Similar to my previous Quadrant Model books, this Quadrant Model book will be organized and designed around the four fields of inquiry.
Science
Physics
Chemistry
Biology
Psychology
Sociology
Religion
Buddhism
Christianity
Islam
Hinduism
Judaism
Other
Art
Painting
Music
Dance
Literature
Cinema
Philosophy
My previous book had its own section on Game theory. This book has its own section on matrix mathematics. Matrices are quadrants of numbers.
Science Chapter
Physics chapter
Chemistry chapter
QMRThe four forms of heat transfer are:
conduction, where heat is transferred through solid material from molecule to molecule (e.g. heat passing through a metal bar);
sensible heat flux, where warmer air is transferred from one location to another (e.g. warm air rising because it is less dense);
radiation, where heat is transferred as electromagnetic energy without the need for a medium (e.g. sunlight); and
latent heat flux, where sensible heat is converted to latent heat when water vaporizes and converts back to sensible heat when the water molecules condense or deposit (as ice) onto a surface.
Sensible heat is energy that we can "sense", and temperature is a measure of the sensible heat content of the air. When the sensible heat content of air is high, the molecules have higher velocities and more collisions with each other and their surroundings, so there is more kinetic energy transfer. For example, a thermometer placed in warmer air will have more air molecule collisions, additional kinetic energy is transferred to the thermometer and the temperature reads higher. As sensible heat in the air decreases, the temperature drops. In frost protection, the goal is often to try to reduce or replace the loss of sensible heat content from the air and plants. Sensible heat flux density (H) is the transfer of sensible heat through the air from one place to another. The flux density is expressed as energy per unit time per unit surface area (e.g. W m-2) that the energy passes through.
Latent heat is released to the atmosphere when water is vaporized and the latent heat content of the air depends on the water vapour content. Latent heat changes to sensible heat when water changes phase from water vapour to liquid water or ice. As water vapour moves, the flux density is expressed in units of mass per unit area per unit time (e.g. kg m-2 s-1). Multiplying by the latent heat of vaporization (L) in J kg-1 converts the water vapour flux density from mass units to energy units. Therefore, the flux is expressed in energy per unit time per unit surface area or power per unit surface area (e.g. W m-2). The water vapour content of the air is a measure of the latent heat content, so humidity expressions and the relationship to energy are discussed in this chapter.
Biology chapter
QMRDemographic investigation[edit]
Demographic investigations of the Samaritan community were carried out in the 1960s. Detailed pedigrees of the last 13 generations show that the Samaritans comprise four lineages:
The Tsedakah lineage, claiming descent from the tribe of Manasseh
The Joshua-Marhiv lineage, claiming descent from the tribe of Ephraim
The Danfi lineage, claiming descent from the tribe of Ephraim
The priestly Cohen lineage from the tribe of Levi.
QMRKilamuwa Stela
From Wikipedia, the free encyclopedia
16 is the squares of the quadrant model
The Kilamuwa Stela of King Kilamuwa.
The Kilamuwa Stele is a 9th-century BC stele of King Kilamuwa, from the Kingdom of Sam'al. He claims to have succeeded where his ancestors had failed, in providing for his kingdom.[1]
The Kilamuwa Stele was discovered during the 1888-1902 German Oriental Society expeditions led by Felix von Luschan and Robert Koldewey.[2][3][4][5][6]
It is currently located in the Vorderasiatisches Museum Berlin.
Contents [hide]
1 Description of the stele
2 Translation
3 References
4 External links
Description of the stele[edit]
The stele is a 16-line text in the Phoenician language and written in an Old Aramaic form of the Phoenician alphabet.[7]
King Kilamuwa is shown standing on the upper left and addressing four god-insignias-(Canaanite gods) with his right arm and finger. His left hand is draped at his left side holding a wilted lotus flower, a symbol of a king's death.[8] He is dressed in king's regalia with hat, and his figure stands at the beginning of the first nine lines of the text.
