The Impact Of Education

The Impact Of Education Every year the Mauritian Government devotes an increasingly large share of its budget to the development of the education sector. The reason for such an increase in government investment in education lies in the belief that education has a direct impact on the economic growth of the country. In most developing countries, like Mauritius for example, education is regarded as a powerful instrument for reducing poverty and removing social and income inequalities, improving economic growth and standards of living, and helping the country to reinforce its autonomy. Appiah and McMahon (2002), Burneth et al. (1995) and others suggest that education also has some positive indirect effects such as increasing longevity, improving democratization and political stability, and reducing poverty and crimes. Education is considered as an investment in human capital. Human capital can be described as the knowledge, abilities and skills of an individual, acquired through education, training and experience, which help the latter to be more productive and thus improve his potential income earning. Ismael (1998), Becker (1964) and Mincer (1974) have emphasized on the fact that, by investing in human beings, we will gain from some forms of benefits in the future. However, Blankneau and Simpson (2004) find no clear evidence on the link between government spending on education and economic growth. Human capital is one of the most important components of sustainable economic development of a country as illustrated by Lucas (1988) and Romer (1990) in their new growth literature. The expanded neoclassical growth model developed by Mankiw, Romer and Weil (MRW) (1992) and the endogenous growth models developed by Lucas (1988), Romer (1990), Barro (1990) and others have only recently stressed on the importance of human capital in growth theories. Even though human capital incorporates health, experience, skills, education and other social factors, in this paper we will concentrate only on the role of education and its effects on the economic development of Mauritius. One problem that arises is when dealing with the measurement of human capital. In fact, there is no agreed definition of which proxy should be used to represent human capital. Generally, the average number of years of schooling has long been seen as a convenient proxy. Some researchers, for example, Mankiw et al. (1992) use secondary enrollment as proxy for education and Barro (1998) uses enrollment in different levels of education, i.e. primary, secondary and tertiary, and also enrollment by gender as proxies. In our study we will be using the average number of years of different schooling levels as proxies for education. Petrakis and Stamatakis (2002) have stressed on the fact that each different level of education has different impact on growth. For example, they find that the effect of primary and secondary education on the economic growth of developing countries is more significant than that of tertiary education, and for developed countries it is the reverse situation that takes place. Since it improves human capital, we could say that education does affect economic growth predominantly, but actually, the impact of education on the economic development is quite ambiguous. There were countless debates over the years by researchers over whether education has a positive, negative or no relationship at all with the economic growth of a country. Barro (1991) finds that education has a positive and significant impact on economic growth. He observes that any rise in enrollment rate, raises GDP too. De Meulmester and Rochet (1995) provide evidence that this relationship may not always be true. Devarajan et al. (1996) find that education has a negative impact on economic growth for some developing countries. They deduce that developing countries are not productive at the margin because these countries do not fairly allocate their public capital expenditure and this explains the opposing relationship between education and economic growth. Some other researchers, such as Hanu shek and Woessmann (2007), find that it is in fact the quality of education that promotes economic development and not the quantity of schooling or schooling attainment. They observe that the skills of the population directly affect the distribution of income and economic growth. The purpose of this paper is to determine the impact of education on the economic growth of Mauritius. 2.1 Effects of Education Education is a never ending process and as said in a famous diction, Education starts from the womb and ends in the tomb. Education benefits the society by helping to increase economic growth, reducing poverty, reducing crimes, increasing employment etc and also helps the individual to earn higher income and therefore improves the latters living standard. The figure below gives a rà ©sumà © of the effects of education at the micro and macro levels. Source: Michaelowa, Katharina. (2000) Returns to Education in Low Income Countries: Evidence for Africa. The above diagram shows the micro and macro effects of education. There are irrefutable evidences that connect education to economic growth and education in form of human capital boosting productivity. Education is in fact productivity-enhancing. It is said that a person without basic literacy and numeracy skills have many difficulties in completing basic tasks of everyday life, which therefore shows the importance of education. Education affects the growth of the economy in various ways. We here discuss the direct effects of education. Education is said to be connected to the notion of empowerment. Individuals with a certain level of higher education not only have good job with interesting wages but also augment productivity of the economy. Some studies have shown that GDP per capita rises by 1 to 3 percentage points following a 1 percentage point increase in school enrollment rates. Therefore, education is said to increase individuals wages along with the augmentation of productivity and finally GDP per capita. Here we discuss indirect effects of education. According to Glewwe (1999), Schultz (1993), Hobcraft (1993), and Thomas, Strauss and Henriques (1991) mothers schooling have indirect positive effects on the economy. It is said that an additional year of mothers schooling will induce the child to be in a better health and encourage them to learn which will eventually increase their chances to be a productive person in the future and affect the economy positively. Furthermore, educated individuals are more likely to be aware about family planning and this will ultimately reduce childbirth. This results in families having more or less 1 to 2 children, that is, a smaller family where more time is dedicated to the childrens education. This attention in return motivates the children to be more motivated at school and have better results. These children are thus encouraged to pursue their education to higher levels. Moreover, educated workers are more likely to adapt to new technology and new working techniques easier than illiterate workers. It is also said that an educated workforce is more productive than an uneducated workforce, that is, the return of an educated worker is higher compared to that of an uneducated one. Higher returns have a positive impact on the economic growth. Michaelowa (2000) uses the example of an educated farmer who uses new agricultural techniques to produce goods. Through education, the farmer will acquire the knowledge and skills required to use these new agricultural techniques and therefore he will be more productive compared to other farmers who are still using traditional techniques. The other farmers in the neighborhoods will tend to do the same in order to achieve higher profits, so this causes both the farmer and the neighbors to have higher returns and in turn increases GDP per capita. Mincer (1974) says that there is a relationship between education and individual earnings which in turn produce private returns. The Mincerian equation helps to differentiate between the different levels of education and distinguish their effects on the economy. He also claims that an additional year of schooling will lead to higher private returns. 