Case Study Essay Example | Topics and Well Written Essays - 500 words - 29

Case Study - Essay Example ove, however, cannot be established since the available evidence makes it apparent that the omission or misstatement of material facts was not deliberate. SEC recognizes misrepresentation as an offence (Miller et al., 2008, Page 572). In suing Mitchell & Moss and demanding recovery, those who purchased the Whitlow & Company shares of stock would base their argument on negligence on the part of the former and its major deviations from the stipulated norms of auditing and due diligence standards. They are further required to provide evidence that (i) they were third party beneficiaries in the contract between Mitchell & Moss and the Whitlow & Company and (ii) Mitchell & Moss is legally obliged to act without negligence in the audit of the Whitlow & Company. There certainly were instances in which such claims by third party found favour, the conventional viewpoint is that it is iniquitous to implicate auditors with unlimited liability on charge of negligence. The present case is broadly within the scope of the latter view. Section 11 of the Securities Act of 1933 imposes civil liability on accountants for misstatements and omissions of material facts (Miller et al., 2008, Page 650). On the basis of this, Jackson asserts that she suffered a loss by relying upon the financial statements, prepared and certified by Mitchell & Moss, which were misleading. This claim for recovery of damage, however, is valid only if she succeeds in establishing that the untruth or omission was not known to her at the time of purchasing the Whitlow & Company shares of stock. Jackson’s is a case of potential liability in the plaintiff’s favor in which it becomes entirely the defendant’s responsibility to explain why he should not be held liable. One option available for Mitchell & Moss is to argue that the alleged omission or untruth could, in all likeliness, be deemed to be known to Jackson, she being a member of the Private Placement Group having access to and sound knowledge of

Different styles of leadership Essay Example for Free

Different styles of leadership Essay Marianne and Betsy do have different styles of leadership. Betsy is the more authority compliance manager and as well a little middle of the road off management. Marianne is more of country club management and as well as middle of the road. From experience with those management style. I think Betsy should focus more on what her direct manager wants. If your relatively new to a company, it would be very bad to rock the boat. I don’t think she should continue to follow the same leadership style because quite frankly it’s not working. However she should totally abandon her authority leadership style. Honestly Marianne and Betsy are at a point where they desperate need to work together to get the main goal in the right perspective. Marianne should become move of an authority compliant manager by giving her friendship with Bridget and Suzanne just a little separation. Betsy also needs to learn how to be more of a middle of the road team player management. She can’t rely on being too bossy, especially when her own boss tells her she is bossy that’s a very bad sign. Betsy and Marianne can work together if they both come to an understanding. Betsy is more in a jam then Marianne. Betsy works under Marianne and Betsy is a fairly new employee. If Betsy resist Marianne and goes to senior management it could possible jeopardize her employment. Furthermore Marianne has the majority vote amongst the staff. Betsy might have to loosen up her rings and join more of the middle of the road management or either takes some tips into the country club management.

Free Essays on Terrorism: Give Peace a Chance :: September 11 Terrorism Essays

Give Peace a Chance Since the horrible tragedy that occurred on September 11th, Americans are brainstorming for ideas on how to fight terrorism. Minds are collaborating on what can be done to reconcile the West in the minds of Islamic nations. Many strategies for attaining peace have been introduced, and steps are being made toward the appeasement of differences. The ideas for peacemaking that have already been set in motion will be discussed in Section 1, and new suggestions for reconciliation will be introduced in Section 2. SECTION 1: Both political and private associations in the United States have introduced wonderful ideas that have begun the process of reconciliation between Islam and the West. In the political faction, Bush visited a mosque after the terrorist attacks to show support for American Muslims. He declared that terrorism "is not the true faith of Islam. That's not what Islam is all about. Islam is peace. These terrorists don't represent peace-they represent evil and war." (http://www.beliefnet.com/). This act gained Bush the support of American Muslims who had been persecuted since the attacks. It also served as a testimony for other Muslim countries that this war was not a religious matter. Unfortunately, since Bush's demonstration, Osama bin Laden has misled Muslims into believing this is indeed a jihad. In a speech he gave on November 3rd, he declares, "It is a question of faith, not a war against terrorism, as Bush and Blair try to depict it" (http://news.bbc.co.uk/). One of Osama bin Laden's top lieutenants explained, "The root of terrorism is in the conflict in Palestine." It is believed that if war stops in the Middle East, more than half the battle of ending terrorism is won. Previously, the United States has sided with the Israelites over the Palestinians. Secretary of State Colin Powell made a speech indicating that Bush is taking a more diplomatic stance in bringing peace to the Middle East. Instead of being exceedingly pro-Israel, the speech was directed at both sides and created an emotional appeal each could relate to (New York Times Nov. 15th). This new position will allow each side to feel comfortable in the negotiation process and will hopefully get a step closer to peace. When the United Stated defeated the Taliban, it gained the respect of Afghanis. Although there were a few mis-hits in the bombings, Afghanis realize that all the targets were directed at military sites.

Alice in Wonderland Essay

It’s almost impossible to set this story in the time and in the space because nearly all of it forms part of a dream: Alice was very tired and suddenly she felt asleep and began to dream. However, she didn’t realize that whatever she saw in Wonderland was only a dream, a product of her imagination but not the reality. Anyway, we could say that there are two main stages: the real world and Wonderland, the fictitious one. In Wonderland all is â€Å"nonsense† and strange, you don’t know what’s going to happen in each situation. The real world only appears at the beginning and at the end of the story when she wakes up from her nap. Because of it, this world is not very important for readers and for Alice too, who prefers living in a world completely different from hers. Interesting and strange things only happen in Wonderland where everyone is mad. Moreover, there we can see a lot of different places where Alice spends her time like the rabbit-hole, the house of the rabbit, the garden, the house of the Dukes. The time is not very clear because Alice thinks that she has spent a lot of time there, but all her adventures only last the time of her little nap. When you are sleeping you can believe that you have spent a lot of time dreaming and perhaps it has been no longer than fifteen minutes. She doesn’t have any kind of time in Wonderland and everything happens all at once and very quickly; so that she didn’t realize.

Raw- Power

It could be from being born into families with royalty or wealth, or having the ability to influence or control the behavior of a person. Power is a fundamental theme throughout the novel â€Å"Raw† as It Is outlined in the novel by quoting â€Å"Concentration camps† and â€Å"Gun-toting guards†. Through this, It Is evident that Brett equates power with these Images but by the end of the novel, he learns that power is not merely vested Institutions but may come from within.The theme of power is first introduced In the story when the author uses symbolism. From the quote â€Å"the red and blue lights of a police car†, we witness the tension between the individual and the powerful authorities. The theme of power Is also highlighted In the novel when the police do not call young offenders Like Brett by their own name. â€Å"This one†, â€Å"Pigs†, â€Å"No hoppers†, â€Å"The prisoner† are Indeed language used by both authorities a nd offenders, Indicates much about attitude and deserve close attention.The police are spoken In derogative terms and the police also do the same. Names do matter but in the novel, we see that the individuals are reduced to types. By not using names, the individual is more demoralized and a more powerful stance may be achieved. Although it seems like all power comes from the authority, Tyson and the others also offer another source of power. This can be seen when Brett quotes â€Å"l don't think this is working†. Through this, it is evident that Tyson provides illegitimate power in that they are powerful through sheer force and aggression.Their presence seems to suggest to Brett that reform institutions so not work. Monk also tries to offer a more realistic image of the institution. â€Å"Even in here he couldn't escape†, demonstrates that the drug dealing continues. While there may be flaws in the system, individuals such as Sam are genuine in their efforts to provide a second chance for offenders who have previously been in trouble with society. Monk also offers a real setting which does fail for some individuals such as Tyson. This makes Beret's possible bright future all the more a victory.

