Literary techniques.

Words create mood and context, and for this purpose old-sounding, old-fashioned Imagery is the content of thought where attention is directed to sensory qualities - i.e. mental images, figures of speech and embodiments of non-discursive truth. Metaphor commonly means saying one thing while intending another, making implicit comparisons between things linked by a common feature, perhaps even violating semantic rules. alliteration, assonance, euphony, rhyme, pararhyme, onomatopoeia, repetition and tone colour. The opening of a narrative is important because it usually sets the scene and gives clues as to what the story will be about. Openings are important because they need to grab the audience's attention. People may walk out or turn over if the film has a bad opening or a slow one. The opening is the narrative hook to get the audience to stay and watch. The opening of a text is usually defines as more than the first paragraph but even in such a small unit it is possible to see some narrative features necessary to get us into the story. In a carefully constructed narrative, the opening will contain the essence of the themes that will later develop. When an audience begins reading a text they engage in the process of predicting what will happen based on the clues give. Most films want to orientate the audience quickly so they give them unambiguous signs. A sign's

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Millikan's theory.

Representations are for Millikan part of a larger group of entities for which she considers there is no generic name in English, and which would include "[n]atural signs, animals' signs, people's signs, indexes, signals, indicators, symbols, representations, sentences, maps, charts, pictures" [LTOBC, 85]. For want of a better term, Millikan calls these entities signs, and claims that what is common to all signs is their being, to a greater or lesser degree, intentional. That is, what all signs have in common, in a family resemblance way, is their bearing a certain relationship to entities other than themselves - a relationship which is usually characterized as "being about something else", "meaning something else". In what follows, I will consider what the nature of this "being about something else" is according to Millikan. I will pay particular attention to mental, or inner, representations, despite the fact that Millikan believes "articulate conventional signs" - that is, I take it, verbal utterances - to be the paradigm case of signs. For, like Searle, Millikan regards verbal utterances and other external verbal-like modes of representation (such as writing), to have an intentionality derived from the original intentionality of states of mind, and thus explainable in terms of the latter. Intentionality is, according to Millikan, a question of degree: indeed, she rejects

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In this coursework I was asked to investigate the Phi Function (f) of a number (n).

In this coursework I was asked to investigate the Phi Function (?) of a number (n). The Phi Function of a number (n) is delineated as the number of positive integers less than n, which have no factor (other than 1) in common, i.e. co-prime with n. Example: ?(16) = 8. The integers less than 16 that have no factors apart from 1 in common with 16 are 1, 3, 5, 7, 9, 11, 13, and 15. There are 8 altogether. To calculate ?(n) I will list out the numbers from 1 till n?1. I will then cross out all the numbers that have a common factor with n. The remaining numbers will give me the ? of n. In this part of the coursework will be investigating the phi function of: ) ?(p) 2) ?(p)² Part 1: Find the value of: (I) ?(3): 1 2 3 = 1,2 The number 3 only has 2 positive co-prime integers they are the numbers 1 and 2. (ii) ?(8): 2 3 4 5 6 7 8 = 1,3,5,7 There are 4 positive co-prime integers for the number 8 (iii) ?(11): 2 3 4 5 6 7 8 9 10 11 1 = 1,2,3,4,5,6,7,8,9,10 The number 11 has 10 positive co-prime integers, they are shown above. (iv) ?(24): 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 = 1,5,7,11,13,17,19,23 The number 24 has 8 positive co-prime integers, they are shown above. I will create a table for the Phi values of the numbers from 1 to 30. I have created this table because it would be easier to lookup the phi values of the numbers within this

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Investigate the strength of a snail's mucus on different surfaces

GROUP 4 SNAILS Physics: To investigate the power of a snail's mucus on different surfaces Chemistry: to determine what percentage of a snails shell composed of CaCO3 Biology: To investigate taxism in snails 3 September 2004 Rafael Bravo Ana Gosnar John Kjeldgaard Marianne Sangster PHYSICS To investigate the strength of a snail's mucus on different surfaces Planning A Our research question: At which angle does the snail's mucus fail to hold the snail and how different surfaces (solids and liquids) affect it? Hypothesis: We predict that the snail's mucus is rather strong; therefore it can hold a snail at quiet steep angles. Since a snail is rather small (approx. 20 g), we predict that the mucus is subsequently strong enough to hold the snail until the angle is rather large (150°). We also predict that different surfaces will affect the mucus's strength. If the surface is smooth the snail will not grip on to it as strong as if the surface would be rough. Also if the surface will be covered in either oil or water, the snail's mucus will not be able to stick to anything. Variables: Independent Variables: -mass of each snail (5 snails of different mass -different surfaces to test the mucus's strength Planning B Materials For this experiment we will use: - Equal sized different surfaces (plastic, Styrofoam, foam) - Oil (to see what affect it has on the