2.2 Theoretical Framework Ramsey (1928), Solow (1956), Swan (1956), Cass (1965) and Koopmans (1965) among others developed the neoclassical model of economic growth. In his model, Solow (1956) claimed that two important factors determined growth, namely the quantity of labor and the capital stock. The neoclassical model assumes diminishing returns to capital and labour independently, and the input-output ratio is determined by exogenous technological factors. This model does not take into account the effects of factors such as human capital, health etc on the economic development. In fact, Schulz (1961) proved that labor and capital did not explain completely the increase in output and Lucas (1988) pointed out that investment in human capital is one of the main determinants of economic development. Moreover, in order to offset the adverse effects of diminishing returns, thus allowing the economy to grow, the neoclassical model suggests that the country must invest heavily in technology. In theory, this is one of the reasons why low-income countries with low ratios of capital to labor are likely to grow faster than rich countries. But empirical results have shown some inconsistencies with this hypothesis as demonstrated by Summers and Heston (1988). Later, Lucas (1988), Romer (1990), Barro (1991) and others developed the endogenous growth models in order to overcome the shortcomings of the neoclassical growth models. In the endogenous growth model, exogenous technological progress does not affect steady growth. This model introduces human capital as an input in the form of effective labor and implies that the accumulation of human capital directly affects labour productivity. The main difference between effective labour and physical labour lies in the fact that the former is calculated by taking into account labour quality such as educational level, training and skills. Both Lucas (1998) and Romer (1990) have used agents to represent the effects of human capital in their models respectively. According to Romer (1990), human capital is the decisive input that generates new products and technology in the Research Development sector and therefore this implies that countries with high levels of human capital stocks will grow faster due to the more rapid development of new products and technology generated by them. Lucas (1988) incorporates human capital in his model and claims that the accumulation of human capital will enhance productivity of other factors and thus will boost economic growth. He also affirms that never-ending increases in human capital will result in never-ending economic growth. In his model, human capital is a measure of abilities and skills used in production by a worker. However, Grossman and Helpman (1994) state that it is some form of knowledge which can eventually cause never-ending growth, not human capital. Schultz (1999) outlines the importance of human capital through education and health in determining economic growth. He insists that education increases both peoples awareness and their investments on health services, and also healthy people tend to be more efficient and therefore more productive. 2.3 Empirical Evidence Barro (1991) finds that education and economic growth are highly correlated. He uses enrollment rate as a proxy for education and per capita GDP as a proxy for economic growth. Data are collected across more than 100 countries during the years 1960 to 1990 and Barro finds that each additional year of enrollment increases per capita GDP. Bils and Klenow (2000) also come across similar results in their research. They find that variation in schooling explains approximately one third of the variation in economic growth. Although Bils and Klenow (2000) provide evidence of the positive relationship between education and economic development, they also claim that more growth could result in more education and not the opposite, i.e. there is a reverse causation effect. Barro and Sala-i-Martin (1995) use cross-country data made up of 90 countries over the time span 1965-1985. They employ the AK framework, which displays constant return to capital as it assumes that the other elements (labor and technology) that determine GDP grow proportionately with capital. In other words, each increase in capital increases output correspondingly. Their results indicate strong positive relationship on the long-run between average GDP per capita and the level of educational attainment, terms of trade and life expectancy. However, some researchers claim that the type of regressions performed by Barro and Sala-i-Martin (1995) may be subject to reverse causation effect as stated before. For example, a rise in GDP could increase investment in education as the economy develops. Such type of results will have great influence on our research as we want to study the impact of education on the economic growth and not the reverse. Akcabelen (2009) uses the ARDL approach to determine the short-run and long-run effects of different levels of education on Turkeys economic development. Secondary enrollment and tertiary enrollment are used as different proxies for education and this enables us to examine the impact of each level of education on the economic growth. Akcabelen concludes that there is positive correlation between all levels of education and the long-run economic development of Turkey. Loening (2002) uses time-series data from 1951 to 2000 and applies the error-correction methodology to analyze the impact of education on the economic growth of Guatemala. He observes that output per worker increases by 0.16 percent following a 1 percent rise in the average years of schooling. So he agrees on the fact that education does have a positive impact on the overall economic development of the country. Afzal et al. (2010) use time series data from 1970-2009 to analyze the relationship between education, physical capital, inflation, poverty and economic growth in Pakistan. According to their findings, education and physical capital have both a positive and considerable effect on economic growth in the short-run as well as in the long-run. They also find that inflation slows down economic growth in the long-run and poverty has no effect at all on the economic development of Pakistan. Other researchers, such as Kakar et al. (2011), have used time series data for the time span 1980-2009 and apply the Error Correction Model (ECM) and come to the conclusion that education influences Pakistans economic development only in the long-run. They also observe that the quality of education is more important than the quantity of education in achieving economic growth, so the government should increase its investment in education with the aim of enhancing the quality of education further. Since Mauritius is part of Africa, it is also good to see the results of researches conducted in other African countries. Fonkeng and Ntembe (2009) use enrollment and GDP as proxies for education and economic development and they notice that education at higher level, i.e. at tertiary level, is positively correlated with economic growth of Cameroon. Musila and Belassi (2004) use government expenditure on education as proxy for education for the years 1965 to 1999. They apply the cointegration and the ECM methods and find that there is positive correlation between average workers expenditure on education and the economic growth of Uganda. Ndiyo (2007) uses time series data from 1970 to 2000 on real education expenditure, real capital formation and GDP, and employs the VAR technique. Based on the results obtained after computations, Ndiyo (2007) demonstrates that education does not have a positive effect on the economic development of Nigeria. He suggests that this result can be explai ned by various factors such as labor market distortions, redundancy, brain drain, industrial disputes and job discontinuities, and government failure etc. Khorasgani (2008) analyses the impact of higher education on Irans economic development for the period 1959 to 2005. The proxies used for human capital are education attainment and research expenditures. Khorasgani (2008) uses the Cobb-Douglas production function together with the ARDL method to determine the short-run and long-run effects of higher education on the economic growth. The study demonstrates that real output increases by 0.314 percent in the long run and 0.198 percent in the short run following a 1 percent increase in higher education attainment. Hence, higher education has a positive and significant impact on the economic development of Iran. .

Geosciene Online Quiz Question and Answers

The Geosci Motherload Unit 1 – Science! |1. |The US government, and most other governments of the world, provide support for scientists but not for astrologers, palm readers, or telephone | | |â€Å"psychics†. Why do governments support scientists? | | |A. | | |Scientists are amazingly sexy, and government functionaries simply cannot control themselves in the presence of such overwhelming sexiness and | | |throw money at the scientists (sometimes tucking tens and twenties into the pockets of the scientists’ lab coats). | | | | |B. | | |Scientists use a careful method, and governments are always committed to supporting the use of careful methods. | | | | | |C. | | |Scientists help humans do useful things, which makes the humans healthier, wealthier, etc. , and governments often like to support health and | | |wealth. | | | | |D. | | |Scientists all drink Diet Pepsi because they think it makes them look sexy, and governments are all controlled by the powerful Pe psi | | |Corporation and so the governments support the Diet-Pepsi-drinking scientists. | | | | | |E. | | |Scientists learn the Truth, and governments are always deeply committed to learning the truth. | | | The government is often interested in seeing people live longer, or improving the economy, or having better and more-accurate explosive devices for the military, or in many other things that improve our