Does Herodotus offer adequate explanations for Greek colonisation during the archaic period Essay Example

Does Herodotus offer adequate explanations for Greek colonisation during the archaic period Essay Example Does Herodotus offer adequate explanations for Greek colonisation during the archaic period Essay Does Herodotus offer adequate explanations for Greek colonisation during the archaic period Essay Essay Topic: History In order to assess how adequate Herodotus explanations for Greek colonisation in the archaic period are it is necessary to first look at Herodotus’ reasons behind the establishment of Hellenic settlements, the attitudes of modern historians. Herodotus relies heavily on religion as a main factor behind Greek colonisation, most notably the Delphic Oracle at the Temple of Apollo. Herodotus and modern historians also mention political motivation for the foundation of new colonies however the latter prefer to focus more on ‘land hunger’ and trade developments as being the main reasons behind the institution of apoikia. Lastly it is important to examine the reliability of Herodotus himself; assessing whether The Histories is dependable on its own as source or whether other information is required along side it to paint an adequate picture for the true purpose behind Greek colonisation during the archaic period. The most important reason Herodotus uses to explain Greek colonisation would be down to instructions relayed by the Delphic oracle. Herodotus writes how the â€Å"Phocaean’s made Cyrnus their destination, because twenty years earlier, on the advice of an oracle, they had founded a community there called Alalia†[1] and also how the colonisation of Cyrene involves the apparent founder Battus consulting the Pythia[2]. These examples therefore show that Greeks placed great stock in the predictions made by the oracle which they believed were messages being relayed by the Gods. Dillon and Garland agree with this assessment by stating that â€Å"men of former times†¦ would not found cities, or surround themselves with walls, or kill anyone, or get married before they had learnt all they could from the seers†[3]. Descoeudres agrees that â€Å"consultation of the Delphic oracle was a normal, even mandatory prelude to a colonizing venture†[4] but later goes on to argue â€Å"but was sought from the Gods was a sanction for action already decided upon†[5]. This idea that Greek cities wanted approval for expeditions that they had already planned is concretized by Dillon and Garland who state that â€Å"most mother-cities would have known their destination in advance†. Therefore it could be argued that Greeks did not require the Delphic oracle as a director of the expedition, but for divine authorisation, one which could not be contested by rival claimants to the newly establishment settlement. This is particularly evident in the case of Cyrene where both the Therans and the Lacedaemonian accounts of the settlements origin differ widely except from the involvement of character known as Battus and his consultation of the Delphic oracle in their attempt lay claim to that territory. Dillon and Garland state that â€Å"while it was important by the fifth century to ensure a colony had the backing of Apollo at Delphi there are no recorded foundation oracles for several colonies of the 8th and early 7th centuries†[6] which could be used to support Demand’s assertions that â€Å"the participants (of the colonisation movement) would have wanted to have a clear title to their land, and this could only be provided by the Gods†¦ some oracular responses may even have been invented at a later time by poleis tidying up their local histories†[7]. Therefore, there is ample evidence to suggest that Herodotus’ testimony that the Delphic oracle was a motivation behind Hellenic expansion is not an adequate explanation for Greek colonisation during the archaic period but instead can be used to examine the attitudes of those reporting to the father of history. On the other hand, both modern and ancient sources agree that political differences had its part to play regarding Greek colonisation during the archaic period. Herodotus explains how the entire Tean populace â€Å"took to their ships and sailed away to Thrace where they founded the city of Abdera†[8] due to pressure from the Persian forces under the command of Harpagus. The impeding nature of a larger, more powerful army aiming to conqueror a city would arguably be a good reason for that group of people to move to a safer area in order to survive. Along with external political enemies being the reason for colonisation amongst the Hellenic peoples, internal political strife was also evident; one example being Dorieus failed attempt to colonise in Libya and later Sicily due to his brother Cleomenes I being crowned King of Sparta[9]. Dillon and Garland assert that along with other factors â€Å"political problems at home were the primary social and economic factors that impelled cities to send out settlements elsewhere†[10] which corresponds with Speake who argues â€Å"the foundation of Tarentum and Cyrene both refer to political strife, while Phocaea was a response to Persian expansion†[11]. Therefore political conflicts did also contribute to the Greek colonisation movement however it could be argued only on a smaller, more specific scale. The threat of a Persian invasion laying waste to cities and placing its inhabitants in captivity would seem like a reasonable excuse to relocate however this does not explain motivations behind colonisation before and after the conquests of Darius and later Xerxes I. The fact that Herodotus says â€Å"the Phocaeans and the Teans were the only Ionians who emigrated from the native lands rather than endure slavery† implies that external political pressure was limited as a reason for Greek colonisation. Colonisation stories similar to that of Dorieus would mainly have been restricting to only a few mother-cities like Sparta who abided by the Male Primogeniture rule of inheritance (the entire estate of the father going to the eldest son) rather than partible inheritance (equal division of father’s estate amongst children) whereby which led Dorieus to seek foreign land. In summation, political motivations were minor reasons for Greek colonisation during the archaic period. A more extensive argument for Greek colonisation during the archaic period, maintained by modern historians, would be economic factors, chiefly land hunger and trade benefits. A combination of partible inheritance and population rise meant that less land was being divided between more people and that ultimately â€Å"there was not enough arable land in the existing Greek world to support the growing population by agriculture and pasturage alone†[12]. This assessment is accepted by Crawford who concurs that â€Å"shortage of land as a result of the growth of population in the eight century mainly lies behind the need to found settlements overseas†[13] and Dillon and Garland who agree that â€Å"it is important to realize how significant population size could be in Greek cities throughout this period†[14] and later go on to mention Thera’s colonisation of Cyrene due to drought and population increase, a settlement Herodotus problematically explains as being a result of an oracular prophecy. This view seems more concrete given archaeological finds such as increased amounts of graves being dated to around that period and urbanisation of large cities during that time. In conclusion, the reasons Herodotus gives for Greek colonisation during the archaic period are useful as a starting point but not adequate as an entire description of the movements made by the Hellenics. Tales of divine instruction to establish new settlements and heroic singular efforts against the odds given to us by Herodotus hold less weight compared to the economic practicality of creating new communities to relieve the increase of population, a view upheld by most modern historians. Although factors such as religious zeal and political strife were possibly involved in the decision to set up new colonies they are not as significant as the economic advantages concerned. However this view of Herodotus as an inadequate source is by no means a criticism of his ability as a historian, rather a limitation on the reliability of the information he was given. It is clear that Herodotus’ resources were flawed and he himself implies that there are restrictions on their usefulness[15]. Luraghi agrees with this assessment of the passage and the Histories as whole by stating â€Å"Herodotus explicitly says a couple of times that his task is to report what is said, regardless of whether he believes it or not†[16]. Therefore Alone, Herodotus offers adequate explanations of the views of locals regarding the founding of settlements and their attitudes towards religion and heroes but must be used alongside archaeology and the views of modern historians in order to paint and adequate picture of Greek colonisation during the archaic period.

Horrifying Beauty Advice How to Apply Halloween Makeup

Horrifying Beauty Advice How to Apply Halloween Makeup Getting ready for an incredible Halloween party or thinking about dressing up to scare your colleagues? No matter what your plans for this October 31, chances are youll be dressing a little different than usual. If you already decided which costume you are going to wear, its time to think of makeup! If you havent decided yet, you should look through college Halloween costume ideas we prepared for you in our other blog post. Costumes are just part of the fun. The real art is applying the right make-up to go with your character. Zombies, ghouls, witches, vampires, clowns no matter what style you choose, youre going to need to amp up your make-up skills before heading out. Here are some Halloween makeup tips to help you make the most of this Halloween: Do a Test-Run First Make sure youve got the look you want down before the big night. You dont want to be all dressed up and ready for fun and discover you dont know how to work your make-up skills to match your ideas. So take some time at least a few days before the big event to experiment and see which techniques work best. Do an Allergy Test Halloween makeup is generally a different composition than regular make-up and since its not for every day use, can be a little harsh on the skin. If you have sensitive skin, you should do an allergy test on the inside of your arm to see if you have any kind of reaction. Leave it on for about an hour. If you dont have any reaction, the make-up is most likely safe to be applied to your face. Get Prepared Lay all your make-up out so you have everything easily accessible. Tie your hair back so it doesnt get in your way. Keep make-up remover, a towel and cotton balls nearby. Wash and dry your face thoroughly before applying make-up. Tips for Applying Make-Up for Kids If you decide to help your little brother or sister, try to avoid the eye area as much as possible. Make sure not to skip the allergy test when applying make-up to children as childrens skin can be particularly sensitive. Apply make-up as close as possible to the time youre planning to leave so you dont risk their messing up the paint job. Make-up tips for popular costumes: Clown Apply white makeup all over the face, including under and around the eyes. Dust the face with white powder to avoid streaking. Use red paint for the nose, cheeks and lips. Use black eye pencil to draw a tear under the eyes. Line the eyes with black liner and apply a thick layer of mascara or use fake lashes. If your costume is not ready yet, you should take a look at scary clown costume ideas for this Halloween. Witches Warts For a realistic looking wart, drop a dollop of glue either on the tip of the nose, the chin or the cheeks. Stick a grain of puffed wheat cereal or styrofoam to the glue and let dry. Once dry, darken the wart with brown face paint. Vampire For a blood-sucking vampire look, start with a white foundation and apply white powder to keep from streaking. A classic widows peak can be achieved by drawing one in with dark eye pencil. Brown eye shadow can provide a sickly look. Lips should be painted blood red, of course. Zombie Zombies are a popular choice these days. To get a great zombie look, mix white and grey face paint together and apply to face to get an ashen, undead complexion. Apply dark paint (either brown, black or dark grey) under the eyes and on the eyelids. For scars, whip up a batch of neutral gelatin and apply to face while still gooey. Once it dries, you can apply some paint: brownish/black for an old scar and red for a fresh one. Princess/Prom Queen/Barbie For a more glamorous and less ghoulish look, youll need a different kind of face paint. Apply a heavy coat of skin-toned foundation or face paint to the face, including under the eyes. Dust with powder to take away shine and avoid streaking. Apply silver eye liner under and above the eyes. Use a light blue or light purple eye shadow and perhaps some glitter over the eye shadow for a more sparkly look. Apply a pink-toned blush to the cheeks and pink or red lipstick. Whatever look you decide to use, dont forget to practice it before the big night and always do an allergy test before using any product on your skin. Nobody wants an allergic reaction to ruin their big night especially when you host the party. By the way, if you are looking party ideas, get inspiration from our blog on creative college Halloween party ideas. Have fun and Happy Halloween!

