Naming the Minerals Essay Example for Free

Naming the Minerals Essay Name the minerals below. Then, insert a percentage of how certain you are in your identification. Finally, explain your percentage of certainty: What was confusing about this mineral? What other minerals do you think it could be? Remember, the minerals in the virtual lab include seven of the following: borax, calcite, corundum, graphite, gypsum, orthoclase feldspar, pyrite, quartz, talc, and topaz. Identification of Mineral Percent Certain Explanation of Certainty Example: Fluorite 80% certain I am almost certain this mineral is fluorite, but I am not completely sure. Fluorite and gypsum are both white, shiny, have white streaks, cleave, and show no reaction to acid. However, the specific gravity of this mineral is 3.18, which is higher than gypsum, so I am pretty sure it is fluorite. Mineral 1: Pyrite 80% certain I am almost sure that this mineral is pyrite because it is gold and has a black streak. The only thinks that do not match up is the specific gravity and the hardness. Mineral 2: Talc 100% certain I am certain that this mineral is talc because the hardness, specific gravity, color, streak and acid reaction are all the same. I am almost sure that this mineral is pyrite because it is gold and has a black streak. The only thinks that do not match up is the specific gravity and the hardness.. Mineral 3:Calcite 100% certain I am certain that this mineral is calcite because it is the only mineral on the list that is white and had an active bubbling acid affect. Mineral 4: Orthoclase Feldspar 90% certain I am almost certain that this mineral is orthoclase feldspar because everything matches but the hardness. The only other mineral it could be is corundum and the hardness is nine and I feel that that is way too high to be my mineral. My mineral matches best with orthoclase feldspar. Mineral 5:Quartz 100% certain I am almost certain that this mineral is quartz because it completely matches the description. Mineral 6: Gypsum 100% certain I am certain that this mineral is gypsum because the color, specific gravity, hardness, streak, luster and cleavage all match up to gypsum Mineral 7:Graphite 90% certain I am almost certain that this mineral is graphite. The only thing that does not match up is the acid reaction. When I ran the test I did not see any reaction with the acid but graphite does react to acid. I did not see any other options because the mineral is black and the streak is brown. So I am almost positive that the mineral is graphite. Part 3: Summary Write a summary answering the following: What are the four requirements for a material to be classified as a mineral? How do you differentiate between minerals? Briefly summarize the six methods to tell minerals apart. Summarize the major differences between minerals and rocks. For a solid to be classified as a mineral it must meet these four requirements: naturally solid, formed by inorganic processes, have characteristics of crystal structure, and a specific chemical composition. In order to tell minerals apart you can use these six methods: luster or color, streak, specific gravity, cleavage fracture, hardness, and acidity. Luster is the intensity that light reflects off of a mineral. A mineral may be shiny, pearly, or even metallic. Some minerals may be distinguishable by their color. By dragging a mineral across a streak plate its mineral powder will leave a streak with a particular color, but this is not a very reliable way of identifying a mineral. By dividing the weight of a mineral in water by the weight of the water you can get the specific gravity of a mineral. Another method is by determining if the mineral has cleavage or fracture. When broken a rock will either be in rounded chunks, fractured, or it be flat with corners, cleavage. Using the M oh’s Hardness Scale you can determine minerals hardness. Hydrochloric acid placed on a mineral will determine whether a mineral contains calcium carbonate. The difference between minerals and rock is that rocks are aggregates. This means a collection of minerals that intergroup together; sometimes many kinds in one rock.

