ocean current essays

ocean current essays El Nino has been a reoccurring phenomenon for centuries. Man has only started to realize how much of the worlds weather is effected by it. The term El Nino refers to an irregular warming of the seas surface. During the last 40 years there have been 10 significant El Nino occurrences. Most affecting the coast of South America. Water temperatures increase along the coast as far as the Galapagos islands. Weak events will raise the water temperature 2 to 4 degrees Celsius and will have minor impact on fishing. However strong events such as the 1982-83 event will disrupt climate conditions around the world as well as local conditions. It has been linked to floods and droughts all over the world. Hurricanes and tropical storms are also altered in their numbers by El Nino. Therefore it would be very helpful for people if El Nino could be predicted and prepared for in some form. During a El Nino cycle there are many biological changes. Due to a depressed thermocline there is less photosynthetic activity resulting in a decrease in the primary life forms that form the beginning of the food chain. The warmer waters that are brought by these changing cycles hold less dissolved oxygen forcing fish to go deeper or venture elsewhere. Due to a lack of data during El Nino occurrences it is not fully known if fish populations are depleted solely due to exposure to El Nino. A decrease in their growth and reproductive success has been observed by many surveys in coastal waters. The link between climatic effects around the world and El Nino is now well established. It has taken many years of studying to understand how the pieces of the puzzle, from ocean currents to winds and heavy rains fit together. During the 1920s a scientist was on assignment in India trying to predict the Asian monsoons. As he sorted through his records he discovered a connection between barometer readings at stations on the eastern and western sides o...

Death penalty Research Paper Example | Topics and Well Written Essays - 750 words

Death penalty - Research Paper Example Marzili observes that Criminologists, Lawyers and other practitioners have over the years tried to analyze and study the rate at which murder declined after murderers are executed but there have been no authoritative conclusive results. In 1973 however, Isaac Ehrilch research carried in the United Sates showed that for every one inmate executed, seven lives were spared as potential murderers were prevented from committing such crimes. The results were similarly observed by his disciples. For those who support capital punishment, the likelihood of tangible results not being felt, they argue, is as a result of lack of swiftness in executing the convicted culprits. For this MSU authoritatively asserts that: ‘’The fact that some states or countries which do not use the death penalty have lower murder rates than jurisdictions which do is not evidence of the failure of deterrence. States with high murder rates would have even higher rates if they did use the death penalty’. Indeed, others have supported the argument citing that it is preventive in the sense that people in general fear death more so death that is planned and decided by the courts. Even more interestingly is the fact that death penalty against a murderer would prevent him from committing any other offence ever and thus seen as a permanent deterrent measure. Further, these executions take approximately forty days before they are conducted. But one issue that begs the question why should the convicted be made to wait on death row? Why long wait in death row While the death penalty is seen by many as just, some people have argued that often times those convicted of murder and sentenced to death are put on wait for too long. This is more compounded by the cost incurred as any investigation relating to death penalty usually costs three times more than a non-death case (Marzili 50). When one is convicted and sentenced to death, they are usually put on death row during which time the state expends housing, health-care and food costs on them. However, some of the reasons which have been cited for long death row are many and how that affects the cases have some moral standing (Marzili, 58). First, if the convict becomes sick or ill, then he has to be treated before the execution takes place. Olando (2009) provides a case where in 2003 about $121,025 was spent on a life saving dialysis for a condemned killer who had been subjected to death row for six years. This was the case involving Horacio Alberto Reyes who was c onvicted of murdering Maria Zetina. He wanted a kidney transplant and argued that this would save tax payers in the long run (Olarndo 8). Secondly, it allows for arbitrary search of any pending justice. Reverend Jesse Jackson had once argued that death sentence is basically an arbitrary punishment. According to him, it does not entail objective templates or guidelines when it should be sought or executed. Therefore, the lack of the objectivity leading to discriminatory practices puts it that whoever is sentenced is allowed humble time to seek redress through an appeal. He further argues that many Americans support of death penalty is anchored on individual propensity to violence, an individual’s criminal history among other factors; parameters

