Thursday, October 31, 2019
Data Analysis using two way repeated measure ANOVA Statistics Project
Data Analysis using two way repeated measure ANOVA - Statistics Project Example h course abroad, the second group enrolled themselves in a short course and the third group comprises of students who are the alumni of the American University and have completed the IEP requirements. The methodology of the test is that, all the participants irrespective of the group which they belong to, are subjected to two sets of observations – the first, before they received an English education and the second, after they received one. After the required data is collected, comparisons are made between the differences in the levels of omissions for all the students irrespective of their education. 1. H01: There is a significant difference in the levels of omission between the class of students who never enrolled themselves in any English course with the class of students who have completed a short course in English. 2. H02: There is a significant difference in the levels of omission between the class of students who have completed a short course in English with the class of students who have completed the IEP requirements. Before any lessons on English education was imparted, the people who received no English education from abroad are found to make an average of 15 mistakes against 20 mistakes of those who have received a short education from abroad. However, the standard deviation is found to be very high for the latter implying that the number of mistakes is heterogeneous among the population. On the other hand, after both the classes received English education, the numbers of mistakes were significantly reduced for both the classes. However, it was found to be lower for the second group than the first; even the standard deviation measures were lower for the second group as well implying that there was a considerable and uniform improvement in knowledge among the latter group. The descriptive statistics table in support of the above statements has been presented as under – To test the aforesaid hypothesis (H01), the relevant statistic is the
Monday, October 28, 2019
Case Study of Personality Theories Essay Example for Free
Case Study of Personality Theories Essay Abdul Hnnan a 12 year old boy, who has been presented with language, academic and behavior difficulties. Hnnan had a traumatic delivery and suffered from hypoxia. Hnnan’s early motor and language milestones were grossly delayed. He sat and crawled at 2.6 years of age and walked after 3 years. His language was delayed and he spoke his first words at 4.6 years to 5 years and in sentences after 5 years. His speech was unclear and could be understood by his parents at age 6 years. However, even now outsiders understood 75% of what he said. His gross motor skills and fine motor skills were poor. He started climbing stairs at 4 to 5 years and started pedaling at 5 years. He still could not pedal a bicycle, tie his shoelaces and button his shirt. Hnnan was a placid baby who did not respond, had no eye contact and had a squint. He slept for long hours and had to be force-fed. He was hyperactive, destructive and aggressive after 3 years. He banged his head. He disliked visitors and could get very distressed. He hated any object in the house being displaced and insisted on having everything in order. He was very difficult to manage. He liked to spin around and jump. At the age of 4 to 5 years, he started noticing other children and started taking interest in them. He became less hyperactive, less aggressive and was more amenable to instructions. However, presently he was still restless and jumped a lot. He could still spin around for hours. He liked being on his own but also could be talkative, over friendly and odd. He repeatedly asked the same questions and was naive. For example, during the interview he repeatedly asked â€Å"Can a cow hurt or not? What if I play with it, will it hurt me or not?†He had writing problems because of his hand tremors. He was always restless and distractible and could not sit for more than a few minutes. His memory was very good but his understanding was weak. His mother has to sit with him for hours to teach him language and concepts. He has difficulty with understanding complex or abstract concepts. He did not have problems in social interaction but had difficulties in social communication and imaginative and flexible thinking. Difficulties with self control is presenting as restlessness, inability to follow adult agenda and paying attention to other people, to what they might be saying, thinking or feeling. SOCIAL HISTORY Abdul Hnnan was born in Lahore, Pakistan by Pakistani parents. He was the first child in the family. His mother, Wajiha, had a positive family history. One of her cousins was mentally retarded. Hnnan was born at term. His mother had high blood pressure. The labour was prolonged, 11 hours and a caesarean was suggested but refused. He was born limp and blue. He had hypoxia. He was in NICU for 5 days. His birth weight was 2.54 kilos. He cried well after 15 days of life. Hnnan’s early motor and language milestones were grossly delayed. He started noticing children at 4 or 5 years and started taking interest in them. Hnnan’s younger sister, Amen, 3 years of age was very sociable and talkative. Hnnan’s father was more patient and his mother more irritable. Hnnan was very difficult till age 6 years and was aggressive, non-compliant and unreasonably demanding. As he grew older he became more co-operative and could be rationalized with. Whenever his mother asked him to do something he ignored 5 to 6 times. After that he started to argue. His mother used reprimands, bribes, threats and force to make him do things. Hnnan did not go to school. The family moved to Saudi Arabia when he was 7 years old. His parents took him to a Neuro-Developmental Pediatrician when he was 9 years old. His mother reported that he did not like to play with toys. All he did was jump on a bed or spin around. He was very restless and distracted and had a short attention span. He could be very stubborn and insisted on doing things his way. He was generally cheerful and friendly. He repeatedly asked the same questions and insisted that his parents answer them in the same way or he answered them himself. He watched the same cartoons repeatedly. He constantly jumped or spun around. He used to grab things from strangers. He ignored a child crying till age 5 years but after that he gradually became more empathetic. Hnnan avoided staying in crowds as he knew that he was different from others and that’s why people were laughing at him. After that his condition got better. Following difficulties may become apparent in early childhood: Problems performing subtle movements, such as tying shoelaces, doing up buttons and zip, using cutlery, handwriting. Many will have difficulties getting dressed. They have problems carrying out playground movements, such as jumping, playing hopscotch, catching a ball, kicking a ball, hopping and skipping. They have a higher tendency to bump into things, to fall over and to drop things. Some find it hard to go up and down stairs. Some have problems with using scissors, coloring, drawing, playing jigsaw games.
