Heather Whitestone Essay Example for Free

Heather Whitestone Essay Introduction: Heather Whitestone is one of the most inspiring female figures of our time. She posses an excessive amount of dedication and devotion. She went deaf around 18 months and from then on was faced with a series of difficulties socially and educationally. She pummeled through all the angst and frustration and became very successful for she went to a regular school and passed in the high portion of her class and then further became Miss. America of 1995. She inspires people that they can accomplish so much because within her lifetime she has done so much more than and ordinary person who can hear. 1.Heather Whitestone is the first woman with a physical disability ever to win the coveted Miss America title. During her finale performance she memorized the musical beats to perform a ballet routine 2.As the naming of the new Miss America was only moments away, and the final two contestants- Heather and Miss Virginia, Culen Johnson awaited the announcement of which women will wear the crown, doubt shadowed Heather’s face, making it clear she was uncertain of whether she would be able to lip-read the announcement. Once they had shouted that Culen Johnson Miss Virginia is the first runner-up and Heather was the winner, Miss Virginia pointed her fingers at Heather and mouthed, â€Å"It’s you!† 3.Heather successfully promoted her platform, S.T.A.R.S (Success through Action and realization of your dreams) throughout her reign. 4.She was the first Miss America to be featured on a Barbara Walters’ television special 5.When her first son turned 2 and began to ask questions such as â€Å"What is this sound?† and â€Å"What does this mean?† she decided to get a cochlear implant to teach herself and her son 6.She had a cochlear implant in when she was 29 throughout the Miss America pageant, then got one when she was 32 and now relies mostly on lip-reading, which she claims is tiring. 7.Although she can’t hear herself currently speaking she still has a southern accent 8.All three of her children and hearing and are very supportive of her disability 9.Doctors told Heather’s parents that she would never read beyond the third grade level, nor learn to speak 10.She said she would like to assist children from all backgrounds to reach their fullest potential in life, to set high goals, and achieve them, as she has been doing for many years

Polymer Suspension Based Shear Thickening Fluid Fabric

Polymer Suspension Based Shear Thickening Fluid Fabric Polymer suspension based shear thickening fluid-fabric for protective applications was a new idea. Shear thickening fluid was also known as STF. Generally STF contains liquid medium and solid particles which can be inorganic or organic based. Basically, the viscosity of the Shear Thickening Fluid (STF) will be increased when shear stress increasing. By exploiting this fluid deformation from STF, for the fabric itself, the friction between yarn-yarn and fiber-fiber will be increased drastically when force applied over the fabric composite. Then, the fabric itself will be having higher energy absorption when STF impregnated with the fabric itself compared with un-impregnated fabric composite. The reason for this selection was motivated by previous works in this area, as well as the beneficial characteristics provided by these two materials. US Patents 5599290 and 5545128 have developed Bone fracture prevention garment and method. In these two works, carried out by the same authors, the patent outlines a design used to resolve the issue of the harmful effects of impacts on the bones of elderly individuals. This design was described as being composed of the following: the component includes a dilatant material that was relatively stiff near the time of impact and relatively fluid at other times. In a preferred embodiment, the invention provides a hip pad, possessing a thickness small enough to be compatible with wearer acceptability, that conforms to the shape of the body during everyday activities such as walking, sitting, and sleeping, and was thus comfortable to the wearer (5-14). In order to model the rheological behavior of these fluids, it has been proposed to use a power law analysis with the relationship between the viscosity and shear rate represented by ÃŽÂ · = k à ½n-1 Where k is the fluids consistency and n is the power law exponent specific to the region of high or low viscosity. According to Barnes, the shear-thinning and shear-thickening regions can be accounted for by, using the sum of two power laws, with one value of n less than unity and one greater. (8) The rheology studied will be focused on colloidal suspension rather than hard particle suspension. Hard particle suspension like silica particle, was extensively studied by many researched over the world like Wagner and Lee Barnes (5 8) .They claimed, the hard particle suspended in the polyethylene glycol (carrier fluid) will exhibit shear thickening behavior by varying the volume fraction of the particle over carrier fluid from, above 40% to 55%. 30% by volume fraction will not exhibit shear thickening behavior but in Ragvahan experiments showed (10), by using 10% volume fraction of fumed silica suspended in the Polypropylene glycol (PPG), shear thickening behavior had occurred but likely referred to particle agglomeration( flocculated gel) rather than hydrocluster because fumed silica, naturally have low surface area and larger particle size. In the experiment, the onset transition called critical shear rate seems having two points, the higher and the lower shear strain, due to th e original structure of the carrier fluid itself (polypropylene glycol). The formation of vinyl group and straight chain in PPG gave two formations of clusters (10). Colloidal suspension study was not emphasized and thoroughly studied because of the complexity of the colloidal system itself, which normally involved many factors such as steric and electrostatic stabilize, stability of the suspension and the formation of the hydrocluster via modification of the interaction particle of the colloidal suspension. In chapter 2, theoretical discussion about colloidal suspension which contributed to the new phenomenon of Shear Thickening Fluid (STF) such as structure-relationship of the colloidal suspension in polymer solution and Solid/Liquid transition (SLT) and also liquid/Solid transition (LST) [17]. According to the DVLO theory, stabilization of particle in the suspension with steric and electrostatic (will be have detailed explanation in the chapter 2) charges are important parameters to be investigated. The colloid particles were also known as surface charge particle. It involved the attraction and repulsive force for every single particle in the colloid dispersion or suspension, which contributed to the shear thickening behavior of the STF. In this paper, colloidal suspension rheology will be main topics, by relating it with the structure-relationship and LST theory. In the chapter 2, more detailed onset transition of STF will be extensively discussed. Conventionally, the onset transition involved Order-Disorder transition (ODT) and hydrocluster. The main criteria in Shear Thickening Fluid (STF) were to predict critical shear rate which was the critical point when the particles were suspended in the STF. It started to cluster with each other, exhibiting shear thickening behavior upon increase in shear rate. There were many factors in STF, some of them were, volume fraction dependence (between particle and carrier fluid), particle shape and size dependence (porosity) and particle interaction dependence. The particles can be normal charge (hard particle such as fumed silica, clay and any metal oxide particle) or colloidal particle (with charge). In this paper, fumed silica will be used as a main material for hard particle as well as and colloid dispersion. Fumed silica will be turned into colloidal suspension by surrounding the charging over its surface particle. The main principal of colloidal suspension for this study was based on DVLO theory. Therefore, by studying the electrokinetic for each suspension, relation between this study with measured rheology through the power law index and yield stress value, there are possibilities to relate the structure- relationship in colloidal suspension of STF with onset transition (SLT LST) evaluated. There were two basic requirements for exhibiting shear thickening behavior from colloidal suspension [raghavan, wagner, barnes], firstly, the volume fraction of the solid in the suspension must be very high and secondly, suspension must be nonflocculated or deflocculated STF Fabric composite will be impregnated with STF has great potential in bullet proof application especially for soft armor. The vest will be having higher flexibility and less heavy than conventional soft armor. Wagner and his team claimed, STF will increase the friction between yarn-yarn and fiber-fiber by 500% using pull out yarn test. Also, by using NIJ as reference stabbed and puncture resistance test (NIJ 115.00) for STF Fabric composite, it easily passed level 1 protection. For the bullet test, also NIJ as reference, it showed interesting results. Instead of higher penetration from the bullet (9mm) to the conventional fabric composite, for STF-Fabric composite, bullet was deflected away (rebound) and had less significant mark over the top of the clay in tested frame panel. Basically, fabric composite will be placed over the top of the clay. The mark of the clay will be used as reference for the dissipated energy (energy absorption) from the test. A bigger diameter of the mark and the depth for the mark was deeper indicating the fabric composite has a low dissipated energy system. Smaller diameter of the mark and less depth of the indented clay, showed, a higher dissipated energy system for the fabric composite. 