 2005, P47 ) Ultimately the homes we reside in are meant to convey us closer to our reinforced environments, construction our being and non detach us and do us distant animals in the chase of void. Multisensory infinitesFamiliarity of DarknessDarkness more frequently seen as the absence of visible radiation has been associated with many different intensions that have played an influential function in the manner we perceive a dark infinite ; in short darkness has its ain narrative. Panic and offense scenes in literature, memories of the past captured in vintage frames, nostalgic lonely scenes described in poesy and more frequently than non an creative person ‘s picture expresses a deep apprehension of the contrast between dark and light. Further lucubrating on the personification of darkness in literature, a notable illustration would be the significance of darkness portrayed by Shakespeare in his tragic drama Macbeth which in many important scenes depicted the dark sky as a cloak of privacy that the supporter ‘s call upon when perfidy and slaying befall them. Another illustration would be from Junichiro Tanizaki ‘s in congratulations of shadows wherein he desc ribes the symbolic representation of a lacquer dish as being tantamount to savoring the darkness of the room. ( Pallasmaa, 2005 ) These illustrations are of import landmarks of mentions when we begin to chew over over the avenues that darkness as an component has opened up in our twenty-four hours to twenty-four hours lives and moreover introduced into it a personal spacial dimension. Example from the architectural uncanny. Our perceptual experience of darkness is affected by the mode in which the oculus observes analyses and visualizes the material objects around us. The oculus has the ability to divide what we want to see from what we prefer non to see, which is strongly manipulated by the strength of visible radiation in a infinite. The sense of vision determines our connexions with infinites, signifiers and stuffs likewise, and ignites our ideas, imaginativeness and emotions. Darkness so is no longer merely an ambiance of concept in the physical dimension of infinite but it starts to pervade and unify with the darkness of the head even. Therein develops a new continuum of perceived dark infinite, more merely understood as symbolic imagination of darkness, which exists in the boundaries of our phantasies, dreams and imaginativeness. The intimacy of these connexions is straight affected by the contrast of visible radiation and shadow in a infinite, as noted by Pallasmaa ( 2005, p46 ) ‘During ove rmastering emotional experiences, we tend to shut off the distancing sense of vision ; we close the eyes when dreaming, listening to music, or fondling our darling 1s ‘ He farther goes on to explicate the significance of shadows and darkness in chanting down the acuteness of vision and in bring oning our inner ideas and feelings that otherwise seem elusive and hibernating. ( Pallasmaa 2005 ) Obviously plenty, darkness structures our immediate sensate and intimate experiences of minutes gone by or enfold our head with new found associations of clip and infinite. We chose to either remain confined to the darkness of physical infinite or in bend explore the boundaries of fanciful dark infinites. Memories are the consequence of these geographic expeditions within our heads that take topographic point in the presence of elusive visible radiation and deep shadow infinites. Memories are like scenes in a drama or chapters of a book that journey from one facet to another making a assortment of experiences for the individual walking through the infinite. As claimed by Pallasmaa that streets of old towns and metropoliss with their dim lit scenes appear more challenging than modern overly lit streets and towns oftoday. ( Pallasmaa, 2005 ) It about seems as if darkness and shadow play an instrumental function in raising up images of past experiences and exciting our ideas. Reaffirmed herein by Pallasmaa once more when he explains ‘The human oculus is most absolutely tuned for dusk instead than bright daytime. Mist and twilight rouse the imaginativeness by doing ocular images ill-defined and equivocal ‘ ( 2005, P46 ) More frequently than non we enjoy and gaze with admiratio n at the simple admirations of the dark sky, be it a star lit sky, a cloudy sky, a full Moon dark. Memories resonate in these infinites, infinites that give us the chance to be a portion of the admirations of nature, or experience times that we long for. When we begin to understand these elaboratenesss in the look of visible radiation and shadow, or duologues between atmosphere and our organic structure we begin to oppugn the elaboratenesss and duologues between our yesteryear and nowadays and look frontward to determining of new memories in the hereafter. The functions of visible radiation and darkness are interestingly linked yet absolutely balanced and it is for those grounds that we begin to develop new found associations with infinite that in many ways seem intimate and fond to our being. Memorable topographic point experiences are profoundly infused with infinites we most closely associate with. Darkness and shadow in their ain manner create a sense of purdah and enigma that all right tune the character and ambiance of a topographic point to comfort our senses and comfort us in times of demand. Many a clip ideas in our head have a inclination to look in an equivocal and unorganised manner, likewise shadow excessively creates an atmosphere of obscureness and wonder that spurs our imaginativeness and memories. On the contrary, topographic points of bright visible radiation and utmost strength weaken our esthesis of topographic point and personal experience. ( Pallasmaa 2005 ) As farther critically explained by Pallasmaa that the be st manner of subjecting people to insanity is with the usage of utmost degrees of visible radiation strength which erases any hint of personal infinite and idea. ( Pallasmaa 2005 ) Darkness in its confidant and sensate characteristic goes a measure farther to convey to illume the other senses in our organic structure. Darkness subdues the ocular esthesis of the oculus, automatically exciting the power of other senses such as touch and odor. It is in the presence of deep shadow that we depend on the heightened power of our other senses to see and closely prosecute with a infinite.Familiarity of AromaAroma, besides termed as an olfactive sense though preponderantly a ignored facet in architecture, is in fact one of the strongest centripetal characteristics in our organic structures and the deepness of experience and experiencing it covers is although unseeable but enkindled clip and once more through built-in tactile and ocular qualities of a infinite. It is an indispensible constitutional component of spacial design, raising up ocular imagination and personal penetrations of memories and infinites, transporting us to different kingdoms of clip. More simplistical ly set frontward, scent engages dialogue with nature through air current, H2O, location, flora as portion of the external environment and duologue with infinite through furniture, stuffs, and ocular entreaty in the interior environment. We ever trace ourselves back to a topographic point in clip through our sense of odor be it elusive or overmastering. As notably marked by Barbara and Perliss that olfactory property constitutes a powerful content of memory, perforating our inner ideas and exciting our emotions. Furthermore they bring back and refresh forgotten or hibernating minutes and experiences from within us. ( Barbara and Perliss 2006 ) Even though aroma by itself is a powerful tool in the remembrance of memory, it best exists when supported by the other senses, working in tandem to make a multisensory experience.

