Analysis of the Beatles Music Essay Example | Topics and Well Written Essays - 1250 words

Analysis of the Beatles Music - Essay Example The music had an elaborate and riff introduction that naturally sticks in the head, fascinating and eye catching title, and enough breaks that enable the listeners to examine the tone, focal points, and key message of the song. In addition, this music was inspiring with a dramatic ending that leaves one desire for more, as well as, gets the feeling of satisfaction. According to Lennon, this music was composed to be on the hit parade. The song was composed in the standard style that is evident in most of the bands catalog. In essence, this style encompasses verse/verse/bridge/verse. Moreover, the band opted not to include solo of any kind in the song (Lennon, pg15). Moreover, they did not include repetitions of the final verse or the bridge common in their songs. This is because they understood that this style could have created an ineffective and prolonged mood. In essence, this could have extended the two and a half tenet for the pop song in the early 60s. Notably, the start of the song is characterized by the four bar introduction that debuts their exceptional riff played by the legendary John on harmonica, while guitar played by George. The beetle are the songwriter and they did this song well by arranging their introduction on their original song (Everett, pg12). This can be attributable by the fact that Harrison played the riff repeatedly during the rehearsal of this song.

Competition and markets Essay Example | Topics and Well Written Essays - 750 words

Competition and markets - Essay Example Factors determining the elasticity of demand are market demand elasticity, the number of businesses in the market in addition, the firm’s interaction in the market. In monopolistic situation, the demand curve is always downward sloping and the industry demand curve is the firm’s demand curve. The marginal revenue of a monopolistic firm is always below its price and the marginal revenue usually changes with the changes in output but not equal to price. The marginal revenue decreases with increase in output since the monopolist can only sell more units by reducing prices. Average Revenue curve is the demand curve and the average revenue is similar to price, however, Marginal revenue must always be less than the Average Revenue even as output increases with fall in prices (Mankiw 2011). Firms in competitive markets sell absolutely similar or homogenous products and are referred to as price takers. Perfectly competitive market comprises of many suppliers who cannot single h andedly influence either the market price and the total market output hence each supplier can only control a small part of the total market demand. The suppliers output is greatly controlled by the market forces and the price in which the suppliers must sell their products is at prevailing equilibrium price such that any increase in prices may invite another supplier who may be willing and able to supply at the equilibrium price. The inability of producing more goods than the market demand and the incapability of raising prices results into a horizontal or perfectly elastic demand curve. As much as a supplier may be able to reduce product’s prices, it may result into a loss hence the need to embark on the market price (Mankiw 2011). 2. There are various characteristics associated with the perfectly competitive markets such as the large number of firms in the market, assumption of non-existence of externalities, minimal government regulation, homogeneity in the units of input, production of homogenous goods, non-existence of barriers to entry, and the availability of perfect knowledge. In perfect competition, different firms produce goods that are perfect substitute and whose prices cannot be easily changed by a single firm. Automobile may be produced under the market conditions similar to perfectly competitive market because of the fact that motor vehicles manufactured have very close substitutes. In addition, there is no barrier to entry and the suppliers cannot increase the vehicle prices abnormally. In case an automobile company reduces prices of its products, they may run at a loss. Moreover, the automobile firms can only manage and control a few customers in the larger market making it hard for them to determine the quantity of the automobiles to be manufactured and their prices (Mankiw 2011). Beer production also fits perfect competition conditions since beer product produced by one firm may as well be produced by another firm with may be very sli ght content changes. The fact that beer is manufactured by using almost similar product makes it challenging to differentiate the beer products. Furthermore, as a characteristic of perfect competition, there are many beer consumers as well as numerous beer manufactures. The beer consumers are always very loyal but highly sensitive to price changes thus any slight change in price upwards, may hinder the consumers from using one particular product. In

