What Is the Difference Between Quantity and Unit

What is the difference between a quantity and a unit? If you are working science or math problems, the answer to this question is the quantity is the amount or numerical value, while the unit is the measurement. For example, if a sample contains 453 grams, the quantity is 453 while the unit is grams. For this example, the quantity is always a number, while units are any measure, such as grams, liters, degrees, lumens, etc. In a recipe, the quantity is how much you need and the unit describes what you use to measure it. For example, 3 tablespoons and 3 teaspoons have the same quantity, but they use different units. Its important to note the units, whether its in the lab or in the kitchen! Units in Science Versus Math There are, however, other ways to answer the question. A quantity may also be considered to be a nonspecific number of items, particularly ones that would be hard to count. You could refer to a quantity of water or a quantity of air and not cite the number of molecules or mass. Units sometimes refer to individual sets. For example, if you are studying chemistry, you might have a unit on gases, a unit on conversions, and a unit on balancing equations. A set of rooms in an apartment building may be called a unit. Any removable component in a piece of electronics might e called a unit. If the term unit is used this way, quantity can mean how many units you have. If you need 3 units of blood for a transfusion, the number 3 is the quantity. Each unit is a single container of blood. More About Units and Measurement Introduction to Metric UnitsUnits of Measurement Quiz

Differences Between Men and Women Essay Example For Free At Magic Help - Free Essay Example

Sample details Pages: 7 Words: 2249 Downloads: 1 Date added: 2017/06/26 Category Psychology Essay Type Analytical essay Level High school Tags: Gender Essay Did you like this example? To what extent is language used differently and similarly by males and females? This paper assesses the claim that language is gendered, that is to say, that there is a significant difference between the way language is used by men and women. Discussion about gendered patterns of communication frequently appear in both the popular press and in psychology literature (Basow Rubenfeld, 2003, pp. 183-187). Don’t waste time! Our writers will create an original "Differences Between Men and Women Essay Example For Free At Magic Help" essay for you Create order This paper explores both the more anecdotal discussions of the subject in the popular press, and the more sophisticated discussions in academic works. During the course of this paper, it is argued that sex is not the determinate factor influencing the use of language. Instead, the use of language is much more dependent on individual differences and personalities, the social structure, and the context in which language is being used. However, before proceeding, it is worth exploring the term gendered and similar, associated terms. Gender is to some extent a performative and iterated social construct. Thus, gender is the characteristics attached to the male and female sex (Butler, 2002). This lacuna between sex and gender causes some problems when assessing whether language is gendered since much of the literature on the topic is not precise about whether what is being discussed is a difference between the two sexes (Men and Women) or a difference between the gender performances of the two genders (Male and Female). However, this paper does not have the space to discuss this complex area. Therefore, the focus of the paper is whether we can establish a claim that language is used differently by men and women. It will be concluded that such a claim cannot be proved or substantiated, and differences in language use are determined by the individuals personality/idiosyncrasies, temporal-socio-cultural location, and the specific context/situation in which language is being used. This paper assesses two distinct claims (myths) about the differences between how men and women use language. The first commonly held myth that shall be considered is the claim that women talk more than men. This is a commonly held myth within society, and one which is explored in much of the literature about language use in men and women (see: D Cameron, 2007; J Holmes, 2007, pp. 299-305; T Kornheiser, 2007, pp. 305-307). The second myth considered in this paper is the claim that men and women use language for different purposes/goals. Specifically, I shall examine Rossettis claim that: the main distinction between the way boys and girls communicate is that girls generally use the language to negotiate closeness [à ¢Ã¢â€š ¬Ã‚ ¦ whereas] boys generally use language to negotiate their status in the group (competition-oriented) (Rossetti, 1998, pp. 1-6). I also consider Tannens similar and related claim that men use language to impart knowledge; whereas, women