SAT Math - PrepScholar 2016 Students Encyclopedia

SAT Math - PrepScholar 2016 Students' Encyclopedia SAT/ACT Prep Online Guides and Tips The Mathematics area of the SAT requests that understudies take care of issues with pre-variable based math, polynomial math, geometry, likelihood, and information examination from diagrams and graphs.The SAT doesn't testadvanced math like trigonometry, pre-analytics, or math. Understudies who have taken ahigh school level polynomial math class and geometry class likelyhave adequate commonality with the testedconcepts to sit for the SAT.Those who have less recognition withthese ideas in their general training will likelybenefit from self-educating with SAT planning materials. Note: this article is an arrangement in the PrepScholar2016 Students' Encyclopedia, a free understudies' and guardians' SAT/ACT manage that gives all encompassing information. Peruse all the articles here! While the SAT Mathematics area doesn't test propelled ideas or require complex estimations, it provokes understudies to apply rationale and critical thinking abilities under exacting time limits. SAT mathquestions may not take after run of the mill study hall math issues, and they point out forcareful perusing and detail. Questions regularly requiremultiple steps to unravel, just as the consolidated applicationof ideas from numerous fields. SAT planning has been appeared to prompt score enhancements in the math area, as it gives understudies knowledge into SAT question types and the testing of moderately essential numerical ideas in non-conventional ways. Instead of one long segment, SAT Mathematics is isolated intothree areas. Two of these sectionsare 25minutes long and one is 20minutes. By and large, the Mathematics area indicates atotal of 70 minutes. The quantity of scored Mathematics inquiries on the SAT stays predictable across tests at 54 inquiries. Since each SAT has a plain exploratory area, understudies may experience an extra 25-minute math segment. If so, at that point that test segment won't be considered into theoverall Mathematics score. Of these 54 inquiries, 44 are various decision and 10 are understudy created, normally known as framework in questions. Understudies answer the various decision inquiries by filling in the relating decisions on their answer sheet. Understudy delivered reactions are written in an uncommonly designatedsection at the base of the appropriate response sheet. These frameworks have spaces for up to four digits, alongside the alternative of including a decimal point or division bar. Not at all like for different decision questions, there are no point derivations for inaccurate reactions to matrix in questions. The above guidelines for responding to network in questions show up on the SAT answer sheet. Other than keeping up the quantity of arithmetic inquiries on each test at 54, the SAT likewise stays steady in the arrangement of each area. One 25-minute segment consistently has 20 numerous decision questions. The other 25-minute area has 8 different decision and 10 lattice ins. At long last, the brief segment comes back to various decision with 16 inquiries. Onestrategic way to deal with the Mathematics area includes the request for trouble of the inquiries. Typicallyquestions in the mathsections get continuously harder, moving from simple to medium to troublesome. Since all inquiries have equivalent scoring weight paying little heed to trouble level, understudies may profit by concentrating on the simple and medium inquiries that they have a more noteworthy probability ofanswering effectively. Studentsmayalso be key aboutthe number of seconds they spend addressing each question,prioritizing inquiries from which they have the best possibility of winning focuses. Top scorers for the most part leave themselves a bigger extent of time to commit todifficult questions. Contingent upon eachtest's reviewing bend, understudies are permitted just one, assuming any, erroneous responses to accomplish a full score of 800. The Mathematics addresses spread four primary territories of substance: numbers and tasks, polynomial math and capacities, geometry and estimation, and information examination, measurements, and likelihood. As indicated by the test designer College Board, most of inquiries spread variable based math or geometry. Number and activities are tried by 11 to 13 inquiries. Variable based math and capacities are tried by 19 to 21 inquiries. Geometry and estimation are tried by 14 to 16 inquiries. Information investigation, satistics, and likelihood are tried by 6 to 7 inquiries. School Board further separates every one of these regions of substance into subtopics. Following each rundown of subtopics is a case of an official SAT test question. Number and Operations Math word issues (counting percent, proportion, and extent) Properties of whole numbers (even, odd, prime numbers, detachability, etc) Balanced (numbers that be composed as a proportion) Sets (association, convergence, components) Tallying methods Successions and arrangement (counting exponential development) Rudimentary number hypothesis (utilizing math, geometry, or polynomial math to unravel conditions with whole number or normal arrangements) Test SAT Question Polynomial math and Functions Replacement and improving mathematical articulations Properties of examples Logarithmic word issues Arrangements of direct conditions and disparities Frameworks of conditions and imbalances Quadratic conditions Conditions of lines Outright worth Immediate and opposite variety Ideas of logarithmic capacities Test SAT Question Geometry and Measurement Territory and border of a polygon Territory and perimeter of a circle Volume of a crate, 3D square, and chamber Pythagorean hypothesis and uncommon properties of isosceles, symmetrical, and right triangles Properties of equal and opposite lines Facilitate geometry Slant Similitude Changes Test SAT Question Information Analysis, Statistics, and Probability Information understanding (tables and charts) Engaging measurements (mean, middle, and mode) Likelihood Test SAT Question Every Mathematics area on the SAT beginswith an assortment of realities, figures, and recipes for understudies to counsel as reference. This reference sheet incorporates properties of uncommon right triangles, the equations for discovering region, volume, and boundary, and the proportion of degrees around and a triangle. While this data is available during the test, understudies are probably going to perform better byentering the test with a working information ofthese realities and equations. Understudies get the above realities, equations, and figures toward the start of each SAT math area. Understudies may utilize mini-computers on the Mathematics area, however most inquiries can be comprehended without the utilization of a number cruncher. Most charting mini-computers, every single logical adding machine, and each of the four capacity number crunchers are permitted. Phones, tablets, individual coordinators, and number crunchers with QWERTY consoles are carefully prohibited.The utilization of inadmissible innovation may bring about excusal from the testing room and score scratch-off. Understudies who have recognition with their number cruncher, particularly from withintheirmath study halls, tend toderive more prominent profit by its utilization. Working out conditions and computations in the test booklet is likewise energetically suggested for taking care of issues inthe Mathematics segment. Peruse more from the SAT Encyclopedia! Further Reading The 21 Critical Math Formulas You MUST Know Step by step instructions to Stop Running Out of Time on SAT Math Adding machines on the SAT: Tips from Experts

Yellow Wallpaper Free Essays

The visuals and the representative symbolism of the setting enables the perusers to associate with the characters more ND in this way manufactures an association through the whole of the story. The opening of the setting legitimately associates with the narrator’s contemplations and emotions. It is likewise one of the significant reasons regarding why the storyteller falls profoundly sick to the delineated foundation. We will compose a custom exposition test on Yellow Wallpaper or then again any comparable point just for you Request Now We come to see that the storyteller of the story who is the lady, lives in a detached chateau or a â€Å"haunted house†(394) as she would call it. The illustration of the spooky house shows the woman’s concern and uprooting about the house from the beginning. Bit by bit as the months pass, she turns out to be progressively sick and her very rational soundness appears. Her husband’s method of treatment and rest just powers her to show signs of improvement. She states to John, â€Å"That ruins my spookiness, I am apprehensive, yet I don’t care-? there is something peculiar about the house-?I can feel it†. The announcement portrays her grieved feelings both intellectually and genuinely with respect to the house. Continuously as the months pass, she turns out to be progressively sick and her very mental soundness turns out to be more regrettable. She begins to become focused with the yellow backdrop in her room. She cites â€Å"they interface corner to corner, and the rambling blueprints run off in extraordinary inclining rushes of optic blunder, similar to a great deal of floundering kelp in full chase(403). † The definite perceptions made by her towards the closure of the content portray her weep for help to stop her ailment and the main treatment she knows as freeing. What she doesn’t comprehend is her ailment as found in the content declines as she runs her creative mind through the environmental factors of the backdrop. She feels caught and her solitary way out to her lies in the backdrop. She creates distinctive pictures about the whole house and the negative emotions that accompanies it. She utilizes words, for example, strange and apprehensive from the earliest starting point of the story to investigate her anxiety for the house. In one of her statements, she states â€Å"l am perched by the window now, up in this appalling nursery, and there is nothing to ruin my composition as much however i see fit, absence of strengthâ€But these apprehensive difficulties are awfully depressing(396). † The announcements show her weariness and discouragement from not having the option to compose and investigate her contemplations as endorsed by her primary care physician of a spouse. That by itself gives her psyche to wander unendingly session the conceivable outcomes of the backdrop. The significance of the setting gives a force instrument in which her condition increases as her world getaways into the yellow backdrop. It prompts her definitive fixation on the yellow backdrop. Another amazing bit of the setting would the time the book occurred. The book is distributed in 1892 so it very well may be expected that it occurred in the eighteenth through nineteenth century. During this time, ladies are as yet battling for balance and a substitute society contrasted with today. The men are the predominant pioneers of the family and ladies would comply with their choices and follow just to their lead without their own suppositions making a difference. In this way, the spouse dismisses his wife’s sentiments about her condition. The story shows her better half as kind and mindful; continually taking care of his wife’s needs. He believes he knows the correct medicines for her when as a general rule, he was catching her in a disengaged live with nobody to converse with or ready to communicate her sentiments. He likewise calls her â€Å"little girl† trying to put down her dynamic when she needed to go out. The lady likewise feels remorseful for the things her significant other goes for her like perusing to her for a considerable length of time and calling her sweetheart. She doesn't comprehend that her craziness originates from removing her feelings from her significant other and into her own universe of dreams that lead to her obsession with the backdrop. In this way with no assistance from the outside world or anybody to go to, she felt like her own detainee caught inside the stay with just the yellow backdrop in her brain to shield her own mental soundness from exacerbating. There are numerous unpretentious representations and concealed implications portraying the setting of the backdrop. There are hints towards he completion of the story that