Effect of outdoor play on children

Effect of outdoor play on children The aim of this project is to explore the effect of outdoor play on childrens social, emotional and physical development. According to Bruce (2004) play is probably one of the least understood aspects of an early-childhood practitioners work (p.135). The conceptualisation of play is shared by many other early childhood practitioners for whom play is considered essential, as an activity promoting learning (p.135). Outdoor play is a much needed activity in the early childhood. You may have come across a child playing and you are sure he/she is having a fun time. Therefore, play is the building block of a childs intellectual skills. Through play child develops social, emotional and physical skills. The outdoors according to Letter Wyver (2008) presents obvious opportunities to move and be active, and for children to discover and engage with the natural environment, as well as the chance for open ended activities such as sand water play, construction and pretend play. According to Hutt et al (1989, p.10) the emotional and social development of pre-school children depends crucially upon play while Penn (2008) asserts that to learn about child development is to learn about Piaget (p.41). As Piaget focused on how children acquire knowledge, he tried to understand how children change the way they think, how babies show intense reactions to external stimuli them (Penn, 2008). Ibid (2008) asserts that it was Piaget who provided a theoretical legitimating of learning through play. In addition, Berk (2009), Keenan (2002) Bruce (2004) are firm believers that children actively explore their environment and are influential in shaping their own knowledge. They believe that it was through social interaction with more experienced and more knowledgeable members of the society parents, relatives, teachers, peers etc. that children are able to acquire the knowledge and skills that a culture deems to be important According to Bruce (2004) there is no clear definition for play. It is still an umbrella world (Ibid, 1991), while other early childhood practitioners defined play as childs work. Play is primary way children express their social nature (Strickland et al, 2003). Ibid (2003) argued that all kids enjoy playing alone some of the time; while some prefer to play with others (social play) much of the time. Play is an integral part of learning. Piaget defined play as a kind of scientific rehearsal (Penn, 2008; p.43). While Bitton (2010) stated that play offers a meaningful context for children and that it is only when a situation has meaning and purpose ED3000 0749364 that children can function at a higher level (p.49). Childrens emotions are ways in which they react to situations while social development refers to how they get alone with peers and form relationships (Ashiabi, 2007). Furthermore, emotional and social developments are linked because childrens social interactions are usually emotionally charged (Ibid, 2007). To clearly explore the role of outdoor play on social, emotional and physical development. Strickland et al (2003) asserts that outdoor play is critical to the social development of 3-4 year old children, and to girls in particular when it comes to building self confidence (p.2). In addition, children learn to be more empathy and less egocentric through play and they develop more skills for coping with conflict while boys tend to engage in more social dramatic outdoor play than indoors; outdoor play allows boys who are more physical to assume leadership roles (Srickland, 2002) and perhaps get more positive affirmation than they do inside. White (2007) confirmed that when given the choice, the outdoors is where most children want to be and playing outdoors is preferable to indoors. In support of this argument, Eustice Heald (1992) argued that outdoor play is an extension of classroom activities which summarises the beliefs of early year management that children learn best by explorin g, investigating and solving problems outdoors (p.7). While Alfano (2010) asserts that playing outdoors is a form of exercise that promotes well-being and wholesome physical developments; and that children are naturally drawn to active play outdoors. One of the obvious benefits of getting kids outside to play is the increased exercise they will be getting as opposed to setting in front of the T.V. or computer. Most early years scholars have also assert that when children play outdoors they are developing mentally, emotionally, socially, and physically. This view is supported by Johnson et al (2002) that children gain lots of opportunities outside to develop basic social skills and social competencies e.g. running, jumping cycling, hide and seek, sing; sensing, make noise, make mess, crawl, and explore the natural world unchallenged. While Brice (2004) viewed that through play, children develop initiative and are strengthened to face challenges in life (p.134). More so, playing outdoors reduces stress in kids. Children express and work out emotional aspects of everyday experiences through unstructured play (Levesque. 2011). Whilst Strickland (2002) argued that there are also opportunities for emotional development as children test their limit and challenge themselves to try things that may be just at the edge of their reach ED3000 0749364 Moreover, most theorists found that pretend play outdoors was the most dominant form of play (Bulton, 2002). Perhaps thats why theorists such as Piaget and Vygotsky assert that pretend play provides children with opportunities to practice grown up and perspective talking (Ashiabi, 2007; p.2002). Also, in pretend play a child is always above his average age (Penn, 2008; p.44) and above their daily behaviour. In addition, Wyver Little (2008) asserts that play also facilitates language development, creative thinking and problem-solving; and helps children deal with complex and competing emotions. In view of the above statement, parents should allow their children play with other children because it helps in the emotional and social development. Although social and emotional benefits of outdoor play may not be in clear cut, one benefit from research is that it allows kids to move freely, make noise and self-express themselves in ways that many not be encouraging inside. Outside play encourages logical thinking and the ability to reason through highly interactive activities such as building sand-castles, playing games with friends, playing puzzles with friends etc. Time spent outside with peers helps to create social skills that are needed for great healthy friendship (Brouillette, 2010). While Froebal cited by Bruce (2004) stated that play is the highest level of learning.activities of the child (p.132). While Siraj-Blatchford et al (2002) cited by Bruce (2004) shows that the richest play is found especially in nursery schools. According to Little Wyver (2008) the significanc e of outdoor play as an essential part of every childs life has also been acknowledged by the United Nations Convention on the Rights of the Child Article 31 supports a childs right to rest and leisure, and to participate in play and recreational activities appropriate to the age of the child. There are other reasons why playing outdoor is important for children, according to Stewart (2010) when children play outside, they are more likely to maintain a healthy weight because they get the chance to burn off extra calories by running, jumping, climbing, riding bikes, yelling etc. which can also lead to better sleep. Also, the above exercise help children to develop small and large muscles, strengthened bones, increases flexibility, fine and gross motor skills and improves their overall health (Ibid, 2010). In addition, outdoor play is important in early childhood because it helps in the physical development of the child as ED3000 0749364 obesity is a common problem among children today (Pillar, 2010). Therefore, engaging in outdoor play helps in preventing childhood obesity. More so, Vitamin D is essential for the skin and can only be derived by playing outdoors as it is impossible to get an adequate amount from food and vitamins alone. Getting kids outdoor increases the exposure to sun and their natural production of Vitamin D. In contrary to the above advantages of outdoor play, White (2007) argued that today it seems that the motivation for childrens outdoor play has declined because global society is very busy in its day-to-day activities and over protected parents. Furthermore, many school age children have too much homework after school, therefore having less time for outdoor play. Whilst those without homework are too busy/lazy watching T.V, playing computer games, or pre-occupied chatting with friends on-line. Lastly, some parents are too busy with work and other activities (watching T.V, Football, cooking) to see to their childrens adequate outdoor play. Some parents are so paranoid that every man outside the street with big glasses/spectacles is a pervert or paedophile waiting to attack or abduct their children as they play outside. Furthermore, social and environmental factors have greatly impacted on childrens opportunities for outdoors play. Little Wyver (2008) asserts that where once children may have spent time playing in the street riding bicycle, playing chasing games, and hide seek etc, increased traffic has made these areas and play opportunities off-limits for children as the changes are far too great. Children are now confined to classroom, backyards or local parks for relatively safe places to play. Also, Ibid (2008) stated that increase demand for housing in many areas, particularly urban areas, is eroding childrens play ground. Lastly, according to Johnson et al (2005) providing for outdoor play needs for children is a complex and challenging task. A variety of factors must be considered, including the various play needs of young children, supervision, safety etc. while many educators, politicians, and parents believe outdoor play takes time away from academic activities; as a result, recess and physical education in many schools is limited or totally eradicated (Sutterby Frost, 2002 cited by Johnson et al, 2005). Word Counts: 1,613