The guru as spiritual adviser: If we look at the phenomenon of gurus in India then we can see that there are at least four forms of guruship that can be distinguished. The first form is that of the "spiritual adviser." Before we will elaborate on this, first something about the etymology. The word guru comes from Sanskrit, is written as 'guru' and connotes philosophically 'being heavy' or 'being weighty'. In that way, the concept of guru gets the meaning of 'big', 'great', or 'important' and somewhat further it also gets aspects of 'respectable' and 'honorable'. Soon it is applied to the 'spiritual adviser'. In various popular literature, in India herself too, the word 'guru' is explained in the parts 'gu' and 'ru', as descriptions for light and darkness: the guru is then the person who bring the student from the material darkness into the spiritual light. A guru may indeed do that, but it has nothing to do with the meaning of the word, it is folk etymology."
QMRSir Terry Pratchett's Discworld, a flat disc balanced on the backs of four elephants which in turn stand on the back of a giant turtle, is geocentric (or, perhaps, turtle-centric!) with a small sun and moon in orbit around the main mass.
QMRFour classes of mutations are (1) spontaneous mutations (molecular decay), (2) mutations due to error-prone replication bypass of naturally occurring DNA damage (also called error-prone translesion synthesis), (3) errors introduced during DNA repair, and (4) induced mutations caused by mutagens. Scientists may also deliberately introduce mutant sequences through DNA manipulation for the sake of scientific experimentation.
Spontaneous mutation Edit
Spontaneous mutations on the molecular level can be caused by:[21]
Tautomerism — A base is changed by the repositioning of a hydrogen atom, altering the hydrogen bonding pattern of that base, resulting in incorrect base pairing during replication.
Depurination — Loss of a purine base (A or G) to form an apurinic site (AP site).
Deamination — Hydrolysis changes a normal base to an atypical base containing a keto group in place of the original amine group. Examples include C → U and A → HX (hypoxanthine), which can be corrected by DNA repair mechanisms; and 5MeC (5-methylcytosine) → T, which is less likely to be detected as a mutation because thymine is a normal DNA base.
Slipped strand mispairing — Denaturation of the new strand from the template during replication, followed by renaturation in a different spot ("slipping"). This can lead to insertions or deletions.
Error-prone replication bypass Edit
There is increasing evidence that the majority of spontaneously arising mutations are due to error-prone replication (translesion synthesis) past a DNA damage in the template strand. Naturally occurring oxidative DNA damages arise at least 10,000 times per cell per day in humans and 50,000 times or more per cell per day in rats.[22] In mice, the majority of mutations are caused by translesion synthesis.[23] Likewise, in yeast, Kunz et al.[24] found that more than 60% of the spontaneous single base pair substitutions and deletions were caused by translesion synthesis.
Errors introduced during DNA repair Edit
See also: DNA damage (naturally occurring)
Although naturally occurring double-strand breaks occur at a relatively low frequency in DNA, their repair often causes mutation. Non-homologous end joining (NHEJ) is a major pathway for repairing double-strand breaks. NHEJ involves removal of a few nucleotides to allow somewhat inaccurate alignment of the two ends for rejoining followed by addition of nucleotides to fill in gaps. As a consequence, NHEJ often introduces mutations.[25]
Induced mutation Edit
Induced mutations on the molecular level can be caused by:-
Chemicals
Hydroxylamine
Base analogs (e.g., Bromodeoxyuridine (BrdU))
Alkylating agents (e.g., N-ethyl-N-nitrosourea (ENU)). These agents can mutate both replicating and non-replicating DNA. In contrast, a base analog can mutate the DNA only when the analog is incorporated in replicating the DNA. Each of these classes of chemical mutagens has certain effects that then lead to transitions, transversions, or deletions.
Agents that form DNA adducts (e.g., ochratoxin A)[27]
DNA intercalating agents (e.g., ethidium bromide)
DNA crosslinkers
Oxidative damage
Nitrous acid converts amine groups on A and C to diazo groups, altering their hydrogen bonding patterns, which leads to incorrect base pairing during replication.
