Same Sex-Civil Union essays

Same Sex-Civil Union expositions Since the 1960s, gays and lesbians have moved to urban communities, as, San Francisco, New York, and Los Angeles, where their more prominent numbers changed neighborhood legislative issues and impacted the national gay development. The battle about same-sex marriage might just locate its next battleground in the parkways and shopping centers of New Jersey. New Jersey is one of eight states being sued by gay couples, and surveys there show that 55 percent of voters bolster same-sex marriage. (Montagne, Renee, 2006, February 6, p.1). Right now the conversation of gay marriage or gay associations in New Jersey achieves clashes between two good positions, the dissidents and the moderates. The two nonconformists and moderates for the most part see marriage as an understanding between two people who what to bring up their kids to act naturally dependent and equipped for practicing their individual rights to be capable, composed grown-ups. Adversaries of gay marriage recorded three separate legitimate movements under the steady gaze of the Superior Court in Mercer County, New Jersey. These movements are isolated into discrete protection issues against gay associations; monetary, ideological, and political. Every one of these assaults alert that equivalent sex marriage couples who expect to wed undermine the security of the state. (Padawer, Ruth 2003, February 27, p. 2) People who are for gay marriage accept that each state ought to embrace the act of gay associations freely. So who is strategically and Biblically right on this issue? Dissidents trust it is a people right and opportunity to live in a common way with an accomplice who fulfills them. (Shell, Susan M., 2004, June 22, p.2.) Unlike a few states, New Jersey law doesn't contain language that alludes to marriage as between a man and a lady. A Historic Day . . . ( 2006, December 14 p. 2). The conventional Christian supposition on gay marriage is that a relationship betwee ... <!

Career Development Plan Part III Performance and Career Management Essay

Profession Development Plan Part III Performance and Career Management week 4 - Essay Example The explanation this is an extraordinary evaluation to utilize is that it thinks about input from clients, the individual and their director. This gives them a balanced assessment and conveys in excess of an uneven methodology. As indicated by Focal 360 the motivation behind the 360 criticism is to give representatives classified and mysterious input from the individuals around them. This permits the person to comprehend at each level what they are doing well and what can be improved. This appraisal could give representatives a benchmark of data to work from and they could then build up their own particular objectives as a result of it. From this sort of input we can create singular objectives that fit the workers needs. This would likewise urge directors to work with every individual worker in a manner that is without bias or judgment to the representative. We will likewise need to help oversee double vocation families. As indicated by Human Resource Chapter 1 the business should add a type of childcare to the procedure. At the present time we don't have a spending plan for this however it could be something that we put in the designs for some other time. We will likewise need to think about that the planning of a headway for a representative may not be directly for their family, so we would need to offer them the development at some other point in the event that they are a couple vocation family (Human Resources, Chapter 10, p. 380). This would assist us with turning into a more family benevolent association. We can have accessible a sound program online that recently recruited employees can tune in to who have not had the advantage of the preparation that we have anticipated the gathering. The advisor has consented to assist us with this circumstance as an expansion bit of the preparation on the off chance that we might want it. Another component of preparing ought to be the chance to go to gatherings and tradeshows. Despite the fact that the organization doesn't have the cash to send them maybe we could take a gander at a repayment program for school

A Disturbing List of Toxic Chemicals in Cigarettes

A Disturbing List of Toxic Chemicals in Cigarettes More in Addiction Nicotine Use The Inside of Cigarettes After You Quit How to Quit Smoking Nicotine Withdrawal Smoking-Related Diseases Alcohol Use Addictive Behaviors Drug Use Coping and Recovery As of Dec. 20, 2019, the new legal age limit is 21 years old for purchasing cigarettes, cigars, or any other tobacco products in the U.S. If you are a smoker, you may try not to think about the chemicals in cigarettes. Poisons, toxic metals, and carcinogens enter your bloodstream with every puff you take.?? Those chemicals affect everything from blood pressure and pulse rate to the health of your organs and immune system. Air tainted with cigarette smoke is dangerous for anyone who breathes it, smoker or not. Take a closer look at some of the harmful chemicals in cigarettes and how they affect your health. Carcinogens A carcinogen is defined as any substance that can cause or aggravate cancer. Approximately 70 of the chemicals in cigarettes are known to cause cancer.?? Benzene  can be found in pesticides and gasoline. It is present in high levels in cigarette smoke and accounts for half of all human exposure to this hazardous chemical.Formaldehyde  is a chemical that, in liquid form, is used to preserve dead bodies. In gaseous form, it is responsible for some of the nose, throat, and eye irritation smokers experience when breathing in cigarette smoke.Vinyl chloride  is a man-made chemical that is used to make plastics. Smokers are exposed to it through cigarette filters. Carcinogens and How They Cause Cancer Toxic Metals Toxic/heavy metals are metals and metal compounds that have the potential to harm our health when absorbed or inhaled. In very small amounts, some of these metals support life, but when taken in large amounts, they can become toxic.?? Arsenic  is commonly used in rat poison. Arsenic finds its way into cigarette smoke through some of the pesticides that are used in tobacco farming.Cadmium  is a toxic heavy metal that is used in batteries. Smokers typically have twice as much cadmium in their bodies as nonsmokers. Why You Should Worry About Arsenic in Cigarette Smoke Radioactive Toxic Metals There are a couple of toxic metals in cigarette smoke that carry an extra punch of danger for anyone breathing it in because  they are radioactive. Lead-210 (Pb-210) and polonium-210 (Po-210) are poisonous, radioactive heavy metals that research has shown to be present in cigarette smoke.?? Poisons Poison is defined as any substance that, when introduced to a living organism, causes severe physical distress or death. Science has discovered approximately 250 poisonous gases in cigarette smoke.?? Ammonia  compounds are commonly used in cleaning products and fertilizers. Ammonia is also used to boost the impact of nicotine on manufactured cigarettes.Carbon monoxide  is present in car exhaust and is lethal in  large amounts. Cigarette smoke can contain high levels of carbon monoxide.Hydrogen cyanide  was used to kill people in the gas chambers. It can be found in cigarette smoke.Nicotine  is a poison used in pesticides and is the addictive element in cigarettes. What Does Ammonia in Cigarettes Do? Secondhand Smoke Also known as environmental tobacco smoke, secondhand smoke is a term used to describe cigarette smoke that comes from two sourcesâ€"smoke that is exhaled by the smoker (mainstream smoke) and smoke produced by a smoldering cigarette (sidestream smoke). Secondhand smoke is known to contain at least 250 poisonous chemicals  and another 70 cancer-causing chemicals. According to the U.S. Surgeon General, there is no risk-free level of exposure to secondhand smoke.?? That means if you can smell cigarette smoke in the air, it could be harming your health. How Secondhand Smoke Can Cause Many Illnesses If Youre Still Smoking There is no time like the present start on your journey to a smoke-free life. Youll be rewarded with benefits beyond what you can probably imagine and theyll start to occur faster than you think. Within 20 minutes of your last cigarette, your body will begin to heal. The improvements in your mental and physical health will continue to grow. It is never too late to quit smoking. How Your Body Heals After You Quit Smoking

