Artical Assignment Example | Topics and Well Written Essays - 250 words

Artical - Assignment Example Another notable characteristic of Eisner is that he emulates dictatorial leadership style. For example, he consolidated his power by isolating board members in order to weaken them (James 88). Similarly, Eisner embarks on stripping the directors of their functions once they seem to ask question regarding his leadership techniques. Based on the high compensation that Eisner is exposed to and conflict of interest within the board of directors, the CEO seems not to provide good leadership strategies that may jeopardize the operations of Disney. Walt Disney Company financial position is negatively affected by the management practices adopted by Michael Eisner. Instead on paying the shareholders significant dividends, the CEO only increases his compensation at the expense of shareholders. As a result, Walt Disney is viewed as a company that does not engage all the stakeholders in its activities despite the quality products it produces. In terms of internal business processes, the CEO seems to interfere not only with the business activities but also with the management. By not allowing directors to undertake their duties freely, the CEO hinder business processes thus affecting the profitability of the company. As indicated by a balanced score card, a key perspective is learning and growth. This covers the way a company innovates, creates value and improves its performance. Even though the company has adopted modern designs in its premises, through the support of Robert Stern, one of the directors, Walt Disney does not provide ample opportunity that would allow the directors to come up with new products. In addition, the company shares seem to perform poorly since Eisner took the office as the

The Battle of Mogadishu Essay Example for Free

The Battle of Mogadishu Essay The Battle of Mogadishu took place in the narrow streets of Mogadishu, Somalia October 3-4 1993 over 17 hours. 160 United Nations combatants under the command of US General William Garrison fought an estimated 2000 supporters of the warlord, General Mohammed Farah Aidid, head of the Somali National Alliance. The Battle generated considerable public interest and debate, impacting US foreign policy and future UN missions. Among many books on the incident are those by Mike Durant, a combatant and Mark Bowden, who conducted extensive interviews. Parker’s Military History online contains useful data. The background was the outbreak of civil war after dictator Mohammed Siad Barre had been ousted by clan chiefs in January 1991, who set their differences aside long enough to topple him. Their unity did not survive and civil war began. Two parties emerged, one under Aidid and one under Ali Mahdi. The civilian population, caught in the middle, experienced severe hardship. More than 300, 000 died from starvation (Durant 2). Thousands crossed into neighboring states as refugees. When the international community responded with food aid, warlords hijacked supplies to use them to purchase arms. The UN launched Operation Provide Relief (United Nations Operation in Somalia – I) in April 1992. This did little to halt the crisis because hardly any food actually fed anyone. The United Nations then requested members to send combat troops to Somalia, to protect the food convoys. President George H. W Bush of the United States agreed to deploy 250,000 US troops. Known as Operation Restore Hope, or UNITAF (United Nations Unified Task Force) the mandate, dated December 3 1992, was restricted to supporting the humanitarian effort. This mandate was extended in March 1993 to include â€Å"nation building†- ending the war, establishing a stable state and a democratically elected government. When Bill Clinton became President, he reduced the level of US involvement to 1200 combat and 3000 support troops. Italy, Pakistan and Malaysia also joined the UN force, now called UNOSOM-II, established in March 1993. UNOSOM-II consisted of 15,000 military and police personnel. Fifteen of the sixteen clans agreed to cooperate with the UN force. Aidid refused. The UN subsequently ordered its forces to disarm Aidid’s militia. On June 5 1993 a contingent of Pakistani soldiers engaged in this task clashed with Aidid’s troops in Mogadishu, suffering 24 casualties (Bowden 427). The UN responded by ordering the apprehension of those responsible for their deaths, so that they could put on trial. US troops received intelligence that Aidid’s foreign affairs advisor and chief political advisor were at the Olympic Hotel in Mogadishu to attend a high level meeting, possibly with Aidid himself. Based on this intelligence, a US led strike code named Operation Gothic Serpent was planned for October 3, 1993. The force consisted of 160 men drawn from Delta Force (US Special Operations Force), Rangers from the 75th Regiment, Navy SEALS and from the Air Force, supported by 19 M H-60 Black Hawk helicopters from the 160th Special Operations Aviation Regiment. The plan involved personnel fast-roping down from the helicopters, securing the targets so that they could then be retrieved by ground vehicles (12 in number) then transported back to the US headquarters. The Humvees were due to reach the Hotel shortly after the operation began. Under Captain Michael Steele, four Rangers secured the perimeter to prevent anyone entering or leaving the Hotel. Another Ranger blocked the road, while the Delta team entered the Hotel at 15: 32 (Bowden 4). Colonel Danny McKnight commanded the ground convoy, whose SEALS were meant to assist the assault team (Bowden 59). At 15: 42, the first Delta operatives hit the Hotel, capturing both men and 22 other senior Aidid aids. One Ranger, Todd Blackburn lost his grip and fell 70 feet, injuring himself (Bowden 4). By 15: 47 Somalis had crowded the area around the Hotel, impeding the progress of the ground convoy, making it impossible to keep to schedule. At 16: 20, an enemy rocket hit Black Hawk Super 61, which crashed five blocks North of the Hotel. Both the â€Å"ground assault element† and the â€Å"exfil convoy† were â€Å"ordered to re-group† at the crash site (Durant 20). Although the supporting helicopter crews tried to send warnings about roadblocks and detour information to the convoy, the communication system was too slow. The helicopters could not speak directly to the convoy but had to do so via their commanders. By 16: 35, the convoy had lost its way. Search and rescue teams were dispatched to assist the stricken helicopter, which resulted in the US switching â€Å"the point of attack† from the Hotel where the prisoners and their Delta force captors were waiting to be retrieved to â€Å"three hundred yards West† (Stevenson 94). At 16: 40, Black Hawk Super 64 was brought down a mile to the southwest of the Hotel. Again, a rescue team was sent to retrieve the crew. As soon as the aircraft hit the ground, hundreds of armed Somalis, some civilian some members of militia, appeared at the scene. 99 US personnel were surrounded at the first crash site. At 16: 42, two members of Delta force volunteer to lower themselves to the second downed helicopter to help defend the injured crew. At 17: 40 both were killed, together with all members of the helicopter crew except the commanding office, Mike Durant who was dragged away by militia. The ground convoy and a rescue convoy failed to reach their targets, returning to HQ at 17. 45. At 19. 08, Black Hawk 66 dropped supplies and ammunition to the soldiers trapped at the first crash site. A new rescue squad, including Pakistani and Malaysian soldiers, left HQ at 23. 23, reaching the trapped men at 1. 55 October 4. At 5. 30, the troops are able to begin to leave the city on foot heading for the Pakistani compound. By 6. 30, it had been confirmed that 13 US soldiers were dead, 73 injured with six missing. The final toll was 18 dead. Durant was released on October 14. March 24, 1994 all US troops left Somalia, followed by all UN troops the following year. Between 200 and 500 Somalis died. Subsequently, the US and the UN became reluctant to commit forces where little real agreement exists on the ground between rival parties. Washington became reluctant to commit troops to situations that present no direct security threat to the US itself. In addition, strategic lessons have been learned from the battle. These are especially relevant in situations where insurgents blend with local populations. First, intelligence – the US did not know that Aidid possessed rocket propelled grenades. Aidid planned to neutralize US air support, then flooded the battle zone with superior numbers. He was also prepared to use civilians as â€Å"human shields† (Stevenson 94). Claims have been made that Italian soldiers tipped Aidid off about the operation, which would explain why militia with rockets reached the scene so quickly. Also, better knowledge of â€Å"Somali city streets† would have helped the ground forces reach their targets (O’Hanlon 119). The Somalis had the advantage of local knowledge. Second, direct communication from air support to ground may have prevented convoys from getting lost. Thirdly, too few troops were deployed against a much larger foe – albeit crack troops against irregular and poorly trained insurgents. The basic plan, though, was sound, the type of extraction for which the forces involved were well trained. Technically, too, the operation was successful, since 24 insurgents were taken into custody. References Bowden, Mark. Black Hawk Down: A Story of Modern War. New York: Atlantic Monthly Press, 1999. Durant, Michael J. , and Steven Hartov. In the Company of Heroes. New York: G. P. Putnams Sons, 2003. OHanlon, Michael E. Technological Change and the Future of Warfare. Washington, D. C. : Brookings Institution Press, 2000. Parker, Larry. The Battle of Mogadishu. Military History Online http://www. militaryhistoryonline. com/general/articles/mogadishu. aspx Accessed April 25 2009. Stevenson, Jonathan. Losing Mogadishu: Testing U. S. Policy in Somalia. Annapolis, Md: Naval Institute Press, 1995.