A Christmas Carol by Charles Dickens Essay Example for Free

A Christmas Carol by Charles Dickens Essay Charles Dickens wrote this novel because he was keenly touched by the lot of poor children in the middle decades of the 19th century. This is the reason which motivated Dickens in doing this, before writing this novel. Before he decided to this he thought of publishing leaflets instead. On the other hand some critics have suggested that Scrooge’s redemption underscores what they see as the conservative individualistic and patriarchal of Dickens Carol Philosophy. Dickens own experiences influenced him a lot in why he wrote this novel and how he cares so much for the children, who were forced to hard labour in the workhouses from such young age as 12. Before the â€Å"New Poor Law† was introduced in 1834, a high percentage of young children were forced t work to make sure that them and their families did not die of starvation. There was a well known prison called the â€Å"The Marshelsea†, it became know in the 19th century around the world through the writing of the English novelist Charles Dickens. His father which was there in 1824 for a debt of ? 40 and 10 shillings however Dickens most traumatic experience was when he was forced to leave school at the young age of 12 to work in a factory instead. Dickens already had ideas of how to use these types of experiences in a novel. Some of the social conditions such as the new poor law have been shown in the â€Å"Christmas Carol† in this particular quote: â€Å"The Treadmill and the the poor law in full vigour then? † â€Å"Both very busy sir†` This quote proves to us that Dickens used his novel to express the social conditions through it. Dickens used Scrooge as the main character to show that wealthy people always have a responsibility to help those less fortunate. He clearly shows this view at the end of the novel where he gives a young boy money to buy a turkey for the Crachit family. The family isn’t the richest but has a really warm heart. Crachit tries showing Scrooge that life is not all about money and also that he should try to move on and forget about Bella. Scrooge had a really bad experience when Bella marries someone else because she told him that he cares about money more than her. Scrooge somehow had to overcome this tragic event in his life and since then he has not been able to celebrate a successful eve without thinking of her for even a moment. In much earlier in the novel 3 old men come up to Scrooge asking for money to donate to people for Christmas, however Scrooge is a cold hearted person so instead of donating a few shillings he says â€Å"Bah Humbug. † The main character of â€Å"A Christmas Carol† is Ebenezer Scrooge. He is an elderly man who lives in London, his sister died leaving a son whose name is Fred. In addition to this Ebenezer has no family. He is a very rich banker. Scrooges clerk Bob Crachit is a middle–aged man who has six children. Ebenezer is thin and has a slight hunchback, coal grey hair and a wrinkled old face, on which he has reddish eyes, a long pointed nose and thin blue lips as cold as ice. Like his employee Bob is very well dressed. Let’s take a look at Scrooge first, before he got visited by the spirits he was a very stingy person and only cared about his own interests. He couldn’t manage to share his money and was not sensitive to the suffering of others. Ebenezer was even harsh to his employee who never cheated, is reliable, hardworking and had to endure the bad behaviour on him. Bob is satisfied with not owning anything and having no money at all. Bob is satisfied with not owning anything and having no money at all, however the only things that matter for him and make him happy are the small but the most important things in life which is his family. After Scrooge got visited by the ghosts he changed positively and you could even say that was similar to Crachit. Just like he likes Christmas, is a good and open to others, joyous and happy. He even started to share money with the poor and expressed his feelings by helping others. In my opinion Scrooge turned into a better character and I admire his sudden transformation into a better human being. Bob Crachit’s characteristics are that he is poor, has a big family, young and takes care of his close ones, joyful and nice. The crachit family live in a small cosy home but they don’t have enough money to decorate it with luxuries because the most important thing for them is too have enough money for coal/fire so that they would be warm, however most importantly all they want to happen is for Tiny Tim to be a healthy again. The miraculous transformation that Scrooge has made makes us aware that good change is never too late. Also that money cannot buy happiness you just have to share it with other people to make something good of it.

Practice Structures from Motor Learning

Practice Structures from Motor Learning Skill acquisition is partially dependent on the amount of practice and the structure of practice for the learner. Choose an activity and using the principles of practice and practice structures from Motor Learning answer the following questions. A. Identify and describe the skill with detail along with the characteristics of the learner (age, athletic ability, etc.). The learner is a high school freshman baseball player still in growth development and attempting to improve his fielding mechanics. Although the learner has played baseball in the past, the players fielding skills are average. The player also has average athleticism, is right hand dominant, but requires specific attention to details to improve fielding ground balls that are hit directly towards the learner. The learner is also attempting to play shortstop for the high school team. Fielding a ground ball that is hit in a straight line in front of the player using a glove is the skill that will be taught. When fielding a ground ball, the learner should approach the ball with the palm of the glove facing the baseball as the arm is straight and descending like an airplane and not like a helicopter. As the learner is approaching the ball with the glove and arm positioned as previously mentioned, the learner should take a banana like curve towards the ball to read the location of the ball skipping off the ground. After the banana curve and descending the glove like an airplane, the learner should then field the ball way beyond his toes as his back is bent forward in a squat-like position. The learner should come to the connecting point between the glove and the ball with a right to left step pattern as the learner gets into a squat position. As the learner is getting into the squat position to field the ball, the right hand should extend with the palm facing down while the palm of the right hand is on the bottom of the glove resembling an alligators open mouth. Once the learner is in a squat position with both the glove hand and right hand covering the baseball, the learner is then instructed to close the ball in the glove