The Human Genome Revolution in the Rio Grande Valley :: Genes Biology Argumentative Essays Papers

The Human Genome Revolution in the Rio Grande Valley Most, if not all, of the technological and scientific advances throughout history, were influenced by the burning desire to discover, to know, and to be in control. The ambition to acquire knowledge has led mankind to embark on controversial and risk full, yet promising and intriguing fields, such as genetic research and study. In our modern day world, genetic research, or what we know as the genome revolution, has caused unceasing turmoil and controversy; however, behind all the ethical and religious opinions lies the hope for a brighter future for humanity. Whether we realize it or not, genome research brings with it many benefits, as well as new subjects of debate closer to us, in our community- the Rio Grande Valley. The Rio Grande Valley is populated with a vast majority of Hispanic people. A Hispanic myself, I know that our people are passionate lovers of our culture and faithful followers of our faith. Many Hispanics do not favor genome research, (human cloning in specific), because it is an insult to the Christian faith, which holds God as the one and only creator of life. The knowledge of the human genome structure, equips man to become "architects" of life. Beyond the concern of man creating man, lays the uncertainty of the spiritual being and integrity of the newly created human clones. In an area where Hispanics are the dominating ethnic group, conflicts are definitely sure to arise between those who oppose and support cloning. The Rio Grande Valley is also an agricultural area, and genome research provides new and more perfected techniques for farming and cultivating. These modern processes, are far more perfected than latter day techniques, and result in higher quality products, in much larger quantities. Greater and faultless productivity will promote and generate better business opportunities for agricultural companies in the valley. In return, employees of these companies will receive better salaries. It is important to keep in mind that many Hispanics do not only support their immediate family but also those that are away from them, like elderly parents. In this way, the Rio Grande Valley's inhabitants will be greatly benefited. Hispanics are prone to many diseases already inscribed in our DNA, like diabetes, high blood pressure, heart failure, as well as many others.

