Development from Conception to 16 Years Essay

E1- The age group I have chosen to describe is birth to 3 year olds on their physical development and communication and language development. In this age range the physical development changes from birth where they generally don’t do anything which develops as between 3 – 6 months the child can hold a rattle for a moment, reaching for a toy, putting toys in their mouth, lifting their head up, moving their arms to indicate wanting to be picked up and rolling over. This development changes much more as when the child is 9 – 18 months as they can grasp objects, can sit unsupported, can crawl , can point at objects, start to use a spoon and self-feed, start to walk, start to scribble and build a tower of three blocks. Then at 2 years the child can draw circles and dots, can use spoons to feed their self’s effectively, can run, climb on furniture and use sit and ride toys. At 3 years the child can do all the stuff from the ages before but also turn the pages of a book, wash and dry their own hands, run forwards and backwards, kick a stationary ball and throw a ball as this develop is done with the help of the child’s family as the encourage the child’s physical development. The communication and language development happens because at this age there co-operation from early motherese by asking them to show you objects and then learn to follow simple instructions but their communication and language develops as first all the can do is cry and make cooing noises which then turns to babbling at 6 – 10 months where they â€Å"goo† and â€Å"ma† as the child blends vowels and consonants together to make tuneful sounds. Then at around 12 months this develops to the child saying â€Å"momma† and â€Å"dada† as they start to show facial expressions and gestures but can now combine sounds. From 1 – 2 years they learn more words so they can make mini sentences when they speak and manage to name things when you point to something, and from 2 – 3 years they can communicate well and manage to ask questions and say full sentences as at this age there is a large increase in a child’s vocabulary combined with an increase in the use sentences. E2- The age group I have chosen to describe is 3 – 7 year olds on their physical development and communication and language development. In this age range the physical development changes from being 3 years and being able to just learning to walk and run, walk on their tiptoes, wash and dry their hands, put a coat on and off and use a spoon to feed them self’s without the  food spilling. To when they are 4 – 5 years where the child should start being able to button and unbutton their own clothing, cut simple shapes, put puzzles together specifically for their age range, write their name, form letters, draw recognisable pictures, cut out shapes with scissors, draw around a template, walk on a line, hop on one foot, skip with a rope, run quickly avoiding objects and use a variety of large equipment on their own (e.g. slide, swings†¦). Then at the age 6 – 7 years the child should be able to join handwriting, cut shapes out accurately, make detailed dra wings, tie and untie shoelaces, hop, skip and jump confidently, chase and dodge others, balance on a beam and use a bicycle. This is because in this age the child is helped through their physical development by their parents, family, teachers and peers as they encourage the child. Communication and language development happens very effectively in this age range as at 3 – 4 years they are able to ask questions and be fascinated with answers given to them by saying â€Å"if† to find out what happens, say their name age address and be more accurate in speaking how they pronounce words. At 4-7 years the child tries to understand the meaning of words, talk more confidently and begins to be more and more fluent, manages to add vocabulary all of the time in their speech, begin to share ideas, begin to realise different situations and define what objects are, this is because in this age range a child masters the basic skills of language and masters the reproduction of most sounds. E3- One theoretical perspective linking to E1 and E2 is Chomsky’s theory of language development. His theory is a nativist theory as he suggests that humans have a built in ability to learn a language. Chomsky states that children have a â€Å"Language Acquisition Device† (LAD) which encodes the major principles of a language into a child’s brain. Chomsky’s theory also states that children are able to use language so accurately from an early age because they only have to learn the new vocabulary and apply the structures from the LAD to form sentences. Chomsky believes that they cannot be learning the language purely through imitation as the speech around them is often broken and ungrammatical. Even with extremely complex languages children will become fluent in their native language by the age of 5 or 6. A second theoretical perspective linking to E1 and E2 is Skinner’s theory of language development. Skinner’s theory is a nurture or behaviouristic theory. According to Skinner’s theory a child initially  acquires through an operant process this means that the child learns voluntarily without any external force so learning of its own free will and without any sort of pressure. According to Skinner the whole process is based upon 4 elements as it is stated on slideshare.net which are â€Å"stimulus, response, reinforcement and repetition†. For example a child will make a sound if they want something. If the child gets the response it wants they will associate that sound with the act or response and will continue to use it to achieve that response. Skinner believes that learning language is no different from learning anything else and anything which is lodged in the mind of the child becomes part and parcel of the child’s life. E5- for my observations I have done a tick chart, time sample and written narrative on a child aged 3 years and 11 months E6- In order to maintain confidentiality throughout the observations each child is referred to as child A, B or X rather than their names being used so that other people do not recognise who we are observing should they know the child. Each setting is referred to in a general form such as primary school, pre-school and nursery. The information gathered is only accessible to the observer and in some cases the teacher or a high member of staff if something is noticed that is either of a concern or needs addressing. Also maintaining confidentiality is very important in a setting as it shows respect to people so then they can trust you so if they have any concerns then can come and tell you. But if a child is at risk confidentially may be broken if a practitioner thinks child protection should know. D1- The observations that I carried out show that child A struggles to recognise numbers and letters in general. This may be because they are a kinaesthetic learner and is more confident in absorbing information through practical methods rather than through visual methods. This suggests that child A needs more help with their numbers and writing so to help we could plan activities to help do these which are more appropriate to the child’s learning style and suggest at home they practise counting and writing to develop on this to get them up to the same or a similar level as the rest in their year. Also the observations show that child A is not yet confident about showing and talking to the rest of the class at show and tell, this may be because the child is very shy which could be because the child is not used to being at the school yet and doesn’t feel confident enough as they might still not know everyone and become shy because they  have never noticed or spoke to s ome of their peers. D2- the observations in E4 can help with planning to meet the child’s needs as from observing you can see the child’s interests and find the best way to help them reach the next level of development or ways to maintain a desirable behaviour. Doing observations also helps early years practioners learn more about the age group they are working with so then they will be able to plan activities to each individuals learning styles and individual needs. For example the child I observed in E4 is not very confident talking to the whole class at show and tell so from knowing that I would plan for them to do group work with friends at first then try and mix groups so she still has 2 friends with her so they can make new friends with the people in the class they haven’t spoken to, to try and gain confidence to talk to all other peer’s in the class. Also the child turned out to be a kinaesthetic learner so while planning I would make sure there are activities to just get on with and do so the child can do activities that are to their interest and learning style as well as trying things that are not their favourite learning style but my help them in some way. C- Confidentiality and objective observation are both subjects that are seen as important; this is because confidentiality is very important in teaching and for practioners to keep confidentiality which means they can only speak of things they have seen in the workplace to other members of the staff or supervisors if it is a concern, but no one else outside of the placement should be informed. By using confidentiality we are assuring the safety of the child and their family. Also we are able to make and keep a reputation for ourselves and the setting so we gain the trust of parents, guardians and the local community by protecting information and the children plus working to a child’s best interest. Each child and their family are diverse as they all have their own differences so if we include every child in an observation it shows to be unbiased. The issues which are essential to confidentiality are personal attitudes and values, sharing information, safe storage of information, working with parents, legal requirements and polices.