while controlling the ball with the throwing hand. During this period of controlling the ball, the learner should funnel the ball to the stomach while maintaining eye contact all the way until the ball is in the learners throwing hand entirely. As the ball is in the throwing hand, the fielder should cross the left foot over the right leg, continue to follow the left leg through to assume a throwing position, and finally use the learners throwing abilities to throw at a target once he the ground ball has been fielded. B. Describe the different types of practice appropriate for an advanced performer and one who is just learning the activity. Blocked practice is a repetitive sequence which allows the individual to practice the same skill (Schmidt Wrisberg, 2008, p. 257). This type of practice is for both advanced and unskilled learners to utilize. Random practice is when an individual performs numerous skills in a random order to limit consecutive repetitions (Schmidt Wrisberg, 2008, p. 257). Practice that is randomized is useful for advanced learners. Constant practice is when an individual practices while performing only one variation of a set of skills (Schmidt Wrisberg, 2008, p. 271). A developing learner could field the same type of ground balls and throw to first while an advanced learner could field the same type of ground ball and throw to first, then field the same type of ground ball and throw to second base. Both types of constant practice are beneficial for both learners. Varied practice involves different versions of a skill to be rehearsed (Schmidt Wrisberg, 2008, p. 271). For the purposed skill being pr acticed, an example of varied practice would be having the learner field a variety of ground balls from different distances and throwing to different positions on the baseball field. Varied practice is more beneficial for advanced learners due to the degree of difficulty that would be carried out. For example, fielding a ground ball from multiple angles and switching between throwing to first and second after fielding. C. Discuss why the practice structure you select is appropriate using motor learning principles of practice schedules. Since the learner is a freshman baseball player who is trying to develop a consistent movement pattern to field a ground ball, the best practice structure to use is blocked practice. Blocked practice allows the individual to practice the characteristics of the skill using repetition. Through blocked practice, the developing individual can improve in fielding during the motor stage of learning. While progressing through the motor stage of learning, the coach can provide some precise feedback, but the individual can modify self-movement patterns to accomplish goals of fielding ground balls correctly. Since the freshman baseball player already has a general idea of how to field a ground ball hit towards the fielders direction, blocked practice would allow the learner to reach a high skill potential of fielding a ground ball towards the learner due to repetitive movement patterns. Learners advance through various stages of learning, when developing a skill. Whether a beginner or an expert. Use the stages of learning principles to answer the following questions. A. Name the different stages of learning as well as explain the characteristics of the different stages of learning. In the beginning of learning a skill, the goal of the learner is to get a general idea of what the body needs to do to produce the movement (Schmidt Wrisberg, 2008, p. 200). This is the verbal-cognitive stage. Learners going through this stage when developing a skill often do a lot of thinking while they talk to them self about how they will accomplish the task (Schmidt Wrisberg, 2008, p. 200). There is much improvement throughout the verbal-cognitive stage even though the movements tend to be unathletic and not the best quality (Schmidt Wrisberg, 2008, p. 201). During this stage of learning, it is important for the instructor to demonstrate with visual cues as the learner attempts to mimic the movements demonstrated (Schmidt Wrisberg, 2008, p. 201). After a certain time of repetitive, decent, quality movements, the learner will then progress into the motor stage where the movement is much more effective (Schmidt Wrisberg, 2008, p. 201). While the motor stage does not involve th e most skill potential, it is the stage of motor learning when the learner discovers the most effective and consistent ways to refine the movement (Schmidt Wrisberg, 2008, p. 202). Progression through the motor stage is often the longest stage a learner completes (Schmidt Wrisberg, 2008, p. 202). Once the learner has corrected the movement pattern after receiving feedback and improving the skill, the autonomous stage is when the learner needs to give limited attention to how they produce the movements to the skill and focus on how the movement can be modified to be more effective (Schmidt Wrisberg, 2008, p. 202). Self-confidence improves in the autonomous stage because errors are less likely to occur as the learner is close to the highest potential of the skill. Even though the autonomous stage is the final stage of learning, it is a never-ending phase as it takes years of practice for the learner to produce the skill flawless (Schmidt Wrisberg, 2008, p. 203). B. Use a scenario where an individual would go through the different stages and items that would take place during each of those stages. Explain the scenario fully. (sport or skill all information must be accounted for in explaining what is going on.) When learning how to throw a baseball, the learner begins by being instructed by the baseball coach. The learner is a six-year old tee-ball player who is right handed while having no prior experience with throwing a baseball. The individual is an average height and weight for a six-year old male. Throwing a baseball was taught from the very beginning stages and the process begins as the verbal-cognitive stage begins for the learner. The learners coach explains that the grip of the fingers should be placed over the laces as he shows with a visual demonstration. The youth baseball player then attempts to copy the exact same grip learned from his coach by telling himself, place the fingers over these red marks on the ball. After a decent grip of the ball has been performed, the coach then instructs the youth baseball player to face the hand (as the grip of the ball remains the same way) away from the face. The coach informs the learner to pretend the hand is a cobra snake. Using this cu e, the learner understands that the cobra snake needs to be facing away from the face so the snake doesnt bite the face. As the learner is gripping the baseball, the start of the throwing motion begins when the learner takes the ball out of the glove. The learner is then instructed to grip the ball as previously learned, face the ball towards the ground, then keep the ball facing the ground and away from the face while bringing the ball up directly behind