the occasions following her involvement in the backdrop may have likewise happened already with other ladies. She states, â€Å"l don’t like to watch out of the windows even-?there are such a large number of those crawling ladies, and they creep so quick. I wonder on the off chance that they come out of that backdrop as I did† which shows she may have accepted the occasions happened previously. Subsequently as the story developing, the setting depicts her need to remove all the backdrop in a way to escape from her own detained self and the lives of recently caught ladies behind the leaper. After the lady detaches the backdrop, the setting quickly changes as she frees herself from her own ailment that caused her downturn since the start. There is not, at this point the yellow backdrop and the opportunity of festivity from her better half. She is currently found in charge rather than her significant other. All aspects of the setting impacts the manner in which the story was set. Had the setting changed altogether in an elevating and positive vibe than the result would have been totally unique. She might not have had any evil conditions if things were set in an unexpected way. Step by step instructions to refer to Yellow Wallpaper, Papers Yellow Wallpaper Free Essays Chelsey French Stacy Phillips ENGL 1010 November 28, 2012 The Yellow Wallpaper Approximately 10 to 15% of ladies experience the ill effects of baby blues disposition issue, including post birth anxiety, baby blues tension, and baby blues psychosis (â€Å"How Many Women Get Postpartum Depression? The Statistics on PPD†). â€Å"The Yellow Wallpaper† is an anecdote about a lady, whose spouse removes her to a home out in the nation. She is to accept that she has a transitory apprehensive condition, by which her significant other, a specialist, has her to accept. We will compose a custom paper test on Yellow Wallpaper or on the other hand any comparable subject just for you Request Now As the story unfurls the peruser comes to discover that the storyteller has in excess of an apprehensive condition. It is obvious to see that the storyteller has baby blues psychosis. Baby blues psychosis has a wide scope of indications, all of which the storyteller of â€Å"The Yellow Wallpaper† shows. The confusion, which sets on as long as a little while in the wake of conceiving an offspring. Baby blues psychosis is portrayed by indications of extraordinary tumult, disarray, elation, and a failure to rest or eat. It might likewise be hard to keep up a typical discussion with a lady who has baby blues psychosis. She may likewise encounter dreams, fantasies, adjusted or hindered idea of the real world, quick emotional episodes, sleep deprivation, and irregular or over the top contemplations. The storyteller of the story gives a large number of the indications and manifestations of baby blues psychosis which sets up only weeks in the wake of conceiving an offspring. The portrayal of the confusion fits impeccably with what can be seen from the storyteller. Her activities, alongside what she finds in the backdrop of her room can be deciphered as side effects of baby blues psychosis. The peruser additionally realizes that the storyteller has conceived an offspring as of late when she composes â€Å"it is lucky Mary is so acceptable with the Baby. Such a dear child! But then I can't be with him, it makes me so nervous† (Gilman). Realizing that the storyteller simply had an infant is just explanation that she is experiencing baby blues psychosis, in such a case that she didn’t simply have a child then she was unable to have experienced this. In the start of the story, the storyteller tells that she blows up with her better half, and accepts that it is because of her anxious condition. The storyteller is more than mindful that her disturbance goes past what is sensible around then, yet she can't control it. She realizes something isn't right, and is to accept that she has an impermanent anxious condition, that her better half determined her to have, yet the storyteller is experiencing in excess of an insignificant apprehensive condition. The narrator’s anomalous reasoning shows when she composes, â€Å"John is a doctor, and perhapsâ€(I would not say it to a living soul, obviously, however this is dead paper and an incredible help to my mind)â€perhaps that is one explanation I don't get well faster† (Gilman). It doesn’t make since that since her significant other is a specialist, she isn't beating that. The narrator’s disturbance and irregular speculation here shows she is experiencing more than misery. Another side effect of baby blues psychosis is fantasies. One of the principal pipedreams that the storyteller has is the point at which she sees individuals sneaking outside around in the nursery. Another mind flight the storyteller encounters is, â€Å"Sometimes I think there are a large number of ladies behind, and now and then just one, and she slithers around quick, and her creeping shakes everything over† (Gilman). The storyteller is having mental trips of a lady behind the backdrop of her room and that she is shaking the example on the backdrop. Toward the finish of the story the storyteller is acting extremely unusual when she portrays herself slithering around her room, with her shoulder in the â€Å"smooch† of the backdrop. To somebody who has their mental soundness unblemished, this would be extremely bizarre, however with her impeded idea of the real world, her activities are totally sensible. By having mind flights and impeded ideas of the truth are solid signs that she is experiencing baby blues psychosis. The Narrator likewise gives indications that she makes some hard memories eating and resting, and has snapshots of over the top reasoning. During the story the storyteller composes â€Å"I don’t rest much at night† (Gilman), which shows that it isn't gloom that she is experiencing, which causes hypersomnia, as opposed to in

Forming a Good Hypothesis for Scientific Research

Forming a Good Hypothesis for Scientific Research Basics Print Forming a Good Hypothesis for Scientific Research By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Reviewed by Reviewed by Amy Morin, LCSW on September 28, 2019 facebook twitter instagram Amy Morin, LCSW, is a psychotherapist, author of the bestselling book 13 Things Mentally Strong People Dont Do, and a highly sought-after speaker. Learn about our Wellness Board Amy Morin, LCSW Updated on January 02, 2020 More in Psychology Basics Psychotherapy Student Resources History and Biographies Theories Phobias Emotions Sleep and Dreaming A  hypothesis  is a tentative statement about the relationship between two or more  variables. It is a specific, testable prediction about what you expect to happen in a study. For example, a study designed to look at the relationship between sleep deprivation and test performance might have a hypothesis that states, This study is designed to assess the hypothesis that sleep-deprived people will perform worse on a test than individuals who are not sleep-deprived. Lets take a closer look at how a hypothesis is used, formed, and tested in scientific research. How Is a Hypothesis Used in the Scientific Method? In the scientific method, whether it involves research in psychology, biology, or some other area, a hypothesis represents what the researchers think will happen in an experiment.?? The scientific method involves the following steps: Forming a questionPerforming background researchCreating a hypothesisDesigning an experimentCollecting dataAnalyzing the resultsDrawing conclusionsCommunicating the results The hypothesis is what the researchers predict the relationship between two or more variables, but it involves more than a guess. Most of the time, the hypothesis begins with a question which is then explored through background research. It is only at this point that researchers begin to develop a testable hypothesis. In a study exploring the effects of a particular drug, the hypothesis might be that researchers expect the drug to have some type of effect on the symptoms of a specific illness. In psychology, the hypothesis might focus on how a certain aspect of the environment might influence a particular behavior. Unless you are creating a study that is exploratory in nature, your hypothesis should always explain what you  expect  to happen during the course of your experiment or research. Remember, a hypothesis does not have to be correct.?? While the hypothesis predicts what the researchers expect to see, the goal of the research is to determine whether this guess is right or wrong. When conducting an experiment, researchers might explore a number of factors to determine which ones might contribute to the ultimate outcome. In many cases, researchers may find that the results of an experiment  do not  support the original hypothesis. When writing up these results, the researchers might suggest other options that should be explored in future studies. How Do Researchers Come up With a Hypothesis? In many cases, researchers might draw a hypothesis from a specific theory or build on previous research. For example, prior research has shown that stress can impact the immune system. So a researcher might for a specific hypothesis that: People with high-stress levels will be more likely to contract a common cold after being exposed to the virus than are people who have low-stress levels. In other instances, researchers might look at commonly held beliefs or folk wisdom. Birds of a feather flock together is one example of folk wisdom that a psychologist might try to investigate. The researcher might pose a specific hypothesis that People tend to select romantic partners who are similar to them in interests and educational level. Elements of a Good Hypothesis When trying to come up with a good hypothesis for your own research or experiments, ask yourself the following questions: Is your hypothesis based on your research on a topic?Can your hypothesis be tested?Does your hypothesis include independent and dependent variables? Before you come up with a specific hypothesis, spend some time doing background research on your topic. Once you have completed a literature review, start thinking about potential questions you still have. Pay attention to the discussion section in the  journal articles you read. Many authors will suggest questions that still need to be explored. How to Form a Hypothesis The first step of a psychological investigation is to identify an area of interest and develop a hypothesis that can then be tested. While a hypothesis is often described as a hunch or a guess, it is actually much more specific. A hypothesis can be defined as an educated guess about the relationship between two or more variables. For example, a researcher might be interested in the relationship between study habits and  test anxiety. The researcher would propose a hypothesis about how these two variables are related, such as Test anxiety decreases as a result of effective study habits. In order to form a hypothesis, you should take these steps: Start by collecting as many observations about something as you can.Evaluate these observations and look for possible causes of the problem.Create a list of possible explanations that you might want to explore.After you have developed some possible hypotheses, it is important to think of ways that you could confirm or disprove each hypothesis through experimentation. This is known as falsifiability. Falsifiability In the scientific method,  falsifiability  is an important part of any valid hypothesis.?? In order to test a claim scientifically, it must be possible that the claim could also be proven false. Students sometimes confuse the idea of falsifiability with the idea that it means that something is false, which is not the case. What falsifiability means is that  if  something was false, then it is possible to demonstrate that it is false. One of the hallmarks of  pseudoscience  is that it makes claims that cannot be refuted or proven false. The Role of Operational Definitions In the previous example, study habits and test anxiety are the two variables in this imaginary study. A  variable  is a factor or element that can be changed and manipulated in ways that are observable and measurable. However, the researcher must also define exactly what each variable is using what is known as  operational definitions. These definitions explain how the variable will be manipulated