1.2 Problem Statement Wagner found that STF had rheological characteristic of dilatant but studied on the use of hard particle in suspension. Colloidal suspension of fume silica in polymeric aqueous media was performed by other researcher but they studied only ionic strength and critical shear rate effect. In depth study on formation of hydroclusters in colloid need to evaluated to relate structure relationship between shear thickening behavior of polymer suspension with regard to composition (volume fraction), particle porosity, size and shape of particle. Hence, viscosity measurements were evaluated for different polymer systems to determine the effect of these systems on critical shear rate and shear thickening phenomena. Stabbed and puncture resistant fabric composite employing STF with high spike and knife impact performance can be affected by the formulation of STF and adhesion between STF suspension and fabric yarn. Hence, this study is hoped to solve the problems faced by indepth understanding on rheological and performance aspects in the development of STF fabric composite for protective applications. 1.3 Objectives Of Study The specific objectives of the project include: To determine physical colloid properties of colloidal suspension from hard sphere particles and colloidal dispersion via zeta potential studies. To determine the rheological behaviors of the colloidal suspension from the effects of repulsion system present during steady shear experiments. To fabricate STF fabric composite using various layers of Kevlar 49 and cotton fabric and determine stab and puncture resistance of STF fabric composite according to standard NIJ 115.00 tests. References Bazhenov, S. (1997). Dissipation of Energy by Bulletproof Aramid Fabric. Journal of Materials. Science, 32, 4167-4173. Cunniff, P. (1992An Analysis of the System Effects in Woven Fabrics Under Ballistic Impact, Textile Research Journal, 62, 495-509 3. Egres Jr., R. (2005). Stab performance of shear thickening fluid (STF)-fabric compositesfor body armor applications. International SAMPE Symposium and Exhibition, 50, 2369-2380. 4. Lee, Y. (2003). The ballistic impact characteristics of Kevlar woven fabrics impregnated with a colloidal shear thickening fluid. Journal of materials science, 38(13), 2825-2833 Maranzano, B.J. and Wagner, N.J., ( 2001) The effects of interparticle interactions and particle size on reversible shear thickening: hard-sphere colloidal dispersions, Journal of Rheology, 45(5), 1205-1222, 2001 Maranzano, B.J., Wagner, N.J., Fritz, G., Glatter, O., (2000) Surface charge of 3-(trimethoxysilyl)propyl methacrylate (TPM) coated Stà ¶ber silica colloids by zeta-phase analysis light scattering and small angle neutron scattering, Lagmuir 16, 10556-10558. Maranzano, B.J., Wagner, N.J. (2001), the effects of particle size on reversible shear thickening of concentrated colloidal dispersions, J. Chem. Phys. 114 10514-10527. Barnes HA (1989) Shear-thickening (dilatancy) in suspensions of  nonaggregating solid particles dispersed in Newtonian liquids. J Rheology, 33, 329-366 I.F.Efremov, The Dilatancy of Colloidal Structures and Polymer Solutions Translated from Uspekhi Khimii, 51 285-310 (1982), Russia Chemical Reviews, 51 (2), 1982 SRINIVASA R. RAGHAVAN AND SAAD A. KHAN Department of Chemical Engineering, North Carolina State University, Raleigh, North Carolina 27695-7905 G. Fritz, B. J. Maranzano, N. J. Wagner, N. Willenbacher 2002, High frequency rheology of hard sphere colloidal dispersions measured with a torsional resonator, Journal of Non-Newtonian Fluid Mechanics, 102, 2, pp 149-156 J. Schuster, D. Heider, K. Sharp, M. Glowania, 2008, Thermal conductivities of three-dimensionally woven fabric composites Composites Science and Technology, 68, 9, pp 2085-2091 Young Sil Lee Norman J. Wagner Dynamic properties of shear thickening colloidal suspensions Rheol Acta (2003) 42: 199-208 Hoffman RL (1974) Discontinuous and dilatant viscosity behavior in concentrated suspensions. II. Theory and experimental tests. J Colloid Interface Sci 46:491-506 Hoffman RL (1997) Explanations for the cause of shear thickening in concentrated colloidal suspensions. J Rheology 42:111-123 Egres, R.G., Lee, Y.S., Kirkwood, J.E., Kirkwood, K.M., Wetzel, E.D., and Wagner, N.J. 2003. Novel flexible body armor utilizing shear-thickening fluid (STF) composites. Proceedings of 14th International Conference on Composite Materials. San Diego, CA.July 14 18, 2003. Horst Henning Winter et. Al: Rheology of Polymers near Liquid-Solid Transitions CHAPTER TWO LITERATURE REVIEW 2.1 Shear Thickening Fluid (STF): Introduction Review Shear thickening fluid, basically have two different types of fluid behavior shear thinning and shear thickening. There are two types of shear thickening behavior in the fluid behavior. First, Shear thickening is a non-Newtonian flow behavior (dilatant) observed as an increase in viscosity with increasing shear rate or applied stress also known as time independent material (Barnes, 1989; Maranzano and Wagner, 2001; Lee and Wagner, 2003). Non-Newtonian flow behavior (rheopectics) observed as an increase in viscosity with increasing duration of stress (shear rate constant) known as the time dependent materials which have a memory to deform over period of time ( figure 1). Concentrated colloidal suspensions consisting of solid/hard spheres particles dispersed in a carrier liquid have been shown to exhibit rheological shear thickening behavior resulting in large, sometimes discontinuous increases in viscosity above a critical shear rate. This transition from a flowing liquid to a solid-like material is due to the formation of shear induced transient aggregates, or hydroclusters, that dramatically increase the viscosity of the fluid (Barnes, 1989; Maranzano and Wagner, 2001; Lee and Wagner, 2003). For stabilize the STF and avoiding agglomeration behavior, co-solvent is added and it must be done because STF has a very strong molecule interaction between particles and carrier fluid (attraction force) rather than repulsive force when force is applied at specific time (critical shear rate and critical shear stress) [Barnes, 1989; Maranzano and Wagner, 2001; Lee and Wagner, 2003]. The Shear Thickening Fluid (STF) is the combination of the particles suspended in the carrier fluid. Figure 2 showed the STF curve when shear stress applied on the material. The particles used can be made of various materials, such as Silica Dioxide or other oxides, or polymers such as Polystyrene (PS) or Polymethyl methacrylate (PMMA), or other polymers from emulsion polymerization. Generally, particles can be in various shapes like spherical, elliptical, disk-like or clay particles (Barnes, 1989). The particles can be stabilized in solution or dispersed by charge, Brownian motion, grafted polymers and others. Then, pH value of a suspension also contributed to the stability of suspension via colloidal condition such as steric repulsion and electrostatic system. The effects of pH value, concentration of the surfactant, and ionic strength of the surfactant are major factors for the colloidal suspension. This influence parameter is due to the agglomeration particle size (F. Rey, M.A. Ferreira et al. 1995).These are basic parameters in the rheological suspension and colloidal suspension system. Many studies of shear thickening fluid system (Barnes 1989, Hoffman 1998, Wagner 2004), focus on the colloidal particles only such as nanoparticles colloidal silica and monodisperse silica, which is it is well known as a very stable individual particle interaction in the suspension [Brownian suspension]. In this paper, electrostatic stabilize and steric repulsion system is used to control the interparticles interaction in the rheological suspension. Electrostatic stabilize is less studies due to the complexity in the rheological suspension. Concentration and ionic strength of the surfactant are the main parameter of this paper and the final pH value is critical measured in order to exhibit rheological shear thickening. F. Rey, and M.A. Ferreira in their paper Effect of concentration, pH, and ionic strength on the viscosity of solutions of a soil fulvic acid claims, all the parameter in this studies showed the dramatic instant result of the suspension due to the gel point of the suspension or well known as isoelectric point (iep) by adjusting H+ present in the rheological suspension. in addition of steric repulsion system, making a barriers for the individual surface particle is a intention in this paper. The double layers of the barriers (thickness) due to the zeta potential and elec trokinetic theories are independent from the shear stress during rheological experiments. Because of the main intention of this paper are to determine the factors involving onset transition of the STF due to the interparticle interaction dependence which are closely related to the colloidal suspension rheology and the effects of the onset transition (rheological behavior) for the stab and puncture resistance test of fabric composite. Then, the co-solvent that are used, it can be aqueous in nature and non-aqueous which can be chosen to stabilize suspension system The co-solvent should be environmentally stable like ethanol and methanol, so that, they remain integral to the fabric and suspended during service. Another function of co-solvent is to lower the viscosity of the STF, so that impregnation process of fabric composite becomes efficient and easy. By adjusting the viscosity of the STF, areal density of final fabric composite can be alter and also monitored. The particles must get through and suspended in the fiber-fiber and yarn-yarn [lee wagner et al 2003]. The result from the good impregnation process is the friction force between yarn-yarn and fiber-fiber will be increased [lee wagner et al 2003]. But in this paper, by using information from wagner and other researchers, a variation of the drying temperature for the STF and STF- fabric composite will be designed and tested via thermal degradation technique ( pre-degradation) and swelling behavior of the STF-fabric composite after at the different drying temperature. The idea are to avoid pre-degradation region and swelling behavior of the STF in the drying process which is believed will reduced the performance of the fabric composite due to the following factors, degradation of the STF and STF-fabric composite due to the drying temperature and swelling behavior of STF. By combination those factors, believed, the internal friction between fiber-fiber and yarn-yarn will be reduced which is making inefficiency of energy absorbtion or dissipated energy for fabric composite (Wagner 2004). 