The Hertz sprung-Russell Essays

The Hertz sprung-Russell Essays The Hertz sprung-Russell Essay The Hertz sprung-Russell Essay The Hertz sprung-Russell The chief sequence is a uninterrupted and typical set of stars that appear on secret plans of leading colour versus brightness. Stars on this set are known as main-sequence stars or dwarf stars. A star on the chief sequence is one that is bring forthing visible radiation and heat by the transition of H to helium by atomic merger in its nucleus. The Sun, along with the majority of the stars seeable to the bare oculus, are chief sequence stars. A star arrives on the chief sequence after it starts H combustion in its nucleus and remains there throughout its core-hydrogen-fusion stage. A star s place and length of stay on the chief sequence depend critically on mass. The most monolithic stars the hot, bluish-white O stars and B stars occur to the upper left and have main-sequence life-times of merely a few million or 10s of 1000000s if old ages. The least monolithic, hydrogen-burning stars, the ruddy midget, sit to the lower right and may stay on the chief sequence for 100s of one mi llion millions of old ages. With the exclusion of hypergiants, the brightest, largest sort of star. Supergiants have brightnesss of 10,000 to 100,000 solar brightnesss and radii of 20 to several hundred solar radii ( about the size of Jupiter s orbit ) . The two commonest types are ruddy supergiants, exemplified by Betelgeuse and Antares, and bluish supergiants, exemplified by Rigel. When a star of at least 15 solar multitudes exhausts the H in its nucleus, it foremost swells to go a ruddy giant. But when it reaches the phase of helium-to-carbon combustion, by the triple-alpha procedure, it expands to an even larger volume. This much brighter, but still reddened star is a ruddy supergiant. Through a vigorous leading air current, ruddy supergiants steadily lose their drawn-out ambiances and turn into smaller but much hotter bluish supergiants. A bluish supergiant may so develop a fresh distended envelope and revert to the ruddy supergiant stage. Both types, ruddy and bluish, can detonate as supernovae. This came as something of a surprise to uranologists, since leading development theory had long taught that supernovae ever come from the ruddy assortment. However, the great Supernova 1987A was found to hold had a bluish supergiant precursor. Supergiants are among the most monolithic stars. In the Hertzsprung-Russell diagram they occupy the top part of the diagram.

Watch for Visually Distracting Phrases

Watch for Visually Distracting Phrases Watch for Visually Distracting Phrases Watch for Visually Distracting Phrases By Mark Nichol Writers (and readers) face many perils faulty grammar, mangled syntax, and misplaced, missing, or extraneous punctuation among them but there’s one form of distraction writers might more easily overlook: Visually (and/or acoustically) distracting groups of words that, for one of three reasons, create obstacles to clear reading. One type of obstruction is repetition of sounds, either alliterative or assonant. Alliteration, the use of several words in sequence or within a sentence that start with the same sound, can be an effective technique, especially in poetry or just for fun (I use it often), but when it’s inadvertent (and sometimes when it’s deliberate), it just gets in the way. In the following sentence, for example, three of the first five words start with the letter r: â€Å"In regard to residents’ reviews, those who lived in the city where a restaurant is located tended to give the restaurant lower ratings than tourists did.† â€Å"In regard to† is clunky, and the sentence could begin simply with however instead of the alliterative introductory phrase. Another solution is to scatter the alliterative words, as in the revision from â€Å"These individuals often present complex clinical-care needs† to â€Å"These individuals often present complex needs for clinical care.† A similar potential obstruction is assonance, the repetition of vowel sounds within or at the end of a word. For example, three of the first four words in the introductory phrase in â€Å"Due to their redo being late, I didn’t get a chance to evaluate it† end in the -oo sound. (Read the phrase quickly three times without a pause and tell me it doesn’t sound like the first notes of a classic circus and carnival tune.) â€Å"Due to† is awkward under any circumstances (except in usage such as â€Å"The ceremony is due to begin soon†); use because instead. Another distraction is the proximal use of two or more words with the same or similar letter sequences but different pronunciations, as in â€Å"There were some elements that weren’t thought through enough.† This unfortunate pileup requires more extensive revision one possibility is â€Å"They didn’t sufficiently think some elements through.† Yet another problematic construction is one that inadvertently places two antonyms together, as in â€Å"Check your manuscript’s structure to make sure it doesn’t topple over under reader scrutiny,† where the words over and under are uncomfortably close. In this case, over can be deleted, or replace â€Å"topple over† with a synonym like collapse. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:75 Contronyms (Words with Contradictory Meanings)45 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†Each vs. Both