and measured in the study. In the previous example, a researcher might operationally define the variable test anxiety  as the results of a self-report measure of anxiety experienced during an exam. The variable study habits might be defined by the amount of studying that actually occurs as measured by time. These precise descriptions of each variable are important because many things can be measured in a number of different ways. One of the basic principles of any type of scientific research is that the results must be replicable.?? By clearly detailing the specifics of how the variables were measured and manipulated, other researchers can better understand the results and repeat the study if needed. Some variables are more difficult than others to define. How would you operationally define a variable such as aggression? For obvious ethical reasons, researchers cannot create a situation in which a person behaves aggressively toward others. In order to measure this variable, the researcher must devise a measurement that assesses aggressive behavior without harming other people. In this situation, the researcher might utilize a simulated task to measure aggressiveness. Examples A hypothesis often follows a basic format of If {this happens} then {this will happen}. One way to structure your hypothesis is to describe what will happen to the  dependent variable  if you make changes to the  independent variable. The basic format might be: If {these changes are made to a certain independent variable}, then we will observe {a change in a specific dependent variable}. A few examples: Students who eat breakfast will perform better on a math exam than students who do not eat breakfast.Students who experience  test anxiety  prior to an English exam will get higher scores than students who do not experience test anxiety.?Motorists who talk on the phone while driving will be more likely to make errors on a driving course than those who do not talk on the phone. A Hypothesis Checklist Does your hypothesis focus on something that you can actually test?Does your hypothesis include both an independent and dependent variable?Can you manipulate the variables?Can your hypothesis be tested without violating ethical standards? Collecting Data on Your Hypothesis Once a researcher has formed a testable hypothesis, the next step is to select a research design and start collecting data. The research method a researcher chooses depends largely on exactly what they are studying. There are two basic types of research methodsâ€"descriptive research and experimental research. Descriptive Research Methods Descriptive research such as  case studies,  naturalistic observations,  and surveys are often used when it would be impossible or difficult to  conduct an experiment.?? These methods are best used to describe different aspects of a behavior or psychological phenomenon. Once a researcher has collected data using descriptive methods, a  correlational study  can then be used to look at how the variables are related. This type of research method might be used to investigate a hypothesis that is difficult to test experimentally. Experimental Research Methods Experimental methods  are used to demonstrate causal relationships between variables. In an experiment, the researcher systematically manipulates a variable of interest (known as the independent variable) and measures the effect on another variable (known as the dependent variable). Unlike correlational studies, which can only be used to determine if there is a relationship between two variables, experimental methods can be used to determine the actual nature of the relationship. That is to say that if changes in one variable actually  cause  another to change. A Word From Verywell The hypothesis is a critical part of any scientific exploration. It represents what researchers expect to find in a study or experiment. In some cases, the original hypothesis will be supported and the researchers will find evidence supporting their expectations about the nature of the relationship between different variables. In other situations, the results of the study might fail to support the original hypothesis. Even in situations where the hypothesis is unsupported by the research, this does not mean that the research is without value. Not only does such research help us better understand how different aspects of the natural world relate to one another, but it also helps us develop new hypotheses that can then be tested in future research.

Understanding of Complex Emotions - Free Essay Example

Sample details Pages: 21 Words: 6425 Downloads: 3 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Introduction Although there is a large body of literature focused on childrens understanding of emotions and another body focused on parent-child conversation about emotions, little research has examined parent-child talk about complex emotions. The majority of research is dedicated to simple emotions and their functions in childrens life. However, the studies which are dedicated to simple emotions admit the sufficient importance of parent-child interaction for better emotional understanding. Don’t waste time! Our writers will create an original "Understanding of Complex Emotions" essay for you Create order The emerging of complex emotions become a disputable process, moreover these emotions are functionally more complicated than simple. The following research has argued the importance of parent-child conversation in terms of understanding complex emotions by children. To account for this gap in the literature, the present study focuses on parent child talk about complex emotions. To understand this topic, a review of the literature on complex emotions is needed. Much past research has looked at ambivalent emotions. However, researchers use different names such as ambivalent emotions (Donaldson Westerman, 1986), mixed emotions (Harris, 1989a, 1989b; Harter Buddin, 1987; Kestenbaum Gelman, 1995), conflicting emotions (Bennet Hiscock, 1993) and multiple emotions (Meerum Terworgt, Koops, Oosterhoff, Olthof, 1986; Wintre Vallance, 1994). There are many definitions that these authors use, but in spite of this fact, these authors express the similar idea about this kind of emotion: when an individual has two contradictory feelings at the same time. For instance, we may be happy to receive a present, but disappointed at the same time, as a present is not what we have expected to receive. Childrens understanding of emotions is a gradual process that develops from simple types of emotions to more complex ones (Tenenbaum, Visscher, Pons, Harris, 2004). According to Pons, Harris, de Rosnay. (2004) and Tenenbaum et al. (2004) the understanding of emotions has three broad categories which develop gradually: external, mentalistic, and reflective. The external component consists of recognizing faces, the ability to realise emotions when they are affected by different external circumstances and understanding the fact that past emotions might affect present ones. Recognizing faces means that children start identifying emotions according to a facial expression. Then, they understand how external cases can cause different feelings and the last component is when they realize that some subjects from the past might cause emotions in the present. This type of emotion understanding usually develops among children between the ages three to five. The second component, mentalistic emot ions, contains of realizing beliefs and desires, also identifying the difference between real and apparent emotions. Children start assuming the idea that people may have different emotional reactions due to the fact that they have dissimilar desires. The same situation occurs with beliefs, as children start understanding that peoples beliefs will influence their emotions to a situation. The last element is when children can understand the link between memory and emotions, for example, the strength of emotions might reduce with time. The authors claim that this process usually occurs between the ages five to seven. Finally, the third component consists of reflective emotions which include moral, regulated and ambivalent emotions. Children start experiencing several moral emotions such as guilt, shame or embarrassment when their actions did not correlate with generally accepted rules. They also start realizing the way they can control their emotions, using either behavioural or psych ological strategies. The last stage is an understanding that people might have two different emotions at the same time. Overall, the third component usually emerges at ages seven to nine. That classification is widely used in terms of defining emotions. Consequently, ambivalent emotions, which are one of the primary aims of the following work, are situated at the third level and presented to be one of the most complicated emotional categories to understand. Some authors (Donaldson Westerman, 1986; Harter Buddin, 1987) created a model of ambivalent emotions which consists of four different stages. This model was invented after clinical observations of play therapy. Children used to experience problems in understanding two emotions at the same time. Consequently, a question about developing of understanding of mixed emotions arouses. The following model consists of four stages including such factors as valence (positive or negative emotions) and a target (one or several targets). The stages are presented gradually from the least to the most advanced. The first level, which usually arises at seven years old, is presented the same valence and target, where two positive or two negative emotions are expressed towards one object (e.g., A boy was happy and excited because of his birthday). The second level, which might emerge around eight years old, is represented as same valence, but different targets (e.g., A girl was happy about her birthd ay and excited that so many guests had came). The third combination, usually develops at ten years old, is shown as different valence and targets (e.g., A boy was sad he could not go for a walk, but happy because he could watch TV). Finally, the fourth combination, arises approximately at 11 years old and consists of different valence and same target, a child has different feelings towards one object or situation (e.g., A girl was happy to go for holiday with parents, but sad to leave her friends). Though, authors give an explanation that understanding and experience may not be contemporary, as it is possible that a child might experience two emotions at the same time, but not be able to realize it yet. Though, there is a contradictory view about the levels of emotional development. Wintre and Vallance (1994) present their theory where alongside with multiple emotions and valence, they also depicted the intensity of emotions. Based on several previous studies, they offered the theory of development of understanding mixed emotions, which include such components as intensity and valence and multiplicity. For example, at level A that emerges usually at 4 years, there might be observed only intensity directed to one situation, though valence and multiplicity have not arouse yet. At level B which develop around 5 years old, children may recognize several mixed emotion of the same valence, but they do not use different intensity. Next level C, usually arise at 6 years old, where intensity is combined with mixed emotions, but there is only the same valence involved yet. At the last level D, which might emerge at 8, where children show the ability to use all three components together. Besid es they differentiate not only stages and the main components of emotional understanding of ambivalent emotions, but the age of emerging as well. Thus, for Harter and Budden (1987) the last stage might be reached children approximately by ages 10 and 11, whereas for Wintre and Vallence (1994) the period for the last component is age 8. However, there is another arguable point is the age period at which complex emotions arise. For example, several studies (Donaldson Westerman, 1986; Meerum Terwogt et al., 1986; Harter Buddin, 1987; Harris, 1989a, 1989b; Pons et al., 2004; Tenenbaum, 2008) pointed to the approximate period of developing complex emotions from seven to eight years old until eleven to twelve. To illustrate this point, there are several examples based on the studies. According to Harter Buddin (as cited in Donaldson Westerman, 1986) understanding