Statestic Statistics Project Example | Topics and Well Written Essays - 500 words

Statestic - Statistics Project Example Further, it has been observed that on average life expectancy at birth for female is greater as compared to male. This paper will analyze whether there is a difference in the life expectancy at birth for male and female population. The data for life expectancy at birth was taken from US Census Bureau. The main benefit that data shows is that from period 1970 to 2005 female life expectancy at birth is greater as compared to male life expectancy at birth. In addition, the data is chosen so that it can be seen actually that living and health conditions are improving day by day and so life expectancy at birth is improving every year.   Figure 1 shows the comparison of US male and female life expectancy at birth for the period 1970 to 2005. It can be seen from figure 1 that for the whole period of 1970 to 2005, female life expectancy at birth was greater than male life expectancy at birth by nearly 7 years. Therefore, it appears that there is a difference in male and female life expectancy at birth. The average male and female life expectancy at birth for the period 1970 to 2005 was about 71.41 years (SD = 2.33), and 78.2 years (SD = 1.53), respectively. Since, the value of test statistic 14.52 falls in right-tail rejection region (greater than critical value of 1.96), thus decision is to reject H0. Therefore, there is a difference in life expectancy at birth for male and female populations. This is also confirmed by the p-value (

Analyse the significance of passion Essay Example for Free

Analyse the significance of passion Essay In the tragedy Romeo and Juliet there are many forms to passion; these references are made in a variety of ways, ranging from parental passion to the classic loving passion shared between two people. But there is an underlying hint right from the very start that there is an inevitable notion that this love will never happen because of the family feud. At the very start of the book, the chorus introduces the heated feud between the Montague and Capulet households. This feud has spanned a long time and is an ancient grudge that has continued throughout the family, from the parents to the children and even into the servants of the households. The word two is used, frequently, not just to refer to Romeo and Juliet but to show the obstacles they face to show the opposites as rivals and not just families. We see rivalry induced by the feud where servants from the two houses meet in the town of Verona. When Sampson and Gregory, servants of the Capulet household meet and clash with Abram and Balthasar, of the Montague household, the rivalry is shown from the outset, My naked weapon is out. Quarrel, I will back thee. This is in the first meeting of the servants, where Sampson explains he will back Gregory if he happens to get into a fight, and surely enough, they do get into a fight, household against household which is then broken up by Benvolio, Put up your swords, you know what to do. When he says this, it brings the realisation that they are in public, but the hot headed Tybalt does not agree and wants to fight. He says, Peace? I hate the word and they fight again. This is only then broken up by the officers, and Prince, even though the heads of the families arrive and actually want to fight each other themselves! Give me my long sword, ho! this is Capulet speaking to his wife, asking for his sword, but this is then stopped by Prince Escales. This starts the notions of the tragic end; it brings them together but also leads them to their deaths. We first meet Romeo, moping around feeling sorry for himself, and isolating himself. He is a typical petrachan lover solipsistic, which means feeling sorry for himself and being self absorbed speaking in complex language, using oxy morons , like feather of lead. obviously an opposite as feathers are very light and not heavy. Cold fire and of course fire is not cold! These are used to emphasise Romeos feelings at this present time, he is feeling quite confused and discarded because his love is not reciprocated by Rosaline, but he is making sure he feels it and everyone else knows about it. Shakespeare uses a play on words, a translingual pun, when Benvolio uses Romeo walking underneath the sycamore grove. At first glance this doesnt look very significant at all but if we read between the lines we find it is a very clever pun, which is used to emphasise Romeos feelings. Syc, or sick is used to describe his ill state of emotional health, while amour is the French word for love, so sycamore, literally means sick of love, and as he feels physically sick as a result of his un-returned love. This is quite ironic as the love is not returned, as he is never going to get her but he thinks that he is and hopes and prays that she will love him back but unfortunately this is never going to happen. On Romeo and Julies first meeting there is a lot of passion felt and shown, When Romeo sees Juliet for the first time, he is astounded and taken aback by her beauty, he sees Juliet as a rich jewel in an Ethiops ear and he is stunned by her. Their first exchange is filled with religious imagery, Romeo initiates it and Juliet immediately responds to Romeo positively, That I must love a loathed enemy this is further on in the passage, after Juliet finds out Romeo is from a different family, but she still shows how she likes him and still wants to see him even though the family feud could, and does get them in a lot of trouble. Juliet is reminding herself that she needs to be a lady but still stays very coy and subtly flirtatious, Ay, pilgrim, lips that they must use in prayer. This is when Romeo tries to kiss her and she says this as an attempt to warn him off, and he, as expected, does not take to this and carries on trying to kiss her, and she, quite taken aback by this obliges, and once again remembers she has to be a lady, but as expected succumbs to another kiss from him and has really let her guard down. But she is reminded again to be a lady, by the nurse, as Juliet has to go and meet her mother and speak with her. Romeo realises this love is real later on when they meet again in the evening and he hears her speaking and the famous balcony scene on which he listens to her waiting for him to arrive. The parents of Romeo and Juliet show a lot of passionate emotions and feelings for their children and in the Capulets case, for their nephew , Tybalt, the passion is clearly when Tybalt is slain by Romeo. The love and passion that lady Capulet shows for him, by calling for Romeos blood, Romeo must not live and is very passionate about the killing of their nephew. The Montague household shows a lot of care for Romeo in one of the only instances we see the Montagues, when Romeo is in exile, he talks about writing as letter to his father which shows a lot of care for them, Juliets parents, however are only there to make her marry Paris so they can gain most of the benefit out of it. Instead of making their daughter happy. In contrast, it seems that the Montague parents love their son as the father son bond is strong, whereas the father daughter or mother daughter bond in the Capulet household is very weak as the parents do not seem like they want whats best for their daughter. How, will she none? Doth she not give us thanks? Is she not proud? Doth she not count her blest this is the point at which Juliet spells out that she does not want to marry Paris and her parents are very upset, even offended by this and cannot understand why she would not like to make them happy. But there is clearly love shown by both of the sets of parents at the deaths of Romeo and Juliet, and it is mis-sheathed in my daughters bosom this is when they first see her in the tomb of the Capulets and they are distraught at the sight of seeing their own flesh and blood lying dead by her own sword. The prologue and the chorus play a huge part in helping the audience understand and foreshadow the tragic events in the play, star crossd lovers it is set out from the start that something is going to go wrong, there are many mentions of fate in the chorus, that the play is always going to end in death for our two heroines and that the marriage could never have worked because something, fate, was always working against them because of this terrible feud that has lasted throughout the family histories. The nurse and the friar play huge parts in the lives of the two children, they make the whole marriage happen by organising everything and help Juliet to get away from her parents, when the friar suggests drinking the vial of fluid that has the potion to make it look as if Juliet is dead and so she would be buried, but unfortunately fate was working against them once again as the letter the friar wrote to Romeo never made it to him so Romeo ended up killing himself because he saw his bride lying dead before him. The nurse has been a wet nurse to Juliet for as long as Juliet has been alive and she is much closer to Juliet, we know this because Juliet is much less formal when she is around the nurse but very formal around her mother by using thou and you to indicate formality. Unfortunately in this Tragedy Romeo and Juliet even though they had much help getting together, it is underlined by the curse at the start that because of the family feud it will never last and was always going to end in tragedy.