Inferential Statistics Project Example | Topics and Well Written Essays - 1500 words

Inferential - Statistics Project Example The data sets are divided into two sets; Android, Windows and Others representing the operating systems in the market and a dependent variable Smartphone on the category indicating the total cell phone sold with the operating system. The independent variables are the App is representing the App store, GUI represents the Graphical User Interface of the smartphone and the Functionality representing the functions carried out by the operating systems and the apps. The data is bivariate data as two variables are measured in a single study (William Mendenhall III, 2013). We calculated the operating system market share and the customer buying behavior towards the software capabilities of the smartphone. Most consumers prefer smartphones running on Android platform; on average 10 Android phones are sold daily. The consumer‘s are influenced by the app store on the phone, with 9 people every day says that the app store matters to them most. The positive coefficient indicates the directional effects of the independent variables and the effect they will have on the depend variable smartphone. Thus, with an increase in App, GUI or Functionality results to increase in sales of smartphones. Meaning that the consumer behavior depends on the software installed or can be installed on the gizmo. Goodness to fit ≠¥ 0.80 or 80% and we reject Reject H0 if p-value ≠¤ ÃŽ ±, where ÃŽ ± is the level of significance for the test (David R. Anderson, 2011). Thus p-value ≠¥ 0.0000, thus the null hypothesis is accepted. At 95% confidence level (1.869, 5.088), this are plausible values of parameter where mean may lie; thus, we expect more consumers to be influenced by App store parameter in smartphone. Thus we expect the sales of Android phones to increase with the same parameter as they are the market

Introduction to Geography - Food and Climate Assignment

Introduction to Geography - Food and Climate - Assignment Example According to Moneo & Iglesias (2004, par. 2), â€Å"climate is one of the main factors which controls what natural resources we have and is an important element of sustainable development. Agriculture and water resources are intrinsically linked with climate†. In Asia for example, known for countries enjoying a tropical climate, the staple food is rice. This applies to countries such as Thailand, Philippines, Indonesia, Malaysia, among others. Rice has been known to grow in tropical countries with lots of high temperatures the whole year round concurrent with a well defined rainy season, conducive to planting rice. Aside from rice, tropical countries are conducive to producing fruits such as pineapple, mango, banana; legumes; root crops like potatoes, cassava and yams, among a host of other foods. These crops like warm weather with intermittent rain. In the United States, where geography and climate differ across various regions, food production likewise varies depending on climatic conditions. The CIA World Factbook (2010) described the climate in the USA as â€Å"mostly temperate, but tropical in Hawaii and Florida, arctic in Alaska, semiarid in the great plains west of the Mississippi River, and arid in the Great Basin of the southwest; low winter temperatures in the northwest are ameliorated occasionally in January and February by warm chinook winds from the eastern slopes of the Rocky Mountains†. As such, the major crops produced are corn, soybeans, hay, wheat, and sorghum (EPA, 2009). Foods in midlatitude climates such as those coming from Colombia are mostly coffee, banana, sugarcane, and other staple crops like â€Å"rice, beans, cassava, potatoes, barley, corn, and wheat† (US Library of Congress, n.d., para. 10). Corn is also considered a staple crop together with wheat and barley which is adaptable to a climate in higher grounds. The moist continental climate in regions such as Japan have foods such as â€Å"rice, sugar beets, vegetables, fruit.  Ã‚  

