Geography of the Mediterranean Sea

Geography of the Mediterranean Sea The Mediterranean Sea is a large sea or body of water that is located between Europe, northern Africa, and southwestern Asia. Its total area is 970,000 square miles (2,500,000 sq km) and its greatest depth is located off the coast of Greece at around 16,800 feet (5,121 m) deep. The average depth of the sea, however, is about 4,900 feet (1,500 m). The Mediterranean Sea is connected to the Atlantic Ocean via the narrow Strait of Gibraltar between Spain and Morocco. This area is only about 14 miles (22 km) wide. The Mediterranean Sea is known for being an important historic trade path and a strong factor in the development of the region around it. History of the Mediterranean Sea The region around the Mediterranean Sea has a long history that dates back to ancient times. For example, Stone Age tools have been discovered by archeologists along its shores and it is believed that the Egyptians began sailing on it by 3000 B.C.E. Early people of the region used the Mediterranean as a trade route and as a way to move to and colonize other regions. As a result, the sea was controlled by several different ancient civilizations. These include the Minoan, Phoenician, Greek, and later the Roman civilizations. In the 5th century C.E. however, Rome fell and the Mediterranean Sea and the region around it became controlled by the Byzantines, Arabs and Ottoman Turks. By the 12th-century trade in the region was growing as Europeans began exploration expeditions. In the late 1400s though, trade traffic in the region decreased when European traders discovered new, all water trade routes to India and the Far East. In 1869 ,  however, the Suez Canal opened and trade traffic again increased. In addition, the opening of the Suez Canal the Mediterranean Sea also became an important strategic location for many European nations and as a result, the United Kingdom and France began building colonies and naval bases along its shores. Today the Mediterranean is one of the busiest seas in the world. Trade and shipping traffic is prominent and there is also a significant amount of fishing activity in its waters. In addition, tourism is also a large part of the regions economy because of its climate, beaches, cities, and historic sites. Geography of the Mediterranean Sea The Mediterranean Sea is a very large sea that is bounded by Europe, Africa, and Asia and stretches from the Strait of Gibraltar on the west to the Dardanelles and the Suez Canal on the east. It is almost completely enclosed aside from these narrow locations. Because it is almost landlocked, the Mediterranean has very limited tides and it is warmer and saltier than the Atlantic Ocean. This is because evaporation exceeds precipitation and runoff and circulation of the seas waters does not occur as easily as it would if were more connected to the ocean, however enough water flows into the sea from the Atlantic Ocean that is water level does not fluctuate much. Geographically, the Mediterranean Sea is divided into two different basins- the Western Basin and the Eastern Basin. The Western Basin extends from the Cape of Trafalgar in Spain and the Cape of Spartel in Africa in the west to Tunisias Cape Bon in the east. The Eastern Basin stretches from the  eastern boundary of the Western Basin to the coasts of Syria and Palestine. In total, the Mediterranean Sea borders 21 different nations as well as several different territories. Some of the nations with borders along the Mediterranean include Spain, France, Monaco, Malta, Turkey, Lebanon, Israel, Egypt, Libya, Tunisia, and Morocco. It also borders several smaller seas and is home to over 3,000 islands. The largest of these islands are Sicily, Sardinia, Corsica, Cyprus, and Crete. The topography of the land surrounding the Mediterranean Sea is varied and there is an extremely rugged coastline in is northern areas. High mountains and steep, rocky cliffs are common here, though in other areas the coastline is flatter and dominated by desert. The temperature of the Mediterraneans water also varies but in general, it is between 50 F and 80 F (10 C and 27 C).​ Ecology of and Threats to the Mediterranean Sea The Mediterranean Sea has a large number of different fish and mammal species that are mainly derived from the Atlantic Ocean. However, because the Mediterranean is warmer and saltier than the Atlantic, these species have had to adapt. Harbor porpoises, Bottlenose Dolphins, and Loggerhead Sea Turtles are common in the sea. There are a number of threats to the  biodiversity of the Mediterranean Sea, though. ​Invasive species are one of the most common threats as ships from other regions often bring in non-native species and Red Sea water and species enter the Mediterranean at the Suez Canal. Pollution is also a problem as cities on the coasts of the Mediterranean have dumped chemicals and waste into the sea in recent years. Overfishing is another threat to the Mediterranean Seas biodiversity and ecology as is tourism because both are putting strains on the natural environment. References: How Stuff Works. (n.d.). How Stuff Works - The Mediterranean Sea. Retrieved from: http://geography.howstuffworks.com/oceans-and-seas/the-mediterranean-sea.htm

Expository Essay on Texting While Driving

Expository Essay on Texting While Driving Expository Essay on Texting While Driving In today’s world, cell phones play a central part in the lives of many people around the world. Tasks such as making calls, texting, taking photos and even surfing the Internet have not only been made easier but have also been made more possible for many more people. As a result, cell phone subscriptions continue to increase globally, As people continue to depend on cell phones for their communication needs, these devices not only become more useful but also more dangerous, especially when used at inappropriate times. One of the most dangerous ways to use cell phones is to text while driving. The available statistics sadly indicate that the number of the people who are engaged in accidents or even lose their lives because of texting while driving is on the increase. This can either mean that people do not really know the kind of danger that they place themselves in when they decide to text while driving or that they actually know the dangers but have chosen to ignore the w arnings. The action of many countries around the world to ban the use of cell phones while driving may have served to deter drivers from using their phones as they drive, but the increased number of causalities clearly demonstrates that there is still a lot more that needs to be done. One of the main reasons that make texting while driving very dangerous is that using the phone reduces a driver’s reaction time in traffic. on busy roads, the amount of time that one talks before reacting to a situation, in most cases, determines whether one gets to continue living. As much as it is both dangerous to call and text while driving, texting while driving is actually more dangerous because one has to constantly look at the screen of the phone in order to type or to read messages. The reduced attention on the road increases the chances that the driver will cause an accident because it reduces the time he has to react to traffic situations. Moreover, studies show that people who text while driving tend to accelerate more slowly after stepping on their brakes. This can cause irregularities for other drivers, leading to possible accidents. Also, since their eyes are more on the text than on the road, drivers who choose to text while driving have a much higher chance of hitting a pedestrian than those not distracted in driving. A large number of accidents, whether severe or not, usually occur within a twinkle of an eye. This means that just a moment of distraction is enough for a driver to cause a serious road accident. Given the many concerns, it is best if drivers were not only banned from texting but banned from using their phones in any way at all as they drive. Feel free to visit to order a custom expository essay about Texting While Driving written by certified academic writers.

