Six Sigma Class Intro and Ppt Free Essays

INTRODUCTION TO SIX SIGMA CONTENT FLOW†¦ ? Understanding Six Sigma ? Definition ? World at Six Sigma examples ? Six Sigma Scale ? Why Six Sigma ? Six Sigma Methodologies Tools ? Define ? Measure ? Analyze ? Improve ? Control WHAT’S IN A NAME? Sigma is the Greek letter representing the standard deviation of a population of data. ? Sigma is a measure of standard deviation (the data spread) ? ? ? SIX SIGMA IS †¦ ? A statistical concept that measures a process in terms of defects – at the six sigma level, there 3. 4 defects per million opportunities ? A defect is anything that results in customer dissatisfaction Six Sigma is a methodology and a symbol of quality ? HOW OFTEN ARE WE DELIVERING ON TIME? ? If the target time is 30 Mins, the graphs below show two curves with average at 25 Mins 30 mins 30 mins s s 0 10 x 30 2 sigma 20 40 50 0 10 20 x 30 4 sigma 40 50 ? ? How many standard deviations can you â€Å"fit† within customer expectations? Managing by the average doesn’t tell the whole story. We will write a custom essay sample on Six Sigma Class Intro and Ppt or any similar topic only for you Order Now The average and the variation together show what’s happening. MANAGING UP THE SIGMA SCALE Sigma 1 2 3 4 5 6 % Good % Bad 30. 9% 69. % 93. 3% DPMO 691,462 308,538 66,807 69. 1% 30. 9% 6. 7% 99. 38% 99. 977% 0. 62% 0. 023% 6,210 233 3. 4 99. 9997% 0. 00034% EXAMPLES OF THE SIGMA SCALE In a world at 3 sigma. . . ? In a world at 6 sigma. . . ? There are 964 U. S. flight cancellations per day. The police make 7 false arrests every 4 minutes. 1 U. S. flight is cancelled every 3 weeks. There are fewer than 4 false arrests per month. ? ? ? In one hour, 47,283 international long distance calls are accidentally disconnected. ? It would take more than 2 years to see the same number of dropped international calls. WHY SIX SIGMA? †¢ At GE, Six Sigma added more than $ 2 billion to the bottom line in 1999 alone †¢ Motorola saved more than $ 15 billion in the first 10 years of its Six Sigma effort AlliedSignal reports saving $ 1,5 billion through Six Sigma. †¢ †¢ Six Sigma is about practices that help you eliminate defects and always deliver products and services that meet customer specifications How are these savings realized? cost of scrap? cost of rework? cost of excessive cycle times and delays? Benefits of added capacity and man-hours DMAIC – THE IMPROVEMENT METHODOLOGY Define Objective: DEFINE the opportunity Measure Analyze Improve Control Objective: Objective: Objective: MEASURE current ANALYZE the root IMPROVE the performance causes of problems process to eliminate root causes Key Measure Tools: †¢ Critical to Quality Requirements (CTQs) †¢ Sample Plan †¢ Capability Analysis †¢ Failure Modes and Effect Analysis (FMEA) Key Analyze Tools: †¢ Histograms, Boxplots, MultiVari Charts, etc. †¢ Hypothesis Tests †¢ Regression Analysis Objective: CONTROL the process to sustain the gains. Key Define Tools: †¢ Cost of Poor Quality (COPQ) †¢ Voice of the Stakeholder (VOS) †¢ Project Charter †¢ As-Is Process Map(s) †¢ Primary Metric (Y) Key Improve Key Control Tools: Tools: †¢ Solution Selection †¢ Control Charts Matrix †¢ Contingency †¢ To-Be Process and/or Action Map(s) Plan(s) DEFINE – DMAIC PROJECT WHAT IS THE PROJECT? $ Project Charter Cost of Poor Quality Stakeholders Voice of the Stakeholde r Six Sigma What is the problem? The â€Å"problem† is the Output ? What is the cost of this problem ? Who are the stake holders / decision makers ? Align resources and expectations ? DEFINE – CUSTOMER REQUIREMENTS WHAT ARE THE CTQS? WHAT MOTIVATES CUSTOMER? SECONDARY RESEARCH Market Data THE Voice of the Customer Key Customer Issue Critical to Quality Listening Posts Industry Intel Industry Benchmarking Customer Service Customer Correspondence PRIMARY RESEARCH Survey s OTM Observations Focus Groups MEASURE – BASELINES AND CAPABILITY WHAT IS OUR CURRENT LEVEL Sample some data / not all data Current Process actuals measured against the Customer expectation OF PERFORMANCE? Descriptive Statistics Variable: 2003 Output Anderson-Darling Normality Test A-Squared: P-Value: Mean StDev Variance Skewness Kurtosis N Minimum 1st Quartile Median 3rd Quartile Maximum 0. 211 0. 854 23. 1692 10. 2152 104. 349 0. 238483 0. 240771 100 0. 2156 16. 4134 23. 1475 29. 6100 55. 2907 ? ? ? What is the chance that we will succeed at this level every time? 0 10 20 30 40 50 95% Confidence Interval for Mu 95% Confidence Interval for Mu 21. 1423 19. 5 20. 5 21. 5 22. 5 23. 5 24. 5 25. 5 26. 5 25. 1961 95% Confidence Interval for Sigma 8. 690 11. 8667 95% Confidence Interval for Median 95% Confidence Interval for Median 19. 7313 26. 0572 ANALYZE – VALIDATED ROOT CAUSES WHAT ARE THE KEY ROOT CAUSES? Experimental Design Data Stratification Regression Analysis Process Simulatio n Six Sigma y = f (x1, x2, x3 . . . xn) Critical Xs IMPROVE – POTENTIAL SOLUTIONS HOW CAN WE ADDRESS THE ROOT CAUSES IDENTIFIED? ? WE Address the causes, not the symptoms. Generate Evaluate Clar ify Decision y = f (x1, x2, x3 . . . xn) Critical Xs Divergent | Convergent IMPROVE – SOLUTION SELECTION HOW DO WE CHOOSE THE BEST SOLUTION? Solution Selection Matrix Qualit y Solution Sigma Time CBA Other Score Time Cost Six Sigma Solution Right Wrong Implementation Good Bad O Nice Idea Nice Try X Solution Implementatio n Plan CONTROL – SUSTAINABLE BENEFITS HOW DO WE †HOLD THE GAINS† OF OUR NEW PROCESS? ? ? Some variation is normal and OK How High and Low can an â€Å"X† go yet not materially impact the â€Å"Y† Pre-plan approach for control exceptions Direct Process Customer: CCR: Date: Measuring and Monitoring Loan Service Manager ? Process Owner: Process Description: Process Control System (Business Process Framework) Flowchart Customer Sales Processing Branch Manager Key Measure ments P1 – activity duration, min. Specs /or Targets Measures (Tools) Responsibility Contingency Where (Who) (Quick Fix) Frequency 35 Remarks UCL=33. 48 Review appliation for completeness P2 – # of incomplete loan applications Individual Value Apply for loan 1. 1 Application Review 25 Complete meeting information Mean=24. 35 No Application Complete? 1. 2 Processing 1. 3 Credit review 15 0 10 20 30 LCL=15. 21 1. 5 Disclosure 1. 4 Review Observation Number How to cite Six Sigma Class Intro and Ppt, Essay examples

Contract Law on Rights of Buyers and Sellers-Samples for Students

Question: Write a Research Proposal on Caparison between CISG and SA Contract law on rights of buyers and sellers to Conformity and notice. Answer: Introduction The sale of goods in South Africa is governed by the South African law of sales. Sale is a form of contract through which a person agrees to deliver free possession of goods to another in exchange of money. The origin for the contract of sale in South Africa is derived from roman consensual contract. Sale is concluded through a simple agreement and no sale can take place without transfer of ownership and a price[1]. The international law in relation to the sale of goods is governed by the United Nation Conventions on the Sale of Goods (CISG). Articles 38 and 39 of the article specifically deal with the provisions related to the examination of goods with respect to the contract of sale. According to section 35 of the Sale of Goods Act the buyers have the right to examine goods in relation to a contract for sale in South Africa. The research will be conducted to do a comparative analysis of the buyers rights in terms of conformity under the South African Law of Contract and the CISG ar ticle 38 and 39. Article 38 and 39 lay down relatively strict rules about the times in which a buyer must inspect goods under a contract and give notice of non -conformity. At the same time article 39 does provide a large window of two years[2]. The research will investigate to what degree is this more or less buyer friendly than the approach under the present South African Contract Law. Research Objectives To analyze the rights of buyers to examine goods under the South African Contract Law To analyze the rights of buyers to examine goods under the CISG To compare the rights of buyers to examine goods in SA law and the CIGS To determine which approach is more buyer friendly Research questions What are the rights of buyers with respect to examination of goods in a contract for sale in SA law? What are the rights of buyers with respect to examination of goods in a contract for sale in CIGS? What is the difference between the rights of buyers to examine goods in SA law and the CIGS? Which of the two approaches are more buyers friendly? Purpose of research Sale of goods is the most common form of trade in both international and domestic market. Both international and domestic laws have provided for certain provisions which give specific rights to the buyer and the seller. The motive of law behind such rights is to maintain equality, fairness and balance of bargaining power between the buyer and the seller. The purpose of this research is to find out whether the South African law for sale of goods is more or less buyer friendly than the CIGS so that it can be amended to obtain better results. Literature Review Introduction This section of the research will analyze the relevant literature available in relation to contract law for the sale of goods. The sections will also identify the existing gaps between the literatures and compare and contrast the different views of the authors. CISG The CISG has been brought to existence in order to provide global guidelines for the sale of goods. According to Schwenzer (2016) when it comes to the sale of goods in relation to the domestic legal system it may be assumed that the relationships between the parties to the contract of sale is established on the basis equal bargaining power along with the equal access to knowledge, however when it comes to cross border dealings the case is not the same[3]. There may be a contract between parties belonging to a developed country with that of parties belonging to an under developed or developing county. The differences in sophistication, unequal bargaining power, along with unequal reach to knowledge are considered, and provide a significant challenge towards drafting a law of sales which establishes balance in power between buyer and seller of different background. conformity Conformity of goods most of the civil law domestic legal systems are largely influenced by Roman law which had been based strictly on the principle of caveat emptor which means let the buyer beware. The liability of the seller is based on any special promise, fraudulent action or any stipulation had been given along with dolus[4]. This provides a clear privilege to the seller. Moreover the complications in various domestic legal systems are high as the systems distinguish between