Technology in Reading Comprehension Essay Example for Free

Technology in Reading Comprehension Essay Rationale Over the decades ago, Seymour Papert (1980) wrote Mindstorms and advocated a revolutionary philosophy in which technology was as seen as a fulfilling two major roles in education: (a) a heuristic role in which the presence of the computer was seen as a catalyst of emerging ideas and (b) an instrumental role in which the presence of the computer would carry ideas into a world larger than the research centres where they were incubated. When the Children’s Machine was published, Papert (1993) looked back over the decade since Mindstorms and asked question, â€Å"Why through a period when so much human activity has been revolutionized, have we not seen comparable change in the way we help children learn?† Technology’s exponentially increasing power, decreasing costs, portability and connectivity have gone beyond what it have been started. Yet, inside classrooms across the country, there is such a problem on how technology is being used for the enhancement of reading comprehension. It is not the unavailability particularly of computers but how they are being used in the classroom discussion. In teaching reading, technology is one of the available effective approaches. However, the use of technologies to enhance reading instruction is still its infancy. This reflects that the technological capabilities that are known to have potential in helping children to read, such as computer, have only become sufficiently affordable and available in widespread use. Even though it can support students, effective instruction needs to be interactive. This is Chapter 2 REVIEW OF RELATED LITERATURE Related Literature This chapter looked into the literature and studies about the effects of technology in enhancing reading comprehension. Only few that related to the present study are presented in this section. There are researchers’ standout positive effects of technology in education most especially in the improvements of reading comprehension. Some of them are Boster et.al. (2004), Tracey and Young (2006). Technology is the science of industrial arts. It is the making, usage and knowledge of tools, techniques, crafts and systems or methods of organization in order to solve a problem or serve some purposes. (www.wikipedia.com) In addition, technology refers to any valid and reliable process or procedure that is derived basic research using the scientific method. (Dale, 1969) Technology in education is nudging literacy instruction beyond its oral and print-based tradition to embrace online and electronic text as well as multimedia. Computers are creating new opportunities for writing and collaborating. The internet is constructing global bridges for student to communicate, underscoring the need for rock-solid reading and writing skills. By changing the way that information is absorbed, processed and used, technology is influencing the people how to read, write, listen and communicate. (www.wikipedia.com) Chapter 3 METHODOLOGY This chapter contains the methods and procedure used in the study. These are: the research design; subject of the study; research locale; data gathering procedure; data gathering instrument; and the statistical treatment. Research Design The research method used in this study was the two- group posttest- only randomized experiment. In design notation, it has two lines – one for each group – with an R at the beginning of each line to indicate that the groups were randomly assigned. One group gets the treatment or program (the X) and the other group is the comparison group and doesn’t get the program. Subjects of the Study Two groups were involved in this study. These two groups were all fourth year students of BCNHS (Bislig City National High School) namely; Roca- IV and Depay-IV both have 25 students. The research conducted during their English class session from Monday- Friday at 8:00 – 9:00 in the morning, respectively during the Second Quarter period of the school year 2011-2012. Chapter 4 PRESENTATION, DISCUSSION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents and discusses the results of the study. The Part I includes the scores and interpretations of scores from the control and experimental groups; Part II is the discussion of the difference of the scores between control and experimental groups; and Part III is on the correlation test of hypothesis. Table 1 Rating Scale of the Fourth Year High School Students Scores Scores 1-101-15InterpretationDescription 9-1013-15Highly FavorableThe scores of the respondents show very high result through the use of high technology 7-810-12FavorableThe scores of the respondents show high result through the use of high technology 5-67-9Moderately FavorableThe scores of the respondents show satisfactory result through the use of high technology 3-44-6Less FavorableThe scores of the respondents show less satisfactory result through the use of high technology 0-20-3Not FavorableThe score of the respondents do not show satisfactory result through the use of high technology Table 2 shows the interpretations of the scores of the students by test depending on the level of comprehension. This was used to determine the results of which technology must be used in enhancing reading comprehension. CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENTATIONS This chapter presents the summary, findings, conclusions and recommendations of the study. Summary The principal purpose of this study was to determine the effects of technology in enhancing reading comprehension of the fourth year students of Bislig City National High School.   The study utilized two sections of the fourth year students’ population. On section was chosen as the experimental group and the other one was the control group. Both groups were given a posttest with the same reading text and types of test: Test I- Question and Answer (10 items); Test II- Vocabulary Test (10 items); Test III- Depth of Meaning (15 items) and Test IV- Logical Inference (15 items). The researchers introduced to the experimental group the high technology using Microsoft Power Point through Power Point Presentation with pictures. The control group used the traditional way through pen and paper test. The research specifically answered the following questions: 1.What are the effects of using technology in reading comprehension? 1.1. What changes will occur on the reading comprehension of the students when exposed with technology?