Nanotechnology Research Paper Example | Topics and Well Written Essays - 250 words - 1

Nanotechnology - Research Paper Example Nanotechnology has so far been of help and has also found its way into the treatment of infectious diseases. Nanotechnology works by making use of the nano materials that have antimicrobial properties and makes use of encapsulated benzoyl oxide, which improves the activity as well as the tolerability of the anti-acne agent. Acne comes into the picture as being one of the most common dermatological conditions. Nanotech medication that has strong antimicrobial properties to treat an infectious disease can be devised. The drugs will be administered and allowed to diffuse in the target body fluid with some pressure being felt; the upward and downward forces will always be in balance. 6Ï€rÃŽ ·v will be a force acting in resistance to the particle. Here, r represents the radius of the blood vessel; n represents body fluid viscosity, and v represents the velocity that the nanotech drug will be moving along the blood vessels. As it is known, Stokes law is almost a presence in almost all fields, and as such it has its application here too. Chitosan application in nanotech medication is mainly felt as a delivery tool and also due to its inherent antimicrobial property that is very useful in the treatment of

Benefits of Risk Management, Risk Management Frameworks Assignment

Benefits of Risk Management, Risk Management Frameworks - Assignment Example Importance of Risk Management Risk Management is extremely crucial because it helps the decision-making process regarding viability and competitiveness between organizations. It also helps in the creation of value which is the main factor to manage the business better in global markets when all organizations have equal access to available resources because then business processes to congregate on international standards. Operational efficiency can be increased by having plans for risk management already in place because it enables a business to do more for less. This means putting aside resources from regular expenditures in making strategic investments which will support company goals. A large percentage of the budget is spent on keeping the business running. Progressive organizations must have contingency plans to develop and expand resource deployment and implementation which will spare resources to concentrate on risk management strategies. (Mes 2010). Benefits of Risk Management Risk is always associated with insecurity and improbabilities with the possibility of things not turning out as expected. The benefits of risk management are that the organization is fully prepared for such eventualities and has a mechanism in place to handle risks and minimize losses. It is not possible to totally eliminate all risks, so good risk management develops awareness of risks when times are good, and perpetuates regulations and self-control during crises (Raz and Michael 2001). The benefits of risk management can be both long and short term. Accordingly, each stage of risk management efforts beginning from risk identification and evaluation and formulating alleviation or improvement strategies has its own benefits (Miller 1992). Question 2: Compare and contrast Management of Risk with another risk management framework (such as that offered in chapter 7 of Project Management by Larson and Gray), highlighting the similarities and differences between them.  

Achieve dramatic effect Essay Example for Free

Achieve dramatic effect Essay Act three is the boiling point of the crucible. How does Arthur Miller create tension and suspense to achieve dramatic effect?  The crucible was written in 1953 to highlight the atrocities of McCarthyism, the modern parallel to the Salem witch-hunts. Senator Joseph McCarthy was as determined to hunt out communists, as the Salem judges had been to hunt out witches. Like the Salem judges he sought to extract first confessions and then named of alleged associates. Refusal to denounce others in both communities could be punished as contempt of the committee or court therefore many were forced into self-preservation and started to blame others to save themselves. Most of the crucible is centered on the court and theocracy. It was these strong religious beliefs that made the town of Salem, Massachusetts, particularly disrupted by the rumour of witchcraft. Salem was an intensely Puritan village whose religion frowned upon fun; Christmas festivities were forbidden and holidays only meant that they must focus even more time upon prayer and the church. This strict upbringing, without any fun, was partly to blame for the childrens crying out. The boredom they must have suffered led to their accusations so that they may be at the centre of attention. The puritan religion at that time throve on fear of the devil and had an obsession with sin and damnation. Therefore any other justification for the girls behaviour was seen as contempt of the court. It wasnt until much later that mass-hysteria was considered and concluded to be the explanation if the girls behaviour. The cause of Mass-hysteria in this case was the group of childrens boredom; the reason for this is twofold. Firstly it led to dancing and conjuring of spirits in the wood and secondly Abigail Williams boredom gave her a need for attention. Abigails accusing of several witches caused Betty to believe she saw the Devil and a baseless belief, such as this, is often the cause of Mass-hysteria; it begins small with one person in hysteria (Abigail) but travels and inflicts more people and more people. Abigail Williams, a teenage girl, is the most powerful character in The Crucible. During the play she manages to gain control over all but one of the community. However, this person, John Proctor, subjected to Abigails power in the past as we find out later on and is the cause of much irony in act three. Abigail is Reverend Parris niece, his beliefs and his views of witchcraft change as the play progresses. He goes from being totally against witchcraft and tries in to avoid the subject to trying to convict many witches and those who try to stop the accusations in act three. I think that Parris does this is mainly for self-preservation. The first act of self-preservation in the play was made by Abigail, she accused Tituba, Parris slave. I think that she blamed Tituba because she saw it as a way out. I think that when Hale grabbed her up close and asked if she called the Devil she replied I never called him! Tituba, Tituba because it released the pressure off of her. The pressure being released and put onto Tituba meant that Abigail was free and was not under questioning. The courts procedures were very strict in Salem. There were two judges, judge Hathorne and deputy-governor Danforth. Danforth strongly believes in the court and is stubborn in his beliefs; he thinks that people are scared of the court because they are guilty. He wont listen to any reason that may lead him off his path. When Giles Corey proposes his deposition to save his wife (which said that Putnam manipulated the girls) is proposed in act three, Danforth sticks to the way he believes is right, the court. He says that he must go through the proper procedure and that he must submit his evidence in proper affidavit. Miller puts Giles deposition in the play for two reasons. I think that the first is to show how difficult it is to be heard and that they could not protest their innocence, this foreshadows the later events. I think the second reason is to create time for the judges to read it. This time creates tension as the audience are waiting to see what will happen with Mary Warrens deposition, which we know about from act two. Arthur Miller builds up the tension in act three, he uses the tension of the conflict between Danforth, Parris and Hale near the begin and throughout. Theses are three men with different beliefs, rules and procedures, to achieve dramatic effects. He does this by using the conflict to give hope in the audience that the court will crumble.  Later on in act three Miller creates tension by putting Danforth on the spot. He does this by putting Proctor on the scene with his deposition of the evidence of Mary Warren. Again Miller creates tension because we already know from act one about Marys character. She is a shy, naà ¯Ã‚ ¿Ã‚ ½ve and subservient girl who wanted to be honest from the start. In act one she says Abby, weve got to tell. We must tell the truth, Abby! however Abigails strong, threatening behaviour stopped her from owning up, we wonder whether Abigail will do this again.

The Watch Essay -- Observation Essay, Descriptive Essay

I am sitting in a still room, borrowing a moment to inhale the serenity that seems to float in the air like a cloud of fog, and listening to the silence. Listening closely, I notice that the silence, an absence of apparent sound, is its own symphony; it is an orchestration that is being kept alive by a carefully beating drum. I concentrate on the drum’s beats, observing that its rhythm is steadily and confidently throbbing. When glancing, I make a discovery and erupt with laughter. At this moment, precisely 1:43 PM, I realize that the incessant pulsation is not the tempo of tranquility, but rather the ticking of my watch. A small, thin, golden band strapped to my wrist, the watch is a living creature; it has a face, hands, a heartbeat. It has its own mechanized mind, a willpower to keep ticking at the same pace despite the circumstances; some of the more durable watches even tick under water. Within each brisk movement of the second-hand, a human has laughed, some have shed te ars, one is gripped by death, and yet another is being given the gift of life. Just like the individuals who comprise the human race, these curious creatures come in all shapes and sizes, each with its own beauty. My watch, an example of those delicate timepieces fastened with a band of gold or silver, resembles a bracelet. Yet, there are watches with thicker straps; some with leather, plastic, and even bands of bulky cloth; watches with bold heavy-set numerals; timepieces with only dots or diamond-shaped accents to represent the twelve hours; as well as the contemporary digital watch. Despite the endless assortment of watches, each serves the very same purpose: creating a framework in which those who ride the roller coaster of modernized life must run th... ...e not only created a world where our slavery to time is inevitable, but are now pushing the envelope to race against the clock. No longer are we satisfied to wait three days to receive information in the mail; we simply send a fax or an email with the punch of a button or the click of a mouse. In a civilization that craves instant-gratification, whether in terms of financial transactions or communication, speed has become the most valuable commodity. Our newly conceived definitions of the words â€Å"fast† and â€Å"slow† are resetting the biological clocks of younger generations. My watch tells me that several hours have passed while I have been explaining every nuance of time, but I have numerous tasks to accomplish before the curtain comes down on February the fifth, two-thousand three. I better attend to these duties before I realize that I have wasted too much time.