case of non-delivery and cases of Non-conformity. In case the goods in context do not have the attributes in relation to the contract it is treated as aliud through which the rules of non-delivery are triggered and not peius which is in relation to Non-conformity rules[5]. Notification requirements and examination According to Germain a duty to examine the goods has been imposed on the buyer by the CISG along with the duty to provide notice to the seller in relation to non-conformity[6]. In case the buyer is not able to abide by his duties to inspect and notify the seller he would lose any right in case there is a case of non-conformity. The provisions have been one of the most debated sections with respect to the Vienna conference. According to Shin (2016) the representatives of the developing countries have rejected the provisions emphasizing on consequences of the non flexible rule in relation to buyers of such countries. They had also been provided support by countries whose domestic legal systems do not have any notice requirements. The sale of goods Act The legislation is the primary domestic law which governs the sale of goods in the country. The legislation provides that the buyers have the right to the examination of goods as contrary to the duty provided by the CISG. According to Schwenzer the provisions with respect to the sale of goods in SA is prima facie more buyer friendly than that of the CISG[7]. However upon in depth examination of the provisions of CISG it said that this is not the case as it appears. Conclusions The literature which has been identified above along with many other literatures would be considered in the research by the researcher to bring out the literature gap. The conclusion would also contain the point of view of the researcher after the literature has been reviewed. Comparison between CIGS and South African Contract Law A uniform and standard law for the sale of goods in the international market is provided through the United Nations Convention on Contracts for the International Sale of Goods 1980 (CISG). On the other hand the provisions related to the sale of goods in SA are governed by the Sale of Goods Act (SGA)[8]. A buyer is defined as any person purchases or agrees to purchase certain goods. Quality of goods refers to the condition or state of the goods which have been purchased. In contract law conformity of goods means the verification of the purchased goods with respect to the quality which had been decided upon through the contract of sales. According to Section 35 of the SGA when the delivery of goods to the buyer by the seller has been completed and the goods have not been examined previously, the goods would not be deemed to be accepted by the buyer until and unless he is provided with a reasonable opportunity of proper examination of the goods in order to ensure that the quality of the goods is in accordance to the contract[9]. further it is stated by the section that when the delivery of goods is tendered to the buyer by the seller, it is the duty of the seller in case a request is made to provide appropriate opportunity to the buyer for the examination of goods in order to ensure that they are in accordance to the terms of the contract. In case such opportunity is not used by the buyer and the goods are retained it is deemed that the buyer has accepted the goods. On the other hand according to CISG article 38 and 39 lay down relatively strict rules about the times in which a buyer must inspect goods under a contract and give notice of non -conformity. At the same time article 39 does provide a large window of two years. Data Analysis and Discussion There are two types of data analysis, which can be used for the completion of research, namely, quantitative data analysis and qualitative data analysis[10]. For the purpose of this research the researcher would conduct a qualitative data analysis as the data collection method of the researcher is only secondary sources through the use of available literature. Secondary data sources refer to the data that is collected by some other person other than the researcher. One of the advantages of using qualitative data analysis using secondary data sources is that it saves the time the researcher would otherwise spent in collecting the data, in case the researcher had used quantitative data analysis. The use of secondary sources is also a cost-effective process as compared to the usage of primary source of data. The qualitative data analysis has helped the researcher to ensure that the topic is discussed thoroughly and comprehensively. The aim of using qualitative data analysis is to assess the content of the topic and understand the concepts, ideas. The discussion would be based on the findings of the researcher along with the research questions. Conclusion This part of the research would be based on the final conclusion gained by the researcher through the discussion. There have been various studies which have depicted that the domestic legal systems provide a more buyer friendly approach as compared to the international provisions. The main aim of the researcher would be to identify that to what extent are these findings true. The researcher would also provide certain strong recommendations with respect to the findings and towards the establishment of a proper balanced system of rights between the buyers and the sellers References Andersen, Camilla Baasch. "A New Challenge for Commercial Practitioners: Making the Most of Shared Laws and Their Jurisconsultorium."UNSWLJ38 (2015): 911. Christie, Richard Hunter, and Graham Bradfield.Christie's Law of Contract in South Africa. LexisNexis, 2016. Germain, Claire M. "CISG Language and Translation Issues."Browser Download This Paper(2016). Glesne, Corrine.Becoming qualitative researchers: An introduction. Pearson, 2015. Ishida, Yasutoshi. "CISG Articles 38 39 and Japanese Commercial Code Article 526: Examination of Goods and Notice of Non-conformity:" One Month No Prejudice" Test."56 (2015): 1-38. Kroll, Stefan, Loukas Mistelis, and Pilar Perales Viscasillas. "Introduction to the CISG."UN Convention on Contracts for the International Sale of Goods (CISG). Nomos Verlagsgesellschaft mbH Co. KG, 2015. Mackey, Alison, and Susan M. Gass.Second language research: Methodology and design. Routledge, 2015. Panneerselvam, R.Research methodology. PHI Learning Pvt. Ltd., 2014. Sale of Good Act SA Schwenzer, Ingeborg. "Divergent interpretations: reasons and solutions." (2014): 102-119. Schwenzer, Ingeborg. "Ethical standards in CISG contracts."Uniform Law Review22.1 (2017): 122-131. Schwenzer, Ingeborg. "The CISGA fair balance of the interests of the seller and the buyer." (2016): 79-91. Shin, Choong-il. "Review of a United States District Court Decision under the CISG regarding Conformity of Goods."23.3 (2016): 333-362. Andersen, Camilla Baasch. "A New Challenge for Commercial Practitioners: Making the Most of Shared Laws and Their Jurisconsultorium."UNSWLJ38 (2015): 911. Schwenzer, Ingeborg. "The CISGA fair balance of the interests of the seller and the buyer." (2016): 79-91. Schwenzer, Ingeborg. "Divergent interpretations: reasons and solutions." (2014): 102-119 Shin, Choong-il. "Review of a United States District Court Decision under the CISG regarding Conformity of Goods."23.3 (2016): 333-362. Prejudice" Test."56 (2015): 1-38. Germain, Claire M. "CISG Language and Translation Issues."Browser Download This Paper(2016). Schwenzer, Ingeborg. "Ethical standards in CISG contracts."Uniform Law Review22.1 (2017): 122-131 Sale of Goods Act (South Africa) [Christie, Richard Hunter, and Graham Bradfield.Christie's Law of Contract in South Africa. LexisNexis, 2016

The Physics Of Golf Essay Example For Students

The Physics Of Golf Essay As anyone who has played a round of golf will attest to, the sport is based around many fundamental principals of physics. These basic laws are involved with every aspect of the game from how a player swings the club to how the ball moves through the air on its way toward the pin. It is the challenge that physics presents to the golfer that has allowed the game, and equipment used, to develop so drastically over the past one hundred years. The first golf balls used were called featheries. They were made with a horsehide cover packed with wet goose feathers. When the balls dried they became extremely hard. The major flaw with the featheries was that they could not be used when the conditions were wet because they would soften again. Despite the flaw of the featheries, they remained the only ball used up until the middle of the 19th century when the revolutionary gutta-percha ball was invented. The new ball, sometimes referred to as a ?guttie?, was molded from the warmed, dried gum of the sapodilla tree. These balls were cheap to manufacture and opened up the game of golf to a more diverse socio-economic group. This in turn made the game of golf very popular, which led to dramatic improvements in golf balls in the next decades. In 1900 a unique event occurred. Some claim that it can be called the first professional sports endorsement. The Spalding Company paid Englands Harry Vardon a considerable sum of money to come to the United States to demonstrate what he could do in winning tournaments using the latest ball design. He won the U.S. Open using the new rubber-wound Haskell ball. This led to another major revolution in the design of the golf ball. Not only was this ball cheap to manufacture, but also it could be hit farther than any other ball previously used. The Haskell ball was such a success that it was not until 1968 that the two-piece balls of today emerged in the market. Obviously a lot of time, effort, research, and money were put forth into the development of the golf ball, as it is manufactured today. The reason for this ongoing process is to help a golfer use some laws of physics to his advantage (i.e. placing spin on the ball to create lift) while finding a work around for other physical properties that can be detrimental to a players golf game (i.e. drag which causes the ball to slow down and fly closer to the ground). When examining the physics, which surrounds the game of golf, one must carefully consider all aspects of the game, not just the golf ball or even just the equipment being used. The stroke is by far the most important aspect to any participants round of golf. Among the scientific community, an event, such as the golf stroke, is thought of as a dynamic process using the physical principals of mechanics based on Newtons Laws of motion. The stroke is actually three separate events; the swing of the club, the impact of the club head with the ball, and the flight of the ball toward the target. It is the sum of these three parts that makes a successful stroke. Before delving into