lives, and science plus engineering and scientific medicine are better than any other human activity at delivering these. A cynic might say that politicians are often not all that interested in finding the Truth.And a realist would note that science is being improved all the time, and because you cannot improve on the Truth, science has not (yet? ) learned the Truth. There are many methods in the world, some of them are careful, and many of them are not funded by the government. Some of our spouses or significant others may think that some scientists are sexy, but many other se xy persons are not funded by the government. One of the professors has been known to drink a competitor of Pepsi on occasion, and some scientists refrain from soft drinks entirely. [pic]|Points Earned: |1/1 | |Correct Answer: |C | |Your Response: |C | |2. |What is an accurate description of the job of a scientist? | | |A. | |The scientist does only things that require high-tech equipment. | | | | | |B. | | |The scientist invents new ideas, and goes on to show that some of those ideas are false. | | | | | |C. | | |The scientist learns the Truth through careful application of the scientific method. | | | | | |D. | |The scientist does only things that show how sexy being a scientist really is, causing down-trodden non-scientists to lose control of | | |themselves with carnal lust for the scientist. | | | | | |E. | | |The scientist Invents new ideas, and then goes on to prove that some of those ideas are True. | | | | Much of the fun in science is coming up with great new ideas (h ypotheses, if you like fancy words).But for your new idea to â€Å"win†, you have to show that it does better than old ideas, so you have to prove those old ideas false (or incomplete, or not-quite-right, or whatever â€Å"nice† word you might prefer). The scientific method is a powerful way for humans to learn to do things, and learn what does and doesn’t work, but the results of science are always open to improvement, so are not claimed to be Truth, and probably are not Truth. Some scientists still use pencils and look at things, and there are probably a few non-sexy scientists around somewhere. [pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |3. |Newton’s ideas on physics â€Å"won†, and Aristotle’s ideas were kicked out of science and over into history. Why? | | |A. | | |Newton’s ideas appealed to dead white European males, whereas Aristotle’s didn’t because Aristotle wore a toga all the time. | | | | | |B. | |Newton’s ideas did a better job of predicting how nature would behave. | | | | | |C. | | |Newton’s ideas appealed to dead white European males, whereas Aristotle’s didn’t. | | | | | |D. | | |Newton’s ideas were more elegant, and so were intellectually favored. | | | | | |E. | | |Newton won the Nobel prize. | | | |Unlike painting or literature, scientific inquiry has a well-defined procedure for figuring out if Newton's ideas are better or if Aristotle had it right all along. In looking at a painting, we can ask different people what they think, or we can make up our own mind on whether we like it or not, and that is perfectly valid. In science, we have to ask: does the idea fit with the way the world works? Can I predict the speed of a falling object better using Newton's ideas or Aristotle's? As it turns out, Aristotle’s ideas didn’t predict things very well, and Newton’s did. [pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |4. |Scientists often speak of consensus—the scientific community agrees that a particular theory is better than the competitors.What is such | | |scientific consensus based on? | | |A. | | |The insistence of a single scientist that he or she is correct. | | | | | |B. | | |A number of different experiments by different people that all had outcomes that were predicted accurately by the favored theory and not by | | |the competitors. | | | | | |C. | | |Statements in the old textbooks that the scientists studied when they were in school. | | | | | |D. | |The decision of the Nobel prize committee to give the inventor of the idea a lot of money. | | | | | |E. | | |A single experiment had an outcome that was predicted accurately by the favored theory and not by the competitors. | | | | Agreement on scientific theories is a contentious, drawn-out, and sometimes acrimonious business. Scientists are no better (and no worse! ) than everyb ody else: we think we are right and those who disagree with us are dunderheads!I put forward my idea, and the experiments that I did that show the idea is a good one†¦ then everybody else piles on and pooh-poohs my idea. BUT, they go out and do experiments that try and show my ideas are wrong†¦ and they can't do it! So eventually all those experiments accumulate, and finally people agree that my idea is a good one. (Sometimes accompanied by a sneer: â€Å"†¦ but of course I knew that all along. I just didn't bother to publicize it†¦ † I told you, scientists are no better and no worse than the rest of the world. |[pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |5. |Your job depends on you finding the best available information on a particular technical topic. Where should you concentrate your search if | | |you want to do it right and keep your job? | | |A. | | |Watch cola commercials on football bowl games. | | | | |B. | | |Locate articles in weekly news magazines analyzing the views of public officials on the technical issue, as reported in the newspapers. | | | | | |C. | | |Get on the web and go looking for the pages posted by â€Å"think-tanks† headquartered near Washington. | | | | | |D. | | |Scan databases of newspaper articles to find the views of public figures on the technical issue. | | | | |E. | | |Find and study refereed scientific articles in learned journals. | | | | No source of information is perfect, but the refereed articles in learned journals put immense effort into â€Å"getting it right†. The web has reliable information, of course, but probably most of the information on the web is not especially reliable. The web is very inexpensive, and lots of people put junk on it.Think tanks also often are pushing an agenda, and try to â€Å"spin† information their way. Most newspapers are around for the long haul, and try to make the news fairly accurate, although some news papers do have agendas, and the editorial pages are not especially accurate. But, if the report is on the views of a public figure, the newspaper may accurately report what the public figure said, but what the public figure said may be less than completely accurate. Some magazines are quite good and careful, but many are pushing a belief or just overhyping things to tease you into buying the magazine.And while you are welcome to believe that drinking a particular cola makes you sexy†¦ don’t count on it. |[pic]|Points Earned: |1/1 | |Correct Answer: |E | |Your Response: |E | |6. |Before they can be published, scientific papers must be peer-reviewed. This means that: | | |A. | | |Some other scientific experts read the papers and guarantee that they are True. | | | | |B. | | |Some other scientific experts read the papers and provide quality control by eliminating many mistakes. | | | | | |C. | | |Government bureaucrats read the papers, to be sure that the papers do not i nsult the political positions of the current officeholders. | | | | | |D. | |Everyone in the world is given the opportunity to comment on the papers through a specially maintained blog. | | | | | |E. | | |An editor reads the papers, to make sure that all the semicolons are in the correct places. | | | | Reviewers work hard to identify errors of any sort, almost always identify many, and then the reviewers and editors insist that those errors be fixed before publication.Review is done voluntarily by scientists; this is part of the cost of being a member of this great human undertaking. Science doesn’t claim Truth; although science strives to be as accurate as humanly possible, that is often well short of Truth. |[pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |7. |What is more accurate about the Earth? | | |A. | |The Earth is formed of flat, vertical layers; one runs from the North Pole to the South Pole, and then others are layered on to the sides o f | | |that. | | | | | |B. | | |The Earth is formed of flat, horizontal layers, a little cap at the South Pole, then a layer above that, and a layer above that, all the way | | |up to a little cap at the North Pole. | | | | | |C. | |The Earth is formed of concentric layers (something like an onion–a central ball with a shell around it, and a shell around that†¦), but with | | |a giant hole on one side where the moon-making collision blasted pieces off. | | | | | |D. | | |The Earth is homogeneous; when it melted, it got all mixed up. | | | | | |E. | |The Earth is formed of concentric layers (something like an onion–a central ball with a shell around it, and a shell around that†¦); when the | | |planet melted, it separated into layers. | | | | The planet is onion-like, with an inner core, then an outer core, a mantle (which has several sub-layers), and a crust. The moon-making collision did happen, but the planet got hot enough to separate again. The plane t separated after melting largely or completely, with the densest stuff falling to the center and the lowest-density stuff floating to the top. [pic]|Points Earned: |1/1 | |Correct Answer: |E | | | | |8. |Geologists get to play with chemistry, physics, biology†¦ and history! And what a history you will meet as you work your way through the | | |course.Starting at the beginning, the textbook provides the scientifically accepted start of the story†¦ and promises that you’ll get to | | |explore some of the evidence for that scientific view, later in the semester. Meanwhile, which is more nearly correct of the scientifically | | |accepted view? | | |A. | | |The Earth is eternal, having been here forever and promising to be here forever. | | | | | |B. | |The Earth formed from the falling together of older materials, about 4. 