Pierre-Auguste Renoir called Dance at Bougival Essay

Pierre-Auguste Renoir called Dance at Bougival - Essay Example The essay "Pierre-Auguste Renoir called Dance at Bougival" discovers the artwork of Pierre-Auguste Renoir. Renoir paints them in such a way as to allow us a glimpse of the emotions that they could be feeling at the time. Everything and everyone in that painting is treated as a back drop to the dancing couple as was the case with many of his paintings at this period of time. This treatment of the other people as background increases the draw of the two central characters, which Renoir has drawn with garments and head gear that immediately separates them from the rest of the painting.This separation is achieved by the use of bright primary colors for the head gear with the lady wearing a red, wide brimmed hat and the gentleman’s face being obscured by a yellow hat with a thinner brim. The use of opposite colors, black for the man and white or off white for the woman, also draws attention to the contrast. The feeling is received by the viewer that all arts have been used in order to ensure that the viewer is immediately drawn into the picture towards the two principal subjects. The setting of the picture in an area that is surrounded by greenery and plants and the use of almost smudged color, such as that which was typically seen in his Impressionist paintings, makes the starkness of the lady’s face even more arresting. The obscuring of the man’s face also ensures that the dancing woman is the principal focus of the picture over all else. The softening of all lines apart from those on the two characters.... This artwork can be classified as a realistic piece of art since the figures that are painted are true to the real characters, but there is still a strong element of Impressionism in the painting. This is particularly noticeable in the use of color in the artwork even though he had acquired inspiration from visitng other areas of the world which altered his style of art from the purely Impressionist. This artwork was painted at a point in time where Renoir had moved a way from the Impressionist movement that he started along with Monet and Sisley. This is where he began to focus more on the central character, in this case two central figures, as in a portrait. This artwork was completed along with two other paintings and this group became known as the dancing series. This painting was set in the least formal setting of the three, adding a feeling of relaxation and enjoyment to the painting. This artwork was intended purely to bring joy and beauty to the world since it has no overt religious or political significance. It is appears to be purely the artist's representation of the two figures that he is watching as they are dancing. This was painted after Renoir returned from a trip abroad that is believed to have altered his style of art and his representation of his subject matter. The painting was produced in 1883 at a point in his career where he was attempting to make a break from the rules that had been imposed on the Impressionist artists. He then began embracing more obvious lines that brought the focus of the viewer more strongly to the principal subject matter. The actual coloring of the painting was also designed to show a greater contrast between the principal subject matter and what was viewed as the backdrop to

Thw Right To Elect Trial By Jury in Hong King Essay

Thw Right To Elect Trial By Jury in Hong King - Essay Example Hong Kong retained the right of jury trial in its Basic Law (Hong Kong Basic Law, 1997, Article 86). However, a recent decision by the Hong Kong Court of Appeal and the Final Court of Appeal in Chiang Lily v Secretary for Justice (2009 and 2010 respectively) confirm that the right to a jury trial in Hong Kong is not an absolute right. This paper analyzes the decision of Chiang Lily, specifically the determination that a right to jury trial is not an absolute right. It is argued that a right to jury trial is a fundamental right, but it is only necessary to meet the aims of justice if it can effectively serve its intended purpose. The intended purpose of a jury trial was to sustain and support the notion of a fair and public trial by one’s peers (Lai, 2010). The main question is therefore whether or not limitations on the right to a trial by jury subvert the concept of a fair and public trial. ... At the time the King sat in judgment of the courts and thus the jury system was introduced to safeguard against the risk of complete â€Å"despotism† (Spooner, 2006, p. 14). Therefore, the introduction of trial by jury was at once intended to ensure fairness and transparency of the justice system. It is therefore hardly surprising that the jury trial has been described as an â€Å"ancient right† and a â€Å"birthright† (Kingswell v R, 1985, Para. 49). Initially pressured by judges to bring a certain verdict, jurors enjoyed full and unrestrained discretion by the 16th century. Jurors was merely bound to follow their own conscience and their own understanding of the law irrespective of the judiciary’s opinion on the law or fact (Ostrowski, 2001). Thus by the 16th century, the jury system was firmly established as a bastion between corrupt officials, unfair laws and judicial pressure to interpret the facts of the case a specific way. This is the legacy that i nforms the current legal system and has done so since its inception. The Merits of Trial by Jury The merits of a jury trial and thus the rationale for preserving the trial by jury is captured in the words of Madam Justice L’Hereux-Dube of Canada’s Supreme Court. Madam Justice L’Heureux-Dube stated that: The jury, through its collective decision making, is an excellent fact finder; due to its representative character, it acts as the conscience of the community; the jury can act as the final bulwark against oppressive laws or their enforcement; it provides a means whereby the public increases its knowledge of the criminal justice system and it increases, through the involvement of the public, societal trust in the system as a whole (R v Sherratt, 1991, p. 523).