The Main Engineering Branches

The Main Engineering Branches Engineers apply scientific principles to design or develop structures, equipment, or processes. Engineering encompasses several disciplines. Traditionally, the main branches of engineering are chemical engineering, civil engineering, electrical engineering, and mechanical engineering, but there are many other areas of specialization. Key Takeaways: Branches of Engineering Engineering is a huge discipline. In general, an engineer applies scientific knowledge to solve practical problems and design equipment and processes.Engineering students typically study one of the main branches of engineering: chemical, electrical, civil, and mechanical.Many more disciplines are available, with more described over time. Examples include aerospace engineering and computer engineering. Here is a summary of the main branches of engineering: Acoustical Engineering Engineering concerned with the analysis and control of vibration, particularly sound vibrations. Aerospace Engineering Aerospace engineering deals with aeronautics and astronautic engineering, including the design and analysis of aircraft, satellites,  and spacecraft. Agricultural Engineering This branch of engineering deals with farm machinery and structures, natural resources, bioenergy and farm power systems. Sub-disciplines include food engineering, aquaculture, and bioprocess engineering. Automotive Engineering Automotive engineers are involved in the design, manufacture, and performance of cars and trucks. Biological Engineering Biological engineering is applied biology and medicine. It includes biomedical engineering, biochemical engineering, protein engineering, genetic engineering, and tissue engineering. Biomedical Engineering Biomedical engineering is an interdisciplinary specialty that applies engineering principles to medical and biological problems and systems. This discipline commonly deals with medical therapies, monitoring devices, and diagnostic tools. Chemical Engineering Chemical engineering (CE) applies chemistry to develop new materials and processes to convert materials into useful products. Civil Engineering Civil engineering (CE) is one of the oldest forms of engineering. Civil engineering pertains to the discipline pertaining to the design, construction, analysis, and maintenance of structures, both natural and man-made, including bridge, roads, dams, and buildings. Sub-disciplines of civil engineering may include construction engineering, materials engineering, control engineering, structural engineering, urban engineering, municipal engineering, biomechanics, and surveying. Computer Engineering Computer engineering integrates computer science with electrical engineering to develop and analyze circuits, microprocessors, and computers. Computer engineers tend to focus more on hardware while software engineers traditionally focus on programming and software design. Electrical Engineering Electrical engineering (EE) involves the study and application of electricity and electronics. Some consider computer engineering and software engineering to be subdisciplines of electrical engineering. Electronic engineering, optical engineering, power engineering, control engineering, and telecommunications engineering are EE specialities. Energy Engineering Energy engineering is a multidisciplinary engineering field that integrates aspects of mechanical, chemical, and electrical engineering to address alternative energy, energy efficiency, plant engineering, environmental compliance, and related technologies. Engineering Management Engineering management combines engineering and management principles to develop and assess business practices. These engineers help plan and administrate businesses from their inception through operation. They are involved in product development, design engineering, construction, manufacturing, and marketing. Environmental Engineering Environmental engineering works to prevent or remediate pollution or to maintain or improve the natural environment. This includes water, land, and air resources. Related disciplines are industrial hygiene and environmental engineering law. Industrial Engineering Industrial engineering pertains to the design and study of logistics and industrial resources. Types of industrial engineering include safety engineering, construction engineering, manufacturing engineering, textile engineering, reliability engineering, component engineering, and systems engineering. Manufacturing Engineering Manufacturing engineering designs, studies and develops machines, tool, manufacturing processes, and equipment. Mechanical Engineering Mechanical engineering (ME) may be considered the mother of all engineering branches. Mechanical engineering applies physical principles and materials science to the design, manufacture, and analysis of mechanical systems. Mechatronics Mechatronics combines mechanical engineering and electrical engineering, frequently in the analysis of automated systems. Robotics, avionics, and instrumentation engineering may be considered types of mechatronics. Nanoengineering Nanoengineering is the application of engineering on the vastly miniaturized or nanoscopic scale. Nuclear Engineering Nuclear engineering is the practical application of nuclear processes, such as those used to produce and harness nuclear power. Petroleum Engineering Petroleum engineers apply scientific principles to detect, drill and extract crude oil and natural gas. Types of petroleum engineering includes drilling engineering, reservoir engineering, and production engineering. Structural Engineering Structural engineering pertains to the design and analysis of load-bearing structures and supports. In many cases, this is a subdiscipline of civil engineering, but structural engineering also applies to other structures, such as vehicles and machinery. Vehicle Engineering Engineering pertaining to design, manufacture, and operation of vehicles and their components. Branches of vehicle engineering include naval architecture, automotive engineering, and aerospace engineering. There are many more engineering branches, with more being developed all the time as new technologies develop. Many undergraduates start out seeking degrees in mechanical, chemical, civil, or electrical engineering and develop specializations through internships, employment, and advanced education.

Human Patterns of Consumption and the Environment Essay

Human Patterns of Consumption and the Environment - Essay Example Human Patterns of Consumption and the Environment As time went by, and environmental problems ensued, people could no longer just give a blind eye. As Emerald (2004) said â€Å"the effects of all of this are that individuals are caught in a cycle of acquisition, leading to the creation and maintenance of a false - self, and a continuance of economic policies that further depletion of our natural resources and the spread of pollution, and ultimately, an erosion of our spiritual connections with nature† (p.22). It has come to the attention of many environmentalist groups that many of the natural disasters occurring this age could have been avoided if it were not for the unrestrained nature of human patterns of consumption. Human consumption has many factors that are to be considered with regards to its effects with nature. Perhaps the most pivotal among these factors is the development of human system of economics. The human spirit is one of continuing enterprise, and this could be viewed in how human economies developed to globalization and consumerism. As the world got more connected, the culture of commercialization and consumerism spread throughout the world. Imhoff, Bounoua, Ricketts, Loucks, Harriss and Lawrence (2004) indicated that â€Å"human populations clearly are not limited to consuming the products of local photosynthesis since regional and global trade transports these products widely, such that the environmental impacts of human consumption are partly realized far from where products are actually consumed†.... There is always the demand to satisfy more wants and needs as the world is more interconnected than before. This is being done with little regard to its negative effects towards nature. Muradian (2004) observed: The very nature of environmental impacts may vary from industrialized (most of them located in temperate areas) to developing countries (many of them located in tropical and biodiversity-rich areas). For instance, while soybean may be cultivated both in Brazil and the U.S., the environmental consequences of soybean expansion are quite different in these countries. Current trade-related soybean expansion into the Brazilian Amazon (in part to cover a booming Chinese demand) may produce permanent and significant biodiversity loss, while the environmental impacts of American soybean production is mainly associated with the use of agrochemicals (p.6). As industrialization and commercialization develops and progresses to satisfy human consumption, so does the increase of human popu lation and habitation are to be expected. The unchecked expansion of urbanized zones also has negative effects towards the environment. Stein (2009) posited that â€Å"increasing home sizes as well as increases in the amount of appliances and IT products being used mean more coal-fired power plant construction and higher levels of greenhouse gas emissions while the increase in landfills and biomass burning from growing disposal of goods has increased CH4 emissions (p.47). These resulted to sudden climate changes around the world and also due the effects of global warming. Nordhaus (2007) wrote that â€Å"the discoveries about abrupt climate change have led to concerns that there may be grave or even catastrophic