6 billion years ago. | | | | | |C. | | |The Earth formed in the Big Bang, about 6000 years ago. | | | | | |D. | | |The Earth was assembled by g igantic space beavers, which gnawed down the primordial tree of life and piled its branches together to form the | | |planet. | | | | | |E. | |The Earth formed when the Big Bang caused older materials to fall together, about 14 billion years ago. | | | | The Big Bang is estimated as having occurred about 14 billion years ago. Stars that eventually formed in the wake of the Big Bang led to production of elements such as iron and silicon that are common in the Earth—we are formed from second-generation stardust, which â€Å"got it together† to make the planet about 4. 6 billion years ago. [pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |9. |National Parks are: | | |A. | | |Regions containing key biological resources that have been set aside for the enjoyment of future generations. | | | | |B. | | |Regions containing key geological resources that have been set aside for the enjoyment of the present generation. | | | | | |C. | | |Regions contai ning key cultural resources that have been set aside for the enjoyment of the present generation and future generations. | | | | | |D. | |Regions containing key biological, geological or cultural resources that have been set aside for the enjoyment of the present generation and | | |future generations. | | | | | |E. | | |Regions containing key roller coasters that have been set aside for the enjoyment of you and your immediate friends. | | | | Old Faithful, the giant sequoias, and Mesa Verde’s cliff dwellings are waiting for you, and your grandchildren. [pic|Points Earned: |1/1 | |] | | | |Correct Answer: |D | |Your Response: |D | |10. You find two neutral atoms. Each has 8 protons in its nucleus, but one has 7 neutrons, and the other has 8 neutrons. It is correct | | |to state that: | | |A. | | |The two atoms are from two different elements. | | | | | |B. | | |The two atoms are from the same element, but are different ions of that element. | | | | |C. | | |The two ato ms are from the same cola, but presented in different packaging. | | | | | |D. | | |The two atoms are from the same element, but are different isotopes of that element. | | | | |E. | | |The two atoms are from the same element, but are different isopleths of that element. | | | | The element is determined by the number of protons, so if each atom has the same number of protons, the atoms are the same element. Changing the number of neutrons primarily affects the weight, giving a different isotope of the same element. Changing the number of neutrons too much can introduce radioactivity, so the isotope won’t hang around forever. ) Ions are made by gaining or losing electrons. Isopleths are lines on a map connecting places with the same concentration of something that someone has measured, not exactly relevant here. And cola requires making atoms into molecules, and then mixing molecules of several sorts (water, sweetener, coloring agent, flavoring agent, perhaps caffeine) to mak e cola. [pic|Points Earned: |1/1 | |] | | | |Correct Answer: |D | |Your Response: |D | |11. You get some stuff, and start taking it apart. But, you are restricted to the use of â€Å"ordinary† means (fire, sunlight, your digestive| | |system) and you cannot use atom smashers or atom bombs. What is the smallest piece that you are likely to be able to produce: | | |A. | | |A quark | | | | | |B. | | |A nucleus | | | | |C. | | |A proton. | | | | | |D. | | |An atom | | | | | |E. | |A neutron. | | | | We can break matter down into atoms (Greek for â€Å"not cuttable† because the Greeks didn’t have atom smashers or other exotic tools that would allow cutting atoms into smaller pieces). All of the wrong answers here are smaller pieces of atoms, but cannot normally be isolated by â€Å"ordinary† tools. [pic|Points Earned: |1/1 | |] | | | |Correct Answer: |D | |Your Response: |D | |12. Ignoring good manners, you start rooting around in the nucleus of a p oor, unsuspecting atom, to see what is in there. What are you | | |most likely to find? | | |A. | | |Only neutrons. | | | | | |B. | | |Neutrons, usually with some electrons hanging around among the neutrons. | | | | | |C. | | |Protons, usually with some electrons hanging around among the protons. | | | | |D. | | |Protons, usually with some neutrons hanging around among the protons. | | | | | |E. | | |Only protons. | | | | The simplest nucleus is the single proton in â€Å"ordinary† hydrogen.All other nuclei include protons and neutrons. Electrons make the cloud around the nucleus. |[pic]|Points Earned: |1/1 | |Correct Answer: |D | |1. |What is an accurate description of the job of a scientist? | | |A. | | |The scientist invents new ideas, and goes on to show that some of those ideas are false. | | | | |B. | | |The scientist learns the Truth through careful application of the scientific method. | | | | | |C. | | |The scientist Invents new ideas, and then goes on to prove th at some of those ideas are True. | | | | | |D. | |The scientist does only things that show how sexy being a scientist really is, causing down-trodden non-scientists to lose control of | | |themselves with carnal lust for the scientist. | | | | | |E. | | |The scientist does only things that require high-tech equipment. | | | | Much of the fun in science is coming up with great new ideas (hypotheses, if you like fancy words).But for your new idea to â€Å"win†, you have to show that it does better than old ideas, so you have to prove those old ideas false (or incomplete, or not-quite-right, or whatever â€Å"nice† word you might prefer). The scientific method is a powerful way for humans to learn to do things, and learn what does and doesn’t work, but the results of science are always open to improvement, so are not claimed to be Truth, and probably are not Truth. Some scientists still use pencils and look at things, and there are probably a few non-sexy scient ists around somewhere. [pic]|Points Earned: |0/1 | |Your Response: |B | |1. |Most Americans support science because: | | |A. | | |The scientific method allows scientists to learn the Truth. | | | | | |B. | | |All scientists are sexy. | | | | | |C. | |All Americans are bored silly by science. | | | | | |D. | | |All Americans are fascinated by science. | | | | | |E. | | |Science has helped make our lives easier, safer, etc. | | | | Without science and technology, the great majority of us would be dead, so we tend to be supporters of science.Although we know that science works, we’re never sure that it is completely right. Students so often discover things that professors missed, or that professors got wrong, that scientists would be silly to claim Truth. Comparing the TV ratings of the latest hit to the ratings of the latest science program on public broadcasting shows that many Americans are not fascinated by science, but the science-show ratings are above zero, so some people are fascinated by science. And hope as we might, it is unfortunately clear that not every scientist is sexy (just most of them are†¦). [pic]|Points Earned: |1/1 | |Correct Answer: |E | | | | |2. |What is an accurate description of the job of a scientist? | | |A. | |The scientist invents new ideas, and goes on to show that some of those ideas are false. | | | | | |B. | | |The scientist learns the Truth through careful application of the scientific method. | | | | | |C. | | |The scientist does only things that show how sexy being a scientist really is, causing down-trodden non-scientists to lose control of | | |themselves with carnal lust for the scientist. | | | | |D. | | |The scientist does only things that require high-tech equipment. | | | | | |E. | | |The scientist Invents new ideas, and then goes on to prove that some of those ideas are True. | | | | Much of the fun in science is coming up with great new ideas (hypotheses, if you like fancy words).But for your new idea to â€Å"win†, you have to show that it does better than old ideas, so you have to prove those old ideas false (or incomplete, or not-quite-right, or whatever â€Å"nice† word you might prefer). The scientific method is a powerful way for humans to learn to do things, and learn what does and doesn’t work, but the results of science are always