Television Is The Downfall Of Our Society Essay Example For Students

Television Is The Downfall Of Our Society Essay Can you imagine the actual number of people who watch T.V.? People spend more time before the television, than any other thing. Nowadays, even children, to be more specific, toddlers spend most of their time watching T.V. Shouldn?t they be playing with their toys inside or outside, playing in the yard, going to the park for a walk or to play on the swings and slides? Don?t you remember when you were young when your parents took you to the park? All kids went to the park, but nowadays, the park has been substituted with the television and video games (for youth). Maybe this is also a reason why many of our children are obese. Because the television producers have created television show for preschoolers, school-age children, teenagers, and adults, many choose to spend their time viewing these shows because they feel a sense of belonging when watching the shows. For preschoolers, shows such as Sesame Street, Barney, and Teletubbies have been created. Many of these shows are very educat ional, but it has been proven that most children learn quicker with hands-on-training. Children are more likely to learn also by speaking. Children can?t speak to the television; therefore, their parents must be his/her instructors, but this requires time from the parents. Many parents don?t have time to spend talking to their children, they are either at work, or they think they have something more important than their children, but what can be more important than your child?s education and development. Parents must take time from their long day to spend time with their children, take them to the park or just go out into the backyard and play ball. Educational shows, such as The Magic School Bus, have been produced for school-age children. This is a very informational show and it allows for kids to explore. Noton?s World is a very good example of this also, because he performs experiments and talks about science and math during his show. Shows such as cartoons aren?t very education al; however, they can be very entertaining for these children. There are also shows, such as The Alyson?s Sisters, which deals with everyday occurrences that relate to them. These twins fall into this age group and the show talks of things that happen to them during and outside of school. For instance, the show talks about their first date, first dance, first kiss, first boyfriend, Etc. We will write a custom essay on Television Is The Downfall Of Our Society specifically for you for only $16.38 $13.9/page Order now For teenagers, shows such as The Fresh Prince, Boy Meets World, Hang Time, Sister Sister, Family Matters, and Change of Heart are being shown on T.V. These shows usually are shown after 3:00 p.m. or during the weekend the time when teenagers are out of school. Teenagers watch these shows because they can relate to the characters. These characters go through the same things that teenagers go through. Sometimes, they wish that they could go through those awesome things that happen to those fictional characters. However, shows like the Jerry Springer Show, aren?t or shouldn?t be watched by teenagers, because it forces a way of being and thinking into their minds. If you have ever watched the Jerry Springer Show, you don?t want to be a guest, or you always say that won?t happen to me. But nowadays, a lot of teens are doing things that are seen in talk shows like the Jerry Springer Show, because they think it?s right, since they saw it on T.V., but it isn?t right. Soap Operas, and shows such as The Pretender, ER, Hercules, Zena, Family Feud, Love and Marriage, Who Wants to Be a Millionaire, and Talk shows, such as Oprah, Sally, and Ricki Lake are shown for the adults. However, many teens and children also watch these shows. There are many differences between these shows because they all emphasis on something different. Soap Operas are just like movies, but these go on forever. Talk Shows sometimes can be educational, for awareness, personal stories, fashion, or reunions; it just depends on what the viewers of that show are more interested in. Some of these shows are just shows, just movies, and a story of several people that keeps going; however, they are different from Soap Operas because Soap Operas are stories about many different characters, not one story. Shows such as the Family Feud, are game shows, but can be educational at the same time. There are many different types of shows being viewed by America on television. It all depends on t he person watching, and what he chooses to watch. Each person has the opportunity to watch whatever he or she wants to watch. This is why channels were created. If you don?t want to watch a show, change the channel. And parents take your children out. Maybe since we watch television so much, we too have become overweight, as many Americans have. Social Issues

