Captivate and Jing Essay Example | Topics and Well Written Essays - 2250 words

Captivate and Jing - Essay Example In the dialog box that opens, click on â€Å"From MS PowerPoint† and select the presentation needed. A dialog box appears before the selected presentation is imported. This is shown on right. You can select individual slides, resolution, and the manner in which the slideshow will advance once imported into Captivate. After making your selections, click OK button. At this point the entire presentation is available inside the Captivate interface. Double clicking on any slide opens it in the â€Å"Editing† view which looks like the figure below. Press the â€Å"Edit† button to open the editing interface of PowerPoint from inside Captivate to make changes. Personal voice can be added to slides in two ways. Firstly, users can select a slide and record their voice directly into it while the project is open. Secondly, it is possible to import a pre-recorded audio file containing personal voice recorded separately at another system or at another time. A dialog box displaying options for voice recording will open. One can record over the current slide, select slide by slide number, or record for the entire presentation. Audio buttons allow begin, end, and pause in recording. Once recording is complete, it can be played back and edited as well. Additionally, user can change the target slide for recording during the recording process itself. Once recording is complete, click the Stop button in audio buttons set, and click OK to save the recording. To import a pre-recorded audio file, click F6 or the â€Å"Import to slide†¦Ã¢â‚¬  menu item. An open file dialog box will appear and the specific file required can be selected. These file would then appear in the audio section of the selected slide. Adobe Captivate can read out slide notes using the built in synthesized computer voices. To activate text to speech, open the slide in edit mode. Click on the green dot under â€Å"Text to speech† column just above

Who Wins and Who loses From Public Debt Research Paper

Who Wins and Who loses From Public Debt - Research Paper Example e of the case of United States where public debt amounted to $15.5 trillion much of which has been used to â€Å"finance wars and wasteful conspicuous consumption† (Al-Jazeera, 2011). The stimulus package of President Obama which was meant to pump prime the US economy, which in principle been good, did not worked and only contributed further to the US mounting debt. As a result, Standard and Poor downgraded the credit rating of the United States from AAA credit rating, to AA+ (Bloomberg, 2011). This manifested U.S. government’s inability to cut spending and put its fiscal management in order. In addition, the intramurals of US government officials on how to deal with its public debt also contributed to the downgrading of its credit rating. In this regard, it is the general American public who lost as a result of its public debt which was shabbily managed by its politicians. The amount of debt that the US economy incurred is staggering. In 2012, it is expected to reached $12.7 trillion (usgovernmentspending.com, 2012) without any end in sight. Ideally, the growth or surplus of an economy should exceed the amount of interest of the public debt for the given economy to repay its debt. US is already way passed this point â€Å"where it could service its debt without going deeper into debt, let alone repay it† (Al Jazeera, 2011). According to the Congressional Budget Office (CBO), spending in 2001 to 2009 increased by 6.5 percent of GDP while revenue decreased by 4.7 percent of GDP resulting in a substantial deficit that has to be filled with further spending through debt that resulting to the current astronomical deb. In 2011, GDP was expected to rise by $100 billion with a revenue of $2.16 trillion but spending amounted to $3.45 trillion that resulted to $1.5 trillion that is again to be borrowed compounding the insurmountable debt that the US alre ady have Given the rate of spending compared to realized revenue, it is very clear that the general public