Look At Causal Comparative Research Psychology Essay

Look At Causal Comparative Research Psychology Essay Causal-comparative research design can be defined as a research that permits researchers to study naturally occurring, cause and effect relationship through comparison of data from participant groups who exhibit the variables of interest. Causal-comparative research can also be referred to as ex post facto, Latin for after the fact (Sowell, 2001). In other words, causal-comparative research can be studied in retrospect since it attempts to determine reasons or causes for the existing condition between or among groups of individuals. This research design is often found in the fields of education, medicine and social sciences. According to Sullivan (2001), The belief that there is order in the universe, that there are reasons why everything happens, and that scientists, using the procedures of science, can discover what those reasons are explains that researchers usually go on to examine the reasons why the observed pattern exist and what they suggest. For this reason, the basic element of causal-comparative approach involves starting with an effect and seeking for possible causes or vice versa. The basic approach, which involves starting with effects and investigating causes, is sometimes referred to as retrospective causal-comparative research. Retrospective causal-comparative studies are much more common in educational research. Meanwhile, the variation which starts with causes and investigates effects is called prospective causal-comparative research. The cause and effect relationships may influence how a problem is formulated and a research design developed. It can be said that the major purpose of causal-comparative research is to investigate potential cause-and-effect relationships that occur naturally without manipulation of variables. In this particular research design, researchers try to find the reasons why certain forms of behaviour occur. To formulate this research design it requires at least two variables namely independent and dependent variable to support the objective of the research. In this approach, it can be said that some independent variable (IV) is the factor, or one of several factors, that produces variation in a dependent variable (DV) (Sullivan, 2001). Consider, for instance a researcher formed 3 groups of preschoolers consist of those who never watched Sesame Street, those who watched it sometimes, and those who watched it frequently. The 3 groups were then tested by making comparison on a reading readines s test. Based on the mentioned case study, it shows that the independent variable affect the dependent variable. In this case, Sesame Street is the independent variable (IV) while the preschoolers reading performance is the dependent variable (DV). The Characteristics of Causal-comparative Research According to Babbie (2013), there are three main characteristics for causal-comparative. Firstly, to infer the existence of a cause and effect relationship, the causal-comparative research must demonstrate an association between the independent and dependent variable. Therefore, it involves two or more groups and one independent variable. In addition, it determines the cause or consequences of differences that already exists between or among groups of individuals. The groups are assigned to the treatments and the study is carried out. The individuals are not randomly assigned to treatment groups because they were already selected into groups before the research began. In this research, it can be said that cause and effect depends on each other, whereby the cause may precedes the effect or vice versa. It is important to note that the independent variables in causal-comparative cannot be manipulated, should not be manipulated, or simply not manipulated but could be manipulated because the independent variable has already occurred. Thus, it is not possible to manipulate the independent variable. Causal-comparative research requires the study to be non-spurious. In this context, non-spurious refers to a causal relationship between two variables. According to Babbie (2013), spurious relationship is a coincidental statistical correlation between two variables, shown to be caused by some third variable. However, in causal-comparative research, only two variables are required and not caused by the action of some third variable, therefore it is shown that causal-comparative research is non-spurious. There are two types of causes that contribute to this research design, namely necessary and sufficient causes. Generally, the term cause is assumed to mean something that produce an effect, result, or consequence. A necessary cause represents a condition that must be present for the effect to follow. For example, it is necessary for you to attend driving classes in order to get a driving license. However, by only attending driving classes is not a sufficient cause of getting a license. This is because it is required to pass the driving test to get the driving license. On the other hand, a sufficient cause represents a condition that, if it is present, guarantees the effect in question (Babbie, 2013). This is not to say that a sufficient cause is the only possible cause of a particular effect. Take the case of the driving test mentioned earlier; not attending the test would be a sufficient cause for failing it, though students could fail it in other ways as well. Thus, a cause can be sufficient, but not necessary. Design and Procedure The selection of the comparison groups is very important in causal-comparative procedure. Although the independent variable is not manipulated, there are control procedures that can be exercised to improve the interpretation of results. The researcher selects two groups of participants, the experimental and control groups, but more accurately referred to as comparison groups. These two groups may differ in two ways; whether one group possesses a characteristic that the other does not or each group has the characteristic, but they differ in terms of degrees and amounts. The independent variable differentiating the groups must be clearly and operationally defined, since each group represents a different population. In designing this research, the random sample is selected from two already existing populations, and not from a single population. A causal-comparative design is chosen, for example, when researchers want to study the possible influences of Montessori school enrolment on childrens mathematical ability. Researchers locate a population in which several levels of mathematical ability are known to exist and then select a sample of participants. The researchers collect data from all participants on measures of mathematical ability and school enrolment. Once they have collected their data, researchers decide how many levels of mathematical ability they wish to study. In this case, suppose the researchers want two groups. They could classify the participants scores accordingly from highest to lowest, and then locate the middle score of the list. All those participants whose measures are above the middle score are designated as high mathematical ability and those below it, low mathematical ability. Next, the researchers compare task performance scores in each group to see whether Montessori school enrolment appears to influence task performance. There are three possibilities that could emerge from the study. Montessori school children have higher scores than non-Montessori school children. Montessori school children have lower scores than non-Montessori school children. No discernible pattern shows in the scores of Montessori and non-Montessori school children. This shows that each statement suggests a possible relationship between the two variables which are Montessori school enrolment and the childrens mathematical ability. Measurement of second variable Group B Group A Measurement of first variable determines group placements of participants Participant selection Generalized example Montessori school children Participant selection Measurement of mathematical ability Measurement of Montessori school enrolment Non-Montessori school children Example of school enrolment and mathematical ability FIGURE 1: Procedures in causal-comparative designs. 3.1 Control Procedures In other study design, random assignment of participants to groups is probably the best way to try to ensure equality of groups, but random assignment is not possible in causal comparative studies because the groups are naturally formed before the start of the study. There is a possibility to have extraneous variable in a causal comparative research that may affect the overall purpose of the study. Thus, control techniques are used to compare the sample groups equally. There are three common control techniques that can be used, namely matching, comparing homogenous groups or subgroups and analysis of covariance. Matching can be defined as a technique for equating groups on one or more variables. If researchers identify a variable likely to influence performance on the dependent variable, they may control for that variable by pair-wise matching of participants. In other words, for each participant in one group, the researcher finds a participant in the other group with the same or very similar score on the control variable. If a participant in other group does not have a suitable match, the participant is eliminated from the study. Thus, the resulting match groups are identical or very similar with respect to the identified extraneous variable. Another way to control extraneous variable is to compare groups that are homogenous with respect to the extraneous variable. The more similar the two groups are on such variables, the more homogenous they are on everything but the variable of interest. This homogeneity makes a stronger study and reduces the number of possible alternative, explanations of the research findings. Not surprisingly, then, a number of control procedures correct for identified in equalities on such variables. This approach also permits the researcher to determine whether the target grouping variable affects the dependent variable differently at different levels of control variable. That is, the researcher can examine whether the effect on the dependent variable is different for each subgroup. Analysis of covariance is a statistical technique used to adjust initial group differences on variables used in causal comparative and experimental studies. In essence, analysis of covariance adjusts scores on a dependent variable for initial differences on some other variable related to performance on the dependent variable. Analysis of covariance statistically adjusts the scores of the group to remove the initial advantage so that at the end of the study, the results can be fairly compared, as if the two groups started equally. 4. Data Analysis and Interpretation Analysis of data in causal-comparative research involves a variety of descriptive and inferential statistics. The most commonly used descriptive statistics are mean and standard deviation. Mean indicates the average performance of a group on some measure of a variable. Standard deviation is a measure of the dispersion of a set of data from its mean. The more spread apart the data, the higher the deviation. Standard deviation is calculated as the square root of variance. The most commonly used inferential statistics are t tests, analysis of variance (ANOVA) and chi square. T tests are used to determine whether the means of two groups are statistically different from one another. ANOVA is used to determine if there is significant difference among the means of three or more groups. Babbie (2013) defined chi square as a frequently used test of significance in social science. In other words chi square tests are used to determine whether there is an association between two or more categories. Chi square test explains that observed frequencies of the items or events in categories are compared with expected frequencies. Similarities and Differences between Related Research Designs Causal-comparative versus Correlational Research It is better to know that the major purpose of correlational research is to determine the magnitude and direction of associations or relationships among variables. Even with different purpose, correlational research is sometimes confused with causal-comparative since both lack manipulation of variables and requires caution in interpreting results. In addition, both researches seek to explore relationships among variables, and when relationships are identified, both research designs are often studied at a later time by means of experimental research. However, causal-comparative and correlational research still can be differentiated. Compared to correlational research, causal-comparative compare two or more groups of subjects, whereas correlational research only focus on one group. In addition, correlational research has no attempts to understand cause and effect whereas; causal-comparative studies purpose is to identify the cause and effect relationships between the variables. Apart from that, correlational research involves two or more variables and one group while causal-comparative involves two or more groups and one independent variable. Causal-comparative versus Experimental Design Causal-comparative can also be confused with experimental research both attempt to establish cause-effect relationships between variables and both involve group comparisons. In addition, both causal-comparative and experimental research can test hypotheses concerning the relationship between an independent variable and a dependent variable. The difference between the two researches is that in causal-comparative, the individuals are already in groups before study begins, whereas in experimental design, individuals are randomly assigned to treatment or control groups. Moreover, the random sample studies for causal-comparative is selected from two already-existing populations, while in experimental research, the random sample is selected from only one population. The researcher in experimental research manipulates the independent variable; that is, the researcher determines who is going to get what treatment. In contrast, in causal-comparative research, individuals are not randomly assigned to treatment groups because they are in established groups before the research begins. The example for the established group can be male or female, college graduates or non-graduates. In causal-comparative research the groups are already formed and already differ in terms of the key variable in question. In other words, the independent variable in experimental research can be manipulated by the researcher to determine the researchs effect, whereas the independent variable in causal-comparative cannot be manipulated since the independent variable has already occurred. Advantages of Causal-Comparative Research Like other research designs, causal-comparative research has its strength and weaknesses. One of the strengths is that the causes are being studied after they presumably have applied their effect on another variable. The researchers might administer a questionnaire to study the causes or they can also do interviews and observation to find the cause or effect related to their research. For example, a researcher may hypothesize that participant in preschool education is the major factor contributing to differences in the social adjustment of first graders. To examine this hypothesis, the researcher would select a sample of first graders who had participated in pre-school education and a sample of first graders who had not and would then compare the social adjustment of the two groups. If the children who participated in pre-school education exhibited the higher level of social adjustment, the researchers hypothesis would be supported. Thus, the basic causal-comparative approach involve starting with an effect (i.e., social adjustment) and seeking possible causes (i.e., did pre-school affect it). Another advantage of causal-comparative research method is that it allows us to study cause-and-effect relationships under conditions where experimental manipulation is difficult or impossible. Unlike experimental research, the variable in causal comparative research is not manipulated because it has already occurred. For example, a researcher might be interested in determining the effect of poor parenting on the issue of juvenile delinquency. Clearly it would not be ethical to approach the parents and ask about how they raise their children because it is too personal to discuss family issues to an outsider. Thus, causal comparative research permits investigation on a number of variables that cannot be studied experimentally. In addition, causal-comparative studies help to identify variables worthy of experimental investigation. In fact, causal comparative studies are conducted solely to identify the probable outcome of an experimental study. In other words, many relationships can be studied in a single research study. Suppose for example, a researcher were considering implementing computer assisted language learning in the school system. Before implementing the mentioned program, the researcher might consider trying it out on an experimental basis for a year in a number of schools or classrooms. However, even such limited adoption would require costly new equipment and teacher training. Thus, as a preliminary measure, to inform the decision, the researcher could conduct a causal comparative study to compare the English language achievement of students in school who are currently using the instruction with the English language achievement who are not using it. If the results indicated that the students le arning through computer assisted language learning instruction were achieving higher scores, the researcher would probably decide to go ahead with an experimental tryout of computer assisted language learning instruction. If no differences were found, the researcher would probably not go ahead with the experimental tryout to save time, cost and effort. Disadvantages of Causal-Comparative Research Despite its many advantages, causal comparative research has some serious limitations to be caution of. In causal comparative research, the researcher has limited control over the study and extreme caution must be applied in interpreting results. This is because the groups are already formed at the beginning of the study. An apparent cause-effect relation may not be as it appears. The alleged cause of an observed effect may in fact be the effect itself, or, a third variable may have caused both the apparent cause and the effect. In other words, an observed relationship between variable A and B can mean that A causes B, B causes B, or a third variable C causes both A and B. A causes C causes B A B causes B B causes Figure 2: Relationships of variables For example, suppose a researcher hypothesized that enrolment to preschool is a determinant of reading achievement. The researcher would compare the achievement of two groups, one comprising individuals with children who went to preschool and children who did not go to preschool. If those who went to preschool performed better on reading measures, the researcher could be tempted to conclude that going to preschool influences reading achievement. However, this conclusion would be groundless. Because the participants arrived at the beginning of the study with an established group of children who went to preschool and children who did not, and an established level of reading achievement, it is not possible to determine which came first and which influence the other. Moreover, it is very plausible that some third variable, such as parental attitude, is the main influence on both reading achievement and pre-schooling. For example, parents who sent their children to preschool and encourage their children may have children who have higher reading achievement. Analysis of Studies Using Causal-comparative Research Design One of the major findings within the field of Second Language Acquisition (SLA) research is the different rates of success with which children and adults achieve nativelike proficiency in a second language (L2).() It is also common in SLA studies that mostly L2 learners do not attain nativelike proficiency because of their first language maintenance. In a research report entitled Does first language maintenance hamper nativelikeness in a second language? by Bylund, Abrahamsson and Hyltensam of Stockholm University, they aim to address the role of L1 proficiency in L2 attainment. In this study, the researchers hypothesized that the second language learners do not attain nativelike proficiency because of their first language maintenance. It is recognized that the independent variable in this research is the first language maintenance, whereas, the dependent variable is the nativelikeness in a second language. It shows that there is clearly an association between the two variables since the independent variable (IV), which is the first language maintenance might probably affect the dependent variable, which is the second language. To examine the hypothesis, the researchers select a sample population consists of Spanish-speaking immigrant community in Sweden, where residents of Chilean origin are in the community. 30 L1 Spanish-and L2 Swedish residents participated in the study where they acquire their second language before the age of twelve. The bilinguals came from countries throughout Latin America with a specific concentration in Chile. The participants were either university students or degree-holder. A common denominator of the participants was that they exhibited a generally high level of L2 proficiency. For the second group, fifteen native speakers of Spanish and fifteen native speakers of Swedish were recruited as monolingual controls. The researchers choose small sample populations to represent the study populations. The control groups were matched to the bilingual participants by educational level. In the process of matching the variables and groups, it can be said that pure monolingualism was not a criterion for participation, and the majority of the participants had foreign language skills such as English language. In addition, none of the control participants had lived abroad for any significant length of time in a setting in which their foreign language skills could be practiced. These two groups will be referred to as Spanish-speaking control and Swedish-speaking controls participants. Bilingual participants were tested individually in each language on two different occasions. The bilinguals and the Swedish-speaking controls were tested in the same setting and instructors and the Spanish-speaking controls were tested in another setting with another instructor. The language proficiency of the participants were investigated by piloting a grammaticality judgment test (GJT) to find out about the samples grammatical intuition. Furthermore, in order to measure the participants semantic and grammatical inferencing skills, a cloze test was piloted to all participants.