Definition and Examples of Grammaticalization

Definition and Examples of Grammaticalization In historical linguistics and discourse analysis, grammaticalization is a type of semantic change by which (a) a lexical item or construction changes into one that serves a grammatical function, or (b) a grammatical item develops a new grammatical function. The editors of The Oxford Dictionary of English Grammar (2014) offer as a typical example of grammaticalization . . .  the development of be going to into an auxiliary-like item be going to. The term grammaticalization was introduced by French linguist Antoine Meillet in his 1912 study Levolution des formes grammaticales. Recent research on grammaticalization has considered whether (or to what extent) it is possible for a grammatical item to become less grammatical over time- a process known as degrammaticalization. The Concept of "Cline" Basic to work on grammaticalization is the concept of a cline (see Halliday 1961 for an early use of this term). From the point of view of change, forms do not shift abruptly from one category to another, but go through a series of small transitions, transitions that tend to be similar in type across languages. For example, a lexical noun like back that expresses a body part comes to stand for a spatial relationship in in/at the back of, and is susceptible to becoming an adverb, and perhaps eventually a preposition and even a case affix. Forms comparable to back of (the house) in English recur all over the world in different languages. The potential for change from lexical noun, to relational phrase, to adverb and preposition, and perhaps even to a case affix, is an example of what we mean by cline.The term cline is a metaphor for the empirical observation that cross-linguistically forms tend to undergo the same kinds of changes or have similar sets of relationships, in similar order s.(Paul J. Hopper and Elizabeth Closs Traugott, Grammaticalization, 2nd ed. Cambridge University Press, 2003) Have Got to According to Bolinger (1980) the modal auxiliary system of English is undergoing wholesale reorganization. Indeed, in a recent study, Krug (1998) observes that have got to for the expression of necessity and/or obligation  is one of the biggest success stories in English grammar of the last century.  Such claims suggest that  synchronic data spanning  several generations in apparent time may provide insight into the mechanisms underlying ongoing grammaticalization processes in this area of grammar. . . .In order to contextualize these forms  in terms of their development and history, consider the history of the modal must and its later quasi-modal variants have to and have got to . . ..Must has been around since Old English when its form was mot. Originally it expressed permission and possibility . . ., [b]ut by the Middle English period a wider range of meanings had developed . . ..According to the Oxford English Dictionary  (OED) the use of have to in the sense of oblig ation is first attested in 1579 . . ..The expression have got to on the other hand . . ., or with got by itself, . . . entered the English language much laternot until the 19th century . . .. Both Visser and the OED label it colloquial, even vulgar. . . . [P]resent-day English grammars usually consider it informal. . . .However, in a recent large-scale analysis of the British National Corpus of English (1998), Krug (1998) demonstrated that referring to have got to  or gotta as simply informal is quite an understatement. He found that in British English of the 1990s  have got to  or  gotta  were one and a half times as frequent as the older forms must and have to.According to this general trajectory, it would seem that the construction with got is grammaticalizing and further that it is taking over as the marker of deontic modality in English.(Sali Tagliamonte, Have to, Gotta, Must: Grammaticalization, Variation, and Specialization in English Deontic Modality.  Corpus App roaches to Grammaticalization in English, ed. by  Hans Lindquist and Christian Mair. John Benjamins, 2004) Expansion and Reduction [G]rammaticalization is sometimes conceived of as expansion (e.g., Himmelmann 2004), sometimes as reduction (e.g., Lehmann 1995; see also Fischer 2007).  