of ambivalent emotions is quite a late cognitive process. She found that children were not able to distinguish emotions that occur simultaneously toward the same person until ten and a half years old. Taking into consideration her study, Donaldson and Westerman (1986) replicated the findings, showing that though few characteristics of understanding ambivalence appeared at seven to eight years old, only older children of ten to eleven showed this ability enti rely. A study conducted by Harter and Buddin (1987) supported the fact of gradual development of understanding ambivalent emotions. Thus, children four to five ages cannot believe that two feelings could be together, six to eight years old placed feelings in temporal order as when a child did not see the object which had caused his emotions, he simply forgot about it. However, children from eight to twelve usually can describe the appearance of two emotions at the same time. Meerum Terwogt (1986) argued that ten year old child understood the fact of having both emotions equally strong, but younger children had always chosen one to be stronger than another. They present an example of two groups of children: six and ten years old. Undoubtedly, ten years old children understand ambivalent emotions more often than six years old children, especially if the situation consists of opposite valence emotions. To sum up these studies, the most widespread period of time when mixed emotions deve lop is from seven to twelve years old. Though, there are some authors (Gnepp and Klayman, 1992; Wintre and Vallance, 1994) whose studies admit the arising of understanding two simultaneous emotions at the age of 8. They gave some explanations for this, where not only cognitive factor plays a crucial role, but social experience also becomes an important factor. Consequently, these authors did not share either late or early emerging of mixed emotions. However in spite of all these findings, there are other studies, which contradict the idea of such a late arising of ambivalent emotions. For instance, Kestenbaum and Gelman (1995) pointed that the development of mixed emotions appeared between ages four and six. Children of four and five years old can recognize ambivalent emotions when they are presented in a facial expression, even if they were on the same face (sad eyes and happy mouth), as well as on a picture with two-headed alien who expressed different emotions. Moreover, the results confirm that five year old children might understand mixed emotions within a simple story. Furthermore, it was offered two levels of understanding emotions at the preschool ages. The first one is recognition of ambivalent emotions showing on the face. The second level is an ability to match a face that expressed mixed emotions with a situation. All in all authors claim that this is a gradual process which starts early and increases with age. Their findings contradict the other researches which admit that a development of mixed emotions is a process starting much later. Likewise, Brown Dunn (1996) mentioned that even six years old children might show an understanding of mixed emotions when they are given a slight prompt about feelings of characters in stories. Similarly, Harris, P. L., Johnson, C. N., Hutton, D., Andrews, G., Cooke, T. (1989 a) consider the fact that even young children may predict about different emotions in a more advanced way. Even children between the ages of three to seven are very sensitive to other peoples desires, emotions and beliefs. Moreover, they do not merely take into account a situation by itself, but modify their reaction due to different situational changes. That in case might show childrens advanced ability to understand second mentalistic component: beliefs and desires. Considering this fact, they suggest that understanding of the second level arouse at three, but set up only between the ages five to six years. Consequently, the next level to develop will be the third, which contains moral, ambivalent and regulated emotions. The possible explanation of this phenomena could be found in Harriss (1989 b) study, he pointed that even in a behaviour of one-year-olds might be seen the ambivalence, whereas conscious realization does not arise before seven or eight years old. He stressed that children start expressing ambivalence quite earlier, but understanding it emerges only from eight to ten, young children can merely express ambivalence without understanding of this fact. To sum up all the previous research made according to this topic, it can be clearly seen that these studies implied a large range of age when complex emotions appear in the childhood. Though, it might be criticised the period of appearance of mixed emotions. As if to consider all researchers, described earlier, there are some who consider the emergence of ambivalent emotions as a very early process (between ages 4 to 6 years old). Some consider it to be the late process (between 9 to 12 years old). Besides, there are some who support the idea of appearance of multiple emotions at age 8. However, the researchers who offered the late period of appearance ambivalent emotions might be criticised for a big age gap between groups. For example, in the research of Meerum Terwogt et al. (1986), they conducted their study with two groups of children by ages 6 and 10. What may be considered not exactly relevant, as during these 4 years undoubtedly children will have a great step forward in term s of understanding ambivalent emotions. In present study the age group of seven, eight and nine were chosen in order to observe the difference between the age group according to rather contradictory fact of arising the understanding of mixed emotions. However, there are some findings that admit the fact of emerging mixed emotions quite early (Harris et al., 1989a; Kestenbaum Gelman, 1995; Brown Dunn, 1996), the excessive amount of research claim the period from seven to twelve years old. Taking into consideration both contradicting findings together, it was decided to concentrate the research on the following groups of children due to some reasons. For instance, such ages as seven, eight and nine present an ideal age group where ambivalent emotions might just have started and developed at the late stage. Besides, it appeared to be not enough amounts of studies to support the idea of early development of mixed emotions, hence, children of younger ages were not considered. Moreover, according to Harriss (1989 b) study, wh ere his notable remark cannot be ignored, children might notice the ambivalence, but not understand it. As the major aim of this work is to find out when mixed emotions are understood by children, these period of ages were chosen. Parent-child conversation One way in which children understand emotions may be through the family via interaction with parents (Dunn et al., 1991; Harris, 2004; Racine et al., 2007). Different researchers have examined different types of conversations that may support childrens understanding. For example, Engel (as cited in Fivush Fromhoff, 1988) described two maternal styles, which are called: conversation-eliciting and directive. The first one is characterized by asking many questions, rare interruption of children, and a regular tendency to integrate a childs answer what in turn leads to more equal and productive conversation. The second type is characterized by different types of commands, frequent interaction in childs actions, as well as the high parental control during the conversation. Another classification was offered by Reese Fivush (1993) and Reese, E., Haden, C.A. Fivush, R (1993) and it claimed that childrens understanding emotions correlates with the parental conversational style. They offered two parental styles: high à ¢Ã¢â€š ¬Ã¢â‚¬Å" elaborative and low- elaborative. For instance parents with high-elaborative style, which consists of a lot of details, explanations, always try to arouse childrens interest. On the contrary there is other kind of style called low-elaborative where parents ask simple questions during their interaction with children and give them little new information and quite often change topics of conversation. Similar types of maternal styles were offered by Fivush and Fromhoff (1988) where the styles are called: elaborative and repetitive. Elaborative mothers are likely to provide a lot of details during the discussion and tend to ask many open-ended and complex questions during the interaction. On the contrary, mothers who have repet itive conversational style tend to ask yes/no questions; do not provide so much detailed information during the discussion. Besides, the authors depict that elaborative style is significantly better for children to remember past events during the conversation. Overall, all previous research concerning maternal style of conversation was summarized (Reese et al., 1993) The mothers who are more engaged in a conversation with their children à ¢Ã¢â€š ¬Ã¢â‚¬Å" elaborative, high-elaborative, reminiscing or topic-extending and mothers who are less involved in a communication process à ¢Ã¢â€š ¬Ã¢â‚¬Å" repetitive, low elaborative, practical remembers or topic-switching (p. 404). There are many studies that support the link between parent-child conversation and childrens emotional understanding (Dunn, Bretherton Munn, 1987; Fivush Fromhoff, 1988; Dunn, J., Brown, J., Slomkowski, C., Tesla, C., Youngblade, L., 1991; Dunn Brown, 1994; Brown Dunn, 1996; Steele et al., 1999; Pons et al., 2003; Laible Song, 2006). Some of the authors connect emotional understanding with maternal attachment (Brown Dunn, 1996; Steele et al., 1999; Pons et al., 2003), the other with the quality of maternal speech (Dunn et. al., 1987; Dunn Brown, 1994). To begin with, there is as well a link between quality of parent-child attachment and the quality of family talk about emotions with childrens emotional understanding (Pons et al., 2003). Brown and Dunn (1996) also consider a possibility that childrens development of ambivalent emotions can depend upon the family where a child grows. Moreover the findings, presented by Steele et al. (1999) suggested that the development of secure mother-child attachment at one year helps to shape a good understanding of mixed emotions later at six years. Much past work has argues that when mothers talk a lot about emotions, children consequently start using more emotional words in conversation (Dunn et. al., 1987). However, , children in families in which the use of negative emotions is greater than positive emotions may have some difficulties expressing and recognizing emotions (Dunn Brown, 1994). Studies conducted by Dunn et al. (1991) showed a significant link between the parent-child conversation and childrens emotional understanding. Thus children whose parents spoke with them a lot about emotions at the age of 3 demonstrated better understanding about the emotions of unfamiliar adults at the age of 6 in comparison with the children who did not experience feeling- state talk so frequently. Laible (2004) and Thompson et al. (as cited in Laible and Song, 2006) argue that style is more influential than content. Parent- child conversation helps children realise different situations of everyday life, especially if these situations are not so obvious to see. That usually includes emotions, motives and intentions. Besides, when mothers involved with children into conversation about past experience, they not only give their children an emotional understanding of the past, but also bring extra knowledge for future experience. The other findings of Laible Song (2006) indicated that parent-child discourse was a crucial predictor of the childs socio-emotional development. For example, during the given task if mother used more elaborative style rather than repetitive, children had higher scores on emotional understanding. The similar results were presented by Steele et al. (1999) where children and parents language abilities did not affect childrens understanding of ambivalent emotions, what in turn depicted the fact about the major influence of socio-emotional rather than cognitive elements. Considering all previous research conducted on this topic, it is without doubt the effect that parent-child conversation plays in terms of childrens emotional understanding. However, some studies use different core point to correlate this connection, the influence is still might be observed. Particularly, the