Atreverse Conjugation in Spanish, Translation, and Examples

The Spanish verb atreverse is a reflexive verb that means to dare. Although most reflexive verbs can also be used non-reflexively, atreverse is an exception and should always be used in its reflexive form. This article includes atreverse conjugations in the most common verb forms and tenses: the present, past, conditional, and future indicative; the present and past subjunctive; the imperative, and other verb forms like the gerund and past participle. Atreverse Present Indicative Atreverse is a regular -er verb, so its conjugations in the present indicative are regular; just be sure to include the appropriate reflexive pronouns before each conjugated verb. Yo me atrevo I dare Yo me atrevo a hacer preguntas en clase. Tà º te atreves You dare Tà º te atreves a probar cosas nuevas. Usted/à ©l/ella se atreve You/he/she dares Ella se atreve a quejarse con el jefe. Nosotros nos atrevemos We dare Nosotros nos atrevemos a escalar la montaà ±a. Vosotros os atrevà ©is You dare Vosotros os atrevà ©is a salir en el frà ­o. Ustedes/ellos/ellas se atreven You/they dare Ellos se atreven a tirarse con paracaà ­das. Atreverse Preterite Indicative Notice that in the preterite tense the yo and à ©l/ella/usted conjugations carry an accent mark on the last vowel. Yo me atrevà ­ I dared Yo me atrevà ­ a hacer preguntas en clase. Tà º te atreviste You dared Tà º te atreviste a probar cosas nuevas. Usted/à ©l/ella se atrevià ³ You/he/she dared Ella se atrevià ³ a quejarse con el jefe. Nosotros nos atrevimos We dared Nosotros nos atrevimos a escalar la montaà ±a. Vosotros os atrevisteis You dared Vosotros os atrevisteis a salir en el frà ­o. Ustedes/ellos/ellas se atrevieron You/they dared Ellos se atrevieron a tirarse con paracaà ­das. Atreverse Imperfect Indicative The imperfect tense can be translated as was daring or used to dare. It is used to talk about habitual or ongoing actions in the past. Note that all of the imperfect conjugations carry an accent mark. Yo me atrevà ­a I used to dare Yo me atrevà ­a a hacer preguntas en clase. Tà º te atrevà ­as You used to dare Tà º te atrevà ­as a probar cosas nuevas. Usted/à ©l/ella se atrevà ­a You/he/she used to dare Ella se atrevà ­a a quejarse con el jefe. Nosotros nos atrevà ­amos We used to dare Nosotros nos atrevà ­amos a escalar la montaà ±a. Vosotros os atrevà ­ais You used to dare Vosotros os atrevà ­ais a salir en el frà ­o. Ustedes/ellos/ellas se atrevà ­an You/they used to dare Ellos se atrevà ­an a tirarse con paracaà ­das. Atreverse Future Indicative Yo me atreverà © I will dare Yo me atreverà © a hacer preguntas en clase. Tà º te atreverà ¡s You will dare Tà º te atreverà ¡sa probar cosas nuevas. Usted/à ©l/ella se atreverà ¡ You/he/she will dare Ella se atreverà ¡a quejarse con el jefe. Nosotros nos atreveremos We will dare Nosotros nos atreveremosa escalar la montaà ±a. Vosotros os atreverà ©is You will dare Vosotros os atreverà ©is a salir en el frà ­o. Ustedes/ellos/ellas se atreverà ¡n You/they will dare Ellos se atreverà ¡na tirarse con paracaà ­das. Atreverse Periphrastic  Future Indicative   When conjugating the periphrastic future, remember to place the reflexive pronoun before the conjugated verb ir. Yo me voy a atrever I am going to dare Yo me voya atrever a hacer preguntas en clase. Tà º te vasa atrever You aregoing todare Tà º te vasa atrever a probar cosas nuevas. Usted/à ©l/ella se vaa atrever You/he/she isgoing to dare Ella se vaa atrever a quejarse con el jefe. Nosotros nos vamosa atrever Wearegoing todare Nosotros nos vamosa atrever a escalar la montaà ±a. Vosotros os vaisa atrever You aregoing to dare Vosotros os vaisa atrever a salir en el frà ­o. Ustedes/ellos/ellas se vana atrever You/they aregoing to dare Ellos se vana atrever a tirarse con paracaà ­das. Atreverse Present Progressive/Gerund Form One of the main uses of the gerund or present participle is to form progressive tenses such as the present progressive, which is usually formed with the auxiliary verb estar. When conjugating reflexive verbs in progressive tenses, the reflexive pronoun can be placed before the conjugated verb estar, or attached to the end of the present participle. Present Progressive ofAtreverse se està ¡ atreviendo / està ¡ atrevià ©ndose Is daring Ella se està ¡ atreviendo a quejarse con el jefe. Atreverse Past Participle One of the main uses of the past participle is to form perfect tenses, such as the present perfect, which uses the auxiliary verb haber. In the perfect tenses, the reflexive pronoun is always placed before the conjugated verb haber. Present Perfect of Atreverse se ha atrevido Has dared Ella se ha atrevido a quejarse con el jefe. Atreverse Conditional Indicative The conditional tense is used to talk about possibilities. It is translated to English as would dare. Yo me atreverà ­a I would dare Yo me atreverà ­a a hacer preguntas en clase si fuera mà ¡s valiente. Tà º te atreverà ­as You would dare Tà º te atreverà ­asa probar cosas nuevas si fueras aventurero. Usted/à ©l/ella se atreverà ­a You/he/she would dare Ella se atreverà ­aa quejarse con el jefe, pero à ©l no la quiere escuchar. Nosotros nos atreverà ­amos We would dare Nosotros nos atreverà ­amosa escalar la montaà ±a si tuvià ©ramos mejor condicià ³n fà ­sica. Vosotros os atreverà ­ais You would dare Vosotros os atreverà ­ais a salir en el frà ­o si tuvierais un buen abrigo. Ustedes/ellos/ellas se atreverà ­an You/they would dare Ellos se atreverà ­ana tirarse con paracaà ­das si fueran mà ¡s jà ³venes. Atreverse Present Subjunctive Que yo me atreva That I dare La profesora sugiere que yo meatrevaa hacer preguntas en clase. Que tà º te atrevas That you dare Tu madre espera que tà º teatrevas a probar cosas nuevas. Que usted/à ©l/ella seatreva That you/he/she dare Su colega quiere que ella seatreva a quejarse con el jefe. Que nosotros nos atrevamos That we dare El alpinista espera que nosotros nos atrevamos a escalar la montaà ±a. Que vosotros os atrevà ¡is That you dare El entrenador quiere que vosotros os atrevà ¡isa salir en el frà ­o. Que ustedes/ellos/ellas seatrevan That you/they dare Pablo espera que ellos seatrevan a tirarse con paracaà ­das. Atreverse Imperfect Subjunctive There are two different endings to form the conjugation of the imperfect subjunctive: Option 1 Que yo me atreviera That I dared La profesora sugerà ­a que yo me atreviera a hacer preguntas en clase. Que tà º te atrevieras That you dared Tu madre esperaba que tà º teatrevieras a probar cosas nuevas. Que usted/à ©l/ella seatreviera That you/he/she dared Su colega querà ­a que ella seatreviera a quejarse con el jefe. Que nosotros nos atrevià ©ramos That we dared El alpinista esperaba que nosotros nos atrevià ©ramosa escalar la montaà ±a. Que vosotros os atrevierais That you dared El entrenador querà ­a que vosotros os atrevieraisa salir en el frà ­o. Que ustedes/ellos/ellas seatrevieran That you/they dared Pablo esperaba que ellos seatrevieran a tirarse con paracaà ­das. Option 2 Que yo me atreviese That I dared La profesora sugerà ­a que yo meatreviese a hacer preguntas en clase. Que tà º te atrevieses That you dared Tu madre esperaba que tà º teatrevieses a probar cosas nuevas. Que usted/à ©l/ella seatreviese That you/he/she dared Su colega querà ­a que ella seatreviese a quejarse con el jefe. Que nosotros nos atrevià ©semos That we dared El alpinista esperaba que nosotros nos atrevià ©semosa escalar la montaà ±a. Que vosotros os atrevieseis That you dared El entrenador querà ­a que vosotros os atrevieseisa salir en el frà ­o. Que ustedes/ellos/ellas seatreviesen That you/they dared Pablo esperaba que ellos seatreviesen a tirarse con paracaà ­das. Atreverse Imperative The imperative mood is for giving commands or orders. Notice that in positive commands, the reflexive pronoun is attached to the verb, whereas in negative commands the reflexive pronoun is placed before the verb. Positive Commands Tà º atrà ©vete Dare!  ¡Atrà ©vete a probar cosas nuevas! Usted atrà ©vase Dare!  ¡Atrà ©vase a quejarse con el jefe! Nosotros atrevà ¡monos Let's dare!  ¡Atrevà ¡monos a escalar la montaà ±a! Vosotros atreveos Dare!  ¡Atreveos a salir en el frà ­o! Ustedes atrà ©vanse Dare!  ¡Atrà ©vanse a tirarse con paracaà ­das! Negative Commands Tà º no te atrevas Don't dare!  ¡Note atrevas a probar cosas nuevas! Usted no se atreva Don't dare!  ¡No se atreva a quejarse con el jefe! Nosotros no nos atrevamos Let's not dare!  ¡Nonos atrevamos a escalar la montaà ±a! Vosotros no os atrevà ¡is Don't dare!  ¡Noos atrevà ¡is a salir en el frà ­o! Ustedes no se atrevan Don't dare!  ¡Nose atrevan a tirarse de paracaà ­das!

