What is New Media?

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Most people, when asked wouldn’t know what new media is. It’s being used every day, all over the world and yet no one associates the term “new media” with what it actually is. So what is it? New media is a form of communication using technology to consume, produce and interact with various things. Users are able to have two-way connections through the internet and are able to aquire content on demand. Some examples of new media are web sites, blogs, apps, streaming services and social networks. These are considered new media because a two-way connection can be made, wheras a radio station, for example, can only be used one way. Some scientists also believe that the consumption of new media is fragmented. To elaborate, it is fragmented because people switch between many different devices, apps and services depending on what they want and need. Switching between these things allows media users to be efficient and get the content they want right away. However, not all things about new media are considered “good”. One might spend excessive time on a device or read false information from news sites such as The Onion. It can be hard to keep media consumption safe and healty, which is why the media pyramid was created. The goal is to help people realize which types of media are healthy to consume and which ones arre not. For example, using a device to watch something educational is a healthier way to consume media than using a device to watch a show on Netflix. Doing this not only increases knowledge, but also limits the time spent on other potentially harmful sites or apps. After all, “what you consume counts more than how much you consume” (Donovan, 2018). While it may be difficult to avoid using media altogether, finding healthier ways to consume media is another step towards a better lifestyle and wellbeing.

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New media is when users can have two-way interactions through the internet or other services and are able to get content on demand. Some examples of new media are web sites, blogs, apps, streaming services and social networks. These are considered new media because a two-way connection can be made between people, wheras a radio station, for example, can only be used one way (from the station to the listeners). Consumption of new media is fragmented because people use different devices, apps and services depending on what they need or want. They switch between them constantly and efficiently throughout the day. Some healthier ways to consume media would be to use it for educational purposes. Something that you learn from, but still find interesting. It increases your knowledge while also limiting the time you would spend on other forms of media like instagram or video games. It might be difficult to stop using media altogether, but spending time learning about something educational is a good way to make the most out of your media usage time.

Week 17 Math Post

This week we learned about arithmetic sequences which is where each number in a pattern increases or decreases by the same number every time. One of the concepts I found interesting was when given the term number in an arithmetic sequence, you could find out the exact number that term is associated with. To elaborate, if the question gives an arithmetic sequence of 2, 4, 6… and asks you to find term 13, you can do so using the formula t3+nd=t13.

Firstly, to solve it you’d take the formula and you’d replace t3 with 6 because term three is equal to 6. Then you’d replace n with 10 because there are 10 terms in between t3 and t13. After that replace d with 2, because the pattern increases by 2 which is also know as the common difference. The formula should now look like this: 6+10(2)=t13.

After you have this equation, you can begin to solve it using algebra. Multiply 10 and 2 so that the formula becomes 6+20=t13. Next, add 20 and 6 together so that you get 26=t13. Now you know that the thirteenth term in the sequence is equal to 26.

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Week 15 Math Post

This week we learned about solving problems using a grid.

Here is an example using this method:

The first step I did to solve this problem is that I made a grid including all of the information in the problem. The three columns represent the amount, rate and value of each type of coffee/blend mentioned in the problem. In the amount boxes for the Kenyan and Colombian coffee, I put two variable (x for Kenyan and y for Colombian) because the goal is to find out the amount of Colombian coffee in the mix. In the value columns for both coffee I put 5.60x and 3.50y because in the problem it states that the Kenyan coffee costs 5.60 dollars per pound and the Colombian costs 3.50 per pound and it would make sense that the price per pound would be multiplied by how many pounds you need.

The next thing I did was rewrite the information in the grid into equations that can be solved using substitution or elimination.The first equation would be x+y=3 (the amount of Kenyan coffee plus the amount of Colombian equals the amount in the mix). The second equation would be 5.60x+3.50y=11.55 (the amount of Kenyan coffee times it’s price per pound would equal the exact price of Kenyan coffee in the mix. Doing the same to the Colombian coffee and adding it to the exact price of the Kenyan coffee should equal to the price of the mix).

I then solved the question using substitution. In the photo I moved the x to the other side of the equal sign so that y=-x+3. Then I replaced the y in the second equation (5.60x+3.50y=11.55) with -x+3 so that it became 5.60x+3.50(-x+3)=11.55. I then used the law of distribution and simplified the equation to 2.1x+10.5=11.55 then moved the 10.5 to the other side of the equal sign and divided both sides by 2.1. Therefore, the amount of Kenyan coffee in the mix is 0.5 pounds.

To find out the amount of Colombian coffee in the mix I took my first equation (x+y=3) and replaced the x value with 0.5. I then moved it to the other side of the equal sign which left me with y=2.5. To verify if there is really 2.5 pounds of Colombian coffee in the mix I took the same original equation and replaced both variables with their corresponding numbers to see if they would add up to 3. I know that 0.5+2.5=3 which means that my answer is correct and there is indeed 2.5 pounds of Colombian coffee in the mix.