Director of Census 2000 Speaks :: Free Essay Writer

Director of Census 2000 Speaks â€Å"Let’s take a minute to think about how America lives,† Dr. Kenneth Prewitt, director of Census 2000, said to a gathering of students at Boston University today. â€Å"We have people living in igloos, houseboats, tree houses and cabins in the woods,† Prewitt said. â€Å"America is not a neat little row of urban houses.† â€Å"The census is two things: a count and assigning geography,† Prewitt explained. â€Å"The purpose of the census is to let the government know where people are.† At its peak, Census 2000 will be the third largest advertiser in the United States. It has poured millions into making sure people know its out there and also making sure that people acknowledge they must respond. However, there are several demographic groups, such as Native Americans and Latinos that are difficult to reach Prewitt blames two things for an undercount: attitude and demographics. Demographically, residents who do not live in one place, such as traveling salesmen who primarily live out of a suitcase, are undercounted along with people who have no where to live at all. Likewise, Native Americans have been previously undercounted because the isolation of reservations makes it difficult and expensive for the Census Bureau to get a count. Attitudinal problems affect people who fear the government, such as illegal aliens, and people who dislike the government. â€Å"We’re trying to talk the country into responding and fulfilling their civic responsibility,† Prewitt said, given the sharp decline in citizen response since the censuses of 1960 and 1970. Census 2000 is not just the government’s scientific exercise or collecting data to redistribute funds and power; this year, the Census Bureau is in partnership with 90,000 community leaders across the country, and the Bureau and the community are sharing the responsibility of getting the right numbers in responses.