Psychology Hl Internal Assessment

| Psychology Internal Assessment| An experiment on instruction of free recall and serial recall on memory. | Psychology Higher Level| Name: Vanessa BarthovaCandidate Number: 001457-004School: QSI International School of BratislavaDate of Submission: February 25th, 2013Word Count: 1,997| | | The aim of this experiment was to investigate whether recall of words can be influenced by instructed form of free recall versus serial recall. Since recall for any given item depends upon the position of that item in the series, it was investigated if the type of recall has influence on the primacy and recency effects.The hypothesis predicted that participants in the free recall condition will show a  classic position curve with the recency effect taking place almost equally to the primacy effect, then when compared to participants in the serial anticipation condition where the primacy effect will be dominant. This was based on previous research by Deese (1957), which demonstrated that it is po ssible to alter the form of the serial position curve by instructions as to the method of recall. The DV was number of words recalled and the IV was the fact whether free recall or serial-order recall was instructed.The repeated measures design was chosen. An opportunity sample of 36 participants (N=36) participated. 3 lists of 20 common English words were read out to participants in the control group, all of the lists were instructed for free recall before and after reading of the list. 3 lists of 20 common English words were read out to participants in the experimental group. In the first list free recall was called on for both before the reading of the list and after. In the second list, free recall was called on before the reading, and serial recall was instructed after the hearing of the list.In the third list, serial recall was called on for both before the reading of the list and after The T-test showed the results of the list were significant at a 5% level of significance, s o the research hypothesis that type of instruction affects recall was accepted. Word count: 304 Introduction Cognitive psychology deals with mental processes such as memory. Memory has been studied by psychologists since Atkinson and Shiffrin proposed theory of the multistore model of memory (MSM), which breaks-up memory into different categories.Information is received by sensory stores, and some is passed to short-term memory stores (STS), which can then be passed to long-term memory stores (LTS). Attention is the control process responsible for transfer of information from sensory store to STS. This is supported by many studies that involve serial position effect, showing that when participants are presented with lists of words, they remember first few and last few words and are more likely to forget those in middle.A study, conducted by Murdock (1962) investigates the relationship between serial position effect, position of words on given list, and participant‘s ability to freely recall them. Murdock suggested that early words were put into  long-term memory (primacy effect) because subject had time to rehearse words, and words from the end went into  short term memory  (recency effect). Words in middle had been there too long to be held in STS, due to displacement, and not long enough to be put into LTS, hence they’re forgotten. Glanzer and Cunits (1966) conducted an  experiment introducing the variable of immediate versus delayed recall.They studied separate output of STS, since they introduced a  variable, delayed start of recall, which had a  different effect on long-term and short-term storage, and therefore changed the beginning and end of the serial position curve. Studies of the position curve and memory show that a  delay of thirty seconds (being the time hypothesized that short-term memory lasts for) did not affect the primacy effect which was clearly present, but drastically lowered the amount of words of the recency e ffect. Deese (1957) focuses on serial organization of words.The study showed probability of recall depended upon position of item in the series. It focused on a  new variable, free recall versus serial anticipation, where subject not only had to remember words, but also in correct order. Serial anticipation changes the serial position effect, since when serial anticipation is compared to free recall, it can be noted that the curves are roughly mirror images of one another. The researchers divided their subjects into two groups, those who would freely recall words, and those who would be instructed to recall words in the order they were presented.Findings show that although the total amount of words recalled was close to identical, there was a  change in the serial position curve. In this case, early items have the highest probability of recall (not last), last items second highest (not first), and middle items least. This is due to the fact that when having to remember the words in order, long term stores would be most accurate as those words were most repeated in order. The above findings are important since they gave cognitive researchers an insight into memory processes, and support the multi-store model theory.They show that we remember the beginning, because it is stored in long-term stores, and end, when the short-term storage is not interrupted, but least frequently middle words, as hypothesized by the serial position curve and the primacy and recency effects. This experiment is a  replication of Deese (1957). It uses the distinction of free recall and serial anticipation, to affect the serial position curve and focus on LTS primarily. Aim: investigate effect of the recall of words in free recall, and recall by serial anticipation, and the effect it has on LTS and STS in relation to the serial position curve.Experimental hypothesis (H1): Participants in free recall condition will show a  classic position curve with the recency effect taking plac e almost equally to the primacy effect, and then when compared to participants in the serial anticipation condition where the primacy effect will be dominant. (Free recall: words recalled in any order. Serial recall: words recalled in order they were presented. ) Null hypothesis (H0): There will be no significant difference between recall of words when compared in free recall and serial anticipation situations, or any difference will be due to chance. Method Design:Independent measures design was chosen to eliminate order effect, and to prevent boredom, tiredness, or improvement of skills with performance. Independent variable was used in the same sense, but with slight variation in the form of recall. If the same participants were used, they would know what to learn in the first part, and that would affect the second part of the experiment. One possible disadvantage of this design is that there may be participant variability. For example, participants may vary in memory ability, so the differences between groups may be due to this and not simply to the manipulation of the IV.To avoid participant variability, participants were given two practice lists to memorize, and the mean in these two lists was within two standard deviations, suggesting that the participants had similar memory capacity. Another disadvantage would be participant sabotaging the study, or becoming distracted. This was prevented by eliminating empty lists submitted by participants from results, hanging a sign so that people would not enter the testing classroom, and asking anyone distractive to leave. Ethical considerations were followed, as each participant was briefed before the experiment, and debriefed after it.It was clear that at any time participants had the right to withdraw from the experiment and their anonymity would be protected. Participants were not harmed physically or psychologically, and all signed informed consent form. Independent variable: Whether free recall or serial ord er recall was instructed. (Free recall: words recalled in any order. Serial recall: words recalled in order they were presented. ) Dependent variable: Amount of words recalled. (Frequency of words recalled. ) Participants: Opportunity sampling was used because this was the most convenient and saved time.The target population was IB students at QSI Bratislava with fluency in English. Participants were asked, and those who accepted met in the classroom. The participants were required to have specific English abilities because the experiment was conducted in English. In total, for the experiment we had 11 boys and 25 girls (N=36). Materials: * Consent forms * Standardized briefing and debriefing instructions * 8 lists of 20 different words * Answer sheets * Stopwatch Procedure: Before experiments began, 8 different lists of 20 words were randomly created from a list of 1,000 common English language words.First group of participants (N=18), brought to a quiet classroom, each seated at a desk. Standardized briefing was read out loud, and informed consent was given. Answer sheets were placed face-down on each desk. 1. Subjects were required to recall two practice lists, given with standardized instructions. They were instructed free recall. Each list was read by experimenter at the rate of one word per two seconds, without emphasis, and recall was required immediately after the reading. 