Present Evolution of the Protestant Church :: essays research papers

Present Evolution of the Protestant Church   Ã‚  Ã‚  Ã‚  Ã‚  Unfortunately, I was not able find someone to interview on the changes of the Catholic church since the meeting of the Council of II Vatican, so I had to substitute for someone who is equally wise about changes within the Protestant church over the past fifty years. The person whom I asked is my aunt who is 54 years old recollects church membership since the age of 6, so I trust her as a viable source.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Politics in the Protestant church have changed tremendously in the last fifty years† says my aunt. Most apparent to her was the increase in women’s leadership. You now see women pastors, assistant pastors, deacons and so forth. She says that the church was once an organization that was known for being called â€Å"The Good Old Boys’ Club†, but now it’s the â€Å"Good Old Boys’ and Girls’ club. She is a Minister of Music, so she gets to go a lot of different places (inside and outside of the country) to observe these things. She says that churches have become â€Å"growingly woman and gay friendly.† She once attended a church by the name of The Open Door whose services were particularly dedicated to ‘sharing God’ with those other than heterosexual without singling them out, but accepting who they are and making the church a community for them outside of their condemned community for by thei r sexual preferences.   Ã‚  Ã‚  Ã‚  Ã‚  More changes that she has noticed are in the services. She notices a more culturally blended congregation where in the past, if at all, that would be hard to find. Along with that she notices a growing variety of worship styles, including the style of music played, sung, or listened to, and how it is sung or played. She also says that churches are becoming increasingly accepting to open-denominational worship and fellowship. She believes that eventually the church will ultimately form one in seeking the Lord. To add to the details about the music, praise and worship services have become an essential part of the service. Particularly in African- American churches, praise and worship service may last from anywhere from fifteen minutes to an hour, drawing out services anywhere from an hour and a half to two hours and a half. Music along with teachings, have begun to reflect trends of the changing times. She has witnessed music going from slow traditional hymns with t he only instruments being your hands, feet, a tambourine, and possibly an organ, to more up-tempo songs, gospel music sounding like R&B, Pop, and Rap, with accompanying instruments of guitars, drums, pianos, keyboards, etc.