U.S Response to Terrorism Research Paper Example | Topics and Well Written Essays - 1500 words

U.S Response to Terrorism - Research Paper Example In addition, doing a research about this subject will give me a chance to expand my knowledge and be up to date of the current events in the global environment. By working on this paper, my primary goal is to find better ways of defining and dealing with terrorism. This research report provides useful information about Terrorism where it discusses different ways of handling terrorist events, such as Boston booming. The research report consists of three major subtitles, created to engage the audiences and give a general idea of the content of each body paragraph. In the introduction, there will be a gnarl description and history of terrorism followed by the threats of domestic and international terrorism. Last but not least, I will provide some facts about U.S policy response to any terrorist threats followed by how I think they should response to these threats. My only hope after completing this report, the audience would have a better understanding of terrorism and realize how the w orld would be more peaceful if we used different strategies in dealing with terrorist threats. Sincerely, Aziz Almughyirah Aziz Almughyirah Table of Contents Table of Figures iv Abstract v INTRODUCTION 1 Description and History 1 Statement of Purpose 2 Target Audience 2 THE THREAT OF TERRORISM 2 Domestic vs. International 2 U.S. POLICY RESPONSE 3 Boston Booming 3 International Relations 3 DIFFERENT POINT OF VIEW 4 CONCLUSION 5 WORKS CITED Abstract Terrorism is a terminology that has being around since the existence of our kind. We as humans created terrorism from our shameful historical events where we failed to live in peace and decided to play the dominance role over each other. We sow the seed of fear in our souls, which became a barrier against our desire of peace. Our fears and doubts of others intents created an aggressive reaction against any threat or belief that could challenge our countries or its interests. Then, we apply direct or indirect pressure on the source of threa t, which create a fertile environment for many terrorist acts in lieu of eliminating the threat. These terrorist acts usually associated with four vectors of action, which are political, psychological, violent and deliberate. The main aspect of most terrorist acts is concentrated on political goals. When a society experiences some form of injustice for a long period of time where all efforts to bring justice are demolished, some form of violence starts to cut its way through in this oppressed society. If the concerned party does not take immediate action for the quest of reform, the violence could escalate to reach the political authority. The escalation of the situation can be extremely dangerous where it becomes out of control and terrorist acts trying to take the lead. Here is where the situation takes the opposite direction and different tactics. At that time, the terrorist groups work hardly to harness all the circumstances to their benefit where they support the insurgency and pave the way for guerrilla warfare. These terrorists would apply whatever it takes from offensive strategies, defensive measures and terrorist threats, which can have a severe psychological impact over that society or the region as whole for the purpose of achieving terrorism objectives. INTRODUCTION Description and History The idea of terrorism has been around since the creation of our kind where nations used to terrorize each

As I visualize in five years Essay Example | Topics and Well Written Essays - 750 words

As I visualize in five years - Essay Example Life as we know it today will be totally different by the time the year 2017 rolls around. To begin with, computer technology and usage will continue to become an even more important and time consuming part of our daily lives. With our internet connected appliances, we will rely on the computer to keep tabs on our daily needs by gently reminding us of whatever life sustaining needs we may be falling short of already. Our refrigerators will be able to instantly compile our grocery list and place that order for delivery or pick up from our local grocery store. Cellular phones will be totally merged with the tablet PC by then and no longer exist as the small hand held devices that we are currently familiar with. Social networking via social media websites will take over our social lives by the year 2017. This means that man will sadly, no longer have the ability, or have a totally diminished physical and mental ability to interact with one another on a personal basis. Man will be mental ly affected by the advent of social media networking as a way to meet and interact with people because he will have a total distrust of the people that he has the opportunity to meet face to face and have physical contact with. So most of the social and business interaction of that time will already be done via virtual office meetings using Skype and similar technology. As much as possible, people will not want others to know how they truly look because the avatars that they create to represent themselves will look better than the actual person. Thus nobody will know what the other people in their environment will look like anymore, nor will they care about what they can actually see, touch, and feel. Medical technology will be totally automated by that time as well. I envision the field of patient care to have machines and robots doing most of the jobs that human beings are currently undertaking in the hospital setting. This means that no human being will ever be seen on the floor. Instead, the human operators will be hidden in the back office of hospitals where their physical participation can be limited and the possibility of malpractice suits can be brought down to a minimum. The human touch, that has slowly been diminishing from the actual world at the moment due to overworked and underpaid health care workers at the moment will be a thing of the past for they shall no longer exist in the shape and form that we currently know them to have. Money in terms of physical dollars and cents will also cease to exist as we know it. With people opting for a cashless society that uses the scanning technology of their tablet PC to access virtual cash that can be used to pay for goods and services. People shall no longer working from real offices. Rather, telecommuting will be the way of the future and people shall all work from home where, future scientific studies about workman effectiveness will show, people can function much better in a professional setting due to the lack of stress and personal comfort that being able to work from anywhere provides for the worker. Religion in itself will probably be a dying institution by that time as science continues to uncover the facts that disprove the religious beliefs and traditions that are written in the bible and advocated by evangelists and preachers. As people turn more and more towards science to explain the life cycle of man, religion shall become irrelevant in the daily lives of

Ethical Dilemma Of Joe Darby Essay Example | Topics and Well Written Essays - 1500 words

Ethical Dilemma Of Joe Darby - Essay Example The ethical dilemma of Joe Darby solved in terms of the ethics of care framework underlines that Darby's choice was an embodiment of his ethical background. The result of Darby’s decision turned into a vulnerable and threatening for his wife and himself. Darby wanted to become famous and he succeeded. On the one hand in the beginning of the story he wanted to stay unidentified, but finally, his name became renowned. Once he decided to air the ill-fated photos, he should have considered probable outcomes of his decision. In the framework of the ethics of care, the results of one’s choice were damaging and unhelpful to his family. In reference to laws of the ethics of care, which underline protecting the vulnerable and limiting damage when large forces collide. On the contrary, personal choice of Darby was guided by ethical issues. His own judgment of violation and atrocities at Abu Ghraib underlines the seriousness of his attitude to military oversight. Straightforward a ctions of Darby, who could have appealed to his command or who could have waited for a certain judgment from an international, make an emphasis on his personal disregard of American military system. Ideals instilled in him from the very beginning of his service were scattered off. Darby decided to initiate a struggle with injustice himself. Therefore, ethics of care can be applied to this ethical dilemma while it’s focused on individuality and his choice; the attention is the aid to the central place of individual interests in making choices.

Study case questions Assignment Example | Topics and Well Written Essays - 250 words

Study case questions - Assignment Example The right to a jury trial in the declaratory judgment is only available to legal titles. However, the issue of copyrights in this case falls under equitable titles. Q.3: In the lawsuit of the "Blurred Lines", California Courts have both personal and subject matter jurisdiction. Firstly, both the complainant and defendant reside and operate businesses in California the court; therefore, the court has powers over the two parties. In addition, the court has jurisdiction over the claim since the petitioner applied for a declaration under the copyright Act. Q.3: At the beginning of the counterclaim, the parties had sought for a jury trial. Jury trial at that juncture was appropriate to clear the contested facts, saving the cost of going into a full trial. Q4: If I were the Gayes, I would request the defendant to supply the written lyrics that were done in the initial stages of compiling the song ahead of the recording. I would also ask for the names of some of the people who were close to the defendant during the period within which the song was compiled. Such witness would give account of how often the defendant accessed the copyrighted song in question. Lastly, I would request for a witness from the recording studio where the defendants did their recording. Q.4: In early January, 204, Sony (EM) and the Gayes entered into a negotiation ADR yet again. This time, however, the two reached a settlement and resolved their participation in the case. Parties are allowed to enter into ADR while the case is ongoing because it is in the courts and every partys best interest that the case is resolved amicably without undue waste of time and resources. Q.5: In my opinion, the attorney had Thicke admit that he reviewed his answers to the interrogatories to add weight to Thicke’s deposition. He can use the reviewed statement to develop his case while discrediting Thicke’s