A Review of Hunger Games by Suzanne Collins

Keri Momon Period 3 English Title: The Hunger Games Author: Suzanne Collins Type of literary material: science fiction- adventure, action, suspense, drama Setting: time-future, place- Panem (the future untied states) Main Character: A. Katniss Everdeen- she is the very main character in the story B. Peeta Mellark-he is the bakers son C. Haymitch-he is the town drunk Point of View- first person because the main character is telling the whole story. Conflicts- man vs. man Man vs. himself Man vs. the supernatural/ the unnatural Plot –Introduction- in district 12 in the country of Panem lives Katniss Everdeen, Peeta Mellark, and Haymitch Narrative Hook- Primrose Everdeen (Katniss little sister) is called as a tribute for the hunger games. Katniss panics to the thought of her little sister being in the hunger games and volunteers as tribute so her sister won’t have to go. Rising Action- Katniss and Peeta and Haymitch are talking about ways to survive in the hunger games on t he train. They get dressed up for the ceremony and for the interviews. Then they train with the other tributes, then go and get rated for the judges.Climax –when they enter the hunger games and fight to the death with the other tributes Falling Action- When they get interviewed for the last time gets on the train and go home. Resolution- when they arrive home back in district 12 The Hunger Games (Introduction) In district 12 nicked named the Seam is a girl names Katniss Everdeen. She wakes up and goes into the wood with her bow and arrow as her usual routine. She crawls under the gate and starts looking for game. And in the woods waiting for her was her best friend Gale. They sat down and enjoyed some bread that Gale scored from the baker and the cheese Prim left for Katniss.While they were eating they made fun the Capitals accents. After they gathered up their game they went into the Hob and trade then went home to get ready for the reaping. Katniss came home took a bath and got dressed in one of her mother’s dresses. When they got to the reaping they are separated by age and gender. After they show the video of the dark days of the uprising in district 13 which led to the hunger games to show that the Capital is always in power. A woman from the capitol named Effie Trinket who draws the names for the hunger games. Narrative Hook) Effie draws the first name from the girls bowl and read it out loud. The name was Primrose Everdeen. As Prim slowly made her way to the stage Katniss started to panic and ran to grab her sister. But the guard grabbed her before she could reach Prim. Then out of fear she found herself yelling† I VOLUNTEER†¦Ã¢â‚¬ ¦ I volunteer as tribute†. They finally let her go to grab Prim. Gal had to come get Prim because she kept refusing to leave. Katniss slowly took her place on the stage. Then the name was called for the boys. The name she pulled out was Peeta Mellark.She asked for volunteers but no one stepped f orward. Katniss saw him and remembered when her family was slowly starving to death and she was lying in the rain. Peeta came out side to throw some bread he burnt then he saw her and threw her the two loaves of bread and went back into the bakery. She quickly lost her concern for she knew in time she would have to face him the Hunger Games. After the anthem a group of Peace Keepers took them into the Justice Building for their last goodbyes. After that they headed for the train to head for the capital. After they got on the train and took off they got ready for supper.When they arrived at the dinner table they realized Haymitch (the previous victor of the hunger games) wasn’t there. So they got started eating anyway. When Haymitch finally came, he vomited on the floor. So Katniss and Peeta carried him to his room, into the bathroom, and turns on the shower. But when Katniss tries to help clean him up Peeta says it’s ok and tells her she can go. So she went to her room , took off her clothes and hopped into bed thinking Peeta being kind is just a strategy to trick her in the games and make her an easy target. When she wakes up she goes in the dining hall and starts her breakfast.After the drama is over Haymitch promises that he will stay sober enough to help them if they don’t interfere with his drinking. They all agree. After they pass through the tunnel they see the Capitol and in no time they arrive at the train station. They instantly token by their stylist and they get started on prepping for the ceremony. After they’re done they take her in the remake center so she can wait for her main stylist. She waits about three hours until he finally arrives. She is so surprised by how normal he looks compared to the other citizens in the Capitol. He introduces himself then starts to observe her look.They go into a room and talk over lunch. After lunch he gets her into her outfit. Then once Cinna is done with her makeup she meets Peeta at their chariots where the other tributes are. Then Cinna and Peeta stylist explain how they are going to light up their outfits with a fake fire. Once the chariots went out one by one finally it was their turn to go out. As they rolled out Katniss got a look of herself on the projector and realized how breath taking she looked. Then felt Peeta’s hand slowly moving toward hers. She pulled away then Peeta said it would make them look good so they grabbed hands and raised them in the air.As she heard them chanting her name she knew Cinna was right†¦ she was the girl on fire. The next day they begin to talk over dinner about the ceremony and what strategies they will have in the games. After dinner Katniss and Peeta go up to the roof and begin to talk. Peeta shows Katniss the garden and after they get done talking Peeta takes Katniss back to her room then he leaves. Katniss wakes up from her disturbing dreams, drags herself out of bed, and goes to eat breakfast. Eventually P eeta and Haymitch come in and start talking about each other’s strategies and what they’re supposed to do at training.When they get to the training center they get started learning survival skills Katniss goes over to the camouflage station and finds Peeta. She realized how talented he was. He told her he learned from doing all those cakes in the bakery. Finally the day for the game maker’s judges the tributes on their skills. It came the time when they summoned Peeta. And finally it was Katniss turn to go in and be judge. She grabbed the bow and arrow and tries to concentrate. Katniss aims the arrow and shoots. The arrow didn’t hit any part of the body. In response the game makers starts to laugh and ignores her.She tries again and she hits the target right where heart is. In excitement she has a big smile on her face but then it fades when she realized the game makers didn’t even see what she did. They were too busy looking and admiring the roast ed pig in front of them. In a sensation of anger she aimed the arrow and shot it straight through the group of game makers and hit right in the middle of the apple in the pigs mouth. The games were speechless. To end the silence Katniss said â€Å"Thank you for your consideration†. Then she left without being dismissed. After Katniss left, she started to panic.A novel of thought went through her mind and what’s going to happen. When she entered the room to eat, everybody wanted to know what Peeta and Katniss did. Peeta told them what he did then they turned to Katniss for her explanation. She told them what she did. Everyone was kind of over reacting except Haymitch. He simply got her to say what she did them he just finished eating. Then came the time to see what all the tributes were rated. They went district by district, tribute by tribute. Then it was finally got to Peeta and Katniss. The tributes are rated on a scale from 1 to 12. Peeta was rated an 8.He was surpr ised but everyone cheered when they saw that Katniss was rated an 11. They started to get ready for the interview. Haymitch starts talking to Katniss about how she is going to steal the audience. After that she spent most of the day getting prepped up by Cinna. Finally she saw herself and that she was as radiant as the sun. When she arrived she saw Peeta and Haymitch and Haymitch had to remind both of them that they are still friends. The order the interviews went was girl then boy, first to last district. Finally it was Katniss turn for her interview. She slowly made her way to the seat.The interviewers name was Caesar Flickerman. He asked her what was her favorite thing about the Capitol and she said the lamb stew. From then through the rest of the interview they loved her. When she left she watched Peeta’s interview. As she watched she saw he was natural speaker. But as she watched she heard something so stunning it was unreal. Caesar asked Peeta if he had a special girl b ack in district 12. At first he said no but then he said there was a girl he had a crush on for the longest. Caesar said if he wins the hunger games she will have no choice but to go out with him.Then Peeta said that won’t be any help. (Climax) Caesar asked why and Peeta said because she came with him here. Katniss was speechless but filled with rage. So when they got to their floor out of anger Katniss pushed Peeta and he feel down on a broken urn and his hands were filled with the broken pieces. She started yelling at him. Then Haymitch, Effie, Cinna, and Portia came in asking what happened and after everything was said and done they all agreed that Katniss and Peeta would be star-crossed lovers. Then they went to eat dinner. The next day they were going to arrive at the hunger games.Each tribute is put in a separate room with their stylist. So after they land Katniss meets Cinna in their room and after she’s ready and ate a little food Cinna says his final words the n Katniss goes into the cylinder and she lifted up where the other tributes are on their own metal plate. Then a voice announces â€Å"Ladies and gentlemen, let the Seventy-fourth Hunger Games begin! † The tributes have to wait 60 seconds before they can run and start. Katniss sees the bow and arrow but by the look on Peeta’s face she knew he was giving her the look that says† Don’t go for the bow and arrow†¦Ã¢â‚¬ ¦ DON’T, NO†.The gong rings and she realized that she missed her chance, so she goes for the first thing she sees. She goes for the backpack that she had to race to get from a boy in district 9. When she gets it she takes off in the woods. When she gets settled she didn’t see any sign of water so she settled in a tree she sees how many kids died that day then wondering what happened to Peeta because he is still alive. The next day she looks for game then she takes a nap and a sound awakes her†¦.. A snapping sound. Th en she sees a fire. She realizes that a tribute had lit a fire.Then she sees some careers that had obviously made an alliance kill the tribute that made the fire. Then she hears them talking about her saying they need to find her, then she an extra voice. She almost fell out tree when she realizes that voice belonged to Peeta. She hears them saying why don’t they just kill him. The leader from district 2 says that he is the only way to finding her. She realized that the think if she looks for him they can find her and kill her. Her instincts tell her to forget about him. After they leave she goes and cooks a rabbit. After she eats half of it she goes and looks for some water.After pretty much a whole day she has no luck until she sees a bush of berries. After she grabs some and about to eat them she gets s good look at them, opens it up and sees the juice is blood red. So she tosses them and keeps moving. She climbs a tree and looks for signs of water but sees nothing but the same unending trees. She keeps walking until she is stumbling to the ground. So she climbs into a tree and goes to sleep. She wakes up with pain in her joints with every movement. When she falls on to the ground she feels mud then thinks of the sent she smells.Then all of a sudden she realizes that a pond is nearby. She crawls into the pond and downs as much as she can then fill her jug fill of water, and then goes into a tree. A few hours later she wakes up to a stampede of feet running. She look up and sees what their running from. It’s a forest fire. She quickly got out of the tree, grabs her thing and takes off. As she’s running she thinks to herself that this fire must be the game makers doing. She runs and takes cover on a stone to catch her breath. Then suddenly a fire ball hits right where she was lying. She jumped right before it could hit her.Katniss keeps running until a fireball almost hits her but she dodges it but not soon enough. Her calf is screaming w ith pain. After a while of wondering the pack of careers spot her. She climbs the tree and wakes for them to kill her. But when of then try to climb the tree he falls. She realizes that they are too heavy to climb the tree. In response she starts to mock and tease them. After a while they make a fire and sleep around the tree. When night time falls Katniss sees a pair of eyes looking at her. First she thinks it’s an animal but she takes a closer look then sees it’s the little girl from district 11.It was Rue looking at her. And she’s pointing at something above Katniss’s head. She looks up and sees there’s a trackerjacker nest above her head. She was about to saw it down but she decided to wait till morning. When goes back down to her sleeping bag she sees there is something on her stuff waiting for her. She knows it’s a sponsor when is in her sleeping bag. After she opens it up she sees it’s a burn medicine. She was relieved and appl ied it to her wound. When she’s done, she falls asleep. When she wakes up, she looks at her leg and sees that it’s almost healed. Then she gets up and starts sawing the branch with the nest on it.In the process she gets stung by three trackerjackers. But finally the nest falls and sends the careers running. A tribute named Glimmer died from all the trackerjacker stings. When Katniss climbs down the tree she sees that the dead tribute had the bow and arrows. She grabs them and a ball of relief rolled off of her shoulder. After she got the bow and arrow and walked around for a little while the hallucinations started and out of a blur Peeta comes out limping yelling at her. He was yelling at her to go and runaway. He pushed her and she barely ran but then she fell and passed out on a log.When Katniss awake she finally was relieved that the hallucinations and the venom had both drained from her system. Then she saw a little person standing behind a tree. It was Rue. When s he came out and explained how she helped to get the venom out of the stings. Them they gathered some food, ate then developed a plan on how to weaken the careers. Then they both realized one thing the careers needed. They needed food. So the mad a plan to get rid of all their food. So they made a signal to tell each other that they are ok. So Katniss and Rue started the plan. Katniss went to where the careers were at.Rue set the distraction and Katniss went into action. She was going to hit the bag of apples with her arrow and blow the mines that were buried and will blow up all their food. So she waited until Rue started and when they left she shot her arrow and blew up everything. When the food blew up Katniss was blown back and hit the ground. When she got up she realized that she couldn’t hear out of her left ear. But eventually she got up and sent the signal to tell Rue that she was alright. As she ran through the forest she never heard the signal back and so she started to panic.Then finally after all the searching she heard the signal from Rue that meant she was alright. So she followed the sound of the signals. Then all of a sudden she heard a frightening scream. It was a child scream and she knew it came from Rue. So she yelled her name until she responded. Then Rue yelled Katniss name and so eventually she found Rue. She found her trapped in a net. But when she grabbed Rue out of the net and hugged her, a fellow tribute had set up this trap. He threw the spear but Katniss dodged it and killed him with an arrow. But Rue wasn’t so lucky.When Katniss turned around she saw that the spear he threw entered Rues body. After Katniss saw what happened she took Rue laid her on the ground. Rue asks her if she blew up the food and told her that she had to win. And finally Rue asked Katniss if she could sing to her and she did until the cannon shot telling Katniss that Rue was dead. But instead she wanted to show that Rues death just didn’t m ean anything. So Katniss arranged flowers all around Rues body because she knew that all the cameras were on her. After she got up she put up 3 fingers which meant that a loved one would be missed.So she left and sat down and cried. Then she climbed up in a tree then she heard an announcement from the game makers. They said there were changes in the ruling of the games. They said there can be two victors of the games if they were from the same district. Katniss took a minute to take the news in and without thinking she started yelling Peetas name. When she realized what she did she put her hands over her mouth. But still in excitement she started to climb down the tree but decided to wait till morning. The next day she started the search for Peeta.She started looking for him and while looking she saw something. She saw some blood and followed the trail. Eventually she made it to the lake and as she was stepping toward the water she heard a voice. It was Peetas voice. She looked down and saw nothing but then Peeta smiled and she saw that he had made a camouflage to blend into the bolder. So she got up cleaned him up and started looking at his wound. He had a deep cut in his upper left leg. She realizes how sick he was when he tells her that he hasn’t been hungry for days so she gets him to eat some dried apples then decides to clean her wound.She takes off his shoes, socks, and pants and sees how bad it is. The cut is oozing both blood and pus also his leg is swollen. So she pours water over the cut but it begins to look even worse so she makes him eat some dry fruit and she goes and washes the rest of his clothes. Then she chews up some leaves that gets rid of infections and puts them on his cut and the pus begins to drain out of his leg and she think that’s good. After she cleaned his clothes and lets him rest for a while they looked for a new place to rest. So they find a cave like structure to settle in.She kisses him then goes outside and see s that Haymitch left some broth. Then she practically kisses him awake then gives him the broth that Haymitch sent him. After she makes him drink the broth they go to sleep. That morning she gets up and gets some berries and when she returns he was up and was about to go looking for her. She sat him down and fed him the berries then he told her she needed to rest so he made her sleep. When she woke up she realized how long she slept but it didn’t matter so she tended to his minor wounds then his cut.When she looked at it her heart dropped. The pus was gone but the swelling had increased, his skin was tight and there were red streaks crawling up his leg. He had blood poisoning. He realizes it to but she doesn’t want to talk about. She makes him some soup but he doesn’t want any although he does want to hear a story. So she tells him the time on how she got her little sister Prims goat. Then there’s another announcement. There was going to be a feast which means each tribute needs something so they are going to leave it in the middle of the arena tomorrow.Katniss lies and says she wasn’t going but he knew she was and that if she goes he will go too. Then she says ok and goes to clean herself up then sees the sponsor Haymitch sent her. She got excited but then saw it wasn’t his medicine but a small bottle of sleeping syrup. So she mixed it up with some berries to feed to him. As he was eating it he thought they were really sweet then realized what was in the berries but it was too late. He already started losing consciousness. And even when he was going down Katniss could tell by the look on his face she had done something unforgiveable.She gathered her things and went to go get the medicine. When she got there she observed the area for a while. Then the girl from district 5 ran out got her bag and left. So Katniss went to get her bag but Clove came hit her with a knife and pinned her to the ground. She told Katniss that they had planned to kill Rue. Then Thresh the other tribute from Rues district came and grabbed Clove and started yelling saying â€Å"did you kill her†. Clove yelled Cato’s name and he yelled her name back but Thresh already started beating her heard with a stone until her heard was dented.He looks at Katniss and said â€Å"I’ll let you go this time for Rue†. Katniss ran back to the cave, gave Peeta the shot, and then passed out. When she regained consciousness Peeta is looking at her in relief. They ate the rest of the food, laid down, and began to talk. Katniss act him when did he start liking her. He told her the whole story on how he first saw her when she was 5 and how she sang in music class and from then on he watched her walk home every single day. Then right when they were about to kiss a sound scares then. Peeta goes outside and Haymitch sent them a feast to eat.After they eat and talk a little more Peeta tells Katniss that Thresh is dead. Afte r Peeta comforts Katniss and they go to sleep, the next day they went hunting and gathering. Before Katniss leaves Peeta she tells him to look for roots and berries. When she was hunting she went back looking for Peeta and saw the apple and cheese was gone. When she found him she started yelling at him for eating the food and he said he didn’t do it and that the berries he found were toxic. Then the cannon went off and then they saw the girl from district 5’s body then realized that she ate the poisonous berries and the food.After talking for a little bit they realize that fox faces death wasn’t a good thing. Now that Cato knows she’s dead he will come looking for them. So they decide to look for another form of shelter. So they get their stuff and look for a place but then they just go to the cave. But they sit in the open waiting for Cato and when they see him he is running toward then with some type of armor but his speed doesn’t slow down and a s he passes them Katniss notices the creature he is running from and their about a half a dozen more. So Katniss takes off with intentions of only saving herselfAs Katniss is running she turns around remembering that she left Peeta with his bad leg. So she grabs him and follows Cato to the Cornucopia. They climb to the top and then Cato tells them that the creatures can climb. When Katniss looked down at the mutts and recognized the features on it. It had blonde hair, green eyes, and the number 1 on its collar. Then Katniss realized that it’s Glimmer. She starts looking at all the other mutts and notices all of them were the tributes that died. She even notices the smallest on. It had curly brown and big brown eyes. She knew it was Rue.When she pulled Peeta up Cato grabbed him and Katniss aimed his arrow at him but he said if she shoots him Peeta will die with him. But Katniss shoots his hand but she grabs Peeta before he could fall. Cato fall into the pack of mutts and becau se of the armor it was taking a long time and he was suffering so Katniss shot an arrow at his head. Then the mutts ran off. They were happy and relieved until an announcement was made. They said that the rules had changed back to normal and that there can be only one victor. Peeta said he should be the one to die but Katniss had an idea.She pulled out the night lock she had saved and said they will both die and they counted to three and just as they raised the night lock to their lips the announcer said stop and announced that they were the Seventy-fourth annual Hunger Games victors. As they went up into the hovercraft Katniss would not let go of Peeta, but when there on board Peeta falls to the ground unconscious. They took him to a table and started working on his leg. They place Katniss behind a door where she yells until they land and they jab a needle in her. When she wakes up, she finds herself in a room with no windows or doors are visible.Then she notices that she can hear out of her left ear again and all her wounds and scars are gone. After they let her out she finds out that Peeta is fine and there is going to be a last interview. So she goes with Cinna to get ready. He puts her in a yellow dress with flats and a head band to go for a more innocent look. When she meets Haymitch he tells her the capitol is furious because she showed them up in the arena. And she is to say that she was so madly in love that wasn’t in control of her actions. She said ok and got into her position.When she got on stage she saw Peeta and ran into his arms and they started kissing. And finally Caesar told them they had to start the show. And after the interview President Snow came out with a metal for each of them. Even though he had a smile on his face his eyes were filled with unforgiving rage. And the next day they had another interview. And they showed the clips of when Peeta and Katniss were in the cave and everything. And then Katniss found out that Peeta had to get a new artificial leg. She freaked out and started saying it was her fault. After the interview they took a walk along the train.When Haymitch told them keep up the good work Peeta didn’t know what he meant. So Katniss told him that Haymitch had told her to act like she was in love him. Peeta was furious and stormed back to the train. But right before they stopped in district 12 he told her one more time for the cameras. His voice wasn’t angry but it was hollow. So Katniss grabbed his hand tightly dreading the time she would have to let go. The End 1. I loved the novel because it was exciting, suspenseful, and this book makes you about the future. 2. The main characters name is Katniss Everdeen.She is a strong independent girl who had to provide for her mother and little sister. But when she was in the hunger games she started having feelings for the bakers’ son Peeta Mellark. She is a good character for this story because in the beginning she had to be t ough but then she changed she became more innocent and started to show her feelings more. 3. Yes because in the beginning she was all hard and tough and by the end she was more sensitive and showed her feelings more. 4. Yes, and the book was easy to comprehend because even though the plot was exciting and suspenseful it was simple wording and easy to understand.