Pierre-Auguste Renoir called Dance at Bougival Essay

Pierre-Auguste Renoir called Dance at Bougival - Essay Example The essay "Pierre-Auguste Renoir called Dance at Bougival" discovers the artwork of Pierre-Auguste Renoir. Renoir paints them in such a way as to allow us a glimpse of the emotions that they could be feeling at the time. Everything and everyone in that painting is treated as a back drop to the dancing couple as was the case with many of his paintings at this period of time. This treatment of the other people as background increases the draw of the two central characters, which Renoir has drawn with garments and head gear that immediately separates them from the rest of the painting.This separation is achieved by the use of bright primary colors for the head gear with the lady wearing a red, wide brimmed hat and the gentleman’s face being obscured by a yellow hat with a thinner brim. The use of opposite colors, black for the man and white or off white for the woman, also draws attention to the contrast. The feeling is received by the viewer that all arts have been used in order to ensure that the viewer is immediately drawn into the picture towards the two principal subjects. The setting of the picture in an area that is surrounded by greenery and plants and the use of almost smudged color, such as that which was typically seen in his Impressionist paintings, makes the starkness of the lady’s face even more arresting. The obscuring of the man’s face also ensures that the dancing woman is the principal focus of the picture over all else. The softening of all lines apart from those on the two characters.... This artwork can be classified as a realistic piece of art since the figures that are painted are true to the real characters, but there is still a strong element of Impressionism in the painting. This is particularly noticeable in the use of color in the artwork even though he had acquired inspiration from visitng other areas of the world which altered his style of art from the purely Impressionist. This artwork was painted at a point in time where Renoir had moved a way from the Impressionist movement that he started along with Monet and Sisley. This is where he began to focus more on the central character, in this case two central figures, as in a portrait. This artwork was completed along with two other paintings and this group became known as the dancing series. This painting was set in the least formal setting of the three, adding a feeling of relaxation and enjoyment to the painting. This artwork was intended purely to bring joy and beauty to the world since it has no overt religious or political significance. It is appears to be purely the artist's representation of the two figures that he is watching as they are dancing. This was painted after Renoir returned from a trip abroad that is believed to have altered his style of art and his representation of his subject matter. The painting was produced in 1883 at a point in his career where he was attempting to make a break from the rules that had been imposed on the Impressionist artists. He then began embracing more obvious lines that brought the focus of the viewer more strongly to the principal subject matter. The actual coloring of the painting was also designed to show a greater contrast between the principal subject matter and what was viewed as the backdrop to

European Colonization Essay Example for Free

European Colonization Essay It was said in Romans 8:31 â€Å"If God is with us, who can be against us? Who shall separate us from the love of Christ?† To any follower of Christ living in sixteenth and seventeenth century Europe, the answer to this question was no one. Europe believed that God gave them superiority and aid in their conquests and colonization of both Native American and African land. The three key factors that secured Europe’s domination of the New World were their technological superiority, impact on the environment, and capitalist orientation. One of the keys that led to European rule in the New World was their enormous impact on environment. When Europe exchanged its goods with the Native Americans and Africans, a significant change was made throughout the land. Indians â€Å"integrated European goods into their traditional practices, breaking up brass pots, for example, into small pieces that could be made into jewelry† (Of the People: A History of the United States Vol. 1). Diseases, such as smallpox and measles, were the results domestic trades and exposure among the Europeans. De Sahagun claims when â€Å"the Spaniards left Mexico, there came an illness of which many local people died; it was called â€Å"the great rash† (De Sahagun). These illnesses opened a door for the Europeans to conquer, since they were the carriers of these germs â€Å"Mrs. Cole lecture). Their strong sense of national competition (Of the People: A History of the United States Vol. 1) that came with mercantilism philosophy and their exposure to new diseases from different ethnic groups, Europeans held clear advantage over world trade (Mrs. Cole lecture) and different environments in the New World. Another key to Europe’s success in New World domination came from their technological