the head with the arm in an angled position. This motion is demonstrated repeatedly to the learner so the learner can mimic the exact movement several times. The learner is constantly talking out loud about the directions to throw a baseball. The learner says, grip the laces, face the cobra away from the head during the wind up, and release the ball in front of the head towards the target. As the learner is attempting the initial phase of throwing a baseball, the learner forgets to face the cobra away from the face and starts to de velop bad habits. The coach quickly corrects the bad movement pattern providing extrinsic feedback by explaining, dont forget to face the cobra away from the face while bringing the baseball down and up. Once the ball is gripped correctly, the ball is behind the head after the wind up, and the ball is facing away from the face so the cobra doesnt bite, the learner is then instructed to throw over-head to a target. The throwing motion was demonstrated so the learner again has a visual demonstration of what the skill should look like. The ball isnt close to the target because the ball was released at an inappropriate time. The coach tells the learner to release the ball in front of the head and have the ball roll off the fingers so the ball has backspin. This is also demonstrated visually. Over a period throughout the practice day, the learner eventually gathers the general movement of throwing a baseball. Although the learner understands the general movement, the throw is not accurat e and still requires much improvement and attention. At this point of motor learning, verbal-cognitive stage is still occurring. However, once the learner has developed a general throwing movement from demonstrations, verbal cues, and thinking, the learner begins to make effective adjustments. The learner then begins the motor stage with more confidence. In this stage, the learner is adjusting the entire body. The learner understands that foot placement improves throwing accuracy, the release of the ball is more consistent, and trunk rotation control is more consistent. Since throwing a baseball is a closed skill, the learner focuses more on repeating high quality throwing motions and making the throw consistently smoother and controlled (Schmidt Wrisberg, 2008, p. 202). After the motor stage produces a more efficient throwing skill, the autonomous stage occurs where the player starts throwing to different targets (i.e. throwing to the first baseman, throwing to the second baseman, throwing to the catcher, or throwing long distances). Performing in the final stage, the learner has developed a crow-hop giving the player more power with throws. The learner also developed quicker and more specific ways to throw the ball to different targets such as developing skills during a relay throw to the catcher from the outfielder. Throughout improvements in throwing a baseball while the learner was completing the autonomous stage, the learner also developed throwing skills to throw different types of pitches such as the curveball and knuckleball. C. Explain what happens to the learner in each the stages of learning for the scenario. As previously mentioned, the learner started throwing at six-years old. In the verbal-cognitive stage, the learner utilizes demonstrations, visual cues, and verbal cues to provide self-talk and thinking when producing the movement. In the scenario discussed above, the learner thinks of directions such as, grip the laces, face the cobra away during the wind up, and release the ball in front of the head towards the target. Self-talk and thinking while attempting the skill is common during the verbal-cognitive stage. The goal of the learner while progressing through the verbal-cognitive stage is to understand the general movement. The motor stage is different than the verbal-cognitive stage when explaining what happens during each stage of the throwing movement. Recently stated, the motor stage begins when the learner already has a general pattern to move. Therefore, the learner seldom uses self-talk or thinking to produce movements in the motor stage. Instead, the improvements are made quickly and the throwing motion performance is more effective. Like what was stated recently, the learner realizes how to use the entire body to produce a better throw which eventually becomes consistent. For example, the learner learned in this stage that correcting foot placement would allow more throwing accuracy. When the learner progresses through the motor stage, the learner is developing as a human being. The individual has much more control over the body and is much older. The learner has become so aware of the environment that the learner understands the closed skill of throwing a baseball and can adjust without much feedback. In the final stage of learning, the learner shows great potential in throwing a baseball. The learner is fully developed as a human-being which means he does not have to adjust based on how his body grew. At this point, the learner is mastering a craft and knows where to place the body and arm to provide the most efficient throw. This is the autonomo us stage of learning where the individual may have to use a crow-hop throughout the throwing motion to hit the target successfully as mentioned above. Either way, the learner has the confidence to produce an effective motion that is near the maximum skill potential. You are teaching someone how to perform a motor skill, such as catching a ball, performing a squat or dribbling a ball (hand or foot). Using various motor learning principles answer the questions below. A. Identify and describe the skill with detail along with the characteristics of the learner. The learner is a ten-year-old little league baseball player who is left handed and not fully developed. The learner is unathletic, average height compared to teammates, and in healthy condition. The motor skill being taught is catching a baseball thrown directly at the body using a glove. B. Using effective instructional techniques (instructions, demonstrations, learning cues) outline the process in which each would be used to teach someone the skill that has been selected. To begin instructing the skill, a description of the skill is necessary. Step one is getting into an appropriate position to catch the ball. Before the ball is released from the hand of the individual throwing the ball to the learner, the right hand wearing the glove should be up with the same arm extended on an angle directly in front of the chest while assuming the ready position. Meanwhile, the left hand is next to the glove prepared to cover the glove after catching the ball using the palm and webbing area of the glove. The learning cue for the arm positioning to catch the baseball is to teach the ready position. Step two is keeping the eyes on the ball. As the ball approaches the glove, the learner is to maintain eye contact with the ball as it hits the spot of the glove and squeezes the thumb and fingers together