use language in a supportive role (Tannen, 2007, pp. 322-334). Specifically, Tannen argues that men play a game of Have I Won? while à ¢Ã¢â€š ¬Ã‚ ¦ women à ¢Ã¢â€š ¬Ã‚ ¦ [play] a game of Have I been sufficiently helpful? (Tannen, 2007, p. 326). Korneiser provides an amusing anecdote involving his children to suggest that differences in their linguistic styles are based on differences of sex (Kornheiser, 2007, pp. 305-307). Although Kornheisers article is explicitly about how boys/men and girls/women respond to questions, the article implicitly demonstrates an anecdotal example of the myth that girls/women talk more, since Kornheisers daughter is depicted as far more verbose than her brother (Kornheiser, 2007, pp. 305-307). Kornheiser uses the anecdote of his more talkative daughter to suggest that this is typical of differences between how the sexes use language. More explicitly, Holmes begins her article by raising the myth that women talk more than men, opening with the question, Do women talk more than men? (Holmes, 2007, p. 299). Cameron is explicit that this attitude is a widely-held belief, and argues that it is one of the myth[s] of Mars and Venus isà ¢Ã¢â€š ¬Ã‚ ¦ [that] women talk more than men (Cameron, 2007). Both Holmes and Cameron aim to show that it is a myth that women talk more than men, by reporting, in detail, a vast number of studies as evidence. They rely on quantitative data to support their argument. For instance, Holmes describes a study by James and Drakich which examined the amount of talk used by men and women in 63 studies; the resulting study showed that women only talked more than men in 2 of the 63 studies (Holmes, 2007, p. 300). Precisely what is meant by amount of talk, here, is slightly unclear à ¢Ã¢â€š ¬Ã¢â‚¬Å" it is not explicitly stated whether the studies are discussing the total number of words used by the men and women, or whether amount of talk refers to the amount of time each speaker talks for. Amount of talk is a somewhat unclear term; however, Holmes is keen to demonstrate that detailed research has been conducted, and that this has debunked the myth that women talk more than men. In contrast, the evidence that women talk more than men is mostly based on anecdote and commonly accepted ideas about gender differences. Cameron uses an even more quantitative approach to back-up her argument by detailing Hydes meta-analysis statistical technique (Cameron, 2007). Cameron also shows that the author of The Female Brain (wh ere it was claimed that women use 20,000 words a day, whilst men only use 7,000 words a day) had later accepted that the claim could not be substantiated and would be deleted from later editions (Cameron, 2007). Tannen takes a different approach. Although Tannen does claim that there are differences between how men and women they use language, Tannen implicitly argues that it is a myth that women talk more than men, since her anecdotes suggest that women do not talk more than men. Tannen relies, primarily, on anecdotal evidence to illuminate her argument that women listen and men talk. Her point is that men have information they wish to impart; and, thus, they lecture. Men, she claims, do not listen but use language as a form of monologue to impart information, whereas women play the role of the supportive listening audience (Tannen, 2007, pp. 322-334). Tannen is not necessarily aiming to dispel the myth that women talk more, but this is implicit in her depiction of men as lectur ers and women as the audience. In contrast to Holmes and Camerons presentation of their arguments, Tannens discussion primarily relies on qualitative data, in the sense that her article is based on personal anecdotes and her interactions with male and female colleagues. Both the approaches taken by Holmes/Cameron and Tannen fail to tell the whole story about the myth that women talk more. Holmes and Cameron dismiss the claim by referring to quantitative data and meta-analysis which fails to illuminate individual differences and context, whereas Tannen relies on anecdote and qualitative data to imply that it is myth that women talk more. Whilst Tannens article provides specific incidents and explores the context, situation and status of participants, she does not provide statistical or quantitative data to demonstrate that men really do lecture and women really do play the part of a listening audience. Whilst the evidence provided by Holmes, Cameron and Tannen seems to suggest that it is only myth that women talk more, this does not take into account individual personalities/differences, the socio-cultural context in which gender roles are played out or the specific situations and contexts that determine language usage. Interactions do not take place in a vacuum, but within a certain socio-cultural structure (that could still be argued is patriarchal). On this point, Macaulay makes the observation that in Western industrialized