Recrystalization PT 1 Essay

Recrystalization PT 1 Essay Recrystalization PT 1 Essay Introduction The purpose of this lab is to purify four solid compounds: resorcinol, anthracene, benzoic acid, and 4-amino 1-napthalenslfonic acid, sodium salt. This is achieved by using water, toluene, and ligroin as solvents. The solubility of the compounds in said solvents must be tested at low and high temperatures. Then, the solution can be recrystallized. Finally, the product is filtered, using either a Pasteur pipette or suction filtration. Experiment In the lab, the sand bath was turned on to 40%. A rough estimate of 10 mg of each solid sample is placed in a test tube. This solid was transferred to a test tube sing a disposable pipet. A boiling stick was placed in a reaction tube. Then, 0.25 mL of the solvent was dropped in the tube and flicked. For the compounds that had a solid dissolve at room temperature, nothing else has to be done. When some dissolved, then an extra 0.25 mL is added and reheated. If it is insoluble, then it was attempted to be heated, but will not dissolve. The dissolved compounds must be cooled to see the crystallization. All four compounds were tested in three solvents (water, hexanes, and toluene). Phthalic Acid was weighed to be 54 mg. 0.33 mL of water was supposed to be used, but 0.5 mL was necessary for the solid to dissolve. A boiling stick was placed in the test tube and the solution was brought to a boil. The water was added drop wise until the last solid piece dissolved. The test tube cooled undi sturbed. Once it reached room temperature, it was further cooled in an ice bath. When the crystallization was completed, the crystals were stirred with a pipette. Air was expelled from the bottom and solution was drawn up. The test tube was tapped on a soft surface and repeated if any solvent remained. The curved end of the spatula was used to scoop up the remaining solid. The crystals were left overnight before weighing. The recrystallization of benzoin began with weighing 53 mg of the compound. Ten drops of ethanol was added, then boiled for half a minute. Later, more drops were added until all of the solid was dissolved. The approximate amount of solution in the tube was 0.70 mL. The solution was allowed to cool to room temperature, then placed in an ice bath to cool further. The filter flask was clamped to the ring stand using a 3-pronged holder. The plastic Hirsch funnel was placed into the flask. The filter paper was weighed and placed inside the funnel. The vacuum tbing was c onnected to the side-arm of the flask. A few drops of fresh solvent was added to the funnel. The crystal was rinsed with fresh, chilled solvent. The seal was broken and ten drops of ethanol-water mixture was added, followed by an immediate continuation of the vacuum filtration. The crystals were let to dry overnight before weighing. The contents of the tubes was disposed of in waste containers. Any glassware needed for immediate use had acetone added to clean quickly. Results Phthalic Acid 0.485 g 0.485g/0.54g * 100 = 89.8% recovery of Phthalic Acid Benzoin 0.250 g 0.250g/0.53g * 100 = 47.2 % recovery of Benzoin Anthracene Cold (Room Temp.) Hot (Boiling) Water Insoluble Insoluble Toluene Insoluble Soluble Hexanes Insoluble Slightly Soluble Benzoic Acid Cold (Room Temp.) Hot (Boiling) Water Insoluble Slightly soluble(but pasty texture) Toluene Insoluble Soluble Hexanes Slightly Soluble Soluble Resorcinol Cold (Room Temp.) Hot (Boiling) Water Soluble Toluene Insoluble Soluble Hexanes Insoluble Slightly Soluble 4-amino 1-napthalenslfonic acid, sodium salt Cold (Room Temp.) Hot (Boiling) Water Slightly Soluble Soluble (didn’t dissolve back) Toluene Insoluble Insoluble Hexanes Insoluble Slightly Soluble (ppt. out quick) Discussion The Anthracene

