Sunday, November 10, 2019

Top Gear Reviwe

As Jeremy Clarkson explained on Twitter, â€Å"fat people singing† has been in Top Gear’s way for the past year. So it’s ironic that the programs return opened with the overweight presenter screeching â€Å"we’re back! † with all the keenness of a desperate X Factor finalist. This is where comparison between padded-out talent contestants and Top Gear end; however the free-wheeling motoring show was very nearly a full hour of fun, witty entertainment. Top gear was officially complained about by the Indian High Commission on its recent trip to India.Jokes about terrorism, the Nazi regime and incest in tonight’s episode suggest Top Gear’s tone remained unchanged by critics and complainers. The banter between Top Gear trio Richard Hammond, May and Clarkson just great, May was old; Hammond’s choice of clothes was laughable, Clarkson moaned about motorway signs in his usual comic way. The Homeland’s star Damian Lewis was the â €˜Star in a Reasonably Priced Car’, who dropped names and great story’s (playing at Old Trafford, surviving a motorcycle accident) with genuine humour, which was much needed, because a few jokes seem a bit manufactured. Top Gear thrived outside of its dull studio.We saw Hammond yell theatrically inside a â€Å"savage† supercar: the Pagani Huayra is worth ? 800,000 and now takes its place at the top of the Power Lap Board – which set the bar high for the rest of the series. Eagle-eyed fans will have seen September’s leaked footage of May co-driving a Bentley continental GT Speed on a WRC rally stage. Tonight’s full feature was one of dramatic skies, dark forests and a tough lesson for him in rally driving (rally pace notes: directions given in hasty anticipation to the driver). â€Å"Either get it right or shut up†, growled May’s quietly, terrifyingly soiled professional driver.Pleasingly, the Bentley’s four-wheel driv e dealt well with a proper thrashing. Enthusiastically, Clarkson showed us his self created ‘P45’. The vehicle (it can hardly be called a car) aims to be smaller than the Peel P50 – a 1960s micro mobile invented for city driving. Clarkson, just shy of two metres tall, was transformed into a grumpy toy robot in the weird contraption, driving along country lanes, bombing down dual carriageways and sneaking into shopping centres with pleasant hilarity. Add in some comical humour, serious cool cars and it’s like top gear never went away.

Friday, November 8, 2019

Museum Essay Essays

Museum Essay Essays Museum Essay Essay Museum Essay Essay Name: Course: Institution: Date: Museum Essay The Los Angeles County Museum is one of the famous artistic exhibitions located in the city of Los Angeles in California. The museum is also the biggest encyclopedic exhibitioner in the city of Western Chicago. In addition, it accommodates millions of various visitors and tourists every year (Barron, Stephanie, Bernstein and Fort 24). Los Angeles County museum consists of a large variety of art works ranging from traditional to modern pieces. In addition, the various forms of art also featured the involvement of films and shows annually. The Museum was officially established in the year 1961. However, before it was recognized as a museum, it was associated with the Museum of History and Science in the year 1910 at the Exposition Park located next to the South Californian Campus. In the year 1965, the exhibition was moved to a new location to serve as an autonomous artistic institution and hence become the second biggest innovative museum to be constructed in America after the National Art Gallery (Bruce 8). The Los Angeles County Museum consists of thousands of art pieces that are divided into various sections based on the city, medium and era in which they were created. The first category is identified as the Modern art. Its pieces have been situated in Ahmanson Building, which was refurbished in the year 2008 (Barron, Stephanie, Bernstein and Fort 24). This was done in order to include an innovative opening that would feature a large staircase using the Roman architecture. The art works found are from the ancient period in the early fifties to the current. The Modern art section features one hundred and seventy six pieces crafted by over twenty artists during the post war period in the early fifties. One of the controversial works found in this section is known as the Back Seat Dodge. The art consisted of a sculpture that was created by an artist known as Edward Kienholz in the year 1964. It displayed a man and a woman engaging in sexual activity and hence it was questioned on its morality impact by the L.A. County Supervising board. This piece of fine artwork stands out the most in the museum. The committee attempted to ban the art piece based on the grounds of conflicting with the moral values of the society (Barron, Stephanie, Bernstein and Fort 24). The Los Angeles County Museum also includes the Columbian art section. This involves art pieces that are influenced by the cultures found in Latin America (Bruce 7). In addition, the art collection is also inspired by the Spanish, Current and Contemporary cultures. The former Columbian arcades were modified by a famous L.A artist known as Jorge Pardo. Pardo is involved in the field of architecture and Sculpture art. The Spanish art includes pieces from the period of the seventeenth to the eighteenth centuries (Bruce 7). The architecture of several buildings in the museum has been inspired by the Asian culture. In addition, the museum also holds various collections from the Chinese, Korean and Japanese cultures including ceramics from Korea that were created in the year 1966 (Bruce 7). The museum also has a court that consists of palm trees that have been designed in a unique creativity by an artist known as Robert Irwin and an architect known as Paul Comstock (Barron, Stephanie, Bernstein and Fort 24). The design consists of a multi-tiered system of more than two hundred lights. The designs in which the lights have been created are inspired by the various styles in which lights of various cities in Los Angeles have been designed.