Dq3-Sheila Essay Example | Topics and Well Written Essays - 1500 words

Dq3-Sheila - Essay Example One major setback is of the great extent of information asymmetry involved as it is evident that various departments are involved leading to a varied opinion amongst each and every one of them (Pot, 2011). Taking the case of two standard departments in most organizations that are, the human resource and finance department. The human resource deals with many of the issues relating to the employees of an organization or company such as the management of benefits and new staff recruitment and may also team up with the management to reach a common goal. Whereas the finance department deals with organizing the financial and accounting affairs of the organization, for example, the proper presentation and preparation of reports. Having these two distinct units be aligned to a similar goal impedes the whole process thus negatively affecting the business intelligence foundations for use at the departmental level. The departmental effort for aligning goals can also affect positively the business intelligence for use at the corporate level (Schneider, 2013). This can be explained by the fact that, an organization operates as one whole unit. Through the system, information is enabled to all departments that allowed easier coordination of work within the organization. From the intelligence, leaders will make decisions that are aligned with the primary goals and objectives and recognize the efforts of all departments. As they operate with similar missions, the system performance becomes efficient, and goal accomplishment is made possible. Business intelligence can be briefly described as the strategies an organization adopts to achieve its purposes. In addition, the business intelligence, due to goal alignment can be affected by inhibiting the whole and could be more efficient information from being operational due to goals being set by top management, or the relevant

BUSINESS Report Essay Example | Topics and Well Written Essays - 1000 words

BUSINESS Report - Essay Example Also we can observe that the management has redesigned the job of the workers. The hierarchical structure has been diminished and the teams hold more responsibility. Eventually, this will create new challenges for the members of the team. The jobs of the workers are enriched. The jobs of the team members are halved so that they can concentrate on the development of the team. Every fortnight the team members talk for 45 minutes to solve problems and to gather new ideas. The responsibility of the workers has been increased and the role played by the workers is changed. From mere assembly line work the job now involves various tasks such as planning, organizing, leading and directing. b) The management of BMW has taken the approach to motivate the employees as mentioned in theory Z. Theory Z mentions the major postulates of Japanese management practices and how these practices can be adopted to the environment of other countries. The major features of this theory are building trust, strong bond between the organization and employees, employee involvement and no formal structure. According to this approach, trust is the first primary factor for motivation. Trust between the members of the organization at various levels has to be built through integrity and transparency. At BMW, the work teams have been very effective in building the relationships between the employees across the organization. Another major aspect that has to be noted in this approach is the employee involvement. Any decision affecting the production practices is being done by the team members which increases the motivation of the members. Also this increases the commitment of the employees and gives due recognition to their role. Under this approach the formal structures in an organization are no longer adopted. Here, at BMW, the work teams resolve the issued irrespective of the formal hierarchical structures. The major advantages of

Children and adults Essay Example for Free

Children and adults Essay The Effective Early Learning Project based at Worcester University highlights two ways in which adults can help children progress; The first is the way the adult encourages the child to be autonomous, to get on and try new things; The second, is the way the adult offers experiences which are stimulating, challenging and interesting. Adults need to be a supporting factor when the child is in a risky environment. Children and adults alike enjoy climbing trees; adults know when they are too high as do children. This is a whole other debate in terms of nature or nurture debate. This is where we could explore the idea of children learning to be safe when risk taking or is it already there. Stephenson (2003) wrote about a child on a swing, Swinging was very popular with these younger children, but more often than the older children their reactions indicated that they felt unsafe and wanted the swing slowed down. Therefore the child has taken the risk, has agreed a boundary, enjoyed the activity and acknowledged the safety aspect. The adult was there to ensure the safety and also make the activity a positive one by being readily available. Children must face all different kinds of risks in order to support their development and learning. Stine (1997) wrote that to support their learning and development is a complex issue. There always has to be provision for a physical challenge. More and more educational settings are using outdoor play/activity to challenge the children. Although, what is an acceptable risk to one person, may be completely the opposite of another. Bruce and Meggitt (2002) write that outdoor space needs to be available most of the time; They continue that, safety is the only consideration for keeping children in doors. Children can feel safe in risk taking environments and activities in many ways. Initially the adult to child ratio, with a high number of adults children can be supported and helped to achieve. Secondly by minimising, if possible, the risk aspect. This could be ensuring the activity is a positive and acceptable environment. Thirdly by giving the children all the opportunities available for physical risk taking, children need a stimulating and challenging environment. And finally, a well maintained balance between the childs safety and the challenge of the activity. In an educational setting, an adult carer will go to the risk area and carry out an assessment. They will check the route to be taken, dangers in the area and also any area that poses extreme concern. An adult carer should also think about the child to adult ratio. A local nursery allows children to climb trees. Due to the child to adult ratio, the nursery feels that the level of risk posed can be curtailed by having by having the children supervised and supported through the activity by adults. The children are therefore enjoying the activity of risk taking, as well as feeling safe in knowing an adult is available to help at any time. Another factor that the adult carer should be aware of is the idea of making a childs environment completely hazard free. Therefore taking away any risk or danger. Walsh (1993) thought that children in an environment that is completely safe could become bored and this could lead to self initiated risk taking that could be dangerous. Durberry (2001) felt that children who grow up in an ultra safe environment would lack confidence in their own physical ability. This would be due to the poor opportunities for the children to build and extend upon their exiting knowledge. He continued that children had to be both confident and competent physically in order to feel competent emotionally. The ideals on risk taking vary from culture to culture. Although the main aim remains the same. The child needs to remain safe, but feel they are being challenged and stimulated. To minimise hazards there needs to be a high adult to child ratio. Children need opportunities to explore and do so independently. Over the last decade, the childs freedom of choice has been limited. Adult carers are sometimes over anxious about letting the child experiment with risk taking. The procedures and guidelines that are in place give the adult carer a frame work on which to base their activities upon. The adult carer should exploit and become fluent in the procedures and guidelines in place. This in turn will provide groundwork for safe risk taking. Bibliography Smith, P., Cowie, H. Blades, M. (2003) Understanding Childrens Development, London: Blackwell Publishing.  Bruce, T. Meggitt, C. (2002) Childcare Education, London: Hodder Stoughton.  DfEE (2003) Early Years (Volume 23, Number 1), London: Taylor Francis