Bite Me: A Love Story Chapter 24

24. A Love Story? JODY It wasn't the first time she'd crept out of a guy's apartment in the middle of the night with her shoes in her hand, but it was the first time where the decision had been because she didn't want to kill the guy. He was so little, so frail, so lonely. She had taken people before who had the black ring in their life aura like Okata's, and they had thanked her. It had been mercy, relief, the end of pain, yet she couldn't make herself do it. She'd left him there, not to die alone, although he probably would, and not because he had been so kind to her, saving her, which he had, but because the prints weren't finished. He was a strange little man, a hermit and a swordsman, and he carried some great pain in him, but above all that, he was an artist, and she couldn't bear to stop that. So she'd left. Now she was back. He sheathed his sword and tried to lift her to her feet. Her limbs still felt like they were on fire, and she could move only her right arm on her own. She nodded toward Bella's pellet weapon. â€Å"Give it to me, Okata.† She made a grasping motion. He leaned her in a sitting position against the wrought-iron railing that surrounded the steps to his apartment, then retrieved the weapon and fit it into her hand. Then he held the barrel firmly and said something stern in Japanese. â€Å"No, I'm not going to off myself,† she said, and she smiled. He let go of the barrel of the gun and she sprayed Bella's corpse with pellets until the gun stopped firing, then she threw the gun over the rail and motioned for Okata to help her into his apartment. Bella's body was nothing more than slimy chunks of meat by the time Okata got her through the door. In the morning, when the sun hit it, there would be only a charred stain on the sidewalk with burned gobs of plastic that had been a Kevlar suit, shoes, and sunglasses. Okata helped her to the shower, where he rinsed out her wounds, then dried her off and retrieved the last bit of the pig's blood, which he'd kept in the refrigerator. Jody felt a horrible twinge of guilt. He'd been waiting for her, probably had been outside looking for her when Bella had chased her around the corner. After she drank the blood, and her legs had healed enough to hold her weight, she went to his workbench and turned on the light. The last print was there. Not finished, but two of the woodblocks had been finished, the black and the red. There she was, in the shower, her red hair streaming behind her in the water, black bits of ash puddling at her feet. Okata was beside her, looking at the print critically, as if there was something he might have to fix at any second. She bent down and looked back from the angle of the print into his face. â€Å"Hey,† she said. â€Å"Thank you.† â€Å"Okay,† he said. â€Å"Sorry,† she said. FOO DOG Abby lay on the futon in the loft's great room. The empty rat cages were stacked in the corner of the room and Foo had unscrewed one of the plywood panels over the windows to let some light in. He'd been monitoring Abby's vital signs since six in the morning. At least she had vital signs. She hadn't even started with those. At noon, she opened her eyes. â€Å"Foo, you dick, I'm mortal.† â€Å"You're okay!† He threw his arms around her. She pushed him away. â€Å"Where's Tommy? Where's the Countess?† â€Å"Tommy's in the bedroom. I don't know where Jody is.† â€Å"She didn't call?† â€Å"No.† â€Å"Fucksocks! Did you turn Tommy back, too?† â€Å"No. I started making his serum, but he didn't want to do anything until they take care of the other vampire. We need to, though, Abby. He won't live much longer if we don't.† â€Å"I know. The pirate Rasta guy on the black ship told us. Other vampire? Only one?† â€Å"Rivera called while you were unconscious. The Animals took one of them down at the Safeway.† â€Å"Did you tell him to stay off the black ship?† â€Å"Tommy did.† â€Å"What about Chet?† â€Å"I don't know.† â€Å"He could be-Hey, where's my tail?† â€Å"It sort of fell off when you turned back to human.† â€Å"Did you save it?† â€Å"Well, no. I left it on the coffee table and when the sun came up, well, it sort of burned up.† â€Å"You burned up my tail? That was a part of me.† â€Å"It was a disgusting part of you.† â€Å"You're such a racist, Foo. I'm glad we broke up.† â€Å"We did?† â€Å"We were going to, weren't we? Wasn't that what you wanted to talk about? About how I'm way too complex and mysterious for you and you need to return to your traditional science-nerd values and live in the Sunset with your parents, instead of the awesome love lair with your goddess-like vampire girlfriend, who will never do you again, even when you beg, even out of pity, no matter how fly your sexy manga hair is? Isn't that what you were going to say?† â€Å"Not in so many words. I'm going to move to Berkeley. It's hard, Abby-â€Å" â€Å"Well, save your breath, s'il vous pla;t, I'm over you. I will not be further abused by your toady banalities and whatnot.† â€Å"Your mom called. She wants you to come home.† â€Å"Yeah, that's going to happen. Oh, what's this, monkeys flying out of my tailless butt?† â€Å"She said they sent your report card. You passed Mr. Snavely's biology class.† â€Å"I did?† â€Å"She said she almost fainted. Jared said it was your extra-credit project that did it. Why didn't you tell me you took one of the rats to school with you?† â€Å"Well, I didn't think it worked out that well. I mean, the rat was already vamped, so when I took him out of the shoe box, he just looked kind of dead. And Mr. Snavely was all, â€Å"‘Oh, that's lovely, Allison, a dead rat.'† But it was sunny in biology lab, and all of a sudden my rat just spontaneously combusts, and I'm all, ‘Check it, bitches, spontaneous rodent combustion, it's the wave of the future.'† â€Å"Well, because he couldn't figure out how you did it, he passed you.† â€Å"I am the dark mistress of Biology One-oh-two. Fear me. Rawr!† she said. Then she kissed him hard, but not as hard as she had when she was a vampire, which was a relief, but then she pushed him away and slapped him. â€Å"Ouch. I didn't think you were a slut.† â€Å"I know, that's was our bittersweet break-up kiss. I will go grieve now until Lord Flood awakes and we resume the search for the Countess. I'm starving. Do you want to go get a sammy and a Starbucks? I have like ten grand in my messenger.† THE LOVE LAIR He awoke at sundown with her face in his mind's eye and panic running up his spine. He bolted out of the bedroom into the great room, where Abby was hanging up the phone. â€Å"That was the Countess,† Abby said. â€Å"She's okay. She'll be here in a few minutes.† â€Å"And you're okay? You're alive. You have heat.† He could see the heat coming off her and the healthy life aura around her. â€Å"Yeah, thanks. Foo destroyed my tail.† She turned and looked to the kitchen. â€Å"The traitorous racist heartbreaking fucktard!† â€Å"Little harsh,† Tommy said. â€Å"He saved your life.† â€Å"Heartbroken. Grieving. Inconsolable. Tail's gone. Going to have to get totally repierced and tattooed.† â€Å"But you showered and your eye makeup isn't all racoony anymore.† â€Å"Thanks. I like the blood splatters on your pants.† â€Å"Hi,† said Foo Dog from the kitchen, where he was filling a syringe with what looked like blood. â€Å"I have your serum ready, whenever you're ready.† â€Å"I'm not ready.† â€Å"You have to, you know.† The doorbell buzzed. Tommy keyed the intercom. â€Å"It's me,† Jody said. He buzzed her in and she was at the top of the steps in an instant, then kissing him. He pushed her back and looked at her clothes, shredded at the elbows and knees, stained with blood. â€Å"What happened to you? Where were you?† â€Å"One of the old vampires? She ambushed me on a roof across from the black ship. That weapon they have did this. It's horrible. We can't let them get near us with that thing.† â€Å"How did you get away?† â€Å"I was hiding at the bottom of a pool, trying to figure out what to do, when Chet jumped her. I got out of there while Chet was dry-humping her.† â€Å"Yeah. Go Chet!† said Abby. â€Å"Abby!† Jody ran to Abby and hugged her, kissed her on the forehead. â€Å"I was so worried about you. You're alive. Really alive.† â€Å"Yeah. Foo changed me back. I want to be nosferatu again.† They all turned to face Foo, who was still in the kitchen. â€Å"Can't do it, Abs. You won't survive a second time. I tried it on the rats. You're only human.† â€Å"Doomed,† Abby said. â€Å"Jody,† Tommy said, â€Å"what about the vampire who attacked you?† â€Å"Gone. Destroyed. Someone rescued me just before she killed me. So there's only one left, right?† â€Å"They're all gone,† Tommy said. â€Å"Rivera called. The Animals got the other one. There's only Elijah on the black ship.† Jody put her hand to his face. â€Å"Tommy, we have to talk.† â€Å"I know,† he said. Foo Dog said, â€Å"Jody, I have no way of knowing when Tommy might, uh, expire. He could go faster than Abby was going.† â€Å"Come with me.† Jody took Tommy's hand and led him into the bedroom. â€Å"I've got to show you something. You two, do not come into this room, do you hear me?† TOMMY AND JODY â€Å"We can't make crazy monkey love now, Jody. They'll hear us, and we usually end up breaking all the furniture.† â€Å"You learned how to go to mist, when you were with Chet. You said you learned?† â€Å"Yeah, that's how I got these clothes. They're stupid, aren't they?† â€Å"Tommy, the vampire, the old one, her name was Bella, she told me something. Kiss me. Kiss me and go to mist. Don't think about it, don't stop, just melt into the kiss.† She kissed him and felt him as he faded from solid, and followed him exactly, until they were a single entity, sharing every secret, every fear, every victory, everything, the very essence of who they were, wrapping around each other, winding through each other as each lived the other's history, as every experience they had, they had together, with comfort and joy, with abandon and passion, without words or boundaries, and as often happens to two in love, time lost all meaning, and they might have stayed there, like that, forever. When they finally fell out of it they were naked, on the bed, giggling like insane children. â€Å"Wow,† Tommy said first. â€Å"Yeah,† she said. â€Å"So, Okata saved you?† â€Å"Yeah, he needed to save someone. He had always needed to save someone.† â€Å"I know. I'm okay with it, you know?† â€Å"Yeah, I know,† she said. â€Å"I can't do it, Jody. It's amazing, and I adore you, but I can't do it.† â€Å"I know,† she said, because she did. â€Å"This is me now, Tommy. I like this, I like the night, I like the power. I like not being afraid. I was never anything until I was this. I love being this.† â€Å"I know,† he said. He knew that she had always been cute, but not beautiful. Always a little dissatisfied with who she was, worried about what men, or her mother, or anyone thought of her. But she was beautiful now. Strong. She was exactly what she wanted to be. He said, â€Å"I need the words, Jody. It's who I am.† â€Å"I know.† â€Å"I'm not a vampire. I'm a writer. I came here to be a writer. I want to use gelatinous in a sentence. And not just once, but over and over. On the roof, under the moon, in an elevator, on the washing machine, and when I'm exhausted, I want to lay in my own gelatinous sweat and use gelatinous in a sentence until I pass out.† Jody said, â€Å"I don't think gelatinous means what you think it means.† â€Å"It doesn't matter. It's what I need to do. I need to write something. I need to write my little Holocaust girl story.† â€Å"I thought it was a little girl growing up in the segregated South.† â€Å"Yeah, whatever. It's important.† â€Å"You know I know this already, right?† â€Å"I know, but that's what I'm saying, I need the words. I love you, but I need the words.† â€Å"I know,† she said. â€Å"Let's go let Foo change you back into a word guy.† â€Å"And you're going to go away?† â€Å"I have to.† â€Å"I know,† he said. â€Å"You know, I think that merging might have ruined me.† â€Å"Why?† â€Å"Because you're lying there completely naked and I don't want to sex you up.† â€Å"Really?† â€Å"Let me think about it. No, false alarm, I'm okay.† â€Å"C'mere, writer boy. Let's break some furniture.† THE RAVEN â€Å"Praise Jah's sweet love for given us a fired-haired snowy biscuit,† Kona said. â€Å"Welcome, me sweet deadie sistah. Welcome aboard.† â€Å"Mistress,† Jody said. â€Å"Sweet deadie mistress.† â€Å"Troot, mistress. Welcome aboard.† The ship was a wonder of technology and luxury. Kona had lent Foo Dog his security bracelet and Foo had gone aboard and reset the security so the ship didn't kill anyone who set foot on board, then he and Kona had walked her through the ship showing her the thousand different ways it had been set to kill a person. It was an elegant, redundant death trap. â€Å"You'll want to turn the systems back on,† Foo had said. â€Å"There's a reason they had this kind of security.† Jody said good-bye and led him off the ship. Now that she had one of his UV lasers in one hand and a number of vacuum blood vials in the other she followed the ersatz Rastaman down to the deepest chamber of the ship, where Foo had not gone. They approached a wide, white, waterproof hatch with a small porthole and a heavy stainless-steel wheel securing it. Kona hit a light switch. â€Å"That make just a wee UV, mistress. Make dat dogheart bastid turn solid so he can't sneak out.† Jody looked in the port and a face hit it with a snarl, leaving bloody spit on the thick glass. â€Å"Well, hello, pumpkin. How have you been?† The vampire snarled. It was Elijah, the old vampire who had turned her, turned them all, really, if the legend was true. But he looked like a wild animal now, naked, his fangs bared, snarling at the tiny window. â€Å"Can he hear me?† Jody asked. â€Å"Oh yeah, he hear. You got to tell him to go to the back of da room, ma. I'n'I can lock him back there with the second door. Like an airlock. Dat's how we feed dat old buggah.† â€Å"Go to the back of the room, Elijah. I have something I need you to do.† The vampire snarled at her. â€Å"Okey dokey,† she said, and she put on her sunglasses, placed Foo's laser against the glass, and promptly blasted Elijah's right ear into ash. He roared at her. â€Å"Oh, I know that had to hurt. Hear that high whining sound, Elijah. That's the laser recharging. Takes about a minute. When it's done I'm going to burn off your willie unless you get your ancient ass to the back of the cell.† She smiled. â€Å"Shoots, brah, she a cold heart bitch don't you know. You outta-shoulda do what she say, yeah?† The old vampire backed through the inside door, snarling, and Kona worked the switch, sealing it. Then he opened the heavy outer hatch. Jody placed the vacuum vials in the chamber, then said, â€Å"Okay, Elijah, I need you to fill these with that sweet, first-generation vampire blood.† They sealed the outer hatch, and Elijah snarled and resisted, but after having his other ear burned off, relented. Twenty minutes later Jody was holding the four vials of Elijah's blood and Elijah was lapping two quarts of tuna blood out of a stainless-steel bowl. â€Å"He be all right,† Kona said. â€Å"Dem ear heal up in minutes and he be back in the mystic fo' weeks.† â€Å"And how long to get the rest of the art supplies onto the Raven?† she asked. â€Å"It's all on board, mistress.† â€Å"Then cast off, Cap'n.† â€Å"Aye, aye, mistress.† Jody turned to Okata, who had stood silently, his eyes wide, watching the whole scene. â€Å"These are for you,† she said, holding out the vials. â€Å"I'll help you. I hope you like night scenes. You're going to have a lot of prints to make. But you'll have time.† â€Å"Okay,† said the swordsman, with a smile.