Free Essays on Interview With A Manager

I interviewed Mark Frederick, a marketing manager at Onvia Inc. A company that helps businesses secures government contracts and government agencies find suppliers online. Mark attended the University of Washington where he earned a degree in History. Soon after graduating, he claimed an entry-level management position at Weyerhaeuser. He needed a job right away because his student loans were about to start collecting, so he took any job that would hire him. From then on forward, Mark realized that management is something he is good at and could do for the rest of his career life. While being a manager was great, there were problems that arose. First, being at such a young age and being a manager was tough when you had 35-45 year olds to manage. He was always looked at as someone with no experience. This major challenge made him resign from his 2-year position and look for another job. It did not take him long to find one. He became a manager for DialAmerica Marketing. A call center for credit card companies. Nevertheless, this situation lasted Mark 3 years, the company closed it offices here in Seattle. When things turned for the worst, Mark was always able to pick up and start all over with no trouble. This is where he is today, at Onvia Inc. He is a senior manager for the marketing and sales department. His major responsibilities that he is accountable are: Managing the daily operations of which include the development and overall performance of a staff of 46 sales associates and 4 Team Leaders. He interviews, hires, coaches, evaluates and develops his sales staff. In addition, he presents marketing and sales training classes for both sales staff and all levels of middle and upper management. However, like all other jobs, there are obstacles and problems that Mark is faced with working at Onvia. He mentioned to me that the company is a start-up and a lot of competition within the company. Many of the employees are newly graduate... Free Essays on Interview With A Manager Free Essays on Interview With A Manager I interviewed Mark Frederick, a marketing manager at Onvia Inc. A company that helps businesses secures government contracts and government agencies find suppliers online. Mark attended the University of Washington where he earned a degree in History. Soon after graduating, he claimed an entry-level management position at Weyerhaeuser. He needed a job right away because his student loans were about to start collecting, so he took any job that would hire him. From then on forward, Mark realized that management is something he is good at and could do for the rest of his career life. While being a manager was great, there were problems that arose. First, being at such a young age and being a manager was tough when you had 35-45 year olds to manage. He was always looked at as someone with no experience. This major challenge made him resign from his 2-year position and look for another job. It did not take him long to find one. He became a manager for DialAmerica Marketing. A call center for credit card companies. Nevertheless, this situation lasted Mark 3 years, the company closed it offices here in Seattle. When things turned for the worst, Mark was always able to pick up and start all over with no trouble. This is where he is today, at Onvia Inc. He is a senior manager for the marketing and sales department. His major responsibilities that he is accountable are: Managing the daily operations of which include the development and overall performance of a staff of 46 sales associates and 4 Team Leaders. He interviews, hires, coaches, evaluates and develops his sales staff. In addition, he presents marketing and sales training classes for both sales staff and all levels of middle and upper management. However, like all other jobs, there are obstacles and problems that Mark is faced with working at Onvia. He mentioned to me that the company is a start-up and a lot of competition within the company. Many of the employees are newly graduate...