Critical Reflections Paper Examining Social Justice and Equality Essay

Critical Reflections Paper Examining Social Justice and Equality - Essay Example This system punishes the poor by keeping them continually dependent on the system and not encouraging them to become independent. According to Hick (2002), "Income security programs are at the center of the welfare state in Canada. These programs do much more than protect the poor from destitution; income security programs are used by all sectors of society" (pp. 1-2). In Roman times, according to Myers-Lipton (2006), "with the increase in poverty in the early republic, elite society began to argue that outdoor relief was financially inefficient at best and inhumane at worst, since poor people were shuffled around from community to community" (pp. 35). Instead of shuffling the poor around, some suggestions include making the poor an integrated part of the community, giving them work through a WPA-style program that would focus on giving the homeless jobs. This would be one way of promoting a healthier and happier community. It is in this paradigm that one realizes that something must be done to arrive at a more socially just society. ... The homeless themselves feel powerless and as though they do not have choices in life. It is in this paradigm that one realizes that something must be done to arrive at a more socially just society. This includes taxing the rich at 90% as used to be the case, and requiring less from those who cannot afford to pay. Most welfare systems nowadays depend on the dependency of the person receiving welfare in order to keep afloat as a program. When welfare programs stop preying on people, there will be more just societies. Until that day of welfare reform comes to all nations, one whose focus is achieving social justice for all cannot rest. After all, how can the economically well-off person sleep at night knowing there are others out in the world who have nothing or next to nothing The simple fact is that they cannot. Once people realize their greed and heartlessness is causing them lack of sleep, they will realize they have to get out in the world and give back. Charities and other goodwill foundations need to capitalize on the fact that there are many guilty people out there. People who feel guilty about having more should feel badly about the fact that society is unjust to the poor and this should serve as a motivator to help urge people to give more to charitable programs. 3. What is the relationship between social justice, equality and human rights Social justice is the assurance that everyone in a society is receiving fair treatment. Equality is the assurance that everyone is being treated with the same measure of justice as everyone else. Human rights are those inalienable rights guaranteed to persons of governments that are based upon the British system. The relation between these three

Study case questions Assignment Example | Topics and Well Written Essays - 250 words

Study case questions - Assignment Example The right to a jury trial in the declaratory judgment is only available to legal titles. However, the issue of copyrights in this case falls under equitable titles. Q.3: In the lawsuit of the "Blurred Lines", California Courts have both personal and subject matter jurisdiction. Firstly, both the complainant and defendant reside and operate businesses in California the court; therefore, the court has powers over the two parties. In addition, the court has jurisdiction over the claim since the petitioner applied for a declaration under the copyright Act. Q.3: At the beginning of the counterclaim, the parties had sought for a jury trial. Jury trial at that juncture was appropriate to clear the contested facts, saving the cost of going into a full trial. Q4: If I were the Gayes, I would request the defendant to supply the written lyrics that were done in the initial stages of compiling the song ahead of the recording. I would also ask for the names of some of the people who were close to the defendant during the period within which the song was compiled. Such witness would give account of how often the defendant accessed the copyrighted song in question. Lastly, I would request for a witness from the recording studio where the defendants did their recording. Q.4: In early January, 204, Sony (EM) and the Gayes entered into a negotiation ADR yet again. This time, however, the two reached a settlement and resolved their participation in the case. Parties are allowed to enter into ADR while the case is ongoing because it is in the courts and every partys best interest that the case is resolved amicably without undue waste of time and resources. Q.5: In my opinion, the attorney had Thicke admit that he reviewed his answers to the interrogatories to add weight to Thicke’s deposition. He can use the reviewed statement to develop his case while discrediting Thicke’s

Philosophy Coursework Example | Topics and Well Written Essays - 250 words

Philosophy - Coursework Example According to him, he had no malicious intent in instilling these thoughts of his and was only accused of having such due to the ignorance and envy of certain individuals. His point was that his ideas and actions should not be misconstrued as inappropriate but considered and respected. Analyzing deeper, one can see that the Apology was less concerned with forwarding any philosophical school of thoughts. Rather, it provides a portrait of an ideal philosopher. Socrates wanted the people to know, whether directly or indirectly, that the philosopher is an individual who uses reason and whose ideas are not bounded by theological or social restrictions. The philosopher challenges current thinking by carefully dissecting prevailing thoughts through the scalpel of logic and reason. He challenges them to go beyond the pretensions and restrictions of current human knowledge. Socrates, in spite of his discernible wisdom, confesses his own ignorance and in doing so, makes us realize that we should not be afraid to confess our own ignorance. Only by using so can we truly release our limited reasoning from the shackles of pretensions, obscurities and false

Gender And Emotion Essay Example for Free

Gender And Emotion Essay Since time immemorial, emotions have always been a fundamental constituent of human beings. However, not all humans attach or detach the same emotions towards things; different people feel differently about varied things and that is why we are all termed as being unique. It is based on this difference in emotions that a lot of debates and researches have been going around in trying to establish whether the emotions we have affect the brain or conversely, whether the brain affects the emotions. Other researchers have-on the other hand- been looking at the subject of emotions differently by opinionating that it varies from one culture to another, one gender to another or even differing based on varied contexts. It is therefore important to circumspectly look at all the angles that have been propagated by different people if an inclusive and satisfactory answer is to be found for the above questions. Many of the studies that have been conducted by researchers highly suggest that the brain largely determines what we feel about different things. Researches by Norman (2003) support this argument by saying that human attributions for different things result from the brain which in effect dictates human behavior. He further says that humans have large brains than other animals and that is why they are able to act more maturely when expressing their emotions. Elder (1996) gives an example by saying that if we feel fear (which is an emotion), then it is based on the fact that we believe (a signal from the brain) something is threatening to us. According to her, Critical thinking precedes and emotional reaction. However, both of these are equally important and signals them should be treated with equal importance. Waxler (2004) also sentiments that â€Å"Our thoughts have profound effect on our emotions, and by learning how to think in our own best interest, we improve our emotional condition. † He proceeds and says that since it is easy to review our thoughts and even control them, then it becomes even easier for us to control our emotions and feel things that are appropriate for us. However, this capacity of the brain to control things has been subject to misuse by some people. Elder (1996) says that â€Å"As we mature, we learn multiple ways to manipulate others, to influence or control others to get what we want. We even learn how to deceive ourselves as to the egocentrism of our behavior. † this is sometimes even taken to the extent of faking feelings like, empathy, generosity, kindness when in real sense, we mean the exact opposite. So the next time you see someone acting â€Å"all good,† be careful because you may just and read between the lines; you may be happy when all that is being done for you is getting fed on lies. On the other hand, other researches purport that emotions affect how we think. An example is the finals of the 2008 FIFA world cup of where Zinedine Zidane, a renowned footballer of France, head-butted Matterazi (an Italian player) after the Italian allegedly made some abusive remarks to him. Speaking after the Interview, Zidane said that he was overwhelmed by emotions and all he could think of at that particular time was t o harm Matterazi. Matsumoto (n. d. ) furthers this argument by saying that â€Å"It is by controlling their emotions that athletes are capable of maintaining high levels of critical thinking and focus, regardless of what sport they are in. † He goes ahead and opinionates that whenever we are emotional, the capacity to think critically is reduced. As a result, athletes who are normally emotional have the tendency of easily losing focus. Tarleton (n. d. ) similarly support this idea by saying that â€Å"Emotions influence how we perceive and react to life, which in turn, determines how content and/or successful we are. The conceptualization or perception of something-according to them-results from feelings that are harbored in our emotions. So if we are able to control our emotions, then it becomes very easy for someone not to think-and consequently-act irrationally. Elder (1996) reports Goleman’s assertion that sometimes feelings come before thought. According to Goleman, â€Å"the emotional mind is far quicker that the rational mind, springing into action without pausing even a moment to consider what it is doing. † This is relatively dangerous as one may act in a way that is not appropriate and consequently end in problems. On the other hand, it may come in handy more so in situations where a person is in a dilemma and is lost for choice yet needs to act aptly. In addition, there is also a group of researchers who hang in the middle of this debatable subject by saying that both the brain and emotions mutually affect one another. In explaining this symbiotic relationship, Tarleton. edu (n. d) say that â€Å"Our thoughts influence how we feel. How we feel influences how we think. These connections are bi-directional and complex. † They go ahead and explicate this by saying that thinking about something good improves our mood while thinking negatively destroys it. Recent studies by some scholars have fundamentally brought an interestingly fresh dimension to this debate of the brain versus emotions. These scholars argue that gender orientation plays a vital role in how one thinks or feels. In spite of being given much emphasis in the recent times, the issue of gender influencing how a person thinks or feels is not a new concept. Even in the pre-modern times, men and women were expected to think and feel in a specific way based on the stereotypes of that time (Sungur and Tekkaya, 2005). Currently, men are debatably depicted in most areas as being strong and dominant while the women being second. Brescoll and Uhlmann (2007) in their work cite Heilman (2001) and Rudman (1998) articulate that women are should be kinder than men, and they induce negative responses from others when they fail to act according to the premeditated ways expected of them. They expound on this concept by writing that men are believed to be strong and should not show weakly emotions like crying just in the same way, women should not show anger. This has however not augured well with most women-especially the elitists and feminists- who see themselves as being able to â€Å"do better what men can do. † To them, both men and women are equal and none should be given a higher status than the other. When using the gender aspect in depicting intelligence or the capacity to think, the same argument used in emotions is used. Men are disputably depicted as having an upper hand than women. In their defense, they state the numerous organizations that are chaired by them and the many critical positions they hold in the annals of history. Of course this has faced much criticism from the women who consider themselves brighter. However, Pin-pointing who is above the other is not our main concern, what stands out to be counted is the fact that both men and women have made invaluable contributions in various aspects. In addition, their differences and unique qualities make them blend even better in their various roles and thus being to the overall good for both of them. References Tarleton. (n. d. ). Emotions and learning (Mini-mester). Retrieved May 3rd, 2010, from http://webcache. googleusercontent. com/custom? q=cache:m7MMnYFicw8J:www. tarleton. edu/~sanderson/Emotions%2520and%2520Learning(mini-mester). Matsumoto, S. (n. d). Do emotions affect critical thinking? Retrieved May 3rd, 2010, from Retrieved May 3rd, 2010, from http://www. humintell. com/2009/08/do-emotions-affect-critical-thinking/ Waxler, J. (2004) Self-talk: How thoughts affect feelings. Retrieved May 3rd, 2010, from http://www. mental-health-survival-guide. com/cognitive-therapy. htm Lmez. A. Y. Sungur, S. Tekkaya, C. (2005). Investigating students’ logical thinking abilities: the effects of gender and grade level.