Censorship in Education

Plato writes in Book Nine of â€Å"The Republic,† that in a good society there should be censorship, which should be determined by the ruler. Plato has a very strict view on what should be censored in education. For example, Plato believes that many sections of the Odyssey should be censored. I do believe in censorship in education, but I do not believe in censorship to the same level that Plato does. I believe that censorship should be considered at a much smaller level. Plato believed in censoring poets, especially for the use of education. Plato said that fables and legends that are normally told to young children give a false idea of gods and heroes. Plato believes that the only thing that poets or writers should write about is the â€Å"divine nature as it really is† (71). Plato believed that children should only learn the truth, because if they do not they are given a false idea of life. I do not agree with Plato and his idea that fables and legends should not be told to children. I believe that children need to hear fables and legends. The fables and legends help young children understand major ideas that they otherwise would not understand or be interested in. For example, the fable of â€Å"The Milkmaid and her Pail† makes it easier to understand the theme â€Å"don†t count your chickens until they†ve hatched. † If a child is just told that idea they will not automatically understand it. Children need to be able to relate to what they are being taught in order for them to stay interested and listen to what they are being taught. This story may not be the â€Å"divine truth,† but I believe that it still has an important lesson for children. There is no harm in fables or legends and I do not believe that they should be censored. Plato believes as children get older, what they learn should still be regulated. Plato believes that even the Odyssey should be censored. Plato does not agree with Homer when he describes Zeus as bestowing of both good and evil. Plato says the truth is that Heaven is only accountable for what is good, not what is evil. Plato therefore, believes that what Homer has written is false and should be censored. Also, Plato does not approve of the language used in parts of the Odyssey. Plato says, â€Å"the very sound of which is enough to make one shiver† ‘loathsome Styx,† ‘the River of Wailing†¦ â€Å"† (77). Another part of the Odyssey that Plato would censor is the â€Å"wailing and lamentations of the famous heroes† (77). Plato does not look at death as something to fear, so promoting death as a bad thing should be taken out of writing. I do not agree with Plato. I find nothing offensive about his writing and language. I also do not believe there is anything wrong with writing something that is not the â€Å"divine truth. It is the right of the writer to choose how he writes and what he writes about. Hence, I believe that it is up to the discretion of the reader to pick what they do and do not read. When it comes to education, each school should decide on what to censor. The individual schools will know what is and what is not appropriate for their students rather than the government. I also disagree with Plato†s idea of banning the weeping of the dead. Plato said that death should not be feared. This is an issue that varies on an individual basis. Sometimes these beliefs are religious beliefs and sometimes they are not; and I believe that these thoughts and ideas should not be restricted in any way. Plato believes that the ruling part should set restrictions and enforce them. Plato does not believe in a poetic license. Plato says, â€Å"You and I, Adeimantus, as not†¦ to invent stories ourselves, but only to be clear as to the main outlines to be followed by the poets in making their stories and the limits beyond which they must not be allowed to go† (70-71). Plato believes that it is the ruler†s obligation to state the limitations of the writer. He also believes it is the writers obligation to follow these limitations. Plato believes that these limitations are all focused on writing of the â€Å"divine truth. † He believes an artist should paint a picture exactly as it is seen, without any imperfections. Plato says this is also how writers should write, the truth without any imperfections. Once again I disagree with Plato. I believe that a writer should not be limited at all. A writer has the ability and the right to write whatever they want to and how ever they want to. I strongly believe in freedom of speech which Plato does not believe in. This does not mean that I believe that children can read anything, but I believe that it is the responsibility of the parents to watch what the children read. As the children get older and enroll into school, it also becomes the schools responsibility to censor what the child reads. I do not believe that the government has any right to censor or limit a writer in any way just so someone does not read it. If someone does not want to read what was written, then they do not have to read it. Plato has a very strict view on censorship. One that I do not agree with. One reason why my views are so different from Plato†s is because we are from different periods in time. This has a lot to do with the conflicts in our ideas. Plato believes that the government should regulate and enforce what writers write. I believe that writers should be able to write whatever they want to and that it is the reader†s responsibility to pick what they want to read. If the reader is a child then the parents and school should regulate what the child is reading. I do not believe that a writer should be restricted in any way. I believe that this is very important to our society today.

Research paper on Inferno Dantes Essay Example | Topics and Well Written Essays - 1000 words

Research paper on Inferno Dantes - Essay Example The mankind was badly immersed in the sins, vice and ignorance and it looked as if the Satan, himself has been unleashed on the Planet with Pope being the Anti Christ himself as foretold in the Holy Book. In these abominable conditions of Italy emerged Dante, the Italian poet of the middle ages. Dante is renowned for Divine Comedy and he added one of the greatest literary work to the field of literature, composed in the Italian language but later translated to the English Language. Taking a look at the ‘Divine Comedy’ written by Dante, it starts from Inferno which is a morbid and a gruesome excursion through her. The port talks and discusses the different stages of hell and sinners who committed various sins dwell on each of the levels, undergoing the punishment which perfectly matches the sin they had committed. Limbo, emerges as the first circle of hell does not depict torture of any form but rather stagnancy, a forever stop where the souls who never embraced the grace of the Church inhibit. This circle of hell is not exactly the form of torture, the souls will simply sit there, and that too for an eternity. These ‘virtuous pagans’ were not bad; they do not deserve the grace and the Supremacy of the Lord. So Dante, along with his poet guide Virgil, penetrate deeper in to the Hell, to discover more and then they find the shades they meet guilty of more severe sin. Each have greeted the perfect matched fate in Hell, each punished appropriately for the sins they have committed. The ice lake in the ninth circle of Hell, known as the Cocytus is the lake where the treacherous individuals are thrown into for eternity. Since Satan was himself the biggest treacherous, is damned to this very circle where he stays with his closest followers, who were able to successfully mimic his deadly sin when they walked on Earth. Cocytus has even rounds and the first round is known as the Caina, which was given the name after Cain of Bible. Cain was the fi rst ever human being to have committed a murder on Earth and he murdered his very own blood, his brother, Abel. Hence, those who were treacherous with their own family are damned to the first round. In this round, almost everyone who has sinned against their kin is damned to the icy lake of Cocytus, unable to move, unable to struggle. However this is contradictory to the notion of Satan burning and writhing with his followers in hell, searing in flames for an eternity. The reason why this set of damned have been frozen up to their faces in ice is because the burning of eternity can be viewed as lenient and an easy punishment, because fire is associated with light and warmth, the characteristics of God, his love and His Blessings. Hence this set of individuals has been damned to frigid ice because God wants to punish them in a way that can never be associated with him. These are the people who turned cold towards their own men and fellows on Earth have been punished in a way that the y failed to find companionship with other sinners as well. The second round is with people who were treacherous to their country, calling this round Antenora, which was named after Antenor of Troy who betrayed his city to the Greeks. Although the bond a n individual shares with his country is not as strong as the one he shares with his family, but the mere act of treachery can have adverse effects on the country and the countrymen, exposing them to hardships, severe

It's not fair Essay Example | Topics and Well Written Essays - 500 words

It's not fair - Essay Example I found a little girl on the roadside, with just a silk dress and the cold had already overwhelmed her. She was almost succumbing to the cold and could not speak well besides possible health problems that could have risen from exposure to the extreme level of cold. People seemed to be in a hurry and either did not notice the little girl or they chose to ignore her in preference for their schedules. I also had a tight schedule but the possibility of the girl losing her life caught my attention. I was on my way to school and two main things induced the dilemma. I always planned for a time allowance for which I would arrive in school within five minutes from the formal reporting time. Lateness amounted to punishment by the school authority. In addition, we had a class assessment test and the school’s policy provide that a person cannot take an exam once he or she is at least 15 minutes late for the exam. I therefore had to consider facing one or both of the school penalties for lateness. Alternatively and like other people, I would leave this girl to face fate. My conscience however dictated my decision and I expected the same rationale from the school authority. I believe in utilitarianism, a moral philosophy that provides that decisions and actions are judged based on their consequences, and that a decision or an act is moral if it generates greater benefits, than harm, to a larger population. While reporting to school and for exam on time would only benefits the sc hool for achieving its goal of implementing its internal rules, saving the child’s life would benefit the child and her parents, other relatives and friends. I would also derive self-satisfaction in saving a life and my action would be attributed to the school, which is a social institution and should be active in promoting social wellness. I therefore decided to seek avenues for helping the child by taking her to a medical facility. I