Expansion models of grammaticalization  observe that as a construction ages, it may increase its collocational range (e.g., the development of BE going to as a future marker in English, which first collocated with action verbs, before extension to statives), and aspects of its pragmatic or semantic function (e.g., the development of epistemic modality in the use of will in examples such as boys will be boys).  Reduction models of grammaticalization  tend to focus on form, and particularly on changes (specifically, increase) in formal dependency, and phonetic attrition.(The Oxford Handbook of the History of English, ed. by  Terttu Nevalainen and Elizabeth Closs Traugott. Oxford University Press, 2012) Not Just Words, but Constructions Studies on grammaticalization have often focused on isolated linguistic forms. It has frequently been emphasized, however, that grammaticalization not only affects single words or morphemes, but often also larger structures or constructions (in the sense of fixed sequences). . . . More recently, with the increasing interest in patterns and particularly with the advent of Construction Grammar . . ., constructions (in the traditional sense and in the more formal explications of Construction Grammar) have received much more attention in studies on grammaticalization . . ..(Katerina Stathi, Elke Gehweiler, and Ekkehard Kà ¶nig, Introduction to Grammaticalization: Current Views and Issues. John Benjamins Publishing Company, 2010) Constructions in Context [G]rammaticalization theory adds little to the insights of traditional historical linguistics despite purporting to offer a new way of looking at data concerning grammatical forms.Still, one thing that grammaticalization definitely has gotten right in recent years is the emphasis on constructions and on forms in actual use, and not in the abstract. That is, it has been realized that it is not enough simply to say, for instance, that a body part has become a preposition (e.g. HEAD ON-TOP-OF) but rather one must recognize that it is HEAD in a particular collocation, e.g. at-the-HEAD-of that has yielded a preposition, or that HAVE turning into EXIST is not necessarily just a random semantic shift but rather is one that happens in the context of adverbials . . .. This is a big step forward, since it takes semantic change especially out of the realm of the purely lexical and places it into the pragmatic domain, deriving changes from inferencing and the like that are possible for words in constructions with other words and in actual, contextually keyed usage.(Brian D. Joseph, Rescuing Traditional (Historical) Linguistics From Grammaticalization Theory. Up and Down the Cline- The Nature of Grammaticalization, edited by Olga Fischer, Muriel Norde, and Harry Perridon. John Benjamins, 2004) Alternate Spellings: grammaticalisation, grammatisation, grammaticisation

Communication Essay Example | Topics and Well Written Essays - 500 words - 2

Communication - Essay Example Cultural decisions establish correct or acceptable behavior by determining individuals’ positions with regard to one another and with regard to other aspects of the social and natural environment. Thus the way we seem to â€Å"naturally† feel toward family members, authority figures, or the environment is determined by well-established traditions that arise from cultural decisions regarding the appropriate relationships between people as well as with other living things. For example, while domination of humans over nature is the norm in American and other Western cultures, in other contexts such as some African cultures, the appropriate position of humans with regard to nature is harmony and coexistence (Communication & Cultural Diversity Lecture). The prevalence of cultural decisions in controlling behavior over the long term often leads to a tendency to believe that the culture-specific view is the â€Å"right† view. From within one cultural perspective, the different values and beliefs of another culture or co-culture tend to seem misguided or wrong, leading to ethnocentrism (Communications & Cultural Diversity Lecture). It is easy to think of extreme examples where another culture’s beliefs are clearly abusive or otherwise harmful to society, but ethnocentric attitudes are probably more common and exceptionally dangerous when directed against less severe differences of opinion. Anthropological theories of culture are extremely useful and easily applicable to the mini-societies we call workplaces. By applying anthropological concepts to businesses, a new discipline called Business Culture theory emerges. The valuable insights of Business Culture theory offer an excellent method with which to evaluate potential employers, and by doing so determine to what extent the culture of a business is consistent with our own values. Evaluating the culture of a business requires that we analyze the workplace environment and