Global Reputation of American People Essay -- essays research papers

The American If asked to describe Americans in a few words, some foreigner's may use such adjectives as 'powerful, influential, smart, wealthy or patriotic.' Undoubtedly others will venture on to say that Americans are 'lazy, spoiled, reckless, arrogant, or foolish.' There is no doubt that a foreigner who has never stepped foot on American soil will probably have distorted but firm views of America, its people and its government. This is because America is very influential, both positively and negatively, around the world. For any born and raised American it may still be hard to give a clear, unbiased perception of America, simply because America is so diverse and few have seen all that the United States has to offer. As a born and raised American, who has seen but a glimpse compared to what is offered within the boundaries of our country, not to mention, I have yet to have the opportunity to see and live in any other country, by which I could compare America. I can only give an overview of what I have observed, both first-hand and second. Americans are for the most part ignorant, selfish, egotistical, and irrational, however, we are also diverse, enterprising, competitive, and?best of all?liberated. I could not imagine myself living in Iraq right now?nor any other far away country for that matter. What?s worst than the fact that I can?t is that many don?t try. Not only is the most impoverished American citizen entitled to some means of government nourishment but many complain about it. We also love to accept welfare checks, complain that immigrants are taking our jobs, and at the same time refuse the jobs that are ?below? us as Americans. It isn?t just the lower class either, the upper and middle class is guilty of ignorance an... ...hat are protecting us. One recent case was with the Patriot Act. After the occurrence of 9/11 everyone, for the most part, was in favor of the Patriot Act because they believed it would protect them. However, after the nation?s nerves began to settle and people weren?t as anxious, many Americans decided the Patriot Act was actually inconvenient for them and changed their minds. It would seem that no matter how much freedom is awarded to us we will never be satisfied. Furthermore, Americans happen to be indecisive and irrational when it comes to their own government. In all, Americans can be ignorant, selfish, egotistical, irrational and indecisive, while also remaining diverse, enterprising and competitive. Best of all, we are liberated. Of course my views are only generalizations. As I said, we are a diverse people and do not share any characteristics as a nation.

House of Mirth - The Nature of Nature Essay -- House Mirth Essays

House of Mirth   - The Nature of Nature       Nature, whether in the form of the arctic tundra of the North Pole or the busy street-life of Manhattan, was viewed by Naturalist writers as a phenomena which necessarily challenged individual survival; a phenomena, moreover, which operated on Darwin's maxim of the "survival of the fittest." This contrasted sharply with the Romantic view, which worshipped Nature for its beauty, beneficence and self-liberating powers. In Edith Wharton's The House of Mirth, Lily Bart attempts to "survive" within the urbane "drawing-room" society she inhabits. Although Selden uses Romantic nature imagery to describe Lily, throughout the novel such Romantic imagery and its accompanying meanings are continually subverted. By simply invoking different understandings and views of "Nature," Wharton demonstrates that not only is Lily's ability to "adapt" to various environments isn't necessarily salutary, but also that flower imagery, used in an ironic fashion, captures perfectly Lily's need for "climates of luxury." It is Wharton's image of a "hot-house," however, which ultimately captures the ambiguous nature of what, to Wharton, truly is Nature.    Lily, although a city-dweller, is described by Selden as one who is intimately connected with a benevolent, life-giving Nature. He exclaims, "The attitude revealed the long slope of her slender sides, which gave a kind of wild-wood grace to her outline- as though she were a captured dryad subdued to the conventions of the drawing-room" (13). Selden's notion of Lily's "sylvan freedom" and her interconnectedness to all things "natural" is echoed later in the novel, when Lily is either described as, or compared to, a "rose," (167) an ... ...entury Literature 44.4 (1998): 409-27. Howard, Maureen.   "On The House of Mirth."   Raritan 15 (1996): 23 pp.   28 Oct. 2002   <http://proxy.govst.edu:2069/WebZ/FTFETCH>. Howe, Irving.   Edith Wharton, a Collection of Critical Essays.   Englewood Cliffs: Prentice-Hall, Inc., 1962. Lindberg, Gary H.   Edith Wharton and the Novel of Manners.   Charlottesville: University Press of Virginia, 1975. Lyde, Marilyn Jones.   Edith Wharton, Convention and Morality in the Work of a Novelist.   Norman: University of Oklahoma Press, 1959. Miller, Mandy.   Edith Wharton Page.   19 Nov. 2002  Ã‚  Ã‚   <http://www.Kutztown.edu/faculty/Reagan.Wharton.html>. Pizer, Donald.   "The Naturalism of Edith Wharton's The House of Mirth."   Twentieth Century Literature 41.2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (1995): 241-8. Wharton, Edith. The House of Mirth. (1905) New York: Signet,. 1998.