the details of the golf stroke, it is important for one to consider the general concepts of motion that control the swing of the golf club. Two men are most influential in this area of study, Galileo Galilee and Isaac Newton. It is the principles of these two men that will be used during the discussion of the physics of golf. A brief explanation of momentum, moment of inertia, torque, centripetal force, and centrifugal force can be located in ?Appendix 4?. These terms were derived from the experiments and research of first Galileo, and then expanded upon by Newton. Although neither of these two men are solely responsible for all of the physical principals presented in this paper, Galileo and Newton were two of the most influential men in these areas of study. We will write a custom essay on The Physics Of Golf specifically for you for only $16.38 $13.9/page Order now When a scientist attempts to explain something, he or she always develops a model to work with. In the case of the golf stroke, it has become evident that comparing such an action to the snapping of a whip lends itself nicely to a deeper understanding. The model appropriate to the study of a whip, such as a bullwhip, would be a large number of small rods with flexible connections. This is important to understanding how the whip works. At the start of the motion, as the hand moves the handle of the whip, the momentum of the whip increases. The hand exerts a force on the whip handle for a time, producing, according to Newtons Second Law, an increase of momentum. This force moving the whip handle a few feet also does work on the whip, giving it kinetic energy. When the hand stops, the whip exerts a force on the hand, and this force in turn decreases the momentum of parts of the whip. Thus, momentum is not conserved because a force acts and there is no displacement because the hand remai ns still. During the stroke, successive parts of the whip are stopped, and the kinetic energy of these parts is fed into the successively smaller and smaller sections of the whip. The kinetic energy of a body depends on its mass and the square of its velocity according to the equation KE = ? m v2. Therefore, at the start of the stroke, the total mass of the whip is moving with a moderate speed. Toward the end of the stroke, a much smaller mass must be moving at a much higher speed to have the same kinetic energy. This is shown to be true by the cracking of the whip, or the sonic shockwave the tip of the whip sends out. Although it may not seem possible, a human swinging a golf club works in a very similar manner to the whip. First, one must consider where the energy for the stroke comes from. In the whip it obviously came from the muscles in the arm. However, when swinging a golf club, much more energy is required, in fact it has been estimated that the amount of energy transferred into the golf ball during impact is about two horsepower. Because muscle generates approximately 1/8th horsepower per pound, it would take about 32lbs of fully loaded muscle to generate enough energy to produce two horsepower. If however the muscle is not suitably loaded, then more then 32lbs of muscle would be needed. If that seems to the reader to be a lot of muscle, their assumption is correct; that is a lot of muscle. The average person does not have that much muscle in their arms. Instead they must rely on the much larger muscles in their back and legs. The person uses their body to transfer the energy from these muscles into their arms. The explanation of how this is done can be found in ?Appendix 3? of this paper. It shows a graph of the five torques which work on the arms during the swing. This is the first aspect of how the whip works; the transferring of energy. When interviewed, several professional golfers, including Sam Snead, Tommy Amour, Cary Middlecoff and Frank Bea rd, although unable to give the scientific reasons behind their down stroke, stated in one form or another, that ?the left shoulder pulls the left arm?. The scientific explanation of what they stated is that as the horizontal pull of the left shoulder on the left arm produces a positive angular acceleration to help with the downswing. This shows clearly that the energy is transferred from the body into the arms and subsequently down the shaft of the golf club and into the ball. The way this energy was calculated was through the use of a computer program. It was setup so that it gave the total kinetic energy of the arms and the club and the kinetic energy of each of them separately. This can be seen by curves A, B, and C in appendix 1 (please refer to the explanation at the bottom of the graph for an explanation of the curves). A fourth curve, D, was also graphed. This curve shows that work done by the golfer as a function of the downswing angle as he applies the torque on his arms. To skip ahead to the point, the total kinetic energy of the system when the club head makes contact with the ball comes 71% from the work TS * a(i), 13% from the decrease in the potential energy of the system, and 16% from the work down on the system in the shift of the golfer toward the target. The total kinetic energy is very important to ones game of golf. According to the conservation of momentum principal, with any given club and any given ball, the speed of the ball depends directly on the speed of the club head. Therefore it is necessary to use the large muscles of the body to generate the necessary club head speed (about 100mph) needed to hit the ball far enough in order to approach the possibility of playing par golf. The chart below demonstrates how ones game would be affected if they were not able to generate enough club head speed. Assuming that the golfer is able to sink each of his puts, the first example reveals that if the golfer were only able to drive the ball 160 yards, he would lose 15 strokes because of his lack of distance off the tee. As his driving distance increases, the number of strokes the golfer would loose decreases until he is able to drive the ball 230 yards (or hit the ball with a club head traveling about 100mph). Yards 160 170 180 190 200 210 220 230Stroke Lost to par 15 12 9 7 5 3 1 0The physics surrounding a game of golf is not just based on the swing as shown above. While 50% of the game of golf is the stroke used to hit the ball, the other 50% of the game is how the ball travels through the air toward the pin. Because the flight of the ball cannot be controlled with the same precision by the golfer that he can control his swing with, many developments have been made toward creating an ideal golf ball. Just looking back as few as 50 years one can see the tremendous affect physics has played on the design of the golf ball. First, it was discovered that worn golf balls tended to stay in the air longer because their uneven surface caused a greater spin as the ball passed through the air at a high velocity. Later it was determined that dimples on the golf ball serve the same purpose, and not only that, improve on the affect first observed by the ware and tare on the original golf balls. In the past 5 years, golf balls are being manufactured with three different sized dimples placed in strategic locations on the ball. This allows the ball to remain in the air as long as possible while sacrificing as little energy to overcoming drag as possible. .u14ee81ddd83b96a4a154a610b9428b4c , .u14ee81ddd83b96a4a154a610b9428b4c .postImageUrl , .u14ee81ddd83b96a4a154a610b9428b4c .centered-text-area { min-height: 80px; position: relative; } .u14ee81ddd83b96a4a154a610b9428b4c , .u14ee81ddd83b96a4a154a610b9428b4c:hover , .u14ee81ddd83b96a4a154a610b9428b4c:visited , .u14ee81ddd83b96a4a154a610b9428b4c:active { border:0!important; } .u14ee81ddd83b96a4a154a610b9428b4c .clearfix:after { content: ""; display: table; clear: both; } .u14ee81ddd83b96a4a154a610b9428b4c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u14ee81ddd83b96a4a154a610b9428b4c:active , .u14ee81ddd83b96a4a154a610b9428b4c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u14ee81ddd83b96a4a154a610b9428b4c .centered-text-area { width: 100%; position: relative ; } .u14ee81ddd83b96a4a154a610b9428b4c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u14ee81ddd83b96a4a154a610b9428b4c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u14ee81ddd83b96a4a154a610b9428b4c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u14ee81ddd83b96a4a154a610b9428b4c:hover .ctaButton { background-color: #34495E!important; } .u14ee81ddd83b96a4a154a610b9428b4c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u14ee81ddd83b96a4a154a610b9428b4c .u14ee81ddd83b96a4a154a610b9428b4c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u14ee81ddd83b96a4a154a610b9428b4c:after { content: ""; display: block; clear: both; } READ: Animal Rights Vs. Human Rights EssayAs demonstrated by any golfer who can hit a ball in a straight line, the aerodynamic forces at work on a golf ball are what make the flight of the ball so unique. If one were to stand behind a golfer and watch the flight of the golf ball, that person would not see a parabolic arch as one might expect. Instead, the ball will appear to climb in a straight line for a few seconds and then begin to fall back to earth slowly. According to Newtons First Law (a body continues in a straight line at a constant speed unless a force acts on it) the observed path of the ball does not seem possible. As the designer of the golf ball would be quick to p oint out, it is the aerodynamic force on the dimpled, spinning, ball, traveling at a high speed, that was balancing the vertical force of gravity which caused non uniform motion in the path of the balls flight. British scientist, P.G. Tait, performed the first experiments done with the aerodynamics of a golf ball in 1887. Professor Tait showed through his studies the importance of spin on the flight of the golf ball. He states that in his youth he was taught, ?all spin is detrimental?. He practiced vigorously to hit a ball virtually spin free. After completing his research, Tait wrote, ?I understand it now, too late by 35 years at least?. What Tait was referring to was the importance of spin on a golf ball. He and his son performed experiments where, ?we fastened one end of a long untwisted tape to the ball and the other to the ground, and induced a good player to drive the ball (perpendicularly to the tape) into a stiff clay face a yard or two off, we find the tape is always twiste d; no doubt to different amounts by different players?say from 40 to 120 or so turns per second. The fact is indisputable.? Professor Tait clearly states that a ball driven with spin about a horizontal axis with the top of the ball coming toward the golfer has a lifting force on it that keeps the ball in the air much longer than would be possible