Chandra Levy Case and Analytical Errors Term Paper

Chandra Levy Case and Analytical Errors - Term Paper Example The Chandra Levy case had all the makings of a sensational Greek tragedy – a Representative who apparently was a womanizer and was suspected by many of being a cold-blooded murderer; a pretty, young, naà ¯ve woman from a well-to-do background, who had been having an affair with the United States Representative, and was now missing; incessant leaks from the police force; rumors of Chandras pregnancy, which supposedly gave Condit â€Å"motive† for killing her; and a sensational sit-down interview with Connie Chung that garnered enormous ratings and made Condit look guiltier than ever, due to his evasive answers and arrogant demeanor. The media went wild, and the general public, fueled by the media and prosecutors in the case, â€Å"knew† that Condit was guilty. In the end, there were two casualties – Chandra Levy and Condits career. Both were dead. This was the shameful result of an out-of-control media and prosecutors who were focused on Condit to the expense of all other theories and suspects. As it turned out, an El Salvadoran immigrant is highly suspected of Chandras murder, an immigrant that had been attacking women in the very park where Chandra went before the disappeared, allegedly to meet Condit for a romantic rendezvous that ended with her murder. This last piece of information proved to be inaccurate, or, at the very least, the product of lurid speculation. Condit may have been a lot of things – a womanizer and phony are two pejoratives that come to mind – but he was not a murderer, despite what the media sought to portray. These are the facts of the case. There is no question that the focus of the investigation, in the eyes of the media, prosecutors and public, was on Condit. The question that has not been answered is why? Why didnt the media and prosecutors seize on the possibility that a man who had been attacking women in the park, during the period of time that Chandra went missing, could have been the

Employment relation Essay Example | Topics and Well Written Essays - 2500 words - 1

Employment relation - Essay Example Accordingly he found that in US, employment relations is seen as the means through which the workers get rights and benefits which are related to their work and in turn linked to labour laws and social security. The state plays a very important role in employment relations. They either directly or indirectly influence the employment relations in a nation. Directly in a manner by passing different legislation and regulations designed specifically for the benefits of employment relations and indirectly by providing an environment where there are boundaries which are to be observed and taken into consideration when shaping out the relations between employers and employees. The main objectives of the state in employment relations as achieved through the various roles the state act as. These roles are as a legislator, as a peacemaker, as an employer, as an economic manager and last but not the least its ideological role. Over time the importance of these roles varies in employment relations. The main objectives of the state in employment relations are complex at times. As the state is responsible for maintaining stability, to administer the income policies, in time of low employment and acquisition for skills the state needs to be more careful. The state is responsible for maintaining the parity of bargaining power between the employers and the employees/trade unions. The State has the right to make and enforce rules and legislations. One of the most important responsibilities of state is to provide a legal framework and formulate the boundaries and make sure all the labour management relations are conducted within the framework. The State has the right to set the policy guidelines and promotes specific actions and take initiatives that are linked to employees, trade unions or the employers by empowering them, giving them power of social

PARENT INVOLVEMENT IN A CHILD'S EDUCATION Essay Example | Topics and Well Written Essays - 500 words

PARENT INVOLVEMENT IN A CHILD'S EDUCATION - Essay Example What are the best practices of parental involvement employed in schools? This section will highlight the characteristics of parental involvement and the strategies employed by parents and schools. It gives insight into how parental involvement can successfully enhance student achievement. The benefits of parental involvement in the child’s education will be discussed here. This section will highlight several research studies that provide support for the advantages of parental involvement. A critical discussion is provided based on the findings gathered from various research articles. Adolescent years is perhaps one of the, if not the most, trying years of parenthood. Studies have shown that parental involvement in the early years of education is related to the type of relationship that develops between parent and child during the adolescent years. This section of the paper will discuss the relationships of parental involvement in light the educational years of an adolescent child. Despite the recognition of parental involvement’s significance in the education of children, bringing the parent’s to a meaningful level of participation in schools remains challenging. The challenges and how they can be best addressed will be discussed in this section. Based on the previous discussions, through existing literature on parental involvement, recommendations on the programs and initiatives will be outlined in this section. This section will also summarize the findings and give conclusions on the role of parental involvement in children’s

Profit Implications of Malware Annotated Bibliography

Profit Implications of Malware - Annotated Bibliography Example A computer worm refers to a self-replicating computer program. It relies on computer network to send copies of itself to other computers on the network in an automatic manner. Worms are known to exploit a zero-day vulnerability that allows them to execute their copies within the same network (Effects of Malware Infections: Avoid the Dangers of Malware Programs ). There are several types of worms these are: The internet Relay Chat worms that exploit the Internet Relay Chat (IRS) unlike the Instant messenger worm that exploit the IM channel. The web or internet worm spreads via user access to a web page, file transfer protocol or by use of other internet sources. We also have the file-sharing (Peer-to-peer) worm that copies itself into a shared folder, it then use its peer-to-peer mechanism to make its existence known with the hope that a user will download it. As for the flash form these refers to the theoretical worms that spread within seconds upon activation to all vulnerable hosts on the internet. A Trojan horse is a non-self-replicating type of malware that tends to perform normal beneficial functions for the user though it facilitates unauthorized access to the user’s computer system. Recently Trojan horse is released as payloads by computer worms that give the attackers full control of the victims’ personal computer (Effects of Malware Infections: Avoid the Dangers of Malware Programs ). There are several factors that make Trojans dangerous, first of all Trojans are not visible in the traditional process viewer. including windows and task managers, this coupled with the fact that most virus and Trojan scanners find it difficult detecting the Trojan code. Also the Trojan code is very difficult to unload hence making it hard cleaning it. The most common type of Trojan is the proxy Trojan that once it attacks the victims computer it turns it into a proxy server (Zombie) which then operates on behalf of the remote attacker. This makes it even more difficult traci ng the attack to the attacker as the trail often leads to the victim in most cases. A rootkit is a software system that is composed of several of one or more computer programs that are designed to hide the fact that a computer system has been compromised. Usually an attacker

The Roman Empire Research Paper Example | Topics and Well Written Essays - 750 words

The Roman Empire - Research Paper Example Circuses on the other hand were centers that hosted sports such as horse races. The first and perhaps the biggest circus in the Roman Empire was the Circus Maximus. This circus stood between Palatine Hill and the Aventine. The circus had an attractive shape that made it suitable for hosting chariot races while at the same time providing good grounds for spectators to watch the field events while standing on the hillsides. Gill demonstrates that Circus Maximus served important purposes as it hosted yearly celebration of popular and important events in the empire. Circus Maximus in Rome: Courtesy of Gill, About.com As one way of ensuring defense of the empire and protecting it from the barbarian intrusion, the empire constructed big walls along its borders. One such defense walls were in Ostia, a harbor city in Rome. Ostia borders Tiber River, about 30 km to the west of Rome. Gill indicates that the King Ancus Martius was the founder of the wall of Ostia with sole aim of guarding the m outh of Tiber River, which had plenty deposits of salt. Gill reiterates that Ostia also hosted the ancient navy who found it strategically located due to its nearness to the river where training became easy. In the period of the late Republic, the significance of Ostia increased particularly when it became a commercial center of the Empire. The bordering river made it easy for transportation of goods and services in and out of the empire. All the aforementioned advantages of Ostia made it reasonable for the rulers to build the wall to strengthen defense. The remains of the wall of Ostia. Courtesy of Gill (2012). About.com Another wall that surrounded Rome was the Hadrian’s Wall located towards northern England. Gill explains that the Hadrian’s was formed one of the best walls of Rome having been constructed by the Roman Emperor to help prevent the northerners from reaching the Roman Britain. Hadrian’s Wall: Courtesy of Gill (2012). About.com According to Gill, t he Servian Wall constituted one of the defensive walls constructed to protect the Roman Empire. Servius Tullius was the Roman King who initiated building of the wall during the sixth century B.C. The wall stretched from Tiber to Capitol Hill then to Quirinal and extended to the valley Pincian to Esquiline. Gill unveils that the Servian Wall had twelve gates, specifically purposed to promote defense of the emperor. Servian Wall: Courtesy of Gill (2012). About.com As described by Gill, the Roman Empire had good sanitation earmarked by the construction of proper sewer systems. Gill points that one of the most remarkable sewer systems in ancient Roman Empire was the Cloaca Maxima built in the 6th or 7Th century B.C. Tarquinius Priscus was the Roman king who initiated the construction of the Cloaca Maxima. The main purpose for the construction of the sewer was to help drain marshes and house effluents into Tiber River. Gill clarifies that the sewer system drained wastes particularly from Viminal, Esquiline and Quirinal. It was because of this enhanced sewer system that areas surrounding the hills became inhabitable and even offered space for the forum Romanum. Cloaca Maxima (Great Sewer system): Courtesy of Gill (2012). About.com Roman Forum was a space organized to house and hosts various organs of governments and even serves as religious and business centers. The Forum also served as center for holding forums for public politics. The establishment of the forum became easy due to the availability of ridges connecting Quirinal with Capitoline Hill, and the