more elaborative and positive discourse parents and children have, better emotional understanding children express in comparison with children whose parents use low-elaborative style, and consequently these results show the great impact of parental conversation with children on childrens emotional understanding. The same situation is presented with an attachment, the more secure attachment is observed between mother and child, and the better emotional understanding will be expressed by a child later. Hence, the parent-child conversation was chosen in order to correlate it with childrens understanding of mixed emotions. Parent child discourse may however vary with child gender. That is the importance of gender difference in terms of parent-child interaction, which cannot be denied, although the studies are rather controversial, thus some researches refute it (Racine et al., 2007; Dunn et al., 1991) and some support (Dunn et al., 1987; Fivush, 1991;Kuebli Fivush, 1992; Reese Fivush, 1993; Cervantes Callanan, 1998). To begin with, there are examples of several studies which support the gender difference in parent-child interaction. The findings of Dunn et al. (1987) claimed that mothers had more communication with girls rather than boys and later girls referred to emotional states more often than boys. Moreover, mothers expressed more emotional words to daughters rather than to sons. Consequently, girls used more feelings words during the discourse in comparison with boys. Though authors pointed one of the limitations to be a small sample of children who took part in the research, the studies made afterwards can support these results. Namely, Reese Fivush (1993) argued that parents of daughters expressed more elaborative style than parents of boys and the authors believed that due to more prolonged conversation with daughters, they can grow up to produce more elaborative narrative style in comparison with sons. The authors admit that in the majority of cases parent-daughter pairs involved in more detailed conversation and as well as this style required more involvement of childrens memory, daughters may develop more elaborative style in comparison with sons. Similar results are presented by Kuebli Fivush (1992) where they admit parents of daughters use quite more emotional words in comparison with parents of sons. Their study shows that parents speak more about sadness with girls rather than with boys. Besides, the study conducted by Cervantes Callanan (1998) also showed the gender difference for children at the age of 2 but not at the age 3 and 4 in terms of childrens tal k, there were also gender-related differences in mothers talk for using more explanations for boys and more labels for girls. In the light of this evidence, it is obvious that if there is a gender difference during parent-child conversation, parents usually pay more attention to interaction with girls rather than with boys, that is why the aspect of gender difference seemed to be quite significant in the present study. One good point might summarize the gender difference idea. Though, mothers tend to socialize with a child in different ways according to the gender. Besides, it may be that boys and girls are experiencing and discussing emotions in different ways and consequently, their mothers simply respond to this difference (Fivush, 1991). All things considered, in the following study, there is an aim to find out whether parent-child discourse about mixed emotions plays a significant role in childrens understanding of these emotions. Based on a substantial literature (ref), the first hypothesis predicted that the more parents explain complex emotions, the better children will understand emotions. A second related hypothesis is that the more emotion words parents use, the better the childs emotional understanding will be. The third hypothesis is that parents will use more emotion words with girls than boys and consequently, girls will use more emotion words in comparison to boys. Method Participants. The participants were 16 parentà ¢Ã¢â€š ¬Ã¢â‚¬Å"child pairs. Children were dived for three groups according to their age: the younger group was 7 years (M = 7.5, ranging from 7 years, 4 months to 7 years, 10 months), 8 years (M = 8.48, ranging from 8 years, 1 month to 8 years, 9 months) and 9 years (M = 9.42, ranging from 9 years, 1 month to 9 years, 8 months). There were both 5 children at the group of 7 and 9 years old and 6 children at the age group 8 years old. Overall there were nine boys and seven girls. Participants and their parents were recruited from one primary school in Dunstable. All participants were white British. It is notable that all parents that took part in this study were mothers; no fathers participated in the research. The majority of mothers (12 people) were employed, 1 mother was employed, but worked at home and 3 mothers were homemakers. All mothers have educational background ranging from primary school to university. Materials The session with each pair will be held only once. To begin with, it is notable to mention that the books were chosen for this research as a discussion in general seems to be a quite crucial for children in order to reach better emotional understanding. Therefore, in the joint activity, such as reconstruction of events, adults give an idea for children what emotions are appropriate and inappropriate for different situations (Fivush, 1991). A created story book which contains 6 vignettes about 3 complex, 2 regulated and 1 moral emotions. The book was created by the researcher and was particularly organised for boys and girls separately. The story was about two children: a boy à ¢Ã¢â€š ¬Ã¢â‚¬Å" Peter and a girl à ¢Ã¢â€š ¬Ã¢â‚¬Å" Anna, who took part in several activities, such as: passing an exam, having a birthday, going to amusement park, home interaction, his/her friend leaving. There was one question concerning emotions for every situation to which a child was involved in. The sec ond book is called Frog goes to dinner by Mercer Mayer (1974). This book contains several vignettes, presenting a story about a boy who has a frog. Accidentally, a frog goes to dinner with a boy and his parents without being noticed by anybody. A frog spoiled the dinner and the parents were very angry with a boy. The important fact is that this book is wordless; obviously the task was to create a story together. This particular method was chosen because Kestenbaum and Gelman (1995) pointed the importance of presenting information to children during the research not only verbally, but giving photographs or drawings as stimuli. To justify their point, there were two reasons presented in their study. The first reason is that a facial expression helps children understand emotions significantly better. The second reason is that the absence of pictures might cause some difficulties as children might not know how two different emotions can be expressed at the same time. After reading two b ooks with the parents, children were tested by the Test of Emotional Comprehension which was created by Pons, Harris and de Rosnay (2004). The TEC presents vignettes in which a gender-matched protagonist encounters simple to complex situations that elicit different emotional responses. After each vignette, the child is asked how the protagonist is feeling, by choosing from four illustrations of faces representing different emotional states (Tenenbaum et al., 2004). The TEC consists of nine sections which included several pictures and a question about emotional condition of protagonist. Though, the first section requires naming emotions that the faces show. The second includes the situation where a book character expresses the influence from external factors. The third one consists of desires that a protagonist expresses. The fourth factor involves understanding of false beliefs and the way they influence on emotions. The fifth section expresses the situation with reminders that might influence on childrens present condition. The sixth one asks children to control their emotions. The seventh section includes hidden emotions that a child should define. The eighth factor presents the situations with mixed emotions, particularly on what this study focuses. The last component involves understanding of moral emotions. Parents were offered to fill in a Parent Questionnaire which contains several questions about background information and social economic status. Procedure. Parents with children read two books: one is created by the researcher and another is Frog goes to dinner by Mercer Mayer. The first book was created by the researcher and concluded six situations including such emotions as mixed, moral and regulated. A task required to read the stories and a child should have answered an offered question. It was not specially defined who suppose to read a book. Consequently, mothers could read it as well as children, or they could do it in an order. The vignettes, which were presented in a book, concerned several situations at school, at home, at an amusement park, on holidays. For example, a situation for girls that involved mixed emotions: Annas birthday is during summer holiday, so she can do everything shed like to do- ride a bicycle, play with friends and eat ice-cream! Her parents decided to arrange a birthday party for Anna. She likes parties very much and a lot of guests will bring gifts to her. But her best friend, Lola, is unwell and now s he cant go to Annas birthday party. Anna wants Lola to come so much. How does Anna feel now? After reading a created book together, they were offered to make up a story together. A book Frog goes to dinner by Mercer Mayer (1974) was used as a good example of wordless story. These two tasks were chosen in order to give parents and children enough time to interact with each other. Moreover, they both contain different emotional situations describing which should promote an excessive usage of emotions. After making up a story a child was tested with the Test of Emotional Comprehension, which was created by Pons, Harris and de Rosnay (2004) in order to measure the period of time when children start understanding different emotions. The model of Pons, Harris and de Rosnay (2004) was accepted as the main one in a theoretical description of emotional understanding of complex emotions. Besides, the test consists of pictures, and the questions are always asked by a researcher. It is also very convenient for children to conduct this test due to the absence of necessity to read. Consequently, their test was assumed to be relevant to use during the research. Besides, it is worth mentioning that the researcher was trained before to conduct this test, as the requirements were to conduct it with neutral voice, do not give any prompts to children which emotions a protagonist might express. During conducting the TEC with children, parents were offered to fill in the Parent Questionnaire which contains of such sections as child and parents names, childs age, date of birth and birth order, also social economical situation of parents (ethnicity, occupation, level of education, marital status). Besides, parents signed a consent form which stated that they and their children agreed to take part in the present research and they did not object to be video taped. Moreover, this form included all information about research, it was also mention that parents were free to withdraw at any time they want from the study and contact details of researchers were provided. Children were asked oral permission if they agreed to help a researcher to conduct the study and neither parents nor children refused. Parents were given a choice to stay or leave during a conducting the TEC with children, but it is worth mentioning that all parents were present during childrens testing. Coding A created book that was basically consisted of 6 vignettes was scoring in the following way. It is notable that in terms of this book the amount of using emotional words was measured only for parents, as the aim was to correlate the parents usage of emotional words with childrens emotional understanding. First three situations involved mixed emotions and a mother received 0 if she did not use any emotions at all, 1 in case of mentioning one emotions, 2 if the emotions had different valences,, such as sad and happy, but were mentioned simultaneously. Page four contains moral emotion and parents had scores 0 in case of not using any of