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

Childhood Vaccinations: The Reality Behind the Debate

Childhood Vaccinations Brandi DeLuca Bryant & Stratton College ENGL 101 Alexis Vaughan December 17, 2012 Childhood Vaccinations Child vaccinations have become a huge debate with new expectant parents as well as parents who already have children. Should children be vaccinated? A great majority of pediatricians believe that yes, children should be vaccinated. However, there are many groups that disagree with vaccines because they believe vaccines are doing more harm than good. If that is the case, should we vaccinate our children?The choice to vaccinate our children is a choice every parent must make; there are many risks and side affects with every vaccine, but along with those risks comes the piece of mind knowing that our children are protected against a deadly disease. When a child is vaccinated, the child is administered with a vaccine that is specially made to protect them from a particular disease. The vaccine is created by using a small piece of a microbe that is dead or very w eak (Alimentary Pharmabiotic Centre, 2012, para. 1). By using a very small amount, it eliminates the chance of the patient getting sick.When the injection is administered, the small piece of microbe is introduced into the body’s bloodstream and into the immune system. When the two meet, the immune system creates an antibody that kills the microbe. Once that particular antibody is present within the body, it will always be on defense and ready to fight if that same microbe returns (Alimentary Pharmabiotic Centre, 2012, para. 1). The first vaccine in the world’s history to be created was the smallpox vaccine in the 1790s by a man named Edward Jenner (Stern & Markel, 2005, para, 1). Jenner was a country doctor who lived in Berkeley, England.This is where Jenner administered the world’s first vaccination in 1796 (Stern & Markel, 2005, para, 6). The vaccination was created by taking pus from a cowpox lesion on a milkmaid’s hand. This vaccination was than teste d on an eight-year-old named James Phipps. The child was unaffected by the vaccine and showed no signs or symptoms of smallpox. Jenner conducted twelve additional experiments all proving that vaccinations helped protect humans against infections. It took over eighteen years after Jenner created the smallpox vaccine for scientists to create new vaccines.In the 1830s after an initial generation had been vaccinated, the United States and Europe saw a decline in smallpox (Stern & Markel, 2005, para, 23). Even with the success of the new vaccination, there were people known as antivaccinationists who believed vaccines were an invasion to their privacy and bodily integrity. This is where it began, the debate over vaccinations. During the hospital stay after delivering a baby, the mother will be asked if she would like her child to receive his or her first dose of the hepatitis B vaccination. Many new mothers without hesitation will agree to this vaccine.It is being recommended by a medica l professional, why would a parent question them? Yet, many parents do considering that one-third out of the four million babies born in the United States are not vaccinated by the age of two (Aesoph, n. d. , para. 1). Vaccinations are given to children of all ages to prevent or help fight certain possibly illnesses. All childhood vaccinations are given in a series of two or more doses. Depending on the child’s age, the dose and vaccine will vary. Most children should have completed the recommended vaccine schedule by the time they are six years old.The vaccination schedule was designed to build a baby’s immune system from birth and develop as the child gets older. The first vaccination a newborn will receive is the hepatitis B vaccine, which they will typically get prior to leaving the maternity unit. The hepatitis B vaccine is given in three or four different injections over a six-month period (Department of Health and Human Services, n. d. , para. 2). The vaccine pr otects against hepatitis B, which is a contagious liver disease (Department of Health and Human Services, n. d. , para. 1). The hepatitis B vaccine is considered extremely safe and effective.By the age of six years-old a child could have received as many as ten vaccinations (Department of Health and Human Services, n. d. , para. 1). These vaccines and the dose amount required are: two to three doses of Rotavirus (RV), four doses of Pneumococcal (PCV), three doses of Inactivated Poliovirus (IPV or Polio), four doses of Diphtheria, Tetanus, acellular Pertussis (DTaP), three to four doses of Haemophilus Influenzea (Hib), one dose of Measels, Mumps and Rubella (MMR), two doses of Hepatitis A (HepA), one dose of Meningococcal (MCV4), and one dose of Chickenpox (Varicella) (Department of Health and Human Services, n. . , para. 1). Once a child is older than six months, it is recommended that the child receive the influenza shot as well. Not immunizing children makes them vulnerable to con tract a disease that is almost one hundred percent preventable such as rotavirus. The rotavirus vaccine protects children from gastroenteritis, which is inflammation of the stomach and intestines. When a child contracts the rotavirus disease their symptoms include watery diarrhea, fever, abdominal pain and in some cases, vomiting (Centers for Disease Control and Prevention [CDC], 2011, para. ). â€Å"Rotavirus is the leading cause of severe diarrhea in infants and young children worldwide† (CDC, 2011, para. 1). Around the world, rotavirus is responsible for over half a million deaths a year for children under the age of five (CDC, 2011, para. ). I understand that in third world counrties vaccinations are not always available, but that is over five hundred thousand children who have lost their lives to a disease that a vaccination was created to prevent this exact same problem. People known as anti-vaccinationists say that vaccines do more harm than good.How can that possible be said when over five hundred thousand lives could have been saved had they been vaccinated with the rotavirus vaccine? Association of American of Physicians & Surgeons said: Measles, mumps, rubella, hepatitis B, and the whole panoply of childhood diseases are a far less serious threat than having a large fraction (say 10%) of a generation afflicted with learning disability and/or uncontrollable aggressive behavior because of an impassioned crusade for universal vaccination†¦Ã¢â‚¬ ¦.Public policy regarding vaccines is fundamentally flawed. It is permeated by conflicts of interest. It is based on poor scientific methodology (including studies that are too small, too short, and too limited in populations represented), which is, moreover, insulated from independent criticism. The evidence is far too poor to warrant overriding the independent judgments of patients, parents, and attending physicians, even if this were ethically or legally acceptable. (Vaccination Liberation, 2011, para. ) A doctor by the name of Richard Moskowitz was a pediatrician who after ten years of immunizing children could no longer bring himself to immunize children, even if the parents requested the vaccine (Vaccination Risk Awareness Network, 2012, para. 1). Richard Moskowitz wrote an article that was published in a journal in March of 1983. In the article that he wrote, he believed that by ridding the world of microbial species it would disrupt the balance of nature in ways no one would ever imagine.He also believed that vaccines were being created simply for the fact that the equipment is there to produce those vaccines and to show that we can manipulate the evolutionary process (Vaccination Risk Awareness Network, 2012, para. 2). When a vaccine is introduced to the body, foreign proteins or possibly live viruses are released into the bloodstream. Moskowitz believed by just that fact alone, the public is entitled to solid proof that vaccinations are safe and fully effective.If chi ldren are going to be injected with live viruses in hopes that it will someday protect them from that very same disease, proof that these vaccines pose no harm to the children needs to be presented in a very strong way. Richard Moskowitz said: Most people can readily accept the fact that at times certain laws are necessary for the public good that some of us strongly disagree with, but the issue in this case involves the wholesale introduction of foreign proteins or even live viruses into the bloodstream of entire populations. For that reason alone, the public is surely entitled to convincing proof, eyond any reasonable doubt, that artificial immunization is in fact a safe and effective procedure in no way injurious to health, and that the threat of the corresponding natural disease remains sufficiently clear and urgent to warrant vaccinating everyone, even against their will if necessary. (Vaccination Risk Awareness Network, 2012, para. 2) The choice to vaccinate a child is complet ely up to the parents. When making the decision there are two sides of the argument to look at. The parent must know all of the pros and cons to both sides of the argument before being able to make an educated decision.What the parent should know is that the US Food and Drug Administration (FDA) regulates all vaccines currently in the market to make sure they are safe and effective. Prior to the vaccine being FDA approved, there are many tests that the vaccine must go through before being accepted. The FDA’s Center for Biological Evaluation and Research (CBER) is the department that is responsible for monitoring all vaccines in the United States (U. S. Food and Drug Administration [FDA], 2009, para. 1). The vaccines go through three clinical trials, all of which include human studies (FDA, 2009, para. 3).Once the vaccine has been accepted, the FDA will work side by side with the Centers for Disease Control and Prevention (FDA, 2009, para. 1). The FDA does this by monitoring s ide effects that a patient or parent may report to their pediatrician after a vaccination has been administered. From my personal experience as a mother to children who have been vaccinated, the most common side effect from a vaccine is a high fever that typically goes away approximately twenty-four hours after the initial injection. The FDA reports that since the beginning of vaccines, many infectious diseases have been eliminated or are now rare (FDA, 2012, para. ). Take rubella for example. In 1964 to 1965 before the rubella vaccine was considered a routine vaccine in the United States, there was an epidemic of rubella (FDA, 2012, para. 2). An estimated 20,000 newborn babies were born with congenital rubella syndrome (CRS) along with the 2,100 that died shortly after birth and 11,250 miscarriages (FDA, 2012, para. 10). CRS is an infection that a fetus can contract during the first trimester while inside the womb of an infected mother (Boston Children’s Hospital, 2011, para . 