Operational Management Analysis | British Airways

Operational Management Analysis | British Airways British Airways and British Airport Authority managing Heathrow Airport at London, which has four terminals , terminal1, terminal2,terminal3, and terminal 4 built a new terminal 5 in 260 hectare land, with sophisticated and advanced infrastructure designed to handle thirty-five million passengers per year which costed  £4.3 billion with 19 years of hard work involving totally 60,000 individuals. the construction finished its last phase in march 2008 after the 68 trails by 15000 volunteers the terminal 5 was ready for business on march 2008. Her majesty The Queen opened the terminal 5 on March 14th 2008, and was ready for business for passengers on 27th march 2008. But instead of grand opening the terminal 5 opening went as a disaster, resulting in cancellations of about 38 flights, and misplaced luggage, operational and technical problems. Why this happened? Why the opening day became a disaster? Why it has become as a night mare to passengers? The following data deals with what actually happened on the opening day and why British airways failed on the day of opening. MANAGING OPERATIONS: British airways Heathrow airport INTRODUCTION: British airways British Airways plc or BA is the UKs largest international airline in the world, based at Heathrow airport in London and serves about 95 million passengers a year using 441 airports in 86 countries using more than 1000 planes through its own operations and its alliance partners like TAT European airlines in France, Qantas in Australia, and USAir in United states. In last financial year to march 31, 2008 it carried about 33 million passenger worldwide and 805,000 tonnes of cargo, (www.bashares.com) and is considered as one of the worlds longest established airlines. Heathrow and Gatwick airports are the two main operating bases of British airways. It earned  £9 billion in revenue in the year 2008/2009; passenger traffic accounted for 87.1 percent and 7.5 percent came from cargo and 5.4 percent from other activities. Heathrow airport which is owned by BAA is 15 miles from central London and is the worlds busiest international travel hub and now operates terminals 1,2,3,4 and terminal 5. When we go back in to little history of this airport it was started officially in 1946 as an army surplus. In 1951 plan was developed to build terminals. In 1955 Heathrow terminal 2 was ready for business a d considered as Heathrows first rear terminal. In 1960 construction of terminal 2 took place and was expanded in 1970 and in 1969 terminal 1 was officially opened by queen, in 1976 Heathrow became supersonic being services operated by British airways and air France . In 1986 terminal 4 was opened by prince and princess of Wales which was worth of  £200 million. About  £1milloin a day was spent in developing infrastructure of Heathrow. On 20th November 2001 the government gave approval to build a 5th terminal (t5) after a longest public enquiry in British planning history. The company aimed to move all its operations to terminal 5. Over the past few years terminal 5 is the largest building project in Europe costing  £4.3 billion to BAA. It was a big challenge to construct such a immense size building. it has a capacity to serve around 30 million passengers per year. The main terminal building has 1,100 piles. There are 5 tunnels serving terminal 5 with a length of 14km. The building has 96 checks in kiosks, a high glass cascade of 40 metre, and the terminal 5 lounge has a space for 2,500 passengers, and has 4,000 car parking spaces. This terminal will be used only by British airways .it took six years to finish the project, within time and within the budget. INTRODUCTION TO THE PROBLEM: British airways opened the terminal 5 for business on 27 march 2008, by her majesty the Queen describing it as a 21st century gateway to Britain. The opening ceremony was attended by hundreds of airport authorities and workers. The BAA and airline British airways who built the terminal for many years forecasted that new facility would give a fresh start for Heathrow and millions of premium passengers. But the Heathrows new  £4.3billion terminal 5 suffered a disastrous opening resulting cancellation of flights, long queues and delays in luggage system. British airways was forced to cancel 34 domestic flights, one problem was followed by other problem on the day. There was a problem to the staff in finding the car park. Then a technical problem has arisen which resulted in some flights departing without luggage on aboard. The first flight of the day coming from Hong Kong arrived eight minutes early and passengers off the building got their luggage quickly. But very soon the baggage reclaim system failed leading the passengers to wait more than two hours to collect their baggage. By lunch time due to continuous problems the British airways cancelled 20 flights in the beginning and later to 34 flights. One of the terminal 5s departure lounge the luggage belt failed. The road signs were not clear outside the terminal. A delay occurred in security screening of staff. The computers did not recognise the baggage handlers IDs and the handling system failed to log on because of these three flights took off without luggage. Live examples: taken from media resources Sir George martin a famous producer of the work Beatles was one among them said he was first impressed to see terminal5 but it led him to wait many hours and the flight has been cancelled. Mr Matt Duffy who was coming from Glasgow to terminal 5 was struck in the flight for more than one hour. Mr kerb a wheel chair user couldnt get in to the building without getting up a step, and he added its totally unbelievable. These are few examples of the chaos caused by British airways in terminal 5 on its opening day. Relationship with operational management: On the operational side there are many errors like little system testing, mechanical failures, technical errors. On the management side there was poor communication, a refusal to listen to the experts and staff, arrogance, complacency, poor training of staff with the new systems. What went wrong on the day: Logistics and planning: On the opening day staff arrived to work couldnt find the car parking, the signs to car parking was unclear, it took long time for the staff to park their car, because of this reason staff arrived very late to work, staff were almost two hours late to work. Even when the staff entered the terminal 5 building there were no clear signs to navigate within the building , union representatives told the workers didint understand where to go,some of the staff couldnt enter through security gates. Because of the communication problem staff couldnt navigate within the building , they were given no telephone numbers to contact. The luggage handlers couldnt get in to the terminal because of improper training and less knowledge on the building. They were just shown the whole building which cant be remembered because of its massive size and therefore arrived late to work. Technical and human errors: The computer system in the terminal didnt recognise the staff IDs, so that staff couldnt log in to the systems. This resulted in making only two desks working instead of 28 desks present. Even when the staff logged the systems displayed error messages showing access denied to logon to do their actual work. About 17 terminal lifts jammed and failed, because of this passengers faced difficulty in getting in to the stairs of difficulty and disabled customers could not enter in to the building. The transit system broke down hence failed to move passengers from main terminal to satellite terminal, which led to cancellations of flights. Doors which should be kept open were locked so that staff and passengers couldnt be able to navigate in to the building. The electronic screens, walkways, escalators, and carousels were failed. Due to technical errors they failed to work and staff couldnt log in to systems and there was no information displayed on the screens. The baggage handling system failed to work after first flight arrived resulted in baggage misplace. Staff due to lack of training overloaded the belt and it stopped working, because of this reason some flights even left without any luggage. Low morale and good will: from the sources it is come to know that most of the staff didnt turn up for training. Because of this reason the baggage handlers and ground staff were unhelpful when the problem occurred. There was not enough staff working on the day to volunteer. BA didnt recruit an extra staff and just asked the present staff to help on their day offs and without paying them. Lack of communication and crisis management: there was no proper communication from the BA to passengers this led most of passengers feel frustrated. There were no announcements and no information was seen on monitors and websites. On the very first day by 5:30am about 200 passengers were queued up for information about cancellations. There were about 26 operational desks on that day but only 2desks were seen working. Results: As a result within in five days about 250 flights have been cancelled and still there is a backlog of 15000 bags, the bags were sent to USA and Paris to identify the original owners of the baggage. It disrupted the travel plans of thousands of passengers and British airways were unable to find any hotel rooms to passengers.Even though the hotel rooms were found they gave compensation of only  £100 where the hotel rooms costs  £200, an extra burden to passengers. About tens of thousands of customers vowed they will never use the airline again, as they faced many difficulties like standing in queues for about two hours for information, the luggage has been misplaced, and no help was available. The opening of terminal 5 is considered as a most embarrassment for British Airways and British Airport Authority. Because of this chaos the shares of British Airways felt down by 3% which accounts for about  £9million of the income and lost its reputation. Discussion of relevant operational theory: Any success of organisation depends up on people and their perception of success or failure, and staff willingness to anticipate to the vision of organisation as defined by management. In the same way the failure of an organisation depends up on poor integration of different parts of change for example the implementation is poorly executed even though the build and develop phase goes well. High complex technology infrastructure becomes inaccessible to those who use it regularly. And the management has to recognise that the success criteria should be broader than bottom line considerations: The business driver is not only the share holder value but the staff working and customer satisfaction. Organisations should be socially beneficial behaviour and mission and vision should include social responsibility and sustainability as their parts. The management has to focus on the state of art infrastructure that is introduced in the large projects. Now a days the managers are more focused on multi disciplinary projects to re engineer business which provides competitive advantage. Rather than spending more time on traditional line management responsibilities the managers are spending time on project work. New projects tend to be exciting in first few years of the project life cycle. But some important project personals often show interest on the finishing stages of project. the operational management should be the key driving force of the project from the beginning, but go live phase of the project is in danger as it didnt receive attention. The terminal5 in a successful project delivered on time and in the budget allocated .the architectural design won awards. It is believed that customers will get great service and satisfaction from terminal 5 when compared to terminal4 and 3. Here the operations management followed properly go live phase in project life cycle as a planned construction programme for six years, it included 400,000 hours of man power and software engineering to built conveyors for 17 kms., 66 trails has been made by 15,000 volunteers, staff were given a training and support of six months, before opening the terminal the baggage system was fully loaded and tested for about twenty times. Even though all these attempts were made the opening of terminal5 went as a disaster to customers and public. Sources taken from media showed that there were long queues in terminals, about 15000 baggage went missing, about 500 flights has bee cancelled in fist two weeks of its opening. There was big problem in sorting out the luggage to its actual owners , this luggage was sent to USA and Milan for sorting out. Even the insurance company didnt compensate the lost luggage saying this is a known risk. The management in companies should be fully aware of the prominence of the operational planning. And should be well prepared for go live phase of the project. In Heathrow terminal 5 the transport select committee was advised by chief executive officer of British airways that the building programme was not finished completely and this made to compromised the testing many time before opening. It was not that about 28 lifts are not working on the opening day, and there were discussions whether to delay the opening schedule of terminal 5, but it was neglected as the officials thought the potential risk will be low. Later the Chief Executive Officer admitted it was their fault to compromise on testing before opening. Application of TQM: According to Joel E. Ross and Susan Perry (1999) was cited in his book about the TQM is total quality management is the set of management processes and systems that create delighted customers through empowered employees leading to higher revenue and lower cost The main principals are customer satisfaction, employee involvement, and continuous improvement in performance. Customer satisfaction: the customer satisfaction factor has been lost on the opening day of terminal 5, where customers have to wait in long queues, loss of baggage, flights cancellations, and British Airways couldnt find the hotel rooms to customers. Employee involvement: employee involvement plays a crucial role in success of any organisation. On the day of terminal5 opening, staff arrived about two hours late to work and the baggage handlers were unable to through the building as there were no clear signs. Even the staff working on the ground didnt help them in any way. There were no announcements about the cancellations. Staff felt they were not responsible for the chaos going on. There was no one to volunteer the situation. Continuous improvement in performance: the testing has been compromised by the British Airport Authorities. Staffs were not trained properly, only six months of training was given. There was no improvement in the training statistics. The luggage handling systems were checked about twenty times before opening but on the day of opening it failed to work. Critical approach: Terminal 5 is a complex building with advanced infrastructure which was built with a goal of improving customer experience and to prove Heathrow airport as world class airport. To achieve this a smooth opening was required but unfortunately the opening was disaster and terminal 5 stood in all headlines of media and was a hot topic in the whole world. The problem was caused by combination operational and technical failures. But there are some issues regarding risk management whether they performed rehearsals or not, of so why they couldnt identify the problems before opening day. They would have hired some extra staff for the beginning days of the terminal. They would have tested it several times before opening it. If they would have tested they would have found all possible failures and would have rectified it before opening. If they would have done so we would have seen a good risk management system in operational management. According to media sources the airport staff was unable t o give answers to difficult questions. When the issue raised the British airways would have focussed a heavy spokesman so that the customer and the whole world have felt the British airways took the issue seriously. British airways would have given free food and hotel rooms when the issue happened so that they would have managed the long-term damage of company with minor compensation. Teething problems may be difficult to avoid for any major projects, but one of the oldest rule in business is anything can go wrong, will go wrong and the second oldest rule is the judgement is passed on recovery but not the mistake, and the third rule is when something goes wrong in an organisation the best thing is to admit it. In terminal5 there was no one with strong leadership skills, people with knowledge, and authority to sort it out ad it didnt go according to the script. It is not excusable for staff for not being able to find car parking and not for being able to get through security, and not for being able to login in to the systems to start their work, they would have gone a series of complete training, testing and rehearsals there is no excuse for the BA and BAA for saying the baggage system failed to work as they tested it only with few bags and assumed that it would work properly with 40,000 baggage, and tested escalators when it was empty but not when it is loaded. CHANGES TO IMPROVE THE QUALITY OR CUSTOMER SERVICE: The construction of Heathrow terminal 5 was very successful project as it was finished on time and in the budget given. But on the opening day it encountered technical problems and operational problems it would have been prevented it BA and BAA would have been followed some simple steps: There should have been clear signs outside the terminal 5 for car parking, as it is known from the problem that staff couldnt find the space for car parking they were about two hours late to work, so if correct signs and signals were given the staff would have arrived to work on time. There should be clear signs in the building, as the terminal5 is massive in its size with advanced infrastructure, they should have been provided with clear signs to navigate within the building, as we came to know from the problem that staff and luggage handlers couldnt find their designated places, they couldnt navigate within the building. The staff would have been trained several times before the opening day. Because on the opening day staff were unclear about using the new resource management system. When the disaster took place staff looked unhelpful, as they didnt understand what was really happening, they couldnt even answer to the customer standing in queues about the faults occurred. The management would have asked staff to arrive a bit early to work to encounter potential delays in entering in to the building which they never entered before. British Airport Authority and British Airways would have recruited some additional staff to volunteer the work on the opening day. The baggage handlers were not given enough training to handle the new unfamiliar highly sophisticated luggage handling system, they would have given some extra training . That new baggage system looked to have no backup system to recover when technical defaults occurs. And the staff keep on loading it even though it stopped working which resulted in sever delays in reclaiming back the luggage. It was seen there were no announcements made and system stopped working, and the system couldnt recognise staff ids. This is lack of testing done before opening. BA and BAA agreed it compromised on testing phase, if it would have been done several times before opening they would have avoided this disaster. WHAT BA AND BAA DONE TO IMPROVE: At London Heathrow terminal 5 after a one year of its opening day everything looks to be flowing smoothly, with more than 90 percent of flights departing and arriving punctually. And more than 16 million customers have now used the terminal 5 facilities properly. New high tech equipment has been installed in security gates which make customers to pass through them quickly and pleasantly. This reduced the waiting time near the security gates. A new system has been developed where passengers do not have to unpack their laptops as trays are available automatically and passengers dont have to take shoes and belt as the security scanning system is very sophisticated. The distance to the passenger gate is reduced to five minutes by walk and 45 seconds using unmanned shuttle. This reduced the time lapse between the entry and passenger gates. The baggage performance was increased significally, the baggage is arriving the carousal before the passenger arrives saving time of passengers for reclaiming baggage. And when there is a connecting flight between destinations the luggage transfer will be done automatically, and luggage arrive quickly than passenger comes out. BA has now more than 90 percent of flights arriving and departure on time. Hence keeping the chaos in mind the BA and BAA is following punctuality in departure and arriving times of the flight. Staffs has given more training and daily regular meetings to make them familiar with the infrastructure. So that the BA and BAA want to give its customers the best service. The building is designed in a way that BAA works closely and naturally with BA making them to interact and meet more often in contingency mode. So the two managements are under one roof now. BA and BAA are using customer feedback to improve the quality and got positive feedback from most of the passengers. Hence it used these feedbacks to improve its quality service to its customers. When compared to other airports and other Heathrow terminals the time taken to check in and drop baggage has been greatly reduced. This saves passengers time and increase the time for shopping and spending. British Airport Authority reduced the time of waiting at security search in terminal 5 with queue less than 5 minutes. BA moved all its staff and flights in to terminal 5, and made signals promising. Now it uses powerful satellite signalling system to manage air traffic of flights and another satellite is under construction which is due to finish by 2011. After the management accepted its faults that it compromise in testing they applied many principles of management and rectified the whole mistakes and now terminal 5 is working properly, with 4000 car parking space, including car finders and help desk to find out lost cars, it has now its own railway station with six platforms connecting London underground and Heathrow express and lifts are working excellently handling 50 persons in one go all together, it has now automated kiosks where a passenger can cjesk in automatically and select seats and 140 desk are available for check in, and it has highly sophisticated single terminal baggage handling system whic is the best in Europe, and has major brands like Harrods, Hughes and Hughes, Links, Mapin, Paul smiths, Smythson, Cafe Nero, Starbucks, Gordon Ramsey, Giraffe, and Wagamama for customer service. Hence the Heathrow Terminal 5 is definitely a successful project.