without spin. What the scientist was observing was the competing affects of lift and drag. While it is possible to generate equations and solutions for different swings and velocities and come up with an optimum ratio of lift to drag, it has been stated that it is better for the individual golfer to discover this for himself because not every swing is the same. Research has shown that a larger spin produces a larger drag, which makes the ball slow down more rapidly and thus decreases the distance it travels, but a larger spin produces more lift, which keeps the ball in the air for a longer time and thus allows it to fly father. An experienc ed golfer knows that the force of lift will superceded the force of drag, however it is left up to the individual to find their own balance between these two forces. The next logical step in the explanation of the physics surrounding a game of golf is to relate the two aspects just discussed. The following text is an explanation of what happens between the time when the energy of the swing is transferred into the club and the flight of the ball; or more specifically how the collision between the club head and the ball transfers spin and energy into the ball. First, the collision must be considered. During the collision between the club head and the ball, several things happen. The club head is slowed down, and the ball is sent off with a high speed at some angle above the horizontal with a high rate of spin. This all happens in less than a thousandth of a second while the club head moves less than an inch. Such a short time makes it extremely difficult to observe what is happening during the collision. The force between the ball and the club head averaged over the time of the collision is greater than 3000lb and high speed photography has shown the ball to be considerably flattened against the club head. The elastic properties of the ball come into place at this point because it is those properties that allow the ball to be compressed and then spring away from the face of the club at a high velocity. Although there is no scientific proof of what exactly happens at the point of impact, through the use of physics, several educated guesses can be made. Momentum is conserved: Since the club head is at the end of a somewhat flexible shaft, one may, to a fair degree of approximation, assume that the club head in its horizontal motion at the bottom of the swing acts as a free body. Therefore, the horizontal momentum of the club head before the collision must be the same as the sum of the horizontal momentum of the club head and the ball after the collision. It is important to note that the vertical momentum is not conserved because the arms and shoulders pull up with a force on the club head. The collision is inelastic: By simply holding a golf ball and feeling how firm it is, one can easily see that is not perfectly elastic. Therefore, some mechanical energy must be lost. Newton was the first to experiment with this property of collisions. He found that the ratio of the speed with which the ball leaves the floor to that with which the ball approaches the floor to be practically a constant over a large range of speeds. The constant is called the coefficient of restitution. For a perfectly elastic ball the coefficient is one. For a ball that does not rebound at all, the coefficient would be zero. This also applies to collisions that happen at an angle such as with the face of the golf club and the ball. The ball slides and rolls on the clubface: Consider this example as an explanation for how a golf ball generates its spin from the uneven surface of the face of a golf club. As anyone who has thrown a bowling ball will attest to, the ball slides down the alley at first. Sin ce there is some amount of friction between the ball and the lane, the ball slows down, which allows the ball to begin rolling. After the ball has traveled some distance it no longer slides and just purely rolls. The same is true for the face of the golf club. As the collision occurs the ball begins to slide toward the top of the face of the club. However, because the friction force between the ball and clubface is so great it quickly begins to spin (roll) off the top of the club. This generates the tremendous amount of spin necessary to keep the ball a loft for drives at or above 230 yards. It is these three factors together that the quantity known as effective loft is derived from. The effective loft of any club is given as EL = L + a(i) B(i) ? Y. L is the loft of the club a(i) and B(i) are angles that are dependant upon each swing and each person performing the swing and Y is the back swing angle of the arm. From effective loft of the club, one can estimate the components of dra g and lift on the golf ball. The following table expresses the variations that are possible during the swing. B(0) B(i) EL + Spin + Lift +B(0) + B(i) + EL Spin Lift Y B(i) + EL Spin Lift Y + B(i) EL + Spin + Lift +TS + B(i) EL + Spin + Lift +Al + B(i) EL + Spin + Lift +As an example, the third line reveals that when the back swing angle of the arms is decreased, the effective loft is decreased, the spin is decreased, and the lift is decreased. As one can see through the material presented above, the golf swing is a multi-stage process. It is not simply the swing, or the transfer of energy, or the flight of the ball that is subject to the laws of physics. The first aspect of the golf stroke, which is based upon physical principals, is the downswing of the golf club. The golfer must do two things in order to have a successful shot. He must first generate enough energy to hit the ball a significant distance. And then he must transfer this energy into the golf club. The energy is derived from the muscles in the golfers body. As was previously stated it takes at least 32lbs of muscle to generate the necessary two horsepower for hitting the golf ball. Most of this energy comes from the legs and back of the individual. Then, the golfer uses his body and arms, along with the shaft of the golf club like a whip. Just as a whip transfers energy from its large mass at the handle down to the tip causing a dramatic acceleration, the golfer transfers the energy through his body into the shaft of the golf club, which flexes. When the golfer snaps his wrist at the point of impact, all of the energy is transferred into the club head allowing it to achieve a velocity of 100mph or even greater. .uecf6d85b52c089b5ce0d051bf7d716f3 , .uecf6d85b52c089b5ce0d051bf7d716f3 .postImageUrl , .uecf6d85b52c089b5ce0d051bf7d716f3 .centered-text-area { min-height: 80px; position: relative; } .uecf6d85b52c089b5ce0d051bf7d716f3 , .uecf6d85b52c089b5ce0d051bf7d716f3:hover , .uecf6d85b52c089b5ce0d051bf7d716f3:visited , .uecf6d85b52c089b5ce0d051bf7d716f3:active { border:0!important; } .uecf6d85b52c089b5ce0d051bf7d716f3 .clearfix:after { content: ""; display: table; clear: both; } .uecf6d85b52c089b5ce0d051bf7d716f3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uecf6d85b52c089b5ce0d051bf7d716f3:active , .uecf6d85b52c089b5ce0d051bf7d716f3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uecf6d85b52c089b5ce0d051bf7d716f3 .centered-text-area { width: 100%; position: relative ; } .uecf6d85b52c089b5ce0d051bf7d716f3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uecf6d85b52c089b5ce0d051bf7d716f3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uecf6d85b52c089b5ce0d051bf7d716f3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uecf6d85b52c089b5ce0d051bf7d716f3:hover .ctaButton { background-color: #34495E!important; } .uecf6d85b52c089b5ce0d051bf7d716f3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uecf6d85b52c089b5ce0d051bf7d716f3 .uecf6d85b52c089b5ce0d051bf7d716f3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uecf6d85b52c089b5ce0d051bf7d716f3:after { content: ""; display: block; clear: both; } READ: Procrastination EssayAt the point of impact, more physical properties take over. As the club comes in contact with the ball, two important factors are most prevalent. First, the ball is semi- elastic and therefore the ball flattens somewhat when it comes in contact with the face of the club. This allows the ball to spring away at a tremendous velocity, which is also based on the principal of conservation of momentum. The other important factor that happens at impact is the generation of spin. At first, the ball begins to slide up the face of the club toward the top, however, because of the large coefficient of friction; the ball stops sliding and begins rolling. This actio n gives the ball a rotation around its horizontal axis, which creates lift and drag. Lift and drag are the final aspects of how physics relates to golf. As the ball spins, it creates lift by disturbing the flow of air around the ball. The dimples help greatly with this. However, drag is also produced, which threatens to pull the ball back toward the earth. It is the job of the golfer and the golf ball manufacturer to generate enough lift either through the swing or the dimpled design of the golf ball so that the upward lifting force counteracts the downward forces of gravity and drag. As anyone who has played a round of golf has observed, the spin created with modern clubs and ball design more then compensates for drag and gravity and allows the ball to stay aloft for a long time. Because of the unique challenges that physics present during a game of golf, it will be a long time before anyone is able to master the game. In an endeavor to improve scores many miracle products have claimed to lower ones score, however it is evident that only those ideas and products, which have a basis in science, have stayed on the market. The golf ball is a prime example of this. It has made dramatic changes from being made of dried goose feathers to the two piece dimpled design of today. All of the improvements on the ball were based around trying to give the golfer and edge in lowering his score and working around some of the laws of physics, which prevent him from reaching perfection. Appendix 4The following terms will be defined based on their relevance to the physics of golf: momentum, moment of inertia, torque, centripetal force, and centrifugal force Momentum:Newtons first law defines a property of a body called inertia, which describes what happens to a body when no force acts on it; the inertia of a body is said to be measured by its mass. When acted upon by a constant unbalanced force, the body will experience acceleration proportional to the mass of the body. The mass of a body is proportional to its weight. Momentum is then defined as the mass of a body multiplied by its velocity. Like velocity, momentum, has a direction as well as magnitude, making it a vector quantity. From the definition of momentum, for constant mass the rate of change of