moral emotions and 1 if they did it. Page 5 and 6 consisted of regulated emotions and if the mother did not offer any solution to the situation, she received 0, if the solution was only physical action (to do something), she got 1 score, if she offered mental actions (think about something else), she got 2 and in case of mentioning both physical actions and mental (think about something else), she received 3. Besides, it was scored number of emotional words used separately by children and parents. A book Frog goes to dinner was scored both for parents and children in terms of using emotional words. There were 10 different sections including emotions that express those conditions. The sections were pleasure/liking, affection, surprise, fear, distress, concern, indifference/fearlessness, anger/frustration, dislike/disgust and provocation/annoyance. For example the section such as affection contains emotional words as love, like, kiss, hug and etc. Concern might involve the words as concerned, care, worried, sorry, and nervous, etc. The emotional words were counted according to different categories and separately for children and parents, then counted and wrote the total results. The TEC test was scored according Pons et al. (2004). The maximum score that children can receive is 9 (right answers for all components) and the minimum was 0 (no right answers). Each component was scored as the following. The first component that represents recognition of emotional conditions included 5 questions. In case children gave a right answer to any 4 or 5 questions, they received 1 score. If the number of answers was less than 4, then they got 0 for the whole component. The second component (understanding of emotions caused by external circumstances) also consisted of 5 situations, if children gave correct answers for 4 and 5 questions, they had 1 score, if less than 4, than they received 0. For the third component that included 4 questions, 2 of them for control in order to check whether children understood the idea of situation, and 2 questions to answer. The last two questions were scored, but only in case of both right answers. If children gave only one correct answer, they got 0. The forth component (beliefs) included only one question. Consequently, in case of right answer, the score was 1, and wrong answer scored as 0. The fifth component (reminder) had two questions; one of them was control and was not scored. Another question received 1 if the answer was right, and 0 if wrong. The sixth component (regulated emotions) had only one question. If the answer was right à ¢Ã¢â€š ¬Ã¢â‚¬Å" 1 score, if wrong à ¢Ã¢â€š ¬Ã¢â‚¬Å" 0. The seventh component (hidden emotions) consisted of only one question and if children gave a correct answer, the score was 1, if wrong, the score was 0. The eighth component (mixed emotions) contained one question, and the right answer included mentioning of two emotions simultaneously, in this case the score was 1, otherwise if only one emotion was mentioned, the score was 0. The ninth component (moral emotions) included two questions, and children got 1 point in case of correct for both questions, even if only one right a nswer was given, the score was 0. Results Descriptive statistics Childrens scores on the TEC varied from five to nine, with a mean of 6.93 (SD=0.99). Hypotheses To analyse whether parents use of complex emotions is related to childrens emotion understanding, we conducted chi-squares for the different possible uses of complex emotion. Specifically, we examined whether mothers mention of how to regulate emotions was related to childrens regulation score on the TEC. Mothers explanation of how to regulate emotions was not predictive of childrens scores, on page five ? 2= 1.57, df = 1, p = 0.210. or page six ? 2= 1.78, df = 2, p = 0.411. Besides, a chi-square test was conducting for page four of created book that represents moral emotions. The results show ? 2= 0.29, df = 1, p = 0.59. What in turns does not show any significance difference between childrens moral scores and mothers mentioned moral emotions. Besides, it was conducted a correlation between pages one, two, three of created book which present mixed emotions and the TEC total scores and the TEC scores only for mixed emotions section. The correlation was chosen in order to measure the strength and direction of a relationship between two variables (Howitt Cramer, 2008). There is a significant positive relationship between page one of created book and the TEC total scores R= 0.52, df = 14, p = 0.05. Therefore, the higher scores children receive for this page, the higher total TEC scores they have. The other two pages and TEC scores for mixed emotions did not show any significant correlation. The results between emotional words used by children and high TEC scores were not correlated with each other. Another correlation was conducted between childrens total TEC scores and maternal emotional words during the first interaction with a created book and the second discourse during the reading of a wordless book Frog goes to dinner. The results show a positive correlation between two books r = 0.553, df = 14, p = 0.05. Mothers, who use more emotional words during the first interaction, will use more words during the reading of the second book. But, the results did not show a significant correlation between emotional words that mothers use during the conversation and childrens TEC total scores. Another positive significant correlation was between using emotional words by children and by mothers during the reading of created book r = 0.81, df = 14, p = 0.01. Thus, more emotional words parents use during reading a created book, more emotional words are expressed by children. A repeated measure ANOVA was conducted with family member (child, parent) and book (created and Frog goes to dinner). F (1, 14) = 5.15, p = 0.04. Consequently, children use more emotional words than parents. According to these results F-test was conducted to compare the variances of scores separately for boys and girls in terms of using emotional words during the first and second interaction. Hence, the variance of emotional words used by children for girls (32.33) was significantly larger than for boys (16.25) during reading a created book F (8, 6) = 16.25, p = 0.01. For the second book, the results were the following. The variance of emotional words used by children for boys (35.5) was not significantly larger than for girls (30.57) F (8, 6) = 1.61, p 0.05 The results were significant for gender difference in terms of reading the complex book. Girls used more emotional wrds than boys did. The following table presented the mean score of emotional words which boys and girls expressed during the reading of the first book. According to the table, it can be seen that girls and boys used almost the same quantity distress (3.85 and 3.66 respectively). Girls used more such emotions as pleasure/liking, concern, anger/frustration. The boys also used pleasure/ liking a lot and also fear. Girls used less emotional groups for such groups as fear, dislike/disgust. Boys on the contrary expressed a bit less different emotions affection, concern and anger/frustration. Neither boys nor girls used such emotions as surprise, indifference/fearlessness and provocation/annoyance. Boys also did not express dislike/disgust. Girls in turn did not use affection. During the reading of two books children and parents were scored how many emotional words and what kind of words they used. The first two tables presented the results for first and second book of several emotional categories. According t the table it can be seen that children used more such emotions as pleasure/ liking and distress. Surprise, indifference/fearless and provocation/annoyance were not used at all during the reading a created book. The other categories have very low scores that might show not big usage of the following emotional words either. According to the following table, the results show that children used more emotional words connected with anger/frustration and distress. Besides, pleasure/liking and surprise have not so low scores. It is worth to mention that there are not any zero scores, consequently all emotional groups were used, though with a difference of quantity. Next two graphs showed the information about the usage of emotional words by parents during reading the first and the second book with their children. According to the graph, it might be seen that parents used more emotional words connected with distress (3.25), pleasure/liking (2.19) and concern (1.13). There were some mentioning of such emotions as anger/frustration (0.88), fear (0.50), indifference/fearlessness (0.13) and affection (0.06). Though, such groups as surprise, dislike/disgust and provocation/annoyance were not used at all. According to the graph, mothers used more emotional words from the groups as pleasure/liking (2.38), surprise (2.06), distress (2.00) and anger/frustration (1.25). The other emotional words that were used but not with such quantity as previous groups. They were affection (0.44), corncern (0.38), indifference/fearless (0.31), fear and provocation/annoyance (0.25) and dislike (0.06). It is worth to mention that mothers used all types of emotions during the second interaction with children.

The Department Of Homeland Security - 2852 Words

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There’s a few methods used to identify these threats, but I’m going to cover just one of those methods in particularly. To better explain the role of risk management, first I’ll break down the steps of risk management and explain each one individually. After I have fully addressed the basics of risk management, I’ll go more in depth on why the DepartmentRead MoreThe Department Of Homeland Security Essay1380 Words   |  6 Pageshow does one calculate risk? The Department of Homeland Security (DHS) has developed a risk management system to help address risks, primarily terrorism risks. It is important to realize that this is a system. Comprising this system of risk management are some key steps, such as the risk assessment and decision making. The overall risk management process employed by DHS is still in a stage of evolution and provides many areas of debate. The Department of Homeland Security’s Risk Management FundamentalsRead MoreThe Department Of Homeland Security1602 Words   |  7 PagesThe Department of Homeland Security The Department of Homeland Security is an agency made up of 22 different federal agencies which were combined in an effort to streamline the United States effectiveness in defending our nation. The core mission of the Department of Homeland Security include prevent terrorism and enhancing security, secure and manage our borders, enforce and administer our immigration laws, safeguard and secure cyberspace, ensure resilience to disasters (Department of Homeland SecurityRead MoreThe Department Of Homeland Security991 Words   |  4 PagesIntroduction Considering the Department of Homeland Security (DHS)has only initiated actions in 2003, it has performed necessary security procedures and accomplished significant purposes and breakthroughs. As DHS progresses to grow, more activity predominates for them to address weaknesses in its current operational strategy. Implementation efforts are in place to strengthen the efficiency and to integrate its management areas (acquisitions, financial management, human capital, and information technology)

Double Cross Free Essays