Economy and the Capitalist Society Essay Example | Topics and Well Written Essays - 2250 words

Economy and the Capitalist Society - Essay Example There is the conflicting view of how you look at this. This is because when capitalism is compared with other models like socialism, it seems that the individual or private ownership that gives a capitalist society it status. Cudd et al (2011: 291) identify though, that there is no pure laissez-faire system of capitalism. They admit that there are variations of government regulation and this gives way for some level of institutionalization in such societies. In this essay, the writer argues that although there is a conflicting view of the importance of the role of individuals and institutions, the best way of analyzing and comprehending the normal capitalist society is to examine the institutions as the unit of the society. Capitalism can be viewed as a social system where people are allowed to take important decisions about things and situations that concerns them and their economic well-being. In other words, the individual's view is the basis for the running of things and affairs in the society as opposed to a planned society where some members of the society determine the trends in social, economic and cultural matters and affairs. Perry et al (2008: 359) identify that in a capitalist economy, the society is characterized by private enterprise the main decisions (what, how much, where what price to produce where etc) are made by private individuals in their capacity as owners, workers, and consumers. From this situation, it appears that the role of individuals is central and determines the fate of the capitalist system. However, in a deeper analysis of this statement, it can be identified that decisions are not fully left to individuals. This is because although each individual might have a preference or choice, the ultimate decision and final outcome of a capitalist economy are based on the interaction of market forces.  Ã‚  

Management Essay Example | Topics and Well Written Essays - 1500 words - 4

Management - Essay Example The bank offers a wide range of banking services responding to the needs of individuals, businesses and corporations. The bank is going to enter the Brazilian market. A branch of the firm will open in Brazil. The relevant project will be completed by the end of the year. The employees will be mainly nationals who will be appropriately trained by Australians on the bank’s services and products. The aim of the organization is to continuously develop its customer relationships and its employee relationships (Westpac 2011). Moreover, the bank aims to ‘be a leader in the community’ (Westpac 2011). Current report aims to present the issues that managers in Westpac should take into consideration before the bank enters the Brazilian market. The Hofstede’s Cultural Dimensions model and a SWOT analysis have been employed for presenting the characteristics of the environment in which the specific initiative will be attempted. 2.0 Political Environment 2.1 Government s tability The current president of Brazil, Dilma Rousseff, has been the first woman president in Brazil ever. The last elections were held in October 2010. The country is characterized by political stability. During the presidency of the country’s previous president, President Lula, the quality of life of people in Brazil was improved (BBC News 2011). 2.2 Government and contribution The country’s government tries to keep good relations with other states; recently an agreement was developed between Brazil and Germany for the promotion of bilateral partnership and innovation (Federative Republic of Brazil 2011). The last years the Brazilian government tries to improve the quality of life of people and the limitation of poverty (BBC News 2011). 2.3 Analysis Local authorities will provide to Westpac the necessary support, a fact critical for the successful entrance of the bank in the Brazilian market. 3.0 Legal Environment 3.1 Regulatory framework The most important legisla tive text of the country is the Constitution. At the next level, supplementary laws have the power to regulate important issues; ordinary and delegated laws follow these laws. At the bottom of the hierarchy of laws in Brazil are the legislative decrees (Brazil Government 2011). 3.2 Business laws The Constitution of the country is used, along with the Taxation law, as described above, for regulating business activities across Brazil. The new Civil Code Law 10.406 is the main legislative text regulating the activities of businesses in Brazil (Nogueira 2004). The Law No. 9279/ 1996 is also used in cases that conflicts appear on Industrial property (Brazil Government 2011). 3.3 Labour laws The key legal texts regulating the labor in Brazil is the Federal Constitution of 1988 along with the Consolidation of Labor Laws (C.L.T.) (Brazil Government 2011). 3.4 Taxation laws Taxation in Brazil is regulated by the Federal Constitution (Title VI); additionally, the Law 5.172 (National Tax Code) is applied for any potential issue, which is not regulated by the Constitution (Brazil Governmen