Week 14 Math Post

This week we learned about how to use substitution to find the solution of two linear relations. The substitution method is essentially where you take one equasion and input it into the second one. The solution is the point where the two relations would cross if they were graphed. It is possible to have lines with one solution (where the two lines cross at one point on the graph), no solutions (if the lines are parallel and the slopes are the same) and infinite solutions (if the two lines are on top of one another and have identical equations). To find the solution using the substitution method you’d need to follow the following steps. I’ll use the equations (x+4y=-3) and (3x-7y=29) as an example.

  1. First you would need to isolate a variable. Select a variable from either equation that seems the easiest to work with. The variable that seems the easiest to work with in these equations is the x from the first equasion (x+4y=-3) as it does not have a base associated with it. After you have chosen your variable, you can isolate it by subtracting 4y from both sides of the equal sign. The rearranged equation should look like this: (x=-4y-3).
  2. Next you can take (-4y-3) and substitute it into the second equation (3x-7y=29). Since x in the first equation is equal to (-4y-3) you would replace the x in the second equation with that same answer. Now the second equation should look like this: (3(-4y-3)-7y=29).
  3. After that you can solve the equation. Take the 3 and use the distributive law first to get rid of the brackets. The equation then becomes (-12y-9-7y=29). Then, simplify the (-12y) and the (-7y) so that the equation becomes (-19y-9=29). After you can add 9 to both sides of the equal sign so the equation becomes (-19y=38). Finally divide both sides by (-19) to get (y=-2). Now you have the y coordinate of the solution. All we need is to find the x.
  4. To do that, substitute the y coordinate (-2) back into the rearranged version of the first equation (x=-4y-3) so that it becomes (x=-4(-2)-3). Solve this equation to find x. (-4(-2)) is equal to (8) and (8-3) is equal to (5). Therefore, (x=5).

Now you know that the solution of these two equations and you can write it as an ordered pair (5, -2). You can verify this by using a graphing calculator or by inputting the two numbers back into one or both of the original equations, (x+4y=-3) and (3x-7y=29). If we use the first one, it would be (5-8=-3) so we know it is accurate. You can also see on the graph showed here that the two lines cross at (5, -2).

Rester en sécurité au travail

Dans le futur je veux travailler comme une astrochimiste dans un planétarium ou musée. Il y a quelques risques assossiés avec cet emploi. Voici 3 choses que je vais faire pour rester en sécurité pendant que je travail:

Je vais savoir tout les risques et dangers des machines technologiques que je vais utiliser, par exemple les microscopes et téléscopes. Il y a beaucoup de risques quand on travaille avec les machines, même s’ils sont stationnaires et ne semblent pas dangereux. Par exemple, les petites microscopes deviennent très chaude et ils peuvent façilement me brûler si je ne fait pas attention. Les Machines plus grands comme les téléscopes et les machines utilisés pour mesurer le radiation peuvent aussi être très dangereux. Savoir comment ces machines fonctionnent et les types de dangers assossiés avec eux va m’aider à éviter les accidents et blessures au travail. Je serais informé et aussi prete à prendre action si quelque chose arrive.

Ensuite, je vais porter toujours l’équipement de sécurité quand je fais des expériences avec des produits chimiques, analyse un objet ou n’importe autre projet scientifique. Les produits chimiques en particulière peuvent aussi être extrêmement dangereux. Plusieurs substances sont corrosifs et peuvent dissoudre la peau et le métal s’il entre en contact. Les autres sont flammables ou toxique si tu l’ingeste. Par exemple, si par accident je renverse un contenant d’acide sulfirique ça peut brûler ma peau si je le touche, causer l’aveuglement si ça entre dans mes yeux et manger un trou dans ma gorge et poumons si je le respire. Avoir le propre équipement est essentiel si j’utilise les produits chimiques.

Finalement, je vais demander de l’aide ou refuser de faire les choses à quels je ne suis pas comfortables. Quelque fois, les scientifiques qui étudient l’espace font des excursions pour recueillir l’information sur des objets spécifiques. Pour faire cela, ils doivent souvent assembler des grands machines lourds. Si, par exemple quelqu’un me demande d’assembler un de ces machines et je ne sais pas comment le faire, je vais demander à quelqu’un d’autre pour m’aider ou refuser de le faire. Assembler ces machines sans expérience peut être dangereux parce qu’ils ont besoin de beaucoup d’électricité qui vient des générateurs électriques ou des battéries. Si je ne branche pas correctement, quelqu’un peut être électrocuté ou ça peut commencer un feu. Je dois me rappeler que demander pour de l’aide n’est pas un mauvais chose surtout quand ça peut prévenir un accident.