Joseph Gobbels and Propaganda

Propaganda presents information primarily to influence people. It generally does not provide information impartially or completely. Propaganda often presents facts selectively. â€Å"Lying by Omission† or sometimes including some untrue stories, thoughts is a general practice in propaganda, to justify an idea or to seek the support the people. Propaganda uses special messages to generate an emotional response to the information presented rather than a logical one. Since propaganda is generally used to win the support of the people for the government policies, the German government propaganda also aimed to gain the support of the German people, people in the occupied countries and also it aimed to psychologically affect the people in the enemy territories. The German propagandas included the use of radio broadcasts, motion pictures, poster distributions and cartoons. The propaganda ministry worked in such a way that people would learn German culture and beliefs and also mainly the Germany’s right to rule the world. Even when the war started turning against the Axis powers, Germans said that they were trying to save the world from the evils of Communism. In Italy, Mussolini motivated the Italians with the dreams of re-establishing the ancient Rome. Italian propaganda also tried to ridicule the fighting ability of the Allied soldiers. Japanese government promised to the people of the occupied lands a share of the Greater East Asia, wealth to be shared in all eastern Asia under the rule of Japan, with the slogan â€Å"Asia For Asians†. The Japanese claimed that they were freeing Asia from European Rulers. In England, The British Broadcasting Corporation (BBC) claimed that they were open so that people would learn the truth. But in Germany, it was forbidden to watch BBC. In the United States (US), the government established the â€Å"Office of War Information† (OWI) to broadcast the US propaganda during the war. OWI broadcasted the US cause for the war â€Å"the fight for a better world† and seek the support of the people for it. He was born on 29 October 1897, in Rheydt, Germany into a working class family. He originally did not fit the Nazi stereotype figure. He was barely 5 feet (150cm) tall with dark eyes instead of blue and olive skin. His left foot was crippled and therefore noticeable limping. Against all the odds, he rose to the top and was appointed as the propaganda minister of the Nazi Germany. Goebbels earned a Ph.D. from Heidelberg University in 1921, writing his doctoral thesis on 18th-century romantic drama. He then worked as a journalist. He also wrote unsuccessful novels and plays. Goebbels came into contact with the Nazi Party in 1923 during the French occupation of the Ruhr and became a member in 1924. He was appointed as the regional party leader of Berlin. In this position, he started to exhibit his propaganda skills, and combatted the local socialists and communist parties with the help of Nazi papers and the paramilitary troops. By 1928, he had risen in the National Socialist German Workers’ Party ranks to become one of its most prominent members. In this position, he helped Hitler to bring Nazis to the power in 1933. One of his very famous acts was the â€Å"burning of books† in Berlin in 1933, the books that are rejected by the Nazis. He aimed to pass the message to persuade both the Germans and the rest of the world for them to believe in the cause of the Nazi Germany. During WW2, Goebbels exerted totalitarian power and controlled all the media, publications, radio programs, motion pictures and the messages conveyed in all the arts performed in Germany and German dominated Europe. He perfected the â€Å"Big Lie† technique of propaganda, which is based on the principle that a lie, if loud enough and repeated enough times, will be believed by the masses. Goebbels used modern propaganda techniques to psychologically prepare the German people for aggressive war and the extermination of civilian populations. By late 1943, even when the tide of the war was turning against the Axis powers, Goebbels intensified his propaganda by urging the Germans to accept the idea of total war and mobilization. When it became evident that Germany lost the war, Goebbels killed himself and his own family with his firearm on 1 May 1945 in Berlin. There are lots of other stories and confusion about how he killed himself. It is believed that he first poisoned his six young children then he either shot his wife Magda and then himself or ordered an SS soldier to shoot both of them. He also might have taken poison in addition to being shot. Their bodies were burned with gasoline and before buried. But since there was not enough gasoline to completely burn him, the Soviets Army was able to identify his corps. We should never accept any delivered speech or idea without any supporting facts and try our best to make rational rather than emotional decisions. We should always keep in mind that delivered speeches could be a simple â€Å"Propaganda† to effect our decisions. Further, we should never forget that the decisions we make and the actions we take based on those decisions always come along with us and affect our future. Reference https://en.wikipedia.org/wiki/Joseph_Goebbels   