The Signalman by Dickens and The Withered Arm by Hardy :: Signalman dickens Withered Hardy Essays

â€Å"The Signalman† by Dickens and â€Å"The Withered Arm† by Hardy The story of "The Signalman" opens with the words â€Å"Halloa! Below there†, this short, but effective line is very significant to the plot of the story. A questioning atmosphere is already created, as it is not clear to the reader as to who is speaking, or whom the anonymous figure is being shouted at? The opening paragraph of the "The Signalman" is unexplained, leaving the readers questioning. For example when the Narrator is shouting from above, the Signalman behaves strangely as he looks round to face the tunnel, whereas a normal person would look upwards in response to this. Dickens portrayal of the â€Å"black tunnel† that has a â€Å"barbarous, depressing, and forbidding air† to it creates a mood of anticipation. Moreover, the words expressed are so effective that the reader immediately gets an apparent image of the tunnel and feels more involved in the story. It also raises the question as to why the Signalman looked down there, and this maintains the curiosity. The mood becomes more intense and penetrating as Charles Dickens’s explanations give the impression that one or both of the characters might be spectres. The reason being, that the Narrator considers the Signalman as having something â€Å"remarkable in his manner†, and how he cannot say for his â€Å"life what.† On the other hand, the signalman appears to be afraid of the Narrator, as his reactions to the Narrator calling down suggests that he regards him to be the spectre. The â€Å"dark† setting deep in the trench, which admits â€Å"so little sunlight†, and where the â€Å"on coming rush† of the train causes â€Å"vague vibration† and â€Å"violent pulsation† in the â€Å"earth and air† sets the mood for the supernatural occurrences. This haunts the readers as the narrator feels he has â€Å"left the natural world.† Furthermore, the surroundings and atmosphere of the â€Å"lonesome post† which the Signalman occupies appears very mysterious, especially the â€Å"black tunnel.† The opening scene which is set in the â€Å"cold†, â€Å"damp† and â€Å"lonely† railway cutting near the end of a â€Å"tunnel† is described well, as being â€Å"Extremely deep and unusually precipitous† and â€Å"solitary and â€Å"dismal.† There is particular emphasis on the loneliness of the place; it seems like a location isolated from the real world, making the reader pity the Signalman as he spends many â€Å"lonely hours† there. Yet is also generates the eerie idea of the place being perfect, again for supernatural happenings. In comparison to the "The Signalman", "The Withered Arm" also has a questioning mood at the opening of the story. At the start, Rhoda is described as â€Å"A thin fading women of thirty that milked somewhat apart

Poverty and the US Economy Essay

Today, there are developed, emerging and developing countries in the world. A larger percentage of people live under extreme poverty in most developing countries. In most developed countries poverty exist, but a lower proportion. Most developing countries formulate policies either monetary or fiscal to reduce the prevalence of poverty. However, there is no country without a policy options for elimination poverty. In a broader sense, poverty cannot be eradicated, but can be reduced to a certain level. This is why countries are pursuing various polices that could help reduce poverty in their region. Fiscal and monetary policies are the main tools used in formulating various strategies, actions that aim to reduce poverty. This issue leads us to poverty issue in the United States of America. Then, what are the various policies that can be used to eliminate poverty in the country. Should the policy makers make use of fiscal or monetary policy? Subsequently, what policy tools will be used, fiscal or monetary? In this write up there will be a comprehensive analysis on what policy option that should enacted to eliminate poverty in the USA. To begin with, understanding what fiscal and monetary policy entails is necessary. Then, what is fiscal policy? In a simple term, fiscal policy refers to an effort by the government to manage, influence and guide the tempo or direction of the economy by using its major tools taxation and its total spending. There are two major tools of fiscal policy, which are taxation and government spending. In addition, there could be contractionary or expansionary fiscal policy. Expansionary fiscal policy here means when there is increase in government spending or reduction in taxation. This normally leads to budget deficit and vice versa. While, monetary policy refers to an effort by the government to change the pace of the economy by influencing or controlling the money supply and interest rates. These various policies are pursued by government in other to achieve the basic economic objectives of full employment, stability in price level and growth of the economy. However, in the US the fiscal or monetary policies have to be enacted in other to reduce or eliminate poverty. In performing this task, different things have to be put in their rightful place. Even though, poverty cannot be eliminated from the country yet with a very good fiscal and monetary policies it proportion could be reduce. The reason why I believe poverty cannot be completely eliminated is because of the way economy and nation evolves. From time immemorial, there have been some certain classes of people in the economy. They range from upper, middle and lower classes. In any economy, there will always be the lower class and this comprises of the people living below the poverty line. In addition, there will always be those at the receiving end. Africa can be a very good example of this issue. Therefore, there is way how we would not have poverty in any nation. What can only be done is to reduce drastically the number. In country like the US, the poverty rate can be reduced to a small level if government pursues good monetary and fiscal policies. The government could enact fiscal, monetary policies and both together in the economy to reduce the poverty rate. These would be explained as follows: Firstly, we are going to consider the fiscal policy. Since, our main aim is to reduce the level of poverty. The government could pursue both the contractionary or expansionary fiscal policy. However, global financial crises have an overall effect on the nation’s economy. Moreover, the US government could enact contractionary policy to reduce the level of inflation. Since, the tools of fiscal policy are taxation and government spending. The government should reduce its spending and increase the tax of the elite and the upper class in the nation only. When this is done, the government will have more funds, which could be spent on increasing the aggregate demand of the lower class or people living below the poverty line. In a way the real income of the lower class will be increased through this policy, since the funds will be redistribute from the rich to the poor. In a way, there is the effect that fiscal policy has on the nation at large and on the individual as a whole. In as much as our focus relates to individual then, we pursue those action that will be beneficial to the individual rather than the whole nation. In addition, when government pursue budget deficit the economy is receiving less than what its expend. In this case, the government will have to finance this deficit using different approaches. They could borrow the populace or sell assets. Sale of asset may include the sale of bonds and treasury bills in other to offset the deficit. Treasury bills and bond are example of government tools use to reduce the money in circulation. Government sells these to the public in other to remove money in circulation. This money needed will be gotten from the upper class or the rich by increasing their tax. On the other hand, an expansionary fiscal policy could also be enacted. Here, the government should reduce the tax of the lower class and government should increase their spending on economic activities that could increase aggregate demand of this lower class and result in increased productivity. When government takes this action, the real income or the disposable income of this class of people would increase and thereby increasing their purchasing power. Given that, disposable income is the income that is left for spending when tax has been removed from income. In addition, when government increases their spending they pursue budget deficit. Here, they should incur these funds on economic activities that could increase the productivity and aggregate demand of the lower class. When there is increase in government spending, it means that the government is redistributing its asset to its populace. Thereby increasing total productivity in the economy and leading to increase in total income. This increase in total income will trickle down to the lower class and increase their disposable income. In essence, when government pursues the basic economic objective, they will be solving the issue of eliminating poverty indirectly. Therefore, the government could use fiscal policy in reducing the level of poverty in the nation However, the government in pursuing this objective of eliminating poverty can also use monetary policy. They could also use expansionary monetary policy. In a way, contractionary monetary policy will not be effective in achieving this objective. When they wish to use expansionary policy, the government should influence the interest rate by reducing it using its various tools. When this happens, investment will increase leading to increase in productivity that will trickle down to the lower class. Since, increasing productivity more labor effort would be require in achieving this. Then, there will be increase in employment that will trickle down to the lower class. In a way, more people will be employed and this will include the lower class. This situation will increase the real income of the lower class and will enable them live above the poverty line. However, the contractionary monetary policy will not be effective in this case. Since, under this policy there will be reduction in the rate of interest and consequently leading to decrease in productivity. When productivity is reduced, it means inventory is reducing and companies are sacking workers and this most times affects the lower class. Therefore, this will further worsen poverty situation in the country and contributing to increase in the level of unemployment. In another way, the government could combine both fiscal and monetary policies in other to achieve their objective of eliminating poverty in the country. What is needed is the right combination in other to guide against inflation. The government could influence the interest rate and at the same time enact policy that would make lower income earners pay reduce tax or used to offset the feedback from these policy option. The government could also combine expansionary monetary and fiscal contractionary policies in a way to offset any feedback from this policy options. In conclusion, there are ways the government of the United States of America could use to eliminate poverty. However, we should have it in mind that poverty cannot be eliminated permanently in the country. It could only be reduce to its barest minimum. In a way, the government actions are very vital. The two main policies to be enacted are the monetary and the fiscal policy. Finally, I think the global financial crises have a way of influencing the way these policies will work.