Lift of a Flat Surface in Wind

Lift of a Flat Surface in Wind When working with lift, there are several concepts[AR2]that need to be considered, most prominently Bernoullis Principle. This principle, named for its creator Daniel Bernoulli, states that when an incompressible, smoothly flowing fluid gains speed, internal pressure in the fluid decreases, and vice versa. (Hewitt, 2004) Put simply in terms of aerodynamics, Bernoulli states that when a fluids speed increases, the pressure perpendicular to the flow of the fluid is decreased. For example, the Bernoulli Effect can be clearly observed in terms of a plane in flight. Planes are able to fly [ar3]because their wings are designed to cause air to flow faster over the top than the bottom. This creates lower are pressure above the wing, and the greater pressure below the wing pushes the plane up. This upward pressure is referred to as lift force, or simply lift. (Actforlibraries.org, 2017) [ar4]      Lift is generated by deflecting airflow. By taking Newtons second law of motion (), it can be stated that the aerodynamic forces on a body with 0 drag [ar5]relate directly to the change in momentum of the fluid, which is equal to mass velocity of the fluid. (Hall, 2015) An objects lift capabilities can be measured using the equation: Where =density, =velocity, =surface area and =Coefficient of Lift. (Hodanbosi, 1996) Lift is dependent on velocity, air density, air viscosity/compressibility, the shape of the body and the bodys inclination in relation to the airflow. The velocity variable in the equation is, therefore doubling the velocity will quadruple the lift etc. Additionally, dependence on shape, viscosity/compressibility and inclination is complex; to deal with these they are characterized as a single variable, known as the coefficient of lift. (Hall, 2015) The lift coefficient, used to model the complex dependencies on lift, can be obtained using the equation: Where lift, the dynamic pressure () and surface area. Therefor, expresses the ratio of lift force to dynamic pressure times surface area. (Hall, 2015) It is most often found experimentally, however the values for this experiment have been taken from Aerospaceweb.com. (Jeff, 2003) Also, by using an International Standard Atmosphere (ISA) table, the air density variable for this experiment shall be assumed to be 0.9337kgm3, based on an assumed altitude of approx. 691m above sea level. (Cavcar, N/A) Lift is dependent of several variables, including inclination. The angle between a surface and the airflow is referred to as the angle of attack. The angle of attack has a strong effect on the lift being produced. In terms of an airplane: when an airplane is preparing to take off, it accelerates swiftly to reach the required velocity. However, just before lifting off, the pilot tilts the wings, creating a greater angle of attack and giving the airplane the required lift to leave the ground. In terms of surfaces such as thin aerofoils and roofs, the coefficient of lift is directly proportional to the angle of attack, when the angle is within +/- 10 °. For larger angles, the dependence becomes quite complex and is therefore defined by a coefficient of lift. (Hall, 2015) By using the above lift equation, theoretical equations can be created to assist in the analysis of the outcome of the experiment, for example: Where 3.61ms-1 (calculated using the iOS app Wind Meter), the area of one of the roof pieces and the corresponding coefficient of lift[AR6]. Below are the full results of the theoretical calculations performed for this experiment: Lift Applied to Roofs of Different Areas and Inclinations 0.0025m2 0.01 m2 0.015265 m2 0.0225 m2 0 ° 0.015N 0.061N 0.093N 0.137N 15 ° 0.011N 0.043N 0.065N 0.096N 30 ° 0.013N 0.052N 0.079N 0.116N 45 ° 0.016N 0.064N 0.098N 0.144N 60 ° 0.013N 0.052N 0.079N 0.116N Table 1 (created using[JB7] MS Excel)   Ã‚   Graph 1 (created using MS Excel) Based on these calculations, it can be assumed that the lift force will always peak at around 45 °, reach the minimum around 15 ° and follow an identical pattern for each roof size[AR8]. Based on the above background research, a hypothesis can be formulated regarding the factors affecting lift force. It can be hypothesized that: The lift applied to a surface in wind is dependent on its surface area and angle relative to the airflow. This relationship peaks towards larger angles and surface areas.