2. Participants were divided into control and experimental groups randomly. One group was tested at a time. . Control group was given 3 lists with the same instructions as those for practice lists. After finishing the lists, groups switched locations. 4. Experimental group had the following sequence of instructions: * First list: instructions were same as for practice list. (Free recall is called on for both before reading of the list and after. ) * Second list: instructions before the list were for free recall, and instructions for recall in serial-order were instructed after hearin g. * Third list: instructions were to recall in serial-order were given before and after reading list. . All lists were collected, and both groups were read standardized debriefing together. Second group of participants (N=18) was tested, and same procedure was followed. Results Descriptive: The experiment collected interval ratio data. Therefore, mean and standard deviation were chosen as descriptive statistics. As this study has a focus on the amount of words recalled in different stages of the list, words were classified under four headings: â€Å"Beginning† (words 1-6), â€Å"Middle† (words 7-14), and â€Å"End† (words 15-20), along with â€Å"Total† as summary, for comparison and analysis.From Table 1. it can be deduced that when free recall was instructed and used, participants received similar results over-all ( average of 8. 25 and 8. 75 words), although the results were not dispersed close to the mean. With standard deviations (SD) being differin g and high (3. 31 and 5. 42), this suggests primacy and recency effect. From Table 2. it can be deduced that when participants were expecting to perform free recall, but were instructed serial recall, the performance over-all significantly dropped (averages of 7. 65 compared to 3. 95).Furthermore more words were remembered in the situation of serial recall in beginning, since they were stored in LTS, and therefore their position could be better recalled, suggesting the primacy effect (7. 17 compared to 3. 67). From measures on table 3. it can be deduced that primacy effect is dominant in serial recall, as the mean of words in beginning (9. 00), dropped down in the end words (4. 38). Table 1: Mean recall and Standard deviation of words in A1 and B1 lists (free recall in both). | Beginning words 6 possible words (1-6)| Middle words8 possible words (7-14)| End words6 possible words 15-20)| Total words20 possible words (1-20)| | A1| B1| A1| B1| A1| B1| A1| B1| Mean| 10. 00| 9. 33| 7. 50 | 5. 25| 7. 50| 11. 00| 8. 25| 8. 75| SD| 3. 58| 5. 89| 2. 78| 2. 12| 3. 56| 2. 45| 3. 31| 5. 42| N| 18| 18| 18| 18| 18| 18| 18| 18| Table 2: Mean recall and Standard deviation of words in A2 and B2 lists (free recall in A2 list, serial recall asked in B2 list after memorization process). | Beginning words 6 possible words (1-6)| Middle words8 possible words (7-14)| End words6 possible words (15-20| Total words20 possible words (1-20)| | A2| B2| A2| B2| A2| B2| A2| B2|Mean| 11. 50| 7. 17| 5. 00| 2. 25| 7. 33| 3. 67| 7. 65| 3. 95| SD| 1. 22| 2. 23| 2. 62| 1. 67| 3. 01| 4. 32| 3. 60| 3. 39| N| 18| 18| 18| 18| 18| 18| 18| 18| Table 3: Mean recall and Standard deviation of words in A3 and B3 lists (free recall in A3 list, serial recall in B3). | Beginning words6 possible words (1-6) | Middle words8 possible words (7-14)| End words6 possible words (15-20| Total words20 possible words (1-20)| | A3| B3| A3| B3| A3| B3| A3| B3| Mean| 9. 33| 9. 00| 7. 38| 1. 00| 10. 00| 4. 38| 9. 10| 4. 55| SD| 4. 08| 6. 26| 3. 16| 0. 93| 1. 90| 5. 15| 3. 18| 5. 0| N| 18| 18| 18| 18| 18| 18| 18| 18| Inferential: T-test was chosen since the experiment tested difference between frequency of words remembered between various lists, and the way they were stored (by observing the primacy and recency effect), with the comparison of control lists to experimental. T-test was chosen because it is more powerful, and shows whether they have significant differences. Advantages are that it works well with two means—its good for ratio data, such as in this experiment. Disadvantage is that results are assumed to come from a  normally distributed population.This test is good to use when the population mean and standard deviation are unknown, and 2 separate groups are being compared, that is why it was chosen over other tests. Table 4. This table presents a comparison between the first and last 6 words of each experimental list, comparing the significance of primacy and recency effect on recall . List:| Primacy (average # of words recalled)| Recency (average # of words recalled)| Significance? | B1| 9. 33| 11. 00| The two-tailed P value = 0. 5003 This difference is considered to be not statistically significant| B2| 7. 17| 3. 67| The two-tailed P value = 0. 542 This difference is considered to be not quite statistically significant. | B3| 9. 00| 4. 38| The two-tailed P value = 0. 0805 This difference is considered to be not quite statistically significant. | Table 5. This table statistically states the p value of comparisons between different sections of control tests to experimental tests. Comparing lists| First words | Middle words| Last words| Over-all| A1 vs. B1| P value = 0. 8174 This difference is considered to be not statistically significant. | P value = 0. 0901This difference is considered to be not quite statistically significant. P value = 0. 0756This difference is considered to be not quite statistically significant| P value = 0. 7266This difference is consider ed to be not statistically significant. | A2 vs. B2| P value = 0. 0019 This difference is considered to be very statistically significant. | P value = 0. 0252 This difference is considered to be statistically significant. | P value = 0. 1189 This difference is considered to be not statistically significant. | P value = 0. 0021 This difference is considered to be very statistically significant. | A3 vs. B3| P value = 0. 9152This difference is considered to be not statistically significant. | P value is less than 0. 0001 This difference is considered to be extremely statistically significant. | P value = 0. 0439 This difference is considered to be statistically significant| P value = 0. 0024   This difference is considered to be very statistically significant. | Lists of A1 and B1 (both free recall), had P-value of . 7266, so the difference is not statistically significant. A2 and B2 lists (control both free-recall versus instructions before the list were for free recall, and after list instruction for serial-order), had P-value of . 021, so the difference is statistically significant. A3 and B3 lists (control free recall versus serial recall), had P-value of . 0023, meaning difference is statistically significant. The difference between free recall and serial recall list had a  value lower than the significance chosen of P= 0. 05, we rejected the null hypothesis and accepted the experimental hypothesis. Graph 1. This graph maps out all the 6 lists (3 control and 3 experimental), in order to visually represent the primacy and recency effects of each list. DiscussionThis experiment observed relationship between frequency of recall per item and order of emission in immediate recall. Previous research has shown that as sequence is introduced into material to be recalled by free recall, serial position curve changes from free recall of disconnected items to recall by serial anticipation. This suggests that its possible to alter the form of serial position curve by method of recall. For the experimental lists, Deese (1957) had averages of 3. 