Saturday, October 26, 2019
HAWT Technology Research
HAWT Technology Research Horizontal Axis Wind Turbines (HAWT), are the most commonly used wind turbine.HAWTs have a similar design to a windmill, with blades that look like a propeller, spinning around a horizontal axis.                                  Figure 1 Typical HAWT All the components (blades, shaft, gearbox, generator) are located at the top of the tower. The blades must face into the wind and yaw into position every time the wind direction changes. The shaft axis is horizontal to the ground. The wind hits the blades of the turbine where lift causes rotation. The shaft has a gear on the end coupled to a gearbox which turns a generator. The generator produces electricity and sends this either to power grid or electrical equipment requiring power. The wind turbine also has some key elements that adds to its efficiency. Inside the Nacelle (or head) is an anemometer, wind vane, and controller that read the speed and direction of the wind. As the wind changes direction, a motor (yaw motor) turns the nacelle so the blades are always facing the wind. The power source also comes with a safety feature. In case of extreme winds the turbine has a break that can slow the shaft speed. This is to inhibit any damage to the turbine in extreme conditions. See F igure 2.                Figure 2 Internal components of a typical HAWT The merits of horizontal axis wind turbine over vertical axis wind turbine can be seen in                               Table1 Benefits of HAWTs vs VAWT HAWT VS VAWT NO POWER GENERATION EFFICIENCY HORIZONTAL AXIS VERTICAL AXIS 1 POWER GENERATION EFFICIENCY 50% 60% ABOVE 70% 2 ROTATING SPEED HIGH LOW 3 EFFECT ON BIRDS GREAT SMALL 4 GEAR BOX ABOVE 10KW: YES NO 5 BLADE ROTATION SPACE QUITE LARGE QUITE SMALL     6 NOISE 5-60 Db 0-10 Db 7 STARTING WIND SPEED HIGH(2.5-5m/s) LOW (1.5-3 m/s)  Horizontal Axis Wind Turbine Blade The blade is one of the most important components of a wind turbine. It is required to have the best materials, manufacturing, analysis and testing to endure aerodynamic loads, gravitational loads, inertia loads and operational loads throughout its lifetime. Therefore, the structural design process has a decisive and critical influence on the overall performance of the blade. The structural design of a HAWT blade involves many considerations such as strength, stability, cyclic loading, cost and vibration. Reducing the mass is a key requirement for a successful blade design. A lighter blade will not only exert lower loads on the remaining components of the HAWT, but also reduce the cost. This is a benefit to the entire turbine system, including the support body and the foundation. However, the recent approach results in material layup with high component thicknesses. Blade mass as a result often does not exhibit a satisfactory structural response. There is huge potential to reduce the amount of material used in the blades manufacture to minimise its mass. The process of structural blade optimisation to reduce mass and increase its mechanical properties is an important area of development worthy of in-depth research. Table 1 details various HAWTs and their rotor weights.                   Table 2 Selection of turbine size and weight configurations Turbine Name Pitch or Stall Rotar dia (m) No of Blades Nacelle and Rotor Weight (kg) Weight per Swept Area (kg/m ²) Mitsubishi MWT-1000 (1 MW) P 57 3 unspecified Nordex N90 (2.3 MW) P 90 3 84,500 13.3 Nordex N80 (2.5 MW) P 80 3 80,500 16 Repower 5M (5 MW Siemens P 126 3 unspecified SWT-3.6-107 (3.6 MW) Siemens P 107 3 220,000 24.5 SWT-2.3-93 (2.3 MW P 93 3 142,000 20.9 Gamesa G90-2MW (2 MW P 90 3 106,000 16.7 Gamesa G58-850 (850 kW) P 58 3 35,000 13.3 Enercon E82 (2 MW) P 82 3 unspecified GE wind 3.6sl (3.6 MW) P 111 3 unspecified Vestas V164 (7.0 MW) P 164 3 unspecified Vestas V90 (2 MW) P 90 3 106,000 16.7 Vestas V82 (1.65 MW) P 82 3 95,000 18 Advantages of HAWT over