Balanced Scorecard Essay Example | Topics and Well Written Essays - 1500 words

Balanced Scorecard - Essay Example Through this process the organization is able to balance its priorities, allocate the available resources for maximization of the profits of the organization and generate realistic business plans. Over the years several research studies have been conducted in this field of the management science, and models like Balanced Scorecard has been developed which are basically designed for helping the organizations in their drive towards being more competitive in achieving their goals. This paper brings out an evaluation of Balanced Scorecard model as applied to a public sector organisation together with the implementation of the system as well as its operation and usefulness. With a view to measuring a firm's activities in terms of its vision and strategies and to give the manager's a comprehensive view of the performance of a business, a concept which is described as Balanced Scorecard was introduced by Robert S. Kaplan and David Norton in the year 1992. There have been several studies conducted on the subject of Balanced Scorecard to develop the concept adaptable to the changing circumstances and needs of the organizations. "The Balanced Scorecard method of Kaplan and Norton is a strategic approach and performance management system that enables the organ... The four perspectives are: 1. Financial perspective encompassing the implementation of a corporate database for processing the information in a centralized and automated way. 2. Customer perspective focusing on customer needs and customer satisfaction 3. Business process perspective by designing metrics to show the performance of the organization with strategic management processes, mission-oriented processes and support processes 4. Learning and growth perspective including employee training and corporate cultural attitudes related to both individual and corporate self improvement. (Kaplan & Norton 1996) For each of the perspectives of the Balanced Scorecard four things are required to be monitored and respective scores studied. Objectives: The overall objectives of the organization need to be studied and properly scored. The objectives may relate to the profitability, marketing or capacity utilization etc. Measures: Once the objectives are established the next logical step is to identify the proper tools and parameters and define them to measure the organisational's performance towards achieving these objectives. For example the growth in the net margin or the sales in a particular region may well act as the measurement parameters. Targets: When the measurement parameters are established suitable targets need to be evolved to transform the organizational objectives into reality. Achieving a reduction in the manufacturing cost to the extent of 5% annually may be fixed as a target. Initiatives: Proper initiatives in the form of projects of programmes need to be developed as a support for achieving the set targets. If the targets are supported by initiatives, it may not be possible for the organization to achieve its

Construct and test an anemometer Essay Example for Free

Construct and test an anemometer Essay Readings 1-5 Results for calculated wind speed The anemometer will be able to measure to a degree of accuracy of two decimal places, giving it a resolution of 0. 01ms-1. This is because the least certain measurement of distance, the diameter of the anemometer was measured to two decimal places. This therefore restricts the accuracy of the anemometer to two decimal places when calculating wind speed. A calibration curve for potential difference against speed is now possible: When taking my results, I may find that I encounter wind speeds of over 2. 51ms-1. I predict that as the potential difference in mV increases, so will the rpm in a directly proportional manner, above 160 rpm. 80mv means an rpm of around 155 and a wind speed of 2. 51ms-1. The value for the rpm is the calculated mean from the 5 results taken. I can assume that for the amount of voltage involved in this practical, the relationship between rpm and speed will remain linear. Therefore, I am going to extrapolate the calibration curve, to give me values for wind speed that relate to higher potential differences being obtained. There will be a point where the relationship between the p. d and rpm will become non-linear. But I do not think that with the wind speeds I will encounter, this limit will be reached. An example of the kinds of rpm involved when the relationship between voltage and rpm may not be linear is when a similar type of motor is used in a motorised milk whisk, or model train. Both these motors are powered by 3v dc. This is a potential difference 75 times greater than produced by the motor turning at an average of 73 rpm. A wind speed 75 times greater than the wind speed for an average of 73 rpm is 89ms-1; this is around 200mph. This is very unrealistic, and the anemometer would not survive in such conditions. Therefore, I estimate that I will only encounter wind speeds at most, up to 18ms-1 (40mph). Up to this point I would suggest that the relationship between the potential difference and rpm would remain linear enabling me to calculate wind speed for potential differences of over 80mV. Results The table above shows the results obtained measuring the wind speed. I encountered several problems during the taking of the results. To obtain different potential differences, I needed to obtain different wind speeds. To do this I went to the sea front, and found different points along the sea front where the wind was blowing at different speeds. It was very difficult to accurately obtain a potential difference exactly equal to those recorded for long enough to read off the value for the datum at the same time. The wind source during the calibration was constant, and therefore fluctuations in the potential difference were minimised. As wind is not at all constant the task of recording the results was made harder. To record the results necessary to determine the accuracy of the anemometer, I found different wind speeds along the sea front and as accurately as possible gained a potential difference as close to those stated in the table. At the same time I measured the wind speed that created this potential difference using the datum. The results are not consistent with the findings from my calibration. Therefore I am able to analyse these results and the factors which contributed to the inaccuracy of the anemometer that I devised. As I predicted I encountered wind speeds fast enough to produce a potential difference greater than 80 mV. Using calculated data, I would have predicted that the corresponding wind speed was 2. 84ms-1, using values from Appendix 1. In fact using the datum I recorded a wind speed of 8. 20ms-1. The graph shows that the expected values for wind speed, produced from the calibration are all inaccurate. This obviously relies upon the assumption that the datum is accurate, which I can do. The results show that as the potential difference created by my anemometer increases, the inaccuracy increases. Both sets of results are linear showing that the calibration was successful to a certain degree, but now using this data I can analyse and explain why the results I achieved were inaccurate. Although they are inaccurate, they are not anomalous as they follow the predicted pattern. Analysis There were several factors during the calibration that could have led to these inaccurate results. Firstly, when the anemometer was placed in a very narrow wind stream, the returning cups did not have to pass through the same wind which was turning the cups. This means there would have been less air resistance during the calibration than when recording results. Contextually, this means that a potential difference of 50 mV created during the taking of results may correspond to a potential difference of 60 or 70 mV created during the calibration. This agrees with the results recorded, although the degree of inaccuracy is greater than this suggested difference. In actual fact using values from Appendix 1, the potential difference required to produce a wind speed equivalent to that recorded for 50 mV using the datum (4. 72 ms-1) is between 140 and 150mV. Another factor to suggest that the absence of air resistance during the calibration had an effect can also be seen on the graph. The inaccuracy of the results increases as the potential difference increases. This can also be explained using the same idea. During the calibration, a potential difference of 50 mV was calculated to correspond to a wind speed of 1. 51 ms-1; this means the returning cups were not encountering the resistance created by this corresponding wind speed. This can be compared to a potential difference of 80 mV where a corresponding value of 2. 51 ms-1 was calculated. The returning cups would therefore not be encountering a greater air resistance (because of the faster wind speed), increasing the inaccuracy of the results. The main factor that contributed towards the inaccuracy of the results, which encompasses the previous explanation is the inefficiency of the anemometer. As the winds energy was transferred from linear kinetic energy, to rotary kinetic energy (through the centre axle) into electrical energy (through the motor utilising the generator effect). At each stage energy will be lost, therefore making the values obtained for each rpm inaccurate. The inefficient transfer of energy was caused by several factors; these were friction in the motor, sound created by the turning of the cups, and mainly air resistance. The error seen in the results is a systematic error as all the results were similarly inaccurate; the speed of the cups that was calculated during calibration was slower than the actual wind speed. Obviously the size of error is greater than desirable when making a sensor, but now with this knowledge the results from the calibration could be altered to encompass this systematic error. Another factor that affected the accuracy of the results from the calibration was the inclusion of user error when measuring the time period for x number of flashes. For example, if I measured 40 flashes in 5. 50 seconds, but due to slow reactions or an error the time it took for 40 flashes to be produced was only 5. 30 seconds the difference in the calculated speeds of the cups would be 0. 11 ms-1. Although this is not a lot, it would still have been influential. The success of the anemometer can be measured by analysing its effectivness in meeting the qualities desirable for a good sensor. These include a good resolution, fast response time, low systematic drift or error, appropriate sensitivity and low random variation. The sensor had a relatively fast response time; the potential difference displayed on the multimeter was updated very quickly when a change of wind speed occurred. This made the data collection very different as the value kept fluctuating, although it showed a fast response time in respect of changing wind speed. I was able to reduce the effect that unsystematic random error had upon the results from the calibration by taking the average of the five sets of results. Small unsystematic variations were present in all the readings that I took, but as what I was measuring (thousands of a volt) is a small quantity these small variations had a relatively large affect (this being the sensors sensitivity). The sensitivity of a measuring system is the ratio of change of output to change of input; this is where the sensor became inaccurate as the multimeter did not have a sufficient resolution to create a sensitive enough sensor. The sensitivity was limited, as a very small input was inaccurately converted into a large output. This is why the results were so inaccurate, as the calculations converted very small differences of potential difference containing error (systematic and random) into relatively large values for wind speed therefore amplifying any error that was present in the results. For this same reason, the sensors resolution was limited. In conjunction with a high level of random variation caused by the multimeters insensitivity in measuring such a small amount of potential difference, the smallest degree of potential difference that I could accurately measure was 10 mV; this is ten, one thousandths of one volt. Therefore the resolution of the sensor is around 0. 15 ms-1; this is roughly the wind speed calculated from the calibration results for 10mV. This is irrelevant because of the fact that results can be calculated to 2 decimal places, as I can only be sure of results to the nearest 0. 15 ms-1 due to the sensors relatively large resolution. In comparison, the datum can accurately measure to 2 decimal places, e. g. 2. 42 ms-1. I was able to detect and explain the systematic error due to the fact that my sensor was relatively inaccurate and I had access to a much more accurate sensor designed to measure the same thing. The use of a datum enabled me to effectively analyse my results. Overall to create a more successful sensor, I would need to review the complexity of this sensor and devise a method that reduces the margin for error as the current design encompasses too many opportunities for the results to be affected. Bibliography www. uq. edu. au Picture of Reed switch Advancing Physics AS Institute of Physics Lonsdale Science Revision guide The essentials of OCR science double award. Instrumentation coursework. doc Toby Parnell.