to keep the ball in the glove which then turns into step three in the instructional process. The learning cue for this direction is squeeze. Meanwhile, the left hand i s covering the glove so the ball does not drop out of the glove. After the description of the skill, a demonstration of catching a ball was the final step before observing the learner attempt the skill of catching a baseball. C. Using the memory process, explain how the learning takes the information presented to them and puts it into memory. The memory process is made up of three distinct memory systems (Schmidt Wrisberg, 2008, p. 54). Memory plays an important role in movement patterns. With the appropriate amount of practice, any skill or movement pattern can be memorized (Schmidt Wrisberg, 2008, p. 54). Short-term sensory storage (STSS) is the initial phase of memory. In this phase, information is constantly being segmented in the brain and is only maintained as a stimulus for only a few hundred milliseconds (Schmidt Wrisberg, 2008, p. 54). The STSS phase processes these short bouts of information in such a simultaneous manner that learners use very little focus on the processing (Schmidt Wrisberg, 2008, p. 54). Once the information is processed in STSS, short-term memory (STM) assesses the processed information as it pertains to the skill being learned. In the STM phase, the pertinent information of the skill remains in the memory shortly while the irrelevant information does not get processed (Schmidt Wrisberg, 2008, p. 54). When practicing a skill such as catching a ball, every time the skill is experienced, information learned throughout each experience is only maintained if focus is on that information (Schmidt Wrisberg, 2008, p. 54). Since STM has a limited capacity, it is up to the learners to utilize this phase of memory as effectively and efficiently as possible while being instructed. In the third and final phase of the memory process, information is mostly stored much longer than the first two stages. Long-term memory (LTM) stores an endless amount of information from experiences for an excessive duration (Schmidt Wrisberg, 2008, p. 55). LTM has more control and effort to process information so that actions can be retrieved, modified, and performed continuously so those actions can be utilized for other skills no matter the difficulty (Schmidt Wrisberg, 2008, p. 56). D. While the learner is performing the skill, feedback is used for various things. Provide example feedback statements as well as what those statement address. Intrinsic feedback is the information that is sensed from produced movements either outside the body or within (Schmidt Wrisberg, 2008, p. 285). While learning the skill of catching a ball, examples of intrinsic feedback would be how hard the ball is, what the ball sounds like when hitting the glove, how much more does the glove need to open to catch the ball in the web space, or where does the arm need to move to catch an overthrown ball. Another form of feedback is extrinsic. Extrinsic feedback is information sensed by an outside source such as a coach, teacher, or another teammate (Schmidt Wrisberg, 2008, p. 286). Examples of extrinsic feedback would be comments from a coach such as, Great job keeping your eye on the ball, or Next time, move your entire body where the ball is going. Knowledge of performance is considered a type of extrinsic feedback (Schmidt Wrisberg, 2008, p. 289). This type of extrinsic feedback addresses the action. Something like you did not keep your eye o n the ball, is an example of knowledge of performance. Knowledge of results, on the other hand, is also extrinsic feedback but addresses the success of the skill rather than the action (Schmidt Wrisberg, 2008, p. 286). You didnt catch that ball using two hands, is an example of knowledge of results. References Schmidt, R. A., Wrisberg, C. A. (2008). Motor learning and performance: A situation-basedlearning approach. Champaign, IL: Human Kinetics.

risk management Essay -- essays research papers

Risk Management For Banking Companies Risk management is the process of assessing risk and developing strategies to manage the risk. In ideal risk management, a prioritization process is followed whereby the risks with the greatest loss and greatest probability of occurring are handled first. In practice the process can be very difficult, and balancing between risks with high probability of occurrence but lower loss & risks with high loss but lower probability of occurrence can often be mishandled. Financial firms face four common risks: Market risk refers to possibility of incurring large losses from adverse changes in financial asset prices, such as stock prices. Standard risk management involves use of statistical models to forecast probabilities & magnitudes of large adverse price changes. Credit risk is the risk that a firm’s borrowers will not repay their debt obligations in full. The traditional method for managing credit risk is to establish credit limits at the level of the individual borrower & industry sector. Quantitative models are increasingly used to measure and manage credit risks. Funding risk is the risk that a firm cannot obtain the funds necessary to meet its financial obligations, for example short-term loan commitments. Three common techniques for mitigating are: diversifying over funding sources, holding liquid assets, and establishing contingency plans, such as backup lines of credit. Operational risk is the risk of monetary los... risk management Essay -- essays research papers Risk Management For Banking Companies Risk management is the process of assessing risk and developing strategies to manage the risk. In ideal risk management, a prioritization process is followed whereby the risks with the greatest loss and greatest probability of occurring are handled first. In practice the process can be very difficult, and balancing between risks with high probability of occurrence but lower loss & risks with high loss but lower probability of occurrence can often be mishandled. Financial firms face four common risks: Market risk refers to possibility of incurring large losses from adverse changes in financial asset prices, such as stock prices. Standard risk management involves use of statistical models to forecast probabilities & magnitudes of large adverse price changes. Credit risk is the risk that a firm’s borrowers will not repay their debt obligations in full. The traditional method for managing credit risk is to establish credit limits at the level of the individual borrower & industry sector. Quantitative models are increasingly used to measure and manage credit risks. Funding risk is the risk that a firm cannot obtain the funds necessary to meet its financial obligations, for example short-term loan commitments. Three common techniques for mitigating are: diversifying over funding sources, holding liquid assets, and establishing contingency plans, such as backup lines of credit. Operational risk is the risk of monetary los...