The Writing Style and Beliefs of Kate Chopin Essay -- Biography Biogra

The Writing Style and Beliefs of Kate Chopin  Ã‚     Ã‚  Ã‚   Kate Chopin was an extraordinary writer of the nineteenth century. Despite failure to receive positive critical response, she became one of the most powerful and controversial writers of her time. She dared to write her thoughts on topics considered radical: the institution of marriage and women's desire for social, economic, and political equality. With a focus on the reality of relationships between men and women, she draws stunning and intelligent characters in a rich and bold writing style that was not accepted because it was so far ahead of its time. She risked her reputation by creating female heroines as independent women who wish to receive sexual and emotional fulfillment, an idea unheard of in the 1800s. In the late nineteenth century, the central belief of the vast majority was that the woman's job was to support and nurture her husband and children. Women were given no individual identity and were seen only in relation to a family. Women of this time could not vote and therefore had no say in any political matter. Women who wished to comment politically did so with some form of art, including music, painting, and writing (Magill, American 387). According to Frank Magill, when a woman considers herself only as a part of a relationship with someone, then that relationship becomes the central issue of her life (American 386). As a woman whose husband died young, leaving her six children to raise alone, Chopin understands that kind of dependency upon relationships (Magill, American 384). Almost as working out of her own role, she explores in her writing the complexity between men and women. Readers realize that Chopin's writing in the 1890s was far ahead of ... ...'The Storm'." The Markham Review 2.2 (1970): 1-4. Baker, Christopher. "Chopin's 'The Storm.'" Explicator 52.4 (1994): 225-226. Chopin, Kate. "The Storm." Literature Across Cultures. 2nd ed. Sheena Gillespie, Terezinha Fonseca, Carol A. Sanger. Boston, Allyn: 1998. 345-348. ---. "A Respectable Woman." Gillepsie, Fonseca, and Sanger. 342-344. ---. "At the 'Cadian Ball." The Awakening and selected stories by Kate Chopin. Ed. Sandra M. Gilbert. New York: Viking Penguin Inc., 1983.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  179-188. ---. "Athà ©naà ¯se." Gilbert. 229-261. Dyer, Joyce. "Gouvernail, Kate Chopin's Sensitive Bachelor." The Southern Literary Journal 14.1 (1981): 46-55. Magill, Frank N., ed. Critical Survey of Short Fiction. New Jersey: Salem Press, 1981. 1132-1136. ---. Magill's Survey of American Literature New York: Marshall Cavendish Corporation, 1991. 386-391.