superiority. Europe used advanced forms of weaponry, such as cannons, crossbows, and cannons, to destroy any forms of Indian opposition. From the journal of Spanish soldier Bernal Diaz, he claimed â€Å"with our muskets and crossbows and with good sword play we did not fail as stout fighters, and when they came to feel the edge of our swords little by little they fell back† (Diaz). A Spanish artilleryman could kill â€Å"many of [Indians] with his cannon, for they were formed in great squadrons† (Diaz), which allowed him to â€Å"fire at them as he pleased† (Diaz). The Indians, who opposed his army, â€Å"retreated towards a swamp† (Diaz). Another Indian tribe in particular, the Otomis, were â€Å"destroyed completely† from â€Å"guns, iron bolts, and crossbows† of the Spanish army (De Sahagun). These victories were the cause of an Indian civilization’s submission to European nations. De Sahagun claimed that â€Å"Tlaxacan rulers went to meet [the Spanish army], taking along food †¦ They said to them, â€Å"Welcome, our lords.†Ã¢â‚¬  (De Sehagun). Europe’s display of technological superiority through various battles struck fear and concerns for other nations in the New World. The final key securing Europe’s domination of the New World was through their capitalist orientation. Their orientation completely transformed Indian economy (Class notes). Before the Europeans came, Indians had a high value of wampum, but no means on how to use it more in political and social means. The Dutch taught Indians how to mass-produce wampum (Of the People: A History of the United States Vol. 1), giving Indians a wider approach in storing wealth for exchange of European goods. This was another European strategy to expand their money supply,† widening who held wampum† (class notes). Such a logical approach allowed the Europeans to take advantage of the Indian’s newly found source of profit, and to expand their European influence over New World civilization. Overall, it was Europe’s display of technological superiority, impact on the environment, and capitalist orientation within the New World that made it possible for them to conquer. Without these three factors and their alleged confirmation of the â€Å"Most High† to dominate, Europe would of never been able to make the conquering of the New World a success.

Sr Research Experiment Builder

Sr Research Experiment Builder The SR Research Experiment Builder SREB is a visual experiment creation tool for use by Psychologists and Neuroscientists. The SREB is designed to be easy to use while maintaining a high degree of flexibility. This unique design combination allows for a wide range of experimental paradigms to be created by someone with little or no programming or scripting expertise. When used in combination with the SR Research EyeLink ® eye tracking system, the SREB provides seamless integration into the EyeLink hardware and software platform. Experiments are created in the Experiment Builder by dragging and dropping experiment components into a workspace and configuring the properties of the added components. There are two main classes of experiment components in the Experiment Builder: Actions and Triggers. Actions tell the computer to do something, like displaying a set of graphics on the screen or playing a sound. Triggers define the conditions that must be met before an action can be performed. The flow of the experiment is achieved by connecting sequentially related components in the workspace in a flow diagram like fashion. One of the important concepts in SR Research Experiment Builder is hierarchical organization of events in an experiment. A typical experiment can be dissected into several levels along a hierarchy of Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Blocks à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Trials à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Trial Runtime / Recording. All of the events within each level of this hierarchy can be conveniently wrapped in a loop (called sequence or sub-graph in Experiment Builder). This allows the whole sequence to be connected to other objects as a unit and be repeated several times in a row. Creating EyeLink Experiments To create an Experiment with SR Research Experiment Builder, the user needs to take the following the following steps: Experiment Design Building and Test-running Experiment Deploying Experiment Participant Data Set Randomization Data Collection Data Analysis Following these, a set of files are generated so that the experiment can be run for data collection without relying on the Experiment Builder application. To illustrate the use of Experiment Builder, a very simple eye-tracking experiment can be shown which runs three blocks of four trials. In each trial, a single word is displayed in the centre of the screen. Creating a New Experiment Session Click on the Experiment Builder to start a new session. When the application starts: Click on File à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ New on the application menu bar. In the following New Project dialog box, enter Simple in the Project Name edit box. Click on the button on the right end of the Project Location to browse to the directory where the experiment