How to Get a Birthday Cake Delivered to a College Dorm

How to Get a Birthday Cake Delivered to a College Dorm Whether youre a parent or a friend, sending a birthday cake to a students dorm room can be one of the most thoughtful things you can do during those stressful college years. Parents worry about their kids while theyre away, and friends want to celebrate in style with fun surprises. Whether youre long distance or just want to make your kid or friend smile, sending a little celebratory gift can make all the difference. Delivering Birthday Cakes to Dorms The first thing you want to do is see if the college you want to send a cake to offers special orders for birthday treats through their dining halls or student life services. This would be a fast solution, so scouting out the possibilities is key. Simply inquire when you visit the campus during orientation or give them a quick call. At the University of Delaware, for instance, you can send a YoUDee Gram –a 10 to 15-minute visit by the school mascot, who is a giant blue chicken that arrives at the students dorm with balloons, an autographed photo, and more than a little comic pizazz. Parents and friends can also call the University of Delawares dining hall to order a personalized birthday cake for dorm delivery or pick up. In fact, other colleges like Stanfords parent association  deliver birthday cakes, balloons, and flowers, as a fundraiser for the college endowment fund. Bakery Deliveries Some college town bakeries deliver on campus. However, if you cant find a local patisserie, there are plenty of bakers who will ship their wares overnight or via two-day mail. Simply check in with the campus mail room to see if any restrictions apply. Some accept FedEx or UPS overnight, while others prefer US postal service deliveries. Get creative with all the fun possibilities for your cake send by drawing inspiration from other colleges: Arizona’s Fairytale Brownies  mails a birthday box with brownies, a teddy bear, a kazoo, and a pin-the-tail-on-the-donkey game for around $50.The Delaware-based SAS Cupcakes ships assorted vanilla, triple chocolate, and red velvet cupcakes decorated for birthdays or Greek life events, accompanied by little flags with your child or friends Greek letters. Delivered by the dozen, this delivery costs around $45. A Homemade Birthday Box Forget all the headaches and assemble your own birthday-in-a-box. Frosted cakes dont do well in the mail, so you can bake a cake. The moister the cake, the better. Consider flavors like  pumpkin, carrot, or banana. Once youve baked your cake, youll want to make sure its wrapped before you ship it off. Include little additions to your care package, like a simple can of supermarket frosting, a box of candles, and a birthday tiara. Alternatively, you can bake up a batch of chocolate cookies that are  decorated to look like cupcakes, and ship them off. For something extra, add a birthday card or a small gift.

M2 Disease Frequency Paper Assignment Example | Topics and Well Written Essays - 1250 words

M2 Disease Frequency Paper - Assignment Example For example, the incidence of dental caries in the U.S. during the second half of the 20th century was significantly less than the incidence of dental caries in the first half of the 20th century. This can be attributed to the fact that public health authorities began fluoridating community drinking water in the middle of the 20th century (Centers for Disease Control and Prevention [CDC], 2001). 2. Prevalence: It measures the occurrence of existing cases of a disease in a population for a specific period of time (Aschengrau & Seage, 2003). For example, researchers in India have found that the prevalence of oral cancer (especially squamous cell carcinoma) is extremely high among the poor (Yada, 2008). In fact, the prevalence of tobacco consumption increased up to the age of fifty years after which it leveled or declined (Yada, 2008). 3. Cause-specific mortality rate: It measures the number of deaths from a specific cause per 100,000 people per year (Aschengrau & Seage, 2003). Tobacco use can cause premature death from lung and other cancers, coronary heart disease, stroke and chronic respiratory diseases. In this context, smoking-attributable mortality rate (SAM) can be defined as the number of smoking related deaths per 100,000 people per year. For example, a recent study in Minnesota has revealed that the smoking attributable mortality rate in the state for adults aged 35 years and above is 215.1/100,000 people (CDC, 2011a). 4. Years of potential life lost: It refers to the estimated number of years that an individual would have lived if he or she had not died (Aschengrau & Seage, 2003). Cigarette smoking has been found to be responsible for one in every five deaths which is approximately 438,000 deaths each year (CDC, 2008). Therefore, cigarette smoking results in 5.5 million years of potential life list in the United States each year (CDC, 2008). 5. Case fatality rate: It is the number of deaths due to a specific disease as compared to the total number of