Radiation
Ultraviolet light (UV) (non-ionizing radiation). Two nucleotide bases in DNA—cytosine and thymine—are most vulnerable to radiation that can change their properties. UV light can induce adjacent pyrimidine bases in a DNA strand to become covalently joined as a pyrimidine dimer. UV radiation, in particular longer-wave UVA, can also cause oxidative damage to DNA.[28]
QMRLatticework is an openwork framework consisting of a criss-crossed pattern of strips of building material, typically wood or metal. The design is created by crossing the strips to form a network.[1] Latticework can be purely ornamental, or can be used as a truss structure such as a lattice girder bridge.[2]
In India, the house of a rich or noble person may be built with a baramdah or verandah surrounding every level leading to the living area. The upper floors often have balconies overlooking the street that are shielded by jalis (latticed screens) carved in stone latticework that keeps the area cool and gives privacy.[3]
Latticework is popular in fences . Lattices look like quadrants.
Psychology chapter
Together, perceiving and processing describe the whole range of the learning experience. While all learners engage in all types of learning, most seem to favor one particular type…
Type Four
Dynamic Learning–Doing and feeling. Seeking hidden possibilities, exploring, learning by trial and error, self-discovery.
Creating original adaptations. Key question: If?
Type One
Imaginative Learning–Feeling and watching, seeking personal associations, meaning, involvement.
Making connections. Key question: Why?
Type Three
Common Sense Learning–Thinking and doing. Experimenting, building, creating usability. Tinkering.
Applying ideas. Key question: How?
Type Two
Analytic Learning–Listening to and thinking about information; seeking facts, thinking through ideas; learning what the experts think.
Formulating ideas. Key question: What?
Together, perceiving and processing describe the whole range of the learning experience. While all learners engage in all types of learning, most seem to favor one particular type…
Type Four
Dynamic Learning–Doing and feeling. Seeking hidden possibilities, exploring, learning by trial and error, self-discovery.
Creating original adaptations. Key question: If?
Type One
Imaginative Learning–Feeling and watching, seeking personal associations, meaning, involvement.
Making connections. Key question: Why?
Type Three
Common Sense Learning–Thinking and doing. Experimenting, building, creating usability. Tinkering.
Applying ideas. Key question: How?
Type Two
Analytic Learning–Listening to and thinking about information; seeking facts, thinking through ideas; learning what the experts think.
Formulating ideas. Key question: What?
how students with different learning styles experience school and why we must create opportunities for diverse learning experiences for every child.
Linda: The Type 1 Learner
Linda was in 6th grade when she hit the wall in math. She had loved school upuntil then. Her teachers and classmates agreed that her poetry was quite good, and her poems often appeared in local publications. But math was a problem. She couldn't connect it to anything—she simply could not see the patterns. Her teachers were not pleased with her and she longed to please them.
Linda went on to college, and when she was a junior, a new professor arrived on campus. The day before Linda's statistics class began, she met him in the hallway. He said, "Oh, you're Linda; I've been reading your poetry. You are going to do very well in statistics."
She looked at him in amazement. "How can you say that? I have such difficulty in all my math classes."
He smiled and answered, "I can tell from your poetry that you understand symmetry. Statistics is about symmetry. As a matter of fact, statistics is the poetry of math." Linda went on to earn an A in that class. Her professor had connected statistics to her life and showed her the patterns (McCarthy 1996).
Linda is a Type 1 learner—the highly imaginative student who favors feeling and reflecting. These learners
Are at home with their feelings, people-oriented, outstanding observers of people, great listeners and nurturers, and committed to making the world a better place.
Prefer to learn by talking about experiences; listening and watching quietly, then responding to others and discussing ideas; asking questions; brainstorming; and examining relationships. They work well in groups or teams but also enjoy reading quietly.
Experience difficulty with long verbal explanations, with giving oral presentations, and with memorizing large chunks of abstract information. They dislike confusion or conflict, environments where mistakes are openly criticized, or where they cannot discuss their perceptions.