VAWT Axis of Rotation It is the main and biggest difference. As the name states, Horizontal Axis Wind Turbine has its axis of rotation parallel to the ground and Vertical Axis Wind Turbine has its axis of rotation perpendicular to ground. Number of blades working at a time If we take a 3-bladed wind turbine for example, then in a Horizontal Axis Wind Turbine, all three blades work at once. whilst in a Vertical Axis Wind Turbine only blade works at a time. Working wind direction VAWTs are omni directional and work in all wind directions while HAWTs only works in a specific wind direction and have to yaw to face the wind before they can begin operation. When wind direction changes the stops, and has to yaw into position. Efficiency at a given wind speed Because all the blade of HAWT work at the same time, its efficiency is much greater than the VAWT. REFERENCES Peter J. Schubel * and Richard J. Crossley Faculty of Engineering, Division of Materials, Mechanics and Structures, University of Nottingham, University Park, Nottingham NG7 2RD, UK Veritas, D.N. Design and Manufacture of Wind Turbine Blades, Offshore and Onshore Turbines; Standard DNV-DS-J102; Det Norske Veritas: Copenhagen, Denmark, 2010. Dolcera.com(online)
Thursday, October 24, 2019
The Possibilities of the Gap Year Essay -- The Gap Year Abroad
A gap year is a year off of academics, which provides time to explore interests and help determine career choices, containing both positive and negative aspects to consider. A gap year can be spent in a several ways from internships, working, volunteering, or traveling and exploring interests. It can provide students with life impacting traits that can provide a better future and greater outlook on life. If taken seriously, a gap year can have many positive effects on education and the motivation to continue school. Although gap years can be very expensive, it can overall be an opportunity of a lifetime, to create clear academic goals. Although a gap year is most often taken between high school and college, some students decide to take one after under-graduate school and before graduate school or entering the workforce. If a gap year is planned properly, it can help a students take school and life more seriously impacting their entire life. In the UK and similarly in Australia, 11% of university bound students take a gap year (MacDonald 1). Meaning, that almost one in ten students, in the UK and Australia, whom already were planning on attending a university, take part in a gap year. One reason gap years have become popular is that parents have noticed that students are going to college because it is expected of them or for the social aspect, not because they have clear education or career goals in mind (Bull 77). This causes some parents to rethink the idea of a gap year, because college tuition is increasing every year and they do not want to send their child to school if they are not going for the right reasons. Most ‘gappers’ choose to take a gap year because they want adventure, independence, or they want something more that... ...ons of College and Experiences of Stress Prior to and Through the College Career.†College Student Journal 47.4 (2013): 635-643. OmniFile. Web. 19 March 2014. MacDonald, G. Jeffery. â€Å"Gap Year ‘Before College Gives Grads Valuable Life Experiences.‘†USA Today 18 June 2008: 1-3. USAToday.com. Web. 14 March 2014. O’Shea, Joseph. â€Å"Delaying the Academy: A Gap Year Education.†Teaching in Higher Education 16.5 (2011). 565-577. Web. 16 March 2014. Sarouhan, Jane and Sarouhan, Jason. â€Å"Your Goals, Your Life, Your Gap Year.†CollegeXPress Magazine (2013): 22-25. OmniFile. Web. 14 March 2014. Sutherland, Paige. â€Å"College Offers to Pay Students to Take Time Off.†APFinancial News (2014): 1-2. Newswires. Web. 14 March 2014. Torpey, Elka Maria. â€Å"Gap year: Time Off with A Plan.†Occupational Outlook Quarterly 53.3 (2009): 26-31. Business Source Complete. Web. 14 March 2014.