Visual Effects Assignment Example | Topics and Well Written Essays - 250 words

Visual Effects - Assignment Example The principles of the visualization illustrate content focus. The visualization concentrates on illustrating how HAI is contracted. Data visualization 02 is studied through the common dash board mistakes of Stephen Few. The data arrangement is poor (Edward 93). This is because four bar graphs and one pie chart are squeezed in one slide page. This minimizes visual clarity. There is also poorly highlighting of the most important information. This is because a lot of information is illustrated in a single page, leading to confusion. Data visualization 03 is analyzed through the excel dashboards. Excel enables effective illustrating of statistical data through graphs, tables and charts (Edward 36). The top hashtags and top mentions are summarized accordingly through the bar graphs. However, illustrating a lot of visual information in one page is not desirable, as it may confuse the audience. The dog images are illustrated through the analytical designs principles. The two dog images illustrate a dog in a jumping motion. The first image illustrates the dog jumping into a water body. The second image shows the impact that the do has on the water surface due to the jumping

The Automobile in America (American History) Research Paper

The Automobile in America (American History) - Research Paper Example Cars had been invented many decades earlier, but its high cost limited access to the majority of Americans. The Ford Company in the 1920’s changed the industry forever. The company’s superior mass production techniques allowed Ford to lower the cost of producing an automobile dramatically. The Ford Model T was the car model that became a mainstream in the 1920’s when the price of the auto was reduced to $310, nearly $500 cheaper than a decade earlier (Kenney, 2001). The company had the best selling product in America which was a critical success factor that gave Ford a competitive advantage. The Ford Company valued the effort of its workers. The company created thousands of good paying jobs which helped the American economy. By the end of the 1920’s Ford had manufactured and distributed 15 million Ford T vehicles across America (Virgina). The proliferation of the automobile accelerated the speed of growth of the American economy due to the fact that the ab ility to commute freely increased commercial activity and the amount of work opportunities for