Static Force Analysis In Screw Jack Engineering Essay

Static Force Analysis In Screw Jack Engineering Essay Static friction is friction between two solid objects that are not moving relative to each other. For example, static friction can prevent an object from sliding down a sloped surface. The coefficient of static friction, typically denoted as ÃŽÂ ¼s, is usually higher than the coefficient of kinetic friction. The static friction force must be overcome by an applied force before an object can move. The maximum possible friction force between two surfaces before sliding begins is the product of the coefficient of static friction and the normal force: . When there is no sliding occurring, the friction force can have any value from zero up to . Any force smaller than attempting to slide one surface over the other is opposed by a frictional force of equal magnitude and opposite direction. Any force larger than overcomes the force of static friction and causes sliding to occur. The instant sliding occurs, static friction is no longer applicable and kinetic friction becomes applicable. An example of static friction is the force that prevents a car wheel from slipping as it rolls on the ground. Even though the wheel is in motion, the patch of the tire in contact with the ground is stationary relative to the ground, so it is static rather than kinetic friction. The maximum value of static friction, when motion is impending, is sometimes referred to as limiting friction,although this term is not used universally. Screw jack All metallic constructions and a accurately machine cut screw with a pitch of 5 mm crrying a double flanged turn table of about 20 cm dia fitted on a heavy cast iron base and complete with two adjustable pulleys cord hooks without wts. Small size, experimental demonstration type model with an aluminum turned pulley of about 10 cm dia is fitted on a screw jack which is fitted on a 12cm dia metallic circular base with an adjustable pulley and a linear vertical scale, over all height is about 15 cms with out wts. A screw is a shaft with a helical groove formed on its surface. Its main uses are as a threaded fastener used to hold objects together, and as a simple machine used to translate torque into linear force. Screw thread mechanics There are always three major components in practical applications of the screw thread mechanism : the    screw a generic name applied to a setscrew, leadscrew, bolt, stud or other component equipped with an external thread, the    nut refers to any component whose internal thread engages the screw, such as the nut of a nut bolt or a large stationary casting with a tapped hole into which a stud is screwed, and the    thrust bearing that is the contact surface between two components which rotate with respect to one another. Examples of thrust bearings include : the under-surface of a screw head which is being tightened by a spanner; the spherical seating of a G-clamp screw in the stationary self-aligning anvil. A nut can spin and move freely along a screw without contacting another component, ie. without the need for any thrust bearing, but a thrust bearing comes into existence immediately contact occurs and the mechanism is put to practical use. Clearly there is relative motion in the thrust bearing, and also between the nut and the screw and where there is relative motion there is    friction. We now examine the role of friction since it dominates the behaviour of the mechanism unless special ( read expensive ) means are taken to minimise its effects. When considering friction it doesnt matter which component rotates and which is stationary its the    relative motion which is important. We shall therefore analyse the jack shown here to deduce the general effect of friction on screw thread behaviour. The jacks screw is fixed; the nut is rotated by a spanner and translates vertically. The thrust collars only motion is vertical translation as it is prevented from rotating by contact with the load, one corner only of which is pictured. Since there is relative rotation between contacting nut and collar, the contacting surface assumes the role of thrust bearing. The nut shown here in plan is in contact with three bodies : the spanner exerts the torque    T which tends to raise the load ( analogous to tightening a nut and bolt ) the screw thread which exerts the frictional torque    Tt , and the thrust bearing which exerts the frictional torque    Tb . We are interested in the tightening torque    T, and, if the nut is in equilibrium then ( i)             T    =    Tt + Tb                                                             from which we can evaluate    T once    Tt and    Tb are found individually. Consider the thrust bearing first. We shall assume that the contact surface of area    A is in the form of a narrow annulus of mean radius    rb on which the uniform pressure is    W/A, where    W is the load supported by the mechanism. If the coefficient of friction in the bearing is    ÃŽÂ ¼b then the torque exerted by the frictional force on an area element ÃŽÂ ´A is    ÃŽÂ ´Tb    =    ÃŽÂ ¼b ÃŽÂ ´N rb    =    ÃŽÂ ¼b rb ( W/A ) ÃŽÂ ´A. Integrating over all the contact area ( ii)          Tb    =    W ÃŽÂ ¼b rb Consider now the thread which is square, of mean radius    rm and lead angle    ÃŽÂ ». The nut engages the screw with friction coefficient    ÃŽÂ ¼ corresponding to a    friction angle à Ã¢â‚¬   = arctan ÃŽÂ ¼. The static and kinetic coefficients of friction are taken to be essentially equal for this preliminary analysis. We wish to find the torque    Tt which must be exerted on the nut to offset thread friction and maintain the load    W in equilibrium that is either static or moving at constant speed. A torque which tends to raise the load is reckoned positive; a negative torque is one which tends to lower the load. Threaded Fastener A screw used as a threaded fastener consists of a shaft, which may be cylindrical or conical, and a head. The shaft has a helical ridge or thread formed on it. The thread mates with a complementary helix in the material. The material may be manufactured with the mating helix, or the screw may create it when first driven in. The head is specially shaped to allow a screwdriver to grip the screw when driving it in. It also stops the screw from passing right through the material being fastened and provides compression. Screws can normally be removed and re-inserted without reducing their effectiveness. This may make them preferable in some applications to nails, which are frequently unusable after being removed. A screw that is tightened by turning it clockwise is said to have a right-hand thread. Screws with left-hand threads are used in exceptional cases, when the screw is subject to anticlockwise forces that might undo a right-hand thread. Mechanical Analysis A screw is a specialized application of the wedge or inclined plane. It contains a wedge, wound around an interior cylinder or shaft that either fits into a corresponding plane in a nut, or forms a corresponding plane in the wood or metal as it is inserted. The technical analysis (see also statics, dynamics) to determine the pitch, thread shape or cross section, coefficient of friction (static and dynamic), and holding power of the screw is very similar to that performed to predict wedge behavior. Wedges are discussed in the article on simple machines. Tensile Strength Screws and bolts are usually in tension when properly fitted. In most applications they are not designed to bear large shear forces. When, for example, two overlapping metal bars joined by a bolt are likely to be pulled apart longitudinally, the bolt must be tight enough that the friction between the two bars can overcome the longitudinal force. If the bars slip then the bolt may be sheared in half, or friction between the bars (called fretting) may weaken them. For this type of application, high-tensile steel bolts are used and these should be tightened with a torque wrench. High-tensile bolts are usually in the form of hexagonal cap screws with an ISO strength rating stamped on the head. The strength ratings most often used are 8.8 and 12.9. The number before the point is the ultimate tensile strength in N/mm2 (or MPa) divided by 100. This is the stress at which the bolt will fail, i.e. break in half. The number after the point is the yield strength as a percentage of the ultimate tensile strength, divided by 10. Yield strength is the stress at which the bolt will receive a permanent set (an elongation from which it will not recover when the force is removed) of 0.2%. Mild steel bolts have a 4.6 rating. High-tensile bolts have an 8.8 rating or above. Types of screw jack Cap screw: has a convex head, usually hexagonal, designed to be driven by a spanner or wrench. Wood screw: has a tapered shaft allowing it to penetrate unrolled wood. Machine screw: has a cylindrical shaft and fits into a nut or a tapped hole, a small bolt. Self-tapping screw: has a cylindrical shaft and a sharp thread that cuts its own hole, often used in sheet metal or plastic. Drywall screw: is a specialized self-tapping screw with a cylindrical shaft that has proved to have uses far beyond its original application. Set screw:- has no head, and is designed to be inserted flush with or below the surface of the workpiece. Dowel screw:-is a wood-screw with two pointed ends and no head, used for making hidden joints between two pieces of wood. Shapes of Screw Head (a) Pan (b) Button (c) Round (d) Truss (e) Flat (f) Oval Pan Head: disc with chamfered outer edge. Button or dome head: cylindrical with a rounded top. Round: dome-shaped, commonly used for machine screws. Truss: lower-profile dome designed to prevent tampering. Flat or Countersunk: conical, with flat outer face and tapering inner face allowing it to sink into the material, very common for wood screws. Oval: countersunk with a rounded top. Types of Screw Drive Modern screws employ a wide variety of drive designs, each requiring a different kind of tool to drive in or extract them. The most common screw drives are the slotted and Phillips; hex, Robertson, and torx are also common in some applications. More exotic screw drive types may be used in situations where tampering is undesirable, such as in electronic appliances that should not be serviced by the home repairperson. (a) Slotted, (b) Phillips, (c) Pozidriv, (d) Torx, (e) Hex, (f) Robertson, (g) Tri-Wing, (h) Torq-Set, (i) Spanner (a) Slot Head has a single slot, and is driven by a flat-bladed screwdriver. The slotted screw is common in woodworking applications, but is not often seen in applications where a power driver would be used, due to the tendency of a power driver to slip out of the head and potentially damage the surrounding material. (b) Cross-head or Phillips Screw has a +-shaped slot and is driven by a cross-head screwdriver, designed originally for use with mechanical screwing machines. The Phillips screw drive has slightly rounded corners in the tool recess, and was designed so the driver will slip out, or cam out, under strain to prevent over-tightening. (c) Pozidriv it is patented, similar to cross-head but designed not to slip, or cam out. It has four additional points of contact, and does not have the rounded corners that the Phillips screw drive has. Phillips screwdrivers will usually work in Pozidriv screws, but Pozidriv screwdrivers are likely to slip or tear out the screw head when used in Phillips screws. Pozidriv was jointly patented by the Phillips Screw Company and American Screw Company. (d) Torx:-is a star-shaped or splined bit with six rounded points. (e) Hexagonal or hex:- screw head has a hexagonal hole and is driven by a hexagonal wrench, sometimes called an Allen key, or by a power tool with a hexagonal bit. (f) Robertson :-drive head has a square hole and is driven by a special power-tool bit or screwdriver (this is a low-cost version of the hex head for domestic use). (g) Tri-Wing:- screws have a triangular slotted configuration, and are used by Nintendo on its Gameboys to discourage home repair. (h) Torq-Set:- is an uncommon screw drive that may be confused with Phillips; however, the four legs of the contact area are offset in this drive type. (i) Spanner:-drive uses two round holes opposite each other, and is designed to prevent tampering Engineering Mechanics: Force Analysis in Static It is said that a chain is as strong as its weakest link, so is true for a structure. For a structure or a truss to sustain load all its members should be able to stand force acting on them. For optimal design of a structure it is essential to know the forces in the members, compressible or tensile. Structures are made to support loads. Structure is an assembly of number of members arranged in certain manner. When load acts on a structure this load is distributed to the constituent members of the structure in different proportions. Members experiencing large forces can be made stronger, members experiencing less force can be made lighter and redundant members with no force to support can be removed altogether. Thus static force analysis of structures can help to build cost effective, light and strong structures. Static Force Analysis in Structures Force acting on a member of a structure can be compressible or tensile. For the purpose of force analysis a sign convention can be assigned to the forces. Tensile forces, acting outwards the members and having a tendency to extend the member, is assigned positive sign. The force acting inwards any member and tending to compress the member is called as compressive force and assigned negative sign. Although a sign convention opposite to this one can also be followed with equal validity but the same sign convention should be adhered to throughout the analysis of a structure. There are mainly two approaches for static force analysis in structures. One approach is to section the structure under consideration and find the unknown forces by balancing the forces. Other approach is based on the principle that net force at any joint or node for static structure is zero. In either of the approaches force calculation is started from the support points as it is easier to determine the forces at the support points and further calculation of forces in the members of the structure becomes easier after knowing the forces at supports. Section Approach In the Section Approach the structure under consideration is sectioned at certain part such that the number of unknown forces is not more than two, for two dimensional structures. Unknown forces are assigned variables and components of the forces are taken along and perpendicular to any one of the unknown forces. For each of the two directions force balance equations are framed and solved for the unknowns. The components of the forces can also be taken along any fixed coordinate axis. For three dimensional structures the section taken can have up to three unknown forces. Nodal Approach In the other approach, to find forces in the members of a structure, net force at any joint is set to zero. Any joint connecting two or more members can be called as a node. One by one different nodes are considered for force analysis. To start with such a node will be taken which has not more than two unknown forces. Unknown forces are determined by writing net forces along any set of orthogonal axes and equating them to zero. For a simple structure one of the two approaches may be sufficient to determine the forces in members. But for complex structures single force analysis approach can become cumbersome for force analysis, therefore, a tricky combination and use of the two approaches can simplify the static force analysis in structures.