Wednesday, November 6, 2019

Rujm el-Hiri (Golan Heights) - Ancient Observatory

Rujm el-Hiri (Golan Heights) - Ancient Observatory Sixteen kilometers east of the Sea of Galilee in the western part of the historic Bashan plain of the Golan Heights (a contested area claimed by both Syria and Israel) are the ruins of a most unusual structure, which scholars believe was built at least in part for archaeoastronomical purposes. Located at 515 meters above sea level, Rujm el-Hiri consists of a central cairn with a set of concentric rings encircling it. Built during the late Chalcolithic or Early Bronze Age about 5000 years ago, Rujm el-Hiri (also called Rogem Hiri or Gilgal Rephaim) is made of an estimated 40,000 tons of uncut black volcanic basalt field stones piled and wedged into between five and nine concentric rings (depending on how you count them), with heights reaching to 1 to 2.5 meters (3-8 feet) high. Nine Rings at Rujm el-Hiri The outermost, largest ring (Wall 1) measures 145 meters (475 feet) east-west and 155 m (500 ft) north-south. The wall measures consistently between 3.2-3.3 m (10.5-10.8 ft) thick, and in places stands up to 2 m (6 ft) in height. Two openings into the ring are currently blocked by fallen boulders: the northeastern measures some 29 m (95 ft) wide; the southeastern opening measures 26 m (85 ft). Not all of the internal rings are complete; some of them are more oval than Wall 1, and in particularly, Wall 3 has a pronounced bulge to the south. Some of the rings are connected by a series of 36 spoke-like walls, which make up chambers, and seem to be randomly spaced. At the center of the innermost ring is a cairn protecting a burial; the cairn and burial come after the initial construction of the rings by perhaps as long as 1500 years. The cairn is an irregular stone heap measuring some 20-25 m (65-80 ft) in diameter and 4.5-5 m (15-16 ft) in height. Dating the Site Very few artifacts have been recovered from Rujm el-Hiri, and no suitable organic materials have been recovered for radiocarbon dating. Based on what little artifacts were recovered, the earliest constructions were the rings during the Early Bronze Age, of the 3rd millennium BC; the cairn was built during the late Bronze Age of the late 2nd millennium. The huge structure (and a series of dolmens nearby) may be the origin of the myths of the ancient race of giants, mentioned in the Old Testament of the Judeo-Christian bible as led by Og, King of the Bashan. Archaeologists Yonathan Mizrachi and Anthony Aveni, studying the structure since the late 1980s, have another possible interpretation: a celestial observatory. Summer Solstice at Rujm el Hiri Recent work by Aveni and Mizrachi has noted that the entranceway to the center opens on sunrise of the summer solstice. Other notches in the walls indicate the spring and fall equinoxes. Excavations into the walled chambers did not recover artifacts indicating that the rooms were ever used either for storage or residence. Calculations of when the astronomical alignments would have matched stars supports the dating of the rings at having been built at about 3000 BC /- 250 years. The walls at Rujm el-Hiri seem to have pointed to star-risings for the period, and may have been predictors of the rainy season, a crucial bit of information for the sheep herders of the Bashan plain in 3000 BC. Sources This glossary entry is a part of the About.com guide to Astronomical Observatories, and the Dictionary of Archaeology. Aveni, Anthony and Yonathan Mizrachi 1998 The Geometry and Astronomy of Rujm el-Hiri, a Megalithic Site in the Southern Levant. Journal of Field Archaeology 25(4):475-496. Polcaro A, and Polcaro VF. 2009. Man and sky: problems and methods of Archaeoastronomy. Archeologia e Calcolatori 20:223-245. Neumann F, Schà ¶lzel C, Litt T, Hense A, and Stein M. 2007. Holocene vegetation and climate history of the northern Golan heights (Near East). Vegetation History and Archaeobotany 16(4):329-346.