Survey Graphing Ideas for 3rd, 4th, and 5th Graders

Survey Graphing Ideas for 3rd, 4th, and 5th Graders As early as kindergarten, students are required to take and analyze surveys. In the younger grades, analyzing graphs can be done on calendars. For instance, each day the children will record the type of weather based on a few weather symbols (cloudy, sunny, rainy foggy etc.) The children are then probed for questions like, How many rainy days have we had this month? or What type of weather have we mostly had this month? The teacher will also use the chart paper to record data about the children. For instance, graph the type of shoe children are wearing. On the top of the chart paper, the teacher will have buckles, ties, slip on, and velcro. Each student would put a tick mark on the type of shoe they are wearing. Once all children have identified the type of shoe they are wearing, the students will then analyze the data. These skills are early graphing and data analyzing skills. As students progress, they will take their own surveys and graph their results. Students need to be taught that there is a variety of ways to record their results. Here are a few ideas to promote graphing and surveying skills. Survey Ideas for Students to Graph and Analyze Survey the type (genre) of books people like to read.Survey how many musical instruments a person can list.Survey a favorite sport.Survey a favorite color or number.Survey favorite pets or types of animals.Survey the weather: temperature, precipitation or type of day (hazy, windy, foggy, rainy etc).Survey a favorite TV show or movie.Survey favorite snack foods, soda flavors, ice cream flavors.Survey favorite holiday locations or favorite all-time holiday.Survey favorite subject in school.Survey number of siblings in a family.Survey amount of time spent watching TV in a week.Survey amount of time spent playing video games.Survey the number of countries people have been.Survey what classmates want to be when they grow up.Survey the types of ads that come on TV over a period of time.Survey the different color of cars that drive by over a specific period of time.Survey the types of ads found in a specific magazine Graphing and Analyzing Survey Data When children have the opportunity to take opinion polls/surveys, the next step is to analyze what the data tells them. Children should try to determine the best way to organize their data. (Bar graph, line graph, pictograph.) After their data is organized, they should be able to state specifics about their data. For instance, what happens the most, the least, and why do they think that is. Eventually, this type of activity will lead to the mean, median, and the mode. Children will require ongoing practice taking polls and surveys, graphing their results, interpreting, and sharing the results of their polls and surveys.

chaves ravine

chaves ravine PAGE PAGE 1Cancino JonathanSociology 346Professor WangMay 8Chavez Ravine struggles with race and classSports play a very big role in our culture, its very entertaining, very relaxing, and we cheer for them, but it also has a lot of history behind them. Like in the case of the Los Angeles Dodgers, the stadium which is also called Chaves Ravine had a lot of issues before the Dodgers came to Los Angeles. There were many struggles between the city of Los Angeles and the Community of Chavez Ravine about race and class and the usage of the land that they were occupying. It was a very nasty battle between them which didn't turn out good for the people that lived in that hill.Chavez Ravine first takes its name a man named Julian Chavez, a native of New Mexico who arrived in Los Angles and quickly became a leading political figure.Chavez acquired eighty three acres surrounding a narrow valley northwest of the city center. I really don't know what Chavez did with the land, but during Los Ange les "1850 through 1882 smallpox epidemics, Chavez Canyon, that was it was called, was a place to a hospital for Chinese Americans and Mexicans Americans suffering from the disease. Although the lands proximity to downtown Los Angeles its rough terrain prevented intensive development even as the city grew around it". Much of the land became Elysian Park in 1886, the same year that the Los Angels Brick Company moved into Chavez ravine and began blasting into the hillsides. By the Early twentieth century a rural Mexican American community had taken ground on the hill land surrounding the ravine. Plenty of open space surrounded three distinct neighborhoods, bishop, la Loma, and Palo Verde. Goats grazed on hill sides,

SLP 3 HRM - 402 Designing Training Programs Essay

SLP 3 HRM - 402 Designing Training Programs - Essay Example It must be noted that adult learners are rarely passive learners meaning that they tend to work very hard in and out of the classrooms. This is because most of them tend to fund their own studies and some are receiving support from their employers. Time is indeed a very important factors for the learners since they are trying to juggle among many things at the same time. In this case their interaction with the trainers should be very active so as to save on their time and resources. Adult learners have life skills and experiences that are reflected in their coursework and what they expect from their programs. These people have wide range of experiences that they wish to apply in the course of their study as well as questions that they wish to be answered appropriately. Furthermore, the courses must be relevant and timely for such a learner to find them valuable. Time constraints is another factor that need to be taken into consideration when designing training programs for adults. These are people who have to handle many things at the same time hence they do not have much time to spare as opposed to young learners. In many cases, those who design the training programs often mistakenly just factor in time constraint as work hours available during the design phase. This leads to work-around which include cases like holding classes or lectures afterhours or on weekends which does not go well with adult learners. As a result, one need to consider prioritizing the actual work that the adult learners are engaged in and then allocate time in a manner that will be favorable to all the learners (Akhila, et al, 2011). Employers need to provide incentives to employees so as to encourage them to take an active role in the training process. When new information needs to be learned or processes and understanding need revised, it is best to reinforce this learning and provide incentives as well. When someone gets to

Summary on Trap Doors and Trojan Horses Essay Example | Topics and Well Written Essays - 1250 words

Summary on Trap Doors and Trojan Horses - Essay Example Fraud can involve as little as $1 to millions of dollars depending on the players involved, as characterized by most fraud activities involving large corporations like banks and investment firms. Trap Doors and Trojan Horses is a book authored by Larry Crumbley, Lawrence Murphy Smith and Laura Davis DeLaune that details the intricacies of fraud involving large corporations and firms. The book is written as a novel that portrays what is regarded as mundane auditing or accounting process in an extremely creative and interesting manner that captures the reader’s attention. The technique used to write the book helps shed light onto the inner workings of high level fraud in the corporate world, and the players involved. This paper seeks to provide a summary of the book by highlighting the key concepts and components addressed by the book. Fraud in the accounting world is best investigated and found out by accountants who are professionally trained and certified with what is referre d to as a certified public accountant (CPA) accreditation. According to Crumbley, Smith and DeLaune (7), CPAs are able to carry out what is referred to as an audit of firm’s annual or quarterly financial statements that serve to provide an opinion of the fairness of the statements in conformity with generally accepted accounting principles (GAAP). The accounting profession is guided by a strict code of conduct and ethics that should be adhered to continuously in order to maintain the integrity of their work and that of their clients. This is because auditors play a critical and vital role that requires them to be vigilant and objective in ensuring that a company’s shareholders’ interests are protected. Auditors also function to ensure that corporate and governance management act within their mandated responsibilities and duties to ensure that a firm’s daily operations are verified (Crumbley, Smith and DeLaune 8). Some of the world renowned accounting and auditing firms include KPMG, PricewaterCoopers, Deloitte and E & Y (8). In an organization, fraudulent behavior can be discerned through the observation of deviant or peculiar habits especially those that are related with money and transactions. Fraudulent employees and clients can easily be detected by observing their spending behaviors or tendencies, and looking for out of the way spending habits. According to Crumbley, Smith and DeLaune (12), an employee in one division of Coca Cola spent a considerable amount of money to buy his wife a bass boat. The wife cashed a check which she very well knew that her husband could not afford to have such an amount of money. The woman confessed that her husband made his work computer play songs that it should not been playing. This led to the suspicion of fraudulent behavior in the division involving this particular employee. This called for a forensic audit on the division’s financial statements and movement of dollar amounts within an d without the division. Overspending or under-spending monies are other ways of detecting suspicious behaviors of fraud perpetrators. This is so in the sense that if an individual deviates from their normal spending habits, it is usually a sign inconsistent and suspect financial behavior. Observation of these suspect financial behaviors can lead fraud investigators to establish a precedent that warrants them to launch

The Expert Witness Controversy Essay Example | Topics and Well Written Essays - 750 words

The Expert Witness Controversy - Essay Example One of the initial problems with expert testimony is that it is used by both the prosecution and the defense. The two experts must necessarily be at opposition in an effort to help their side's case and one of them must be wrong. This is further complicated by the vast number of "Expert Testimony Services" that have cropped up in recent years as lawyers and investigators pursue an expert-for-hire strategy. Some of these firms have been criticized for advertising that they will be paid only if they win the case. This is contrary to science and removes the neutrality of the scientific method. This attitude extends itself into the prosecution as government and police labs exaggerate claims or suppress evidence. In the case of Bromgard vs. Montana, Jimmy Ray Bromgard was convicted of raping an 8 year old girl based on a forensics expert who testified that the hair found at the scene had only a 1 in 10000 chance of not being Bromgard's. This expert testimony was fraudulent as there were n o means to statistically match hairs through microscopic inspection. Another problem with expert testimony enters the courtroom by way of new technology that may be unproven and unreliable. Termed "junk science", it is sometimes used by the defense to instill reasonable doubt, and more often by the prosecution to sway a jury in their favor. The 1993 case of Daubert vs. Merrill Dow Pharmaceutical set strict guidelines that lower courts must use to determine the admissibility of scientific evidence. It mandated that expert testimony be proven valid, reliable, peer reviewed, and generally accepted by the scientific community (Junk science, 2005). However, as new technology arises, it finds its way into court cases and is only upheld or overturned after years of appeal. When first introduced, fingerprint enhancement was labeled by defense attorneys as "...junk science, unreliable, and easily manipulated" (DeMarzo, 2003). Though the appeals process eventually upheld this technique, it runs the risk of alienating a jury and may result in a guilty verdict be ing overturned on appeal. The American Medical Association has been proactive in protecting the credibility of its profession by setting standards for medical testimony. In 1998 they adopted a policy that states, "... expert witness testimony is the practice of medicine subject to peer review" (Reardon, 1998). Medical malpractice suits and the questionable ethics of a Doctor receiving a contingency fee upon winning the case should arouse a sense of trouble in all involved. Expert testimony as it pertains to psychiatry is equally as troublesome as was seen in the case of John Hinkly. More recently, the case of Andrea Yates was overturned and ordered a new trial because of inaccurate testimony given by a leading forensic psychiatrist for the prosecution (Hausman, 2005). Further complicating the case was the controversial "Postpartum

TRADITION VS MODERNITY Essay Example | Topics and Well Written Essays - 1250 words

TRADITION VS MODERNITY - Essay Example teenth and nineteenth centuries witnessed the lustful desires of the European powers to capture the lands and resources of the weak Asian and African countries for the prosperity of the European nations at the cost of the poor Asian and African subjects. As a result, the cruel Europeans invaded over these regions of the globe in the name of so called exploration, occupied the countries, toppled the governments, enslaved the populations and declared them as their colonies. Though colonial system paved the way towards the development of the colonized countries and showed them the path towards progressive western countries, yet the sense of slavery told upon their minds and nerves, and their generations still have not come out of the same imagination of slavery their ancestors had to undergo severe trials and humiliation in past. Somehow, the colonial era has not gone still from these regions, as the powerful states are still ruling over them through their culture, technological advancements and so called funds and donations. The novel under analysis throws light on the same problems and argues that the main objective before the Europeans was not to bring improvements in the life of the colonized population; on the contrary, they aimed to impose their culture on the subjugated people. The story of the novel revolves around the brilliant and outstanding Senegalese child Samba Diallo, who has been studying in the local Koranic school (called madrassah in local language), where the mentors focus upon religious education including the Holy Qur’an, the Prophetic sayings (i.e. Hadith) and education related to Islamic jurisprudence. Being the part of the African culture, the writer explores how harshly the religious mentors treat the innocent children, where physical torture is the order of the day in almost all Muslim societies. Since religious mentors of this kind have little concern with the spiritual values of Islam as well as no knowledge regarding the modern