Problem Based Learning PBL

Problem Based Learning PBL Introduction Problem-based learning (PBL) is a pedagogical tool in which students engage in a problem without introductory knowledge; they work to solve the problem by using existing knowledge and applying it to the situation in order to reach a solution (Wirkala Kuhn, 2011). The National Council of Teachers of Mathematics describes technology as an essential element in teaching and learning mathematics (NCTM, 2000). The use of computers influences the mathematics that is taught and enhances students learning (2000). When implemented effectively, technology can be a tremendous tool for learning. Computers can be usedà ¢Ã¢â€š ¬Ã‚ ¦as an environment for exploring mathematical concepts through interaction (Huetinck Munshin, 2008, p. 87). In this study, students will explore mathematical concepts using computers via a problem-based learning approach. Specifically, this research study will investigate how computer-assisted PBL effects student interest and achievement in a high school mathematics co urse. Much research has been done to investigate PBL in medicine and science. There has been more research in mathematics education that investigates the effects of PBL on achievement than of PBL and interest. I would like to examine both of these factors. The question of interest is as follows: How do using computers to teach problem-based learning (PBL) in high school mathematics classrooms increase student interest and achievement in mathematics? Following the introduction, in section 2, relevant literature about PBL will be discussed. In section 3, the statistical methods will be stated. In section 4, the analysis of the data will be presented. In section 5, my conclusion and discussion will be given. Literature Review PBL in Medicine Various researchers in the medical field have studied problem-based learning for quite some time. In the 1980s and 1990s, PBL was used in medical schools and began to be accepted by schools in North America and Europe (Savery, 2006). Researchers have studied how PBL effects achievement and/or knowledge. One group of researchers studied academic achievement of students in two medical schools (Verhoeven, Verwijnen, Scherpbier, Holdrinet, Oeseburg, Bulte, Van Der Vleuten, 1998). One school had a PBL instructional design and the other used a non-PBL instructional design. Test results showed no significant differences on total test scores. After the test was split into three categories, a few, non-systematic differences were found (p. 310). Hmelo (1999) studied how PBL in medical education can affect cognitive skill. The study found that the PBL students increased the accuracy of their hypotheses more than the nonPBL students (p. 197). The conclusion of the findings show that using a PBL approach in medical education does make a difference in what students learn. Another study examined students performances on Step 1 and Step 2 of the United States Medical Licensing Examination(USMLE) following the implementation of a problem-based learning curriculum (Blake, Hosokawa, Riley, 2000, p. 66). This study analyzed scores and found that students in the PBL classes scored higher on USMLE Step 1 than did students in the traditional classes. For the USMLE Step 2, the average test score for students in the PBL classes were above the national mean. In contrast, score were below the national mean for classes in the traditional curriculum (p. 66). Based on the data, the study concluded that the use of a PBL curriculum as a major educational method during the first two years of medical school does not compromise performance on standardized tests (p. 69). Other researchers found that in a PBL program; there were significant knowledge gain (Schwartz, Donnelly, Sloan, Young, 1994, p. 148). Knowledge gain was measured by giving students a pre and posttest. Students were administered an NBME surgery shelf examination on the first day of the clerkship (pretest) and a different one of the last day (posttest) (p. 148). Another study compared clinical performances in a medical clerkship of students who were enrolled in a class that used a PBL approach versus students who were enrolled in a class that used a traditional style approach (Richards, Ober, Cariaga-Lo, Camp, Philp, McFarlane, Rupps, Zaccaro, 1996). The PBL participants consisted of 88 third year internal medicine students. The lecture-based learning (LBL) participants consisted of 364 students in the same program. The researchers compared examination scores between the two groups. The results reveal that the students who had completed two years in the PBL curriculum had a higher medicine clerkship rating (p. 189). Thus, this study determined that a PBL curriculum may enhanceà ¢Ã¢â€š ¬Ã‚ ¦clinical perfo rmances (p. 187). A similar study was performed in a postgraduate medical education program in The Netherlands. The study aimed to examine the effectiveness of problem-based learning in comparison with lecture-based learning (Smits, de Buisonje, Verbeek, Dijk, Metz, Cate, 2003, p. 280). Knowledge, in terms of achievement, was measured by tests. They found that under PBL instruction, performance increased more. In the conclusion, the researchers state that this study shows evidence that the problem-based program has some small extra value for the participants in improving their performance (p. 285). Although there is a limited amount of research on the impacts of PBL on interest, there have been a few researchers to study this situation. Biley (1999) studied PBL in a nursing program. The study found that there were both advantages and disadvantages of using PBL in instruction. A disadvantage the study found is that tension occurred during the process of changing from more traditional forms of education to PBL (p. 587). The findings also showed benefits of PBL which coincide with previous studies; the benefits include the recognition of increased self-motivation, team work, and a more accurate theoretical representation in the classroom (p. 588). Smits, et. al (2003) studied students satisfaction in addition to knowledge. Satisfaction was measured by a rating. Researchers found that the problem-based group was significantly less satisfied than the lecture-based group (p. 284). Another study found dissimilar data relating to interest and enjoyment. Sobral (1995) found that PBL stu dents had a higher level of enjoyment and reported that they enjoyed their learning experience and would be more likely to look for studies in the same field (99). The researchers concluded that the PBL approach can improve the quality of the learning environment in both cognitive and emotional ways (p. 93). PBL in Science Education Researchers in science education have also studied the impacts of problem-based learning on achievement. One study (Gà ¼rses, Aà §Ãƒâ€žÃ‚ ±kyÄ ±ldÄ ±z, DoÄÅ ¸ar, Sà ¶zbilir, 2007) examined the impact of PBL in a physical chemistry laboratory class. Researchers looked at students attitudes towards a chemistry laboratory course, scientific process skills of students, and their academic achievement in relation to PBL (p. 99). They found that after students were exposed to PBL, their test scores were considerably higher. A similar study was done in a chemistry class. Tarhan and Acar (2007) examined how effective PBL is in increasing student achievement. Results from the post-testà ¢Ã¢â€š ¬Ã‚ ¦showed that PBL is effective on students achievement (Tarhan, Acar, 2007, p. 351). One group of researchers investigated the effects of PBL for female students enrolled in a STEM program (Lou, Diez, Tseng, 2011). They found that students tended to gain more solid science and mathematics knowledge through STEM learning in PBL (Lou, Diez, Tseng, 2011, p. 195). Another study investigated PBL in science by conducting research using an experimental (PBL group) and control group (textbook group) (Inel Balim, 2010). Researchers examined how PBL affected academic achievement; they found a significant difference between the groups. Specifically, researchers concluded the problem-based learning method in scienceà ¢Ã¢â€š ¬Ã‚ ¦teaching is more effective in enhancing students academic achievement than simply using the scienceà ¢Ã¢â€š ¬Ã‚ ¦curriculum (Inel Balim, 2010, p. 16). Similarly, Sungur, Tekkaya, and Geban (2006) conducted a study to examine the effect of PBL on academic achievement and performance in a biology class. Participants were randomly assigned to one of two groups: the control or experimental group. Students were given a pre- and post-test that measured academic achievement and performance. Researchers concluded that PBl instruction caused a si gnificantly better acquisition of scientific conceptions than the traditional instruction (Sungur, Tekkaya, Geban, 2006, p. 158). AkinoÄÅ ¸lue and TandoÄÅ ¸an (2007) investigated PBL in science education. They gathered research to determine how PBL effects achievement, attitude, and concept learning. Researchers concluded that the implementation of problem-based active learning model had positively affected students academic achievementà ¢Ã¢â€š ¬Ã‚ ¦ [in] the science course (AkinoÄÅ ¸lue TandoÄÅ ¸an, 2007, p. 71). Chang (2001) conducted research in several 10th grade science classes to study how problem-based computer-assisted instruction (PBCAI) impacts science achievement (p. 147). The researcher compared the PBCAI to a direct-interactive teaching method (DITM) (p. 147). He determined that more students in the PBCAI group had higher scores than the DITM group in terms of achievement. Chang concluded, the PBCAI was more effective in promoting students achieve ment than was the DITM (p. 147). Liu, Hsieh, Cho, and Schallert (2006) studied self-efficacy, attitudes, and achievement in a computer-enhanced PBL class. This study is similar to the research of the present study. The participants of interest in this study were middle school students. Researchers collected data from 549 sixth graders from two middle schools. Data was collected from a pretest/posttest, questionnaire, and interviews. Data indicated an increase in students science achievement and self-efficacy for learning science after their engagement in a computer-enhanced PBL environment (Liu, Hsieh, Cho, Schallert, 2006, p. 225). Researchers in science education have also studied the impacts of problem-based learning on student interest in and attitude of