Voici deux choses que je vais faire pour protèger les autres au travail:

Je vais être concient de mon environnement, surtout quand je fais des expériences chimiques. Un grand hazard pour les scientifiques est le feu. Ils utilisent souvent des bruleurs buntzen pour chauffer les produits chimiques. Si quelqu’un oublie de les enlever de la bruleur ou oublie d’éteindre le bruleur ça peut causer un grand feu surtout s’il y a des autres produits flammables dans le laboratoire. Cela est dangereux pas juste pour moi mais pour tout les personnes dans le batiment aussi et les pompiers qui viendraient pour éteindre le feu. C’est pourquoi je dois toujours faire attention à ce que je fais, parce que une petite faute peut être catastrophique pour beaucoup de personnes.

Je vais aussi parler à mes collègues s’ils ont besoin d’aide ou ne font pas un tâche proprement. Les nouveaux employées ne sont pas expériencés et peuvent oublier ou pas savoir les propre mesures de sécurités. Même des petites choses peuvent mener à des grands problèmes. Par exemple, si tu réchauffe une fiole avec du liquide là-dans et tu oublie d’enlèver le bouchon, le pressure peut s’accumuler et le flacon peut exploser. C’est important de rappeler à tes collègues des petits mesures de sécurités comme ceci pour que les autres ne soient pas blessés.

L’histoire la plus marquant pour moi était l’un de Grant De Patie. Il avait 24 ans et il travaillait à un station d’essence. Un jour, quelqu’un a essayé de remplir leur voiture avec l’essence sans payer. Grant a essayé de l’arrêté mais il est devenue coincé sous la voiture de la personne qui l’a ensuite conduit pour 7 kilomètres. Grant avait crié mais la personne n’a pas arrêté la voiture. C’est marquant pour moi parce que la personne dans la voiture savait probablement que Grant était sous son voiture mais il a continué à conduire comme rien était de mal. Il a montré aucun décence humaine et s’enfichait de la fait que Grant était en train de souffrir. Il pouvait facilement arrêter la voiture ou, encore mieux ne pas voler de l’essence du tout.

Après l’accident un nouveau loi était mis en place. Les gens doivent payer pour l’essence AVANT de remplir leurs voitures.

Week 13 math post

This week we learned how to change an equation from point slope form to general form. Point slope form is where the equation should look like this: m(x-x)=y-y. This form is useful because it gives a lot of information about the equation. You can immediately see the slope of the equation (slope = m) , the ordered pair being used (the second x and y variables would be the coordinates) and it can be rearranged easily to other forms like general form and slope y intercept form. General form is not very useful but you can easily tell if the equation is linear by seeing if the highest degree is 1 (making sure the variable has no exponents higher than 1). General form must only include integers (no fractions) it’s leading coefficient must be positive and the equation must equal to 0. To change point slope form to general form you can follow the steps and use the equation 9(x-2)=y-3.

1. Add 3 on both sides of the equal sign. Our goal is to get the equation equal to 0 so we start getting rid of the y and the -3. The equation should now look like this: 9(x-2)+3=y.

2. Simplify the equation. Use distributive law to simplify the 9(x-2) so that it becomes 9x-18+3=y. Then, simplify it further by adding the -18 and 3. It should then look like this: 9x-15=y.

3. Subtract y from both sides of the equal sign. We do this to make the equation equal 0 by cancelling out the y on the right side. The y should go right after the x value. Your final answer should be: 9x-y-15=0.

As long as you remember your algebra, distributive property and BEDMAS you should be able to use these steps to rearrange a variety of equations into general form.

Week 12 blog post

This week we learned how to calculate the slope of a line. Slope is a number that states how steep a line is. To calculate slope from a graph, you need to find the rise and the run. Those are numbers that describe how to get from one nice point (points on the given line that are not decimals or fractions). The formula for calculating slope is rise over run. It is the same concept if you want to calculate the slope between ordered pairs.

If you take (3,12) and (5,22) as an example, this is how you would calculate the slope.

Calculate the rise and run to get from one nice point to the next. Rise is the rate the line goes up by on the y axis and run is the rate that the line goes horizontally on the x axis. The two ordered pairs (3,12) and (5,22) are both nice points which makes it easier to calculate. Use a slightly modified formula: y1 – y2 over x1 – x2 (the 1 and 2 are refering to the ordered pairs, for example (3,12) is pair one and (5,22) is pair 2). Written out, it should be 12 – 22 over 3 – 5. This should end up becoming -10 over -2. Once you have that you divide -10 by -2 to get an exact answer for the slope. If you graph the two points and the line that passes through them you can verify if the slope is correct. It should look like this:

The slope is 5 over 1 which means to get from one “nice point” to the next closest one you would need to go up 5 units and over 1.