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  • Subject: Maths
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a. Describe Aristotle's teaching about the difference between the Final Cause and other sorts of causes.

a. Describe Aristotle's teaching about the difference between the Final Cause and other sorts of causes. Aristotle focused his questioning on the reason behind why something exists and what purpose it holds. Opposed to Plato, Aristotle's theories of why something holds the characteristics that it does is all apparent to the physical world. His thought of 'form' was not an 'ideal' in another universe, but was within the item, in its structure and characteristics. Aristotle thought that the form of an object is perceivable by the senses we hold instead of being a thought only process. He used the word 'substance' to express material in which objects are made from, for example the substance of a chair is the wood, nails and adjustments. These substances create the form of an object; Aristotle also questioned what causes these objects to have the characteristics that it portrays? If a chair had only three legs, would it still be a chair? Aristotle concluded that these questions can be answered in four different ways or four different causes, this was the best way explain why things are the way they are. The Material cause answers the question for what things are made of, but this was only the first cause meaning that it is not enough on its own. The efficient cause what brings something about like a chiseler chilling a statue, it is how the object comes about. The formal

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  • Subject: Maths
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The Phi function.

Maths Coursework The Phi function The phi function says that for any positive integer such as n the phi is ?(n) and is defined as the number of positive integers, less than n which have no factor (other than 1) in common which means that they are co prime with n. If we take for example the phi of various numbers we will find that there is some relationship between them and I will investigate this relationship throughout. I will also be investigating the results and the formulae for ?(n2) and thus the formula for ?(nx). For example ?(20) = 8 This was obtained by the following ways First, list all the factors of 20 and all the numbers till 20. ,2,4,5,10,20 These numbers can immediately be cancelled from the list of numbers till 20. The remaining numbers are 3,6,7,8,9,11,12,13,14,15,16,17,18,19. But the numbers 6,8,12,14,15,16,18 can also be cancelled out because one of their factors is the same as the factor for 20 and so cannot be considered. So from the following list ,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20 and so the final numbers remaining are 1,3,7,9,11,13,17 and 19 and so ?(20) = 8 This way we can draw a table as is shown on the next page to find out the ? values for all the numbers till 40. The table is shown on the next page. By using this table we will investigate further on the relationships of the values. We will find the value of various numbers

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  • Level: GCSE
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Maths Primes and Multiples Investigation

. A)I) ?(3)-1, 2=2 II) ?(8)-1, 2, 3, 4, 5, 6, 7=4 III) ?(11)-1, 2, 3, 4, 5, 6, 7, 8, 9, 10=10 IV) ?(24)-1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23=8 B)I) ?(5)-1, 2, 3, 4=4 II) ?(10)- 1, 2, 3, 4, 5, 6, 7, 8, 9=4 III) ?(15)- 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14=8 IV) ?(20)- 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19=8 V) ?(50)-1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49=20 2. A)I) ?(7x4) = ?(7) x ?(4) 7x4=28 ?(28)= 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27=12 ?(7)=1, 2, 3, 4, 5, 6=6 ?(4)=1, 2, 3=2 2x6=12 12=12, therefore a prime and an even work(non-prime). B) ?(6x4) = ?(6) x ?(4) 6x4=24 ?(24)=8 ?(6)=1, 2, 3, 4, 5=2 ?(4)=2 2x2=4 4=8, therefore two evens don't work. C) ?(5x10)= ?(50) ?(50)=20 ?(10) x ?(5) 4x4=16 16=20, therefore two multiples don't work. ?(13x3)= ?(39) ?(39)= 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38=24 ?(13)=12 ?(3)=2 2x12=24 24=24, therefore two primes work. Having done these examples I below have drawn up a table of my results. When I made the table I saw

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  • Level: GCSE
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Identify and explain the rules and equations associated with the Phi function.