Ap Psychology Review Packet Essay

Absolute Threshold:  the minimum stimulation needed to detect a particular stimulus 50% of the time. 2. Accommodation:  the process by which the eye’s lens changes shape to focus near or far images on the retina. 3. Acetylcholine:  neurotransmitter that enables muscle action, learning and memory. 4. Achievement Motivation:  desire for accomplishment. 5. Achievement Test:  an exam designed to test what a person has earned. 6. Acoustic Encoding:  encoding of sound, especially words. 7. Acquisition:  the initial stage when one links a neutral stimulus and an unconditioned stimulus. 8. Action Potential:  a neural impulse; a brief electrical charge that travels down an axon. 9. Activation Synthesis:  theory that REM sleep triggers neural firing that evokes random images, which our sleep brain weaves into stories. 10. Adaptation Level Phenomenon:  tendency to form judgements relative to a neutral level defined by our prior experience. 11. Adrenal Glands:  a pair of endocrine glands that sit just above the kidneys and secrete hormones that help arouse the body in times of stress. 12. Algorithm:  a methodical, logical rule that guarantees solving a particular problem. 3. Alpha Waves:  the relatively slow brain waves of an awake, relaxed state. 14. Amnesia:  loss of memory. 15. Amphetamines:  drugs that stimulate neural activity, causing speeded-up body functions and associated energy and mood changes. 16. Amygdala:  two lima bean-sized neural clusters in the limbic system; linked to emotion. 17. Aphasia:  impairment of language caused by left hemisp here damage to Broca’s area, impairing speaking, or Wernicke’s area, impairing understanding. 18. Applied Research:  scientific study that aims to solve practical problems 19. Aptitude Test:  designed to predict a person’s future performance. 20. Association Areas:  areas of the cerebral cortex that are not involved in primary or sensory functions but in higher mental functions. 21. Associative Learning:  learning that certain events occur together. 22. Automatic Processing:  unconscious encoding of incidental information. 23. Autonomic Nervous System:  the part of the peripheral nervous system that controls the glands and the muscles of the internal organs. 24. Availability Heuristic:  estimating the likelihood of events based on their availability in memory. 5. Axon:  the extension of a neuron, ending in branching terminal fibers, through which messages pass to other neurons or to muscles and glands. 26. B. F. Skinner:  a leading behaviorist; rejected introspection and studied how consequences shape behavior. 27. Babbling Stage:  begins at 4 months; stage of speech development in which infant spontaneously utters various sounds. 28. Barbituates:  drugs that depress the activity of the central nervous system,  reducing anxiety  but impairing memory and judgement. 29. Basal Metabolic Rate:  body’s resting rate of energy expenditure. 30. Basic Research:  pure science that aims to increase the scientific knowledge base 31. Behavior Genetics:  the study of the relative power and limits of genetic and environmental influences on behavior. 32. Behavioral Medicine:  integrates behavioral and medical knowledge to apply to health and disease. 33. Behaviorism:  the view that psychology should be an objective science that studies behavior without reference to mental process. 34. Belief Perseverance:  clinging to one’s initial conceptions after the basis has been discredited. 35. Binocular Cues:  depth cues such as retinal disparity that depend on using two eyes. 36. Bio-Feedback:  electronically recording, amplifying and feeding back information regarding a subtle physiological state. 37. Biological Psychology:  a branch of psychology concerned with the links between biology and behavior. 38. Biopsychosocial Approach:  an integrated approach that incorporates biological, psychological, and social-cultural levels of analysis. 39. Blind Spot:  the point at which the optic nerve leaves the eye, creating a â€Å"blind spot† because no receptor cells are located there. 40. Bottom-Up Processing:  analysis that starts with the sensory receptors and works up to the brain’s integration of sensory information. 1. Broca’s Area:  controls language expression; area of the frontal lobe of the left hemisphere. 42. Cannon-Baird Theory:  emotion arousing stimulus triggers physiological response and subjective experience of emotion. 43. Case Study:  an observational technique in which one person id studied in depth in the hope of revealing universal principles. 44. Central Nervous System:  the brain and spinal cord. 45. Cerebellum:  the â€Å"little brain† at the rear of the brainstem; processes sensory input and coordinates movement output and balance. 46. Cerebral Cortex:  the intricate fabric of interconnected neural cells covering the cerebral hemispheres; the body’s ultimate control and information-processing center. 47. Change Blindness:  failing to notice changes in the environment 48. Charles Darwin:  argued that natural selection shapes behaviors as well as bodies. 49. Chunking:  organizing items into familiar, manageable units; often occurs automatically. 50. Circadian Rhythm:  the biological clock; regular bodily rhythms that occur on a 24-hour cycle 51. Classical Conditioning:  one learns to link two or more stimuli and anticipate future events. 2. Clinical Psychology:  a branch of psychology that studies, assesses, and treats psychological disorders. 53. Cochlea:  a coiled, bony, fluid-filled tube in the inner ear through which sound waves trigger neural impulses. 54. Cochlear Implant:  device for converting sounds into electrical signals and stimulating the auditory nerve through electrodes threade d through the cochlea. 55. Cognition:  Mental activities associated with thinking, knowing, remembering and communicating. 56. Cognitive Map:  mental representation of the layout of ones environment. 57. Cognitive Neuroscience:  the interdisciplinary study of brain activity linked with cognition. 58. Cognitive Perspective:  how we encode, process, store, and retrieve information. 59. Color Constancy:  perceiving familiar objects as having consistent color either if changing illumination alters the wavelengths reflected by the object. 60. Complementary Alternative Medicine:  unproven healthcare treatments intended to supplement conventional medicine. 61. Conditioned Reinforcer:  a stimulus that gains reinforcing power through its association with the primary reinforcer. 62. Conditioned Response:  the learned response to a previously neutral stimulus. 63. Conditioned Stimulus:  an originally irrelevant stimulus that, after association with US, triggers a response. 64. Conduction Hearing Loss:  hearing loss caused by damage to the mechanical system that conducts sound waves to the cochlea. 65. Cones:  retinal receptor cells that are concentrated near the center of the retina and function in daylight of well-lit conditions. 66. Confirmation Bias:  a tendency to search for information that backs one’s own beliefs. 67. Consciousness:  our awareness of ourselves and our environment. 68. Content Validity:  extent to which a test samples the behavior that is of interest, 69. Continuous Reinforcement:  reinforcing a desired response every time it occurs. 70. Control Group:  the group that is not exposed to the treatment in an experiment. 71. Coping:  alleviating stress using emotional, cognitive, or behavioral methods. 72. Corpus Callosum:  axon fibers connecting the two cerebral hemispheres. 73. Correlation:  a measure of the extent to which two factors vary together, and thus of how well either factor predicts the other. 74. Correlation Coefficient:  a statistical index of the relationship between two things (from -1 to +1) 75. Counseling Psychology:  a branch of psychology that assists people with problems in living and in achieving greater well-being. 76. Critical Thinking:  thinking that does not blindly accept arguments and conclusions. 77. Culture:  the enduring behaviors, ideas, attitudes, and traditions shared by a group of people and transmitted from one culture to the next. 78. Delta Waves:  the large, slow brain waves associated with deep sleep. 79. Dendrite:  the bushy, branchy extensions of a neuron that receive message and conduct impulses towards the cell body. 0. Dependent Variable:  the outcome factor; the variable that may change in response to the manipulation of the independent variable. 81. Depressants:  drugs that reduce neural activity and slow body functions. 82. Difference Threshold:  the minimum difference between stimuli required for detection 50% of the time. 83. Discrimination:  learned ability to distinguish between CS and stimuli that do not signal a US. 84. D issociation:  a split in consciousness, which allows some thoughts and behaviors to occur simultaneously with others. 85. Dopamine:  neurotransmitter that influences movement, learning, attention and emotion. 86. Double-Blind Procedure:  an experimental procedure in which both the research participants and the research staff are ignorant as to whether the group has received a treatment or a placebo. 87. Drive-Reduction Theory:  physiological need; creates an aroused tension state, a drive, that motivates an organism to satisfy the need. 88. Dual Processing:  the principle that information is simultaneously processed on separate conscious and unconscious tracks 89. Echoic Memory:  momentary sensory memory of an auditory stimuli. 0. Ecstasy (MDMA):  a synthetic stimulant and a mild hallucinogen. Produces Euphoria and social intimacy, but with short-term health risks and longer-term harm to serotonin-producing neurans and to mood and cognition. 91. Edward Titchener:  father of structuralism. 92. Effortful Processing:  encoding that requires attention and conscious effort. 93. Electroencepha logram (EEG):  an amplified recording of the waves of electrical activity that sweep across the brain’s surface. 94. Emotion:  response of the whole organism involving psychological arousal, expressive behavior and conscious experience. 95. Emotion-Focused Coping:  Attempting to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs relating to one’s stress. 96. Encoding:  the processing of information into the memory system by extracting meaning. 97. Endocrine System:  the body’s â€Å"slow† chemical communication system; a set of glands that secrete hormones into the bloodstream. 98. Endorphins:  Ã¢â‚¬Å"morphine within† – natural, opiatelike neurotransmitters linked to pain control and to pleasure. 99. Environment:  every non-genetic influence. 100. ESP:  claim that perception can occur apart from sensory input. 101. Estrogen:  the primary female sex hormone. 102. Evolutionary Psychology:  the study of the evolution of behavior and the mind, using principles of natural selection. 103. Experiment:  a research method in which an investigator manipulates one of more factors to observe the effect on some behavior or mental process. 104. Experimental Group:  the group that is exposed to the treatment in an experiment. 105. Explicit Memory:  memory of facts and experiences that one can consciously know and declare; stored in hippocampus. 106. Extinction:  diminishing of CR; occurs in classical conditions when US does not follow CS. 07. Extrinsic Motivation:  desire to perform to receive rewards or avoid punishment. 108. Factor Analysis:  a statistical procedure that identifies clusters of related items, called factors, on a test. 109. Feature Detectors:  nerve cells in the brain that respond to specific features of the stimulus, such as shape, angle or movement. 110. Feel-Good Do-Good Phenomena:  tendency to be helpful when already in a good mood. 111. Figure-Ground:  organization of visual field into objects that stand out from their surroundings. 112. Fixation:  inability to see a problem from a new perspective. 113. Fixed-Interval Schedule:  reinforcement schedule that reinforces a response only after a specified amount of time has elapsed. 114. Fixed-Ratio Schedule:  reinforcement schedule that reinforces only after specified number of responses. 115. Flashbulb Memory:  a clear memory of an emotionally significant moment or event. 116. Flow:  a completely involved, focused state of consciousness resulting from optimal engagements of one’s skills. 117. fMRI:  a technique for revealing bloodflow and, therefore, brain activity – shows brain function. 118. Fovea:  the central focal point in the retina, around which the eye’s cones cluster. 19. Framing:  the way an issue is posed. 120. Fraternal Twins:  twins who develop from separate fertilized eggs. They are genetically no closer than a brother or sister. 121. Frequency:  the number of complete wavelengths that pass a point in a given time. 122. Frequency Theory:  in hearing, the theory that the rate of neu ral impulses traveling up the auditory nerve matches the frequency of a tone, thus enabling us to sense its pitch. 123. Freud’s Wish-fulfillment:  theory that dreams provide a psychic safety valve for expressing otherwise unacceptable feelings. 124. Frontal Lobes:  portion of the cerebral cortex lying just behind the forehead; involved in speaking, muscles movement, making plans and judgement. 125. Functional Fixedness:  the tendency to think of things only in their usual function. 126. Functionalism:  a school of psychology that focused on how our mental and behavioral processes function – how they enable us to adapt, survive and flourish. 127. GABA (gamma-aminobutyric acid):  a major inhibitory neurotransmitter. 128. Gate-Control Theory:  theory that spinal cord contains a neurological gate that blocks pain signals or allows them to pass to the brain. 29. Gender Identity:  our sense of being male or female. 130. Gender Role:  a set of expectations for either males or females. 131. Gender Typing:  the acquisition of a traditional male or female role. 132. General Adaptation Syndrome:  Selye’s concept of body’s adaptive response to stress; alarm, resistance, exhaustion. 133. General Intelli gence:  general intelligence factor, according to Spearman, underlies specific mental abilities and is measured by every task on an intelligence test. 134. Generalization:  tendency after response has been conditioned for similar stimuli to elicit similar responses. 135. Genome:  the complete instructions for making an organism. 136. Gestault:  organized whole; tendency to integrate pieces of information into meaningful wholes. 137. Glial Cells:  cells in the nervous system that support, nourish, and protect neurons. 138. Glutamate:  a major excitatory neurotransmitter – involved in memory. 139. Grouping:  perceptual tendency to organize stimuli into coherent groups based on proximity, similarity, continuity and connectedness. 140. Hallucinations:  false sensory experiences. 141. Hallucinogens:  drugs taht distort perception and evoke sensory images in the absence of sensory input. 142. Health Psychology:  sub-field of psychology; provides psychology’s contribution to behavioral medicine. 143. Heritability:  the proportion of variation among individuals that we can attribute to genes. 144. Heuristic:  a simple thinking strategy that often allows us to make strategies and solve problems quickly. 