The Mystic Knights Band and Daniel Robert Elfman Essay example -- music

Daniel Robert Elfman known as Danny Elfman was born May 29, 1953 in Amarillo Texas. He grew up in Los Angeles until he moved to France with his brother at the age of 18. His mother Blossom Elfman was a teacher and a writer and his father Milton was a teacher and was also in the Air Force. His brother Robert is a filmmaker. He was married to Bridget Fonda on November 29, 2003 and has scored one movie of hers in 1997. He has three children Lola born in 1979, Mali born in 1984, and Oliver born in 2005. When he went with his brother to France he performed with an avant-garde musical theater group known as Le Grand Magic Circus. He then decided to travel through Ghana, Mali, and Upper Volta in Africa experiencing new musical styles that would influence his own style. While in Africa he contracted malaria. When he finally returned to the United States he began studying at CalArts even though he was not really a student there. In 1972 Richard Elfman began a band known as The Mystic Knights of the Oingo Boingo that was a new wave band when he left the band to become a filmmaker. In 1976 Danny took over the band until they retired in 1995. They were then called simply Oingo Boingo in 1979 they were a ska influenced new wave band until they changed styles again in the 80’s and became more guitar rock. They were known for their Halloween themes and sold out every Halloween concert they ever performed. One of their most popular songs that is played on several radio stations every year for Halloween is â€Å"Dead Man’s Party†. In 1985 Tim Burton and Paul Reubens asked Danny Elfman to write the score for their film Pee-wee’s Big Adventure. At the time he had no formal training but sought help from Steve Bartek the guitarist and arranger for Oin... ...on all 24. Nominated for 2 British Academy Film Awards and has not won either, same with Broadcast Film Critics Association Awards. Nominated for 4 Chicago Film Critics Association Awards and did not win any of them. Nominated for 2 Emmy Awards won one. Nominated for 2 Golden Globes did not win either time. Nominated for 11 Grammy Awards won once. Nominated for 1 Phoenix Film Critics Society Awards did not win it. Nominated for 6 Satellite Awards won once. Nominated for 12 Saturn Awards won 5 of them. Nominated for 2 Sierra Awards one once. Nominated for 2 World Soundtrack Awards did not win either time. He has been nominated for a total of 75 awards and has won 33. Works Cited Barnes & Noble Biography: http://video.barnesandnoble.com/search/biography.asp?CTR=68216 Encylopedia.com: http://www.encyclopedia.com/topic/Danny_Elfman.aspx Music For a Darkened Theatre

Drugs In The Music Industry Essay -- essays research papers

Drugs in the Music Industry The Music World-glamorous, fast paced, and a world most of us will never be part of. But if we knew what it entailed, would we still want to be? The whole world seems to be building itself around drugs more and more every day, and music industry isn't immune. In fact, music is one of the most influential art forms of today's society, and drugs, especially to today's youth, just add to the attractiveness of it all. In the last two or three years, drugs, especially heroin, have risen in use dramatically. Kurt Cobain was the most high-profile drug-related rock star since the 1970's and was still battling heroin addiction when he committed suicide in 1994. Along with him, his wife Courtney Love made it fashionable to be a "junkie". In the last year, Stone Temple Pilot's singer Scott Weiland and Depeche Mode singer David Gahan, among others, have been arrested for cocaine or heroin possession. The number of top bands that have been linked to heroin through a member's overdose, arrest, admitted use or recovery is staggering: Smashing pumpkins, Everclear, Snoop Doggy Dogg, Dr. Dre, Blind Melon, Red Hot Chili Peppers, The Breeders, Alice in Chains, Sex Pistols, Sublime, Iggy Pop, the list goes on and on. Together, these bands have sold more than 60 million albums(Newsweek pgs 50 & 53). Since kids emulate popular musicians, what is there to keep them from emulating their drug use? Moreover, what's to keep the majority of the population from doing the same? In the 60's and 70's, drug use was never spoken of nor did anyone admit that it was a problem. Nowadays, there is not a person in the world who hasn't heard about the rising drug use. But what are they doing about it? Back in the 80's, higher prices, the fear of contracting AIDS, and lower purity kept drugs out of the mainstream. Now, drugs are cheaper and easier to get then ever, being imported into the country at double the rate it was in the 1980's. Unfortunately, the outsider's view of drug use isn't the harsh reality. Janis Joplin, Billie Holiday, and Charlie Parker are among the many to die from heroin and other drug addictions. Drugs seem to make you a funnier, wiser, cooler person, but what the younger generation fails to realize is that they are fatal. Despite this, drug... ...are easy because they are wealthy, popular, and sublimely happy. Being rich and famous isn't all it's cracked up to be. They lead normal lives, have kids and pay bills just as we do, but this is still no excuse to put your life into your own hands. The music industry may be finally facing up to the truth that drug abuse has become a serious problem, though. The National Academy of Recording Arts and Sciences gathered in 1996 to discuss what could be done about it. The sense of crisis has been growing since Kurt Cobain committed suicide, blamed at least partly on his heroin abuse.(Time p57)Expressions of concern are easy to come by, but the chances for meaningful industry action are less clear. Record executives refuse to be drug police, especially in a society where drug abuse has long been accepted, and even condoned, as part of the creative process. Geffen Records has retained a drug counselor for it's musicians who seek help. (Time p 58). But the industry must recognize that pressure from the label to keep tutoring and recording can blow a drug problem out of proportion. It is a minimal step, but at least a start toward trying to keep musicians healthy, productive, and alive.