Manufactured Crisis: Myths, Fraud, and the Attack

Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools is an illustrative work by Berliner, an educational psychologist, and Biddle, a social psychologist, unfolds the the popualr myths about American school education that are prevalent in the American society.   It further explain the background of the creation of these myth and refute the popular beliefs on various grounds.He is of the view thatr since the publication of A Nation at Risk (1983), American society has fabricated various popular myths about their scholl educational system. He further narrates the nature of these beliefs and says that there are several distinct types of popular myths i.e. failure of Aemrican school system in general, declin in the college students’ performance   and the comparative failure to keep up with their fallow students in   advanced European and Asian countries measured against the developed parameters, better performance of private schools as compared with public schools, too much resource allocation for education but net result is not worth that spending and threat to American future due to the failure of these public school system. Berliner and Biddle consider these allegation as mere speculations and fabrication that has no real grounds. The arguments provided innthe books are not subjective and indivduals speculation but Berliner and Biddle’s arguments are developed by close analysis and interpretation of the data and decoding high-sounding polemical pronouncements. The pronouncements of these prominent scholars are based on quite fair assumptions and they closely assess the data to prove their points. The strength of their findings can be illustrated by the continuous advice offered to reader to aassess their findings on parameters they used for other contemporary educational critics who created the above-mentioned myths. At the very start, the book looks into the hidden agendas and motives of some distinguished educational critics and tries to pocate the reasons for that. The authors depict that by manufacturing some myth about the public sector school system, these scolars and intellectiauals serve the vested interests of pro-privatization groups. Berliner and Biddle further assersts in the past the assualt on public schools came from the same pro-privatization groups. They provide comprehensive data and manifest that all these attacks were repleted with fabricated myths faradulent assertions about the disadvantages of American Public School System. Berliner and Biddle illustrates that in reality this manufactured viewpoint is an epitome of organized malevolence that only serves the interests of some vested group in the education sector.And this creationof myth has deluded American nation about the true state of public school system and their triumphs for the last two decades. The fabrication of these myths need lobbying abd subtle penetration into the minds and psychology of the Amerrican people. Berliner and Biddle affirm that this viewpoint has been extensively propogated influential people within the govermental sector and outside, who â€Å"were pursuing a political agenda designed to weaken the nation's public schools, redistribute support for those schools so that privileged students are favored over needy students, or even abolish those schools altogether† (p. xii). Berliner and Biddle again reinforce the idea that provision of education to a diverse population on the mass scale is only possible through these public schools amd its structure is far more developed than depicted by the authors of manufactured realities. The intial chapters reveals the deceitfuil statements about the accomplishments and aptitudes of American students. They further explores the myths associated with huge spendings on the educations and its results. It further narrates the chrateristics of public school systems that are apprehensible to the critics of public schools. These chapter further illustrates the misapprehension in the mind of general public and root causes of prevalent public dissatisfaction with public education. Berliner and Biddle discloses that these critics intentionally disregard the   accomplishments of these public schools and only portrays the social and educational problems associted with these institutes. In the proceeding chapters, the authors analyze the mtives behind these manufactured criticism and dilemmas attributed to public school system.   Berliner and Biddle display that this criticism is dine in a subtle way but in response they do not put the blame of the critics and their believers but put social forces under allegations.They further appraise the suggestions of these critics for educational reforms of this system as poorply formulated ideas. The next chapter provide a cpmprehensive assessment of the real dilemmas faced by American educational system. Considers authtentic and productive criticism beneficial for public school system in particular and American educational sector in general but they further note that criticism to serve particular interets has also long tradition in the education sector. Berliner and Biddle note that there has been a long tradition of criticizing. They not only identifies the manufactured myths but also proves these myths as fake and fabricated with the help of data collected through various means. They further seek solutions to the real problems faced by the public schools in America. This book also considers the five Bracey reports on public education published annually by Phi Delta Kappan since 1991 and the 1994 PDK/Gallup poll as essential indicators of the realities about American School systems. Berliner and Biddle’s main focus was the manufactured crisis produced by various educational critics to undermine American Public school system and erosion of a sense of loss these manufactured myths has produced in the minds of American citizens about their educational system but thet further eloborated the various authentic criticism and suggested that the recommendation of these studies must be implemented to improve the system. They include their own recommendations in that list and says that the comiited forces together with appropriate educational research and compassion can eliminate this crisis and will mold it into success. For the above-mentioned reasons and others, The Manufactured Crisis is an well0doumented and illustrative work that can capacitate those who committed for the excellance in American school system to work in a more productive and reponsible way. Rerefences Berliner and Biddle.( 1995.) The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools. Addison Wesley.