Monday, November 4, 2019

Humanities Essay Example | Topics and Well Written Essays - 500 words

Humanities - Essay Example When the Babylonians of Semitic origins invaded Mesopotamia near the end of 2000 BC, as the civilization reached its imperial turning point, these ancient Amorites bore significance on the aspect of science through the belief of over sixty thousand gods. Babylonian priests discerned much about the stars and other heavenly bodies and profoundly believed beyond mere embodiment that every planet was a god – Jupiter being Marduk, the god of war, Mars pertaining to Nergal or the god of death for instance, as well as the sun that was also known as Shamash (Babylonian). Religion thus enabled Babylonians to earn recognition in the field of astronomy and astrology which helped establish the twelve zodiac signs on which most cultures to this day depend, accepting the possibility that man’s destiny can be governed by the stars and the planets (Babylonian). In the similar manner, the Egyptian history had documented a belief system which shaped the early minds to materialize cultura l and architectural insights into physical structures crafted according to the religion which regarded truth in life after death. Hence, Egyptians have since managed to live with a burial custom that bathed and embalmed corpses, widely known as ‘mummies’ which were then entombed in pyramids – a tradition thought to prepare the dead for life in another dimension (Resurrection).

Friday, November 1, 2019

Home buying process and its financial impacts Essay

Home buying process and its financial impacts - Essay Example Buying a house can be the largest amount invested or spent upon any asset by the individual and so a careful investigation is necessary about the pros and cons of a home buying process 1. What are some common opportunity costs associated with the selection of housing? While selecting a house which an individual wants to buy he/she takes into consideration the apartment or the house first and then the individual also takes a look at the residential area in which he plans to dwell. However selecting the option of housing means that the individual has to bear some underlying costs or in some cases has to let out some opportunities in his/her way. In one word it can be termed as opportunity costs undergone during the process of housing. While buying a house it is compulsory that a fair amount needs to be given out as down payment. The individual has to pay a considerable sum of money as security deposit even with the consideration of renting an apartment. In both the cases one has to let out the savings interest that could have been earned the money being kept in a bank. The brokerage fee is another cost involved looking for a house which could have been spent elsewhere. If the house selected is few miles away from the workplace the individual has to take the pain of a long journey every day. In case the individual is renting a house he is losing out the advantages of tax obtained from buying a house. But at the same time the person has to bear sufficient trouble to build a house of his choice and needs (Kapoor, 2009, p. 272). 2. What are the advantages and disadvantages of owning a home? Home Ownership has been considered as the rational form for housing with more than 70% of the British households having houses in their list of assets. Such ownership statistics for the year 1991 reveal 59% for USA and 40% for Switzerland. Home ownership is advantageous as houses are saleable assets. Increasing market value of homes has enhanced this merit. It also eliminates the trouble of monthly rental payments. Statistical evidences suggest that homeowners are much better than individuals renting an apartment. But the disadvantage is that few people have the money for buying a home and they go for borrowing options or mortgage. This is again a liability. Owning a home involves maintenance costs unlike renting where landlord bears all the cost for renting (Gordon, n.d). 3. How can the quality of a school system benefit even homeowners in a community who do not have school-age children? A recent study has shown that home owners send their teenage children to school more frequently than those parents living in rented apartments. Behavioral characteristics of homeowners have been attributed to this fact. Homeowners are mostly financial stable and from good background who do not tolerate bad behavior of their children. Again the findings reveal that residential stability has a positive impact on children’s education. There appears to be a positive rela tion between homeownership and educational outcomes. Renting individuals may change their houses quite often which in turn lead to changing schools keeping in mind the distance factor. This is not the case for home owners. Changing schools prove detrimental to a child’s education (Social Benefits of Homeownership and Stable Housing, 2010). 4. What factors affect a person's ability to qualify for a mortgage? Any bank or financial institution while mortgaging a house from an individual does a careful assessment of his/her gross income. The amount offered on mortgage depends a lot on the individual’s gross income. Hence first of all a person needs to be financially stable in order to qualify for mortgage. Sudden inheritance of a large sum of money can also be favorable for qualification. Some institutions also prefer to see the loan history of the individual before giving out the mortgage amount. This is done to prevent default risks. In recent times many mortgage product s have come up in housing markets easing the process of