open to improvement, so are not claimed to be Truth, and probably are not Truth. Some scientists still use pencils and look at things, and there are probably a few non-sexy scientists around somewhere. [pic]|Points Earned: |1/1 | |Correct Answer: |A | |Your Response: |A | |3. |The final arbitrator between two alternate theories (for example Aristotle’s and Newton’s ideas) is: | | |A. | | |A public opinion poll conducted by Gallup, ABC News, and Fox News. | | | | |B. | | |Nature, and experiments conducted to test each idea. | | | | | |C. | | |A committee of â€Å"wise men† who gather twice a year to arbitrate such disputes. | | | | | |D. | | |The Nobel Prize Committee in Stockholm, Sweden. | | | |Unlike painting or literature, scientific inquiry has a well-defined procedure for figuring out if Newton's ideas are better or if Aristotle had it right all along. In looking at a painting, we can ask different people what they think, or we can make up our own mind on whether we like it or not, and that is perfectly valid. In science, we have to ask: does the idea fit with the way the world works? Can I predict the speed of a falling object better using Newton's ideas or Aristotle's? As it turns out, Aristotle’s ideas didn’t predict things very well, and Newton’s did. [pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |4. |When scientists agree that a particular scientific theory is a good one, and the scientists use that theory to help make new things, cure | | |diseases, etc. that â€Å"agreement† came about because: | | | A. | | |A single experiment had an outcome that was well-predicted by that theory. | | | | | |B. | | |A single, well-respected scientist put forward the idea. | | | | | |C. | | |That's what it says in all the books. | | | | | |D. | | |The Nobel prize committee gave the inventor of the idea a lot of money. | | | | | |E. | |A number of different experiments by different people all had outcomes that were well-predicted by the theory. | | | | Agreement on scientific theories is a contentious, drawn-out, and sometimes acrimonious business. Scientists are no better (and no worse! ) than everybody else: we think we are right and those who disagree with us are dunderheads! I put forward my idea, and the experiments that I did that show the idea is a good one†¦ then everybody else piles on and pooh-poohs my idea. BUT, they go out and do experiments that try and show my ideas are wrong†¦ nd they can't do it! So eventually all those experiments accumulate, and finally people agre e that my idea is a good one. (Sometimes accompanied by a sneer: â€Å"†¦ but of course I knew that all along. I just didn't bother to publicize it†¦ † I told you, scientists are no better and no worse than the rest of the world. ) |[pic]|Points Earned: |1/1 | |Correct Answer: |E | |Your Response: |E | |5. Which is more likely to contain reliable information? | | |A. | | |A web page posted by an independent â€Å"think-tank†. | | | | | |B. | | |A magazine article summarizing recent newspaper and television reports. | | | | | |C. | | |A refereed article in a learned journal. | | | | | |D. | | |The views of public figures reported in a newspaper article. | | | | |E. | | |A cola commercial. | | | | No source of information is perfect, but the refereed articles in learned journals put immense effort into â€Å"getting it right†. The web has reliable information, of course, but probably most of the information on the web is not especially reliable. The web is very inexpensive, and lots of people put junk on it.Think tanks also often are pushing an agenda, and try to â€Å"spin† information their way. Most newspapers are around for the long haul, and try to make the news fairly accurate, although some newspapers do have agendas, and the editorial pages are not especially accurate. But, if the report is on the views of a public figure, the newspaper may accurately report what the public figure said, but what the public figure said may be less than completely accurate. Some magazines are quite good and careful, but many are pushing a belief or just overhyping things to tease you into buying the magazine.And while you are welcome to believe that drinking a particular cola makes you sexy†¦ don’t count on it. |[pic]|Points Earned: |1/1 | |Correct Answer: |C | |Your Response: |C | |6. |What is accurate about peer review of scientific papers? | | |A. | | |It insures that they are True. | | | | |B. | | |It almost alway s leads to the recommendation that the papers be published without changes. | | | | | |C. | | |It is why we call scientific papers â€Å"primary sources†. | | | | | |D. | | |It provides quality control by eliminating many mistakes. | | | | | |E. | |It is primarily done by government bureaucrats hired for that purpose. | | | | Reviewers work hard to identify errors of any sort, almost always identify many, and then the reviewers and editors insist that those errors be fixed before publication. Review is done voluntarily by scientists; this is part of the cost of being a member of this great human undertaking.Science doesn’t claim Truth; although science strives to be as accurate as humanly possible, that is often well short of Truth. Asking grandpa what school was like in his childhood gives you a primary source (grandpa), even if he insists that he walked 20 miles through neck-deep snow, uphill both ways. Some primary sources have selective memories. |[pic]|Points Ea rned: |1/1 | |Correct Answer: |D | |Your Response: |D | |7. The Earth is layered. Most geologists believe that this layering originated primarily because: | | |A. | | |The denser material fell together from space first, and then the less-dense material fell in later. | | | | | |B. | | |The Earth partially or completely melted soon after it formed, and the denser materials fell to the center. | | | | | |C. | |Graham Spanier decreed that it be, so it was. | | | | | |D. | | |The Earth has been separating bit-by-bit for billions of years as the cold oceanic slabs sink all the way to the center and pile up. | | | | | |E. | | |The Moon flew out of the Earth after a great collision with a Mars-sized body, causing the Earth to spin faster and separate. | | | Melting allows things to sort out more easily. Think of the rocks and snow and ice and salt and squirrel parts that stick on the bottom of your car when you drive in a snowstorm, and how they sort themselves out when they melt in t he garage or in the spring. Much evidence points to early separation of the Earth into layers, before the collision with a Mars-sized body that blasted out the material that made the moon, although a little bit of separating may still be going on.The type of material falling together to make the planet may have changed as the planet formed, but this doesn’t seem to have been too important in controlling things. And mighty as Graham Spanier is, this was a bit before his time. |[pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |8. |The Earth has a fascinating history, which this class has just begun to explore.Which is more nearly correct, according to the scientific | | |interpretation presented in the text? | | |A. | | |The Earth has been here forever. | | | | | |B. | | |The Earth formed in the great Pepsi flood, when Graham Spanier’s private reservoirs burst open and flooded Pennsylvania. | | | | | |C. | | |The Earth formed in the Big Bang, abo ut 4. 6 billion years ago. | | | | |D. | | |The Earth formed about 4. 6 billion years ago, well after the Big Bang, as materials made in stars fell together to form the planet. | | | | | |E. | | |The Earth formed in the Big Bang, about 6000 years ago. | | | | The Big Bang is estimated as having occurred about 14 billion years ago.Stars that eventually formed in the wake of the Big Bang led to production of elements such as iron and silicon that are common in the Earth—we are formed from second-generation stardust, which â€Å"got it together† to make the planet about 4. 