[AR9] An electronic balance was set up on a workbench and turned on, ensuring the units were set to grams. An electronic balanced was utilised for this experiment because lift, as a force, can be recorded by measuring how much mass is being lifted away from the balance (in negatives) and converting this into Newtons. The fan was placed approximately 0.3m away from the electronic balance, adjusted to direct the airflow directly above the balance. The base piece of cardboard, measuring 0.1m by 0.15m (10cm2 by 15cm2), was attached to the balance with electrical tape, ensuring the edge (not the flat side) was directed at the fan. The first roof piece (measuring 0.0025m2, or 25cm2) was attached to the base piece, then the balance was TARED. The fan was turned on, set at speed 1. Three results were recorded from the balance[AR10] before the fan was turned off. The roof piece was removed, the first angled piece (at 15 °) attached the roof piece re-fixed. The balance was again TARED and the fan was then turned back on, three results recorded and turned off again. This process was repeated for every roof piece (measuring 0.0025m2/25cm2, 0.01m2/100cm2, 0.015265m2/156.25cm2 and 0.0225m2[AR11]/225cm2) fixed to every angled piece (at 15 °, 30 °, 45 °, 60 ° and 0 °). An average was later taken of each group of results, and these averages were graphed in Excel for further in-depth analysis. There were several variables involved with this experiment. The independent variables were the wind speed (which was controlled by using of the same fan), the roof area and the roof angle, and the dependent variable was the lift. The controlled variables included the use of the same[AR12] electronic balance, roof, angle and base pieces and the same speed setting on the fan, the position of the fan/airflow, the position of the scales and the position of the base piece and, by extension the roof structures.[AR13] These variables were controlled to ensure that all results are viable and in agreement. In order to maintain safety in this experiment, the following procedures were implemented: Safety glasses were worn, the electronic equipment was kept away from water, the guard around the blades was not touched while the fan was running, the cardboard was handled carefully so as not to cause paper cuts and, likewise, when the cardboard pieces were cut out the scissors were handled with care.[AR14] Lift Applied to Roofs of Different Areas and Inclinations 0.0025 m2 0.01 m2 0.015265 m2 0.0225 m2 0 ° 0.056N 0.175N 0.250N 0.287N 15 ° 0.075N 0.186N 0.259N 0.242N 30 ° 0.103N 0.159N 0.159N -0.640N 45 ° 0.111N -0.556N -0.620N -0.770N 60 ° 0.056N -0.631N -0.715N -0.787N Table 2 (created using MS Excel) Overall, the results of this experiment are plausible [AR16]at best. When comparing the empirical data to the theoretical data listed above, there are very few similarities and patterns. However, on close examination of the results there are several small connections. For example, even though each set of points has a different pattern, most of these patterns are similar in shape, and each set peaks at or before 45 °. However, from here the theoretical and empirical are completely different. A likely reason for the dramatic differences between the two sets of results is the conditions under which the experiment was performed. Despite the actions taken, there were still a number of uncontrollable variables that may have affected the outcomes recorded. For example, the air-conditioning unit operating on the roof may have disrupted the airflow, resulting in a less continuous stream and thus a more unpredictable amount of lift. Similarly, the fan used in the experiment may not have provided a strong enough direct flow of air to the structure, also causing anomalous results[AR17]. However, despite the obvious anomalies in results, the experiment still manages to examine the relationship between angle of attack, surface area and lift force. For three of the four data sets (excluding 0.0025m2) the graphs follow a very similar pattern, indicating that the results are accurate in terms of the relationship, not the actual data observed. In addition, all data sets drop off after they reach 45 °, showing that, just as observed in the theoretical results, lift force reaches its peak at around 45 ° inclination into the wind. The most likely reason for this is that past this inclination the structure presents a greater amount of its surface into the wind, allowing