Technology Computer Science

This proves that the relation of technology wit h Humanity has countless and often unpredictable outcomes and effects on today's society. The smartened is a prime example of advancement of technology and its in attraction with humans. Cellular devices such as the smartened went from the classic buttons to the more common touchstones. And when people might have began thinking that that was the farthest a phone could be technologically advanced, they were proven wrong again! No w Humans only have the unique and quick option to instead type a text to communicate and array out actions, we now have the unique option to instead use voice guidance.Technology and Humanity: A Positive Side Technology has done nothing but good for the Human race since the beginning Eng of time! Positive effects technology has on society include Education, transportation, H should and Industry, Exchange Of Information, Advertising and Entertainment, Cellular C immunization and countless more. Technology influen ces many other aspects of our lives; d erectly and indirectly. Simply put, technology is almost a necessity in today's society. Where would we be as a people without technology? This question can only b e answered with disaster.Technology gives mankind a sense of direction and guidance an d without it, almost everything we take for granted today, would be a struggle without the gift that t is technology. Complications and problems that would exist without the presence of techno ago could include minimum communications, drastically slower Transportation, Limited Connect actions, Knowledge and even Education! For example, there are key pros of Technology with concerns to Education. Wi the Technology and Education hand in hand, technology further enhances people' s (student's) interests about School in general.For example, being engaged with their less ones by being occupying themselves with virtual field trips and video tutorials. With Technology and Humanity, there are endless positi ve possibilities that AR discovered and developed in everyday life. For example, www. Academia. Deed's article discusses numerous success between the two, â€Å"Technological advancements have show n a substantial growth concerned with each and every field whether it be the communication systems, astronomy, semiconductor devices,automobiles, electronic devices of daily u sage, belletristic vices, building and architectural design techniques or the computers†.The pros may seem endless, however there are cons as well. Advancement in Technology: A Darker Side Where there are upsides to a situation, there are downsides. With Technology , there are without a doubt cons when it comes to their relationship with Humanity. This â€Å"Darker Side† of technology includes major reliance on technology, the abuse of technology, a ND the time consuming effects Of technology. Technology is a wonderful things, and Humans love using it, whether they're c amputees, tablets, phones, and e ven television. However, this can become highly addict eve and cause Humans to be â€Å"too† actively engaged with technology.Due to this, we become so busy and distracts us from spending time with loved ones and even doing everyday cacti pities. Society has developed a major dependence and reliance on Technology. This can cause us to lack patience, and even a willingness to act before we think. For example e, we can become inpatient in slight situations, such as waiting for speedy responses to our Emma ills, texts, and calls. This major dependence on technology can negatively affect us in situations w ere we need patience and even do something ourselves without the use of technology.Weapon Engineering: Technology and Weapon's are one in the same. But many will ask the control reseal question, is it for a good or better worse cause? Believe it is for both. Weapons are useful; even a need in most situations. Womb. Academia. Due state â€Å"Nevertheless, weapon incorrigiblenes s and provides a huge advance. Rive Larry between the countries may also be ascribed to technological advancements, as the country sees compete for the development of new warfare techniques and equipments†. This is a huge plus because weaponry is not only local, for example, a robbery or house invasion. It is worldwide!Etc homology advances weaponry everyday, and they are required in even the biggest of sit cautions such as War. Weapons, on the other hand obviously could be a negative thing. Vow. Aced aim. Due states â€Å"Nevertheless, weapon engineering propels and provides a huge advance CE. Rivalry between the countries may also be ascribed to technological advancements, as the coo entries compete for the development of new warfare techniques and equipments†. This