145. Hierarchy of Needs:  Mazlow’s pyramid of human needs; begins with physiological needs which must be met before higher goals can be attained. 146. Higher-Order Conditioning:  procedure where conditioned stimulus in one experience is paired with a new, neutral stimulus, creating a new Conditioned Stimulus. 47. Hindsight Bias:  the tendency to believe that, after learning the outcome, one would have foreseen it. 148. Hippocampus:  a neural center that is located in the limbic system and helps process explicit memories for storage. 149. Homeostasis:  tendency to maintain a state of balance. 150. Hormones:  chemical messengers that are manufact ured by the endocrine glands. 151. Hue:  the dimension of color that is determined by the wavelength of the light. 152. Humanistic Psychology:  historically significant perspective that emphasized the growth potential of healthy people and the individual’s potential for personal growth. 53. Hypothalamus:  a neural structure lying below the thalamus; it directs several maintenance activities, helps govern the endocrine system, and is linked to emotion and reward. 154. Hypothesis:  a testable prediction. 155. Iconic Memory:  a momentary sensory memory of a visual stimuli; a photographic memory lasting no more than a few tenths of a second. 156. Identical Twins:  twins who develop from a single fertilized egg that splits into two, creating two genetically identical organisms. 157. Illusory correlation:  the perception of a relationship where none exists. 158. Implicit Memory:  retention independent of conscious recollection; stored in cerebellum. 159. Inattentional Blindness:  failing to see visible objects when our attention is directed elsewhere 160. Incentive:  a positive or negative environmental stimulus. 161. Independent Variable:  the experimental factor which is directly manipulated. 162. Industrial Organizational Psychology:  using psychological concepts to optimize behavior in work places. 163. Information Processing:  theory that dreams help us sort out the day’s events and consolidate our memories. 164. Infradian Rhythm:  long-term cycle; greater than a day 65. Inner Ear:  the inner most part of the ear, containing the cochlea, semicircular canals, and vestibular sacs. 166. Insight:  sudden and novel realization of the solution to a problem. 167. Insomnia:  recurring problems in falling or staying asleep. 168. Instinct:  a complex behavior rigidly patterned throughout the species and is unlearned. 169. Intensity:  the amount of energy in a light or sound wave, which we can perceive as brightness or loudness, as determined by the wave’s amplitude. 170. Interaction:  the interplay that occurs when the effect of one factor depends on another. 171. Interneurons:  neurons within the brain and spinal cord that communicate internally and intervene between the sensory inputs and the motor outputs. 172. Intrinsic Motivation:  desire to perform for its own sake. 173. Intuition:  effortless, immediate feeling or thought. 174. Iris:  a ring of muscle tissue that forms the colored portion of the eye around the pupil and controls the size of the pupil opening. 175. James-Lange Theory:  emotion is awareness of physiological responses to emotion-arousing stimuli. 176. Kinesthesis:  system for sensing the position and movement of individual body movements. 77. Latent Content:  according to Freud, the underlying meaning of a dream. 178. Latent Learning:  learning that occurs but is not apparent until there is an incentive to demonstrate it. 179. Law of Effect:  Thorndike’s principle that behavior followed by favorable consequences become more likely and behaviors followed by negative consequences become less likely. 180. Lens:  the transparent structure behind the pupil that changes shape to help focus images on the retina. 181. Lesion:  destruction of the brain tissue. 182. Levels of Analysis:  the differing complementary views for analyzing any iven phenomenon. 183. Limbic System:  neural system located below the cerebral hemispheres; associated with emotions and drives. 184. Lingusitic Determinism:  Whorf’s hypothesis that language determines the way we think. 185. Long-Term Memory:  relatively permanent and limitless storehouse of the memory system. 186. Long-Term Potentiation (LTP):  increase in synapse-s firing potential after rapid stimulation; the neural basis for learning and memory. 187. LSD:  a powerful hallucinogenic drug; alsdo known as acid. 188. Lymphocytes:  the two types of white blood cells that are part of the immune system. 189. Manifest Content:  according to Freud, the remembered story line of a dream. 190. Mean:  the arithmetic average of a distribution. 191. Median:  the middle score in a distribution. 192. Medulla:  the base of the brainstem; controls heartbeat and breathing. 193. Mental Age:  measure of test performance devised by Binet; chronological age that typically correlates with a given age. 194. Mental Set:  tendency to approach a problem in a particular way, often one that has been successful. 195. Methamphetamine:  a powerfully addictive drug that stimulates the central nervous system and appears to drop base dopamine levels over time. 96. Middle Ear:  the chamber between the eardrum and the cochlea containing three tiny bones (hammer, anvil and stirrup) that concentrate the vibrations of the eardrum on the cochlea’s oval window. 197. Mirror Neurons:  frontal lobe neurons that fire when performing certain actions or when performing another doing so; this may enable im itation or empathy. 198. Misinformation Effect:  incorporating misleading information into ones memory. 199. Mnemonics:  memory aids. 200. Mode:  the most frequently occurring score(s) in a distribution. 201. Modeling:  observing and imitating a specific behavior. 202. Monocular Cues:  depth cues available to either eye alone. Includes relative height, relative size, interposition, linear perspective, light and shadow, and relative motion. 203. Mood Congruent Memory:  tendency to recall experiences that are consistent with one’s current mood. 204. Morpheme:  the smallest unit that carries meaning. 205. Motivation:  a need or desire that energizes and directs behavior. 206. Motor Cortex:  an area at the rear if the frontal lobes that controls voluntary movements. 207. Motor Neurons:  neurons that carry outgoing information from the brain and spinal cord to the muscles and glands. 208. MRI:  a technique that uses magnetic fields and radio waves to produce computer-generated images of soft tissue. 209. Mutation:  a random error in gene replication that leads to a change. 210. Myelin Sheath:  a layer of fatty tissue segmentally encasing the fibers of many neurons; enables vastly greater transmission speed. 211. Narcolepsy:  a sleep disorder characterized by uncontrollable sleep attacks. The sufferer may lapse directly into REM sleep, often at inopportune times. 212. Natural Selection:  inherited trait variations contributing to survival and reproduction will be passed on to succeeding generations. 13. Naturalistic Observation:  observing and recording behavior in naturally occurring situations without trying to manipulate or control the situation. 214. Nature-Nurture issue:  controversy over contributions of genes vs. experience 215. Near-death Experience:  an altered state of consciousness reported after a close brush with death; often similar to dru g-induced hallucinations. 216. Negative Reinforcement:  increasing behaviors by stopping a negative stimuli. 217. Neo-Freudian Theory:  theory that dreams can be used as a coping mechanism to deal with past events. 218. Nerves:  bundled axons that form neural â€Å"cables† connecting the central nervous system with muscles, glands, and sense organs. 219. Nervous system:  the body’s speedy, electrochemical communication network, consisting of all the nerve cells of the peripheral and central nervous systems. 220. Neurogenesis:  the formation of new neurons. 221. Neuron:  a nerve cell; the basic building block of he nervous system. 222. Neurotransmitters:  chemical messengers that cross the synaptic gaps between neurons. 223. Night Terrors:  a sleep disorder characterized by high arousal and an appearance of being terrified. 24. Norepinephrine:  neurotransmitter that helps control alertness and arousal. 225. Normal Curve:  a symmetrical, bell-shaped curve that describes the distribution of many types of data. 226. Observational Learning:  learning by observing others. 227. Occipital Lobes:  portion of the cerebral cortex lying at the back of the head; includes areas t hat receive information from the visual fields 228. One-Word Stage:  from age 1 to 2; when a child speaks in single words. 229. Operant Behavior:  Behavior that operates on the environment, producing consequences. 230. Operant Chamber:  a chamber / Skinner Box containing a bar that an animal can manipulate to obtain water or food. 231. Operant Conditioning:  type of learning in which behavior is strengthened followed by a reinforcer or diminished followed by a punisher. 232. Operational Definition:  a statement of the procedures used to define research variables. 233. Opiates:  opium and its derivatives, such as morphine and heroin; they depress neural activity, temporarily lessening pain and anxiety. 234. Opponent-Process Theory:  the theory that opposing retinal processes (red-green, yellow-blue, white-black) enable color vision. 35. Optic Nerve:  the nerve that carries neural impulses from the eye to the brain. 236. Organizational Psychology:  part of IO Psychology; examines psychological influences o worker satisfaction and productivity. 237. Overconfidence:  tendency to be more confident than correct. 238. Parallel Processing:  the processing of many aspects of a problem simu ltaneously. 239. Parapsychology:  study of paranormal phenomena. 240. Parasympathetic Nervous System:  the division of the autonomic nervous system that calms the body, conserving its energy. 241. Parathyroids:  help regulate the level of calcium in the blood 242. Parietal Lobes:  portion of the cerebral cortex lying at the top/rear of the head; receives sensory input for touch and body position. 243. Partial/Intermittent Reinforcement:  Reinforcing a response only part of the time. 244. Perception:  the process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events. 245. Perceptual Adaptation:  in vision, the ability to adjust to an artificially displaced or inverted visual field. 246. Perceptual Set:  mental predisposition to perceive one thing and not another. 247. Peripheral Nervous System:  the sensory and motor neurons that connect the central nervous system to the rest of the body. 248. Personnel Psychology:  focuses on recruitment, selection and placement of employees. 249. PET Scan:  a visual display of brain activity that detects where a radioactive form of glucose goes while the brain performs a given task. 250. Phoneme:  the smallest distinctive sound unit. 251. Physical Dependence:  a physiological need for a drug, marked by unpleasant withdrawal symptoms when the drug is discontinued 252. Pitch:  a tone’s experienced highness or lowness; depends on frequency. 53. Pituitary Gland:  the endocrine gland system’s most influential gland. Under the influence of the hypothalamus, the pituitary regulates growth and controls other endocrine glands. 254. Place Theory:  in hearing, the theory that links the pitch we hear with the place where the cochlea’s membrane is stimulated. 255. Placebo Effect:  exper imental results caused by expectation alone. 256. Plasticity:  the brain’s ability to change, especially during childhood, by reorganizing after damage of by building new pathways based on experience 257. Polygraph:  lie detector machine; measures responses to emotion. 58. Pons:  part of the brainstem that helps coordinate movements. 259. Population:  all the cases in a group being studied, from which samples can be drawn. 260. Positive Reinforcement:  increasing behaviors by presenting positive stimuli. 261. Posthypnotic Suggestion:  a suggestion, made during a hypnotic session, to be carried out after the subject is no longer hypnotized. 262. Predictive Validity:  the success with which a test predicts the behavior it is designed to predict. 263. Primary Reinforcer:  an innately reinforcing stimulus, such as one that satisfies a biological need. 264. Priming:  the activation, often unconsciously, of certain associations, thus predisposing one’s perception, memory, or response. 265. Pro-Social Behavior:  positive, constructive behavior. 266. Proactive Interference:  the disruptive effect of prior learning on the recall of new information. 267. Problem-Focused Coping:  attempting to alleviate stress by changing the stressor or how we interact with that stressor. 268. Prototype:  a mental image or best example of a category. 269. Pshchological Dependence:  a psychological need to use a drug, such as to relieve negative emotions. 270. Psychiatry:  a branch of medicine dealing with psychological disorders. 271. Psychoactive Drug:  a chemical substance that alters perceptions and moods. 272. Psychodynamic Perspective:  how behavior springs from unconscious drives and conflicts 273. Psychology:  the study of behavior and mental processes. 274. Psychoneuroeimmunology:  study of how psychological, neural, and endocrine processes affect the immune system. 275. Psychophysics:  the study of relationships between the physical characteristics of stimuli, such as their intensity, and our psychological experience of them. 276. Psychophysiological Illness:  mind-body illness; any stress-related physical illness, including hypertension. 277. Pupil:  the adjustable opening in the center of the eye through which light enters. 278. Random Assignment:  assigning participants to experimental and control groups by chance, thus minimizing pre-existing differences between the two groups. 279. Random Sample:  a sample that fairly represents a given population. 280. Range:  The difference between the highest and lowest scores in a distribution. 281. Recall:  measure of memory in which the person must retrieve information learned earlier. 82. Recognition:  measure of memory in which the person only identifies items previously learned. 283. Reflex:  a simple, autonomic response to a sensory stimulus. 284. Rehearsal:  conscious repetition of information, either for maintenance or encoding. 285. Reinforcer:  an event that strengthens behavior. 286. Relative Deprivation:  perception that one is worse off relative to those you compare yourself to. 287. Relearning:  a measure of memory that assesses the amount of time saved when learning material for a second time. 288. Reliability:  extent to which a test yields consistent results. 89. REM Rebound:  the tendency for REM sleep to increase following REM sleep deprivation. 290. REM sleep:  rapid eye movement sleep, a recurring sleep stage during which vivid dreams commonly occur. 291. Replication:  repeating the essence of a research study to see whether the basic findings extend to other participants and circumstances. 292. Representativeness Heuristic:  judging the likelihood of things in terms of how well they seem to represent particular prototypes. 