Negative Effects Of Industrialization - 711 Words

Although Industrialization appears to be beneficial for humanity as far as technology and businesses are considered, nevertheless, I believe that Industrialization has increased poverty and made the world lazy. Therefore, I believe that Industrialization has done more harm than good for humanity. Around 3200 B.C.E., as the First Civilizations took shape, inequality and hierarchy soon came to be regarded as normal and natural (Strayer 71). Much like today, the upper classes enjoyed great wealth in land or salaries and had the finest of clothing and housing. Even though there were hierarchies of class in the First Civilizations there appeared to be no drastic shortage of jobs or an abundance of people living in poverty within the†¦show more content†¦Furthermore, because of the overpopulation in these towns, jobs were never guaranteed to the people, nor were they beneficial to their wealth. On account of the overpopulation in these locations, the unending excess of workers bas ically had to beg for a job, no matter what or how dangerous the task might be, just to try to make ends meet. Due to their desperation, industries decided to keep their wages excessively low, even though they could afford it. Much like industries today, the mentality of the owner is, â€Å"more money for you, is less for me, so why should I pay you more?†. That being said, I believe that the world we live in is based upon Industrialization, whether I like it or not. Mahatma Gandhi once said, â€Å"Industrialization is, I am afraid, going to be a curse for mankind†¦ Industrialization on a mass scale will necessarily lead to passive or active exploitation of the villagers†¦Ã¢â‚¬  (Strayer 827). Despite how beneficial and altogether wonderful Industrialization has made the world today, nonetheless I would have to agree with Gandhi. I believe that Industrialization has made the world lazy. Too many times out of a day we, myself included, rely on technology or machines to make our everyday tasks easier. Before Industrialization people had jobs and civilizations had hierarchies of class implemented, without poverty playing a major role in their lifestyles. Furthermore, IShow MoreRelatedNegative Effects Of Industrialization701 Words   |  3 Pagesfacing today.   The broad term, industrialization, refers to the development of goods produced by machinery and the discovery of new energy resources.   Industrialization had many positive an d negative effects on the citizens of the world during these two centuries.   The events under industrialization could be said to have fallen victim to the â€Å"snowball effect† and been a cause of the situation that our world is facing today.   Ã‚  Ã‚   Some of the positive effects of Industrialization seen near the end of theRead MoreNegative Effects Of Industrialization1203 Words   |  5 PagesIndustrialization was a time period where the United States experienced prosperity and many advancements in technology. Nevertheless, while many beneficial events came from this time period, there were also numerous negative outcomes. 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Succubus Revealed Chapter 18 Free Essays