69 in second list, and 4. 33 in third, similar to this experiment, performance in first list was highest, as it was in free recall.Performance in second list was worst, as it was unexpected serial recall. In third list serial recall was expected, hence it was higher than second list, but lower than first, as free recall is more efficient than serial, confirmed by previous research. In this experiment when participants recalled lists using free recall, similar amount of words was recalled (8. 25 and 8. 75), implying the two groups are comparable. Second experimental list showed significantly decreased performance (7. 65 and 3. 95), the P-value being 0. 0021 with 5% significance.This could be due to unexpected instruction of serial recall. Third experimental list suggests loss in total number of items recalled with anticipated serial order, compared to free recall (9. 10 and 4. 55). However, primacy effec t is dominant to recency effect (9. 00 to 4. 48), with P-value 0. 0439, suggesting change of position curve from that characteristic of free recall to that of serial anticipation. It seems reasonable to conclude that form of serial position curve in free recall is dependent on order of emission of items in recall.If recall is completely unstructured (free recall), items are recalled in order of strength, and last items, on average, are recalled first, as suggested Murdock 1962. This experiment further supports that if serial recall is induced, items are recalled in order and the first items are most frequently recalled, supporting the experimental hypothesis. The results of this study support the findings of Deese 1957, confirming correlation between frequency of recall per item, list position and position in recall found in previous experiments.Results are consistent with findings of Deese as it can be noted that the primacy effect is dominant in the serial recall compared to the f ree-recall conditions. It also supports the multi-store memory model of Atkinson & Schiffrin because it can be seen that the memory is composed of long-term and short-term stores, due to a significant difference between the amount of words recalled from the beginning, middle, and end of the list. One limitation is that most participants were IB-diploma students so they were probably trained in remembering terms.Additionally, generalization could be a problem because of the participant’s age range of 16-19 years compared to the original experiment with the age range of 18-54 years. The similar average in free recall lists of both conditions (8. 25 and 8. 75) indicates that participants performed relatively similar. This may be because students were similar in age and were all IB students. An improvement in a future experiment is to use a larger age range such as Deese 1957. Also the fact that most participants were not native in English language could affect results.Furthermor e although independent measure was chosen, participants did not have same lists, which might have had an effect on the participants’ ability to memorize the words. It can be noted that means of the free-recall conditions are differed, which indicates that participants remembered some lists better than the others. A modification could be that the control and experimental group would get the same word lists in order to make the comparison more reliable. Although all participants were not tested at same time, all procedures were followed for both groups, so that they would have comparable results.Lastly, artificiality is a problem because of the experimental method. However, seeing as the experiment was conducted in a classroom, this can be considered a natural environment. Researchers are discussing to what extent results on memory like these can be relied on. One modification is to use words the sample is familiar with such as party, and cell-phone, instead of horse and person . Nonetheless, replications of the study by Deese (1957) have demonstrated the clear effect of using concrete words on recall, and thus we can rely on these results.In conclusion, the results attained in this experiment are consistent with cognitive theories about memory processes such as MSM, and the primacy and recency effects. Therefore this experiment concluded that words using free recall are better recalled than of serial recall. This is probably due to us having access to both long-term and short term memory. In serial order, one mainly knows the position of words stored in long-term memory. However, the researchers did not study whether people would perform better if they could not easily associate with the words, nor strategies used in memorization.This is a possible topic for further research. References Atkinson, R. C. ; Shiffrin, R. M. (1968). Chapter: Human memory: A proposed system and its control processes. The psychology of learning and motivation (Volume 2). New Yor k: Academic Press. pp. 89–195. Murdock B. The Serial position effect of free recall. Journal of Experimental Psychology 1962, Vol. 64, No. 5, 482-488. Glanzer M. and Cunitz A. Two storage mechanisms in free recall. Journal of verbal learning And verbal behavior (Volume 5). 351- 360. 1966 Deese, J. Serial Organization in the recall of disconnected items. Psychological reports. 957, 3, 577-582. Southern Universities Press. Appendices Appendix 1. Informed consent: Informed Consent Form IB Psychology Experiments I give my consent to participate in the IB Psychology experiment about memory run by Vanessa Barthova and Katarina Hlavata on December 13, 2012. I have been informed about the nature of the experiment. I understand that my participation is voluntary. I may withdraw from the study at any time and request that my data not be used in the experimental results. I have the right to a debriefing about the general results of the study and I may obtain my individual results upon r equest.I give my consent knowing that all aspects of my participation will remain confidential and that I will not be subjected to any harm or deception. I understand that the experiment has potential benefits. The aim of all IB Psychology experiments is to improve cognitive processing skills in areas such as memory, perception, problem-solving, and attention. ____________________ _________________ Student Name Date Appendix 2. Standardized briefing: Welcome everyone! Thank you for allowing time to participate in this experiment on memory.The other researcher will distribute an informed consent form that we will ask you to sign your agreement. If at any time you should change your mind do know that you are entitled to withdraw from this experiment. Please listen carefully and do not talk to any of the other participants. Furthermore, do not look at any papers on the table until instructed to do so. You will then be read 2 practice lists of words, and 3 additional lists of words, tha t you are to memorize hen you will be asked to write down all the words you recall on the paper in front of you.Turn the paper over when instructed to. If you have any questions you are more than welcome to ask one of the researchers. Standardized debriefing: The aim of this experiment was to investigate if the type of recall had effect on the words recalled, as seen through their position in the list. Group A was the control group, which had free recall after all the lists, meaning that they just wrote down all the words remembered, in any order. Group B on the other hand, had instructed serial recall on two lists, meaning that they had to try to recall the words in the order that they were read.Previous research has shown that in free recall, you have the highest ability to memorize the first and last words of the list. The first words are repeated by you when you try to memorize them, so they are stored in your long term memory. The last words were just recently heard, so you hav e them stored in short term memory, for easy recall. When serial recall is instructed, mostly the words remembered correctly are the first