project should be saved. If you are manually entering the Project Location field, please make sure that the intended directory already exists. Make sure that EyeLink Experiment box is checked for an EyeLink experiment. Note: The user shouldnt manually add or remove files in the experiment directory. Configuring Experiment Preference Settings After a new experiment session is created, the user needs to check whether the default display and screen preference settings are fine for the experiment to be created. Select Edit à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Preferences from the application menu bar or press the F4 key. Click on Preferences à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Devices à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Display to check display settings. Make sure that the settings (Width, Height, Bits per Pixel, and Refresh Rate) used are supported by your video card and monitor. Click on Preferences à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Screen to check Screen Builder settings. Set the Location Type as Center Position. If any of the above settings have been changed and if you want to keep the new settings as defaults for all of your future experiments, click on the button save properties as default. Creating Experiment Block Sequence The first step is to add a block sequence for repeating blocks: Click on the Experiment Tab in the Project Explorer Window to start. Click on the Action Tab of component toolbox. Select the Sequence node, hold down the left mouse button and drag it into the work area. Place the mouse cursor on top of the START node; hold down the left mouse button while moving the mouse cursor on top of the SEQUENCE node. This makes the connection from the START node to SEQUENCE node. (Note: dont make a single or double click on the START node as this will select the node instead. If you have done so, place the mouse cursor on a blank area in the work space and make a single click there. Redo the current step again.) Click on any blank area in the work window. Click the right mouse button and select Arrange Layout in the popup menu. This will re-arrange the nodes in a hierarchical fashion. Click on the SEQUENCE node in the structure list to continue. Editing Block Sequence Next, one will need to edit the properties of the Block Sequence. This involves changing the Label of the sequence to make it more meaningful and changing the iteration count (total number of times a sequence must be executed) to the actual number of blocks to be tested. Click on the value field of the Label property of the Sequence created. Write BLOCK in the text editor and press the ENTER key to finish. Click on the Iteration Count value field and enter 3 as the total number of sequence loops. In the experiment Work Space, double click on the Sequence object to continue. In each block, one has to first give an instruction, perform a camera setup, calibration, and then run the trials (an example has been given below) Click on the Action Tab of the component toolbox, select the Display screen action, hold down the left mouse button and drag the action into the work area. Click on the Trigger Tab of the component toolbox, select the Keyboard trigger, hold down the left mouse button and drag the action into the work area. Add an EyeLink © Button trigger to the work space. Add a Timer trigger to the work space. Click on the Timer trigger and set the duration to 20000 msec. Click on the Action Tab of the component toolbox and add a Camera Setup action to the work space. Click on the action and set the Background Color to white (255, 255, 255). Click on the Action Tab of toolbox and add a Sequence node to the work space. This will be our trial sequence. Place the mouse cursor on top of the START node. Hold down the left mouse button while moving the mouse on top of the DISPLAY_SCREEN node. This makes the connection from the start node to the DISPLAY_SCREEN node. Similarly, connect from DISPLAY_SCREEN to KEYBOARD, EL_BUTTON, TIMER triggers. Note that a number is added to these connections, indicating the evaluation order among the three trigger types. Make the connection from the latter three triggers to the EL_CAMERA_SETUP node and from EL_CAMERA_SETUP to the SEQUENCE node. Click at any blank area in the work window. Click the right mouse button and select Arrange Layout in the popup menu. This will re-arrange the nodes in an orderly fashion. Double click on the DISPLAY_SCREEN object in the work space (not from the structure list) until the Screen Builder interfaces displayed in the Graph Editor Window. Creating Instruction Screen The user may want to provide instruction to the participants at the beginning of the experiment. This can be done by creating an image file containing the experiment instructions and then using DISPLAY_SCREEN action to show the image. The instruction text can also be created with the multiline text resource. In the current example, multiline text resource text source is used. Click on the multiline text resource button on the screen builder toolbar to select the type of resource to be added. Click anywhere on the screen. In the following Multiline Text Resource Editor: Enter the instruction text. Press CTRL + A to select all text entered. Click the Margins button box to set the text margins. Enter 100 (or desired value) in all fields. Click the OK button on the dialog box. Make sure that the text is still selected. Now click the buttons on the toolbar to set the desired text appearance (font name, font size, font style, alignment style, line spacing, and text colour). Click on the Close button at the top right corner of the dialog to finish. To work with images instead of texts: The image resource is flexible enough to accommodate various modes of displaying (e.g., original image size vs. stretched, top-left aligned or centred). The following discusses the option of displaying images in original size or stretching it to a specific dimension. To display the image in original size, after the image is added to the display, the user should have Use Original Size field of the image checked. Please note that, enabling that field will also make several attributes read-only (Width, Height, Clipping Location, Clipping Width, Clipping Height, and Clipping Area is Gaze Contingent). To stretch all images to a fixed width and height (1024 ÃÆ'- 768 for example), after the image is added to the display, the user should first make sure that the Use Original Size field is unchecked. Check the values of Width and Height fields of sample image added and adjust them if necessary. In addition, the user may need to check the values of Clipping Location, Clipping Width and Clipping Height attributes, which are used to control the part of the image to be shown. By default, the clipping width and height are the same as the image width and height. Please note that the clipping location is always top-left based and the location is relative to the top-left corner of the image. If images are stretched to different dimensions, the user should add two columns in the experiment data source to specify the desired image width and height. After the sample image is added to the display, the user should refer the width, height, clip width, and clip height of the image to the two columns created in the data source. Editing Trial Sequence: Data Source Next, one will have to work on the sequence, which will contain all necessary triggers and actions in each trial. One would also have to create a data source to be used for setting parameters in individual trials. Click on the last SEQUENCE node on the structure list to start. In the property table, click on the value field of LABEL. Set it to TRIAL. Click on the Data Source property to bring up Data Source Editor. Click on the Add Column button. In the following dialog box, type Trial (without quotation marks) in the Column Name editor box and set Column type as Number. Click OK button to finish. Click on the Add Column button again. Set the Column Name as Word and Column type as String. Click OK button to finish. Click on the Add Row button. Enter the desired number (here 12) in the Number of Rows edit box to generate the number of rows of empty cells (here 12). Click on the empty cells of the table just generated. For this example, the values of the Trial column are set as 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12. For the word column, the following strings have been used: One, Two, Three, Four, till Twelve. Click on the Split by value field. Enter a value (here [4]. This makes sure that only 4 trials are run in each block.) Double click on the TRIAL sequence node in the structure list. Click on Start node under it to continue. Editing Trial Sequence: Preparing Sequence and Drift Correction Each recording trial should begin with a prepare sequence action, followed by a drift correction action, and then by the actual trial recording. The prepare sequence action allows the user to preload the image files or audio clips for real-time image drawing or sound playing, to draw feedback graphics on the Host PC to evaluate participants performance, and to reinitialize trigger settings. The user should typically call this action before performing a drift correction. Click on the Action Tab of the component toolbox, select the Prepare Sequence action, hold down the left mouse button and drag the action into the work space. Click on the added PREPARE SEQUENCE action and review the settings in the property table. Make sure to check Draw To EyeLink Host field is set to IMAGE or PRIMITIVE. This will draw image or simple graphics on the host screen for the purpose of evaluating gaze accuracy. Add a Drift Correction action from the action tab of the component toolbox. Click on the Action Tab of toolbox, select the Sequence node, hold down the left mouse button and drag it into the work space. Make a connection from the START node to PREPARE_SEQUENCE, from PREPARE_SEQUENCE to DRIFT_CORRECTION, and from DRIFT_CORRECT to the SEQUENCE node. Click on any blank area in the Work Space. Click the right mouse button and select Arrange Layout in the popup menu to re-arrange the nodes in an orderly fashion. Double click on the newly created sequence to fill in the actual events in the recording. Editing Recording Sequence In a simple recording sequence, one has to display a screen and then wait for a button