societies men have more often been in positions of power over women rather than the reverse (Macaulay, 2007, p. 309). Macaulay makes this observation in order to show that, given such a socio-cultural structure, it is not surprising if women are sometimes found to use more deferential language (Macaulay, 2007). Within such a context, it is not surprising if men are pushed into the role of lecturer, and women into the role of listening audience. Therefore, it seems that (rather than women talking more than men) men may talk more tha n women if they occupy a higher status in society. Instead of thinking that the amount of talk is differentiated along gender lines, it may be more accurate to think that the amount of talk is differentiated along hierarchical lines. The final section of this paper explores the second myth à ¢Ã¢â€š ¬Ã¢â‚¬Å" the claim that men and women use language for different purposes/goals. Again, it shall be argued that to differentiate the way language is used along gender/sex lines is flawed and that a deeper understanding of the use of language requires consideration of individual peoples personalities, as well as the socio-cultural structure and the specific context/situation in which language is being used. Rossetti argues that language stylesà ¢Ã¢â€š ¬Ã‚ ¦ reflect the different goals of the users (Rossetti, 1998). This is an innocuous claim, as it is reasonable to argue that language styles are dependent upon the goal(s) of the user. However, Rossetti argues that the different goa ls of the users can be differentiated along gender lines, that is to say men and women have different goals when they use language. Specifically, men use language to extend their authority and respect in society; while women [use language]à ¢Ã¢â€š ¬Ã‚ ¦ to nurture existing relationships and develop new ones (Rossetti, 1998). Rossettis view of how men and women use language seems very similar to Tannens view (previously mentioned) where men use language to lecture, and women play the role of audience (Tannen, 2007, pp. 322-334). Basow Rubenfeld provide a succinct summary of the supposed difference in the goals of men and women when they use language: in general, women are expected to use language to enhance social connection, and men are expected to use language to enhance social dominance (Basow Rubenfeld, 2003, p. 183). Thus, it seems that the two claims are linked. Men use language to enhance social dominance, and those who have social dominance are able to occupy more of the a mount of talk time. However, differentiation of language usage along sex binaries fails when we step away from quantitative analysis, and consider specific and unique contexts and situations. Generalizations based on quantitative analysis obscure individual differences between people by focusing on sex and analyzing sex as the determinate factor. Thus, Cameron succinctly argues that focusing on the differences between men and women while ignoring differences within them is extremely misleading (Cameron, 2007). To argue that a specific goal is pursued when using language which is determined by the sex of the speaker does seem to ignore the differences within a sex, and between individuals. Thus, an argument that ones purposes and goals when using language are determined by sex is a very blunt and unrealistic explanation for differences in language usage in a complex world in which there is a wide variety and difference within a sex, as well as between the sexes. A feminist anal ysis might suggest that it is not so much the case that men and women have different goals when they use language; rather, differences are due to perceived gender roles that become re-iterated and played out, for instance the role assigned to women which often sees them provid[ing] a silent, decorative background in many social contexts (Holmes, 2007, p. 304). Thus, if female loquacity is generally combined with disapproval of it (Cameron, 2007), a socio-cultural structure develops in which men have a dominant hierarchical place within it. From this position, it is plausible that society may develop a false belief that women talk more than men. A feminist analysis suggests that people overestimate how much women talk because they think that, ideally, women would not talk at all (Cameron, 2007). Thus, given the overestimation of how much women talk, the belief comes to exist that women talk more than men. However, this analysis reverts to the original argument that differences in language usage (whether it is the amount of words spoken, or the goal/purpose of language), cannot be differentiated along simple gender lines. It is necessary to take account of the individuals using language, and therefore the differences within a sex, as well as the socio-cultural structure in which language is used, as well as the specific situation/context of a particular utterance. Holmes argues that many different factors including the