Have a cognitive style that puts perception before judgment, subjective knowledge before objective facts, and reflection before action. They prefer to make decisions based on feeling, are visual/auditory/kinesthetic, and experiential before conceptual.
As a Type 1 learner, Linda needed to connect math to her real life, to know why it was useful as a way of thinking and a way of formulating problems and solutions. She also needed her teachers to believe in her and to spend time with and nurture her.
Marcus: The Type 2 Learner
Marcus was in 1st grade, and he loved school. Everything he longed for was present there—the teacher's loving interest, the thrill of deciphering the symbols that meant things, the things he could touch and feel, the addition problems that the teacher wrote on the chalkboard. He could always see the answers. His excitement was like that of the basketball player who knows that if he can just get his hands on the ball, he can sink it. Each question became an exciting foray into even more questions. And as his reading improved rapidly, he could not get enough of books. He welcomed the words and ideas of each new writer. He felt confident; he knew he belonged (McCarthy 1996).
Marcus is a Type 2 learner—the analytic student who favors reflecting and thinking. These learners
Have a knowledge-oriented style; are outstanding at conceptualizing material; analyze and classify their experiences and organize ideas; are highly organized and at home with details and data; are good at step-by-step tasks; are fascinated with structure; believe in their ability to understand; and are committed to making the world more lucid.
Prefer to learn through lectures and objective explanations, by working independently and systematically, and by reading and exchanging ideas.
Experience difficulty in noisy, high-activity environments, ambiguous situations, and working in groups. They also have trouble with open-ended assignments, as well as with presentations, role-playing, and nonsequential instructions. They have difficulty talking about feelings as well.
Have a cognitive style that is objective thinking, reflection before action, impersonal, auditory/visual/kinesthetic, conceptual over experiential. They tend to make judgments first, then support them with their perceptions.
As a Type 2 learner, Marcus found school an absolute joy. Testing, so frightening to Linda, was a tonic for him, a chance to prove he could do it. Because he was naturally verbal and school is mostly a verbal challenge, he was—and continues to be—successful.
Jimmy: The Type 3 Learner
When Jimmy was in 2nd grade he did not like to read, and that made school difficult. He did enjoy having others read to him, and his younger brother, a 1st grader, read him stories every night. Jimmy did excel in math and art. He loved to work alone on projects and never wanted help. When he was asked to illustrate a story or build something to depict a math concept, he approached the task excitedly. He was happiest when he could solve a problem by creating a three-dimensional solution.
Unfortunately, Jimmy had a rigid teacher whose timing was always different from his own. Jimmy either finished too fast or took too long when he got really interested in a project. Once his teacher said in exasperation, "I didn't say you had to do your best work, Jimmy, just get it done!" When Jimmy's family bought a new VCR, they read the directions aloud to figure out how it worked. Jimmy stepped up and simply made it work. His reading problem continued into 3rd grade when he caught up with the others, but he never let it get him down—he was simply too busy doing other kinds of things (McCarthy 1996).
Jimmy is a Type 3 learner—the common-sense learner who favors thinking and doing. These learners
Are great problem solvers and are drawn to how things work. They are at home with tasks and deadlines, are productive and committed to making the world work better, and they believe in their ability to get the job done. They are also active and need opportunities to move around.
Prefer to learn through active problem solving; step-by-step procedures; touching, manipulating, and constructing; demonstrations; experimentation and tinkering; and competition.
Experience difficulty when reading is the primary means of learning and whenever they cannot physically test what they are told. They have trouble with verbal complexity, paradoxes or unclear choices, subtle relationships, and open-ended academic tasks. They also have difficulty expressing feelings.
Have a cognitive style that features objective thinking and facts over ideas, action before reflection, and judgment before perception. Their style is impersonal and kinesthetic/auditory/visual.
As a Type 3 learner, Jimmy needed to work things out in his own way, to create unique solutions to problems, and, most of all, to show what he learned by doing something concrete with it. His verbal skills did not kick in until well into the 3rd grade. Although this is not unusual with highly spatial learners, teachers treated it as an aberration. School was simply too regimented and too verbal for Jimmy. What saved him was his focus on his own learning.