Wednesday, October 30, 2019

Week 5 disc 2 Can Government Create an Economic Recovery Essay

Week 5 disc 2 Can Government Create an Economic Recovery - Essay Example The economic crisis during his tenure was caused by among other factors; the collapse of the Stock Exchange in October 1929; failure of the banks to cushion customers’ money by insuring the cash; reduced purchasing power; and drought (Robbins, 2007). According to Robbins (2007), President Hoover’s administration announced practical and affordable plans aimed to balance the Federal spending; reform the financial sector; reduce taxes; and increase public works budget. Even though, these steps were gradual they had the potential to turn-around the American economy in the long-run, as opposed to the New Deal under FDR. The Great Depression of 1930s and the Great Recession of (2007-2009) are similar in the sense that they led to massive job cuts and a weakened private sector (Grabell, 2012). The government’s response eight decades ago draws similarities to the current economic stimulus programs aimed at empowering the private sector by creating more job opportunities and bringing the private sector back to life, almost instantaneously. Although, the two programs are believed to have eased budget shortfalls, especially for the private sector as a way of triggering the creation of more job opportunities, government spending is not the most effective way to deal with a major recession. The New Deal was more effective in restoring economy, since it was more

Monday, October 28, 2019

Metacognition knowledge and academic achievement of university students Essay Example for Free