Projectiles Practical Report

Projectiles Practical Report 1. Introduction Velocity is a vector measurement of the rate and direction of motion or, in other terms, the rate and direction of the change in the position of an object. [1] Velocity can be found many ways through various suvat Equations and their rearranged forms. For example v2=u2+2as in which the square of the final velocity can be found if you know the objects initial velocity, the acceleration and the distance travelled. Using such formulae makes it possible to test equipment, efficiently and accurately. . Aim The aim of this practical is to build and evaluate the performance of a marble launcher, this is done by first finding the velocity of the marble using the equation v2=u2+2as, this will be done by conducting an experiment to first find the vertical distance (s) the marble travels and acceleration due to gravity (a). This will then be used to find the time the marble will travel for at angles of 30o, 45o and 60o using the equation v=u=at, rear ranging this equation to find the time the marble will travel at will become, .Taking the value and doubling it will give you the time it takes to reach the peak velocity and return to rest. This value is then used to predict the range the marble will travel from a set angle via the rule Distance = Speed X Time. These distances will be compared to actual distances tested and evaluated. 3. Procedure 3. 1 Apparatus †¢ Protractor or set square †¢ Meter rule †¢ Small sand pit †¢ Safety spectacles †¢ Compression spring †¢ 1cm diameter plastic conduit †¢ 1cm diameter rubber bung to fit †¢ Marble †¢ Nail 3. 2 Method 1.Firstly the assembly of the launcher, after placing the nail through the pre-cut hole transecting the pipe, the marble is placed inside followed by the spring, the bung is fixed securely in the bottom of the pipe causing tension on the spring which is held until the pin is released. 2. Fixing the launcher to a clamp stand secures t hat during firing of the marble it will remain at the same angle. 3. Start the experiment by firing the marble vertically to find an average result for the distance the marble travels (Table 4. 1). 4. After this the results can then be used to find the Velocity of the marble. . Using the calculated velocity and suvat equations an estimation for the distance travelled by the marble and the time the marble travelled for can be found for set angles of launch measuring 30o, 45o and 60o. 6. Actual results are then compiled (Table 4. 2). 7. And compared to the estimates (Table 4. 3). 4. Results Table 4. 1: Table showing the mean height travelled by the marble Height travelled by marble (cm) 1 129 2 103 3 98 AVERAGE HEIGHT = 110cm or 1. 1m From this result the Velocity can be determined using the equation v2=u2+2as v2=02+2(9. 8Ãâ€"1. 1) 2=21. 56 v = 4. 64 ms-1 With this result for v the times for each angle can be calculated using the equation v=u=at, rearranging this equation to find the time the marble will travel will become, . and so for the angles 30o, 45o and 60o the calculations are as follows. 600) = = 0. 24s to 2 d. p 450) = = 0. 33 to 2 d. p 300) = = 0. 41 to 2 d. p To find and estimate a distance from the times found previously the value for time is used to predict the range the marble will travel from a set angle via the rule Distance = Speed X Time, speed we know to be 4. 4ms from earlier in the experiment. And time for this calculation is double that of the value found previously because we only worked out the peak velocity, doubling the time compensates for the time taken to reach the peak and the time taken to return to the sand pit. Lm 600) Distance = Speed X Time = 4. 64 x Cos60 x 0. 48 = 1. 93m 450) Distance = Speed X Time = 4. 64 x Cos45 x 0. 66 = 2. 17m 300) Distance = Speed X Time = 4. 64 x Cos30 x 0. 82 = 1. 90m These values are the estimates for the distance travelled by the marble from a launcher at set angles. Table 4. : Table showing the t esting of the launcher at set angles. Test 1 (m) Test 2 (m) Test 3 (m) Average (m) 600 1. 3 1. 4 1. 2 1. 3 450 1. 8 1. 8 1. 8 1. 8 300 1. 6 1. 6 1. 7 1. 63 The averages for each angle when calculated are then compared to the estimates made previously. Table 4. 3: Table showing the time taken, the estimated distance travelled and the actual distance travelled by the marble at set angles of trajectory. Angle of Trajectory Time (s) Estimated Distance (m) Actual Distance (m) 600 0. 24 1. 93 1. 50 450 0. 33 2. 17 1. 80 300 0. 41 1. 90 1. 65 5. Summary 5. 1 DiscussionThe practical was simple enough to evaluate the performance of a marble launcher. It did this efficiently and without major complication. The assembly of the launcher is straightforward with simple components and functions, the testing is easy to carry out, and the results found from the experiment are fairly accurate. 5. 2 Conclusion From the results it was found that the actual distance was less then the estimated distance in all three scenarios. The results did however show similarities between the two sets of data. Both sets showed a pattern where the 30o and 60o values were lower than the 45o value.These two results also appeared to be very similar values in both the estimated and actual calculations. 5. 3 Evaluation The experiments accuracy is fair but could be improved, due to the need for a person to operate the launchers release mechanism, consistency is lost during each firing of the launcher, this could be improved with a mechanical release mechanism or a different style of launcher for example a compressed air powered device. 6. Reference [1] Andrew Zimmerman Jones. 2012. Velocity – Definition of velocity. [WWW] http://physics. about. com/od/glossary/g/velocity. htm. (17 October 2012)