quote high hilts the issue of he possibility Of full on world warfare, all due to the greediness and competition venues of countries too have the latest and strongest weapons.Quite honestly, its only a mat ter of time when they will be used; this should not be a possibility whatsoever. However, this is the problem that weapons/ technology pose on the world today. Artificial Intelligence: What is Artificial Intelligence? According to www. W. Merriment's. Com, is is† 1 : an area of computer science that deals with giving machines the ability to seem like the eye have human intelligence 2: the power of a machine to copy intelligent human behavior†. Believe it or not, there are many reasons to like and dislike Artificial Intelligence.Albert Hubbard once said, â€Å"One machine can do the work of fifty ordinary me n. No machine can do the work Of one extraordinary man†. This is true without a do but. Artificial Intelligence is used everyday to the benefit of mankind. With that being said, t here are numerous benefits of Artificial Intelligence. For example, accomplishing tasks without get ting tired. An example of this is getting a specific objective or task completed wi thout taking breaks such as a lunch or coffee break. In summary, Artificial Intelligence can get a job done al most instantly, compare to that of humans alone. The real danger is not that computers will begin to think like men, but that m en will begin to think like computers† is a quote stated by Sydney J. Harris. It is quite accurate. Despite the benefits of Artificial Intelligence, there are key disadvantages to it. What if the Artificial Intelligence were to break down? If you were performing a task, such as transfer erring money from one device to another, it could all be gone in an instant. Ironically, just as easy it is to complete a ask with Artificial Intelligence, it IS as easy for an entire task to turn into nothing Eng. Sadly, there are numerous other cons to Artificial Intelligence.There is also the e possibility of losing countless amounts of information. Http:// half-heartedness's. Org further explains, â€Å"In particular cases, because of the malfunction of s pecific parts, artic facial mind can fall short to keep its memory all the files which it must have. This thing can also o occur with humans. Once a person is liable of the keeping of information and collection of data an d fall short to do he job, it is somewhat that is accepted and frequently branded as your mists eke- On the other hand, with artificial mind it is not assumed and this really makes the entire did preference, in the end making it an issue.Artificial intelligence or computer system requires to be s witched off on a daily basis for work maintenance. This could be a restraint to output and office once as well as to the whole interests and benefits of the company in question†. Artificial Intelligent once is truly a Wild Card in its possible outcomes. Medical Technology: Medical Technology, according to NNW. Wisped. Com is â€Å"Medical Technology, which is a proper subset of health technology, encompasses a wide range of healthy are products and is used to diagno se, monitor or treat diseases or medical conditions affecting h unmans†.Medical Technology is a positive side of the relationship between technology and hum Anita. This deals with the improvement of human health, and this is key to society. People will continue to gets, hurt and injured. The field isn't going away anytime soon. Medicine is the Holy Grail of human health, and without it people would not s reeve. Medical Science is extremely beneficial, â€Å"Research in the field of medicine has allowed for the development of many new treatments, drugs, medicines, and solutions that h eave allowed for the dramatic prolegomena of the human lifespan. As stated by www. Academia. De u. Due to the advancement and development of Medical Technology/ Science, human life spans are expanding and people are living longer and happier lives because of it. Nuclear Technology: Nuclear Technology is a very debatable topic. Nuclear weapons, nuclear media cine, and nuclear power are among the m any applications Nuclear Power can be used f or. One of the most controversial being Nuclear Weapons. However, when determining an opinion on this topic, it should be determined from a standpoint of the people as a whole, rather that n individually.A positive aspect of Nuclear Technology includes Nuclear Medicine. Nuclear M educing diagnoses diseases, x rays can identify sensitive parts of the body when identity faying a disease, physicians can perform their operations easier and more responsibly due to Nuclear Medicine. Nuclear Power is another positive for Nuclear Technology. Nuclear Power is c noninsured as another great source of energy, and it is a manageable source of regenerate energy. However, there are numerous downsides to Nuclear Technology. Although N clear Power can be positive, some negatives sometimes outweighs it.Nuclear Pope r produces radiation, which can lead to cancer in Humans and almost everything about N clear Power is expensive. Www. Half-heartedness's. Org s tates that â€Å"Research in the field of medicine has allowed for the development of many new treatments, drugs, medicines, and solutions that have allowed for the dramatic prolegomena of the human lifespan†. Lastly, there is the issue of Nuclear Weapons. When used, Nuclear Weapons are highly dangerous. The RI sky of human life when these weapons are used are great.