Measuring the Energy Value in Food Essay

Aim : To measure the energy value in different types of food, which are macaroni, bread, spaghetti, rice and French fries Hypothesis : The energy levels in different food will vary, because of the different components such as carbohydrate, protein, vitamins, etc. However, for this experiment, I will use foods that contain one common ingredient, which is carbohydrate. Usually, food with the most carbohydrate will give the most amount of energy, since that is undetermined in this experiment; I assume that the food with the highest energy level is the one with the most types of ingredient. Variables : – Independent Variable o Types of food – Dependent Variable o Temperature change of the water above the burning food – Controlled Variable o Mass of food o Angle of incident o Distance from burning food to the test tube o Mass of water Apparatus : – Test Tube – Bunsen Burner – 5 Types of food (French fries, macaroni, spaghetti, rice, bread) – Wooden Clamp – Metal Spoon – Retort Stand – Thermometer – Measuring Cylinder – Distilled Water – Digital Balance Methods : 1. Measure 10ml of water using a measuring cylinder and put it in a test tube. 2. Clamp the test tube on the retort stand for 45o and measure the temperature of the water in the test tube, note it down. 3. Weigh the food sample for 1 gram and record it down. 4. Place the food on a metal spoon and light it on fire using a Bunsen burner. 5. When the food starts burning, place it 1 cm below the test tube, if it goes off, light it as soon as possible. 6. When the food stops burning, measure the temperature of the water in the test tube and note it down. 7. Repeat the experiment for 2 more times for each food sample. Recording Raw Data : Table of Initial and Final Temperature of Water for Each Food Sample Food Sample Initial Temperature (oC) à ¯Ã‚ ¿Ã‚ ½ 1oC Final Temperature (oC) à ¯Ã‚ ¿Ã‚ ½ oC Spaghetti 24 – Macaroni 25 – Rice 24 – Bread 24 – Processing Raw Data and Presenting Processed Data : Table of Temperature Change of Water for Each Food Sample Food Sample Initial Temperature (oC) à ¯Ã‚ ¿Ã‚ ½ 1oC Final Temperature (oC) à ¯Ã‚ ¿Ã‚ ½ 1oC Temperature Change (oC) à ¯Ã‚ ¿Ã‚ ½ 1oC Spaghetti 24 – – Macaroni 25 – – Rice 24 – – Bread 24 – – Table of Energy Values in Food Food Sample Temperature Change (oC) à ¯Ã‚ ¿Ã‚ ½ 1oC Mass (g) à ¯Ã‚ ¿Ã‚ ½ 0.01g Spaghetti – 1 No solution Macaroni – 1 No solution Rice – 1 No solution Bread – 1 No solution Conclusion : For this experiment, it turned out that the food sample was not able to catch on fire, causing flame available to increase the water temperature in the test tube. For one or two samples, the food was caught on fire, but it did not last long. All in all, this experiment could be claimed as a failure. Evaluating Procedure(s) : When doing this experiment, there seems to be no problem with the procedures. However, when trying to get the food on fire, the food was not able to burn without being above the Bunsen. Therefore, there might be a few things causing this problem. For instance, the indirect contact between the flames from the Bunsen burner with the food might be one of the causes why the food did not burn. Moreover, the amount of food sample might also affect the experiment, maybe the amount, which is 1 gram, is too much. Improving the Investigation : To improve this experiment, some things can be done. For example, rather than burning the food on a spoon, a needle can be used instead, allowing direct contact between the food and the flame. Another thing that can be fixed is the amount of food. For this experiment, I set a standard weight, which is 1 gram; maybe if the mass was smaller, like 1/4 grams, the food can be completely combusted.