Characteristics of a Metropolitan

Characteristics of a Metropolitan ABSTRACT The purpose of this paper is to understand what Groningen appropriates as a mini-metropolis city. The first step is to find the meaning of the metropolis from a variety of sources, the second step of searching for data about Groningen and the third step is to compare between the two data. In the end is at a conclusion that the metropolis are not only associated with the factor number of population, area and economy of a city, but a related metropolis of a character which is owned by the city. So Groningen with all matters and functions and its ability to further develop its compliance is said to be a mini-metropolis city. Metropolis Characteristics Metropolitan is a term used to describe a relatively large urban area, both of the size of area, population, and the scale of economic and social activity. While the etymology, said metropolitan (noun) or metropolis (adjective) is derived from the Ancient Greek language, which the word meter means mother, and the word polis means city. (Wackerman, 2000) In general, the metropolitan can also be defined as a large residential center that consists of a large city and some in the surrounding area with one or more major cities that serve as a point of contact (hub) to the towns in the surrounding areas. A metropolitan area is an agglomeration of several settlements, settlements should not be the city, but the overall form a unity in nature activities and lead to the city center (a large city that is the core) that can be seen from the flow of labor and commercial activities. According Goheen (in Bourne, ed. 1971), City / Metropolitan District is an urban area with a population characteristic that stand out in comparison with the surrounding countryside. This term is used to give a more precise picture of the amount and concentration of the population in a large area, which in turn can show the magnitude of the centers of the main settlements in the country. In general, the metropolitan region can be defined as large, with economic and social unity integrated and characterize the activity of the city. The characteristics of the Metropolitan of several aspects such as the amount of population, economic activities, mobility, activities of the population, and the structure of the region. 1. The amount of the total population The magnitude of population becomes a major consideration in determining the aspects of the definition of a metropolitan. However, some urban experts set different limits for the determination of the minimum number of metropolitan area population. 2. Economic activity In the metropolitan area occurs agglomeration residential areas and jobs. That is, the metropolitan area is an urban area with a specializing in social and economic activities function. The economic specialization is the industrial and services sectors. Industrial activities and services is the dominant sector in the growing metropolitan region. Economic activities that take place in the metropolitan area is heterogeneous and has a role as a central / center of economic activities on a regional scale, both within the province or state and national scope. Growth and development of the urban economy are the driving factors behind the metropolitan and will continue to affect the prospects of the future metropolis. In fact, metropolitan anywhere carry out the functions of the national economy, which is a very significant contribution to the whole country. Metropolitan supposedly able to play a role and function in accordance with its share in national economic development. On the other hand, the role of the national economy must be balanced with the metropolitan economy comparable level and is able to also write a decent life for the citizens of the metropolitan community itself. Metropolitan should be able to create jobs and income level sufficient for people to be able to survive and even enjoy life in the metropolitan environment. The income levels are generally far exceeds the metropolitan cities and other areas as well as rural, and the main attraction for the current metropolitan population who are looking for work and a decent lif e. Surely there must be taken into account that the level of public spending in general metropolitan also much higher than the city and other areas. 3. Mobility of peoples activities One characteristic of the metropolitan area is shown in the form of ease of mobility by Angotti (1993) seen in 3 forms (Winarso et al, 2006), namely: a. Occupational mobility (mobility Employment), characterized by the ease with which people move workplace without having to move residence because of the many types and variations of jobs available. b. Housing Mobility (Residential Mobility), occurs in line with the mobility of the workplace. c. Mobility trip (Trip Mobility), occurs because of the mobility of the workplace and residence. 4. Structure Regions Broadly speaking there are two kinds of physical form metropolis that shapes the metropolis spread (dispersed) and the shape of the metropolis centered (concentrated). To spread the metropolis consists of the metropolis spreads and galactic metropolis. As for the centralized metropolis comprises centered metropolis, metropolitan and metropolitan ring star (jayadinata, 1986: 221-226). The Mini Metropolis There is a definition of a mini metropolis of Dr. Peter Kurz, where he was a major in Mannheim, Mannheim as the city he called mini-metropolis. Not because of its large size, not too big for its population, but because of Mannheim managed properly so that this city we can eat, live and work. Geographically, the city is located between two rivers, providing public transport links and good shopping center, and a center of culture, science, research and creativity. In other words, Dr. Peter Kurz said that in this town people can feel the balance of life and comfort of staying in Mannheim Groningen Characteristics Groningen is the main municipality as well as the capital city of the province in the Netherlands. Groningen is the largest city in northern Netherlands, so Groningen is the regional power of the northern Netherlands. When viewing a map of the Netherlands, it appears that groningen is downtown for northern Dutch region, and there are no