social context in which the talk is taking place, the kind of talk involved and the relative social confidence of the speakers, which is affected by such things as their social rolesà ¢Ã¢â€š ¬Ã‚ ¦ and their familiarity with the topic (Holmes, 2007, p. 304) are all involved in the way language is used. Thus, sex/gender is only one factor that influences how language is used, and it would be difficult to substantiate a claim that sex is the most important factor when considering how language is being used in a specific context. References Basow, S. Rubenfeld, K. (2003) Troubles Talk: Effects of Gender and Gender-Typing, Sex Roles, 48(3/4), 183-187. Butler, J. (2002). Gender trouble. New York: Routledge. Cameron, D. (2007, October 1). What language barrier?, The Guardian. Retrieved October 2, 2015. Holmes, J. (2007) Women Talk Too Much in Exploring Language (11th edition) (ed. G. Goshgarian). New York: Pearson/Longman, 209-305. Kornheiser, T. (2007) No Detail is Too Small for Girls Answering a Simple Question in Exploring Language (11th edition) (ed. Gary Goshgarian). New York: Pearson/Longman, 305-307. Macaulay, R. (2007) Sex Differences in Exploring Language (11th edition) (ed. Gary Goshgarian). New York: Pearson/Longman, 305-322. Rossetti, P. (1998). Gender differences in e-mail communication. The Internet TESL Journal, 4(7), 1-6. Tannen, D. (2007) Ill Explain It to You: Lecturing and Listening in Exploring Language (11th edition) (ed. Gary Goshgarian). New York: Pearson/Longman, 332-334.

Veterans Free Essays

Also, currently not enough care is given to veterans. Veterans have devoted their lives to this country and have made many sacrifices. There are approximately 21. We will write a custom essay sample on Veterans or any similar topic only for you Order Now illion veterans In the U. S. as of 2012. Of those veterans over 32,000 soldiers were wounded in Iraq. Also 4,787 U. S. troops died in Iraq serving their country. This service is not as appreciated as you would think, and I believe more effort should be put into taking care for all our veterans. The New Affordable Care Act makes it very difficult for veterans to receive reliable medical benefits and some even do more for our country. Many veterans still contribute to the nation’s work force, even after returning home from war. Over half of the veterans In the U. S. are still able to work after returning rom war. Many veterans suffer from post-traumatic stress disorder (PTSD) and are not given the proper attention and care to get back on their feet and find a job. 1 OF2 stu01es snow tnat 4 cases 0T PISD were present arter tne Vletnam war, ana 1 million lifetime cases as a result of the same war. A third of the veterans in the U. S. are out of a Job due to the symptoms of PTSD. The VA needs to take it upon themselves to help veterans cope with life after the war, so that they can get their life back on track. After returning home from war veterans find it very difficult to get a Job and provide or themselves. Especially the individuals who were wounded, while defending their country. A majority of these people are wounded mentally as well as physically, and they cannot provide for themselves anymore. Many people believe that veterans are more of a pain than anything else. Since their tax dollars are being used to fund programs like the VA. These organizations are making it very difficult for veterans to receive any health benefits. The new rule is that veterans must be active duty for 24 continuous months in order to be eligible for any kind of medical coverage. Veterans hat have put their lives on the line to defend their country should not have to worry about how they are going to provide for themselves. It is my firm belief that the VA should extend their support for all veterans for everything they have done for our country. This service should be provided to veterans forever. Veterans have done more than enough to deserve this care, and they can still contribute to the labor force. Finally, not enough care is given to our veterans. Between 130,000 and 200,000 veterans are homeless in America. This represents between one fourth and one fifth of all of the homeless people in the country. How to cite Veterans, Papers

Importance of Research In School Society And Teacher Essay Sample free essay sample