Final Exam Coursework Example | Topics and Well Written Essays - 1500 words

Final Exam - Coursework Example The fruits are the safest with reference to this outbreak to consume since its risk ratio is the lowest, that is, 0.8. Q15. Answer: The first correlation is very close to 0 and there is no causation at all and the coefficient of determination is 0.049, that is, only 0.5% can be predicted using the independent variable whereas the second correlation is -0.6 and the coefficient of determination is 0.36, that is, about 36% of the dependent variable is explained through the independent variable. Interpretation: From the above table it is observed that the number of respondents with depression status 0 is 434 (43.4%.) and the number of respondents with depression status 1 is 517 (51.7%). 49 respondents (4.9%) did not respond which clearly indicates that depression is prevalent in almost half of the population under study. From the above table it is found that the mean age is 36.64 with SD 6.2 and the coefficient of variation is 16.92% which is moderate. The minimum age is 19.38 and maximum is 49.43 which indicates almost all the age groups are having depression. The mean of the mental health status is 46.83 with SD 10.81 and the coefficient of mental health score is 23.08% which indicates that there is a wide range in the mental health score. (iii) there is a highly significant association between current employment (worknow) and depression status as the chi square value is 25.2 for 1 d.f with probability of significance being 0.000 (

Korean Christianity Paper Essay Example | Topics and Well Written Essays - 1000 words

Korean Christianity Paper - Essay Example However, the strength of the influence in the clergy, which was once a driving factor in moving the people, now lay down at the side, and materialism as well as influences from other cultures has taken over. Prior to being divided into the south and the north, Korea was once a single nation, being ruled by s single government. Around the 1880’s foreign missionaries started to enter the nation, but was not readily accepted by the people due to various conflicts in their teachings as well as the already present traditions in Korea (Lee 117). Moreover, only some of the educated elite which had the chance to study in Japanese or American universities were successfully converted to Christianity. Common folk, called minjung were still worshipping their ancestors and offering them food and wine, among others, which has been the norm for more than a thousand years (Oak 1). Thus the conversion of Koreans during the start of the 20th century was rather slow and limited. The conversion f rom the pagan religions of the masses and the Confucian and Buddhist principles in the upper class society of Korea was not an easy task. Foreign missionaries did not have an idea that deeply-rooted religions associated with ties to families and ancestors would be hard to break, and converts would have to face ostracism from their families or suffer severe torture or death (Oak 5). Many Koreans also see the conversion as a strong political force that yearns to topple the government, thus many oppose to being converted. Most of the elite that were sent to Japan, the United States or any other country either as a diplomat, a scholar, or exiled were easily converted to Christianity, but their ideals were not easily accepted by many, and people would rather cling to old traditions than lose their families in the process (6). However, after the great depression of the 1920’s and the continuing struggle for independence after being annexed by Japan, Protestant Christianity was prom ulgated by many of the movement’s leaders and revolutions regarding the economic and political reform ensued (118). The association of Korean pride, self-sufficiency and nationalism was spearheaded by a Presbyterian Elder named Cho Man-sik, which was a man with a lot of experience regarding teachings in Christianity, governing a school, and law (Wells 828). In order to initiate the economic stability of Korea (which was struggling due to low wages as well as dependence on Imperial Japan), Cho lived in simple house and worn traditional clothing suited for heavy work, among others. Becoming the symbol for New Korea, Cho held seminars and rallies to push the rest of the nation to become self-governing and self-sufficient (829). Making the people move was something that the socialists were not able to do alone. Protestant Christianity as a religion took its own course and development as well as the integration into the lives of the common folk through the subtle intermingling wit h pagan traditions. Initially, Korean Protestantism was not iconoclastic and sacral in nature, but due to the strong ties of shamanism and other pagan religions, it eventually evolved as such. Also, since the presence of sacred artifacts, people and places was already being practiced, these influenced how converted people worshipped in their faith (Lee 8). And since the lower classes, or minjung were easily converted into Christianity due to the adaptation of old customs, there was an explosion of

TRADITION VS MODERNITY Essay Example | Topics and Well Written Essays - 1250 words

TRADITION VS MODERNITY - Essay Example teenth and nineteenth centuries witnessed the lustful desires of the European powers to capture the lands and resources of the weak Asian and African countries for the prosperity of the European nations at the cost of the poor Asian and African subjects. As a result, the cruel Europeans invaded over these regions of the globe in the name of so called exploration, occupied the countries, toppled the governments, enslaved the populations and declared them as their colonies. Though colonial system paved the way towards the development of the colonized countries and showed them the path towards progressive western countries, yet the sense of slavery told upon their minds and nerves, and their generations still have not come out of the same imagination of slavery their ancestors had to undergo severe trials and humiliation in past. Somehow, the colonial era has not gone still from these regions, as the powerful states are still ruling over them through their culture, technological advancements and so called funds and donations. The novel under analysis throws light on the same problems and argues that the main objective before the Europeans was not to bring improvements in the life of the colonized population; on the contrary, they aimed to impose their culture on the subjugated people. The story of the novel revolves around the brilliant and outstanding Senegalese child Samba Diallo, who has been studying in the local Koranic school (called madrassah in local language), where the mentors focus upon religious education including the Holy Qur’an, the Prophetic sayings (i.e. Hadith) and education related to Islamic jurisprudence. Being the part of the African culture, the writer explores how harshly the religious mentors treat the innocent children, where physical torture is the order of the day in almost all Muslim societies. Since religious mentors of this kind have little concern with the spiritual values of Islam as well as no knowledge regarding the modern

Korean Christianity Paper Essay Example | Topics and Well Written Essays - 1000 words

Korean Christianity Paper - Essay Example However, the strength of the influence in the clergy, which was once a driving factor in moving the people, now lay down at the side, and materialism as well as influences from other cultures has taken over. Prior to being divided into the south and the north, Korea was once a single nation, being ruled by s single government. Around the 1880’s foreign missionaries started to enter the nation, but was not readily accepted by the people due to various conflicts in their teachings as well as the already present traditions in Korea (Lee 117). Moreover, only some of the educated elite which had the chance to study in Japanese or American universities were successfully converted to Christianity. Common folk, called minjung were still worshipping their ancestors and offering them food and wine, among others, which has been the norm for more than a thousand years (Oak 1). Thus the conversion of Koreans during the start of the 20th century was rather slow and limited. The conversion f rom the pagan religions of the masses and the Confucian and Buddhist principles in the upper class society of Korea was not an easy task. Foreign missionaries did not have an idea that deeply-rooted religions associated with ties to families and ancestors would be hard to break, and converts would have to face ostracism from their families or suffer severe torture or death (Oak 5). Many Koreans also see the conversion as a strong political force that yearns to topple the government, thus many oppose to being converted. Most of the elite that were sent to Japan, the United States or any other country either as a diplomat, a scholar, or exiled were easily converted to Christianity, but their ideals were not easily accepted by many, and people would rather cling to old traditions than lose their families in the process (6). However, after the great depression of the 1920’s and the continuing struggle for independence after being annexed by Japan, Protestant Christianity was prom ulgated by many of the movement’s leaders and revolutions regarding the economic and political reform ensued (118). The association of Korean pride, self-sufficiency and nationalism was spearheaded by a Presbyterian Elder named Cho Man-sik, which was a man with a lot of experience regarding teachings in Christianity, governing a school, and law (Wells 828). In order to initiate the economic stability of Korea (which was struggling due to low wages as well as dependence on Imperial Japan), Cho lived in simple house and worn traditional clothing suited for heavy work, among others. Becoming the symbol for New Korea, Cho held seminars and rallies to push the rest of the nation to become self-governing and self-sufficient (829). Making the people move was something that the socialists were not able to do alone. Protestant Christianity as a religion took its own course and development as well as the integration into the lives of the common folk through the subtle intermingling wit h pagan traditions. Initially, Korean Protestantism was not iconoclastic and sacral in nature, but due to the strong ties of shamanism and other pagan religions, it eventually evolved as such. Also, since the presence of sacred artifacts, people and places was already being practiced, these influenced how converted people worshipped in their faith (Lee 8). And since the lower classes, or minjung were easily converted into Christianity due to the adaptation of old customs, there was an explosion of

Weekly refection Essay Example for Free

Weekly refection Essay Home Page  » Business and Management Mgt 521. Weekly Reflection In: Business and Management Mgt 521. Weekly Reflection Weekly Reflection MGT/521 Learning Team A Team A: Weekly Reflection In this paper, Learning Team A will collaborate on Week One objectives while expressing our level of comfort and discomfort to the following topics: †¢ Identify channels for business communications †¢ Evaluate credibility and validity of sources of information. †¢ Develop effective arguments The information addressed within our Weekly Reflection will provide direction for effectively distinguishing between formal and informal business communication channels. In addition, Learning Team A agrees that identifying the proper business communication channel will ensure the appropriate channels are used and messages are transmitted efficiently through the communication process. Lastly, Learning Team A will also address how the weekly topics relate to our field of business. Team A: Identify channels for business communications In efforts of identifying the various channels for business communication Learning Team A was able to relate to and understand collectively the various forms of communication used within business. We all share the common fact of possessing secure employment; however, the areas of business vary from entrepreneurship, management, and the medical field. Considering our areas  of employment differ with regards to the area of business in which we all specialize in, they all come down to the some of the same channels for business communication. Two primary channels of business included face to face and email communication. Within entrepreneurship, management and the medical field utilizing the benefits of face to face and email communication is most effective. In the area of patient care, customer service and management, conducting one’s self within direct proximity of another individual is extremely common.