The smoke rising like steam from the open manhole, gave a curtain to a dark figure dressed in black, long cloak floating at the back .His presence scared away the crowding street cats lurking and prowling in the dark alley dustbins. The fall of the dustbin lid echoed through the street like a symbol in an orchestra. We will write a custom essay sample on Double Cross or any similar topic only for you Order Now Cars seldom passed this area of town, notorious for crime. His destination, a small entrance bordered by neon lights which echoed through out the mist. As he neared the door a small spy hole slid open. The man spoke his words, muffled through his black scarf. After several seconds the doors locks slid open and the door followed. The glowing mist sucked into the open door. A man tower approached the light, built as wide as he was tall. Final checks were made on the man and he was allowed to enter. The radio was on. The time read quarter to ten. A man confessing his hard life working in an office for a boss he hates to the number one radio station in the area. These one-to-one chats with the air host keep the lonely people entertained at night. Detective Ventura turned it off and sighed. He sat peering into the dark alley where our mysterious character had disappeared moments before. The car door opened. A small man with mousy brown hair round chubby cheeks entered the car. His appearance mimicked his attitude. It was his first day. An uneasy silence surrounded the car, rain started to fall slowly and steadily onto the windscreen. It got heavier with time and the silence grew. The repetitive motion of the wipers swishing back and forth was causing Malcolm to sweat. Ventura noticed Malcolm’s agitated motion. He decided he had to break the ice. â€Å"So how’d u feel first day out on the job. It’s a hell of a lot different from the training aint it?† Ventura said breaking the silence. â€Å"Oh yeah, It’s really exciting for me†¦Ã¢â‚¬ ¦what you think our next move is sir?† stuttered Malcolm. â€Å"Well son we gotta sit tight for a while. We don’t want go bustin in there when we aint got no leads† he said proudly feeling wise and experienced. Their conversation was interrupted by a gunshot. The room was small but had many doors. He offered to take his coat, but he refused sternly. A look of suspicion was exchanged between the two unlikely gentlemen, when the moment was torn by a voice so strong and deep that it demanded respect. â€Å"Who the hell is it Mike? Are you gonna show um through or do I have to get off my death bed to meet him.† This voice came from a small silver haired man with definite Italian roots. His skin slightly faded from tan to grey. The man lay upon his bed propped up by a mountain of pillows. How a voice of such power and strength could come from this man was hard to believe. As he entered the room the old man glanced across. Mike announced, â€Å"Mr Leony, the man you requested is here with a proposition for you.† His stern voice was irritating â€Å"Ah great I have been expecting you. I feel that your skills may be of some use. Before I give you any details I want you to answer me a few questions. Firstly what’s your name?† â€Å"My name†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Andreas† hesitating slightly. Mr Leony looks him up and down, then smiles, â€Å"Good can I call you Andy?† â€Å"I’d prefer if we used no names during any of our meetings.† He removed his long black coat. The thud as it hit the ground raised eyebrows. â€Å"Mike I thought you checked him?† â€Å"I did boss, he was clean†¦..at least I think he was!† â€Å"That’s another thing you need to improve security around here!† said Andreas, as he pulled from his coat a revolver. Eyes widen. The room is silenced. A shot fired. Mike hit the floor. â€Å"What are you doing!? Stop I beg of you there’s no need for this. Who sent you!?† pleaded Antonio Leony. Andreas was considering whether or not to tell Mr Leony who sent him. He looked at his watch. It read five minutes to ten. Ventura bounced from his seat. The coffee flew onto the windscreen. They both looked at each other and simultaneously opened their doors. Time stood still at six minutes to ten as both officers rushed to the neon glare. They both backed up against the wall, guns at the ready. The gel from Malcolm’s hair was running into his eyes. He became agitated again, â€Å"Sir what shall†¦.† â€Å"Shhhh!† Ventura interrupted. They both stood silent waiting for a sound inside or movement. Something to give them an insight. Andreas spoke. â€Å"I’m very sorry old man† he said reluctantly. â€Å"At least do me the honour of knowing which back stabbing bastard set me up? Who was it?† he said bravely. â€Å"What good is it going to do you?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦but I suppose it’s not going to make much difference whether or not I tell you. Ok it was John Maverick.† â€Å"What that Bastard!† he was raging like a bull. â€Å"I find it hard to end such a man but, you win some, you lose some.† He spoke respectfully, the gun fired. The second gunshot went off piercing Ventura’s ears. They had to make a move; they burst in. The warm air hit them. They came to the door. It opened with a slight creak. Ventura made sure the surroundings were clear and checked the body for life signs. There were none. The curtains flailed in the wind. Our mysterious character had disappeared. Venture heard the fire escape ladder slide. His eyes met Malcolm’s and they synchronically edged toward the window. Unveiling the curtain they watched as the dark figure entered a black saloon car and drove away leaving the spray from the wet road in its wake. He had escaped. Ventura and Malcolm got back to the station. Their captain shouted to them. They went to his office. The room was small with thin walls. Ventura had often been battered verbally by the captain. There was a name plate, which read Captain John Maverick. Expecting a good telling off, the two officer’s eyes were firmly fixed on the ground. â€Å"Ah hell guys, what happened out there?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Look more to the point we got an anonymous phone call tipping us off about our mystery man that I have had you boys tail for the last 2 weeks† the captain spoke casually which came as a shock to the officers, Ventura spoke anxiously â€Å"What did it say sir?† â€Å"Well it gave us a meeting point and a time. It’s six tomorrow morning at Swallow Lake. You feeling up to it Ventura?† â€Å"Hell yeah sir!† Ventura pounced. â€Å"And take the rookie with you. This is good experience for him.† Captain said smiling. A bird flew by. Its frozen frame glided across the lake. It dipped slowly out of sight. A moment later it burst into view fluttering its wings. It soared into the sky and began to circle the lake like a vulture would its prey†¦.As Ventura followed the bird he noticed the sky; it was red. He remembered the old saying his grandfather used â€Å"Red sky at night Shepherd’s delight, Red sky in the morning Shepherd’s warning†, he whispered. The moment was broken by a black saloon pulling up. A man dressed in black got of out the car and slammed the door. More birds burst into the sky and began to circle. Ventura saw a tall black man approach the pier. He reached for his binoculars. â€Å"Wait! It can’t be.† His eyes widened as he confirmed his fears. â€Å"Who is it sir? Who is it?† Malcolm inquired. A knock came at the car window. Both heads swivelled. A tall man held a gun pointed at Malcolm. â€Å"Get out the car, and no funny stuff. I got a loaded gun here!† he said having the upper hand. They were taken to a lodge. Inside their fears were confirmed. Their captain had set them up. â€Å"Hi guys†¦Ã¢â‚¬ ¦.well what can I say, Ventura if you had just messed up like you did every other time you would be sitting here right now. You got to close damn it!† he said as if to give them some sort of consolation. The Captain called to the man, â€Å"Andreas have you collected the money?† he said anxiously â€Å"Yes but I’m afraid I can’t let you have it. You see I’m a solo man I work for me and me only† he said smugly. Meanwhile Ventura had slipped his penknife from his pocket and was cutting away at the ropes which bound him and Malcolm to the chair, â€Å"What the hell you talking bout? We had a deal. If you go back. I’ll kill you† he said furiously, before he could reach for his gun Andreas shot him in the chest. The captain fell to the ground. Andreas turned to the two men tied to the chairs back to back. â€Å"Sorry fellas, honestly I was real impressed with you two being able to track me down. That aint an easy job, but you have got to die!† Andreas poured petrol in a circle around the men and doused the walls and floor. The room spun faster, and faster, and faster, but Ventura kept his cool. Time was running out, Andreas lit his cigar, â€Å"It’s been a pleasure gentleman.† He went to drop his match. Ventura rose, Andreas flinched and stumbles back. Ventura reached for his second gun in his sock. Andreas pulls back his coat and grasped his gun. Ventura fired. Andreas fired. Time stopped. The exchange of fire made Malcolm faint. Both men lay motionless on the floor. Ventura lay still as ice. Blood mixed in with the petrol and ran down the cracks in the floor. Malcolm came around and saw the two men lying on the floor beside him. He calls to Ventura, â€Å"Sir!, come on get up. Sir?† he shouted. Ventura lay†¦dead? Malcolm’s attention was turned to a rising Andreas. The man rose, grasping his side where he had been shot. He leant against the door frame, his back to Malcolm. Andreas turned and reaching for his gun aims it at Malcolm. Malcolm closes his eyes and prays to god. Three gun shots are fired, but Malcolm felt nothing. When he finally opens his eyes he’s back in the same room with Andreas lying dead on the floor in front of him. He hears the faint cough of Ventura and turned quickly to find him nursing a shot wound to his stomach and still pointing a smoking gun in Andreas’s direction. Ventura got back to his feet and ventured over to his Captain. he looked down at a man for whom he now felt nothing but sorrow for him. The captain’s eyes, as if mesmerised, gazed at the roof. They drifted on to Ventura’s eyes. Ventura drops and holds the captain by his back. The captain spoke with a groan. â€Å"Ah, hell. Things just didn’t turn out well. I’m sorry Ventura. This wasn’t anything personal. He coughed and he died. Ventura eyes glazed like ice. The moment was broken by the sound of a dozen police cars racing to the scene. The birds broke from their circle and descended. The sky was turned from red to blue by the rising sun. How to cite Double Cross, Papers

Light Rail Project at Perth for Transportation - myassignmenthelp

Question: Discuss about theLight Rail Project at Perth for Public Transportation. Answer: Introduction: At the beginning of the conceptual design, a needs definition was done and following the recommendations given, a light rail system in the city of Perth is underway for growing the conveyance adequacy in the city nearby. The points of interest that the subjects and city will get hold of from the utilization are never-ending (Currie and Delbosc, 2013). The committee additionally assumes that the considerable traffic management hassles can be settled through the execution of the light rail in the city. The benefits noted include more wage for the city council, better transportation for the occupant, diminished passing by time, condition pleasant transportation and a ton of something past. The majority of Perth is assessed to be two million (Currie and Phung, 2008). Also, the cutting edge transportation mediums in place are not entirely utilizable to a profitable level as when looking at the current population of the city. The most basic task at hand, subsequently, in arranging the light rail network is comprehending the course of the framework. It should be that the rail network covers all the essential domains of the city while including a sufficient amount of nodes which could interface with connect the fundamental zones (Sung and Oh, 2011). In any case, it is challenging to join each one of the parts of the city into one zonal network while making it viable. This is why the stoppage zones can be done in this kind of way that sufficient communication mediums are available from the stoppage to close to the zones (Cassidy, 2011). Furthermore, this venture is critical for the enhancement of the transportation network in Perth. Other cities in Australia can also adopt this model in order to boom delivery performance while lowering the pollution inside the city and aiding in sustainability. The potentiality of providing a better transportation network system in the metropolis can be realized through the LRT system. As the light rail is not susceptible to any traffic jams, the average speed of reach from zone or node spot to every other point within the coverage of the light rail could be drastically reduced (McIntosh et al., 2014). The Perth metropolis is one of the busiest urban regions of the country and has the and as such, mass transportation is a complex challenge. With this in mind, the goal to improve the mass productivity of the every region within the city is what the light rail system is about. The report presented in the previous assignment has been useful in providing the facts about the LRT system u sage within the