momentum is the product of the mass and its acceleration. Newtons second law suggests that an unbalanced force on a body is associated with its acceleration. For the purpose of this paper, Newtons second law states t hat the mass of a body multiplied by its acceleration is proportional to the force acting on it, and the acceleration is in the direction of the force. The way in which momentum applies to golf is through the transfer of momentum from the golf club to the golf ball. Before the collision, the club head is moving at a speed of 100mph along the horizontal. After the collision, for a club without loft, the ball is moving off at a high velocity, and the club head continues in the follow-through at a somewhat reduced velocity. For a club without loft, these velocities will also be horizontal. The momentum is such that the total momentum before the collision is equal to that of the momentum of the club head after the collision plus the momentum of the ball. Moment of Inertia:The linear acceleration of a body when acted upon by a constant force depends on its mass, which as already stated is quantity proportional to its weight. The larger the mass is, the smaller the acceleration will be for a given force. Similarly, when a constant torque acts on a body, its angular acceleration will depend on the mass of the body and on how the mass is distributed in the body. The combination of mass and its distribution in the body is called its ?moment of inertia?. When the axis of rotation of the body is chosen such that more of the mass is far from the axis, the moment of inertia will be larger. Thus the moment of inertia will depend of the choice of axis. This concept is easily demonstrated with the help of a golf club. When the club is help at the grip end between two fingers and let hang so that the shaft is along a vertical line, it is very easy to rotate the club along a vertical axis. But when the club is held near the center of the shaft, where it balances between the same two fingers, the same torque produces a much smaller angular acceleration. The moments of inertia in the two cases differ by a factor of 10. This same affect can be observed when a club is first waggled about the grip in the usual way and then waggled while holding the head. Torque: Torque is the term used to describe twist in a quantitative manner. Two factors, the amount of force applied and the distance over which it is applied determine torque. The size of the torque is found by multiplying the size of the force by the length of the lever arm, the lever arm being the shortest distance from the line along which the force acts to the axis about which the bod y may rotate. The force must be in a plane perpendicular to the axis of the rotation. Centrifugal Force: This force can be observed when a golf ball is placed on the dashboard of an automobile just inside the windshield and is observed while the vehicle travels around turns. One will notice that the ball will always roll to the outside of the curve and rolls more quickly the tighter the turn. Actually, the ball does not accelerate; it appears to accelerate since there is no centripetal force to make it turn in the same path as the car. Its motion is the result of a lack of centripetal force rather than the result of an outwardly directed force being applied to the ball. Centripetal Force:According to Newtons Second Law, the centripetal force on a body moving in a circle is proportional to the mass of a body multiplied by its centripetal acceleration. The centripetal acceleration increases with the radius of the circle on which it moves and with the square of the angular velocity of the motion. Appendix 1The following curves were drawn based on the information gathered and analyzed with the use of a computer. The curves are calculations for the energies present during a swing. Curve A shows the total kinetic energy as it develops throughout the swing. Curve B shows how the kinetic energy of the arms varies throughout the downswing. Curve C shows how the kinetic energy of the club alone varies throughout the swing. Curve D shows the work done by the golfer as he applies the torque by his arms to the system. (graph taken from source #5)Appendix 2(original drawings but concept from source #5)These drawings illustrate the forces on a golf ball during its flight. The first set of pictures shows how the air moves around the ball during its flight. The first pictures show that when there is some spin, the air pressure around the ball is changed because of the turbulence created by the rotation. The picture below that shows how the air would move if there were no spin. The other two pictures demonstrate how using spin can change the flight of the ball. For example, the top picture is showing that a ball spinning on a vertical axis in a clockwise direction will travel to the right because of the airflow around the ball. The bottom picture on that side is illustrating another example of how air can flow around a ball with no spin. The other two illustrations show a three-dimensional (on the top) and a two-dimensional (on the bottom) view of some of the vectors involved with the flight of a golf ball. The illustrations show the effective loft of the club, the lifting vector as well as the path of the golf club and the angle at which the face points. Appendix 3This is a graph of the five-torques acting on the arms as they vary throughout the downswing. Curve A shows the constant torque TS of the golfer on the system. Curve B shows the torque that depends mainly on the acceleration of the wrist-cock-angle. The torque represented by curve C depends mainly on the square of the velocity of the wrist-cock-angle. Curves D and E show the torques resulting from action of gravity and the golfers weight shift respectively. The torque T shows how the sum of the five-torques on the arms varies during the downswing and becomes very large just prior to the club colliding with the ball. (graph from source #1)Bibliography1. Abrahams, Jonathan (1994). Club Smarts. New York: Lyons Burford. 2. Andrisani, John. (1997). The Tiger Woods Way. New York: Random House. 3. Beard, James (1982). Turf Management for Golf Courses. New York: McMillan. 4. Jones, Trent (1993). Golf By Design. New York: Little, Brown, and company. 5. Kroen, William. (1992). The Why Book Of Golf. California: Price Stern Sloan. Physics

Language Development Essays

Language Development Essays Language Development Essay Language Development Essay Summarize and comment on what you have learned about the topic you selected. There are three theories of language development that try to explain how a child learns a language and how issues can appear, slowing or inhibiting that development. The first is the Behaviorist Perspective. This theory states that children develop their language skills through operant conditioning. As they attempt to speak and make sounds that resemble words, they are rewarded with praise. Some behaviourists believe that children imitate words and are rewarded for doing so, thus eading to their language development. There is also the Nativist Perspective that states that children have a specific system imbedded in them that assists them in developing language skills. They consider this system a Language Acquisition Device (LAD) that helps them understand grammar and rules surrounding various languages. Noam Chomsky was a linguist supporting the nativist perspective and he believed that a childs LAD allowed them to speak using the universal rules of language, and many do so within the same period of their early development. Nativists also believe there is a period of development when a child is acquiring the majority of their language skills, although a specific time frame has not been pin pointed. While the Nativist theory is interesting and thought provoking, no one as of yet has been able to indentify the grammar system or the specific optimum language development time period. Finally, there is the Interactionalist Perspective which stresses that a childs language development is directly influenced by their intellectual capacity and the nvironmental factors around them. While one interactionalist theory focuses on the childs ability to process information, the other focuses more on interaction with those in their social circle, or family. Regardless of the theory, a child will often develop at their own pace and being outside of the norm, is the norm. That being said, there are guidelines for when the typical child will reach certain milestones. By two months most babies will begin making vowel like noises. When a caregiver responds to a babies noises with anguage, the child will make an attempt to repeat it, and develop their language skills. At one year, the typical child will say their first word. In their second year, their vocabulary will develop at a rate of one to three words per week and they will understand the meaning of the word. Toddlers will use telegraphic speech, or two word utterances. Cultural differences and a childs individual capacity to comprehend language will greatly affect their development, as will gender. Girls tend to develop faster than oys, though their temperament and experiences are factors as well. It is very important to keep the child engaged in language early on in ensure proper development and growth of vocabulary. their child Comment specifically on the importance of early intervention in regards to the topic you selected. Support your answer with reference to developmental theories studied in our course. Spotting a deficiency and intervening early on is important for a childs language development. Because there are many factors that can affect a childs development, it an often be difficult to diagnose a problem. Language development is essential to a childs ability to succeed. When a child enters school with underdeveloped language skills, it can cause that child to lack in other areas such a academia and social environments discuss this further. Children who exhibit delays at the onset of schooling are at risk for early academic difficulties and are also more likely to experience grade retention, special education placement, and failure to complete high school. Nancy J. Cohen stresses the impact on a childs social development. Children with language impairments had difficulty entering into peer group conversations and were then excluded, giving them less opportunity to learn and practice the social skills they needed for peer interaction. Catherine S. Tams-Lemonda, E. T. (2008). Parents Role in Fostering Young Childrens Learning and Language Development. New York University, USA. Cohen, N. J. (2005). The Impact of Language Development on the Psychosocial and Emotional Development of Young Children . Hincks-Dellcrest Centre, CANADA.