Introduction The Phi is described as the number of positive integers less than n (positive integer) which have no factor, other than 1, in common, co-prime, with n. In my investigation I aim to identify and explain the rules and equations associated with the Phi function. To go about this I will investigate ? (n). This will be further touched upon and will help me investigate and support any conclusions I hope to gain from investigating whether (a x b) = (a) x (b) in certain cases. Table of Phi's from 2-40 Number Phi ?2 , ?3 ,2 2 ?4 ,2,3 2 ?5 ,2,3,4 4 ?6 ,2,3,4,5 2 ?7 ,2,3,4,5,6 6 ?8 ,2,3,4,5,6,7 4 ?9 ,2,3,4,5,6,7,8 6 ?10 ,2,3,4,5,6,7,8,9 4 ?11 ,2,3,4,5,6,7,8,9,10 0 ?12 ,2,3,4,5,6,7,8,9,10,11 4 ?13 ,2,3,4,5,6,7,8,9,10,11,12 2 ?14 ,2,3,4,5,6,7,8,9,10,11,12,13 6 ?15 ,2,3,4,5,6,7,8,9,10,11,12,13,14 8 ?16 ,2,3,4,5,6,7,8,9,10,11,12,13,14,15 8 ?17 ,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16 6 ?18 ,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17 6 ?19 ,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18 8 ?20 ,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19 8 ?21 ,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20 2 ?22 ,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20, 21 0 ?23 ,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20, 21,22 22 ?24 ,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20, 21,22,23 8 ?25

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The phi function.

Charlene Asare Ashbourne College Mathematics Coursework April 2003 The phi function. ? The phi function. Introduction. Phi is a letter in the Greek alphabet. In higher mathematics: * The upper case form of phi, (?) means an angle function * The lower case form, ? , means angle mathematics and golden ratio mathematics For any positive integer n, the Phi Function f (n) is defined as the number of positive integers less than n, which has no factor (other than 1) in common (are co-prime) with n. In this piece of work I will be investigating several instances involving phi and prime numbers. Patterns between numbers that are prime, co prime involving phi will be found. PART 1. A) Find the values of: - ? (3) 2- ? (8) 3- ? (11) 4- ? (24) Solution - ? (3) = 2, 1. ? (3) = 2 This is because there are only 2 positive integers less than 3 which have no common factors with 3 other than 1. 2- ? (8) = 7, 5, 3, 1. ? (8) = 4 This is because there are 4 positive integers less than 8 which have no common factors with 8 other than 1. 3- ? (11) = 10, 9, 8, 7, 6, 5, 4, 3, 2, 1. ? (11) = 10 This is because there are 10 positive integers less than 11 which have no common factors with 11 other than 1. 4- ? (24) = 23, 19, 17, 13, 11, 7, 5, 1. ? (24) = 8 This is because there are 8 positive integers less than 24 which have no common factors with 24 other than 1. B)

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  • Level: GCSE
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The phi-function

MATHS INVESTIGATION THE PHI-FUNCTION Luke Meredith 11 Yellow The Problem With any positive integer (n), the Phi Function of n is ?(n). The Phi number of n is the amount of numbers from 1to n (not including 1 or n) that do no share any common factors with n. If the two or more numbers share no common factor, then the numbers are co-prime. So to put this into practice, the ?(8) = 4. This is because the positive integers less than 8, which have no common factors other than 1 with 8 are 1,3,5,7. This shows 4 of them, which is how the phi number is worked out. Another example is ?(15) = 8. The numbers, which do not have any common factors with 8, from numbers 1 to 8 (excluding 1 and 8), are 1,2,4,6,7,8,11,13,14 = 8 of them. What I am trying to find out is a formula, which will enable me to find the Phi of any number, without going through the painstakingly process of working out the phi for every number. However, you could say that it is not too hard working the phi out for numbers say 1 to a 100. Yet what would happen of you needed to know the phi of 30,041. To complete my goal I will have to follow many different stages to finally work out the formula. So the first stage I will do is to find out the numbers from say 1 to 36. n The ?(n) The numbers with no common factors with n. 0 0. 2 . 3 2 -.2 4 2 ,3. 5 4 -4. 6 2 ,5. 7 6 -6. 8 4

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  • Level: GCSE
  • Subject: Maths
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