Research is of import because it allows us to measure and reexamine the quality of schools and instruction. It allows us to for betterment and policy alteration. It is aid to happen how research affects in your community. It is presents more information for scrutiny. This is allow us for betterments based on better information and survey. Education research is a field of enquiry aimed at progressing cognition of instruction and acquisition procedures and development of the tools and methods necessary to back up this enterprise. The consolidative intent for instruction research is to construct cumulative and sound cognition about human and societal procedure of cardinal significance to persons. to groups. and to the larger society. Research in Islam ; All faiths fundamentally exhort human race to be righteous and eschew immorality. But Islam goes beyond that. It guides us towards practical ways of accomplishing righteousness and extinguishing immorality from our single and corporate lives. The Importance of Conducting Research in Educational Setting ; Human beings behavior research every twenty-four hours. They do so in many different ways and in many different scenes. One of import country is instruction. Conducting research in an educational scene should be an of import facet of every educator’s professional life. Best and Kahn ( 1993 ) describe research asâ€Å"The systematic and nonsubjective analysis and recording of controlled observations that may take to the development of generalisations. rules. or theories. ensuing in anticipation and perchance ultimate control of events† Education in a research scene is done to better school patterns and at the same clip to better those persons who strive to better those patterns ( Best A ; Kahn. 1993 ) . The importance of impartial research to better instruction criterions and the quality of learning. I think research is an of import constituent of instruction surveies and instructor development Research is non ever a construct that practicians. directors and policy shapers respect. Too frequently it is seen as an academic activity conducted by others – to the profession. non with the profession. But I believe it should be respected. In fact I’d say instruction professionals are ever larning. happening out things. analysing information. accommodating their behaviour harmonizing to information received. looking to better and accommodating to modern demands. All of this constitutes research – whether professionals want to name it that or non. Let’s briefly imagine the universe of instruction without research: * On what would the acquisition and learning experience be based without underpinning research? If instruction is non based upon research and grounds. so it runs the hazard of being based upon one or more of the followers: * Dogma * Theory* Convenience* PrejudiceEducation is a political football and can be used for propaganda and political intents. I believe that there is a moral dimension to the profession – and to follow tenet blindly is incorrect. Education should function to emancipate. and promote democracy and equality of chance. Given that we have all been to school. we all have positions on how and what we were taught. The problem is that we were taught in an age gone by – new theories and technological progresss have taken. and are taking. topographic point. Establishing our pattern entirely on our ain acquisition experiences. without contemplation. average instruction runs the hazard of being outdated and non being advanced. Convenience and manageableness are of import. but the inquiry is whose ‘convenience’ ? Teachers can busy and even command students. every bit good as entertain them. But we have to inquire if ‘learning’ takes topographic point. Learning new things and new ways of behaving can be uncomfortable. It is non plenty to establish instruction and larning about convenience Research enables all of the above to be challenged. Establishing determinations upon grounds is morally sound. Research can assist instructors to understand what works and why. what the short and long-run deductions are. supply a justification and principle for determinations and actions. aid to construct a repertory to assist cover with the unexpected. place jobs. inform betterment and so forth. Researches benefit the practician:Practitioners have to follow to policy. but that does non intend following a prescribed expression. Teachers can accommodate it to suit the single demands of their ain students. But instructors are accountable. The public must hold faith in the profession – and attitudes to education vary across many societal groups – so the public presentation of instructors can be demonstrated through the publication of research findings. Teachers project their ain personality upon larning experiences. Sometimes this is intuitive and these determinations can either be successful or fail. Research methodologies give instructors the tools to analyze and do informed determinations about their pattern. Research helps instructors to portion with co-workers. Too frequently research looks backwards and there are lessons to larn. Research should be future oriented and designed to profit scholars instead than the research workers themselves. IMPORTANCE OF RESEARCH IN TEACHING Marion MacLean and Marian Mohr ( 1999 ) explain that the term teacher-researcher is an of import term to them because it has redefined their functions as instructors. Teachers are subjective insiders involved in schoolroom direction as they go about their