2).Babies born with CRS can develop heart defects, mental retardation and deafness (FDA, 2012, para. 12). The FDA reported that â€Å"Of the 20,000 infants born with CRS, 11,600 were deaf, 3,580 were blind, and 1,800 were mentally retarded. † (FDA, 2012, para. 10). In 2010, only six cases of CRS were reported (FDA, 2012, para. 10). If the rubella vaccine was for some reason stopped, rubella would return resulting in pregnant women becoming infected and babies would possibly be born with CRS (FDA, 2012, para, 10). Deciding whether or not to have a child vaccinated is completely up to the parent.There are no federal laws that require parents to have their children vaccinated. However, all fifty states require children to have certain vaccinations if the parent wants them to attend a public school. These vaccinations must be completed prior to the child being accepted to the school. Some may see this as the government controlling the vaccination policy and forcing parents to v accinate their children against their own will. Most parents choose to send their children to school to obtain an education because they believe it is a beneficial choice for their children’s future.If a parent wants this, they must vaccinate the child or they simply are not allowed to attend school. Think about how many children attend a public school on a daily basis and all of the germs that are spread and the viruses that are passed from one child to another. Now think about if those children were not vaccinated and the amount of illnesses that a parent would have to worry about. It would no longer be a simple cold or a case of the flu; it could be rubella, hepatitis B, or even polio.By children being required to have certain vaccinations prior to attending school, can people really say that it is the government forcing us to immunize our children or are they really looking out for the best interest of the children? Of all the many debates surrounding childhood vaccines, autism is the one that most people associate with vaccinations. Autism, which is official called autism spectrum disorder (ASD), is a developmental disability caused by a neurological disorder that affects the way an autistic child sees and interacts with the world around them (â€Å"What Is Autism? , 2005, para. 1). The controversy started in 1998 when a study conducted by Andrew Wakefield was published in a British journal called The Lancet (American Academy of Pediatrics, 2012, para. 2). In his studies, he stated that the expected amount of children diagnosed with autism in California should have been around one hundred five to two hundred sixty-three cases, according to the Diagnostic Statistical Manual of Diseases (Wakefield, 1999, para. 4). The actual amount of children diagnosed was one thousand six hundred eight-five cases (Wakefield, 1999, para. 4).Wakefield backed his accusations with proof of examinations from twelve children, all of which had regressive autism (Katz, 20 11, para. 4). All twelve children were developing within normal range until symptoms of autistic behavior appeared shortly after receiving their first dose of the MMR vaccine. He claims that there is a link that the MMR vaccine is the possible cause of autism. In the study he conducted there were two test vaccine groups. One group received the MMR vaccine and the other group received any measles-containing vaccine (Wakefield, 1999, para. ). The study group that received the MMR vaccine was reported by the parents to have temporal clustering (Wakefield, 1999, para. 3). This led Wakefield to the conclusion that the MMR vaccine was the possible cause of autism. After the article was published there was a huge decline in children being immunized. Parents believed that the study was accurate and refused to have their children vaccinated resulting in multiple cases of the measles to appear in emergency rooms around America.Once word got around about the article, parents started to associa te their child’s autistic behavior with the MMR vaccine. The first MMR vaccine is administered around twelve to fifteen months; the signs of autistic behavior typically appear around fifteen to eighteen months of age (American Academy of Pediatrics, 2012, para. 2). This is what led many parents to filing lawsuits claiming the MMR vaccine caused their child to develop autism. Almost all suits at the time were thrown out due to lack of evidence.During an investigation into Wakefield’s accusation of the MMR vaccine being the root cause of autism, researchers tried to replicate Wakefield’s findings but were unable to come up with the same results. An investigation led by a journalist named Brian Deer who worked for British Medical Journal found that five of the twelve children in Wakefield’s study had shown signs of autism prior to even receiving the MMR vaccination (Katz, 2011, para. 5). Once this information was known, more information came out making it lo ok as if the Wakefield study was fraudulent in effort to make money.The investigation by Deer reported that Wakefield’s autism theory was released after Wakefield had been hired by a law firm who was preparing to file a suit against vaccine makers. The British Medical Journal reported that Wakefield was paid approximately five thousand dollars to publish a fraudulent study (Katz, 2011, para. 7). Wakefield has since denied all accusations and still stands by his study that the MMR vaccine is directly related to children being diagnosed with autism.Although the Wakefield study has been recanted by almost every magazine or journal that published the article, there are still parents who stand behind Wakefield saying that his study was accurate and believe that the MMR vaccine is the main cause for their child being autistic. Autism affects one out of every eighty-eight children in the United States and is four out of five times more common in boys than in girls (Autism Speaks Inc . , 2012, para. 1). In recent years, children being diagnosed with autism has went from ten percent up to seventeen percent (Autism Speaks Inc. 2012, para. 5). There is no clear explanation as to why more children are being diagnosed other than research has improved and there is now more awareness surrounding autism. Some could speculate that the world population continues to raise everyday meaning there are more children being vaccinated. With more children being vaccinated, more children are being diagnosed with autism. On the other hand, it could be just a coincidence and the nationwide awareness surrounding autism has made parents and pediatricians more likely to take suspicion to autistic like behavior and symptoms.Regardless the reason for more children being diagnosed, autism is a serious disorder that affects many children and even adults that struggle on the daily basis to cope with symptoms of autism. After many hours of research on childhood vaccinations and the possible effects that they may have on our children, I am going to carefully monitor the research being done on vaccines. In a world where diseases and illnesses surround us, it is very important to me to know that my children are protected from these possibly deadly diseases. In all of my research that I id, I never came across any real concrete evidence that any childhood vaccination that is currently on the market is directly related to any serious health concerns. Yes, after receiving a vaccination a child may experience a slight fever or may seem more sleepy than normal; however, I believe these symptoms are nothing compared to what could be if the child was never vaccinated. Prior to a child receiving a vaccination, the vaccine must undergo many hours of research and clinical studies to ensure that it is safe and poses no medical health concern.The government does not have any federal laws mandating that a child be vaccinated; they do, however, strongly suggest that all children receiv e the proper vaccines in the suggested time frame in the vaccine schedule created by the CDC to ensure that the vaccine is fully effective in protecting children from any serious illnesses. Every parent has the right to choose whether or not to have their child vaccinated; prior to making this decision it is very important to go over the pros and cons to ensure that they are making an educational decision in their children’s future. References Aesoph, L.M. (n. d. ). Shoot ‘em up on the debate over childhood immunization. Retrieved from http://www. healthy. net/scr/article. aspx? Id=380 Alimentary Pharmabiotic Centre. (2012). What is vaccination?. Retrieved from http://microbemagic. ucc. ie/inside_guts/defence_vaccination. html American Academy of Pediatrics. (2012, October 29). MMR vaccine & autism. Retrieved from http://www2. aap. org/immunization/families/mmr. html Autism Speaks Inc. (2012). What is autism? What is autism spectrum disorder? Retrieved from http://www. autismspeaks. org/what-autism Boston Children’s Hospital. (2011).Congenital rubella syndrome. Retrieved from http://www. childrenshospital. org/az/Site605/mainpageS605P0. html Centers for Disease Control and Prevention. (2011, April 22). Rotavirus. Retrieved from http://www. cdc. gov/rotavirus/index. html Centers for Disease Control and Prevention. (2012, November 20). What would happen if we stopped vaccinations?. Vaccines and immunizations. Retrieved from http://www. cdc. gov/vaccines/vac-gen/whatifstop. htm Department of Health and Human Services (n. d. ). Hepatitis b. Retrieved from http://www. vaccines. gov/diseases/hepatitis_b/index. html# Katz, N. (2011, January 6).Andrew Wakefield: Autism vaccine fraud or conspiracy victim? Retrieved from http://www. cbsnews. com/8301-504763_162-20027552-10391704. html Moskowitz, R. (2012). The case against immunization. Retrieved from http://vran. org/about-vaccines/general-issues/doctors-speak/the-case-against-immunizatons/ Stern, A . M. , & Markel, H. (2005, May). The history of vaccines and immunization: Familiar patterns, new challenges. 24(3), 611-621. doi: 10. 1377/hlthaff. 24. 3. 611. U. S. Food and Drug Administration. (2009, June 18). Vaccine product approval process. Vaccines, Blood and Biologics. Retrieved from http://www. fda. gov/biologics loodvaccines/developmentapprovalprocess/biologicslicenseapplicationsblaprocess/ucm133096. htm U. S. Food and Drug Administration. (2009, December 30). How does FDA assess the safety of vaccines?. Retrieved from http://www. fda. gov/AboutFDA/ Transparency/Basics/ucm194586. htm Vaccination Liberation. (2011, July 22). Lots of great vaccination quotes!. Retrieved from http://www. vaclib. org/basic/quotes. htm Wakefield, A. (1999, September 11). MMR vaccine and autism. The Lancet (354)9182, 949-950. doi: 10. 1016/S0140-6736(05)75696-8 What is autism?. (2005). Retrieved from http://www. autism-pdd. net/what-is-autism. html