6 billion years ago. |[pic] |Points Earned: |0/1 | |Correct Answer: |D | |Your Response: |C | |9. National Parks are: | | |A. | | |An invention of the Romans, to overcome the â€Å"tragedy of the commons† that caused them to invade the food-service buildings of the neighboring | | |Greeks. | | | | | |B. | | |An invention of the United States that has spread around much of the world, as a wa y of protecting some of the finest parts of the world. | | | | | |C. | |A U. S. government program to provide roller-coaster rides for disadvantaged grandparents. | | | | | |D. | | |An invention of the United States, which has been routinely ignored by the rest of the world because they really don’t like us. | | | | | |E. | | |An invention of Greenlandic people, who set aside the northeastern part of the island as the world’s first national park. | | | Yellowstone was the first National Park, but now you can find National Parks scattered across the planet, preserving key areas for the enjoyment of this generation and for future generations. |[pic|Points Earned: |1/1 | |] | | |Correct Answer: |B | |Your Response: |B | |10. |You find two neutral atoms. Each has 8 protons in its nucleus, but one has 7 neutrons, and the other has 8 neutrons. It is correct | | |to state that: | | |A. | | |The two atoms are from the same cola, but presented in different packaging. | | | | |B. | | |The two atoms are from the same element, but are different isopleths of that element. | | | | | |C. | | |The two atoms are from the same element, but are different ions of that element. | | | | |D. | | |The two atoms are from two different elements. | | | | | |E. | | |The two atoms are from the same element, but are different isotopes of that element. | | | | The element is determined by the number of protons, so if each atom has the same number of protons, the atoms are the same element.Changing the number of neutrons primarily affects the weight, giving a different isotope of the same element. (Changing the number of neutrons too much can introduce radioactivity, so the isotope won’t hang around forever. ) Ions are made by gaining or losing electrons. Isopleths are lines on a map connecting places with the same concentration of something that someone has measured, not exactly relevant here. And cola requires making atoms into molecules, and then mixing mo lecules of several sorts (water, sweetener, coloring agent, flavoring agent, perhaps caffeine) to make cola. [pic|Points Earned: |1/1 | |] | | | |Correct Answer: |E | |Your Response: |E | |11. |You get some stuff, and start taking it apart.But, you are restricted to the use of â€Å"ordinary† means (fire, sunlight, your digestive| | |system) and you cannot use atom smashers or atom bombs. What is the smallest piece that you are likely to be able to produce: | | |A. | | |A neutron. | | | | | |B. | | |An atom | | | | | |C. | | |A proton. | | | | |D. | | |A nucleus | | | | | |E. | | |A quark | | | | We can break matter down into atoms (Greek for â€Å"not cuttable† because the Greeks didn’t have atom smashers or other exotic tools that would allow cutting atoms into smaller pieces).All of the wrong answers here are smaller pieces of atoms, but cannot normally be isolated by â€Å"ordinary† tools. |[pic|Points Earned: |1/1 | |] | | | |Correct Answer: |B | |Your Response: |B | |12. |Chemical reactions involve: | | |A. | | |The sharing or trading of partons. | | | | | |B. | |The sharing or trading of quarks. | | | | | |C. | | |The sharing or trading of protons. | | | | | |D. | | |The sharing or trading of neutrons. | | | | | |E. | | |The sharing or trading of electrons. | | | |The clouds of electrons around the nuclei of atoms serve as the Velcro of the universe. Atoms gain or lose electrons and then stick together by static electricity, or else share electrons and stick together inside the shared cloud. The nuclei with their protons and neutrons (which are themselves composed of quarks, which also were called partons at one time) are the things held together by the electronic Velcro of chemistry. |[pic|Points Earned: |1/1 | |] | | | |Correct Answer: |E | |Your Response: |E | |1. Ignoring good manners, you start rooting around in the nucleus of a poor, unsuspecting atom, to see what is in there. What are you most likely | | |to fi nd? | | |A. | | |Neutrons, usually with some electrons hanging around among the neutrons. | | | | | |B. | | |Only neutrons. | | | | | |C. | | |Protons, usually with some neutrons hanging around among the protons. | | | | | |D. | |Protons, usually with some electrons hanging around among the protons. | | | | | |E. | | |Only protons. | | | | The simplest nucleus is the single proton in â€Å"ordinary† hydrogen. All other nuclei include protons and neutrons. Electrons make the cloud around the nucleus. |[pic]|Points Earned: |1/1 | |Your Response: |C | |2. Opinion polls show most residents of the US do not believe they understand science very well, but they do favor more government support of | | |science. Why do most US residents favor government support of science? | | |A. | | |Scientists are so breath-takingly sexy that most people are drawn through sheer carnal lust to support the scientific enterprise. | | | | | |B. | | |Science is so boring that almost everyone uses public-broadcasting science programming as a sleep aid, and government funding is needed to | | |insure a steady supply of boredom. | | | | |C. | | |Science has helped make our lives healthier, wealthier, easier, safer, etc. , and people hope that more funding of more science will provide | | |even more health, wealth, ease, safety, etc. | | | | | |D. | | |Science is simply so fascinating that almost everyone can’t wait to see what will be discovered next. | | | | | |E. | |Scientists apply their scientific method, which allows them to learn the Truth. | | | | Without science and technology, the great majority of us would be dead, so we tend to be supporters of science. Although we know that science works, we’re never sure that it is completely right. Students so often discover things that professors missed, or that professors got wrong, that scientists would be silly to claim Truth.Comparing the TV ratings of the latest hit to the ratings of the latest science prog ram on public broadcasting shows that many Americans are not fascinated by science, but the science-show ratings are above zero, so some people are fascinated by science. And hope as we might, it is unfortunately clear that not every scientist is sexy (just most of them are†¦). |[pic]|Points Earned: |1/1 | |Your Response: |C | |3. In chemistry, the type of an atom (what element it is) is determined by: | | |A. | | |The number of electrons it exchanges with its neighbors. | | | | | |B. | | |The number of protons it has in a cloud around the nucleus. | | | | | |C. | | |The number of neutrons it has in a cloud around the nucleus. | | | | | |D. | |The number of neutrons it contains in its nucleus. | | | | | |E. | | |The number of protons it contains in its nucleus. | | | | Physicists change the name when the number of charged, massive protons in the nucleus changes. Adding one proton makes a HUGE difference to how an atom behaves, and so deserves a new name. The neutrons hang a round in the nucleus to keep the protons from kicking each other out. Exchanging electrons is important, but doesn’t change the element type. [pic]|Points Earned: |1/1 | |Your Response: |E | |4. |What is an accurate description of the job of a scientist? | | |A. | | |The scientist Invents new ideas, and then goes on to prove that some of those ideas are True. | | | | | |B. | | |The scientist does only things that show how sexy being a scientist really is, causing down-trodden non-scientists to lose control of | | |themselves with carnal lust for the scientist. | | | | |C. | | |The scientist learns the Truth through careful application of the scientific method. | | | | | |D. | | |The scientist does only things that require high-tech equipment. | | | | | |E. | | |The scientist invents new ideas, and goes on to show that some of those ideas are false. | | | Much of the fun in science is coming up with great new ideas (hypotheses, if you like fancy words). But for your new i dea to â€Å"win†, you have to show that it does better than old ideas, so you have to prove those old ideas false (or incomplete, or not-quite-right, or whatever â€Å"nice† word you might prefer). The scientific method is a powerful way for humans to learn to do things, and learn what does and doesn’t work, but the results of science are always open to improvement, so are not claimed to be Truth, and probably are not Truth.Some scientists still use pencils and look at things, and there are probably a few non-sexy scientists around somewhere. |[pic]|Points Earned: |0/1 | |Your Response: |A | |5. |What is more accurate about the Earth? | | |A. | | |The Earth is formed of concentric layers (something like an onion–a central ball with a shell around it, and a shell around that†¦); when the | | |planet melted, it separated into layers. | | | | |B. | | |The Earth is formed of flat, vertical layers; one runs from the North Pole to the South Pole, and th en others are layered on to the sides of | | |that. | | | | | |C. | | |The Earth is formed of flat, horizontal layers, a little cap at the South Pole, then a layer above that, and a layer above that, all the way | | |up to a little cap at the North Pole. | | | | | |D. | |The Earth is formed of concentric layers (something like an onion–a central ball with a shell around it, and a shell around that†¦), but with | | |a giant hole on one side where the moon-making collision blasted pieces off. | | | | | |E. | | |The Earth is homogeneous; when it melted, it got all mixed up. | | | | The planet is onion-like, with an inner core, then an outer core, a mantle (which has several sub-layers), and a crust.The moon-making collision did happen, but the planet got hot enough to separate again. The planet separated after melting largely or completely, with the densest stuff falling to the center and the lowest-density stuff floating to the top. |[pic|Points Earned: |0/1 | |] | | | |Your Response: |E | |1. |The US government, and most other governments of the world, provide support for scientists but not for astrologers, palm readers, or telephone | | |â€Å"psychics†. Why do governments support