press response from the participant. The trial times out automatically if no response is made within a user specified time interval in seconds. The display screen is then cleared. Select the newly added Sequence node. Rename the label as RECORDING. Make sure that the Record and Is Real time checkboxes are checked. Double click on the RECORDING node in the structure list until seeing a START node under it. As we double click on the START node, the content of the work area window is also updated. Click on the Action Tab of the component toolbox, select the display screen action, hold down the left mouse button and drag the action into the work area. Click on the Triggers Tab of toolbox, select the TIMER node, hold down the left mouse button and drag the trigger into the work space. Double click on the Timer object. Enter Time out (without quote) in the Message value field and 10000 (time in ms) in the duration field. Add an EyeLink © Button trigger. Add another display screen action. Double click on the action and modify its label as DISPLAY_BLANK. Also uncheck the Send EyeLink DV Message box. Make a connection from the START node to DISPLAY_SCREEN, from DISPLAY_SCREEN to TIMER, from DISPLAY_SCREEN to EL_BUTTON, from TIMER to DISPLAY_BLANK and from EL_BUTTON to DISPLAY_BLANK. Click at any blank area in the work space, then click the right mouse button and select Layout à ¢Ã¢â€š ¬Ã‚ ¦ in the popup menu. Click ok in the following dialog box. This will re-arrange the nodes in an orderly fashion. Modifying Properties of Display Screen One must first need to check the property settings of the display screen actions. For better Data Viewer integration and for reaction time calculation, a message should be written to the EDF file to indicate the time when the stimulus was visible to the participants. In addition, one may need to draw simple graphics onto the host screen so that the participants gaze accuracy during recording can be evaluated. Click on the DISPLAY_SCREEN node. In the property window of the action, double click on the value field of Message property. Type in SYNCTIME and then press ENTER key to register the change. Make sure that the Send EyeLink © DV Messages and Use for Host Display properties are checked. Select the DISPLAY_BLANK action. Double click on the value field of Message property. Type in blank_screen and then press ENTER key to register the change. Make sure that both Send EyeLink © DV Messages and Use for Host Display checkboxes for the DISPLAY_BLANK action is unchecked. Creating Display Screen In here, one has to add a text resource to the display screen and modify the properties of the text resource, such as font name, size, text to be displayed, and alignment style. One also must have to create an interest area for the text. To do this, first double click on the DISPLAY_SCREEN object in the work space, until the screen builder interface is displayed in the Graph Editor Window. Click on the Insert Text Resource button on the Screen Builder tool bar, and click at any position in the work area. Double click on the current value of Font Name (New Times Roman). This will bring up a dropdown list. Set the new font name as Arial (or any other). Double click on the current value of Font Size (20). Enter the desired text size (40) in the text editor. Double click on the far right end of the value field of the Text property. This will bring up an attribute editor dialog. Click on DataSource node under TRIAL sequence on the node selection list. Double click on the word node in the node attributes window. This will update the contents of Attribute editor dialog as @[emailprotected]. Click on the OK button to finish. Check the Use Runtime Word Segment box. This will create interest area automatically for the text used. Select the newly added text resource, click on both Horizontal Center Alignment and Vertical Center Alignment buttons to place the text in the center of the screen. Select the text resource on the work area, click the right mouse button, and select the Lock Selection option so that the resource will not be moved accidentally. Writing Trial ID to EDF file A TRIALID message should be written to the EDF file so that the actual experiment condition under which the trial was conducted can be identified during analysis. Click on the Experiment (the topmost) node in the structure list to start. In the property table, click on the value field of the EyeLink © DV Variables property. In the following dialog box, for each of the variables to be added to the trial ID message, select the variable and click the ADD button. The order of the selected variables can be modified with the Move up and Move down buttons. Click on OK to finish. Showing Experiment Progress Message on Tracker Screen During trial recording, a text message can be displayed at the bottom of the tracker screen so that the experimenter can be informed of the experiment progress. For example, in this experiment, a text message like Trial 1/12 One on the tracker screen was shown. Click on the Recording sequence node in the structure list to start. In the property panel, click on the far right end of the value field of the EyeLink © Record Status Message property. In