293. Respondent Behavior:  occurs as automatic response to some stimulus. 294. Reticular Formation:  a nerve network in the brainstem that plays an important role in controlling arousal. 295. Retina:  the light-sensitive inner surface of the eye. 296. Retinal Disparity:  a binocular cue for perceiving depth by comparing the images of the retinas from the two eyes. 297. Retrieval:  process of getting information out of storage. 298. Retroactive Interference:  the disruptive effect of new learning on the recall of old information. 299. Reuptake:  a neurotransmitter’s reabsorption by the sending neuron. 300. Rods:  retinal receptors that detect black, white and gray. 301. Savant Syndrome:  condition in which a person is limited in mental ability but has exceptional specific skill. 302. Scatterplots:  a graphed cluster of dots, the slope of which helps predict the direction of the relationship between the two variables. 303. Selective Attention:  the focusing of conscious awareness on a particular stimuli 304. Semantic Encoding:  encoding of meaning. 305. Semantics:  set of rules by which we derive meaning from morphemes, words and sentences. 306. Sensation:  the process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment. 07. Sensorineural Hearing Loss:  hearing loss caused by damage to the cochlea’s receptor cells or to the auditory nerves. Also called nerve deafness. 308. Sensory Adaptation:  diminished sensitivity as a consequence of constant stimulation. 309. Sensory Cortex:  area at the front of the parietal lobes that registers and processes body touch and moveme nt sensations. 310. Sensory Interaction:  principle that one sense may influence another; smell of food influences its taste. 311. Sensory Memory:  immediate, very brief recording of sensory information in the memory. 12. Sensory Neurons:  neurons that carry incoming information from the sensory receptors to the brain and spinal cord. 313. Serial Position Effect:  the tendency to recall best the last and first items in a list. 314. Serotonin:  neurotransmitter that affects mood, hunger, sleep and arousal. 315. Set Point:  the point where someone’s weight thermostat. 316. Shaping:  an operant conditioning procedure in which reinforcers guide behavior closer and closer to the desired behavior. 317. Short-Term Memory:  activated memory that holds a few items briefly. 318. Sigmund Freud:  Austrian neurologists who founded psychoanalysis. 319. Signal Detection Theory:  a theory predicting how and when we detect the presence of a faint stimulus (signal) amid background noise. Assumes there is no single absolute threshold and that detection depends partly on a person’s experience, expectations, motivation and level of fatigue. 320. Sleep Apnea:  a sleep disorder characterized by temporary cessations of breathing during sleep and repeated momentary awakenings. 321. Social Leadership:  group oriented leadership that builds teamwork and offers support. 322. Social Learning Theory:  the theory that we learn social behavior by observing and imitating and by being rewarded and punished. 323. Social-cultural Perspective:  how behavior and thinking vary across situations and cultures 324. Somatic Nervous System:  the division of the peripheral nervous system that controls the body’s skeletal muscles. 325. Source Amnesia:  attributing the wrong source to an event we have experienced; at the heart of many false memories. 326. Spacing Effect:  tendency for distributed study or practice to yield better retention that massed study or practice. 327. Split Brain:  a condition resulting from surgery that isolates the brain’s two hemispheres by cutting the fibers connecting them. 328. Spontaneous Recovery:  Reappearance after a pause of an extinguished CR. 329. Standard Deviation:  a computed measure of how much the scores vary around the mean score. 330. Stanford-Binet:  widely used American revision of Binet’s original intelligence test. 331. Statistical Significance:  a statistical statement of how likely it is that an obtained result occurred by chance. 332. Stereotype Threat:  self-confirming concern that one will be evaluated based on negative stereotypes. 333. Stimulants:  drugs that excite neural activity and speed up body functions. 334. Storage:  retention of encoded information. 335. Stress:  how we perceive and respond to stressors that we appraise as threatening or challenging. 336. Structuralism:  an early school of psychology that used introspection to explore the structural elements of the human mind. 337. Structured Interviews:  asking the same questions of all applicants and rating on the standard scale. 338. Subjective Well-Being:  self-perceived happiness or satisfaction with life. 339. Subliminal:  below one’s absolute threshold for conscious awareness. 340. Survey:  a technique for ascertaining the self-reported attitudes of behaviors of a group. 341. Sympathetic Nervous System:  the division of the autonomic nervous system that arouses the body, mobilizing its energy in stressful situations. 342. Synapse:  the junction between the axon tip of the sending neuron and the dendrite or cell body of the receiving neuron. 343. Syntax:  rules for combining words into sensible sentences. 344. Task Leadership:  goal oriented leadership that sets standards, organizes leadership and focuses on goals. 345. Telegraphic Speech:  early speech stage where child speaks like a telegram; uses nouns and verbs. 46. Temporal Lobes:  portion of the cerebral cortex lying above the ears; receives auditory information 347. Testosterone:  the most important of male sex hormones. Both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs in the fetus and the development of the male sex char acteristics during puberty. 348. Thalamus:  the brain’s sensory switchboard, located on top of the brainstem. 349. THC:  the major active ingredient in marijuana; triggers a variety of effects, including mild hallucinations. 350. Theory:  an explanation that organizes behavior and predicts future outcomes. 351. Threshold:  the level of stimulation necessary to trigger a neural impulse. 352. Thyroid Gland:  affects metabolism, among other things 353. Tolerance:  the diminishing effect with regular use of the same dose of a drug, requiring the user to take larger and larger doses of the drug before experiencing the drugs effects. 354. Top-Down Processing:  information processing guided by higher level mental processes, as when we construct perceptions drawing on our experience and expectations. 55. Transduction:  conversion of one form of energy into another. 356. Two_Word Stage:  beginning at age 2; child speaks in 2 word statements. 357. Two-Factor Theory:  called Schachter-Singer Theory; to experience emotion, one must be physically aroused and cognitively label the arousal. 358. Type A:  competitive, hard-driving, impatient. 359. Type B:  easy-going, relaxed people. 360. Ultradian Rhythm :  short-term cycle; less than a day 361. Unconditioned Response:  the unlearned naturally occurring response to the unconditioned stimulus. 362. Unconditioned Stimulus:  a stimulus that unconditionally triggers a response. 363. Validity:  extent to which a test measures what its supposed to measure. 364. Variable-Interval Schedule:  reinforcement schedule that reinforces a response after random number of responses. 365. Variable-Ratio Schedule:  reinforcement schedule that reinforces a response after an unpredictable number of responses. 366. Vestibular Sense:  sense of body movement and position including balance. 367. Visual Cliff:  lab device for testing depth perception in infants and young animals. 368. Visual Encoding:  encoding of picture images. 369. Watson and Rayner:  famous for their â€Å"Little Albert† experiment. 370. Wavelength:  the distance from the peak of one light or sound wave to the peak of the next. 371. Weber’s Law:  the principle that, to be perceived as different, two stimuli must differ by a constant minimum percentage. 372. Wechsler Adult Intelligence Scale:  most widely used intelligence test; contains verbal and non-verbal sub-tests. 373. Wernicke’s Area:  controls language reception; a brain area involved in language comprehension and expression in left temporal lobe. 74. Wilhelm Wundt:  known as father of experimental psychology; established the first psychology laboratory. 375. Withdrawal:  the discomfort and distress that follow discontinuing the use of an addictive drug. 376. Working Memory:  a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual spat ial information and of information retrieved from long-term memory. 377. X-Chromosome:  the sex chromosome found in both men and women. 378. Y-Chromosome:  the sex chromosome found only in men. 379. Young-Helmholtz Trichromatic Theory:  the theory that the retina contains three different color receptors – red, green and blue. absolute threshold:  Ã¢â‚¬â€œ The minimum stimulation needed to detect a particular stimulus 50 percent of the time. 2. accommodation:  Ã¢â‚¬â€œ The process by which the eye’s lens changes shape to focus near or far objects on the retina. 3. accommodations:  Ã¢â‚¬â€œ Adapting one’s current understandings (schemas) to incorporate new information. 4. acetylcholine:  Ã¢â‚¬â€œ A neurotransmitter that, among its functions, triggers muscle contraction. 5. acoustic encoding:  Ã¢â‚¬â€œ The encoding of sounds, especially the sound of words. . acquisition:  Ã¢â‚¬â€œ The initial stage in classical conditioning; the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response. In operant conditioning, the strengthening of a reinforced response. 7. action potent ial:  Ã¢â‚¬â€œ A neural impulse; a brief electrical charge that travels down an axon. The action potential is generated by the movement of positively charged atoms in and out of channels in the axon’s membrane. 8. activation synthesis hypothesis:  Ã¢â‚¬â€œ Theory to describe dreaming that explains dreaming as being random neural activity hat the brain tries to make sense of. 9. acuity:  Ã¢â‚¬â€œ The Sharpness of vision. 10. addictions:  dependency to drugs comes about from potentially one use of the substance were the body can build up dependence to the substance. 11. adolescence:  Ã¢â‚¬â€œ The transition period from childhood to adulthood, extending from puberty to independence. 12. adrenal glands:  Ã¢â‚¬â€œ A pair of endocrine glands just above the kidneys. The adrenals secrete the hormones epinephrine (adrenaline) and norepinephrine (nonadrenaline), which help to arouse the body in times of stress. 13. ll or nothing law:  Ã¢â‚¬â€œ Increasing the stimulus abov e the threshold will not increase the action potential intensity. The neuron’s action is an all or nothing response; it either will fire or it will not. The strength of the stimulus does not effect action potential’s speed. 14. alpha waves:  Ã¢â‚¬â€œ The relatively slow brain waves of a relaxed, awake state. 15. alzheimer’s disease:  Ã¢â‚¬â€œ A progressive and irreversible brain disorder characterized by gradual deterioration of memory, reasoning, language, and, finally physical functioning. 16. amnesia:  Ã¢â‚¬â€œ The loss of memory 17. mygdala:  Ã¢â‚¬â€œ Two almond-shaped neural clusters that are components of the limbic system and are linked to emotion. 18. assimilation:  Ã¢â‚¬â€œ Interpreting one’s new experience in terms of one’s existing schemas. 19. association areas:  Ã¢â‚¬â€œ Areas of the cerebral cortex that are not involved in primary motor or sensory functions; rather, they are involved in higher mental functions such as lear ning, remembering, thinking, and speaking. 20. associative learning:  Ã¢â‚¬â€œ Learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning). 1. attachment:  Ã¢â‚¬â€œ An emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation. 22. audition:  Ã¢â‚¬â€œ The sense of hearing 23. automatic nervous system:  Ã¢â‚¬â€œ The part of the peripheral nervous system that controls the glands and the muscles of the internal organs (such as the heart). Its sympathetic division arouses; its parasympathetic division calms. 24. automatic processing:  Ã¢â‚¬â€œ Unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings. 25. xon:  Ã¢â‚¬â€œ The extension of a neuron, ending in branching terminal fibers, through which messages pass to other neurons or to muscles or glands. 26. barbiturates:  Ã¢â‚¬â€œ Drugs that depress the activity of the central nervous system, reducing anxiety but impairing memory and judgement. 27. basiler membrane:  within the cochlea of the inner ear is a stiff structural element that separates two liquid-filled tubes that run along the coil of the cochlea, the scala media and the scala tympani. 28. behavioral genetics:  Ã¢â‚¬â€œ The study of the relative power and limits of genetic and environmental influences on behavior. 29. Behavioral Psychology:  a branch of psychology that focuses on how we learn from observable responses. An individuals’ response to different environment stimuli shapes our behaviors. 30. Behaviorism:  The view that psychology should be an objective science that studies behavior without reference to mental processes. Most research psychologists today agree that psychology should be an objective science but do not think that it should be without reference to mental processes. 31. behaviorism:  Ã¢â‚¬â€œ The view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. For example, intelligence may be operationally defined as what an intelligence test measures. 193. opiates:  Ã¢â‚¬â€œ Opium and its derivatives, such as morphine and heroin; they depress neural activity, temporarily lessening pain and anxiety. 194. opponent-process theory:  Ã¢â‚¬â€œ The theory that opposing retinal processes (red-green, yellow-blue, white-black) enable color vision. For example, some cells are stimulated by green and inhibited by red; others are stimulated by red and inhibited by green 195. optic nerve:  Ã¢â‚¬â€œ The nerve that carries neural impulses from the eye to the brain. 96. parallel processing:  Ã¢â‚¬â€œ The processing of several aspects of a problem simultaneously; the brain’s natural mode of information processing for many functions, including vision. Contrasts with the step-by-step (serial) processing of most computers and of conscious problem solving. 197. parallel processing:  Ã¢â‚¬â€œ The processing of several aspects of a problem simul taneously; the brain’s natural mode of information processing for many functions, including vision. Contrasts with the step-by-step (serial) processing of most computers and of conscience problem solving. 198. Parasympathetic nervous system:  Ã¢â‚¬â€œ The division of the autonomic nervous system that calms the body, conserving its energy. 199. parietal lobes:  Ã¢â‚¬â€œ The portion of the cerebral cortex lying at the top of the head and toward the rear; includes the sensory cortex. 200. Peripheral nervous system:  Ã¢â‚¬â€œ The sensory and motor neurons that connect the central nervous system (CNS) to the rest of the body. 201. PET:  Ã¢â‚¬â€œ A visual display of brain activity that detects where a radioactive form of glucose goes while the brain performs a given task. 202. Phenotype:  Ã¢â‚¬â€œ An organisms physical characteristics is its phenotype.