scientists? | | |A. | |Scientists all drink Diet Pepsi because they think it makes them look sexy, and governments are all controlled by the powerful Pepsi | | |Corporation and so the governments support the Diet-Pepsi-drinking scientists. | | | | | |B. | | |Scientists help humans do useful things, which makes the humans healthier, wealthier, etc. , and governments often like to support health and | | |wealth. | | | | |C. | | |Scientists are amazingly sexy, and government functionaries simply cannot control themselves in the presence of such overwhelming sexiness and | | |throw money at the scientists (sometimes tucking tens and twenties into the pockets of the scientists’ lab coats). | | | | | |D. | | |Scientists use a careful method, and governments are always committed to supporting the use of careful methods. | | | | |E. | | |Scientists learn the Truth, and governments are always deeply committed to learning the truth. | | | | The government is often interested in seeing people live longer, or improving the economy, or having better and more-accurate explosive devices for the military, or in many other things that improve our lives, and science plus engineering and scientific medicine are better than any other human activity at delivering these.A cynic might say that politicians are often not all that interested in finding the Truth. And a realist would note that science is being improved all the time, and because you cannot improve on the Truth, science has not (yet? ) learned the Truth. There are many methods in the world, some of them are careful, and many of them are not funded by the government. Some of our spouses or significant others may think that some scientists are sexy, but many other sexy persons are not funde d by the government.One of the professors has been known to drink a competitor of Pepsi on occasion, and some scientists refrain from soft drinks entirely. |[pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |2. You hang around with the professor, who is a scientist when he’s not teaching. You observe that the professor learns a lot about how certain | | |parts of the world behave, and the professor then uses that information to successfully predict the outcome of an experiment. What does this | | |demonstrate? | | |A. | | |The professor’s knowledge is True; the professor couldn’t have made the successful prediction without knowing exactly what is going on. | | | | | |B. | |The professor was lucky; no professor could ever know what is going on, so a professor who successfully predicted something must be really | | |lucky. | | | | | |C. | | |The professor’s knowledge is close to being True; no professor really knows what is going on , but some professors are sort of close to knowing| | |what is going on. | | | | | |D. |

Simulation in Architectural Research

Simulation in Architectural Research Abstraction In the new universe of architectural research and determination, engineering has a chief function to play. With the aid of engineering it made possible in making practical universe which triggers many facts and findings for obtaining illations that helps in pulling decisions. This paper focuses on one of the research processes that are involved in the extroverted coevals of architectural research i.e. architectural simulation research. The architectural simulation can be classified into pulling, exposure and different graduated table theoretical account. This research can be executed in similar lines with the conventional Logical Argumentation, Experimental Research and Qualitative Research in many ways. The paper besides focuses on the tactical portion of the different class of simulation research which deals with the features of simulation types. Keywords: Simulation ; Architectural research ; Architectural Photographs ; Architectural ModelsIntroductionSimulation occurs when a reproduction of a existent universe context or a hypothesized existent universe context contains with in a dynamic interactions that are consequence of manipulated factors. The interactions are brooding of the interactions happening in the practical universe for application into the existent universe context [ 2 ] . In simple footings simulation is a procedure where one can compare the existent universe scenario by making practical universe. It may be minimized graduated table in existent universe or created by the package. There are points to be considered during the procedure of simulation as it proposed a practical world. It can give information to gauge the likely menaces, besides provides different types of analytical tools and reading interface for truth in simulation. This predicts the possible solutions that are effectual in extenuating unsafe c onditions like natural jeopardies like temblor, tsunami, and air current factors etc. to gauge the likely menaces and provides different types of analytical tools and reading interface for truth in simulation as trades with graduated table and complexness. Computer engineering helps a batch in this research. It helps in stuff testing by practical simulation like fire-fighting, wind factor analysis, climatic alteration, temperature ordinance inside every bit good as outside the edifice etc. [ 1 ] .Scheme of Simulation ResearchWhenever simulation procedure has to be acquainted with architectural research, so it can be sub-divided into classs like pulling, picture taking every bit good as architectural theoretical accounts. It can be equipped with assorted applications depending on the practical demand of the fortunes. 2.1 Pulling for Simulation The procedure of design can be considered as the simulation research, as the reading of ideas and feeling of the research worker is involved. An designer ought to plan a edifice as per client’s demand, professional moralss and personal inventions. Series of test and mistake can be manipulated by the designers ; by maintaining in head the different factors like functional demand, structural stableness and delighting aesthetics along with clip and cost to finish the undertakings every bit good [ 2 ] . 2.2 Photographs for Simulation Photographic analysis is another manner of stand foring simulation in architecture. This is the procedure to understand the exposure and seek to associate it into existent universe scenario and happen out the relationship between the images into existent universe version. Photograph of one topographic point is being inter-related to the other built infinite which may be conceptually and contextually related. Many parametric quantities can be evolved from such photographic analyses. 2.3 Model for Simulation Different sorts of results can be obtained so as to cipher parametric quantities when there is a physical or practical theoretical account is entitled for rating. The influence of orientation of the edifice, Sun visible radiation, air current behaviour, all these can be calculated through edifice mold procedure. Scale physical theoretical account can be tested in the lab by the procedure of air current tunnel trial for proving air current form, BESTEST [ The Building Energy Simulation Test ] for ciphering the edifice energy consumption for a peculiar clip period and giving consequences to optimise it efficaciously. Different package like Design Builders, Ecotect analysis package etc. simplifies the undertaking to place the variable like DBT [ Dry Bulb Temperature ] , WBT [ Wet Bulb Temperature ] and humidness degree inside the suites etc. During the research procedure one can alter the parametric quantities and look into the computations for different chances and deduce the best opti on for deduction into the several site specific constructing design.Types of Simulation Research3.1 Iconic In this sort of research testing of stuff or merchandises are executed with the aid of simulation oriented intercessions. The simulation chiefly involves in the procedure of altering variables limit, instead than alteration in stuffs for the simulation. 3.2 Analogous This sort of simulation occurs, when there is an existent or proposed physical system is carried by following comparative analysis matrix. This type of research includes the Model simulation by taking all the parametric quantities into consideration and compares the properties and impacts at the same time. 3.3 Operational When people are involved for determination devising procedure operational simulation happens. This theoretical account deals with peoples interaction with physical context but accent is more upon the informations generated by the function drama. This sort of simulation advantages by skit drama or some sort of act for bring forthing consciousness among people. Audiences are the variable parametric quantities who are altering their positions harmonizing to the emotional fond regard of the narrative in the practical universe which they relate to existent universe scenario [ 6 ] . 