the attribute editor, enter an equation as: =Trial + str(@[emailprotected]) + /12 +str(@[emailprotected]) Click on the OK button to finish. Building the Experiment Click on Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Build menu to build the experiment. The Editor Selection Tab in the Graph Editor Window will be set to the Output tab and build information will be displayed. Watch out for error (displayed in red) and warning (in brown) messages during building. The following is a list of common errors during experiment building: Image file not found No positions are added to the custom pattern Use of runtime value with pre-build to image option on No value is set at row for the column The node could not be used in the sequence Reference to not found in the graph. No link from node. Infinite loop found Invalid Reference. No recording sequence found in an EyeLink © experiment. The following is a list of common warnings during experiment building: The keyboard trigger and mouse trigger is used in a real-time sequence. If this is the case, check whether these two triggers are indispensable for the experiment design. If so, uncheck the Is Real-time box in the recording sequence. Default value use in attribute The user may also test the experiment by clicking on Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Run from the application menu-bar. This will try to connect to the tracker PC and execute the experiment code. It should be noted that this should only be used for the purpose of testing and debugging experiment code. To collect experiment data, the user should use the deployed version of the experiment as it does not have to rely on the Experiment Builder application and can be run on a different computer. Deploying the Experiment After the experiment is built, the user must deploy the experiment to a new. This will generate a set of files so that the experiment can be run on a different computer without relying on the Experiment Builder application. If a data source is used, this will create a datasets subdirectory with a copy of data set file in it. The user can create several copies of data set files with the randomizer application Running the Experiment To run the experiment, open the directory where the experiment is deployed to and click on .exe. If the EyeLink © host application is already running on the Host PC and the Ethernet connection and settings between the host and Display PCs are ok, the experiment should now start. This will first popup a dialog box asking for the data source file. Go to the datasets directory and select the target data source file. Following this, enter the desired EDF file name (must be in DOS 8.3 format) and click on the OK button to continue. Following the initial welcome message, the participant will be shown the camera setup and calibration screen and the recording can be started following calibration, validation, and drift correction. After the experiment has ended; an EDF file will be transferred to the Display PC. It may take some time to complete the file transfer. Possible Errors Error in Initializing Graphics: When you start the experiment and see an Error Initializing Graphics error, please check whether the display settings (screen resolution, colour bits, and refresh rate) specified for the experiment are supported by your video card. If not, please change the Preferences à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Devices à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Display settings. Error in Tracker Version: SR Research Experiment Builder works well with both EyeLink and EyeLink II eye trackers. The default tracker version is set to EyeLink II (see Preferences à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Devices à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ EyeLink). Therefore, EyeLink I users may see such an error message with the default tracker setting. If this is the case, please set the tracker-version in the device settings to EyeLink I. Participant Data Set Randomization In most experiments, the user will need to randomize trial order so that the experiment materials are not presented in the same sequence across participants. Randomization of data source can be done with either an internal randomizer or an external randomizer. These two randomization methods are almost identical and therefore the user may use the internal randomizer to perform randomization unless counterbalancing or Latin-square designs are needed. The configuration of the internal randomization settings should be done before deploying the experiment project whereas the external randomization can be done after deploying the experiment project. Data Collection Data can now be collected from the deployed version of the experiment. Double click on the executable file in the deployed experiment directory or type in the .exe file name from the command-line prompt. If the experiment uses a data source, a dialog will be displayed, allowing the user to choose the appropriate data source file. In an EyeLink © Experiment, the user will also be asked to enter the experiment session name. At the End of experiment, an EDF file will be generated for EyeLink © recording session and saved