Background and history of intelligence testing

Background and history of intelligence testing The first intelligence test to be administered was in France in 1905 by Alfred Binet and Theophile Simon. The purpose of the first intelligence test was to identify mentally deficient children in French public Schools (Franklin 2007). Henry Goddard followed and, translated the intelligence test in 1910, and administered it to what he believed were four hundred children who lacked intellectuality and following year the number of students increased to two thousand white children considered normal. (Franklin 2007). In 1911 Goddard was to produce a range of scores that was to be compared to urban, native born foreign born, and others. Suggesting that children cannot learn beyond the scope of their grade of intelligence and was the first to suggest that intelligence tests measured the how much a child was capable of learning at a chronological age (Franklin 2007). Since these tests, an array of intelligence test has been administered to people in attempts to measure a person cognitive abi lity. Assessing students abilities through intelligence testing has questioned of the appropriateness of psychometric measures in regards to reliability and validity. Reliability regarding relies on consistency. For a test to be able to show consistency, error variance must be minimized. Test construction, test administration and test scoring and interpretation are the main three areas of error variance that can affect reliability (Cohen and Swerdilk 2010). It was argued , Simon Binets test needed to be revised in 1937 because the test originally administered in 1917 showed tasks not always as well chosen s those for ages from six to twelve and that upon retesting black students social scientist had shown that black students had received a higher intelligence score(Franklin 2007) . Regarding validity, in the early 1920s black social scientists debated what intelligence testing was measuring. Validity should be psychometrically sound to avoid test bias. Howard Longs research shows the Armys Alpha and Beta test yielded results that were greater in variation of individuals and groups within races than between races (Franklin 2007). Bond a director of Education at Langston University in Oklahoma also agreed explaining that the army intelligence score were a reflection of social and environmental impacts rather than innate intellectual abilities of those tested (Franklin 2007). The Brisbane Catholic Education, concentrated on refugees that seemed to be misrepresented as having an intellectual disability. The argument is that the validity of standardized cognitive tests is not able to measure peoples intelligence from a different background and implying that psychometric instruments had not yet been developed in their country (Fraine and Mcdade). Tests that were stan dardized to certain background schooling experience, level and quality of education and conceptions of behavior test taking experience would affect certain groups if taken the intelligence test(Fraine and Mcdade). There has been problem in intelligence testing and psychometric properties in relation to non- linguistics intelligence testing. In a study results show that although the Ravens Progressive Matrices is supposed to be a culture fair IQ test people from English speaking backgrounds did much better scoring 96.71 that people from Zimbabwean sample that scored 72.36 (Shuttleworth-Edwards, Kemp, Rust, Muirhead, Hartman, and Radloff 2004). Fairness is also a concern when a person takes an intelligence test. Controlling reliability and validity of a intelligence test shows a sound measurement, fairness aims at explaining the test and if it is used in a justifiable way. African refugees have been described as intellectually disable upon Australian schools. The Brisbane Catholic Education in Australia believes refugees from African backgrounds are labeled intellectually disabled upon completing intelligence test and other assessment of consideration such language barriers, culture difference acculturation trauma and previous experiences make it harder for psychologists to assess whether an African American is genuinely intellectually disabled(Fraine and Mcdade). Similar findings displayed that social conditions and low-test scores were highly correlated when measuring mental ability (Franklin 2007). When testing non -linguistic most children scored in the normal range, however these children were black and placed in a sch ool that separated white children from black children (Franklin 2007). The aim of this study is to check for sound psychometric measurements and culture bias when comparing different groups and the intelligence test taken. It is hypothesized that The PSYGAT will show good internal consistency and validity when tested against the Queendom Verbal. It is hypothesizes that the PSYGAT will show low when tested against the culture fair test. The Queendom tests are a verbal and a culture fair IQ test that are believed to have psychometric properties. The PSYGAT is a intelligence verbal test that was created by third year undergraduate psychology students. The PSYGAT was correlated well with the ACER AL a test that was designed by the Australian Council for Education for testing verbal abilities. Method Participants The sample consisted of three hundred and thirty seven undergraduate psychology students recruited from Monash University. Participants were recruited from campuses located at Singapore, Malaysia, South Africa, Clayton, and Caulfield. Participants were split into English speaking background and non-English speaking backgrounds. There were two hundred and sixty females and sixty-eight males. Two hundred and forty four participants were from an English Speaking background and ninety-three participants were from a Non English Speaking background. Materials Participants engaged in taking three intelligence tests. The tests were to be taken in their own time under no supervision. Participants used the computer to complete the three intelligence tests. Just before beginning the PSYGAT intelligence test a questionnaire asked the participants of the sex age and whether they were from an English or non- English speaking background. All participants results would be analyzed at a later stage regarding item analysis. Procedure Undergraduate monash psychology students were asked to complete three intelligence tests that would be administered via computer. Firstly, every participant found access to a computer to participate in the first intelligence test. The first test that was taken was the Queendom Verbal IQ test. Participants attempted the three tests it in their own time and were told that the test should take them approximately 30-35 minutes to complete. After Participants finished the test, they were asked to make sure to keep a track of their score, as they needed the results for later purposes. The second test was the Queendom Culture Fair IQ test. The test involved answering 20 items that participants were told there was no time limits on this test. After completion of this test, participants kept a record of their score. The third test was the PSYGAT. The PSYGAT was a verbal test constructed by third year undergraduate students. Participants were also asked to complete this test as the third and l ast test. Before beginning, the test participants were asked to enter the scores of the Queendom verbal and Queendom culture fair IQ test before continuing to be tested on the PSYGAT verbal IQ test. The test also asked participants of their age and gender and if they were of English or from a Non English background. Results Pearsons r investigated the relationship between the PSYGAT test, Queendom verbal IQ and the Queendom culture fair IQ for English and non-English speaking backgrounds. Pearsons r showed that that there was a significant result according to the relationship of the PSYGAT and Queendom verbal in both the English speaking background group ,r=.433,n=244,p0.05 but a small significant relationship between the PSYGAT and the Queendom culture fair for the non English speaking background group , r=.238,n 93,p0.05. Z scores were also used to determine if there was a significant difference in validity coefficients between the two groups regarding the PSYGAT and Queendom verbal and the PSYGAT and culture fair IQ. Pearsons r-values were transformed into Z scores to determine a statistical significance of the correlations between groups. Pearsons r-values were also transformed into z scores because of participant difference for each group. Results show that there was not a statistical significant d ifference in validity coefficients between the English and non English speaking background of the correlation between the PSYGAT and the Queendom verbal IQ z=-1.39,p>0.05. However a large statistical significance was shown in the correlation between the PSYGAT and the culture fair IQ z=3.73, p> 0.05. Discussion The aim of this study was to check for sound psychometric measurments and culture bias when comparing different groups and the intelligence test taken. It was hypothesized that the PSYGAT and the Queendom verbal would show no statistical significance in validity coefficients between the English speaking groups and non-English speaking groups. It was also hypothesized that there would be a statistical significance in validity coefficient between the PSYGAT verbal and the Queendom culture fair. The study showed that there was weak validity regarding the PSYGAT and Culture Fair IQ tests. Although there was The results of the study-undertaken reveal that intelligence tests can show bias of different groups. These biases from this study can be related to lack of understanding cultural backgrounds as well as using relevant psychometric measures, which can be linked to low validity in intelligence tests. Bonds argument that social and environmental differences in groups can affect test scores are may suggest similarities within this study in regards to the social setting and environment of participants that took the test. The Intelligence and School Achievement of Negro Children also showed that social conditions were highly correlated with low-test score (Franklin 2007). The results from this study show a significant statistical result between groups for the PSYGAT and culture fair test suggesting that social and environmental differences upon taking the test could have caused bias. In addition, The Brisbane Catholic Education argues that psychologists assessing refugees for intellectual abilities may show bias in their assessment due to lack of proper interpretation (Fraine and Mcdade). That is background-schooling experience, level and quality of education and conceptions of behavior test taking experience can reduce a test score for a certain type of group (Fraine and Mcdade). Th is Study could have affected one group more than another because of such factors. Suggestion of having psychometric instruments that can measure intelligence scores for different types of groups should also be developed in both countries to reduce bias in regards to cultural differences. In this case, Intelligence tests need to have psychometric properties that can be valid for analyzing score between different groups Cohen and Swerdilk 2010). Similar findings were found when people from English speaking background and non-English speaking backgrounds were tested on their IQ. Results show that although the Ravens Progressive Matrices is supposed to be a culture fair IQ test people from English speaking backgrounds did much better scoring 96.71 that people from Zimbabwean sample that scored 72.36 (Shuttleworth-Edwards, Kemp, Rust, Muirhead, Hartman, and Radloff 2004). Zindi also suggests that lack of westernized test sophistication may be the cause for lower scores (Shuttleworth-Edwards, Kemp, Rust, Muirhead, Hartman, and Radloff 2004). This study may have contribu ted to some cultural bias in regards to scores because of one of the test may not have been up to standards in regards to psychometric measures regarding content validity. The limitations in this study could have affected the results. Firstly, the way the three tests were administered could have yielded different intelligence scores for both the groups. Supervising the test takers making sure that the tests were taken without any aid of books or other people could change the results, which could have yielded different interpretation of the validity of the tests. In addition, although there was good internal reliability between the groups the large difference in participants could have changed the chronbachs alpha to either a higher or a lower value. Participant range could have also affected the statistical difference between the groups when assessing the PSYGAT and culture fair IQ component of the study. In addition item analyses should also be investigated to check whether the items begin tested are fair to all participants taking the intelligence test. That is one question could portray more than one meaning to different participants taking the test . Cole suggests item analyses is a difficult task because one must ensure that the item being used is relevant in construct therefore affecting bias (Cole 1989).