it to be pushed down. This phenomenon creates the positive mass results seen in the table above. This was not accounted for in the theoretical equations, which may have caused some of the anomalous results stated above[AR18]. Another prominent difference between empirical and theoretical results is the distinct differences between lift values in the theoretical data. These data sets remain at a fixed distance apart for the entire graph, directly opposed to the empirical data points which for the most part are plotted very close together. This illustrates a lower difference in lift force between different surface areas, however these results are likely due to the unstable nature of the structure used in the experiment. [AR19]Particularly in terms of the larger roof pieces, the structure became more unsteady, possibly resulting in the lower lift force recorded above. In terms of the patterns observed in the empirical data, the larger roof sizes do produce more lift, however past their peak they also create more downward force. While the smallest size does generate the greatest lift, the three larger sizes do produce an increasing amount of lift, in comparison with each other. As mentioned previously, the structure used in the experiment, particularly with the larger roof piece attached, was very unstable. [AR20]This is a likely reason for the outlying point for the area of 0.0225m2 at an inclination of 30 °. This surface area is the largest used, and it was very unstable atop the base piece, often sliding to the side and not remaining square with the base. Most likely, this instability is what has caused such an obvious anomaly, as the roof piece sliding may have exposed a larger surface area to the airflow, thus created more downward force and less upward lift. Therefore, with the above considerations it mind, and despite the severe anomalies between theoretical and empirical data, the hypothesis of: The lift applied to a surface in wind is dependent on its surface area and angle relative to the airflow. This relationship peaks towards larger angles and surface areas. Is supported by this experiment.[AR21] When performing an experiment, there are always a multitude of variables that affect the outcome, and a variety of ways in which the processes can be improved upon to achieve a better result. For example, in this experiment an ordinary household fan was used to generate the required airflow. Such a device is designed to provide air to an entire room, not to provide a direct flow of air such as is required to make this experiment a success. To make the experiment more successful, a more direct airflow should be utilised, possibly by making use of a wind tunnel, or even a hair dryer[AR22]. Similarly, the electronic balance used to take measurements was only a small, relatively simple piece of equipment. Also, as previously mentioned, the air-conditioning unit in the room was likely disrupting the already-unsteady airflow. This, along with the experiments position next to the doorway and the other people in the room, may have been the cause of the discrepant results, which often differed by up to 0.0015kg. To solve this, the experiment could be re-conducted in a controlled environment with nothing affecting the more direct airflow. Additionally, a more accurate electronic balance could be used[AR23]. A more accurate balance would a piece of equipment connected to a computer that records all results for each set of tests and identifies an accurate average. The most prominent issue with the experiment was the results created by the electronic balance. The results were greatly varied, as stated above, suggesting that there were several uncontrolled variables at play, affecting the data. There are several methods that could be employed to rectify this, including those already mentioned. Performing the experiment in an isolated area where all variables can be controlled so nothing can interfere with the results is the most likely way to generate more accurate results. This, coupled with the use of a more stable structure (i.e. made from a sturdier material and fixed for effectively), a more accurate airflow and more sophisticated measuring technologies, is the best course to re-perform the experiment and give more viable results. References   Actforlibraries.org, 2017. Bernoullis Principle of Lift. [Online] Available at: http://www.actforlibraries.org/bernoullis-principle-of-lift-4/[Accessed 04 March 2017]. Aerodynamics for Students, 2016. Lift and Lift Coefficient. [Online] Available at: http://s6.aeromech.usyd.edu.au/aerodynamics/index.php/sample-page/aircraft-performance/lift-and-lift-coefficient/[Accessed 04 March 2017]. Benson, T., 2014. Lift Formula. [Online] Available at: https://www.grc.nasa.gov/www/k-12/WindTunnel/Activities/lift_formula.html[Accessed 09 March 2017]. Cavcar, M., N/A. The International Standard Atmosphere. [Online] Available at: http://home.anadolu.edu.tr/~mcavcar/common/ISAweb.pdf[Accessed 04 March 2017]. Hall, N., 2015. Inclination Effects on Lift. [Online] Available at: https://www.grc.nasa.gov/www/k-12/airplane/incline.html[Accessed 19 March 2017]. Hall, N., 2015. Lift Equation. [Online] Available at: https://www.grc.nasa.gov/www/k-12/airplane/vel.html[Accessed 02 March 2017]. Hall, N., 2015. The Lift Coefficient. [Online] Available at: https://www.grc.nasa.gov/www/k-12/airplane/liftco.html[Accessed 04 March 2017]. Hall, N., 2015. Velocity Effects on Aerodynamic Forces. [Online] Available at: https://www.grc.nasa.gov/www/k-12/airplane/vel.html[Accessed 02 March 2017]. Hewitt, P. G., 2004. Bernoullis Principle. [Online] Available at: http://www.nsta.org/publications/news/story.aspx?id=49598[Accessed 02 March 2017]. Hodanbosi, C., 1996. Lift Formula. [Online] Available at: https://www.grc.nasa.gov/www/k-12/WindTunnel/Activities/lift_formula.html[Accessed 02 March 2017]. HyperPhysics, N/A. Bernoulli Equation. [Online] Available at: http://hyperphysics.phy-astr.gsu.edu/hbase/pber.html[Accessed 02 March 2017]. Jeff, S., 2003. Airfoils at High Angles of Attack. [Online] Available at: http://www.aerospaceweb.org/question/airfoils/q0150b.shtml[Accessed 04 March 2017]. Physics Forum, 2011. Fluid mechanics; Lift Force on a Roof; Bernoullis Equation. [Online] Available at: https://www.physicsforums.com/threads/fluid-mechanics-lift-force-on-a-roof-bernoullis-equation.533145/[Accessed 02 March 2017]. Scott, J., 2003. Airfoils at High Angle of Attack. [Online] Available at: http://www.aerospaceweb.org/question/airfoils/q0150b.shtml[Accessed 04 March 2017]. Scott, J., 2003. Lift Coefficient Thin Airfoil Theory. [Online] Available at: http://www.aerospaceweb.org/question/aerodynamics/q0136.shtml[Accessed 04 March 2017].   

Modern Collegiate A Cappella Essay -- Music Art Cultural Essays Histor

Modern Collegiate A Cappella Introduction A cappella is a relatively young art form that is catching the interest of many people across the nation. The popular movement is believed to have been started in 1909, when part of the Yale Glee Club broke off and formed the Yale Whiffenpoofs, the first collegiate a cappella group; the Whiffenpoofs exist to this day, and the a cappella movement has only grown in popularity. Throughout the middle decades of the 20th century, professional a cappella groups attracted a lot of attention for their renditions of popular songs. As this new progressive style caught on, the a cappella art form evolved from its roots in harmonically complex barbershop quartets into a more modem and freely structured type of music. The trend-setting groups remained attentive to musicality, but left behind the rigidity commonly associated with barbershop performance. Songs like "Mr. Sandman," by the Chordettes, and "It Won't Be Very Long," by the Soul Stirrers, showed people that a cappella could be exciting and also that it could tackle a multitude of musical genres. The next big developments in a cappella came on the collegiate front. While professional groups retained their popularity, their numbers did not increase much toward the end of the 20th century. On the other hand, the number of college groups skyrocketed during this same time period. According to the Mainely A Cappella website's history of a cappella, since 1989, there have been about 20 new groups formed at schools across the nation every year. 1 This paper suggests that the reason for the drastic spike in collegiate interest in a cappella is because students began to realize the wide range of creative expression that can be achieve... ...ed methods of making music. 3 Quotation from Michael Kendall's "Philosophy of Music Education." See reference list. Works Cited: 1.Bethel College Website. Michael Kendall, "Philosophy of Music Education." http://www.bethelcollege.edu/acadb/und s/finearts/music/phil.htm. 2. Hemsley, Thomas. Singing and Imagination. Oxford University Press. 1998. 3. Mainely A Cappella website. "A Century of A Cappella." http://www.a-cappella.corn/misc/history.php. 4. Sawyer, Keith. Group Creativity – Music, Theater, Collaboration. Lawrence Erlbaum Associates, Publishers. 2003. 5. Singer, Irving. Feeling and Imagination – The Vibrant Flux of Our Existence. Rowman & Littlefield Publishers, Inc. 2001. 6. Schoenherr, Steve. "Recording Technology History." http://history.acusd.edu/ mml#di ital. 7. Ward, Finke, Smith. Creativity and the Mind. Plenum Press. 1995.