string(32) " to those who sold their souls\." The blackness began to lighten into swirls of color, colors that eventually resolved into lines and shapes around me. I gazed around as the world formed and soon felt solidity beneath my feet. My own body was taking on substance again, the light and hollow sensation disappearing. We will write a custom essay sample on Succubus Revealed Chapter 18 or any similar topic only for you Order Now Feeling and movement returned to me, and for half a second, I thought I had imagined everything that happened in the parking lot. Then I was struck by a sudden and overwhelming sense of wrongness. First off, as I blinked the world into focus, it became obvious that I was no longer at the bowling alley. I was inside a room with vaulted ceilings and no windows. It appeared to be a courtroom, complete with a jury box and judge’s stand. All the decor was black: red-veined black marble on the walls and floor, black wood trim, black leather chairs. Everything was very sleek and modern, clean and sterile. The next thing I noticed was that I wasn’t in the body I’d just been in. My perspective on the world was from a greater height. The weight of my limbs and muscles felt different too, and I wore a simple linen dress instead of my Unholy Rollers shirt. Although I couldn’t see myself straight-on, I had a good idea which body I was wearing: the first one. My mortal one. The one I’d been born to. Yet it was neither the body nor unfamiliar room that felt so wrong. They were surprises, yes, but nothing I couldn’t adapt to. The wrongness came from nothing tangible. It was more a feeling in the air, a sensation that permeated my every pore. Even with the vaulted ceilings, the room felt stuffy and tight, like there was no air circulation whatsoever. And even though there wasn’t any actual odor, I just kept imagining stagnation and decay. My skin crawled. I felt smothered by hot, humid air – yet was also chilled to the bone. I was in Hell. I had never been there, but you didn’t really need to have been to know it. I was sitting at a table on the left side of the room, facing the judge’s bench. Behind me, separated by a railing, was the audience seating. I squirmed around to peer at it. Right before my eyes, people began to materialize in the seats. They were wildly different in appearance: male and female, all races, various states of dress. Some were as prim and neat as the courtroom around us. Some looked like it had been quite an ordeal for them to get out of bed. There was no uniformity to their appearances. There weren’t even immortal auras to tip me off, but I was willing to wager anything that they were all demons. A murmur of conversation began to fill the room as the demons spoke to each other, a droning almost more frightening than the silence that had originally met me. No one talked to me, though plenty of sets of eyes studied me disapprovingly. I didn’t recognize anyone here yet and felt vulnerable and afraid. There was an empty seat next to me, and I wondered if someone would be joining me. Was I entitled to a lawyer for this . . . whatever it was? It had all the trappings of a regular courtroom, but I could hardly expect Hell to be reasonable or predictable. I honestly had no clue what was about to happen. I knew it had to be about my contract, but Hugh hadn’t gone into a lot of specifics when he’d said that my case would eventually â€Å"be reviewed.† There was a table on the right side of the courtroom, one that mirrored mine in size and placement. A man with irongray hair and a handlebar mustache sat down at it, placing a briefcase on the table’s surface. He wore an all-black suit – including the shirt – and looked more like a funeral director than a prosecutor, which is what I assumed he was. As though sensing my scrutiny, he glanced over at me with eyes so dark, I couldn’t tell where pupil ended and iris began. They sent a new chill through me, and I changed my assessment of him. Funeral director? More like an executioner. Once the gallery was nearly full of spectators, a side door near the front opened. Twelve people filed out toward the jurors’ box, and I caught my breath. I still couldn’t sense any immortal auras in this room. Maybe it wasn’t necessary in Hell or maybe there were just too many immortals in here for it to be comfortable. Regardless, just as I’d been certain all the spectators were demons, I could tell that half of the jurors were angels. It was in their eyes and their disposition. There was a way they carried themselves that differed from everyone else, even though the angels were dressed no differently. Also, the angels seemed to be conscious of the wrongness I’d felt in here. They kept glancing around, small looks of disgust on their faces. At first, it seemed kind of crazy that angels would be in Hell, but then I realized that, unlike Heaven, there were no gates or barriers to keep anyone out. And unlike mortals, angels had the ability to leave h ere when they chose. I suppose it made it easy to do business visits like this. Still, I found myself heartened by the sight of the angels. If they were going to be involved in deciding my case, then surely they would be sympathetic. â€Å"Don’t count on any help from them.† It was the prosecuting demon with the dark eyes, leaning across his table and addressing me in a low voice. â€Å"I beg your pardon?† I asked. He inclined his head toward the jurors. â€Å"The angels. They’ve got a nagging sense of justice, but they also don’t have a lot of sympathy to those who sold their souls. You read "Succubus Revealed Chapter 18" in category "Essay examples" They figure you made your bed, you have to sleep in it. Pretentious bastards, the lot of them.† I turned back toward the jury and felt a sinking in my stomach. Some of the angels were watching me, and although there wasn’t open disdain on their faces, like the demons, I could still see condescension and scorn here and there. I saw no sympathy anywhere. With so much chatter in the now-crowded room, it was hard to imagine being able to single out any one voice – but I did. Maybe it was because it was one I’d grown so familiar with in the last ten years, one that I had fallen into the habit of jumping to whenever it spoke. Tearing my gaze from the jury, I peered around until I found the voice’s owner. Sure enough. Jerome had just entered the courtroom. Even in Hell, he still wore the John Cusack guise. Mei was with him, and it was the sound of their conversation that had caught my attention. They made their way to some seats near the front, on the opposite side of the room from me, that I presumed had been left open for them. A pang of relief shot through my chest. Finally, familiar faces. I opened my mouth to speak, to call out to Jerome . . . just as his eyes fell on me. He paused in his walk, fixing me with a look that pierced straight to my heart. Then, without any other sort of acknowledgment, he looked away and continued his conversation with Mei as they went to their seats. The words died on my lips. The coldness in his gaze left no question that all the laid-back ease at the bowling alley had been a scam. Jerome was not on my side. And, if my empty table was any indication, no one was on my side. A guy in a much more cheerful suit than the prosecutor walked to the front of the room and called the court to order. He announced the entrance of Judge Hannibal, which would have been a hilarious and absurd name in other circumstances. Everyone stood, and I followed suit. The show of respect kind of surprised me. The adherence to procedure did not. Judge Hannibal entered through a door opposite the jury’s. For a moment, I simply thought, He’s so young. Then, I remembered I was thinking like a human. No one in this room – except me – wore their actual form. All of them were beings of incalculable age, and the twenty-something, blond surfer appearance of Judge Hannibal was just window dressing. He flashed everyone a big grin, perfect white teeth standing out against his tanned skin. He riffled through some papers in front of him. â€Å"All right,† he said. â€Å"So, what . . . we have a contract dispute with a succubus? Letha?† He glanced around, like there was some big mystery about who I was. His gaze landed on me, and he nodded to himself. â€Å"Who’s prosecuting? You? Marcel?† â€Å"Yes, your honor,† said the dark-suited demon. Judge Hannibal chuckled. â€Å"This is even less fair than it already was.† He glanced back at me. â€Å"You got a lawyer, honey?† I swallowed. â€Å"Er, no. I don’t think so. Should I? Do . . . do I get assigned one?† He shrugged. â€Å"We could dredge some imp up if you don’t want to defend yourself. Or we can summon someone, if you’ve got anyone in mind.† At the mention of an imp, Hugh’s name immediately popped up in my head. I wouldn’t have even cared about the defense aspect. I just wanted to see a friendly face here. Was it that easy? I could just ask, and they’d bring Hugh here . . . to Hell? As soon as I had the thought, I dismissed it. Hugh had already risked so much for me. How could I ask him to stand against our superiors, to defend me against all those cold, glaring eyes? And what good could come of it? He’d probably get in more trouble if I actually won – which didn’t seem likely, judging from Hannibal’s earlier comments. I was on the verge of telling them I’d just defend myself when there was an explosion of light in the aisle beside me. I leaped to my feet in fear and wasn’t alone in doing so. A cyclone of silver and white light slowly coalesced into a familiar and very welcome form: Carter. Like everyone else, a day in court appeared to make no difference for how he dressed – save that he was wearing the cashmere hat I’d gotten him last Christmas. Glancing up at the judge, Carter took off the hat and held it before him in an attempt at respect. I wanted to throw myself sobbing into his arms. â€Å"What is this?† demanded Judge Hannibal. Those who had been startled slinked back to their seats. â€Å"Sorry,† said Carter amiably. â€Å"I would’ve come in the normal way but didn’t know how else to get her lawyer in.† Was Carter going to be my lawyer? Hope sprang anew within me until another burst of light erupted beside him . . . and Roman appeared. Chaos of a different sort broke out, and suddenly, I was a sideshow. Outrage shone on angel and demon faces alike. Half the room was on its feet. I hadn’t been able to sense any immortal auras, but I could feel the swell of power bursting from nearly every individual as they advanced on Roman. â€Å"Nephilim!† â€Å"Destroy him!† We were on the verge of a full-fledged mob attack when Hannibal banged his gavel on the desk. It made a sound like thunder, hitting hard. A palpable wave of power radiated out from him, nearly knocking a few people off their feet. The growing magic in the room dissipated. â€Å"Sit down,† he snapped. â€Å"This is hardly the time or place for everyone to start playing hero.† â€Å"There’s a nephilim in the room!† protested someone in the back. â€Å"Yes, yes. Thank you, Captain Obvious,† said Judge Hannibal. â€Å"And I daresay the hundred or so of us can take him if he gets out of line. That’s not in question. What is, however, is why he’s here and shouldn’t be immediately smote.† That was directed to Carter. â€Å"He’s her lawyer,† said Carter. Hannibal’s eyebrows rose in true surprise, with no sign of his earlier smugness. â€Å"A nephilim?† â€Å"There are no rules against it,† said Carter mildly. â€Å"Any immortal can serve, right?† Hannibal glanced uneasily at a woman seated at a corner desk who had been typing away steadily on a laptop. I’d taken her for the court reporter, but she was apparently some sort of consultant too. She made a face. â€Å"Technically, he can serve,† she said. â€Å"Our laws don’t specify.† â€Å"But they do specify that anyone the defendant chooses is exempt from punishment,† said Carter, as cagey as any lawyer. A cruel smile played at her lips. â€Å"Whoever is summoned to serve as lawyer is exempt from punishment during court and afterward when they return to their normal jobs. I’m guessing this . . . creature is not in our personnel files.† With Hell, the devil really was in the details. Hugh had always warned me to be careful with even the smallest wordings because Hell would use them to its advantage. It took me a moment to fully get why she was so pleased. Any immortal could serve as a lawyer in a case like this, it seemed. And, going on the first part of what she’d said, no one could do anything to Roman while he was my lawyer, despite the normal immortal reaction to promptly destroy all nephilim. There would be no mass smiting in the courtroom. It was the second part of her words that was tricky. Those drafted as lawyers allegedly couldn’t be punished for their legal performances when they returned to their regular duties, which would’ve been good to know when I was considering summoning Hugh (though I knew there were a million subtle ways a disgruntled demon could still get back at someone on the sly). But Roman didn’t have any regular duties for Hell, aside from an unofficial deal with Jerome that I had no doubt my archdemon would disavow all knowledge of. Roman couldn’t be protected when he â€Å"went back to work† because he didn’t work for Hell. The instant this trial ended and he was out of the role of lawyer, he was subject to the whims of Hell. â€Å"Well,† said Hannibal. He looked down at me. â€Å"At least it’ll make this case more interesting. Sure, whatever. You want the nephilim as your lawyer?† I wanted to say no. Some part of me half hoped that if I refused and Roman never became my lawyer, he would be free of the retribution that awaited him afterward, that he could simply escape now. Except, as I glanced between him and Carter, a terrible certainty settled over me. It didn’t matter if Roman became my lawyer or not. He wasn’t getting out of here. It was reflected in Roman’s eyes as they met mine. When Carter had brought him here, it was a one-way trip. If I didn’t accept him as my lawyer, I was simply speeding Roman to his death. I nodded and felt my heart lurch as I sealed his fate. â€Å"Er, yes. Yes, your honor. I’d like him as my lawyer.† There was a murmur of disapproval throughout the courtroom. Carter slapped Roman encouragingly on the back and then went to find a seat in the gallery. Roman took the empty chair beside me. He was a sharp contrast to Marcel. Roman had no briefcase, not even a single piece of paper, and was still wearing the clothes he’d had on earlier: jeans and a sweater. â€Å"What are you doing?† I hissed to him, grateful for the cover of the other voices. â€Å"This is suicide!† â€Å"You didn’t really think I’d abandon you to them, did you?† he asked. â€Å"And who knows your case better than me?† â€Å"They’ll kill you when it’s over, whether I win or lose.† Roman gave me a lopsided smile. † ‘It is a far, far better thing that I do – ‘ â€Å" â€Å"Oh, shut the fuck up,† I said, afraid I was going to start crying. â€Å"You’re an idiot. You shouldn’t have come here.† â€Å"You remember our talk about purpose and meaning?† he asked me, the smile disappearing. â€Å"Well, I think this might be mine. I think this is what I was meant to do, Georgina.† â€Å"Roman – â€Å" But there was no time for any more conversation. Judge Hannibal was banging the gavel – this time, sans thunder – trying to calm everyone down. They were still worked up about the idea of a nephilim walking freely in their midst. â€Å"Enough, enough,† Hannibal said. â€Å"I know we’re all shocked and awed, but get over it. We’ll deal with him later. If there’s no more drama in store, do you mind if we get started?† He glanced between the lawyers. â€Å"I’m ready when you are, your honor,† said Marcel. Roman nodded. â€Å"Let’s do this.† How to cite Succubus Revealed Chapter 18, Essay examples