Macbeth is a Victim in Shakespeares Macbeth :: essays research papers

Victims are the unfortunate people who suffer from disadvantageous circumstances in their lives. They can also be perceived as those who are sacrificed, supposedly for the greater good of others, in an effort to restore the natural order of the world. This is what has become of the character Macbeth in William Shakespeare's Macbeth. Macbeth has become a victim of the women he encounters, such as his wife Lady Macbeth, and the witches who seek him out to use for their fiendish purposes. The Thanes Lennox, Ross and Angus forsake and desert him in his time of need, leaving him victim to the English army and the Scotsmen who have betrayed him. Macbeth's most trusted friend Banquo shows signs that he will deceive the new King of Scotland, leaving him with who to trust? Not even chance will soothe Macbeth's victimization as it too leads him through Hell and back before he meets his ultimate demise. Most of all, Macbeth is a victim to himself as his brutality and single-mindedness incite hi m to the utter destruction of the MacDuff family. Macbeth's deception leaves him in a state of vulnerability and alienation caused by almost everyone he comes into contact with. Women throughout history have plagued men in an attempt to gain pleasure and power for their own nefarious schemes. The idea of women being deceivers is first brought about in the first book of the Catholic Bible in the story of Adam and Eve: She took the fruit there of and she did eat it, and she gave it to her husband.?(Genesis 3.6) Even from the beginning of time, according to the Bible, men have been beguiled by woman kind?s clever traps which lead men to make careless decisions. If it were not for the women Macbeth comes into +contact with, he would have never been able to formulate a plot to kill Duncan which is the exact incident that sets his life into chaos in the first place. The witches, upon plotting to attack a sailor say that he ?shall sleep neither night nor day / Hang upon his penthouse lid / He shall live a man forbid.? (I.iii.18-20) Although they are not talking about Macbeth directly, the witches? prophecy causes Macbeth to kill Duncan at which point he hears a voice say Macbeth shall sleep no more. This line foreshadows the witches? malicious intents for Macbeth and how they plan on torturing his subconscious mind in the future.