Metacognition knowledge and academic achievement of university students Essay In general, metacognition is thinking about thinking. More specifically, Taylor (1999) defines metacognition as â€Å"an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably. † The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If students are aware of how committed (or uncommitted) they are to reaching goals, of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention. To increase their metacognitive abilities, students need to possess three kinds of content knowledge: declarative, procedural, and conditional. Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors or they might, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes, such as an overly difficult task, an instructor’s perverse testing habits, or bad luck. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true. Attributing failure to a lack of ability reduces self-confidence and reduces the student’s summoning of intellectual and emotional abilities to the next challenging tasks; attribution theory also explains why such students will be unwilling to seek help from tutors and other support services: they believe it would not be worth their effort. In addition to blaming failure on external causes, underachievers often â€Å"self-handicap† themselves by deliberately putting little effort into an academic task; they thereby protect themselves from attributing their failure to a painful lack of ability by attributing their failure to lack of effort. The tasks that students need to perform vary not only among disciplines but among instructors in the same discipline. An effective strategy for preparing for a multiple choice test in biology is different from what is needed to prepare for a history exam with an essay that asks students to synthesize information from several chapters. Yet students often employ the same strategy—and sometimes the least effective strategy—for studying for very different kinds of tests. Furthermore, many students who perform badly misinterpret the tasks. Students need to understand the task accurately in order to use the most effective strategies. Research Question: The basic aim of the study was to identify the relationship between meta-cognitive knowledge and academic achievement of university students. Methods: To analysis and interpretation of data and Survey was planned to collect data from University of education (UE) and Govt. College University Lahore (GCU). Twenty five (25) students were collected of UE and Twenty five (25) students from GCU randomly. Metacognitive Awareness Inventory (MAI) was used to measure meta-cognitive knowledge. This inventory consisted of six components i. e. Planning, monitoring, evaluation, declarative knowledge, conditional knowledge and procedural knowledge but researcher selected three components i. e. declarative knowledge, conditional knowledge, and procedural knowledge. Responses were collected on three point scale i. e. Yes, no and to some extent. Scores of these components were used to compare Metacognitive knowledge of UE and GCU students. Analysis of data was presented in the form of Tables. Null hypothesis: There is no difference b/w the metacognition knowledge and academic achievement of students. Alternative hypothesis: There is difference b/w the metacognition knowledge and academic achievement of students. Ho: ? 1 = ? 2 Ha: ? 1 ? ?2 Table 1. 1 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 6. 21 1. 63 6. 52 1. 23 .749 The result of independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Declarative Knowledge). The value of t (48) = . 749 is not significant at ? =0. 05. This means that mean scores of UE students and means score of GCU students are not different on component of Meta cognitive Knowledge (Declarative Knowledge). Fig 1. 1 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 2 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge (Conditional Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 2. 98 .87 3. 10 1. 08 .430 Table 1. 2 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Conditional Knowledge). The value of t (48) = . 430 is not significant at ? =0. 05. This means that mean scores of UE students and mean score of GCU students are not different on component of Meta cognitive Knowledge (Conditional Knowledge). Fig 1. 2 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 3 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive awareness (Procedural Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 4. 16 1. 01 3. 76 1. 109 1. 328 Table 1. 3 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Procedural Knowledge). The value of t (48) = 1. 328 is not significant at ? =0. 05. This means that means scores of UE students and means score of GCU students are same on component of Meta cognitive Knowledge (Procedural Knowledge). Fig 1. 3 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 4 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge by Independent samples t-test University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 13. 38 2. 83 13. 30 2. 60 .104 Table 1. 4 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive by Independent samples t-test. The value of t (48) = . 104 is not significant at ? =0. 05. This means that mean scores of UE students and mean score of GCU students are same on component of Meta cognitive by Independent samples t-test. Fig 1. 4 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 5 Comparison of mean scores of academic achievement and Meta cognitive knowledge of both universities student’s by Independent samples t-test UE GCU Low Achiever (n=25) High Achiever (n=25) t-value Mean SD Mean SD Declarative knowledge 5. 08 1. 49 7. 33 0. 78 4. 64 Procedural Knowledge 2. 46 0. 72 3. 46 0. 72 3. 48 Conditional Knowledge 3. 50 1. 07 4. 77 0. 44 4. 0 Meta-cognitive knowledge 11. 04 2. 18 15. 54 1. 09 6. 6 Table 1. 5 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of academic achievement and Meta cognitive knowledge of both universities student’s by Independent samples t-test. These results show that mean scores of Metacognitive knowledge and academic achievement of both universities student’s are different. Procedure: To fulfill the above mentioned purpose instrumentation, data collection methods and procedures for analysis of data were used. The study was descriptive in nature as it addressed the prevailing situation of using meta-cognitive knowledge in daily life by students. The target population for this study was the students of UE and GCU Lahore. The researcher selected sample by using convenient sampling technique from the students of UE and GCU Lahore. Fifteen items wee included in the questionnaire taken from meta-cognitive awareness inventory. After the selection of sample and development of the questionnaire, the questionnaires were distributed. The questionnaire was administered personally by the respondent and filled questionnaire collected back. The return rate of the questionnaire was 100% due to personal administration. To analyze the data means standard deviations, independent sample t. test, was calculated. Results: 1. The mean score of Meta-cognitive knowledge (declarative knowledge) of University of Education are same from mean score of Govt. College University. Because the value of t is not significant at ? =0. 05. 2. The mean score of Meta-cognitive knowledge (conditional knowledge) of University of Education are same from mean score of Govt. College University. Because the value of t is not significant at ? =0. 05. 3. The mean score of Meta-cognitive knowledge (procedural knowledge) of (UE) are same from mean score of (GCU) because the value of t is not significant at ? =0. 05. 4. The mean score of Meta cognitive Knowledge and mean score of academic achievement are different among both universities. Because the value of t is significant at ? =0. 05.