Women and Revolution The Peoples War in Nepal

Quesion: From 1996-2006, civil war based on a Maoist uprising served to rupture the existing social order and recreate the political landscape in Nepal. This week we examine a conflict driven by ideology rather than religion, ethnicity or nationalism. We examine the participation of women in the Maoist revolution, the peace process and in the new social and political order following the end of the civil war in 2006. The participation of women in the conflict opens new questions such as can women truly be equal to men in militarized societies? what happens to power relations when the existing social and political order is upturned - do marginalized identities fare better or worse? and finally, what kind of justice can we envisage for a society that has experienced political revolution? Answer: Manchanda R, 'Maoist Insurgency In Nepal: Radicalizing Gendered Narratives' (2004) 16 Cultural Dynamics This article by Rita Manchanda explores the changes with regard to gender inequalities that have arisen as a result of the political challenges in the Maoist Revolution taking place in the country of Nepal. The article further explores the existing tension due to the presence of women folk in the Maoist Movement and the dominant male leaders who are too hesitant to discover the new intricacies of gender relations. Manchanda puts an effort to recognize how the revolutionary struggles witness the increasing mobilization of women in the armed forces and she also questions on how the translation may be conducted to incorporate a more gender specific program agenda.[1] The article provides data on the percentage of women in the in the heartland of the Maoists. It states that almost 30% of the Maoists are women.[2] Manchanda further argues on the vision of the Maoists in the revolutionary country of Nepal which opens opportunities for expressing the possible transformation in politics without any inconsistencies. Manchanda very elaborately examines the condition of women who are compelled to join the Maoists. Women guerilla happens to be extremely primary in the projection of this movement. The author further reflects the power of women in the Maoist movement with regard to the leverage facilities and the amount of space available to them.[3] The women who participated in the propaganda were exploited and they even further exploited the general people by spinning folklores about the well known women guerilla leaders such as Kamla Bhatta and Shanti Shrestha. They were depicted as self sacrificing and heroic in their deeds. The article reflects on the actual reason for the women folks in joining the Maoists movements. Thousands of women were trafficked, many were diagnosed with anemia and others were suffering from illiteracy, poverty, miscarriages and other unhygienic conditions. Even though women pay a very important in the agricultural industry in the country they are generally neglected in the feudal system. They do not receive any property from their parents even though it is the women who run the household. Further in case the men marry other women the previous wives have to leave the households. Hence it is evident that the women face a lot of injustice in the country that compels them to join the revolutionary armies. Manchanda also explores the issue of sexuality in the article and its relevance in the country. Generally it is the young girls who participate in the armies and who are widely discriminated.[4] This article primarily deals with the impact of the Maoist movement on the country and on the women folk in the country. It states how this impact is observed from the existing proposals of reforms which have been put forward by the government when the cease fire negotiations were taking place in 2003. The article has further explored the various questions with regard to the development of freedom, the accountability regarding the human rights abuse in the country and its relative impact on gender relations. References Manchanda R, 'Maoist Insurgency In Nepal: Radicalizing Gendered Narratives' (2004) 16 Cultural Dynamics Manchanda, Maoist Insurgency, 237 Manchanda, Maoist Insurgency, 238 Manchanda, Maoist Insurgency, 241 Manchanda, Maoist Insurgency, 250