2.2 Mechanism of Shear Thickening Fluid (STF) The mechanism of STF normally can be described via hydrocluster theory and order-disorder theory. The similiarity of these theories is a idea of a new macrostructure formation occurred, furthermore, it are closely related to rheological experiments such as temperature and time factors. A few researchers like Barnes (1989), Hoffman (1998) and wagner (2004), claimed colloidal factors such as different types of carrier fluid, particles porosity, and volume fraction of particle suspended. But, these two theories still cant explain in detail about the mechanism of STF. Wagner and his team claimed the formation of hydrocluster must be a deflocculated suspension and major parmaters of STF are volume fraction, interparticle interaction, and particle porosity. A new theoretical transition will be proposed for STF behavior. Liquid-Solid transition (LST) or semi-solid transition involving the relaxation state of the fluid during transition which is normally include the changes of loss and stora ge modulus during transition and believed new formation of a new macrostructure are formed during rheological experiment. This a new macrostructure formed due to the formation of the attraction force and repulsion force in the STF, which is believed closely related with double layer theories in zeta potential theory. LST theories is based on the transition of the material due to the changing of the complex modulus which are can be translated into the formation of gel (stiffness) and relaxation state of the material during near transiton and at the onset transition. 2.2.1 Hydrocluster The most related theories to the shear thickening behavior are the hydrocluster theory. Basically, the hydrocluster will be occurred when the balance force from shearing flow in the concentrated suspension and the force rising from particle particle (interparticles) interaction (Bender and Wagner 1995).There are two conditions, first via colloidal factors (steric and electrostatic repulsion) and particle interactions between particle-particle and particle-carrier fluid (Bender and Wagner 1995). Figure 3 showed the formation of hydrocluster, when the applied shear stress on the STF. The formations of hydrocluster are still extensively investigated by researcher in the entire world. The main interest of this unique behavior is the onset transition (critical shear rate) from liquid state to solid or gel state. This phenomenon involving the rapid changes of fluid viscosity in a second whether applied it with shear stress, applied electric field (refer to the ER fluid), and applied magnetic field (refer to the MR fluid). There are specific equipments for detection of this phenomenon such as optical rheometer, small angle neutron scattering (SANS), and two beam light laser scattering. But with all this equipments, still the formation of hydrocluster is unknown phenomena. According to this theory, at the lower stress (below critical stress, maximum volume packing fraction) interparticle interaction either Brownian motion or electrostatic, making the concentrated suspension is easily flow (shear thinning behavior and viscosity of the suspension become lower) due to the particles slippage in the carrier fluid. As the stress is increased, the attraction forces is slightly increases than repulsion force in between particles of the concentrated suspension (particles aggregation become larger and the viscosity of the suspension become higher). When the magnitudes of the shearing force are equilibrium to the interparticle interaction, the particles in the concentrated suspension become cluster also known as hydrocluster. This theory is first suggested by Brady (Bossis and Brady 1989) as a result from stokesian Dynamics simulation and then, supported by optical rheological experiment by wagner (Bender and Wagner 1995). Basically, these phenomenons are closely related with phenomenon of Resonance in physic. In physics, resonance is the tendency of a system to oscillate at greater amplitude at some frequencies than at others. These are known as the systems resonant frequencies (or resonance frequencies). At these frequencies, even small periodic driving forces can produce large amplitude oscillations, because the system stores vibration energy [the fundamental of physic 1999]. 2.2.2 Order-Disorder Theory The order-Disorder mechanism is first suggested by Hoffman (Hoffman 1972) which obeserved the monodispersed supension under shear generate different patterns at critical shear rate ( before and after). According to this theory, when the suspension is sheared, particles is ordered in the specific formation ( hexagonal or pentagonal) of packed layers parallel to the plane of shear. After a crtical stress is reached, the instabilities in the formation of packed layers become greater and particles are out of the formation. Then, these particles collide and jammed to each other and produce in the rise of viscosity. An example of these pattern can be seen in figure 4 Hoffman monitored the monodispersed suspension under shear and showed that figure 4(A) corresponds to the order formation of the packed layers while figure 4(B) is disorder or random formation of the packed layers after critical shear stress is reached. The illustration of the phenomenon for the order- disorder formation of the packed layers that suggested by Hoffman can be seen in figure 5. those formation is captured by the Hoffman by using a simple shear in figure 4 (A) is same formation in the figure 5 (A). Hoffman predicted that, those formation occur due to the strong surface bonding in the monodisperse suspension which normally reffered to the hydrogen and van der waals bond. In figure 5 (B), the disorder formation occurs when sample shear above critical shear stress. Particle are collide and jammed each other and produce in rise of viscosity due to the agglomeration of the particles. 2.2.3 Introduction Liquid-Solid Transition (LST) In this paper, a new concept theoretical onset transition of STF will be proposed. The main ideas of this theoretical concept are the macrostructure of the fluid are changes during onset transition from liquid state to the solid or gel state, and liquid- solid transition state which is normally involving the relaxation state (). The transition also can be state as semi-solid transition at the critical shear rate. This paper, also will be investigated the formation of the transition by using colloidal particles which are stabilize by using two system, steric and electrostatic repulsion system. LST involves many such of factors, such as theory of gelation, branching theories, and percolation theories. All the theory in LST are closely related to the formation of the macrostructure, whether effect on the temperature surrounding or over time. 2.2.3.1 Theory of Gelation The LST of polymers is also technically important since it occurs in nearly all of the common fabrication processes. Examples are injection molding of semi-crystalline polymers (where the surface quality of the finished parts may be affected by gelation shear thickening fluid (STF) and processing of crosslinking polymers. Therefore, the onset transition for STF can be detected by using LST. There are several theories in gelation are normally used in LST. First is branching theories and second is percolation theory. The onset transition are very important to the STF for comparison with the hydrocluster formation theories and order disorder theory and proposed new theoretical idea for the rheological behavior due to the factors affecting the performance of STF such as molecular weight dependence, volume fraction dependence and particle particle interaction dependence. Those all factors which affecting the performance of STF had been discussed in previous sub-chapter. 2.2.4 Description of the Phenomena for Shear Thickening Fluid (STF) Basically, the phenomenon of STF is investigated by using a lot of parameter in the last two decades. Volume fraction, particle porosity and interparticle interaction dependence is a major parameters for STF. In this paper, molecular weight of carrier fluid is added in the STFs parameter, in order to increase the potential parameter for the STFs phenomenon. 2.2.4.1 Volume Fraction Dependence Volume fraction factor is the main parameter in the shear thickening fluid [STF]. In general, a solid or hard particle which is suspended in the carrier fluid such as ethylene glycol, polyethylene glycol or other carrier fluid which are aqueous in nature or non-aqueous in nature can exhibit shear thickening behavior at the minimal range of volume fraction in between 30% to 49%. Above 50% of volume fraction, the rheological shear thickening behavior can be measured at lower shear rate but it depending on the complex viscosity of the suspension which is it is related to another parameters like particle size and porosity. Meaning, surface area and aspect ratio of the particle are greater influenced on the final viscosity of the STF. One parameter that has a huge effect on the critical shear rate is the volume fraction. At low volume fractions (below 0.5), shear thickening is either less dramatic or not significant [Characterization of Shear-Thickening Fluid-Filled Foam system for Use in Energy Absorption Devices, Jose 2004]. Wagner and his team also claims, colloidal silica ( 14nm) which is suspended in the polyethylene glycol, less than or 30% volume fraction of STF will producing less or no significant of thickening behavior either at low shear rate or higher. Raghavan and khan which studying the rheological behavior of fumed silica suspended in low molecular weight polypropylene glycol claim, non-flocculated suspension exhibit shear thickening at 10% [w/w] under steady flow and strain-thickening under oscillatory shear. Strain-thickening refer to the abrupt increase in the complex modulus [complex viscosity]. Fumed silica generally known has higher agglomeration size up to 140 micron. Therefore, volume fraction has less significant affected on the shear thickening behavior. The agglomeration size is the main factor in the Raghavan and Khan studies (figure 2.2.4). The results of Barnes demonstrate that at volume fractions in the range of 50 %, the shear thickening behavior is expected and predictable. In addition, theoretical analysis of the maximum volume fraction of monodispersed suspensions predicts this value is Ømax=0.605, where this value corresponds to, the volume fraction for a cubically stacked hexagonal packing (Boersma et al. 1989). 