words, because they were stored in long term stores, most likely in order, due to memorization through repetition.If you wish to know the full results of the experiment or have any further questions you are more than welcome to leave your e-mail. Thank you once again for your participation. Appendix 3. Lists of words: Practice 1: (aka #1) 1. bus 2. reply 3. love 4. person 5. eight 6. sentence 7. need 8. old 9. cat 10. sleep 11. brother 12. newspaper 13. snow 14. sharp 15. water 16. apple 17. box 18. grass 19. lady 20. king Practice 2: (aka #2) 1. Kitchen 2. Juice 3. Potato 4. Monkey 5. Moon 6. Window 7. Village 8. Children 9. Horse 10. Mouse 11. Friend 12. Read 13. Weather 14. Train 15. City 16. Eye 7. Bone 18. Picture 19. Wild 20. Joy Control 1: (aka A1) 1. Cook 2. Home 3. Heavy 4. Prison 5. Evening 6. Ocean 7. Star 8. Wash 9. Heart 10. Dance 11 . Alone 12. Knock 13. Never 14. Pink 15. Story 16. Today 17. Wheel 18. Leg 19. Sand 20. Color Control 2: (aka A2) 1. Even 2. Die 3. Cup 4. Hat 5. Milk 6. Orange 7. Piano 8. Needle 9. Job 10. Gun 11. Fish 12. Hall 13. Basket 14. Ask 15. Circle 16. Tree 17. News 18. Mud 19. Knee 20. Sport Control 3: (aka A3) 1. Toe 2. Work 3. Young 4. Gum 5. Shop 6. Pillow 7. Sky 8. Hotel 9. King 10. Listen 11. Heaven 12. Open 13. Nature 14. Cheese 15. Enemy 16.Computer 17. Brown 18. Forest 19. Air 20. Corn Experimental 1: (aka B1) 1. Jelly 2. Face 3. Good 4. Active 5. Clean 6. Heart 7. Iron 8. Shell 9. Rice 10. Pull 11. Nose 12. Map 13. Office 14. Ring 15. Uncle 16. Yard 17. Zoo 18. Room 19. Pink 20. Old Experimental 2: (aka B2) 1. Rich 2. Rent 3. City 4. Eye 5. Cat 6. Open 7. Now 8. Left 9. Ice 10. Head 11. Gold 12. Female 13. Dish 14. Bird 15. Clock 16. Ear 17. Duck 18. Hurt 19. Life 20. Leaf Experimental 3: (aka B3) 1. Music 2. Police 3. Shirt 4. Army 5. Copper 6. Hungry 7. Nature 8. Power 9. Red 10. Tooth 11. Glass 12. Bridge 13. Dream 14. Fox 5. Nose 16. Machine 17. Rock 18. Smile 19. Work 20. Brother Appendix 4. Answer sheets, cut into strips of separate lists. # 1 #2 A 1 A 2 A 3 B 1 B 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. B 3 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Appendix 5. Scrip for experiment / Standardized Instructions: Instructions: # 1 * â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † # 2 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you.You have a minute and a half. † DIVIDE GROUPS: â€Å"Now we are going to separate into two groups. A and B. I will draw the names of members in each group randomly from a hat. Group A: ________. Group B: _______. (Record names on board) GROUP B, please exit the room and wait in the UR room and do not go anywhere else. We will come get you in a few minutes. A 1 * â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. † (5 sec pass) * Read list (5 sec pass) â€Å"Now write down all the words that you can remember from the list I hav e just read on the paper in front of you. You have a minute and a half. † A 2 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. A 3 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † THANK YOU GROUP A, THAT IS ALL. PLEASE EXIT THIS ROOM AND WAIT IN THE UR. WELCOME GROUP B, DO WE HAVE EVERYBODY? (check list on board) LET US BEGIN. B 1 â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † B 2 * â€Å"I am going to read you another list of words. Again, you are to listen to this list very carefully and remember as many words as possible. Do not write anything down nor turn your paper around until you are told to do so. (5 sec) * After the list was read * (5 sec) â€Å"This time I want you to try to remember the words exactly in the order in which I read them on the paper in front of you. You may turn it around. You have a minute and half. † B 3 * â€Å"I am going to read you another list of words. Listen very carefully and remember as many words as possible, in the order that they are presented. Do not write anything down until you are told to do so. † (5 sec) * Read list * (5 sec. ) â€Å"Write down the words exactly in the order in which I read them. You have a minute and half. † GET GROUP A AND DEBREAF. Appendix 6. Raw Data:These tables summarize the position in the list of a words, and frequency recalled. Practice lists: Practice #1|   | | Practice #2|   | | Word #| Frequency| | Word #| Frequency| | 1| 32| | 1| 31| | 2| 24| | 2| 25| | 3| 29| | 3| 21| | 4| 14| | 4| 19| | 5| 15| | 5| 17| | 6| 14| | 6| 17| | 7| 13| | 7| 18| | 8| 16| | 8| 15| | 9| 20| | 9| 17| | 10| 8| | 10| 18| | 11| 14| | 11| 12| | 12| 12| | 12| 6| | 13| 16| | 13| 12| | 14| 13| | 14| 7| | 15| 9| | 15| 13| | 16| 13| | 16| 13| | 17| 9| | 17| 12| | 18| 8| | 18| 14| | 19| 21| | 19| 13| | 20| 13| | 20| 20| | Total participants| 36| | Total participants| 36| | Control lists: A1 |   | | A2|   | | A3|   |Word # | Frequency| | Word #| Frequency| | Word #| Frequency| 1| 17| | 1| 13| | 1| 13| 2| 10| | 2| 11| | 2| 14| 3| 9| | 3| 13| | 3| 12| 4| 8| | 4| 11| | 4| 6| 5| 7| | 5| 10| | 5| 6| 6| 9| | 6| 11| | 6| 5| 7| 11| | 7| 5| | 7| 11| 8| 4| | 8| 8| | 8| 5| 9| 5| | 9| 5| | 9| 10| 10| 8| | 10| 6| | 10| 7| 11| 12| | 11| 3| | 11| 12| 12| 6| | 12| 0| | 12| 4| 13| 7| | 13| 8| | 13| 5| 14| 7| | 14| 5| | 14| 5| 15| 3| | 15| 7| | 15| 9| 16| 5| | 16| 5| | 16| 7| 17| 5| | 17| 6| | 17| 10| 18| 10| | 18| 5| | 18| 12| 19| 11| | 19| 8| | 19| 10| 20| 11| | 20| 13| | 20| 12| Total participants| 18| | Total participants| 18| | Total participants| 18|Experimental Lists: B1|   | | B2|   | | B3|   | Word #| Frequency| | Word #| Frequency| | Word #| Frequency| 1| 18| | 1| 11| | 1| 16| 2| 15| | 2| 5| | 2| 17| 3| 8| | 3| 8| | 3| 8| 4| 7| | 4| 7| | 4| 6| 5| 5| | 5| 7| | 5| 6| 6| 3| | 6| 5| | 6| 1| 7| 8| | 7| 1| | 7| 1| 8| 3| | 8| 2| | 8| 1| 9| 3| | 9| 2| | 9| 1| 10| 4| | 10| 1| | 10| 0| 11| 5| | 11| 3| | 11| 0| 12| 7| | 12| 6| | 12| 1| 13| 8| | 13| 1| | 13| 1| 14| 4| | 14| 2| | 14| 3| 15| 13| | 15| 1| | 15| 2| 16| 7| | 16| 0| | 16| 0| 17| 13| | 17| 3| | 17| 1| 18| 9| | 18| 0| | 18| 6| 19| 13| | 19| 10| | 19| 6| 20| 12| | 20| 8| | 20| 14|Total participants| 18| | Total participants| 18| | Total participants| 18| Appendix 7: Graphs of serial position curves, for each control and experimental list. A1 list B1 list In this comparison, we can notice that both the primacy and recency effects are present. These two groups were the same in the fact that both were instructed free recall, and only difference between them was the participants and the words they had to memorize. As we can notice, the lines are not exactly the same, as natural variations occur, but according to the Student T-Test these two groups are not statistically different, so the difference is by ch ance.However, we still see the fall in number of words recalled in the middle ( words 6-14), which had on average 2 words recalled (out of 8), while the first had around 5 (out of 6) , and the last around 4 (out of 6). A2 list B2 list A2 list is the control for B2, where in the A2 free recall was instructed, while the B2 had implied free recall before the list was read, and then instructed serial recall. This list (B2), had a predicted drop in frequency of words memorized, as the participants did not expect to memorize in order, so over-all panic lead to overall performance loss.As we can see, the total average recall in A2 list of 8 words, dropped down to 3 in the B2 list. However, although of the poor preset, we can see that the primacy effect is starting to be much stronger (average of 7 words compared to 4), whereas in the control. A3 list B3 list These two graphs differ in the fact that in the A3 list, free recall was instructed, whereas in the B3 list serial recall was instruc ted. Noticeably there is a drop in the frequency of middle words remembered, from an average of 7 words remembered (out of 8) in the control A3 list, to only 1 word remembered in B3, with serial recall.Appendix 8: The mean, standard deviation and the P-value was used by performing a T-test on this website:  http://www. graphpad. com/quickcalcs/ttest1. cfm ——————————————– [ 1 ]. In Atkinson and Shiffrin 1968 [ 2 ]. In Murdock 1962 [ 3 ]. In Glanzer and Cunits 1966 [ 4 ]. In Deese 1957 [ 5 ]. In Deese [ 6 ]. See Appendix 2 [ 7 ]. See Appendix 2 [ 8 ]. See Appendix 1 [ 9 ]. See Appendix 3 [ 10 ]. See Appendix 4 [ 11 ]. See Appendix 5 [ 12 ]. See Appendix 5 [ 13 ]. See Appendix 2