3.4 Mathematical System of figure coding that gaining controls existent universe relationships in quantifiable abstract values related to practical universe scenario. This mathematical simulation chiefly deals with the appraisal and costing of the edifice. While doing the entire preliminary budget of the undertaking many substitutions and combinations occurs between the pick of stuffs, labour and in break uping stat mi rock. All these available types of simulation research can be done with the aid of either physical or practical theoretical accounts. The constructs are same but the analysis or the results may be changing as all these are involved in different parametric quantities and different state of affairss [ 2 ] .Simulation and relation with other types of research4.1 Relationship between Simulation Research and Logical Argumentation Research The logical debate research explains the dynamic interactions and relationships but can non really show them. But the simulation research is designed to ordain a peculiar instance or at most of limited figure of instance specimen of the general theory. [ 2 ] 4.2 Relationship between Simulation Research and Experimental Research Experimental research isolates a context and identifies a peculiar variable that can be manipulated to see how it affects with other variables. Experimental research is more related to iconic simulation research. But simulation research recognizes that cause-effect relationships are normally is non clear in existent universe context which ever involve probabilistic factor [ 2 ] . Experimental research involves the realistic attack of happening the factor associated with the concerned undertaking whereas the simulation research merely gives us a practical acknowledgment of naming the undertaking aspects. 4.3 Relationship between Simulation Research and Qualitative Research Simulation research involves carry oning interviews which are held on-line, look intoing records accurately and in a shorter span of clip. Checking paperss or other sort of field-works which are chiefly supposed to be qualitative research oriented [ 2 ] .Tactical ConcernRetroflexing the existent universe scenario simulation research has some restrictions. Wayss to get the better of such mistakes becomes an built-in portion of tactics. The Strategic tactics are: Accuracy in reproduction is besides a affair of concern in this process [ 3 ] ; Data mistake is a liability that is sometimes found in such procedures ; co-ordination job may besides originate if there is improper balance in executing ; duplicate of informations or wrongly placed informations or incorrect input of informations is sometimes caused by manual mistakes which is conventionally a drawback in simulation procedures. Output printing/ patterning mistakes are besides possible in such a scenario [ 4 ] .Characteristic of S imulation Research6.1 Strength of Simulation Research Simulation research is capturing the complexness of existent universe behaviours i.e. natural and societal behaviours. It provides a assortment of ways of understanding the future behaviours of a context i.e. form and projection of behaviours. It provides harmoniousness between logical debate research, qualitative research, and experimental research and keeps a changeless relationship between them [ 5 ] . 6.2 Weakness of Simulation Research Simulation research replicates a existent universe scenario but there is no confidence of completeness of the research in a jutting agenda. This attack may non carry through the kernel demand of an entreaty. There might be many calculating mistakes possible during this procedure [ 6 ] . The deficiency of truth might be ensuing in certain proficient liabilities in the scenario. This research is costlier than other type of research. The disbursal undertaken in this phenomenal procedure is comparatively high and therefore the installing disbursals are besides well dearly-won. The clip taken by such a procedure is besides really long. It consumes literally more clip to take attention of every agreeableness of this procedure which would linger the entire docket to a longer period of clip.DecisionArchitectural simulation research can be in effectual instrumental tool in appropriate and instance specific design processes, as it infers possible parametric quantities derived out of assorted research faculties. Architectural simulation research helps in streamlining terminal user penchants and impacts by act uponing proper design deductions such as: Analysis of air pollutant scattering is identified utilizing atmospheric scattering mold in edifice industry ; Design of Noise barriers to consequence roadway noise extenuation is besides one of these attacks ; It mitiga tes the backgrounds of acoustical mistakes in a design ; Weather prediction is besides a part of simulations in today’s practical universe ; The information and about accurate anticipations of conditions and clime are made with the aid of put to deathing simulation placing techniques in certain instruments to retain the value of climate feature of a topographic point ; Live Forecasting of monetary values on fiscal markets and stock markets is an intimal extent of simulations in engineering ; Behavior of constructions [ such as edifices and industrial parts ] under emphasis and other conditions are besides estimated via simulations ; This phenomenon is utile in set abouting the stableness confidence of a construction ; Designs of industrial procedures, such as chemical processing workss are possible due to it ; Strategic Management and Organizational Studies are managed decently by these procedures ; Urban Simulation Models that simulate dynamic forms of urban development and responses to urban land usage and transit policies ; Traffic technology utilizes it to be after or redesign parts of the street web from individual junctions over metropoliss to a national main road web, for transit system planning, design and operations ; Modeling edifices clangs to prove safety mechanisms in new edifice theoretical accounts is an alien end product of the simulation oriented technological promotion. MentionsFraser, M. [ 2013 ] . Design Research in Architecture an Overview. London: Ashgate.Groat, L. N. , & A ; Wang, D. [ 2013 ] . Architectural Research Methods, 2nd Edition. Wiley.Hughes, R. , & A ; Tanna, S. [ 2013 ] . Specifications of GPST Stage 3: Written and Simulation Exercises. Jp Medical Ltd.Lin, L. H. [ 2011 ] . Specifications of Advanced Research on Computer Education, Simulation and Modeling. Springer.Marans, D. S. [ 2013 ] . Specifications of Environmental Simulation: Research and Policy Issues. Springer Us.Sharma, S. C. [ 2006 ] . Specifications of Operation Research: Simulation and Replacement Theory, Discovery Publishing House.

What Elements Of Law Are Important For Other Workers At...

1. Identify and describe the specific issues Maalick encountered in the workplace. Do the actions of other workers at Treton represent discrimination and harassment? What elements of law are important for Treton to consider? In this particular case, Mr. Maalick received very clear and convincing racial and religious discrimination from both his supervisor and from his co-workers. The employees of Treton blatantly violated the Civil Rights Act and the Equal. Employment. Opportunity Commission. These acts do not allow, under any circumstances, discrimination based on the idea of race, color, sex, religion or age (The Civil Rights Act of 1964 and the Equal Employment Opportunity Commission | National Archives, n.d.). Mr. Maalick’s supervisor showed clear evidence of being judgmental and discriminatory when he was hesitant to grant the time off that Maalick had requested for his religious purposes. Clive Jenkins’ choice of words â€Å"this religion of yours† shows clear judgment on Maalick and his Internationalism religion. Jenkins also found it amusing that Treton’s own employees were playing pranks and making jokes towards Maalick which shows complete unprofessionalism on the part of Mr. Jenkins and it also sheds a poor light on the company. Treton has a policy that they stand firm on which is absolutely no harassment will be shown towards anyone based on religion or color. Maalick’s supervisor failed to do his part as a leader to stop this behavior among his employees before itShow MoreRelatedEssay on Case Study 11104 Words   |  5 Pagesï » ¿ BUSI642: Case Study 1 Religious Discrimination and Racial Harassment: What Ever Happened to MarShawn DeMur? January 17, 2015 Case Discussion Questions 1. Identify and describe the specific issues Maalick encountered in the workplace. Do the actions of other workers at Treton represent discrimination and harassment? What elements of law are important for Treton to consider? Maalick encountered religious discrimination on several occasions while at work. The first instanceRead MoreCase Study 11513 Words   |  7 PagesLiberty University Case Study 1 1. Identify and describe the specific issues DeMur encountered in the workplace. Do the actions of other workers at Treton represent discrimination and harassment? What elements of law are important for Treton to consider? DeMur found very clear issues that can relate to Harassment and Equal Employment Opportunity discrimination within his work place. It started when his supervisor was hesitant to grant him days off for a religious event. This event was something