2.2.4.2 Molecular Weight of the Carrier Fluid Dependence Molecular weight of the carrier fluid is a new parameter in the STF. Wagner and his team reported that the viscosity of the carrier fluid is important to predict the onset transition from shear thinning to the shear thickening behavior in the STF. A difficulty occurs from getting exacts experimental measurement of the effect of carrier fluids due to the reality that changing the carrier fluid affects the interparticles interaction. In this paper, by monitoring the zeta potential of the carrier fluid, those two effects (molecular weight dependence and Particle-Particle Interaction Dependence) can be separated. The onset transition of STF will be a main indicator for this parameter neither the suspension are flocculated or deflocculated. The idea of used difference molecular weight is cames from colloidal suspension which prepared by raghvan, in his experiment polypropylene glycol (PPG) as a main carrier fluid. He are experimental the effect of the rheological behavior for fumed silica suspended in PPG at lower concentration (mass fraction), and showed the STF behavior at low yield stress (figure 6). The experiment by raghvan is difference from wagner and barnes, which used colloidal particle from Nissan Chemicals (MP4540) and suspended in PEG 200 at high concentration for exhibit shear thicknening behavior (figure 6). Therefore, when turnable fumed silica particle into colloidal fumed silica via steric and electrostatic repulsion system, suspended it in the different molecular weight of carrier fluid at various particle loadings, believed, the suspension will exhibited shear thickening behavior at low yield stress. 2.2.4.3 Particle-Particle Interaction Dependence Interparticles interactions are very important in determining the shear thickening behavior of a suspension. Flocculated suspension will not exhibit shear thickening (Barnes 1989), but instead they will show shear thinning, as shown in figure 7. Basically, the flow behavior of a suspension is extremely affected by interparticle interaction. These phenomenons also refer to the final condition which refers to the pH value of a suspension. Therefore in table 1, the Floc sizes are monitored due to the effect of pH value, electrolytes, and polymer on a kaolin suspension. Because of flocculation is expected to begin at lower pH values, namely edge to face that kaolin is positively charged and de-flocculation at higher pH values it carries a net negative charge on the surface. (Nongkhran Chaiwong 2008). The flocculation of kaolin depended on pH, electrolytes and polymers flocculants. Floc size and floc strength increased with increasing of cation valency in the electrolytes and increasing of molecular weight in the polymers (Nongkhran Chaiwong 2008). The information that gathered from table 1 is important for the colloidal suspension

Hinduism and Buddhism

Hinduism and Buddhism Concepts of karma and dharma are central to both Hinduism and Buddhism, and each has its own concept of liberation-moksa for Hinduism and nirvana for Buddhism. Yet within both traditions there are many different understandings of these concepts. This essay has three sections. First compare two different Hindu interpretations of moksha. Then compare two different Buddhist understandings of nirvana. Finally, briefly compare and contrast the Hindu approaches with the Buddhist approaches. There are two major influential religions in Asia that are spreading quickly all over the world. They are Hinduism and Buddhism. There is a misconception that surrounds these two words, moksha and nirvana, they are not the same even though the two concepts may appear similar. In the following essay I will distinguish the different understandings and interpretations of these two concepts and then I will compare and contrast the differences and the similarities. The concept of moksha in Hinduism and the concept of nirvana in Buddhism are the central focus of these two religions. Both of these concepts have their different ways of achieving their goal and they have differences. I willwrite two different interpretations of moksha in Hinduism and the approaches of two philosophical schools that emerged to teach the approach of how moksa can be attained. I will do the same for nirvana in Buddhism, going into details of different understanding of this concept and I will conclude with analyz ing the similarities and contrasts of these concepts which are followed in the same street, just are located in opposing sidewalks. Moksa itself in Sanskrit language means release and its meaning is to be liberated from the cycles of sansara, reincarnation, and the pains and the suffering of karma by achieving immortality through eternal truth. Different Hindu philosophies schools emerged in India, each with the interpreting their own understanding of moksha. One of these philosophic schools was Vedanta which was divided in different sub schools with each of their own interpretations of moksha. One of those is Shankars Advaita Vedanta School where they perceive that moksha can be acquired only when the human soul realizes that it is one being with the Brahman. According to them, a person can only achieve moksha when he realizes the truth in himself that his soul is part of Brahman and Brahman is part of his soul, or atman as they name it, and once this dualistic approach has been acknowledged then the person has achieved his true form,he has been enlighten and has broken free from the cycle of reincarnation, sans ara. The only way a person can do this is by self effort. On the other hand, Ramanujas Vishishtadvaita Vedanta School promoted another approach to achieve moksha. They followed another direction which is worshipping the god Vishnu. Their theistic approach taught people that by recognizing the soul, matter, and God, anyone can obtain mokshaby an easier way which connects people on a personal level with the Supreme Being. Nirvana in Buddhism is understood as the end of suffering. There is not a clear definition of nirvana as it can be understood in many different ways but it is the highest spiritual achievement which dissolves pains, anger, greed, desire and all forms that create suffering. In Buddhism three major central schools emerged to teach the way of enlightenment, and those were Vajrayana, Mahayana, and Theravada but I will focus on the last two doctrines. Theravada doctrine emphasises on the understanding of nirvana can be reached when the person realises the true nature of reality and has an awakening of itself. These people are called arahants. This can be achieved through many lifetime spiritual persuasions of enlightenment where the person has broken off from the cycles of rebirth, and has became a Buddha, a bodhi which has the same meaning as nirvana, the enlighten. Mahayana doctrine on the other hand has developed another understanding of nirvana. They believe that Buddha is not just a human figure but a supreme being that we cannot even perceive of its greatness and helps us achieve nirvana. This means that we are still subject to delusion even though nirvana has been attained, instead bodhi has a higher rank in spiritual achievement and once bodhi has been attained, a person can become Buddha. In Hinduism the concept of reincarnation refers to an eternal element that travels from one life to another. This element takes different forms and shapes of different living things among its eternal life. This is the soul, or the atman as it is called in Hinduism. In contrast, Buddhism has the concept of rebirth which is the continuation of the state of mind in a different human being but not its soul since its explanation is that a lot spiritual events had to happen to create the second life form and yet not a different person due to the causality relation. Thus we can see the difference clearly of Nirvana where there is the realization accomplishment of the discontinuance of individuality and Moksha is the fulfillment acquisition of the truth of the affinity of your soul, atman, and Brahman. In both cases, individuality is lost but in different understanding and interpretations. Both religions have a lot of terminology and even names of deities in common, but in every single case, the meaning is actually different both believe in reincarnation/rebirth, but the interpretation is different; both believe in karma, but the interpretation is slightly different; both believe in samsara (the cycle of rebirth and suffering) and liberation from samsara (moksha/nirvana), but the interpretation is widely different, about liberation; both have yoga, tantra, dharma, mantra, and so on, but often mean different things with the words; the significance of gods or deities is grossly different in Hinduism several of them are important objects of veneration, even seen as emanations of the supreme God (Brahman), whereas they are never objects of veneration or prayer in Buddhism, only seen as deluded sentient beings who will finally die and be reborn in a new body like you and me. They strive for an inner peace, and finally to reach heaven through either moksha or nirvana.