Newspaper articles Essay Example

Newspaper articles Essay Example Newspaper articles Essay Newspaper articles Essay By considering presentational, structural and linguistic devices, compare and contrast the ways in which Paradorn Srichaphan is portrayed in these two newspaper articles. No time for girls and Paradorn a tale of the unexpected are two different articles that were printed in the papers on the same day, by the same publishers. They are both sports features about rising Asian tennis star Paradorn Srichaphan and so there are many similarities.Since one is from the tabloid Streats and the other is from the publishers broadsheet newspaper The Straits Times, there are many differences in the linguistic, presentational and structural devices used to portray Paradorn. Because of the difference in newspaper type and viewpoints, the two articles follow contrasting writing styles. As expected of most tabloid features, the article, No time for girls, follows a very informal register. There are many questions which are then answered through direct speech and the language is very colloquial.The register in Paradorn A tale of the unexpected, although very formal compared to the tabloid article, is informal for an article appearing in a broadsheet. This is due to the type of article it is, a sports feature. The article consists of numerous quotes from Paradorn and other people, which makes it seem informal. However, the actual article, written by the journalist, has a range of complex and varied vocabulary and syntax, such as impromptu and confidante. In both cases, the readers will be very selected and so, the journalists can afford to be informal.The tone in newspaper articles is often determined by the register. The broadsheet article follows a formal , reported tone while No time for girls follows a fairly informal tone. A reason for this difference in tone is the source of the articles. The article appearing in the broadsheet newspaper is written by media giant AFP, which means that it has a worldwide audience. It is therefore very formal in both register and tone. The tabloid article is written by a local journalist. Since the audience is only the local community, he has chosen to make it informal.Considering that he has written the article for a small audience, the article is a lot more personal. This would help the readers empathise with Paradorn and his sudden climb to success. Journalists often use a pyramidal writing style to organise the information, giving the important facts at the beginning of the article and going into further depth later on. Neither of these articles uses this stereotypical writing style. Since they are both sports features, there is an abundance of relevant and trivial information throughout the pi eces.Although they dont follow it strictly, the important information is given to the reader at the beginning of Paradorn a tale of the unexpected. In the opening paragraph, the journalist has expanded on the heading and outlined the purpose of the article, to inform the readers of the unexpected success of Paradorn. Although the article in Streats begins by directly addressing the title, the rest of the article does not follow the pyramidal structure. The opening is very colloquial and it therefore does not present the facts directly to the reader.In the case of both articles, the readers could get confused while reading as there is no flow between the topics and paragraphs. The paragraphing in the article, No time for girls is not very consistent. Paragraphs sometimes change too abruptly and there is no uniformity in the changing of paragraphs. On two occasions, the journalist has put forward indirect questions which Paradorn goes on to answer. On one occasion, he changes the par agraph after the question and in the other instance, the question and the answer are in the same paragraph.In Paradorn a tale of the unexpected, paragraphs consistently change with progress in time, topic and speech and all paragraphs are well linked. The lexemes in the articles are carefully picked and there are many words that belong to the semantic field of tennis in both articles. They use similar phrases, such as claimed the scalps, which is often used in tennis. It is used to describe the way in which he beat the worlds top tennis players. This gives a gruesome image in the readers minds, as the phrase originates from the Indians of the USA, who used to kill their enemies and then take their scalp, as a sign of victory.This is a contrast to Paradorns character off the court as he is otherwise portrayed as a gentle and kind man. Apart from many words from the semantic field of tennis, the tabloid article contains many words which are synonyms to the words class and glamour. Th ere are many repetitions of the words fame and success which gives an impression that he is basking in his easy climb to fame. Tabloids often approach issues from this view point and tend to sensationalise the topic. They do this to interest the audience and keep their attention.This viewpoint is a contrast to reality and the other broadsheet article, which portrays Paradorn as a very down-to-earth and subdued person. The words, such as modest and frugal in the broadsheet article, complement the picture and help to emphasize the modest nature of Paradorn. Being features, both articles are filled with speech. By following the journalistic devices of using reported speech to lead into direct speech, the journalists add effect to the quote and further emphasize the points being made. Most of the quotations are from Paradorn himself, to find out how he feels about his climb to success.The speech in the tabloid article is printed to look like an interview, with Paradorn answering the ind irect questions of the journalist. This makes it very clear to the readers as to what he is addressing. The other article adds quotes where needed and makes good use of reported speech to lead into the quotes. For example, Paradorn was a model child she said, adding: He was very polite and respectful to everyone. The use of reported speech to lead into quotes is useful to the journalists as they can interpret the speech in different ways to emphasize their viewpoint.Since they are both published on the same day, one would expect some of the quotations to overlap, but, even when addressing the same subject, the quotes in both articles are different. When asked when he would get married, the tabloid quotes him as saying, maybe Ill find one when Im 30, but the broadsheet quotes him as saying Id say when I reach 30 Ill think about it. The article in the broadsheet newspaper says, His private life has not been fodder for Thailands tabloid press though. This is a very ironic statement as the article in the tabloid newspaper, Streats, is all about his private life, girls and marriage.Since the broadsheet article is written by AFP, the local publishers could have taken the idea from that comment and written about his private life. The broadsheet article has a typical layout, with a picture at the top, followed by the text. The tabloid article, however, uses some unusual presentational devices. The sub-heading is placed above the headline for the convenience of the reader and tells them what the article is about. They also add a fact file on the right-hand side so that the reader can have a quick glance at Paradorns major achievements.Apart from this, there is a lot of information within a small area which would help the newspaper save space and therefore, money. It states in the tabloid article that the King is his biggest fan. The picture on the top of the broadsheet article is a picture of Paradorn at the feet of the King of Thailand. This shows that he is still a down-to-earth person despite the privileges he gets. His respect for the king is very high and this is emphasized by the fact that he presented the King with the first international trophy he won and his falling at his feet.This picture could be viewed from a different angle. It could imply that he is taking advantage of success and socialising with royalty. The caption says THE KING AND I: which refers to the picture as well as the famous musical. The picture in Streats portrays glamour and class. This articles focus is on glamour so, it has a picture of him in his new Mercedes Benz. The caption contains an example of typical journalese, Merc-merising, which is the fusion of the car brand and mesmerising. Journalists often blend words with the use of a hyphen to emphasize a point.An interesting point is that although the publishers are the same, the two pictures come from different sources, one from Reuters and the other from AFP. This could show that the two media giants want to portray different views of Paradorn. The broadsheet article, which portrays the tennis player as homely, concludes by saying that he has a weakness for cars and so, bought a Mercedes. This is a comparison of viewpoints as the focus of the tabloid article is the last paragraph of the broadsheet article.Considering that only 50% of the readers that read the headline get to the end of the third paragraph of an article, not many readers would get to the last paragraph and therefore, it is clearly not very important to the broadsheet article. Both articles portray very contrasting views of Paradorn Srichaphan. The tabloid portrays a Paradorn of glamour and class, which is contradictory to the broadsheet article as well as to reality. To a majority of tennis fans, Paradorn is really a tale of the unexpected. Despite the sudden success, he has remained the homely and down-to-earth Thai boy he was brought up to be!