Financial Analysis of Samsung Essay Example

Financial Analysis of Samsung Paper Through financial analysis of Samsung, we can see that it is now in a strong financial position. As the data shows, Samsung has high amount of total assets and net sales Although its debt isnt in a very low level, its net income still keeps growing, reaching 10th. 8 billion dollars in 2009. Organizations in such a strong financial position can be more responsive to new opportunities and new threats. 3. 1. 1. 2 Technological resource Innovation is crucial to Samsung business. As new technologies are being constantly introduced to the speed is essential for remaining competitive in todays digital era. In case of that, Samsung RD centers are set up all over the world. The RD network spans six Samsung centers in Korea and 18 more in nine other countries, including the United States, the united Kingdom, Russia, Israel, India, Japan and China, as well as other research centers and universities. These centers are tasked with hiring top- notch local talent, investigating the latest local technology trends, and bringing to life those technologies that make the greatest benefits. 3. 1. 1. 3 Physical resource The component businesses of Samsung Electronics come together as Device Solutions. As a leading company in the global electronics industry, Samsung Electronics has one of the widest product ranges of key component businesses Memory, System LSI and LED, which compose essential parts of the companys well-balanced business portfolio. Samsung System LSI Business designs and manufactures a variety of large scale integrated circuit (LSI) products and System-on-Chip (SoC) solutions, as well as offering foundry services. In the SoC area, Samsung is a leader in the creation of application processor (AP) for mobile devices such as smartness and tablets. The We will write a custom essay sample on Financial Analysis of Samsung specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Financial Analysis of Samsung specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Financial Analysis of Samsung specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Foundry Business Team offers differentiated custom fabrication services utilizing advanced process technology, as well as a broad range of IP, UDF, and design services. Samsung leading LSI products include COSMOS image sensors (CICS), display driver ICC (DID), smart card ICC, microelectronic units (MAC) and near field communication (MFC) ICC. 3. 1. 2 Intangible resources 3. 1 . 2. 1 Human resource One of Samsung strongest assets is the team of talented researchers and engineers. More than a quarter of all Samsung employees-?42,OHO people-?work everyday in research and development. When employing people, Samsung puts his focus on employments of responsibility as it is the core value outlook of SEC. Samsung select people who have good morals and be innovated. Anyway, employees need to be fit with Samsung culture. Samsung not only puts his focus on the process of selecting employees, but also the process of training and educating employees. As statistics shows, Samsung costs about 63,000,000 dollars every year on the training of employees. In order to attract people with abilities and retain them, Samsung even programs an all-around incentive system and a scientific performance appraisal system. Those experts who have excellent performance even gain higher annual salary than top executives and managers. 3. 1. 2. 2 Reputation resource Samsung reputation is based on its corporate cultures we all know, its vision is to lead the digital convergence revolution growing to be the best and its mission is to become a best Digital-Company. Here, Means most efficient productive management. Furthermore, Samsung service conception is to keep strong contact with customers and make their best efforts to satisfy with customers. All these operating philosophies gain a lot of reputation for SEC. 3. 2. 3 Innovation resource To put the principles of Open Innovation into operation, Samsung adopts a multi-pronged approach that involves participation in global consortia, forging links between the industry and top universities, cooperation with vendors, and operation of successful overseas research centers. Samsung is committed to producing best-in-class research in the materials and technologies o f tomorrow. To foster a culture of ongoing results-oriented innovation, the organization provides attractive remuneration for research activities. 3. 1. 2. 3. 1 Participation in Global Consortium Samsung actively participate in multiple industry consortia at regular intervals. By synthesizing divergent viewpoints from multiple participants, consortia help achieve consensus on important issues, such as drawing up standards and guidelines, identifying potential technologies, and fostering a beneficial business ecosystem. Samsung is a key player in the agenda of 13 international consortia, such as SCHEMATA and MICE. By leveraging the advantages of participating in global consortia, Samsung is well poised to prepare cutting-edge technologies and next-generation infrastructure. . 1. 2. 3. Cooperation Between Industry and Academia Samsung has a long-term vision of developing a robust en;fork of next- generation technologies, infrastructure, and personnel. To achieve this, we create strategic alliances between the industry and top universities at home and abroad. We strengthen the industry-academia cooperation by promoting various activities, such as independent research in universi ties and sponsored training for students and employees in local and overseas universities. 3. 1. 2. 3. Synergy with Equipment and Materials Vendors Samsung cooperates with its equipment and materials vendors at home and broad. This cooperation makes it possible for us to better shape and control the manufacturing and quality processes of vendors, which leads to ultimately increasing the competitiveness of our products. 3. 1. 2. 3. 4 Operation of Overseas Research Centers Samsung has set up multiple research centers in various countries. These overseas R hubs perform valuable research in emerging materials and technologies in the spheres of hardware, software, and packaging. The centers also help Samsung establish a credible market and maidenhair presence in their respective countries. With the help of the overseas centers and their research excellence, Samsung is able to increase the volume of R operations, concentrate researching application-specific technologies, and finally, put the results of the overseas research projects to practical use. 3. 2 Capabilities 3. 2. Financial Samsung Electronics, the market value beyond Intel , reaching $ 110. 2 billion , compared with Intels $ 860 million higher than the market value , as the worlds largest semiconductor manufacturer revenue . Samsung Electronics , according to statistics released on the October 4th 2013 , in the third quarter ( July to September ) sales of 59 trillion won ( about 337 billion Yuan ) , operating profit amounted to 10. 1 trillion won ( about ARM 575 billion) , this value was even higher than the record 5. 98 percent in the second quarter. Thus , the profits of Samsung Electronics has been single-season record highs for two consecutive quarters. 3. 2. 2 Marketing Samsung has nearly 20 kinds of products in the global market share to get the first, ranking first in global enterprises. U. S. Market research firm Strategy Analytics recently released report, the second quarter of the global smart hone shipments grew 47% , reaching a record 229. 4 million , of which 76 million sales of Samsung Electronics , the market share expanded to 33. 1 % and Apples share was 13. 6%, phone sales in the second quarter of 31. 2 million . The data also show that the first half of this year, Samsung Electronics turnover of 1 10. 33 trillion won (U. S. $ 99. 3 billion ) , an increase of 19% ; operating profit of 18. 31 trillion won (U. S. $ 16. 5 billion ) , an increase of 51%. Samsung Electronics stakeholders also said that with the second half of the season will go into IT products , Samsung Electronics will continue to increase n the second half performance , parts department based on the competitiveness of high value-added products and specialty products , is also expected to bring more profits for the company . 3. 3 Core Competencies 3. 3. 1 Innovation Speaking of Samsung resplendence, almost every manager or ordinary employee will refer to the well-known remarks by Junk-He Lee, the chairman of Samsung Group, Except wife and children, all the things have to change. In 1 993, Junk;He Lee conducted the New Management program. Through continuous indoctrination of the consciousness of crisis and the concept hat only those who change can possibly survive, Samsung core business begun to change from mass imitation production to independent brand development based on digital technology. During its course to become a world-class company, Samsung has never stopp ed innovation and transformation. In 2001 in order to cope with the fast-changing information age, the program of Digital Management was carried out. In 2002, Samsung implemented the Wow Product System in order to maintain its leading position through the development Profit Operations Inbound Logistics Outbound Logistics Marketing and Sales Service Samsung type industrial ark use high-end technologies offer unique and thoughtful service work in marketing guiding principle Multinational company system all over the world set up strong marketing team and extensive marketing relationships massive and high quality skill training strong capability chances for personal development Administration HARM Technology Development Procurement of a series of high-tech. Innovation now has become part of Samsung spirit and culture and has become the driving force of Samsung firm and continuous transformation. 3. 3. 2 Triangle Management Structure Samsung Group creates a triangle management structure in the New Management program aiming at the integration of knowledge capital. In such a structure, CEO Junk-he Lee is at the vertex of a triangle. Another point is the structural adjustment department itself. The third triangle point is the Chief Executive Group. CEO at the vertex is in charge of guiding management direction and deploying strategic target, leading his workers struggling to create products. Structural adjustment department not only assists President to carry out the strategic decisions but also acts as the role of monitor in charge of regulating a few branches of the operation. Chief Executive Group is responsible for carrying out specific strategic plan regarding to how to develop the actual business activities. Triangle Management Structure increases Samsung market competitiveness, considered as Samsung management work milestone. Because of this structure,management responsibility is strengthened and management efficiency also improved. 3. 33 Human Resource program In order to be better in the 21st century, Samsung strengthens human resources management system, building up South Koreans biggest talent bribery to promote the operations sustainable development. Additionally, Samsung pursues the principle of people first, always believing that enterprise success lies in the quality of employees. Samsung divide technology into four terms: basic technology, advanced technology, core technology and future technology.

