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The results of these metrics were then used to pick the optimal world history textbook for the tenth grade. The first metric, the Fry readability graph, uses the length of words, measured in syllables, and the length of sentences to form a rough gauge of grade level. To use the Fry method, one takes three one hundred word samples from different section of a work (two from the beginning, one from the end) and counts the number of syllables and sentences (to the nearest tenth) in each segment. Once those measures have been averaged, they are plotted on a readability graph to form an approximate grade level. The second metric used is the SMOG readability, which, like the Fry formula, counts the number of polysyllabic (two plus syllable) words in a given number of sentences. This method uses three passages of 10 sentences in length, two from the begging and one from the end (like the Fry graph). The number of syllables of those words was counted, its square taken, then three was added to the result – this gives approximated the appropriate grade level for the textbook according to the SMOG metric. The final method used to analyze the readability of the text was the Flesch-Kincaid grade-level score, used through a utility in Microsoft office. ...
World History: Patterns of Interaction Patterns of Interaction (figure 1) was evaluated using all of the above methods. With an average of 154 syllables/100 words and 7.5 words/100 words, the Fry readability graph gave this work a ninth grade reading level. The SMOG formula produced a grade level of 11 through, while the Flesch-Kincaid grade level formula was 23+30+22=75. The square root of 75 is approximately 8, which added to 3 produces 11. The Flesch-Kincaid gave a grade level of 9. Bader’s text book analysis demonstrates that this text is incredibly average, having few weaknesses but just as few great strengths, and reading through it the reading level may be too simple for tenth grade. World History (Pearson Prentice Hall) Pearson/Prentice Hall’s World History (figure 2) proved to be the most grade appropriate of all three textbooks evaluated in terms of readability. With 156 syllables/100 words, and 5.6 sentences in the same span, this work was spot on the tenth grade reading level. The Flesch-Kincaid also agreed with a tenth grade reading score, with only the SMOG formula differing, providing a grade 12 reading level, somewhat higher than the other two. With reference to the Bader analysis chart, this textbook proves to have very appealing visual form, and does a good job accommodating visual learners using webs and diagrams. One of its few failings was perhaps not spending enough time making sure all new concepts and visuals were fleshed out properly and could be understood. World History: the Human Experience The final work examined was World History: the Human Experience (figure 3). It consistently scored the highest within all three readability metrics; with an average of 149 syllables and 4.4 sentences/100
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Francis Galton stated that the possibility of similar fingerprints between two people is 1 in every 64 billion. This is study through comparing two instances of friction or epidermal ridge impressions (Ashbaugh 1991). Fingerprints occur if surface of the palm or toes were in contact with object, smooth or wet surfaces through perspirations, ink, blood, oil, and other fluids.
These empires had an influence over vast regions in Eurasia, due to their organization capabilities and strategies of state building. An example this is Sanchi Stupa; which was a shrine built in India, Ashoka by the Mauryan Empire. The empires which dominated Eurasia was diverse, but they shared issues of transport and communication routes.
1914 is the year that the first air raid was conducted and it was done by the Germans. Throughout 1915 and 1916 a dirigible from Germany that was called the Zeppelin conducted raids in London and eastern England for more than 50 instances. In evaluations of the zeppelin bomber, it was seen to have an accuracy of ten percent and thus the intended target was not hit often.
view of the motivation of imperialism suggests a variety of reasons, broadly classified as economic, political, exploratory, religious and ideological, and the most common reason among them is the economic explanations of imperialism. In the European politics of the 1500s,
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Students apply knowledge
ure, lives and land, but also had to live with the pain of knowing that somewhere out there their loved ones were alive, except they did not know where1. There are many significant key points that I would consider as crucial because this will have a positive result on the
on because majority of new immigrants stayed in cities, and industrialists, who were mostly found in cities, drew on the global workforce for cheap labor.
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However, they both differed drastically. Generally, Mesopotamia tended to have a negative outlook when it came to life and world in general (Dudley, 1973). On the other hand, the Egyptians tended to have a positive outlook of the world.
Romanticism relates to a period in the 18th century that was marked a movement in various parts in Europe that was evident through artistic and literary expressions. This period was regarded as a reaction the Industrial Revolution. The
Recha is a baptized Christian girl since her childhood with Jews origin while Templar is a young Christian knight who originates from Germany. He harbors a lot of hatred towards the Jews. It is not possible for the two to
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