Role of the Jury in the English Legal System

Role of the Jury in the English Legal System The jury trial is considered to be one of the most controversial elements of the justice system in the UK. The practice of trial by jury has shown over the years to have many disadvantages that which causes concern to society and must be reconsidered by Parliament. The key issues that have arisen of the years relating to the use of juries are a) the experience and intellect of the jurors making judgements in complex cases; b) the expensiveness and longevity of jury trials; and C) the fairness of jury selection. This essay shall try to critically analyse the role of the jury within the English legal system and explain why the jury trial should no longer play a part in the criminal and civil justice systems of the United Kingdom. Trial by jury was first introduced into the justice system in the twelfth century, however it was not a guarantee until many years later, when a clause within the Magna Carta stated that no free man shall be taken or imprisonedà ¢Ã¢â€š ¬Ã‚ ¦except by the lawful judgement of his peers or by the law of the land[1]. The role of the jury has since evolved from the medieval times and was completely formed in the 18th century into what it is today[2], with modern juries playing a vital role in assessing the facts of the case and, in the case of a criminal trial, determining whether the defendant is guilty beyond reasonable doubt, or in the case of a civil trial, deciding whether the claimant has the right to damages on the balance of probabilities. Towards the end of the 1900s, public attention started to be drawn towards problems arising with jury reliability, selection, experience, and bias. The Criminal Courts Review by Lord Justice Auld in 2001 was a crucial argument in the discussions concerning jury trials. Auld goes on to say that support for the jury system is not universal, especially among those who have been jurors.[3] This suggests that there is a considerable amount of negative opinion among former juror members about the jury system. The main drawbacks presented within this report were a) lack of experienced jurors who represent different social layers, b) poor ethnic minority representation, and c) the game character of the trial process, where the truth is not as important as victory.[4] The Criminal Justice Act 2003 did however alter the jury system and selection process by stating that a) if the judge ruling the case is satisfied, certain fraud cases and cases where a danger of jury tampering existed are not t o be tried by a jury; and b) the jury selection system had to be improved in order to provide more experienced and unbiased people representing different social groups and ethnic minorities.[5] Statistics have shown that jury trials are actually very rare. Only one in every hundred criminal trials are actually tried by jurors due to restrictions on the use of jury trials.[6] But it is not only the restrictions imposed that make access to jury trial very complicated. What also makes it complicated is the extortionate amount of money and long periods of time that must be put into each case, which puts jury trials at a disadvantage. These problems can make it extremely inconvenient and draining for both the defendant and, in particular, the members of the jury as they will have to spend a lot of their time getting through the necessary procedures and partaking in the actual trial. Jury trials can last from a couple days to many weeks, even months. During that period, members can be on a jury for more than one trial during their service.[7] In one instance, a juror failed to turn up for a trial as she found it really boring, resulting in the trial being suspended before continu ing with 11 jurors.[8] This suggests that sitting on a jury is not what is hyped up to be, and that the negatives vastly outweigh the positives of sitting on a jury. The qualification rules for jury selection has also been often criticised. According to the Juries Act 1974[9], the criteria to serving on a jury are: 1) the person should be registered as a parliamentary or local elector; 2) the person should not be less than 18 and no more than 65 years old; 3) the jury should have been ordinarily resident in the UK for a period of at least five years since his or her 13th birthday. The criterion set out in the Act is quite narrow and should be broadened in order to ensure better quality of juries. Ineligible persons include past and present members of the judiciary, other people who have been concerned with the administration of justice, the clergy and mentally ill people. The Criminal Justice Act 2003 also disqualifies individuals who have served a custodial sentence within the past ten years, received a lifetime custodial sentence, or are released on bail and awaiting trial at the time the jury is summoned.[10] However the issue is not in relati on to the qualification of jurors, but the mere fact that jurors are subject to human error. As the selection criteria is very narrow, there will be individuals who are well educated as well as not; some who are very responsible and some who are not; and individuals who are wanting get gain a better understanding of the case while others just wanting to get home as soon as possible. In the case of R v Litchfield,[11]it was up to the jury to decide whether or not negligence was gross negligence. As a result, the jurys verdict was confused and instructions from the judge had to be restated. It is clear to say that members of the jury in this case were either not educated well enough or had no experience at all in dealing a complex judgement, which is presumably the case with all jurors.[12] Many jurors do encounter problems that are far beyond their training and experience, as the lack of legal knowledge allows prosecutors to easily sway jurors to believe their assertions. But not only are jurors unskilled and inexperienced, they often disregard logic presented by the lawyers because of their prejudices, past experience, or moral sentiment. Some jurors may even follow the majority and make the same verdict as the stronger personalities. But the main problem is that, as jurors do not usually know the law and legal procedures, they are often unable to understand complex evidence or to assess the reliability of a witness or evidence. A research study by Matthews, Hancock and Briggs[13] shows that jurors fees very enthusiastic about their role in the trial process, however one third of jurors feel that it is inconvenient. The report also shows that well-educated skilled people and professionals are under-represented as only skilled manual workers and unskilled workers have enough time to be part of longer trials. From this, it is clearly obvious that the education level of many jurors is comparatively low. Approximately 60% of the respondents were confused and had difficulties while listening to evidence and following instructions. Furthermore, about 30% of jurors face a language barrier and would need a translator. Having a translator would make the evidence unclear as translations are not always presented in the right way. The study also shows that a third of jurors are uncomfortable being in a courtroom, but also 90% of jurors are satisfied with being a member of the jury and realise he meaning and importance of the role. Additionally, 30% of jurors are not well educated (do not have a degree) and 40% of people have no knowledge of the court process. These statistics are an indication that jury selection must vastly improve. All these issues can be ratified by giving jurors more detailed instructions before trial starts and balancing the number of people with different education levels. Cheryl Thomas states in her research that there are serious race disproportions in the jury structure and ethnic minorities are truly under-represented.[14] Thomas also agrees that instruction need to be more clear, simpler and broad as many jurors claim they have faced difficulties when studying such instructions. However, she also goes on to report that some of the problems concerning race stereotypes within the jury system are highly exaggerated, and have found no proof that white jurors are likely to be biased and make unfair verdicts. With that in mind, remedies must be made to ensure that it is a fair selection and that individuals from all backgrounds are represented in a jury trials. In 2007, the Ministry of Justice published the findings of the Jury Diversity Project[15] which revealed that most defendants in Crown Courts outside of London will be tried by an all-white jury. The role of the jury in the English legal system remains a controversial part of the judicial system. Complications have arisen by issues of jury selection; costs and longevity of each trials; and the experience and intellect of jury members summoned to partake as a jury member. With many sources proving that a) jurors lack the required intellect and experience to handle complex trials and make fair judgements; b) individuals from all backgrounds, especially ethnic minorities, are under-represented; and c) the length of time for jury selection and trial being too long for an individual to handle suggests that the whole process of jury trials need to be reconsidered. A number of former jurors tend to have more of a negative opinion on the use of juries due to the fact that they did not know much about the law, instructions were not given clearly, they could not tell whether to disregard a piece of evidence or not, along with many other issues. However while juries have been an integra l part of the judicial system and being assessed by ones peers and not by the judiciary seems fair, non-jury trials have had the least amount of criticism. It is clear to see that jury trials should no longer be a part of the legal system of England and Wales and that all aspects of a trial including analysing the facts of the case as well as the application of the law should only be the responsibility of the judiciary. Bibliography Cases R v Litchfield [2008] AC 507 (HL)] Legislations Criminal Justice Act 2003 Juries Act 1974 Books Cairns J and McLeod G, The Dearest Birthright of the People of England: The Jury in the History of the Common Law (1st edn, Hart publishing, 2002) Davies M, Croall H and Tyrer J, Criminal Justice: An Introduction to the Criminal Justice System in England and Wales (3rd edn, Pearson-Longman 2010) Gibson B, Criminal Justice Act: The Statute (1st edn, Waterside Press 2005) Gary Slapper and Kelly David, The English Legal System (8th edn, Routledge-Cavendish 2006) Articles JER Stephens, The Growth of Trial by Jury in England (1896) 10 HLR 150, 155 Michael Zander QC, Lord Justice Aulds Review of the Criminal Courts: A Response (2001)   UK Government Jury Service accessed 30 December 2016 Huddersfield Examiner Juror in Leeds court because she found trial boring Huddersfield Daily Examiner (Huddersfield, 21 February 2012) Linda Woolhether The Disadvantages of the Jury System accessed 2nd January 2017 Roger Matthews, Lynn Hancock and Daniel Briggs, Jurors perceptions, understanding, confidence and satisfaction in the jury system: a study in six courts (Home Office, May 2004) accessed 3 January 2017 Cheryl Thomas Are juries fair? (Ministry of Justice, February 2010) accessed 3 January 2017 Cheryl Thomas Diversity and Fairness in the Jury System (Ministry of Justice, June 2007) accessed 4 January 2017 [1] JER Stephens, The Growth of Trial by Jury in England (1896) 10 HLR 150, 155 [2] John Cairns and Grant McLeod, The Dearest Birthright of the People of England: The Jury in the History of the Common Law (1st edn, Hart publishing, 2002) [3] Michael Zander QC, Lord Justice Aulds Review of the Criminal Courts: A Response (2001)   [4] Malcom Davies, Hazel Croall and Jane Tyrer, Criminal Justice: An Introduction to the Criminal Justice System in England and Wales (3rd edn, Pearson-Longman 2010) [5] Bryan Gibson, Criminal Justice Act: The Statute (1st edn, Waterside Press 2005) [6] Gary Slapper and Kelly David, The English Legal System (8th edn, Routledge-Cavendish 2006) [7] UK Government Jury Service accessed 30 December 2016 [8] Huddersfield Examiner Juror in Leeds court because she found trial boring Huddersfield Daily Examiner (Huddersfield, 21 February 2012) [9] Juries Act 1974 [10] Criminal Justice Act 2003 [11] [2008] AC 507 (HL) [12] Linda Woolhether The Disadvantages of the Jury System accessed 2nd January 2017 [13] Roger Matthews, Lynn Hancock and Daniel Briggs, Jurors perceptions, understanding, confidence and satisfaction in the jury system: a study in six courts (Home Office, May 2004) accessed 3 January 2017 [14] Cheryl Thomas Are juries fair? (Ministry of Justice, February 2010) accessed 3 January 2017 [15] Cheryl Thomas Diversity and Fairness in the Jury System (Ministry of Justice, June 2007) accessed 4 January 2017