Rise of big business Essay Example | Topics and Well Written Essays - 750 words

Rise of big business - Essay Example Presence of abundant iron ore provided found use as railroad ties, bridges and buildings, while coal replaced wood as fuel to drive steam engines, replacing wood. Moreover, factories that had been built by the Union were not shutdown after the war ended, but were converted for peacetime purposes. The agricultural industry represented a significant portion of the American economy, which saw the increased output in production of key crops such as wheat and corn. Therefore, this prompted an increase in demand for labor to fill various positions mills, mines and factories, which were serviced by the huge waves of immigrants at the time (Tindall and Shi, 838-840). Distinctive Features of Businesses Before the industrial revolution, goods were manufactured using traditional ways by mean of cottage industries. Moreover, these goods were produced in small-scale quantities, as the rate of production was slow and inefficient. This all changed with the introduction of manufacturing factories, w hich enhanced efficiency, increased production and boosted the economy. Despite the heavy profits gains, the workers did not enjoy much of it, as their wages were low, in addition, they were also required to work long hours and in unhealthy and dangerous working conditions. The businesses received complaints concerning the lack of having good working environment, since in the factory system, large numbers of workers were brought together in a bid to increase productivity through specialization. However, materials and semi-finished goods were often carried from one place to another for further processing or packing. Businesses benefited from new inventions, which boosted production at a cheaper rate, thus raising the profit margins. Railroads provided an exceptional opportunity to expand the market generating more profits with the growing demand of goods and services. Thus, the growing network of transport led to the establishment of towns, which would serve as new stations for busin esses and industries. Therefore, the growing industries created job opportunities for people, which improved their economic status. In addition, business organizations were formed through the formation of trusts, which specialized in the provision of different goods and services to the society. For instance, some family businesses specialized in banking services while others in the mining industry. This specialization ensured efficiency in production of goods and services, consequently, the leading businesses commanded a larger market share, which enhanced monopoly in the industry. However, this created economic powers among few families. During this period, the American political organization lacked vitality and productivity, as it was marred with corruption and moral decadency. Moreover, politicians, who would appoint their friends and supporters to government jobs, owned large businesses. This assured the politicians of a loyal group of supporters in future elections. This is in conflict with the Laissez-faire theory that the government should have a limited role business. Vertical and Horizontal Growth Vertical expansion of businesses is achieved when a company takes over its suppliers and distributors operations, gaining control over the quality and cost of production of its goods. Vertical growth in businesses

Establishing Stakeholder Orientation Coursework Example | Topics and Well Written Essays - 250 words

Establishing Stakeholder Orientation - Coursework Example The development of the world has made individuals realize that business has a role that extend beyond economic wealth creation. Businesses possess a social role since they create externalities in the environment. For instance, proper enumeration of employees compensate for the cost that workers incur in working for the company. Organizations participate in stakeholder orientation for their own benefit and for the sake of stakeholders’ satisfaction (Maurer, 2007). In this sense, the stakeholders feel that the organizations take care of their needs. Stakeholder orientation seeks to establish sustainable economic development by working with the employees, local community, shareholders, and the larger society (Ferrell, Fraedrich & Ferrell, 2013). This has a significant impact on honesty and fairness since corporate entities manifest as partners in societal development. When organizations emphasize on the satisfaction of their stakeholders, the larger society is highly likely to respect the profit making intention of businesses. In addition, it promotes information sharing, which makes the business’s activities and intentions clear. This enhances accountability as each party enjoys the incentive to practice

Mon Masque A Moi French Essay

Mon Masque A Moi French Essay Le cours dà ©ducation artistique dà ©signe un ensemble complexe denseignements et dactività ©s se prolongeant pendant et en dehors les horaires scolaires. Ces actività ©s ont leur place à   là ©cole sans pour autant à ªtre toutes intà ©grà ©es dans les programmes denseignement. Là ©ducation artistique aide les à ©là ¨ves à   acquà ©rir des habilità ©s dans la vie sociale. Cest une discipline qui incite à   la crà ©atività © et à   la diversification. Cet apprentissage permet daccà ©der à   la culture dans le but de faire dà ©couvrir et construire pour apprendre à   voir, et à   analyser les productions dart. Tout au long de cette session, nous avons dà ©pouillà © le programme-cadre dà ©ducation artistique (1re à   la 8e annà ©e), du curriculum de lOntario. Ceci nous amà ¨ne à   la prà ©sentation dun scà ©nario dapprentissage de la dite discipline avec une intà ©gration des à ©tudes sociales et du franà §ais afin de rendre notre travail plus vivant et motivant pour les à ©là ¨ves de 4e annà ©e. Les à ©là ¨ves à   ce niveau dà ©ducation ont dà ©jà   bien explorà © le domaine des arts plastiques spà ©cialement la technique du modelage. Les manipulations vont cependant à ªtre moins difficiles et pas à ©tranges. Il faut aussi dire quils sont bien capables de faire des recherches grà ¢ce à   loutil informatique. Mon masque à   moi est un projet qui invite là ©là ¨ve à   à ªtre à   la fois spectateur et auteur. Ce projet offre de multiples possibilità ©s dexplorations ludiques. Il convient de prà ©voir des actività ©s dexploitation, de recherche et de production autour de la culture. Selon le curriculum des à ©tudes sociales ‘lidentità © culturelle de là ©là ¨ve est faà §onnà ©e par divers à ©là ©ments familiaux, sociaux et ethnoculturels (2004:18). De par la mixture dans les à ©coles, les à ©là ¨ves sont appelà ©s ‘†¦Ãƒ   se forger une identità © empreinte douverture à   la diversità © (2008:19), mais ceci ne serait possible que si ils prennent connaissance des origines de la culture des autres. Pourquoi le masque africain? Dans toute socià ©tà © humaine, le masque na jamais à ©tà © ignorà © dà ¨s que lon fait rà ©fà ©rence à   la culture. Que ce soit lors des reprà ©sentations traditionnelles ou des festivals, le masque a sa place et joue un rà ´le bien important. Le berceau des civilisations ou encore lAfrique, est le continent qui est trà ¨s cà ©là ¨bre pour son culture en gà ©nà ©ral et son art en particulier. Le masque est un objet trà ¨s artistique à   cause de son caractà ¨re dà ©doublà © et la diversità © de ses formes et styles. Ce scà ©nario dapprentissage,  «Mon masque à   moi » traite de lart dans la culture africaine. À la fin de ce scà ©nario, les à ©là ¨ves seront parfaitement en mesure de rà ©aliser une un masque africain tout en comprenant son origine. Ce scà ©nario est stimulant pour les à ©là ¨ves, car ils doivent constamment utiliser leur capacità © de raisonnement et ils dà ©couvrent une nouvelle dimension chez les personnes quils croyaient bien connaà ®tre (leurs pairs, les membres de la communautà ©, le personnel