Inflation Impact on Economy Essay

Inflation means a rise in prices of goods and services in an economy over a period of time. Inflation is caused by some demand side factors (Increase in money supply, Increase in income, Black money spending, Expansion of the Private Sector, Increasing Public Expenditures) and some Supply side factors (Shortage of factors of production, Industrial Disputes, Increase in exports (excess exports), Global factors, Neglecting the production of consumer goods). Inflation effects the different sectors of the economy (Effects on the distribution of income and wealth, Effects on production, Effects on the Government, Effects on the Balance of Payment, Effects on Monetary Policy, Effects on Social Sector, Effects on Political environment) and different classes of the people (Debtors & Creditors, Salaried Class, Wages earners, Fixed income group, Investors and shareholders, Businessmen, Agriculturists). There are many causes for inflation, depending on a number of factors. For example, inflation can happen when governments print an excess of money to deal with a crisis. When any extra money is created, it will increase some societal group’s buying power. All sectors in the economy try to buy more than the economy can produce. Shortages are then created and merchants lose business. In the end, the price level rises. Another common reason of inflation is a rise in production costs, which leads to an increase in the price of the final product. For example, if raw materials increase in price, this leads to the cost of production increasing, this in turn leads to the company increasing prices to maintain their profits. Inflation can also be caused by federal taxes put on consumer products. As the taxes rise, suppliers often pass on the burden to the consumer. In Pakistan, the most important thing is the rise in prices of oil, gas, excise duties and the increase in the utility tariffs. These all has an inflationary impact on the economy. Pakistan, with a population of about 16 million people has undergone a remarkable economic growth during last few years, but the core problems of the economy are still unsolved. Inflation is one of these core problems. Government claims that in order to keep the prices of essential commodities under control, it has been taking various measures throughout the year. In order to provide relief to the low and fixed income groups, the government has been selling wheat flour and sugar through the outlets of the Utility Stores Corporation (USC) at much lower prices than the market. The government has also allowed the import of various items through land routes from neighboring countries. But, all these are secondary measures. Problems like ‘inflation’ and ‘poverty’ can’t be resolved by applying the secondary measures directly, these need strategic planning. Unfortunately, in Pakistan, these core problems have never undergone such a planning process. Government has never invited foreign investment for the production of basic goods. Agriculture sector, on which the major industries rely for the raw material has not been given sufficient subsidies. The major rise in the prices is because of the increasing prices of oil (as increased prices of oil increase the cost of production), but no such steps have been taken to control the oil prices. Domestic productions at less cost of production will not only make the availability of goods much easier but Aggregate Supply will also increase, and domestic industry will get developed. Inflation is one of the obstacles on the way of development. In Pakistan, it has squeezed the major part of the population. It needs to be controlled by strategic planning. Domestic production should be encouraged instead of imports; investment should be given preference in consumer goods instead of luxuries, Agriculture sector should be given subsidies, foreign investment should be attracted, and developed countries should be requested for financial and managerial assistance. And lastly a strong monitoring system should be established on different levels in order to have a sound evaluation of the process at every stage. Inflation always hurts ones’ standard of living. Rising prices mean people have to pay more for the same goods and services. If income increases at a slower rate as inflation, the standard of living declines even if one makes more. So it is the root cause in making and affecting economy and people of the country poor. If we want to control inflation we shall have to inflict strict control over the supply of money and evading any relaxation to the supply of money. This is the most apt way whereby we can control inflation effectively and keep the economy of the country in a strong and stable position.

Santorum vs. Casey Essays

Santorum vs. Casey Essays Santorum vs. Casey Essay Santorum vs. Casey Essay In the days before radio, television and the internet, political candidates were basically evaluated based upon their public opinions and their own political platforms.   Those days are gone.   Now, the campaign is played out in living rooms, available at the tap of a button or the click of the keys.   Such is the case with Pennsylvania senate race between Rick Santorum and Robert Casey. The first ingredient in the campaign is a vibrant cast of characters.   Rick Santorum fits the bill.   His use of name-calling strategies is unparalleled.   Democrats are Nazi’s; Terri Schiavo’s former husband is an executor; and had several choice insults for the Boston community regarding the evils of â€Å"academic, political, and cultural liberalism† (Casey vs. Santorum, 2005).   Although aggressive and grating, Santorum does have to share the spotlight with Robert Casey.   Even though he is far more widely liked, Casey has never really played in the big leagues of politics.   He has held such offices as auditor general and state treasurer but has never really been in same stratum as Santorum, who has never lost an election   (Casey vs. Santorum, 2005). Other than knowing that Santorum is a conservative religious Republican and Casey is not, most voters, even those in Pennsylvania, could tell you very little about their true issues (with the possible exception of Santorum’s loud anti-abortion stance.  Ã‚   Most voters see these candidates in terms of their public faces.   Santorum is bold; Casey is boring.   Perhaps the insight from the writers of The Salon is prophetic:   Ã¢â‚¬Å"For reasons including money, issues and the nature of the combatants, things arent what they seem from outside looking in† (Casey vs. Santorum, 2005). The reason for this lack of true knowledge, despite the voters’ adamant insistence that they do make decisions based on issues, is the impact of the media and the drive to make money.   According to a study reported by the Associated Press, â€Å"Voters tuning in to local television newscasts are more than four times as likely to see partisan political ads as campaign news stories†¦In all, twice as much airtime is being devoted to paid political ads†Ã‚   (Study†¦, 2002). While station managers fear political news will turn off viewers, they clearly understand that political ads draw viewers. The draw to marry the media to politics is also not new.   Clint Eastwood, Arnold Schwarzenegger, Sonny Bono, and now Lynn Swann have proven that.   Instead of developing understandable and focused campaigns that the average American can understand and relate to, both Santorum and Casey will be dumping the majority of their fundraising efforts into radio and television ads, and into maintaining their own websites (Budoff, 2006).   Of course, they will be helped online by the thousands of websites and blogs created by ‘fans.’ The media has created the personas for both of these Pennsylvania Senate hopefuls.   Santorum is characterized as a Bible-thumping, insult hurling Republican who is entertaining to watch.   Casey, who has a few insults of his own, is less effusive but does draw viewers who like his soft-spoken appeal.   In the long run, the voting booth turns into the Nielson ratings, and the one who gets the office is the one who has had the most positive face time.   America will have to wait until November to see who gets the Emmy this time. References Burdoff, C. (2006).   Santorum, Casey: Its put-up time.   The Philadelphia Enquirer.   September 3. Available from:   philly.com/mld/inquirer/news/local/15430866.htm Casey vs. Santorum.   (2005). The Salon.   Available online from:   http://dir.salon.com/story /news/feature/2005/07/15/casey_santorum/index.html Study: TV Viewers Are Four Times As Likely to See Local Political Ads Than Campaign News Stories (2002).