How to Write Family and Consumer Science Term Paper The Guide You Can’t Skip

How to Write Family and Consumer Science Term Paper The Guide You Can’t Skip Stuck with your family and consumer science term paper? Family and Consumer Science is a field of studies that focuses on relationships among people and their personal environments, taking into account the impact of biological, physical, and social environments on human development and behavior. Students who are enrolled in such programs have to learn a set of professional skills and be ready to apply their knowledge to improve the well-being of people of all ages by addressing complex problems faced by individuals, families, and communities. Every semester, students are typically assigned to complete multiple writing assignments of different types in the family and consumer sciences and a term paper is one of them. Writing a long essay or a term paper can seem to be intimidating at first but there are some basic rules of thumb that you should follow. They will make your job as a writer easier. Read this guide on how to write a family and consumer science term paper and learn the most effective strategies for completing a successful family and consumer term paper. Besides, you’ll find here a list of interesting term paper topic ideas that you can use for creating your own written projects. What Is Family and Consumer Science Term Paper? Family and consumer science term paper is actually an extended essay that is based on a profound research of scholarly sources. Like most academic papers, term papers in the family and consumer science have a basic format and include an introduction, body, and conclusion. In this guide, we’ll discuss how to write each section of your paper so keep reading. Writing a term paper is a long process that is often messy and recursive but still, it can be divided into a number of tasks: Choosing a topic; Researching a topic; Planning and outlining; Drafting and revising; Editing and proofreading the final draft. Choose a Good Family and Consumer Science Term Paper Topic When writing a term paper, you may have different options: you can pick your own topic, a topic may be assigned to you or you may be given a list of possible topics to choose from. Anyway, you will have to decide what approach to use to select a suitable topic for your term paper. It’s a very important step and you’d better choose a topic that you are interested in and that is somehow familiar to you. In this case, it will be easier for you to conduct a research and you may even enjoy doing it. But you should make sure that the chosen topic is not too broad. Otherwise, you will not be able to write a well-focused paper. That’s why you should do some background reading to understand whether your term paper topic is feasible. For example, if you are interested in interior design, you should narrow down this topic and write about contemporary interior design trends or the history of interiors. You may want to cover another aspect of this broad topic as well. Besides, you should do some preliminary research to determine whether you’ll be able to find enough resources in your library and online databases to cover your topic. When you have chosen an appropriate topic for your term paper, you should try to formulate a clear research question that will help you stay focused while doing the research and finding relevant sources. Can’t decide which topic to select for your term paper? Here is a list of amazing family and consumer science term paper topics you can choose from: Core Strategies of the Leading Luxury Brands; How Do Environmental Factors Influence Healthy Child Development? How Can Parents Support Positive Eating Behaviors of Their Children? What Is the Connection Between Sustainability and Food Safety? Key Reasons Why Parents Turn to Homeschooling; Environmental Sustainability and Family Planning; Impact of Immigration on Older Families; Basic Concepts in Interior Design; Principles of Family Finance; History of Interiors and Architecture; Safe Methods of Commercial Food Production; What Is the Role of Minerals, Vitamins, and Micronutrients in Human Nutrition? Management of Family Resources; Nutritional Management for Food Allergies; Current Trends in Family Life. Conduct a Research Like a Pro First, you can read some general resources to gain an understanding of the subject area. You may consult textbooks, specialized encyclopedias, and look through general newspaper or magazine articles. Write down different terms and phrases that define your topic. You will use them as keywords when searching for relevant scholarly books and articles. You should also think about ideas that you would like to explore in your term paper and make a preliminary outline for your research and develop a thesis statement. Now you must search for material that was published on your topic by experts in the field. You have to read the material that you can find, analyze, and evaluate it to determine how different sources can be useful for writing your term paper and developing your argument. You should use skimming and scanning techniques while determining if a source is useful. If you decide that a source is useful, you have to read it closely and take notes of some important ideas. You don’t have to write them word for word but summarize, paraphrase or use your own words to explain the key ideas. You’d better organize all the sources that you find. You can do it using index cards or on a spreadsheet. You should record essential information about every article, book, website or document that you use when doing research and writing your term paper such as the title, the author’s name, the date of publication etc. Taking notes from your sources is a crucial part of the research. You can use different methods for doing that but it’s important to clearly indicate if the ideas are your own or you derived them from the sources you are reading. That’s why you should use quotation marks to show that it is direct copying. It may be useful to group your notes by subject to organize your thoughts on a specific aspect. You should review your notes and consult your preliminary outline to ensure that you are staying within it. Wondering what type of information you should consider when taking notes? Facts or statistics to improve your argument; Quotations from original works to support your own argument; Ideas that explain the topic, issue or argument that you are investigating; Ideas that support or refute your thesis statement; Write a Working Outline The next step is to plan your term paper and create an outline that will help you keep your thoughts on the track. First, you have to develop a strong thesis statement that you will argue in your using relevant source material and convincing evidence. A good thesis forecasts the content of an academic paper and concretely announces the major elements of your topic. You will have to divide your argument into several reasonably balanced sections. You need to decide which material you will have to include or exclude. Next, you should make a list of headings and sub-headings and decide what you will include under each of them. Try to keep the system of headings simple – you may not need more than 3 levels of headings. If your term paper is not lengthy, 2 levels of headings will do. You should also decide how many words each of your term paper sections should include. For example, if you divide your 5,000-word term paper on food safety and sustainability into 5 sections, an average section will consist of about 1,000 words. You should decide if it is enough for presenting the key points in each section. Write the First Draft of Your Term Paper Use your notes and an outline to start your first draft. Keep in mind that the first draft of your family and consumer science term paper is not meant to be perfect. In fact, you will need to create several drafts before you can complete your final draft. It doesn’t matter from which section of your paper you will start writing. So start with a section that you feel more comfortable with. If you have trouble with writing a particular part of any section, skip it, and go back to later. You may also find that there are some difficult areas that you’ll need to rewrite later. You should ensure that your term paper has the following basic elements: The introduction that introduces your thesis statement and informs what you are going to discuss and how you are going to structure your paper; The main body that gives key points and evidence to support your thesis statement. The conclusion that summarizes your argument and ends your term paper on a convincing note Read on to find some tips on how to write the main parts of your term paper. Introduction Your introduction doesn’t have to be long but it should include some essential elements. You have to begin it with an attention grabber, for example, a story, statistic, fact or historical context; You can also give an overview of the specific problem or provide the background information on your topic; Besides, you should define the key terms that will help your readers understand the topic. For example, when writing about child development, you may want to explain such terms as Maslow’s hierarchy of human needs, domains of development, core competencies, least restrictive environment, intentional teaching; If your term paper is argumentative, you can also present the primary opposing views; You must end your introduction with a strong thesis statement which may be 1 or 2 sentences in length. Main Body In the body, you need to clearly present the key points that you have outlined in the thesis statement and provide good explanations, details, and examples to support all your points. When writing an argumentative family and consumer science term paper, you need to mention counterarguments and refute them. It’s important to use strong evidence from credible sources to support the major points. Your paper should include quotations, summaries, and paraphrases with proper referencing according to the citation style specified by your instructor (MLA, APA, Harvard, Chicago or other). Never put all the information into one big section. Instead, you should divide the body of your term paper into a number of sections using an overarching principle and begin each section with an explanation of its purpose. Use clear section headings to guide your readers and help them understand how the argument is developing. Headings are used to break the term paper topic into its natural parts so you should use them carefully in the same way as you use topic sentences in the paragraphs, organizing your thinking for the sake of your audience. Conclusion In this part of your paper, you have to restate your thesis statement using different words and summarize all the major points presented in the body in a concise manner. You can also explain the significance of your findings and give suggestions for further research. Don’t include any new arguments in your conclusion. Revise, Edit, Proofread: Final Steps even Our Writers Don’t Skip When you have completed your first draft, you should look over it. A good idea is to wait a few days so that you’ll be able to be objective when revising it. You have to review your draft several times and try to determine if your argument is clear to your reader. You should check the content and logical flow of sentences and paragraphs, making improvements where necessary.   Make sure that all your paragraphs begin with a topic sentence and that there are transitions between the paragraphs. You should also pay particular attention to proper citation and referencing to avoid plagiarism. Make sure that you consistently use one system of citation. Attention to details at this early stage can save you tons of time in the long run. When editing your family and consumer science term paper, you should rewrite unclear passages and delete irrelevant words and sentences. You have to check your vocabulary and avoid inappropriate words or slang. Finally, you need to check grammar, punctuation, and spelling and eliminate typos if there are any.