Claude Monet Research Paper Essay

Claude Oscar Monet was born on November 14, 1840 in Paris France, His father was a wholesale grocer and ship chandler which is how he provided for the family. Monet’s father and mother decided to move to Le Harve in 1845(Seitz, Pg 2). By the young age of 15 years old, Monet received a reputation as being a great caricature artist (Biography. com). The year 1857 was a tough period for Monet, because his mother died (Seitz, Pg 5). Two years after his mother’s death, Monet moved to Paris against his father’s wished to pursue a career in painting. While in Paris, Monet entered the the Swiss Academy of painting and became inspired by the work of Eugene Delacroix, Camille Corot, and Charles Daubigny (Biography. com). In 1860, Monet gets the honor of meeting Camille Pissarro and Gustave Courbet. It was during this time that Monet decided to take a break from painting and join the army in Algeria from 1860 to 1862. After serving his time in the army, Monet picked up right where he left off and started painting again. In 1865, Monet’s painting are submitted for the first time to the official salon where Camille Dondeux who was Monet’s lady friend at the time was featured in one of Monet’s paintings to be put on display(giverny. org). Monet’s first son Jean Monet was born in 1867 while he was in Sainte Adresse. One year after the birth of his son, Monet tried to commit suicide, shortly after his failed attempt at suicide, Monet receive a pension for this painting Mr Grauibert. After the outbreak of the Franco-Prussian War (19 July 1870), Monet and Camille took refuge in England in September 1870. While there, Monet studied the works of John Constable and Joseph Mallord William Turner, both of whose landscapes would serve to inspire Monet’s innovations in the study of color. In the spring of 1871, Monet’s works were refused authorization for inclusion in the Royal Academy exhibition. In May 1871, he left London to live in Zaandam, in the Netherlands, where he made twenty-five paintings. He also paid a first visit to nearby Amsterdam. In 1871, Monet’s father died and Monet returned to France. Monet lived in Argenteuil from December 1871 to 1878, Argenteuil was a village on the right bank of the Seine river near Paris, and a popular Sunday outing destination for Parisians this was the area where Monet painted some of his best known works. In 1874, Monet returned to Holland. It was during this time that Monet became recognized as one of the most honored and talented artist among the French painters because he was brilliantly successful in achieving the impression of a fresh view of nature (Seitz, Pg 9). This was a huge honor to Monet, because he himself described his paintings as Metaphysical naturalism in which he states â€Å"I am simply expending my efforts upon a maximum of appearances in close correlation with unknown realities. When one is on the plane of concordant appearances one cannot be far from reality, or at least what we know of it†¦. Your error is to wish to reduce the world to your measure, whereas, by enlarging your knowledge of things, you will find your knowledge of self enlarged. †(Seitz, pg 46) In 1874, Monet exhibits†Impression:Sunrise† at the first Impressionist exhibition in the studio of Nadar. Monet’s second son Michel Monet was born in 1878 and the family settles at vetheuil in the company of the Hoschede family(giverny. org). Monet’s wife Camille dies in 1879, two years after her death Monet and his sons move to Poissy. In 1883, Monet rents a house at Giverny which is where he would end up staying for the next 43 years(Arnold, Pg 16) Monet marries Alice Hoschede in 1892 and also paints the Rouen Cathedral series. Monet painted several views of the views of the Japanese bridge, during this time he took several trips to London to work on and paint views of the Thames(Arnold, Pg 20). In 1914, Monet had to suffer through the loss of another wife this time Alice Hoschede. Heartbreak would continue to follow Monet when his eldest son Jean died three years after Alice in 1914. During the years of 1916 to 1926, Monet worked on the twelve large canvas, The Water Lilies, which he offered to donate to France where the paintings were installed in an architectural space designed for them at the museum of the Orangerie in Paris France. Monet died of lung cancer on December the 5th in 1926 at the age of 86 and was buried in the Giverny church cemetery. Monet had insisted that the occasion be simple; thus only about fifty people attended the ceremony(Arnold, Pg 25) His famous home, garden and water lily pond were bequeathed by his son Michel, who was Monet’s only heir, and to the French Academy of Fine Arts in 1966(Giverny. org). Through the Foundation Claude Monet, the house and gardens were opened for visit in 1980, following restoration. In addition to souvenirs of Monet and other objects of his life, the house contains his collection of Japanese woodcut prints. The house is one of the two main attractions of Giverny, which hosts tourists from all over the world. In conclusion, Monet was one of the most known and respected French Impressionist artist in the world, who went through several ups and downs in his long career of painting. Monet created many pieces of artwork, but for most people his best painting was the â€Å" Impression, Sunrise† painting which earned Monet the title â€Å"The father of the movement† and also the title and honor of being named the founder of the movement of Impressionist