Canadian Governor General Michalle Jean Biography

Canadian Governor General Michalle Jean Biography A well-known journalist and broadcaster in Quebec, Michaà «lle Jean emigrated from Haiti with her family at an early age. Fluent in five languages- French, English, Italian, Spanish and Haitian Creole- Jean became the first black governor general of Canada in 2005. A social activist for women and children at risk, Jean planned to use the office of governor general to help disadvantaged young people. Jean is married to filmmaker Jean-Daniel Lafond and has a young daughter. Governor General of Canada Canadian Prime Minister Paul Martin chose Jean to be the governor general of Canada, and in August 2005, it was announced Queen Elizabeth II approved the choice. After Jeans appointment, some questioned her loyalty, because of reports of her and her husbands support of Quebec independence, as well as her dual French and Canadian citizenship. She repeatedly denounced reports of her separatist sentiments, as well as denounced her French citizenship. Jean was sworn into office Sept. 27, 2005 and served as the 27th governor general of Canada until Oct. 1, 2010. Birth Jean was born in Port-au-Prince, Haiti in 1957. At the age of 11 in 1968, Jean and her family fled the Papa Doc Duvalier dictatorship and settled in Montreal. Education Jean has a BA in Italian, Hispanic languages and literature from the University of Montreal. She earned her masters degree in comparative literature from the same institution. Jean also studied languages and literature at the University of Perouse, the University of Florence and the Catholic University of Milan. Early Professions Jean worked as a university lecturer while completing her masters degree. She also worked as a social activist, as well as a journalist and broadcaster. Michaà «lle Jean as Social Activist From 1979 to 1987, Jean worked with Quebec shelters for battered women and helped establish a network of emergency shelters in Quebec. She coordinated a study on women as victims in abusive relationships, which was published in 1987, and she has also worked with aid organizations for immigrant women and families. Jean also worked at Employment and Immigration Canada and at the Conseil des Communautà ©s culturelles du Quà ©bec. Background of Michaà «lle Jean in Arts and Communications Jean joined Radio-Canada in 1988. She worked as a reporter and then host on the public affairs proframs Actuel, Montrà ©al ce soir, Virages and Le Point. In 1995, she anchored Rà ©seau de lInformation Radio-Canada (RDI) programs such as Le Monde ce soir, LÉdition quà ©bà ©coise, Horizons francophones, Les Grands reportages, Le Journal RDI, and RDI là ©coute. Beginning in 1999, Jean hosted CBC Newsworlds The Passionate Eye and Rough Cuts. In 2001, Jean became an anchor for the weekend edition of Le Tà ©là ©journal, Radio-Canadas major news show. In 2003 she took over as anchor of Le Midi, the daily edition of Le Tà ©là ©journal. In 2004, she started her own show Michaà «lle, which featured in-depth interviews with experts and enthusiasts. Addtionally, Jean has participated in a number of documentary films produced by her husband Jean-Daniel Lafond including La manià ¨re nà ¨gre ou Aimà © Cà ©saire chemin faisant, Tropique Nord, Haà ¯ti dans tous nos rà ªves, and Lheure de Cuba. After the Governor General Office Jean has remained publicly active after her service as the federal representative of the Canadian monarch. She served as a special envoy of the United Nations to Haiti to work on education and poverty issues in the country, and she was also the chancellor of the University of Ottawa from 2012 to 2015. Beginning on Jan. 5, 2015, Jean began a four-year mandate as the secretary general of the International Organization of La Francophonie, which represents countries and regions where French language and culture has a significant presence.

Financial Resources Research Proposal Example | Topics and Well Written Essays - 3000 words

Financial Resources - Research Proposal Example Every company as a mandatory requirement by government prepares the auditor's report. This report satisfies the company's various stakeholders i.e., government, investors, lenders, suppliers and a general reader of financial statements that the company's annual report has been prepared fairly. Both the companies' auditor report gives a true and fair view of the company's performance. The profit and loss statement is important for the stakeholders interested in reviewing the financial performance of the company over the year. Caf Nero Plc's profit and loss statement is much well defined showing profit than that of Coffee Republic Plc showing loss for the period. It is of importance to the stakeholders who are interested in the financial position of the company for a particular point in time. Caf Nero Plc's balance sheet show an increasing net worth of the company, while the balance sheet of Coffee Republic Plc shows a declining net worth of the company. This statement shows the company's position in terms of cash availability. Cafe Nero Plc's cash flow statement shows an increase in total cash available in the company, whereas the Coffee Republic Plc's cash flow statement shows a severe decrease in cash for the year 2005. The notes provide an insight into the company's financial position and performance by showing breakdowns of facts and figures stated in its financial statements. ... Although, there has been a practice for the companies listed in the London Stock Market, but the companies under consideration has no such trend. None of the company has included an operating and financial review statement in its annual report. Hence, their relevance cannot be figured out in terms of providing information to the companies' stakeholders. 3- CAF NERO PLC - FINANCIAL PERFORMANCE EVALUATION The financial performance of Caf Nero Plc has been analysed with the help of financial ratios on the basis of data obtained from the company's annual report for the year 2005, 2004 and 2003. PERFORMANCE 2005 2004 2003 Return on Capital Employed 13.31% 7.16% 4.14% According to this ratio, the return generated by the company on the capital employed by the company has been increasing for the three years. It was 4.14% in 2003 and increased to 13.31% in the year 2005. This shows that the company has been performing well over the years to generate return on the capital it has employed by the company. 2005 2004 2003 Return on Equity 31.37% 23.93% 6.29% The return generated by the company on the funds invested by shareholders has also been increasing over the years. The company generated 6.29% return on its equity in the year 2003, which increased to 31.37% in 2005. This exhibits brilliant performance on the part of the company's management. PROFITABILITY 2005 2004 2003 Net Profit Margin 8.57% 4.66% 2.90% This ratio shows that the company has been getting more and more profit for the last three years on its sales after accounting for various costs such as cost of sales, operating costs etc. This ratio has almost quadrupled over just three years, showing a remarkable

IT104 Essay Example | Topics and Well Written Essays - 4500 words

IT104 - Essay Example Without successful prioritization of tasks and responsibilities, online courses might turn-out to be a bad experience. Technology makes online classes possible, but they can also be a barrier to success in the online learning environment. One possible technological problem is having a computer that is not capable of delivering the content that the professors have developed for the course. Your computer may be incapable of streaming video, for example, because it is outdated or damaged. If the professor has lots of videos as a part of the coursework, then you will be out of luck due to a slow computer or internet connection. A final barrier to on-line learning is the problem of having a single computer to service multiple learners in the household. This is not an insurmountable obstacle, but it does require a fair amount of foresight and scheduling. Running out to buy additional computers is not in most people’s budgets. By creating a schedule of computer use, just as in a libr ary, everyone can use the computer to get what they need. Exercise 2 I expect this course to give me the skills and information needed for me to improve my teaching. I am currently teaching Aesthetics and have a strong desire to be the best educator possible. I know my subject matter very well, but am concerned that I might not always be using the best teaching techniques. I hope that through the course of this study, I will be able to learn better presentation skills and gain a better understanding of how adults learn best. I realize that teaching children and teaching adults is a very different process. What works for one does not always work for the other. As a result, I am often wondering if the lessons and assignments I am developing are more appropriate for younger learners than the age of student I have. I often have a nagging feeling that there is just more information and knowledge out there that would help me be such a better teacher. The problem is, I only am able to crea te lessons based on my existing teaching experience. I expect this course to broaden my educational understanding so that I will have more confidence in the lessons and assignments I develop. It is my hope that this course will inspire me to alter some of the less effective lessons I currently have developed and to develop new lessons based on my new understanding of how adult learners learn best. In essence, I expect this course to give me the additional skills and information necessary for me to be a more effective and interesting teacher of Aesthetics. My ultimate goal is to have my adult learners transfer their knowledge into their everyday lives. This is true for me in regards to this course as well. Exercise 3 This planner can be a very helpful tool because it helps the adult student returning to the classroom to organize their dreams into concrete plans. It also is very good at helping the student to imagine the far reaching effects of returning to school, gaining an educatio n and possibly changing jobs. Some of the affects might not be as positive as they imagine and I think it is important for adult learners to re-enter school with their eyes wide open. Most adult learners focus on the additional time schooling will take and the economic rewards they will realize with improved education. Rarely do they consider the profound changes