in the experiment directory. Optional result file(s) will be created if the user has specified them in EyeLink © and non-EyeLink © experiments. Data Analysis EyeLink © recording file can be conveniently analyzed with EyeLink © Data Viewer as the experiments created with Experiment Builder are fully integrated with this analysis tool. Experiment Builder sends messages to the data file so that images or simple drawing can be added as overlay background. The user can also specify trial variables, create interest areas, and send messages for the ease of data analysis. The result file(s) from a non-EyeLink © recording session contains columnar outputs for selected variables in the experiment. This file can be easily loaded by common statistics packages. Lists of Application Menu Bar and Toolbar File Menu and Tool Buttons Edit Menu and Tool Buttons Experiment Menu and Tool Buttons Help Menu Lists of Actions, Triggers and Other Node Types Actions Triggers Other Node Types

Online Education Versus Traditional Education Essay -- Education and t

With high speed internet available to potential students of all economic levels, schools are opting to implement online classes into their traditional teaching curriculum. As a result, our society is divided in two different ways of thinking on the education. Some believe the modern method is better than the traditional method of teaching. Personally, I believe both methods should balance one another instead of attempting to substitute one another; this way their purpose of educating will be far more successful. Online education, also called long distant learning, can be defined as a new method of learning through a computer network. This modern way of teaching gives students an opportunity to take classes online. Bill Gates recently predicted that in five years most colleges will be providing online education. â€Å"The self-motivated learner will be on the Web,† Mr. Gates said, speaking at the Techonomy conference in Lake Tahoe. â€Å"College needs to be less place-based.†(Steve) Online courses allow students to access course content, including reading lists and library materials, at any time. This flexibility of online courses is primarily important for students who have young children, who are caring for ailing or elderly family members, who have full-time jobs, or who live too far from campus. Flexible hours are also beneficial because it allow students to work at their own speed; taking courses either part time or on an accelerated schedule. According to the article in t he New York Times, titled â€Å"Study Finds That Online Education Beats Classroom,† the SRI International for the Department of Education, conducted a research on online versus traditional classroom teaching from 1996 to 2008. Most of the studies were conducted in co... ...ies to pull up all of those related bits of data from their multiple storage areas in response to a single cue. This cross-referencing of data means we have learned, rather than just memorized.† However, it is important to accentuate that learning highly depends on the students’ motivation to learn. So it still comes down to the effort that the students put into their education that ultimately decides how beneficial the overall experience was to their future career. Works Cited Willis, J. (2008). Brain-based teaching strategies for improving students' memory, learning, and test-taking success (Review of Research). Childhood Education, 83(5), 31-316. Lohr, Steve. "Study Finds That Online Education Beats the Classroom"." New York Times (2014). Web. 16 Mar 2015. Lohr, Steve. "Second Thoughts on Online Education." New York Times (2013). Web. 06 Mar 2015.

THE NEW GENDER GAP Essay -- essays research papers

THE NEW GENDER GAP By This article talks about the educational, environmental, and social gap that has been created because girls are becoming a bigger part of the world today. It starts out by discussing a class of 2003 that had voted in their high school leaders. Everyone had voted in a male as senior class president. But after taking office, he quickly instructed all of the female members that he was the one calling all of the shots. Once the girls realized they out numbered the boys, they quickly impeached him and voted in a girl as class president. From the beginning of time women have been told they need to do their job, which was bearing children, taking care of the house as well as tending to their husband. That became an education base for teachers. Except this all changed when women took the place of their husband at work while they went off to war in World War I. A movement started to take place. Soon you started to slowly see women working. Mothers, caregivers, and educators began to make girls see that the opportunities for growth was great, and all they had to do was grab it. With each achievement a woman made, others praised them. The drive for women to succeed only became so great that more emphasis has been put on females, which leave the male gender lacking. It is shown there are 133 girls getting their BAS for every 100 boys, a number that is expected to grow to 142 women 100 men by the year 2010. While girls have better grades, are more thorough in th...