metropolis area in which it would operate. Preliminary design (Methodology) When using the flow model, the design challenge problem is commonly broken into two separate phases first, one solves the issue of the length of the train, in which the lengths of the trains on each designated to a zone are determined (Kim et al., 2007). The principle concern in this stage is to ensure that there are constantly a sufficient number of trains available at every station for all scheduled rides leaving from that particular station. In this part of the design, rides are most effectively assigned to the various unit types of the trains, however not to particular train units. When coming to the second part of the design, the unit assignment challenge is solved: particular train units are assigned to the preplanned trips. For every train unit a rotation is decided in the evaluation. The standard method for modeling the light rail units length is the use of a flow model: a time relationship graph is used to model the preplanned trips (Schumacher, 2000). Compliance with the re quirements necessary for maintenance is crucial to creating routing solutions feasible: even as ignoring positive actual-global prices may cause suboptimal answers, solutions which forget about renovation are invalid altogether. The empty rides among schedules will be used for maintenance cause, this way the timetable will not be distorted. The use of a Gantt chart in this case is necessitated by the need to demonstrate the starting and finishing time of each of the light rail networks units and additionally the precise element of the periodic programming. This also suggests the dependency (i.e. priority of each component of the network) relationships in every one of the routes and while at the same time providing an illustrative image of the train programming system (Hoffman, 2008). Detailed Design LRT vehicles are expected to have an ordinary administration most extreme speeding up rate of around 4 kilometres for each hour per second (kphps) when ranging between 0 and 50 mph, decreasing to a normal speed deceleration rate of 1.0 kphps between 50 to 90 mph. Typical train unit braking is thought to be a consistent deceleration of 4 kphps from 90 kph to 0 mph. LRT vehicles are accepted to have a limit maximum income operation speed of 90 kph. Operation speeds along the proposed networks fluctuate because of lateral and vertical bends and station interval distances, and in addition speed restricts on such sections that interact with roads (Hensher, 2007). The LRT Alternative would start at an at-grade station on Elizabeth Quay Bus Station next to the current Perth Convention and Exhibition Centre on the Mounts Bay Road. The arrangement would stay on the ground as it progresses towards Wellington Street, west on up through Williams Street, north crosswise over Newcastle Street, and afterward along the west up to James Street, basically in Northbridge Area, to a station adjoining the Perth Arena. The arrangement would slip into a passage east through Wellington Street and travel lower east to Bennet Street, south under Queens Garden, and easterly through Hays Street. The operating requirements were produced for the light rail network in view of the assumptions delineated above. Each operational unit is accepted to comprise of three light rail vehicles (LRVs), and the fleet estimations incorporate prepared trains to help "drop back" operations and 20 percent save limit (Schumacher, 2000). The TPMs outlined in the previous report can be used as a basis of design with the system making provisions for both traffic intersections, costs, human population and regulatory measures. The financial breakdown in the conceptual design provide the project costs at 794 million AUD. System Test, Evaluation, Validation and Optimization For the system test to be successful, the tests that need to be conducted include Factory Acceptance/Inspection Test (FAT), Site Installation Test (SIT), Site Acceptance Test (SAT) and Overall Site Acceptance/Performance Test (Sharma, 2011). The FAT level is the testing of equipment and system components for the duration of production within the factory or in a relatively similar environment. This preliminary stage of the testing confirms that the supply of each component and working equipment is in keeping with the design and the general venture requirements. This level offers the evidence that all the additives and device meet the specifications. FAT are usually carried out in the production premises but can also be carried out within the premises of the contractors base of operation (Sharma, 2012). FATs must be achieved for each and every one of the singular components and tools used, and with regards to systems, to all the hardware and software program. In phrases of hardware, styles of assessments may be performed routine assessments and type assessments. Routine assessments are performed for every piece of device and additives and include exams such as insulation test, visual inspection, calibration, electrical conductivity check, mechanical, hydraulic checks and size check, and another compliance tests. Type assessments are carried out on a sample of the equipment of every rating, kind, et al. based totally on agreed requirements or a technical constraint inside the agreement. These can include assessments like reliability assessments, electromagnetic compatibility, mechanical power, electric traits, etc. type assessments should be monitored via the clients or contractors representatives (Sharma, 2011). The SIT level is the assessment phase following the set-up of systems and sub-systems on the ground. The intention of the SITs is to demonstrate that every one of the structure or sub-structures are feasibly set up and related, are checked and are sensible for operation. The tests especially fuse discernible appraisal, autonomous or no-pile checks and some operational checks. The SITs should be possible on the ground by techniques for site start and in stages as the railroad line ranges get created and organized. They may be drawn out piece by area till the whole line has been assessed. These sections may be connected with respect to infrastructure constraints consisting of the railroad line network, the position of crossovers, and so on, line constraints e.g. the overhead connection device, the position of sub-stations, and many others., and other third party and task management regulations. In ordinarily, the site inspection and assessment check for proper system equipment kind, qu antities, any damage, accurate set up and integration inside the sub-system, and any breakdowns after installation. Some of the checks can include insulation assessments, electric continuity et al, production level checks that include on exchange of facts, a few low degree standalone operational assessments, and so on (Sharma, 2014). The SAT phase is the phase while all setup equipment and sub-structures are examined. This phase recommends that each one the distinctive sorts of apparatus and sub-structures can for all intents and purposes perform, thereby fulfilling most of the general execution requirements. This pre-approving phase is usually separate into sub-levels the primary wherein each one of the systems are below a predetermined scope (SAT-internal), and the other one wherein as a base one of the systems underneath explore blend is outdoors this predefined scope (SAT-outside). This different up must be portrayed through the undertaking and is normally based totally at the legitimate augmentation. it can be established on different criteria together with the diverse quality and level of interfaces with 0.33 celebration, between first class sorts of assertions for contrasting legally binding specialists, between huge controls, geological and physical necessities, and so on. Much the same as the SITs, SATs may be done in stages too (Sharma, 2012). Finally, SATOV can be characterized as set activities that show that the system will be effective palatably in practice. SATOV set up calls for the operation of huge amounts of structures on a planned premise, in a manner that's like the operation of frameworks in business service. This could encompass seeming every functional assessment on all framework and structures with administrator contribution (Sharma, 2014). This authorizing phase can only start after the completion of every other stage. There are unique instances which include setting up of a control area while a single part of line is ready while whatever is left of the railroad track opens in this manner later. SATOV winds up the TC system and exhibits that the system will capably and thoroughly meet the client's requirements. As this stage involves all members, for instance, the head and neighborhood professionals (if essential), and pinnacle level coordination by the client and the employees is essential. Conclusion The LRT network is actually and monetarily feasible as demonstrated in the conceptual design. From the preliminary design and the assignment has specified all the stages that would be necessary in the design giving the model through which the preliminary design will be carried out. The methodology has been given and as such, the system can be designed from there. The requirements have been given in the detailed design and from there, tests to check the viability of the system have been given. The tests are to be carried out on site during the detailed design and construction phase in order to liaise with every party involved. The light rail system can be a good alternative to road systems. References: Cassidy, E., 2015. LRT versus BRT: which is the better option? Accessed Oct 03, 2017, from Steer Davis Gleave: https://www.steerdaviesgleave.com/news-and-insights/LRT-versus-BRT Currie, G. and Delbosc, A., 2013. Exploring comparative ridership drivers of bus rapid transit and light rail transit routes. Journal of Public Transportation, 16(2), p.3. Currie, G. and Phung, J., 2008. Understanding links between transit ridership and gasoline prices: evidence from the United States and Australia. Transportation Research Record: Journal of the Transportation Research Board, (2063), pp.133-142. Dittmar, H. and Ohland, G. eds., 2012. The new transit town: best practices in transit-oriented development. Island Press. Freemark, Y., 2011. The Silly Argument over BRT and Rail. Accessed Oct 03, 2017, from The Transport Politic: https://www.thetransportpolitic.com/2011/05/25/the-silly-argument-over-brt-and-rail/ Hess, D.B. and Almeida, T. M., 2007. Impact of proximity to light rail rapid transit on station-area property values in Buffalo, New York. Urban studies, 44(5-6), pp.1041-1068. Hensher, D.A., 2007. Sustainable public transport systems: Moving towards a value for money and network-based approach and away from blind commitment. Transport Policy, 14(1), pp.98-102. Hoffman, A., 2008. Advanced network planning for bus rapid transit: the Quickway model as a modal alternative to Light Rail Lite (No. FL-26-7104-04). Kim, S., Ulfarsson, G.F. and Hennessy, J.T., 2007. Analysis of light rail rider travel behavior: impacts of individual, built environment, and crime characteristics on transit access. Transportation Research Part A: Policy and Practice, 41(6), pp.511-522. MacDonald, J.M., Stokes, R.J., Cohen, D.A., Kofner, A. and Ridgeway, G.K., 2010. The effect of light rail transit on body mass index and physical activity. American journal of preventive medicine, 39(2), pp.105-112. McIntosh, J., Trubka, R. and Newman, P., 2014. Can value capture work in a car dependent city? Willingness to pay for transit access in Perth, Western Australia. Transportation research Part A: policy and practice, 67, pp.320-339. Sharma, R.C., 2011. Parametric analysis of rail vehicle parameters influencing ride behavior. International Journal of Engineering, Science and Technology, 3(8), pp.54-65. Sharma, R.C., 2012. Recent advances in railway vehicle dynamics. Int. J. Vehicle Structures Systems, 4(2), pp.52-63. Sharma, R.C., 2014. Modeling and simulations of railway vehicle system. International Journal of Mechanical Engineering and Robotics Research, 1(1), pp.55-66. Schumacher, R., 2000. LIGHT RAIL TRANSIT. In Proceedings of the 42nd Annual Meeting of the Transportation Research Forum. Sung, H. and Oh, J.T., 2011. Transit-oriented development in a high-density city: Identifying its association with transit ridership in Seoul, Korea. Cities, 28(1), pp.70-82.