The Laptop Computer :: Mobile Computing Portable

"Alan Kay has remarked that had Vannevar Bush enjoyed working in all-night coffee shops, he would have invented the portable computer." (Press, 1993, p.31) The laptop computer has had a tremendous impact in the areas of business, education, government, and personal use. The emergence of portable computing and the laptop computer can be traced to the introduction of the personal computer itself. In 1975, the MITS Altair 8800 was introduced. The Altair is recognized as being the first commercially successful personal computer and the launching point for the personal computer revolution (Sysop, n.d.). Almost simultaneously, the idea of portability (in particular for the business-person) became a major focus in the industry. This new desire for computing portability introduced a number of new challenges. Factors such as cost, weight, power source, screen & keyboard size, overall size, and included software presented great challenges to computer system designers. There is some debate regarding which machine holds claim to being the first portable computer, as portable was a relative term used quite liberally. The earliest portables, while heavy by today’s standards, shared the common characteristic of integrating a keyboard, memory, processor(s), display, and expandability potential into a single unit able to be transported. In 1975, about one month after the Altair’s debut, IBM introduced the 5100 – dubbed the IBM Portable PC. There were few personal computers available around this time, making the powerful 5100 very attractive as a complete portable system (Sysop, n.d.). At almost 60 pounds and a cost of $9,000-$20,000 however, it was attractive to a small audience. It was designed specifically for professional and scientific problem-solvers. Several years later saw the introduction of what most historians refer to as the first truly portable computer, the Osborne 1 (Bellis, 2005). Released in 1981, the Osborne 1 weighed about 24 pounds and sold for $1795. While the unit itself was still rather bulky, it contained a fold-out keyboard, 5 inch monitor, and two floppy disk drives. Its biggest value however, was the $1500 worth of software that came with it. Unlike the IBM 5100, the Osborne 1 optionally ran on battery packs, enabling true portability. Advances in technology sa w the decrease in size of portable computers, as well as an increase in computing power.

Angola Essays -- essays research papers

In past centuries, Angola was among the areas most-devastated by the slave trade. In recent decades, it has been afflicted with wars. However, in both eras, much of the violence was driven by powerful external forces. This is because Angola, with an abundance of oil and other resources, could develop into a very prosperous country if led and controlled by the right power. In 1975 Angola was released from colonialism by Portugal. This pivotal event in history sparked the beginning of a massive conflict between many of the key players in world power. These key players included the United States, Cuba, China, and the Soviet Union.   Ã‚  Ã‚  Ã‚  Ã‚  After reading three separate accounts of the crisis in Angola (U.S. Senate hearings led by Secretary of State Henry Kissinger, a personal memoir by 1975 Assistant Secretary of State Nathaniel Davis, and a biography entitled In Search of Enemies: A CIA Story by John Stockwell), I have come to several conclusions. Although these three men all held important positions in the U.S. government, multiple contradictions exist in their chronologies of events. Of the discrepancies I found, all of them put Stockwell in opposition with Kissinger and Davis. I believe this is due to his position in the Central Intelligence Agency, where the greater availability of information was his advantage. Moreover, since all three accounts agree that the U.S. involvement was essentially a covert operation led by the CIA, I feel the account written by Stockwell was the most valid of the three.   Ã‚  Ã‚  Ã‚  Ã‚  When looking at the differences in chronologies, it is necessary to start from the beginning of the conflict. The first difference I found dealt with CIA involvement in Angola. Stockwell, â€Å"an experienced, senior CIA case officer† (Stockwell, 31), marked early July 1974 as the start of CIA support.   Ã‚  Ã‚  Ã‚  Ã‚  In July 1974 the CIA began funding Roberto without 40 committee   Ã‚  Ã‚  Ã‚  Ã‚  approval, small amounts at first, but enough for word to get around   Ã‚  Ã‚  Ã‚  Ã‚  that the CIA was dealing itself into the race...During the fall of 1974   Ã‚  Ã‚  Ã‚  Ã‚  the CIA continued to fund Roberto, still without 40 committee   Ã‚  Ã‚  Ã‚  Ã‚  approval... (Stockwell, 67). However, Davis describes that covert support did not begin until ... ...ola.   Ã‚  Ã‚  Ã‚  Ã‚  In terms of Henry Kissinger, I believe that his knowledge of covert activity was underestimated. However, his immense focus on the Soviet Union throughout his entire account precluded such information.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  With any event of such historical significance you are going to have many different opinions about the order of its events, especially when the event concerns a number of world powers. In this case, all three accounts supplied factual information. However, the explanations of Davis and Kissinger did not account for classified information. Stockwell was at an advantageous position to view the Angola crisis unencumbered. He was a member of the CIA and knew the interworkings of its plan, and for this reason I see his account as the most substantial.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

Ict In Schools A Means For Transforming Teaching Education Essay

The application of Information and Communications Technology ( ICT ) in schools is perceived as a agency for transforming instruction and acquisition procedure, and has therefore been met with important enthusiasm. The underdeveloped universe besides perceives ICT as a tool that will advance socio-economic, political, and sustainable development and as portion of the nucleus of instruction, aboard reading, composing and numeracy. This perceptual experience is emphasized in schools in Ghana. Students and students can make their prep on the cyberspace, because such services and installations exist on the cyberspace. The cyberspace can besides ease high quality instruction in the schoolroom every bit good as enrich the learning accomplishments of instructors. Harmonizing to Griffiths ( 1999 ) , in most underdeveloped states, though information engineering has been introduced, it is non to the full incorporated. In Ghana, witting attempts are being made by authorities to distribute the usage of information engineering in all sectors. As a consequence, the authorities of Ghana has passed a policy ( ICT for Accelerated Development ) to defend the class in advancing information and communications engineering in Ghana. In the ICT for Accelerated Development Policy, it stated that â€Å" policy attempts shall be directed at utilizing ICTs to ease system of E-learning and E-education every bit good as life-long acquisition within the population at big † .1.2 Statement of the ProblemIn order to accomplish the aims of the new educational reform ( 2007 ) and ICT4AD policy of the state, coachs and pupils should be encouraged to develop involvement in the usage of ICT Tools such as Web Based Learning ( WBL ) Tools to heighten instruction and a cquisition of the class. This is premier exampled by the manner coachs and pupils of Konongo-Odumase Senior High School abandon the usage of WBL Tools. The coachs and pupils are supposed to take advantage of WBL Tools to heighten instruction and larning yet as it is now, they do n't. It is as a consequence of this job that, the research worker seeks to utilize the WBL tools to better instruction and acquisition.1.3 Purpose of the StudyThe chief intent of this survey is to better instruction and acquisition of ICT in Konongo-Odumase Senior High School. This intent is intended to be achieved by look intoing into the non use of WBL Tools. The information gathered will assist convey out intercessions that would better instruction and acquisition of ICT through the usage of WBL. Specifically, this survey is aimed at: Use appropriate methods to heighten pupils understanding during ICT lessons. Use immediate feedback to pupils to actuate them to analyze the topic. Monitoring pupil ‘s public presentation through WBL Tools. Keeping the involvement of both coachs and pupils in the instruction and larning procedure by utilizing an easy manner of accessing information.1.4 Research QuestionsHow will you utilize WBL to assist actuate pupils to go active in the survey of ICT? What method of learning will outdo aid to better instruction and acquisition? To what extent would the given of immediate feedback to pupils actuate them to analyze ICT? Is it utile for instructors to utilize WBL Tools to learn? How will the pupils develop involvement in the class?1.5 Significance of the StudyThe result of this survey would convey to bare the importance of WBL to schools and other affected establishments in general. It will assist make a more efficient mechanization for the modern-day coach to student instruction and acquisition procedure. It is hoped that this survey will convey to bare the demand for WBL Tools and sharing