Definition and Examples of Free Relative Clauses

Definition and Examples of Free Relative Clauses In English grammar, a free relative clause is a type of relative clause (that is, a word group beginning with a wh-word) that contains the antecedent within itself. Also called a nominal relative clause, a  fused relative construction, an independent relative clause,  or (in traditional grammar) a noun clause. A free relative can refer to people or things, and it can function as a subject, a complement, or an object.Examples and Observations Nobody knows it, because nobody knows what really happened.(Donald E. Westlake, The Hook. Mysterious Press, 2000)We want to make sure that what were doing is really what we ought to be doing.(General Abrams in Vietnam Chronicles: The Abrams Tapes, 1968-1972, ed. by Lewis Sorley. Texas Tech University Press, 2004)You can say what you please. I burnt my English books and I didnt get a degree. All Im saying now, if Im allowed, is that Willie should get a degree.   (V.S. Naipaul, Half a Life. Alfred A. Knopf, 2001)A man wearing the uniform of the Military Police had stepped into the unit and was just turning toward where she was standing.  (Michael Palmer, The Fifth Vial. St. Martins Press, 2007)Look, Cynthiayou have a perfect right to disapprove. You go ahead and think whatever you want. Even if you want to be angry, then you be angry.   (Philip Roth, Letting Go. Random House, 1962)The way I hear it you can really put it away.Whoever told you that is a liar. Bledsoe straightened a way from the rail, started toward the barn.  (Michael Joens, Blood Reins. Thomas Dunne Books, 2005) Antecedents in Free Relative Clauses The relative word in the nominal relative clause has no antecedent since the antecedent is fused with the relative: I found what (that which; the thing that) you were looking for; He says whatever (anything that) he likes. Because they are free of antecedents, such clauses are sometimes called independent or free relative clauses.  (Tom McArthur, Concise Oxford Companion to the English Language. Oxford University Press, 2005) A Headless Relative A relative clause which apparently lacks a head is called a free relative clause, also sometimes called a headless relative (though some argue that the head is present syntactically but phonologically empty, and hence that this is a misleading term).  (R.E. Asher and ‎J.M.Y. Simpson, The Encyclopedia of Language and Linguistics. Pergamon Press, 1994) Characteristics of Free Relative Clauses [The] free relative clauses . . . [are] italicised in: (117a) What you say is true(117b) I will go where you go(117c) I dont like how he behaved toward her They are characterised by the fact that the wh-pronoun what/where/how appears to be antecedentless, in that it doesnt refer back to any other constituent in the sentence. Moreover, the set of relative pronouns found in free relative clauses is slightly different from that found in restrictives or appositives: e.g. what and how can serve as free relative pronouns, but not as appositive or restrictive pronouns; and conversely, which can serve as a restrictive or appositive relative pronoun but not as a free relative pronoun.  (Andrew Radford, Analysing English Sentences: A Minimalist Approach. Cambridge University Press, 2009) Two Types of Free Relative Clauses: Definite and Indefinite The first type of free relative clause, the definite free relative clause, is introduced by a wh- word such as what, where, or when, as shown in (64). (64) Mark eats what he orders. . . . [V]erbs that are followed by definite free relatives beginning with what must be capable of being followed by nonhuman NPs. What Jim chose in (65a), a free relative, passes this test, as shown by (65b). (65a) Sally ordered what Jim chose.(65b) Sally ordered a hamburger/coffee/a piece of pie. Another test for definite free relatives is substituting that (thing) which for what, as shown in (66). (66) Sally ordered that (thing) which Jim chose. . . . The second type of free relative clause is an indefinite free relative clause, also called a conditional free relative clause because the words that introduce the clause (who(m)ever, whatever, whichever, whenever, and however) can be paraphrased with if, as show by (68a) and (68b), or regardless of, as shown by (68c) and (68d). (68a) Joan dances with whoever asks her to dance.(68b) If someone asks Joan to dance with him, she dances with him.(68c) Fred eats whatever Alice offers him.(68d) Regardless of whatever Alice offers Fred, he eats it. (Ron Cowan, The Teachers Grammar of English: A Course Book and Reference Guide. Cambridge University Press, 2008)

Goods and Services Tax (GST) Essay Example | Topics and Well Written Essays - 3750 words

Goods and Services Tax (GST) - Essay Example The present research has identified that goods and services tax (GST) is said to be indirect and broad-based because it is charged depending on the supply or activities of good and services instead of being charged directly on income. Also, these charges are applied generally to all taxpayers with a few limitations. Taxation under GST is applied to the goods and services that are used by consumers, meaning that, this system is a consumption taxation system. A step process is used in the collection of taxes under GST, to make sure that tax is levied at every stage of the production chain, and also to allow suppliers of goods and services who are registered to claim the credit on tax paid to their inputs. Although the tax is charged at every stage, the tax is paid finally by the consumer at the end spot. For a firm to be able to take credit on GST, they must be registered. Thus, if they do not apply to be registered under GST, they are treated as the end consumers and can only enjoy th e GST credit they incur. GST is classified into three types of supplies namely; taxable supplies, input tax supplies, and GST free supplies. GST liability is created out of supply, but it is not created by the GST registered entity. The rules of GST do not apply if the supplies of either goods or services came to force before 1st July 2000, and in accordance to set special rules, gifts, when supply is made by entities not registered, or which are not required to register and when the transactions involved are not connected to Australia. In order to register Tiles Pty Ltd under GST system, the management needs to ensure that the firm satisfies the following requirements as stipulated under chapter 2, part 2-5 division 23 of the act. The main importance of registration is due to the following: - GST is only payable on any supplies for registered entities only Credits for input tax cannot be claimed unless the entity is registered GST returns are only lodged for registered entities Und er the goods and services act, an entity structure may include an individual, a sole corporate, a corporation body, a political body, a partnership, a trust and an unincorporated association or body of persons. Tiles Galore Pty Ltd is a small sized corporation, meaning that, it falls under an entity structure required to be registered. Thus, the firm can apply to be registered by ATO for GST. Registration requirements are in sec 23-5; it states that an entity is registered It is an enterprise Annual turnover meets the threshold for registration turnover The term entity is broad in definition and includes various legal persons as described here below; The trustee is that entity that should register for GST and ABN The partnerships are those entities that should register for GST but not for individual partners It thus entails that under section 23-10, an entity cannot be registered if it does not carry or intend to carry on with an enterprise. It is optional for that entity to registe r if it carries on an enterprise but does not meet the threshold for registration. Supplies fall under various sections namely; taxable supplies, GST free supplies, and input taxed supplies. Other kinds are importations and those that fall outside the scope of the GST. Taxable supplies are determinant factors in ruling whether a certain transaction is worth falling under GST.

Financial Educational Board Games (Toys and Game Industry) Research Paper

Financial Educational Board Games (Toys and Game Industry) - Research Paper Example 5,856.20M El Segundo,  CA Namco Bandai Holdings Inc. 4,083.77M Tokyo,  Japan Hasbro, Inc. 4,002.16M Pawtucket,  RI LEGO System A/S 2,272.69M Billund,  Ribe (hoovers.com, 2011) Consumers spent 25.1 billion on video games, hardware and accessories in 2010 (Entertainment Software Association, 2011). The best-selling Computer Games are Family and Children’s Games (19.8%), Shooter games (14.4%), Role-Playing games (12.4%). The Best-selling Video Games Genres are Action (30.1%), Sports (11.3), Racing (11.1%), Children and Family Entertainment (9.3%), Shooter 8.7%), Role-Playing (7.8%) (Entertainment Software Association, 2011). The US board games and puzzle market, alone, is estimated to be worth about $400 million, and ?50 million per year in the UK (Maclean, 2009). The toy and game industry in Australia has a revenue of two billion, and annual growth of 3.6% (2006-2011) (ibisworld.com, 2011). Industry Trends â€Å"Going Green† is a current trend in the industry. It involves three aspects. They are: sustainable materials, resource-saving packaging, and content that communicates sustainable action and values through play (nurembergtoyfair.com, 2011). Another industry trend is moving games from the digital realm to physical board game space. A recent example is Mattel’s â€Å"Angry Birds.† Keeping a foot in both digital and physical realms makes good business sense, in the face of increasing competition (Douban, 2011). One of the most potentially profitable trends is the transition to selling products inside virtual worlds. For example, you might go to a virtual pizza shop, in avatar form, and a pizza icon might pop up, enabling the user to order a real pizza, without leaving the virtual environment (boardofinnovation.com, 2009). The diversity of virtual worlds means a huge, untapped potential for a diversity of products. Other trends include pro-social and e-connected, cooperative games; games that can be constructed and reconstruc ted, allowing for continually new play experiences; games that involve action and sensori-motor experience or emphasize speed (a trend reflecting child obesity as a health concern); games that are designed for creative learning (toyassociation.org, 2011). Game Industry Growth and Decline An indicator of demand for toys is the manufacturers' shipments of miscellaneous durable goods, which rose 7.2 percent in the first six months of 2011 compared to the first six months in 2010 (hoovers.com, 2011). Furthermore, toy sales the world over, in 2010, increased 5% over 2009, to $83.3 billion, especially reflecting strong performance in Asia (npd.com, 2011). Fifty percent of global toy sales are accounted for by the top revenue countries: USA, Japan, China, UK, and France. Emerging markets with strong growth are Brazil, Russia, India (npd.com, 2011). The Online Game portion of the industry is growing. Table 2. Annual online game revenue in billions of U.S. dollars from 2006–2011 (Rive llo, 2011) Americans spent more than $3 billion in video game subscription fees last year. A new report by market research firm Pike & Fischer estimates that Americans will spend $5 billion annually by 2015 (boardofinnovation.com, 2009). Board games went through a slump when they had to compete with video and computer games, but now they are making a big comeback, due to the economic crisis (Thai, 2009).