Wednesday, October 23, 2019
Interview With Special Education Teacher Essay
What she finds to be the most satisfying part of her job is when a parent is involved in their child’s education. This involvement and investment helps the student succeed. Unfortunately, there are many parents who don’t return calls or attend meetings, which really hinders the child’s ability to grow since they are not receiving the same support in the home as in the school. She also mentions how great of a staff she works with in her building. This ranges from speech therapy, hearing/ vision assistance, the counseling office, social workers, the career center, reading services and numerous teachers. The staff has been meeting as a team for the entire ninth grade this school year because they have found that this class has many emotional needs. It is wonderful that there is a group of dedicated people who truly care for the students they work with. The most frustrating issue she and her team have faced this year is not only the common core curriculum and Annual Professional Performance Review (APPR) mandated by New York State, but also the lack of attendance of many of the students. The staff calls Child Protective. Services (CPS) or Persons In Need of Supervision (PINS) program and takes students to court, but there are no concrete threats. The students know that there is no real consequence for not attending school besides failing. Unfortunately, Niagara County does not take the parents to court as Erie County does. It is unfortunate not to be able to hold the parents accountable for their own child’s education and essentially their well-being. Her advice to those starting out in the education field is to be prepared to work hard for less pay than most other fields. However if it is your passion, love it and live it. The students are the pay, is what she said. There are students that truly appreciate the teacher and to see them enter ninth grade and grow to be successful twelfth graders makes her smile. She is still in contact with many of her students and some even ask her for help in college courses. Parents of past students remain in contact, also. It is nice to know that one person can make a difference in the lives of many students and families, alike. Her main advice would be enter the field and don’t get defeated by all the political issues. It will be hard work, but very rewarding work.
Tuesday, October 22, 2019
Proverbs Essays - United States Presidential Inaugurations
Proverbs Essays - United States Presidential Inaugurations Proverbs Proverbs The book of Proverbs explains the wisdom of the Lord and the duties towards God and our parents. We should praise God for his wisdom because He created us and the world. God tells us that we need to be prepared when we serve Him because He will judge us when we die. We need to accept whatever falls upon us and make the best of it like God would want us to do. The book of Proverbs tells us that we need to cling on to Him which to me that means we should follow His teachings and do whatever it takes to be with God so we can share in Gods life in heaven. When something bad happens to us and we dont know how to handle it we can always pray to God for help, instead of doing what may seem right to us may be wrong to God, that is why we should pray to Him for help. If we trust in God then he will help us to make the best of the situation. As long as we believe in God then he will forgive us. I know that if we confess our sins often so that we dont forget some of them later that he will forgive us as long as we are truly sorry for them, we do our penance and we ask him for forgiveness then he will forgive us. But if we dont do those things he will judge us when we die and we will regret not doing them. In chapter three it talks about our duties toward our parents. I agree with what it says because they bring us into the world and raise us. They also help us when we have problems in life by telling us why we cant do something or why something is wrong. They also help us by encouraging us, like doing good in school, practice hard for a sport, and helping other people out when they too need help. I feel that if we didnt have our parents to raise us and help us out when we need it that we would stray off of what God tells us to do because they give us the most support and guidance in our lives. That to me is one of the biggest commandments that God gave us. In chapter four it talks about the poor. I think that most of the poor did not choose the way they live but they do need our help most of all. We can help the poor by not turning away from them but by helping them with what they need, like giving them food or water, by giving them shelter and clothes, and by helping them turn to God for help too because that way they can try and live the way God wants them to live. There are also poor people who bring it onto themselves by maybe dropping out of school, quitting their jobs, running away from their homes, and by taking big risks. But they too need help and we can help them by doing all that we can for them. Chapter four also talks about the rewards of wisdom. I know that if we help people who need help then God will in return will let us be with him in heaven. But if we dont then we will eventually regret the things that we could of done in our lives on earth when we are judged. We also need to ignore the evils so that we dont fall into sin. God tells us not to show favoritism because it is to our own discredit. I think when we do show favoritism that is when people will use us and that is when it is to our discredit. He also tells us that we should not refrain from speaking at the proper time and not hide our wisdom. God wants us to use our wisdom and our talents that is why he gave them to us. In chapter six it talks about true friends. It tells us how we should test them before we trust them. I think that we should test the people who we want to be friends with before we trust them because some people will just take advantage of you and then leave you when there is nothing else that they want. I feel that there is allot of people out in the world today that like to
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