of resources with the schools with connectivity.1.6 Restriction of the StudyIn malice of all the attempts put into the survey by the research worker, the research was saddled with the following jobs, which were possible reverse that influenced the concluding consequence. Not all the questionnaires administered were responded and returned. Time restraints in footings of limited periods to subject the long essay and other immaterial factors facilitated the choosing of Konongo-Odumase Senior High School. Some respondent intentionally or out ignorance gave inaccurate responses. Some respondents were hard to be interviewed due to their heavy agendas therefore the figure interviewed was smaller than anticipated.1.7 Boundary line of the StudyAll pupils in all secondary schools in Ghana offer ICT as a topic. However, this survey is narrowed down in range to fiscal and clip restraints. It hence confined itself to merely first twelvemonth pupils and a few coachs.Chapter TwoLiterature ReviewDefinition of Web-Based DirectionKhan ( 1997 ) defines Web-Based Instruction ( WBI ) as: â€Å" †¦ a hypermedia-based instructional plan which utilizes the properties and resources of the World Wide Web to make a meaningful acquisition environment where acquisition is fostered and supported. † Relan and Gillami ( 1997a ) define WBI as: â€Å" †¦ the application of a repertory of cognitively oriented instructional schemes within a constructivist and collaborative acquisition environment, using the properties and resources of the World Wide Web. † Web-Based Instruction, besides called Web-Based Training, is defined by Clark ( 1996 ) as: â€Å" Individualized direction delivered over public or private computing machine webs and displayed by a Web browser. WBT is non downloaded CBT, but instead on-demand preparation stored in a waiter and accessed across a web. Web-based preparation can be updated really quickly, and entree to developing controlled by the preparation supplier. † Though the above definitions are non indistinguishable, there is a common subject, which is that WBI takes advantage of the Internet and World Wide Web to present information.Importance of Web-Based DirectionWBI, which is an emerging field in instruction, is however, a portion of the rapid growing that is the Internet. Reasons for the growing of WBI include: promotes growing of distance instruction economically ( dependable and cheap beginning ) as compared to computing machine based preparation, unrecorded broadcasts, picture tapes, and so on, ( Relan and Gillani, 1997b and Santi, 1997 ) , enables scholars who prefer or are required to larn outside traditional schoolrooms to go to categories at their places or offices, ( Bannan and Milheim, 1997 ) , and provides bringing medium, content supplier, and capable affair in one bundle, unlike other mediums, such as computing machine based preparation, that require a separate bringing mechanism ( McManus, 1996 ) . Nichols ( 1995 ) predicts that: â€Å" The possible benefit from explicating rating methodological analysiss for the Web [ for instructional stuffs ] depends on whether or non the Web will go a lasting medium or a passing craze? In fact, the Web will probably shortly go the most popular medium for the bringing of distance instruction type stuffs. † The development of information engineering has easy changed the manner people interact with computing machines. This alteration has besides reached the learning procedure: distance acquisition, where pupil and instructor are connected by engineering alternatively of a schoolroom, is going a feasible option to traditional instruction methods, and is poised for major growing over the following several old ages. However, understanding how to utilize the World Wide Web ( WWW ) to back up preparation and acquisition activities presents a significant challenge for the interior decorators and judges of this emerging engineering. Particularly they have to understand how communicating and interaction, two cardinal characteristics of the acquisition procedure, are changed by the computing machine engineering. Furthermore, they have to research the possibilities of successfully teaching via webs while turn outing the acquisition and cost effectivity of these advanced systems. Get downing from t he theoretical background presented in Chapter 2 and 3, we present a model for the development of web-based acquisition environments. These tools can be considered a peculiar signifier of interactive multimedia: computer-stored information, which is connected and retrieved via links. An interesting development of interactive multimedia analyzed by the text are shared interactive multimedias, new Internet tools in which different users, who are at the same time shoping the same web site, can pass on with each other. The usage of computing machine engineerings to heighten larning began in late '60s with the attempts of innovators such as Atkinson and Suppes [ 1, 2 ] . Since that clip the presence of computing machine engineering in schools has increased dramatically, and anticipations are that this tendency will go on to speed up. In peculiar, the visual aspect of Internet-based information and communicating engineerings is altering how preparation is being conducted in many colleges, universities and private companies. As noted by Federico [ 3 ] â€Å" we are in the thick of a paradigm displacement in instruction and preparation from schoolroom centric to web centric † ( p.653 ) . On one side the development of information engineering has easy changed the manner people interact with computing machines. Technological progresss have bit by bit shifted the focal point off from computing machines as such, and toward what people really do with them. The most apparent mark of this alteration has been the creative activity of wholly new synergistic communicating environments like Computer Mediated Communication and Computer Supported Collaborative Work made possible by the increasing power and flexibleness of today ‘s information engineering [ 4 ] . In fact non merely does the usage of the World Wide Web non vouch effectual larning [ 6 ] . Inappropriate utilizations of engineering may impede acquisition. For illustration, it is good known that pupils can blow a batch of clip surfing the Internet. The first studies of Web-based Learning appear in the early 1990s edifice on 30 old ages of computer-assisted direction. Advocates claimed computer-assisted direction is superior to text-based, talk, and traditional educational methods for grounds that include control by the scholar over content, clip, and topographic point of acquisition ; sweetening of acquisition, logical thinking, and efficiency ; and cost nest eggs. Many surveies that reported advantages contained methodological defects and reported advantages unrelated to computer-specific characteristics. Web-based acquisition ( WBL ) represents a farther development of computer-assisted direction. Technical advantages of WBL include cosmopolitan handiness, easiness in updating content, and hyperlink maps that permit cross-referencing to other resources. These proficient progresss, specifically hyperlink and seeking capablenesss, fit the constructivist larning theory, where scholars search out and make their ain cognition bases. However, as was apparent with computer-assisted direction, possible advantages may non interpret into important betterments in educational results. Web-based larning environments can function as motivational, instructional, mold, feedback, and appraisal tools. These environments besides can impact the cognitive and societal behaviours of pupils ( Mayer 2001 ; Wallace 2001 ) .What is web-based acquisition?Web-based acquisition encompasses all educational intercessions that make usage of the cyberspace ( or a local intranet ) . There are presently three wide categorizations or constellations within WBL: tutorials, on-line treatment groups, and practical schoolrooms. The differentiations between these constellations are frequently blurred, and in fact a given WBL intercession might utilize a combination of two or three, but the deductions for learning warrant a conceptual, albeit at times arbitrary, separation. On-line tutorials are similar to face-to-face talks. They by and large consist of information structured by the instructor in a manner that will ( hopefully ) facilitate acquisition. Tutorials are frequently enhanced by char acteristics such as multimedia ( sound, images, films, and lifes ) , links to online resources ( full-text diary articles or related web sites ) and other countries within the class, and self-assessment tools. Effective online tutorials frequently besides make usage of schoolroom instances. Online treatment is similar to the face-to-face little group session. As with any little group, there may be an component of didactic instruction from the teacher ( eg a brief tutorial ) but the bosom of the instruction lies in group treatment. Teachers take on the function of facilitators – specifying the range of the treatment, monitoring and steering the treatment as needed, and supplying or assisting pupils to happen extra resources. Communication among group members can be asynchronous ( hold between directing a message and having the response ) or synchronal ( unrecorded ) . Virtual schoolrooms are computer-based simulations of schoolroom brushs. It is besides deserving