Effects of Science on Changing Knowledge

Effects of Science on Changing Knowledge â€Å"That which is accepted as knowledge today is sometimes discarded tomorrow.† Consider knowledge issues raised by this statement in two areas of knowledge. Rhumer Culmer Knowledge itself is â€Å"facts, information and skills acquired by a person through experience or education† (Merriam-Webster). It is the understanding of any given subject matter and can be understood either practically or rationally. Knowledge can be broken up into numerous hypotheses and theories due to different beliefs people may have. These hypotheses can be proven to be true as they are justified logically through experiments or observation. However, others can be considered to be unjustified for a certain amount of time. There is a constant change in knowledge that is accepted because the view that people have on the world is never written in stone. The way people see the world and the things in it changes with time, as they change as a person or their environment changes as well. The reason knowledge can be accepted today and can be discarded tomorrow is because society is mechanized at every moment. Somewhere in the world, a new discovery is taking place, leading to new information on subject matter. The use of the word discarded in the statement given does not necessarily mean that all previous knowledge is thrown away and an entirely new idea is accepted, but it actually explains the idea of evolution and the world moving forward as a society. Evolution is the idea that the views on the world as we see it â€Å"may be tested and retested by future observations† (Wikipedia). As technology becomes more mechanized and gaining information is facilitated, we are able to understand more. This not only happens because of technological advances, but also because of worldwide social trends as well as new discoveries being made. Because of this a knowledge issue can be created; since some knowledge is discarded tomorrow, or what could be the near future, does this mean that the knowledge what we currently possess will always eventually be proven incorrect? New discoveries are constantly being made specifically in two areas of knowledge – natural/human sciences and history. Historians make new discoveries continuously, which is known as historical revisionism. This means that what we know from history now is not necessarily always wrong; it is just open to review. The idea of historical revisionism essentially shows that â€Å"constant revision of history is part of the normal scholarly process of writing history† (Wikipedia). As history is not complete, it is always modified to change truths in order to fit modern society. Therefore, this emphasizes the idea that instead of all knowledge being rejected because it is wrong, it is actually still accepted as the truth that has been modified due to new information, thus creating a better truth. Nevertheless, just because everything is open to modification, this does not mean that everything is right at the moment. This shows that we must never fully believe what has been given to us as fact because there is always something more to be added which can end up changing our view on the subject matter. Knowledge is also constantly altered in another area of knowledge: natural and human sciences. Scientific discoveries that create the knowledge that we accept are made from experiments and observations. These experiments are done with the use of scientific methodology, which is defined as â€Å"principles and procedures for the systematic pursuit of knowledge involving the recognition and formulation of a problem, the collection of data through observation and experiment, and the formulation and testing of hypotheses† (Merriam-Webster). Scientific methodology has become more accurate over time due to advances in technology, thus affecting what is accepted and what is discarded. A good example of this is when scientists found a direct link between people smoking cigarettes and developing lung cancer. In the past, lung cancer was actually considered an exceptionally rare disease. Therefore, the fact that was accepted then was that there was no link to smoking and getting the dis ease. However, in the 1950s, â€Å"evidence linking cigarette smoking with lung cancer began to accumulate† (Bastian, 2008), showing that the fact that was accepted before was discarded by some people as they believed that there was now a connection between cigarettes and lung cancer. Scientific methodology even proved that there was a relationship between the two; â€Å"†¦study, carried out in Britain between 1951 and 1994, revealed that the death rate for smokers from lung cancer was about three times that of non-smokers from men over 35† (Bastian, 2008). Even though this experiment clearly showed a link between the two variables, some people still accepted that there was no way smoking cigarettes would at some point make you develop lung cancer. This example questions our knowledge issue as well as the statement given because we now see that knowledge given today and knowledge that is discarded tomorrow is not only done because of facts but also in the end it i s a person’s choice what they want to believe in. It depends on the people themselves: in the end, there is no way for anyone to be forced to discard any knowledge that they possess or accept anything that they do not want to. Medical advances also have been a result of discarded knowledge that was previously accepted. An example of this is the medical advances over the past 25+ years or so with heart disease. In the past, it was accepted that â€Å"heart attacks, called infarcts, were [big] and the damage to heart muscle was often catastrophic, leading eventually to heart failure and death† (Cox, 2009). The only cure for a heart attack was putting a patient into a dark room and giving them pain medication and medicine to â€Å"prevent dangerous irregular heartbeats† (Cox, 2009). This method was not successful all the time because the rate of death from this disease was still high. Both doctors and patients thought there was nothing they could do and accepted it. This accepted fact was discarded in the 2000s because there were new discoveries. Finding new drugs, such as Lipitor, for heart disease â€Å"are now routinely used to slow the progression of atherosclerosis†¦Ã¢â‚¬ (Cox, 2009) , which is plaque that can cause heart attacks. This example shows that the increase in technology and new discoveries helps improve the knowledge that we have accepted in the past, or even change our knowledge for the better. The use of the word accepted in the statement implies that there is something or someone influencing what is accepted by society, and which is denied. Whatever is accepted by society is called the truth. This brings in the idea of social factors affecting what people believe in. Nowadays, people are under the influence of way too many people. For example, celebrities have more influence on people than they should. If they say one thing is the right thing to do, then most people follow this idea. Proof of this is the changing trends in clothing. Celebrities can wear one thing and suddenly most people are wearing the same thing, if not something similar because they think it looks good. This shows that today or better yet, in the present, the ideas are accepted. However tomorrow, or in the future, the trends can be discarded. This happens if a different celebrity wears something else. The public then think whatever they were wearing before is no longer acceptable, therefore they must m ove on with the world. Another example of this is a person’s view on the world from when they were younger to when they become older. For instance, as a child we are taught that the opposite sex is annoying, strange and can spread a fictional disease, sometimes called cooties. As children we all accepted this as common fact and dare not test the theory to be incorrect. However, with the test of time, or aging, we start to view the opposite sex as attractive in certain ways. Therefore, we end up discarding what we thought was pure fact and knowledge as a child. There is proof of this because there are males and females getting married, starting families and having serious relationships worldwide. Things that are currently accepted as knowledge are easily open to be discarded in the future. Nothing is permanent because what we believe constantly changes. This is due to technology and research on different subject matter being furthered. However, if any piece of knowledge is accepted or discarded entirely depends on the person. There are many cases to show that generally, yes, knowledge has been accepted and discarded throughout time, but in the end it is always up to a single person to determine if they want to accept a piece of knowledge or to discard a piece of knowledge because it is their belief. People’s beliefs change over time because the world around us is constantly changing and there is no way to stop that, thus there will be a large number of ideas that will be accepted and discarded in society in the future. Works Cited Bastian, Sue. Chapter 10: Natural Science. Pearson Baccalaureate: Theory of Knowledge. N.p.: Pearson Education Limited, 2008. 172-80. Print. Scientific Method. Merriam-Webster. Merriam-Webster, n.d. Web. 07 Jan. 2014. Cox, Lauren. The Top 10 Medical Advances of the Decade. The Top 10 Medical Advances of the Decade. MedPage Today, 17 Dec. 2009. Web. 06 Jan. 2014. Definition of Knowledge in English. Knowledge: Definition of Knowledge in Oxford Dictionary (British World English). Copyright  © 2013 Oxford University Press., n.d. Web. 08 Jan. 2014. Historical Revisionism. Wikipedia. Wikimedia Foundation, 27 Dec. 2013. Web. 05 Jan. 2014.

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