de là ©cole). À mesure que se dà ©ploie le scà ©nario, les à ©là ¨ves sont appelà ©s à   vivre de nombreuses expà ©riences dà ©quipes, allant de lhistoire du masque africain et sa symbolisation, à   la production de leur propre masque. Chemin faisant, ils consulteront les sites internet proposà ©s ou de leur choix en rapport avec la culture du masque africain. Cette leà §on sera proposà ©e aux à ©là ¨ves pendant le mois de fà ©vrier qui n est autre que le mois de la cà ©là ©bration de lhistoire des noirs. La salle de classe ayant revà ªtu les affiches officielles du mois des noirs, il est important que les à ©là ¨ves comprennent certaines facettes de lhistoire africaine. Ce scà ©nario est conà §u pour une utilisation immà ©diate pendant le mois de fà ©vrier. Il sy trouve en annexe une sà ©rie de documents utiles, qui faciliteront la tà ¢che aux enseignants: fiches pour les à ©là ¨ves, grilles dobservation, lettre aux parents, pictogrammes, à ©valuations formatives. Les adaptations nà ©cessaires pour les à ©là ¨ves en difficultà © et plusieurs actività ©s denrichissement permettent de qualifier ce scà ©nario denseignement diffà ©rencià © I. Tà ¢che globale I-1 Tableau de compà ©tences visà ©es Classe cible: 4à ¨me annà ©e du primaire Titre du projet: Mon masque à   moi Durà ©e du projet: 150 min Disciplines Éducation artistique Franà §ais Études sociales Domaines Arts visuels Écriture Communication orale Canada et le monde Compà ©tences visà ©es -Analyse critique et apprà ©ciation des productions artistiques -Application du processus de crà ©ation artistique Habiletà ©s de la pensà ©e Utilisation des habilità ©s de traitement de linformation Communication Expression et organisation des idà ©es et de linformation Connaissance et comprà ©hension Connaissance des à ©là ©ments à   là ©tude. Habiletà ©s de la pensà ©e Utilisation des habiletà ©s de planification. Communication Communication des idà ©es et de linformation, de faà §on orale, à ©crite et visuelle, à   des fins prà ©cises et pour des auditoires spà ©cifiques. Utilisation des conventions et de la terminologie à   là ©tude. Attentes Exprimer ses sentiments, ses idà ©es et son apprà ©ciation à   là ©gard de diverses productions artistiques, les siennes, celles de ses camarades et celles dartistes, en se servant de termes simples mais justes Produire une varià ©tà © dÅ“uvres à   deux et trois dimensions en appliquant les techniques apprises et en suivant sommairement les à ©tapes du processus artistique. -Planifier ses projets dà ©criture en utilisant des stratà ©gies et des outils de prà © à ©criture. -Produire des messages varià ©s, avec ou sans à ©change, en fonction de la situation de communication. Populations -Expliquer et comprendre les composantes de la culture et le fonctionnement des groupes Contenus dapprentissage Choisir une Å“uvre et justifier sa prà ©fà ©rence en se rà ©fà ©rant aux à ©là ©ments clà ©s, à   son và ©cu et à   ses intà ©rà ªts personnels (expliquer sa prà ©fà ©rence pour un masque) Expliquer les idà ©es et les à ©motions à ©voquà ©es dans diverses productions artistiques. Utiliser, seul ou en groupe, diffà ©rentes stratà ©gies de prà © à ©criture pour produire des textes Produire divers actes langagiers. Prendre la parole spontanà ©ment dans un contexte formel ou informel : de travaux dà ©quipe, aux à ©tapes de la planification, de la gestion, de la rà ©alisation et de lobjectivation Groupe- identità ©- communautà ©-reprà ©sentation Rà ©pertorier des articles en lien avec lactività © Dà ©montrer des attitudes positives à   là ©gard de ses obligations et nommer les contraintes qui simposent à   lactività ©. Expliquer comment un masque peut reprà ©senter un groupe de personnes Utiliser le vocabulaire approprià © au sujet à   là ©tude. I-2 Approches denseignement et stratà ©gies dapprentissage Afin de permettre la rà ©ussite chez le plus grand nombre dà ©là ¨ves possible, lenseignant devra prendre en considà ©ration les diffà ©rents styles dapprentissage des à ©là ¨ves et modifier son style denseignement en consà ©quence. Pour cette leà §on, les approches et stratà ©gies suivantes devront à ªtre privilà ©già ©es afin de permettre une rà ©ussite optimale des à ©là ¨ves: Approches denseignement Le travail en projet †¢ Permet à   là ©là ¨ve la libertà © de sexprimer par la crà ©atività ©; †¢ donne place à   lautonomie et la responsabilità ©; †¢ permet de respecter le rythme de là ©là ¨ve. Lintà ©gration des matià ¨res †¢ Prà ©sente un contexte plus rà ©el de la vie quotidienne; †¢ permet de revisiter les notions apprises dans dautres matià ¨res; †¢ motive davantage là ©là ¨ve, donne un sens à   ses apprentissages. Lapproche coopà ©rative †¢ Donne à   lenseignant le rà ´le de  « facilitateur  » dans là ©change; †¢ favorise lautonomie, puisque les à ©là ¨ves apprennent les concepts dorganisation et de planification par eux-mà ªmes; †¢ permet un apprentissage centrà © sur les à ©là ¨ves plutà ´t que sur lenseignant. Stratà ©gies dapprentissage Le travail de recherche †¢ Aide à   retenir lattention de là ©là ¨ve sur le contenu à   là ©tude; †¢ aide là ©là ¨ve à   obtenir de linformation et lincite à   trouver ses rà ©ponses sans toujours passer par lenseignante. Le projet †¢ Suscite la motivation de là ©là ¨ve par le sens concret de ses apprentissages; †¢ favorise le dà ©veloppement des stratà ©gies cognitives et mà ©tacognitives. Le questionnement oral †¢ Lors des prà ©sentations, le questionnement oral  « ouvert  » permet aux à ©là ¨ves dà ©montrant un style dapprentissage verbal de clarifier leur prà ©sentation. Il est nà ©cessaire et important que lenseignant prenne en considà ©ration les attentes du programme-cadre, lannà ©e dà ©tude en cours et les besoins de ses à ©là ¨ves en difficultà ©. Ces trois facteurs vont lamener à   faire un bon choix pour les options qui correspondent le mieux aux besoins des à ©là ¨ves en difficultà ©. I-3 Rà ©capitulatif du projet Intentions pà ©dagogiques * En apprendre plus sur les objets dart des pays de lAfrique francophone * Faire une recherche et travailler avec les Tics. Production finale * Crà ©ation dun masque africain et prà ©sentation de son chef- dÅ“uvre. Discipline principale * Éducation artistique Disciplines secondaires * Franà §ais et Études sociales Technologies utilisà ©es * Ordinateur et logiciel de traitement de texte Premià ¨re leà §on: voyage vers lart africain Deuxià ¨me leà §on: mon masque à   moi Lobjectif de cette leà §on est damener les à ©là ¨ves à   rà ©aliser une affiche en utilisant internet comme seule socle de recherche. Rà ©alisation dune affiche descriptive dun objet dart (masque). Organisation physique Matà ©riel requis Actività © 1: Prà ©paration du voyage * Une carte dAfrique * Copies du questionnaire * Crayons de plomb * Corbeil des enveloppes[1] Actività © 2: Laffiche * Ordinateur muni dinternet * Imprimante * Logiciel de traitement de texte Dispositif pà ©dagogique Pour lactività ©1, les à ©là ¨ves sont assis à   leur pupitre et le travail se fait individuellement. Pour lactività ©2, les à ©là ¨ves sont dans la salle informatique et le travail se fait en dyade. Actività © damorce Rà ©alisation Actività © 1 (30 min) Élà ©ment dà ©clencheur (5min) Lenseignant devra: * prà ©senter aux à ©là ¨ves lobjectif du projet * Puis leur montrer la vidà ©o[2] sur lart africain. Connaissances antà ©rieures (25 min) Pour la và ©rification des connaissances antà ©rieuresdes à ©là ¨ves au sujet de lAfrique, lenseignant devra: * Distribuer le questionnaire (annexe 2) aux à ©là ¨ves; * prà ©ciser que cest un travail à   faire individuellement; * rà ©pondre aux questions à   laide de son crayon de plomb aprà ¨s avoir pris soin de marquer son nom sur la feuille de travail; * prà ©voir 15 min pour rà ©pondre au questionnaire; * prendre 10 min pour apporter à ©là ©ments de rà ©ponses aux questions. La correction est collective. * former ensuite des groupes de deux; * expliquer que dans lenveloppe se