observing wha t WBL is non. The cyberspace has found many maps in ICT instruction in which the primary purpose is non an educational intercession designed for web-based bringing. These include archives of face-to-face talks ( eg Power- Point slides or videotaped talks ) and class course of study, on-line disposal of trials and class ratings, and administrative communications. While surely utile, these maps do non represent WBL.The Role of WBLTsWeb-based acquisition tools ( WBLTs ) , besides referred to as larning objects in the literature, are defined in this survey as â€Å" synergistic web-based tools that support larning by heightening, amplifying, and steering the cognitive procedures of scholars † ( Agostinho, Bennett, Lockyer, & A ; Harper, 2004 ; Butson, 2003 ; McGreal, 2004 ; Parrish, 2004 ; Wiley, et Al. 2004 ) . WBLTs offer two notable characteristics that can cut down the impact of possible obstructions instructors face when utilizing engineering. First, typical WBLTs are designed to concentrate on specific constructs, doing them easy to larn, easy to utilize, and more attractive to busy pedagogues who have small clip to larn more complex, advanced package bundles ( Gadanidis, Gadanidis, & A ; Schindler, 2003 ) . Ease of usage besides makes WBLTs more toothsome to instructors who are discerning about utilizing engineering ( Kay, Knaack, & A ; Muirhead, in imperativeness ) . Second, a broad scope of WBLTs exist including drill-and-practice appraisal tools ( Adams, Lubega, Walmsley, & A ; Williams, 2004 ) or tutorials ( Nurmi & A ; Jaakkola, 2006 ) , video instance surveies or supports ( Kenny, Andrews, Vignola, Schilz, & A ; Covert, 1999 ; MacDonald et al. , 2005 ) , general web-based multimedia resources ( Van Zele, Vandaele, Botteldooren, & A ; Lenaerts, 2003 ) , and selfcontained synergistic tools in a specific content country ( Bradley & A ; Boyle, 2004 ; Cochrane, 2005 ) . Furthermore, in contrast to other larning engineerings burdened with execution challenges and costs, WBLTs are readily accessible over the Internet and instructors need non worry about inordinate costs or non holding the latest version ( Wiley, 2000 ) . It is speculated that the wide choice of readily accessible WBLTs will do it easier for instructors to incorporate WBLTs into a schoolroom environment. In drumhead, barriers to utilizing engineering reported by instructors such as clip, limited accomplishment, fright of engineering, and limited entree to engineering are partly addressed by easy-to-use WBLTs that are readily accessible in a broad assortment of pedagogical formats.WBLT Research in Middle and Secondary School ClassroomsExisting WBLT or larning object research is limited to the sphere of higher instruction. Out of the 41 empirical surveies reviewed for this paper, 29 ( 70 % ) focussed on WBLT usage in higher instruction, whereas merely eight ( 20 % ) examined WBLT usage in center or secondary school schoolrooms ( Brush & A ; Saye, 2001 ; Ilomaki, Lakkala, & A ; Paavola, 2006 ; Kay & A ; Knaack, 2007a ; Kong & A ; Kwok, 2005 ; Liu & A ; Bera, 2005 ; Lopez-Morteo & A ; Lopez, 2007 ; McCormick & A ; Li, 2006 ; Nurmi & A ; Jaakkola, 2006 ) . Four surveies examined in-between school pupils ‘ usage of WBLTs. Kong & A ; Kwok ( 2005 ) looked at nine-year-old pupils ‘ independent usage of WBLTs for 15-20 hours while trying to larn about fractions. Students who used WBLTs significantly outperformed pupils who did non utilize WBLTs. Ilomaki et Al. ( 2006 ) examined 11 and 12 twelvemonth old pupils utilizing WBLTs to analyze eating wonts. Teachers and pupils did non measure the effectivity of the five hebdomad, WBLT unit, but the pedagogical schemes used by the teachers were described in item. Liu & A ; Bera ( 2005 ) examined in-between school pupils ‘ usage forms with regard to a scope of WBLTs. Eighty-two per centum of the pupils generated successful solutions utilizing WBLTs. Finally, Nurmi & A ; Jaakkola ( 2006 ) reported that synergistic, simulation-based WBLTs produced significantly better consequences than drill-and pattern WBLTs. Five surveies looked at the usage of WBLTs in the secondary school schoolroom. Brush & A ; Saye ( 2001 ) reported that pupils tended to look at superficial content in a WBLT when left to their ain devices and that more active counsel and construction was needed when utilizing information based WBLTs. Ilomaki et Al. ( 2006 ) explored the pedagogical affordances of WBLTs in three countries: nutrition, sense of the encephalon, and multiple intelligences. Kay & A ; Knaack ( 2007b ) used a comprehensive appraisal tool to measure the usage of WBLTs and found that overall utility, clear instructions, organized layout, and good theme/motivation were peculiarly of import to pupils. Lopez-Morteo & A ; Lopez ( 2007 ) reported that pupils perceived synergistic, recreationbased, collaborative WBLTs positively. Finally, McCormick & A ; Li ( 2006 ) completed an extended survey analyzing the attitudes of 770 secondary schools instructors from six different European states toward utilizing WBLTs from the CELEBRATE aggregation. Overall, 70 % of the instructors thought WBLTs were utile. Just over half the instructors felt WBLTs were good designed, although this was clearly dependent on the type of WBLT chosen. Over 50 % of instructors experient Internet jobs while utilizing WBLTs. In add-on, approximately 60 % of all teachers thought WBLTs improved their instruction and felt that pupils were more engaged. Overall, WBLT-use research is positive, albeit slightly ad hoc and inconsistent in informations aggregation schemes. Two surveies gathered user public presentation informations, ( Kong & A ; Kwok, 2005 ; Nurmi & A ; Jaakkola, 2006 ) , four surveies collected descriptive informations ( Brush & A ; Saye, 2001 ; Ilomaki et al. , 2006 ; Liu & A ; Bera, 2005 ; McCormick & A ; Li, 2006 ) , one survey implemented a formal study ( Kay & A ; Knaack, 2007a, 2007b ) , and one survey accumulated anecdotal studies ( Lopez-Morteo & A ; Lopez, 2007 ) . With the exclusion of McCormick and Li ‘s ( 2006 ) paper, all eight old surveies looked at pupil perceptual experiences entirely ; teacher feelings of how good the WBLTs worked were non examined.Feedback in web-based acquisition applicationsTesting and appraisal are widely used in web-based acquisition applications, and e-learning Systems. Computer-based testing has a figure of advantages, viz. : facilitation of informations analysis coevals of speedy or sometimes even immediate consequences decrease of clip for trials development addition in user motive in the instance of frequent measuring possibilities of proving at any clip entreaty to a great figure of users/respondents with a big assortment of penchants, features, instruction, ends, etc. By and large, there exist many types of jobs of proving and appraisal in web-based larning systems, including both more proficient 1s such as user individuality confirmation and security issues and more general facets such as personalisation and version of assessment procedure. Lack of interaction between pupils and instructors is one of the chief jobs in web-based acquisition applications ( Mory, 2003 ) . During the acquisition procedure a pupil performs a figure of actions where feedback is important, for illustration in appraisals or in feedback chiefly consists of information about the trials consequences presented to a user. In web-based larning systems feedback presented by computing machine is normally aimed to replace feedback given to the pupil by the instructor and to better pupil public presentation ( Mory, 2003 ) . The chief function of feedback in web-based systems is to inform and to actuate the user to increase his or her attempt and attending. In web-based larning systems feedback plays a important function in interaction. The feedback is particularly of import in proving and appraisal that is organised within the learning procedure. Harmonizing to Brusilovsky and Miller ( 1999 ) proving constituents are the best developed synergistic constituents in web-based instruction. However, we consider these constituents as being ill designed still. Most of the current testing constituents in e-learning and other web-based applications do non back up feedback version. They do non give information about the user ‘s public presentation in the most suited clip and signifier for him or her. In traditional distance acquisition ( external, but non computer-based acquisition ) feedback has been examined from a figure of different positions ( Hyland, 2001 ) . The surveies have shown that pupils particularly wanted elaborate feedback and remarks. The feedback was expected to supply positive remarks on strengths, non obscure generalizations. It is recommended that unfavorable judgment in feedback be constructive and that pupils should hold a opportunity to react to remarks ( Hyland, 2001 ) . Harmonizing to Mory ( 2003 ) the feedback mechanisms that are used by pupils have changed with the progresss and growing of web-based larning systems. The usage of student-centred and constructivist attack in larning system supposes the usage of learner-to-learner interaction and provides meaningful equal and teacher feedback ( Dabbagh,2002 ) . Harmonizing to Bischoff ( 2000 ) pupils need regular feedback in order to cognize how their public presentation was evaluated, how they could better it, and how