day-to-day modus operandis of teaching pupils. rating documents. taking attending. measuring their public presentation every bit good as looking at the course of study. Traditional educational research workers who develop inquiries and design surveies around those inquiries and behavior research within the schools are considered nonsubjective outside perceivers of schoolroom interaction. But when instructors become teacher-researchers. the â€Å"traditional descriptions of both instructors and research workers change. Teacher-researchers raise inquiries about what they think and observe about their instruction and their students’ larning. They collect pupil work in order to measure public p resentation. but they besides see student work as informations to analyse in order to analyze the instruction and acquisition that produced it† The Importance of Teacher Research to the Classroom Teacher Why is Teacher Research of import to me? Many instructors already overburdened with course of study demands. answerability demands. and all the daily force per unit areas of maintaining a schoolroom running wonder why they should take on one more thing. To them. I can truthfully state. Teacher Research is non an add-on ; it is a manner of being! When you look at your schoolroom from a stance of â€Å"How can I make teaching/learning better? † you are taking a Teacher Researcher stance. Teacher Research is non something done TO us ; it is something done BY us. The end of Teacher Research is to set â€Å"Best Practices† about teaching/learning into existent pattern in your schoolroom. And the individual who does that is you. the schoolroom instructor. My first experience with Teacher Research occurred seven old ages ago. A co-worker and I conducted research about how multiple intelligences theory could impact pupil larning. We saw effects far beyond those we had read approximately. That research affected me so d eeply that I now organize my schoolroom within a multiple intelligences model. My schoolroom centres are related to the different intelligences. I teach kids to value and esteem the â€Å"different sorts of smart. † and I invite kids into the schoolroom community of scholars by â€Å"opening windows† ( Gardner ) to their strengths and involvements. Two old ages subsequently. I changed the manner I organized my authorship and art centres to reflect a doctrine of â€Å"communicating in one hundred languages† ( Reggio Emilia. Italy ) . I discovered that kids are capable of pass oning emerging apprehensions in many more ways than merely via pencil/paper. Again. the â€Å"Communication Center† is now a major portion of my schoolroom. This past twelvemonth. I conducted a year-long research undertaking on the relationship between drama and acquisition. The turns and bends of my research journey opened many doors for my pupils and me. The enriched schoolroom environment that resulted would non hold occurred without the research stance. inquiry. and journey. Teacher Research empowers instructors to do a positive difference in footings of schoolroom pattern ; it enables us to supply relevant information about instruction and acquisition in existent schoolrooms. Most significantly. by prosecuting in brooding pattern. the Teacher Researcher improves the lives of pupils by ever seeking to detect better. more effectual ways of implementing teaching/learning IMPORTANCE OF RESEARCH IN SCHOOLS The Importance Of Research IN Study:Research is of import when conducted right because it helps us to understand and perchance even work out bing or possible jobs in the universe. This could be anything from societal issues to medical discoveries. Governments carry out research all of the clip in order to come to decisions about policies and schemes. They will frequently take experts in the peculiar field to travel out and transport out in-depth research to assist them out. Without this research and cognition. it would be hard to do a alteration in the universe. It would besides intend that alterations wouldn’t be to the full considered which could ensue in bigger jobs in the long tally. If a job is apparent. for illustration gun offense. it is indispensable to understand what has caused the job and why people continue to take portion in such illegal activity even though they know it is basically incorrect. Research will take to reply these inquiries so that informed determina tions can be made about what schemes will assist. The Importance Of Research In Our Daily Life: We all carry out research on a regular basis. though we don’t ever know that this is what we are making. Particularly now with the cyberspace. most of us look up different merchandises. vacation options etc every twenty-four hours – we research most things before we buy them or fall in them or whatever. We besides look up information – for illustration. you hear about a intelligence point on the wireless and so look it up to happen out more.