Leah: The Type 4 Learner
When Leah was a high school freshman, she liked her new friends and some of her teachers. But she had a fierce need to learn, and school was not nearly exciting enough for her. She found so much of it deadening—memorizing endless facts that were totally irrelevant to her life. Leah had a wonderful spontaneity, and when it took hold of her, she focused so intensely that time became meaningless. Her teachers came to regard this spontaneity as a liability that was taking her away from the things she needed to know.
At first Leah persevered. Instead of preparing a juvenile justice report based on her social studies text, she asked to be allowed to go to juvenile court and see for herself, and then present her findings in a skit. Her teachers seldom agreed to her proposals, and after a while Leah stopped trying. She had natural leadership talent, which she expressed through her extracurricular activities—the one part of school she came to love. She graduated, but has believed ever since then that real learning does not happen in school (McCarthy 1996).
Leah is a Type 4 learner—the dynamic learner who favors creating and acting. These learners
Are proud of their subjectivity, at home with ambiguity and change, and great risk takers and entrepreneurs. They act to extend and enrich their experiences and to challenge the boundaries of their worlds for the sake of growth and renewal, and they believe in their ability to influence what happens. They initiate learning by looking for unique aspects of the information to learn and they sustain learning through trial and error.
Prefer to learn by self-discovery, talking, convincing others, looking for creative solutions to problems, and engaging in free flights of ideas. They also like to work independently and tackle open-ended academic tasks with lots of options, paradox, or subtle relationships. Their interpersonal skills are good.
Experience difficulty with rigid routines when they are not allowed to question. They also have trouble with visual complexity, methodical tasks, time management, and absolutes.
Have a cognitive style that is perception first with slight attention to judgment, subjective, relational, action-oriented, kinesthetic/auditory/visual, and experiential over conceptual.
Leah found learning for school's sake incomprehensible. As in Jimmy's case, doing was crucial to her approach. She preferred interviewing over reading, going to court to see for herself, exploring instead of hearing how others see things.
Perceiving and Processing
In any classroom, Linda, Marcus, Jimmy, Leah, and their many shades and varieties sit before the teacher—challenging and waiting to be challenged. The frustrating question is: Why are some learners honored in our schools and others ignored, discouraged, or even frowned upon? Why did Marcus fare so well, while Linda, Jimmy, and Leah struggled to be accepted?
In my definition of learning, the learner makes meaning by moving through a natural cycle—a movement from feeling to reflecting to thinking and, finally, to acting. This cycle results from the interplay of two separate dimensions—perceiving and processing (Kolb 1984).
In perceiving, we take in what happens to us by (1) feeling, as we grasp our experience, and then by (2) thinking, as we begin to separate ourselves from the experience and name and classify it. The resulting concepts become our way of interpreting our world (Kegan 1982).
We also process experiences in two ways: by (1) reflecting on them, and then by (2) acting on those reflections. We also try things; we tinker.
The places in this cycle that we find most comfortable—where we function with natural ease and grace—are our learning preferences or styles, the "spins" we put on learning.
Unfortunately, schools tend to honor only one aspect of perceiving—thinking. This is very tough on kids whose approach to learning is predominately feeling. Linda and Leah, like many other Type 1 and 4 learners—both male and female—are naturals on the feeling end of experience. Jimmy and Marcus, the Type 2 and 3 learners, favor the thinking end.
As with feeling and thinking, reflecting and acting need to be in balance. But our schools favor reflecting. Marcus excelled at that, while both Jimmy and Leah needed to act. The lack of hands-on learning created difficulties for both of them.
Rounding the Learning Cycle
Even as I define styles in my work, I caution that we must be wary of labels. Over time, and with experience, practice, and encouragement, students become comfortable with learning styles that aren't naturally their own. Successful learners, in fact, develop multiple styles.