their classs are calculated. The effectual elements of on-line learning include frequent and consistent online feedback, diplomatic online feedback, and appraising online feedback. Based on qualities of on-line feedback ( multidimensional, nonevaluative, supportive, pupil controlled, seasonably, and specific ) outlined by Schwartz and White ( 2000 ) and Mory ( 2003 ) has suggested that feedback in the web-based acquisition system should hold the undermentioned qualities: prompt, seasonably, and thorough online feedback ongoing formative feedback about on-line group treatments ongoing summational feedback about classs constructive, supportive, and substantial online feedback specific, nonsubjective, and single online feedback consistent online feedback. In web-based acquisition applications the chief maps of the testing constituent are to measure the users, to give the user information about his or her public presentation, to actuate the user, and to concentrate the user ‘s attending on farther interaction with the system. Feedback differs from rating, where the chief end is to rate and enter the consequence of the testing for the intent of measuring the user. There are several chief jobs with feedback in web-based applications. First of wholly, there is the job of feedback representation. It is widely argued in favor of expressed presentation of feedback, but there are excessively few thoughts about what should be included into feedback and what sort of construction it should hold. Naturally, the feedback should match to the undertakings and to the single features of the user. The effectivity of different types of feedback in web-based acquisition system has been by experimentation studied by Mandernach ( 2005 ) , who evaluated the educational impact of showing assorted degrees of computer-based, on-line feedback ( no-feedback, knowledge-of-response, knowledge-of-correct-response, topic-contingent, and response contingent ) . The consequences of this survey have shown that the type of computer-based feedback did non hold any influence on pupil acquisition, but at the same clip the pupils reported distinguishable penchants for knowledge-of-response and response-contingent computer-based feedback. This allowed to reason that the pupils prefer feedback that is direct and clearly addresses the rightness of their response. The other job of feedback is the clip of its presentation. The user could be provided either with immediate or with delayed feedback. Harmonizing to Mathan ( 2003 ) the job of feedback timing is of important importance for tutoring systems. H e argued about the tradeoff between the benefits of immediate and delayed feedback: while immediate feedback is more effectual, delayed feedback supports better transportation and keeping. The advantages and disadvantages of immediate and delayed feedback can alter with different larning ends and scenes. The of import inquiry of feedback is that it can pull attending off from the undertakings increasing the clip required to put to death them. Harmonizing to Oulasvirta and Saariluoma ( 2004 ) disrupting messages such as feedback in human-computer interaction influence the extent and type of mistakes in retrieving. We argue that the jobs of feedback discussed could be partly solved by version of feedback to the undertakings and to the features of an single user. Feedback version in web based applications can supply a user with feedback that is the most appropriate for his or her personal features, existent temper, behavior, and heed ( Choe et al. , 2004 ) .

Buffalo film review

Do you want to fragrantly waste a mind-numbing hour and a half of your monotonous life? If you just threw you hand up in the air and shouted yes', then Vincent Gallon's film Buffalo '66 is for you. You will be subjected to a remarkably mundane plot, which will leave you hopelessly confused and a little afraid. It's only rendering feature is, perhaps, the artistic style in which it is created. The film Is set In the overly Industrialized town of Buffalo where our mall character, Billy Brown. Who Is played might say, badly by Gallo himself, was born with regret ND raised with disinterest.We are fist introduced to Billy as he is being released from prison. We become reluctant voyeurs of his life. His first problem that he had to face after being released is searching for a bathroom. Yes! You real that right. For the first maybe 20 minutes of the film, he is running around in his bright red boots, and ill fitted clothes, looking quite Like a child holding his genitals searching for a pla ce to relive himself. I really don't understand the meaning of this either. But what an entrance to a movie. Throughout his hunt for a restroom, we are introduced to Lay.Gallo has decided to put her in a virgin blue dress, a doll like face and alienated from the rest of her dance class. In fact she looks very much like a prostitute. Gallo chooses to sexuality her, focusing the camera around her breasts. Maybe this is why Billy kidnaps her. Yes! I said kidnaps. Told you this was a weird movie. Well Billy makes Lay drive him to his parents house, because he can not ‘drive a stick, but along the way he makes her pull over so he can relieve himself behind a tree. Any normal person would have Just driven off and got the hell out of there. ButLay is not normal, she is alienated from society because of her lack of lets call it social skills. She decides to stay, and continue being kidnapped. Apparently his playground talk of ‘If you do this for me, I will be your best friend, y ou will be the best friend I have ever had'. However if we gallantly ignore this entire aimless and dreary plot all we have left is Gallon's amazing use of techniques such as his use of colors, music and camera angles. Throughout Buffalo '66, Gallo focuses on the abundant use of pale colors and lurid scenes, which portray a lonely sense of emotion and feeling.Gallo an accomplished musician composed a very suitable score to accompany the film. Having himself creating most of the songs Gallo was able to carefully control a great deal of the mood and feeling of each scene. His song ‘Lonely Boy playing at the start of the movie in the opening credits, starting when the Billy Picture is shown Is a good example of child in the picture. Another technique is Gallon's use of overlaying images or videos over the top of the already playing film. He does this to show flashbacks to inform us of Billy's past. Through these flashbacks we discover that Billy's childhood was very harsh.We see his loss of innocence through his Fathers anger on his dog Bingo, and his Mothers lack of care when Billy has an allergic reaction to chocolate. We also see his innocence in the events that sent him to prison. With Billy's Mothers obsession with the town's local football team the ‘Buffalo Bills', we see her lack of care in Billy as a child again. When Lay asks Billy's mum to see a photo of Billy as a child, She then replies to husband â€Å"Where's the Billy Picture? † He had one picture as a kid, ONE!! But as you walk into the house you see a bunch of pictures of Buffalo players.This is a major key to Billy's alienation. He didn't have a normal home and was treated like he wasn't wanted. You will quickly grow tiered of Bill's need to constantly repeat everything he says. You will find yourself getting frustrated and wishing you could somehow reach into the film and bring him to his senses, perhaps by rearranging his facial features. In the bowling ally scene we notice we see Billy and Lay in the photo booth, â€Å"Spanning time† together, Just â€Å"Spanning time†. At this point I found my self shouting at the screen telling him to Just â€Å"shut up†.One important event in the film is the scene between Billy and Lay in the hotel room. We witness them laying on a bed together and Billy looks very, well, uncomfortable, while Lay looks like she has been in this type of situation many times before. We have a bird's eye view of this whole scene so we see every movement that is made. Slowly, very slowly Lay's hand moves towards Billy's, leaving them awkwardly holding hands, well touching hands. After what seems like an incessant amount of time, Billy rolls over, out of his very what must be uncomfortable position and him and Lay kiss. KISS!You heard me right. I thought it was Lay's imagination to be honest. If you think it couldn't get more awkward he curls up in the fetal position in Lay's arms. WEIRD! But this does portray Billy 's childlike behavior again and his need for affection that his parents lacked to provide for him. I think I was thankful at this point in the movie though, because finally, finally, they ended up together. They are not alone anymore, because they have each other. Bit click ©, but never mind that. If forced to offer a quick summery of the film, I would answer in a forceful honesty, hat it is Just plain boring.So bleak and uneventful is the plot, that I would rather go bird watching. It's only rendering features is Gallon's cinematic techniques. There, in my view, are the movies great strength and manage to Just salvage it from complete ruin. So masterful is Gallon's use of cinema that I should recommend this film to English school teachers and others that appreciate the subtle and obscure artistic works. To the rest of us, I would issue a warning to avoid the film, like stay at least give it 5 stars out of 10.