trouve le nom du pays de leur prochaine actività ©. * inviter un membre de chaque groupe à   choisir une enveloppe. Actività © principale Actività © 2 (45 min) Afin de produire une belle affiche, les à ©là ¨ves pour cette actività © vont travailler avec loutil informatique. Ils vont utiliser internet pour trouver des informations pertinentes et intà ©ressantes pour leur affiche. Cette actività © se passe en salle informatique. Le travail se fait en dyade. Lenseignant devra: * demander aux à ©là ¨ves de se rendre en salle des ordinateurs. * remettre la fiche des instructions du travail à   faire (Annexe 3) * inviter les à ©là ¨ves à   consulter le modà ¨le de la production attendue au babillard de là ©ducation artistique de la classe (Annexe 4) si nà ©cessaire. pendant que les à ©là ¨ves travaillent, lenseignant circule dans la salle et contrà ´le là ©volution de leur travail. Il vient en aide à   ceux qui sont dans le besoin ou qui à ©prouvent des difficultà ©s. A la fin de la pà ©riode, les à ©là ¨ves qui nauront pas fini auront une dizaine de minutes en plus pour complà ©ter leur travail. Objectivation Lenseignant aprà ¨s avoir invità © les à ©là ¨ves à   regagner la salle de classe devra chercher à   savoir: * Comment ils ont trouvà © la leà §on, * Les difficultà ©s rencontrà ©es, * Ce quils ont aimà ©. II-2 Deuxià ¨me leà §on Mon masque à   moi (75 min) Planification Titre de la leà §on: Durà ©e de la leà §on: Objectif de la leà §on: Mon masque à   moi 75 min Lobjectif est de dà ©velopper chez les à ©là ¨ves les habiletà ©s motrices et faire la reproduction dun objet dart en lien avec celui de leur affiche. Matà ©riel requis Actività © 3: reproduction du masque * Carton mousse de dimension 29,7x 42 ou format A3 * Des bà ¢tons de pate à   modeler de diffà ©rentes couleurs * Spatules pour pate à   modeler * Rouleaux à   pà ¢tisserie * Assiettes en carton Actività © 4: exposition artistique * Les masques, * Les affiches, * Les feuilles dapprà ©ciation Technique: Regroupement Modelage Actività © 3: travail individuel Actività © 4: travail en dyade (groupe de lactività © 2) Dispositif organisationnel Actività © 3: Dans la salle des arts car les à ©là ¨ves ont besoin despace Actività © 4: salle de classe Miseensituation Rà ©alisation Lenseignant rà ©sume les actività ©s faites par les à ©là ¨ves dans la premià ¨re leà §on. Il dit aux à ©là ¨ves que la premià ¨re leà §on a aiguisà © leurs connaissances sur lAfrique et les a amenà © vers la confection dune affiche reprà ©sentant une Å“uvre dart descriptive. Ils ont compris que les Africains sont de faà §on gà ©nà ©rale de parfaits artisans car ils redonnent vie aux masques et crà ©ent des là ©gendes. expà ©rimentation Actività © 3 Cette actività © consiste à   la reproduction du masque que les à ©là ¨ves ont eu à   choisir pour leur affiche. Lenseignant aprà ¨s avoir pris soin de laminer les affiches des à ©là ¨ves va leur remettre leur copie afin quils puissent travailler en observant le masque quils ont eux mà ªme choisi. Lenseignant devrales directives suivantes: * Les crità ¨res de la production à   savoir: faire ressortir au moins deux à ©là ©ments soient les yeux, le nez, la bouche, les oreilles, par la technique du modelage * Seul lusage de la pate à   modeler et le matà ©riel fourni (rouleau pour aplatir la pate, spatule pour le dà ©coupage, lassiette en carton pour donner la forme du visage) est permis; * Le masque devra à ªtre prà ©sentà © sur le carton mousse fourni. * La dà ©coration du masque est une touche personnelle cest-à  - dire facultative. Il informe les à ©là ¨ves que cette actività © dure une pà ©riode de 40 min et quaprà ¨s ils devront faire une prà ©sentation de leur affiche et de leur masque en salle de classe. Actività © 4 Cette actività © est tout simplement la prà ©sentation des chefs-dÅ“uvre. Les à ©là ¨ves retournent en salle de classe avec leur travail. * Les masques sont exposà ©s dans la classe. * Lenseignant distribue les feuilles dapprà ©ciation aux à ©là ¨ves, * Il demande aux à ©là ¨ves de dà ©terminer sur la feuille dapprà ©ciation (annexe 6) * Les informe que le masque le plus aimà © sera remis à   la direction de là ©cole et sera exposà © dans une vitrine de là ©cole. Objectivation Les masques vont faire lobjet dune exposition dans la classe. Les à ©là ¨ves pourraient identifier sur la feuille dapprà ©ciation le masque quils ont aimà © et le plus drà ´le. Ils expliqueront leur choix en quelques lignes. Sur la mà ªme feuille, ils pourraient aussi faire un retour sur leur propre masque et dire si oui ou non ils ont aimà © lexpà ©rience. III. Intà ©gration des apprentissages Afin de faciliter le transfert des acquis et faire un lien avec la tà ¢che principale, lenseignant devra faire un rà ©capitulatif une fois le projet terminà ©. Vos travaux sont excellents, je suis trà ¨s fier de votre travail. Les efforts de chacun dentre vous sont visibles et rà ©compensà ©s par le rà ©sultat de son travail final. Quen pensez-vous? Êtes-vous fiers de votre Å“uvre? Quest ce qui a à ©tà © le plus facile pour vous? Quest-ce qui a à ©tà © plus difficile à   accomplir? Quelle actività © avez-vous le plus aimà ©? Quavez-vous appris en gà ©nà ©ral du projet? Pensez-vous qu partir de vos chefs-dÅ“uvre vous pourriez entreprendre le mà ªme genre dactività © en lien avec un autre domaine? La danse par exemple? Conclusion Là ©ducation artistique aide les à ©là ¨ves à   acquà ©rir des habilità ©s dans la vie sociale. Cest une discipline qui incite à   la crà ©atività © et à   la diversification. Elle favorise aussi la prà ©servation de la culture et des traditions. Par là ©tude des arts, il peut arriver que les à ©là ¨ves amà ©liorent leurs aptitudes et leur comprà ©hension du monde qui les entoure. Le scà ©nario dapprentissage que vous venez de lire invite les à ©là ¨ves à   sassumer entant que artiste-chercheur. Ils ont eu loccasion de faire une recherche sur internet et de pouvoir choisir un objet dart quils ont apprà ©cià © à   sa juste valeur en produisant une description de ce dernier. Ce scà ©nario est de type intà ©grà © et complet, à   savoir quil rassemble des approches et stratà ©gies denseignement qui vont dune part faciliter une adaptation pour les à ©là ¨ves prà ©sentant difficultà ©s et dautre part, permettre la rà ©ussite des à ©là ¨ves de la classe. Nous avons joint lutile à   lagrà ©able en fusionnant les à ©tudes sociales, les à ©tudes artistiques et le franà §ais tout en respectant les objectifs des attentes du programme-cadre des à ©tudes artistiques du curriculum de lOntario avec des actività ©s vivantes et passionnantes. Cest un scà ©nario trà ¨s motivant car lenfant est au centre de lapprentissage ce qui lui donne confiance, le motive, lui permet dacquà ©rir des connaissances grà ¢ce aux diffà ©rentes actività ©s prà ©sentà ©es, laide à   voir ses progrà ¨s, et le guide vers une à ©valuation positive. Questionnaire sur la prà ©paration du voyage virtuel 1. De quel continent les noirs sont ils originaires? 2. Nomme trois pays de ce continent: 3. Choisis trois pays francophones sur cette liste: Cameroun, Gabon, Nigà ©ria, Afrique du sud, Cà ´te divoire, Algà ©rie, Maroc. 4. De la mà ªme liste, choisis deux pays francophones dAfrique noire: 5. LAfrique a t- elle une capitale? Si oui nomme la; et si non pourquoi? 6. Nomme une personne noire cà ©là ¨bre et sa profession Travail à   faire 1- Aller sur le site: www.artisanat-africain.com 2- Cliquer sur longlet  «masques africains » 3- Choisir le masque correspondant au pays de recherche 4- Pour laffiche:  · Nom du masque  · Image sur masque  · Petite description du masque choisi NB: un exemple de la production attendue est affichà © au babillard pour à ©ducation artistique en salle de classe. Annexe 6 Feuille dapprà ©ciation [1] Dans chaque enveloppe se trouve une carte ayant le nom dun pays dAfrique francophone. [2] Vidà ©o disponible en ligne sur http://www.youtube.com/watch?v=TZdGIl39pwMfeature=related