The 4MAT framework is designed to help students gain expertise in every learning style. We design lesson units as cycles built around core concepts, each of which incorporates experiencing (Type 1), conceptualizing (Type 2), applying (Type 3), and creating (Type 4). The styles answer the questions:
Why do I need to know this? (the personal meaning of Type 1).
What exactly is this content or skill? (the conceptual understanding of Type 2).
How will I use this in my life (the real-life skills of Type 3).
If I do use this, what possibilities will it create? (the unique adaptations of Type 4).
Had the teachers of Linda, Marcus, Jimmy, and Leah used the entire cycle of learning styles, including those areas in which each student needed to stretch, all four students would have acquired expertise in all facets of the cycle. They would have made personal connections to the learning, examined expert knowledge, used what they were learning to solve problems, and come up with new ways to apply the learning—both personally and in the world at large. (As it happened, the students learned to do these things on their own.)
Sociology chapter
Four forms of employee recognition
Employee recognition can take various forms depending on the perspective from which we approach the work process. Four main forms of recognition can be identified with respect to the key dimensions of work: existential recognition, recognition of work practices, recognition of dedication to work, and recognition of results.
Existential recognition
Existential recognition focuses on employees as distinct beings with their own identities and expertise (Jacob, 2001). This form of recognition is found in everyday interaction and is expressed for no other reason than because individuals are human. Thanks to this recognition, individuals are free to speak and perhaps influence organizational decisions.
Description of illustration: Existential recognition looks at human beings, their personalities, and individual characteristics. Here, the person is in the foreground, reflecting her importance and highlighting her uniqueness. In the background, her coworkers and superiors provide support and acknowledgement.
Recognition of work practices
Recognition of work practices looks at how an employee performs a task. It takes into account a worker's behaviors, skills, and professional qualifications. Among other aspects, it focuses on creativity, innovation, and the continued improvement of work methods. In short, this form of recognition underscores the way an employee performs work duties on a daily basis.
Description of illustration: Recognition of work practices acknowledges how work is performed, as well as professional qualifications and skills. An employee gives a thumbs-up to show her appreciation and pride in her coworker's work method and professionalism.
Recognition of dedication to work
Recognition of dedication to work concerns the quality and quantity of efforts an employee makes to contribute to the work process. It highlights the contribution of employees, the risks they take to complete company projects, and the energy they expend, independent of results. In short, it recognizes the employee's contribution to the company's ongoing operation.
Description of illustration: Recognition of dedication to work focuses on the effort and energy employees expend in completing their work. Here, a superior gives an employee a bonus for the dedication he has shown. This bonus rewards his involvement and hard work in completing the project.
Recognition of results
Recognition of results bears directly on the end product. It is a judgment and a mark of gratitude based on the efficiency, usefulness, and quality of work performed by an employee or a group of employees. It should be noted that this form of recognition depends on results, and that it is only expressed once a task has been completed.
Description of illustration: Recognition of results concerns the achievement of organizational objectives as well as the effectiveness of the end product. Here, the employee has achieved his objectives and his coworkers are congratulating him.
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These four main forms of recognition are complementary and interdependent. All four should be used on a daily basis in order to meet employee needs for recognition as organization members and appreciation as workers able to participate in the work process, dedicate effort and energy, complete tasks effectively and efficiently, and generate results that reflect their professional know-how. No single form of employee recognition should be used alone or favored over another. The expression of employee recognition should reflect the people it targets, i.e., dynamic, diverse, and sincere.
QMRThis Week: What are 4 types of organizational culture?
According to Robert E. Quinn and Kim S. Cameron at the University of Michigan at Ann Arbor, there are four types of organizational culture: Clan, Adhocracy, Market, and Hierarchy.
Clan oriented cultures are family-like, with a focus on mentoring, nurturing, and “doing things together.”
Adhocracy oriented cultures are dynamic and entrepreneurial, with a focus on risk-taking, innovation, and “doing things first.”
Market oriented cultures are results oriented, with a focus on competition, achievement, and “getting the job done.”
Hierarchy oriented cultures are structured and controlled, with a focus on efficiency, stability and “doing things right.”
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