science. Gà ¼rses, Aà §Ãƒâ€žÃ‚ ±kyÄ ±ldÄ ±z, DoÄÅ ¸ar, and Sà ¶zbilir (2007) collected data from a physical chemistry lab regarding students attitudes towards the class through a PBL treatment. They found students attitudes towardsà ¢Ã¢â€š ¬Ã‚ ¦the course were not changed significantly after PBL treatment (p. 109). Liu, Hsieh, Cho, and Schallert (2006) found an increase in science achievement in a computer-enhanced PBL class. They also collected data about students attitudes towards science. Based on their findings, they found no significant change. Besides studying achievement in a PBL class, Tarhan and Acar (2007), also conducted student interviews and found that students enrolled in the PBL class were more motivated (p. 351). Motivation relates to attitude in and interest of science. Another study, by Ferreira and Trudel (2012), inves tigated how a PBL curriculum in science impacts student attitudes toward science. Participants answered survey questions, wrote in student journals, and took an assessment. Data was gathered from these instruments in addition to teacher observations (Ferreira Trudel, 2012). Researchers found that there was a significant increase in student attitudes towards science (Ferreira Trudel, 2012, p. 23). Lou, Diez, and Tsend (2011), who studied the effects of PBL for female students enrolled in a STEM program collected data related to student attitudes (Lou, Diez, Tseng, 2011). Researchers found that the participants from the PBL curriculum attitude towards STEM improved. AkinoÄÅ ¸lue and TandoÄÅ ¸an (2007) investigated the effects of PBL in science education. They collected data to determine how PBL effects students attitude towards science. Researchers concluded that the implementation of problem-based active learning model had positively affected studentsà ¢Ã¢â€š ¬Ã‚ ¦attit udes towards the science course (AkinoÄÅ ¸lue TandoÄÅ ¸an, 2007, p. 71). Nancy Cerezo (2004) examined PBL in middle school math and science classes. The study investigated students perceptions of PBL in regards to its effectiveness and students interest in the content. Results from the study indicated that students perceived problem-based learning encouraged their interest and provided a more in-depth understanding of the concepts. Students indicated that problem-based learning helped them learn more about a topic and created a feeling of excitement about coming to class. (Cerezo, 2004, p. 9) This study related to the present study since it investigated PBL in mathematics and how students interest in mathematics changes. All research pointed to increased achievement or improved knowledge when a PBL curriculum was implemented in a science classroom. Gà ¼rses, Aà §Ãƒâ€žÃ‚ ±kyÄ ±ldÄ ±z, DoÄÅ ¸ar, and Sà ¶zbilir; Liu, Hsieh, Cho, and Schallert; provided conclusions that were contradictory to the findings of Tarhan and Acar; AkinoÄÅ ¸lue and TandoÄÅ ¸an; Lou, Diez, and Tseng; Ferreira and Trudel; and Cerezo in regards to interest in the subject or motivation. Specifically, the latter being the researchers who saw a significant difference in interest towards the subject. That is, that they found that there is a relationship between PBL and increased interest in a subject. PBL in Mathematics Education In mathematics education, PBL is relatively new, but many researchers have found that it is effective in increasing achievement. One team of researchers found no statistically significant data in favor of PBL (Tarmizi, Tarmizi, Lojinin, Mokhtar, 2010). Researchers conducted a study to investigate the effects of PBL on mathematical performance, measure of instructional efficiency, and perceived advantages or disadvantages of the approach (Tarmizi, Tarmizi, Lojinin, Mokhtar, 2010, p. 4683). They used a quasi-experimental design and gathered data via a posttest. Each variable of interest of the study was measured using a specific tool. First, scores from tests measured mathematics performance(p. 4685). Next, researchers collected data for mental effort via a nine-point symmetrical category scale (p. 4685). Efficiency index is a term which shows the relationship between learning and test (mental) effort and performance (p. 4685). Researchers used a mathematical formula to calculate dat a for this variable. Last, affective attributes were measured using Likert-style questions. Researchers found that the average scores for the overall achievement for the PBL group were greater than the control group. After researchers statistical analyzed the data, they determined that the mean difference was not statistically significant (p. 2685). Another group of researchers, Clarke, Breed, and Fraser (2004), studied participants at three high schools in California. Researchers investigated how a problem-based mathematics curriculum, the Interactive Mathematics Program (IMP) were related to student achievement (p. 8). Researchers also collected data to measure achievement or mathematical performance. They compared PBL/IMP students to their peers in conventional classes. This data came in the form of test scores from the Scholastic Aptitude Test (SAT). Findings show that IMP students averaged higher SAT scores than did pupils of conventional classes (p. 14). PBL was studied in ano ther area of mathematics, Statistics (Tarmizi Bayat, 2011). Researchers compared data between a PBL group and a conventional group. Two posttests were administered and the scores were analyzed. They concluded that there was a significant difference between the mean performance of the PBL group and that of the conventional group indicating PBL efficacy (p. 344). Bostic and Jacobbe (2010) studied PBL in a fifth grade mathematics classroom. Researchers collected data by administering a pre-test, posttest, and student interviews. Data from the pre-test and posttest showed statistically significant growth in students ability to solve problems correctly (Bostic Jacobbe, 2010). Similarly, there has been some research to investigate the relationship between PBL and interest in mathematics. An indication that students are interested in mathematics is the students level of engagement. Tarmizi, Tarmizi, Lojinin, and Mokhtar (2010) also studied the effect of PBL and student engagement. Student engagement was measured by an open-ended survey. The mean average rubric engagement score was a 2.08, which indicated that the PBL group had benefited from the learning experiences with a proficient level (Tarmizi et al., 2010, p. 4687). Another research team studied the relationship of PBL in mathematics and student perceptions of mathematics (Clarke, Breed, Fraser, 2004). A problem-based mathematics curriculum, the Interactive Mathematics Program (IMP), was implemented in three California high schools (p. 7). Researchers collected data from two questionnaires. The Mathematics Belief questionnaire examined student perceptions of their mathematical competence, and student beliefs about mathematical activity and the origins of mathematical ideas (p. 9). The Mathematics World questionnaire required students to identify the extent to which specific everyday activities were mathematical (p. 9). In comparison to traditional Algebra classes, researchers found that IMP students help a significantly more positive attitude towards mathematics (p. 14). The IMP participants also felt more mathematically able than their peers (p. 14). Use of computers in mathematics In mathematics, using computers and other related technologies to enhance instruction can greatly affect student achievement. Computers can be usedà ¢Ã¢â€š ¬Ã‚ ¦as an environment for exploring mathematical concepts through interaction (Huetinck Munshin, 2008, p. 87). When students are actively interacting with new ideas, their level of engagement and knowledge increases. Computers enable students to quickly explore many varied examples to generalize about the underlying characteristics of mathematical entities (p. 89). If students can make more generalizations, they will be more likely to be able to apply the concepts later. One group of researchers investigated how implementing a dynamical geometric software such as Geometers Sketchpad (GSP) affects mathematics teaching (Nordin, Zaharia, Mohamed, Embi, 2010). They found that this exploratory learning method and the discussions involved in understanding the mathematical concepts adopted from the gsp digital module can help boost hi gher order thinking skills (Nordin, Zaharia, Mohamed, Embi, 2010, p. 116). OCallaghan (1998) found that a computer program implemented in Algebra had greater achievement than their peers did in traditional algebra classes. Palmiter (1991) conducted research with university students and compared achievement between students enrolled in a class taught using a computer algebra system and students enrolled in a class taught using paper-and-pencil computations (1991). The researcher found that students enrolled in the class that was taught with the computer system had higher test scores for both the conceptual and computational exam (1991). Ragasa (2008) investigated the effects of computer-assisted instruction on achievement of college students in a statistics course. The researcher found that the mean score of the posttest of the achievement test for the computer-assisted group was significantly higher than that of the control group (Ragasa, 2008). In mathematics, the use of computers to aid instruction can improve students attitude and interest in mathematics. Ragasa (2008) also studied students attitudes in response to computer-assisted instruction. The researcher was unable to conclude that there was a significant effect on student attitude. OCallaghan (1998) studied the effects of Computer-Intensive Algebra (CIA) and traditional algebra curricula on students understanding of the function concept (p. 21). Among other findings, OCallaghan discovered that the CIA students attitudes were significantly different higher (1998). Another study examined college students attitudes towards using computers as an instructional aid in an Algebra class (Ganguli, 1992). The researcher determined that the attitudes of the students in the computer group were significantly increased. I hypothesize that in high school mathematics, problem-based learning, through the use of computers, will increase student interest and achievement. Previous studies have demonstrated similar findings. In the following section, methods will be discussed.