other major city within a radius of about 150 kilometers from Groningen. Apart from being the capital of the province of Groningen is also a historical and geographical center of Groningen is also a center of trade since the end of the 15th century. The existence of the center of the city of Groningen Martini tower is a symbol of power and later with the establishment of the University of Groningen in 1614 with the development of the city of Groningen now has about 50,000 students (25% deari total population), it is seen that the Groningen become an important educational center for the Netherlands. In addition to being the city with a ratio of the number of students that a lot of the population, the city of Groningen also a leading city in terms of innovation, research development, and entrepreneurship Figure 1. Netherland Map (Steen, 2015) Population in Groningen Groningen as a province has a population of 579.036 residents, and as a Municipality of Groningen has a population of 189.991 residents, which means the city of Groningen has 33% of the total population in the province of Groningen (Steen, 2015). Table 1. composition of the population of the cities in netherland (Steen, 2015) 2000 2009 Amsterdam 731,288 (44,4%) 755,605 (49.5%) Rotterdam 592,673 (40,0%) 587,134 (46,9%) The Hague 441,094 (40,1%) 481,864 (47,3%) Utrecht 233,667 (29,8%) 299,891 (31,5%) Groningen 173,139 (16,5%) 184,227 (19,7%) Netherlands 15,863,950 (17.5%) 16.485.787 (19.9%) Note ( % ) = % of ‘allochtoon’ = 1 or more parents born abroad From the population compotition table, we can see that Groningen become the 5th largest city in population in cities in Netherland, although there is a significant difference in the population of western part of the Netherland city Economic activity According to data from the World Bank and the International Monetary Fund, the Netherlands is the 18th largest economy in the world in 2012. GDP per capita Approximately $ 43.404 makes netherland one of the richest countries in the world. Netherlands has a large natural gas reserves northern sea areas, but most of the production is from onshore wells and natural gas produced from the Groningen province, Consumption of natural gas in the Netherlands is only about 2/3 of its production, while the rest is exported. Netherlands is currently the fifth largest exporter of natural gas in the world. Figure 2. Largest Gas Fields In The World (http://www.energy-pedia.com/news/netherlands/exxonmobil-to-continue-to-tap-the- enormous-resources-at-the-slochteren-field-for-another-50-more-years) Employment Data Based on data up to April 2012, Groningen providing 135 537 jobs during the two years in which the growth 3010 = 2.3%. And Groningen has 15 909 firms, with over 2 years experience growth in 1417 = 9.8%. This shows that Groningen has good economic growth in terms of the number of jobs available. According to data from 2009 recorded that the ratio of the number of people who work for 1000 residents, Groningen ranks 3rd in the Netherlands the number of 730 jobs per 1,000 residents. This means th culture/recreationat is above the national average of 490 jobs per 1,000 Netherland resident Tabel 2. Employment Growth per-Sector 2009 – 2011 (Steen, 2015) Employment Growth 2009- 2011 agriculture 0.10% industry 5.20% utilities 2.30% ++ construction 4.30% trade 12.30% restaurants, hotels 4.20% transport, communication 8.00% finance 1.50% business services 18.40% + government 8.80% education 9.90% + health 20.70% culture/recreation 4.50% + Mobility of peoples activities The city of Groningen has been recognized as a Word Cycling City, this is because 57% of trips in the city is done by using a bicycle vehicle. Transport infrastructure in the city has been designed well so convenient for cyclists. In 2000, Groningen was elected as Fiedsstad 2002 The Top Bike City of The Netherlands for 2002. The transport system in the city center provides priorities for bicycles and pedestrians, by making traffic cirlulation prohibiting private vehicles into the inner city, inner city divided by 4 zones A, B, C, D. So that private vehicles can not be moved from zone A to B through the middle of town but directed at the ring road towards the road first. so although the distance A to B near as be felt far as having to turn first. Rail: Groningen has three train stations, namely station Groningen, There are three stations in Groningen, Groningen Europapark and Groningen Noord. The main train station has regular services to almost all major cities in the Netherlands (served by the Nederlandse Spoorwegen and Arriva) as well as other European cities. Bus: Groningen has inter-city bus transportation and inter-state bus which flies to several cities in the Netherlands and Germany. It also has a special bus transportation routes within the city groningen that connects several areas in the city groningen CONCLUSION There are diverse opinions of experts on the definition and characteristics of a metropolis, where many describe as a city with a high population and high-income economy, with pomp owned a city. Groningen, with a population of only about 200,000 residents but has a soul and spirit as a mini-metropolis city, Why a mini metropolis, not as a metropolis? I think this is just a comparison of size alone. Groningen has a very compact design and the city continues to grow but never leave its cohesiveness. As a cultural center, education center and a regional economic center in the northern Netherlands, with all its facilities and functions, Groningen has played a role as an attractive city, good for work, interesting place to visit, and certainly comfortable place to live. If I may suggest, I would say that the Groningen like a towering lighthouse and shining brightly, illuminating the surrounding areas. References http://www.energy-pedia.com/news/netherlands/exxonmobil-to-continue-to-tap-the-enormous-resources-at-the-slochteren-field-for-another-50-more-years http://en.wikipedia.org/wiki/Economy_of_the_Netherlands http://www.cbs.nl http://en.wikipedia.org/wiki/Groningen http://gemeente.groningen.nl/ https://www.scribd.com/doc/50565637/The-city-of-Groningen-has-been-described-as-a-mini-metropolis-Is-this-justifiable http://www.cityoftalent.nl/ http://www.ob-peter-kurz.de/data/minimetropolis.pdf