Black Swan Report Essay Example for Free

Black Swan Report EssayUnreliable narrator is a narrator who cant be self-assuranceed, because of a bias point of escort, ignorance or self-interest. In the other hand, a reliable narrator is trustworthy, impartial, and most of the times omniscient. I loved the point of view of this movie because it all happened from the point of view of Nina, the protagonist. If you have some general knowledge about psychological disorders you will suspect of Nina having schizophrenia or divisible identity disorder. Nina is not a reliable narrator, because her point of view of reality is altered. I believe that Nina doesnt die at the end. We cant trust her as a narrator.If she suffers schizophrenia, probably the scene in which she breaks the mirror and attacks Lily isnt truth therefore she couldnt have stabbed herself. I also find it gruelling to believe the fact that she danced with a big blood spot the whole presentation and no one in the crew or crowd ceremony and she never fainted whil e dancing because of the loss of blood. I dont believe the ending is real. I think the ending is symbolic and Nina dying as the white swan is actually Nina accepting that the world is not that good and shes losing her innocence. Another thing can be that she lost her rational posture and became totally insane. About the film, I believe some of the scenes were not necessary they could have been less explicit. It was a great film and I loved the theme.

Supply and Demand Essay Example for Free

Supply and Demand EssayChapter 3Supply and DemandQuestion 1. Draw a demand curve with an sense of equilibrium price and quantity, show what happens on your draw when each of the following events occurs. Explain whether each of the following events represents a (i) shift of the demand curve or (ii) a movement along the demand curve.(a) A store owner finds that customers are willing to pay more for umbrellas on rainy days(b) When XYZ Telecom, a long distance telephone service provider, offered reduced prices for its services on weekends, the volume of weekend calling increased sharply. Question 2. The following table represents the demand and supply for orchids (a suit of flower). Plot the curves on the diagram belowa) Graph both the supply (S0) and the demand (D0) curves. What is the current equilibrium price and quantity?b) Something has happen to the supply of orchids and the unsanded supply curve is given above. Graph the pertly supply curve. Is in that respect a tempora ry shortage or surplus before the market adjusts? What is the new equilibrium price and quantity?c) Name all the factors that could shift the supply curve like it has?Question 3. In the following situation, draw the market for pale yellow After each event described below, what will happen to the equilibrium price and quantity as a result? Draw a diagram and be sure to label everything.(i) Due to good weather, 1997 was a very good year for Prairie wheat growers, who produced a bumper crop of wheat. At the same time, there is an announcement by the Canadian Health Organization saying that corn is bad for your heart.

Pneumatic Auto Gear Changer Project

Pneumatic Auto Gear Changer Project(a) Introduction1.1 This career episode is based on my role and fabrication scheme carried surface during the penultimate year of my bachelors degree in Mechanical Engineering at Rajiv Gandhi College of Engineering (Anna University Affiliated)-Sriperumbudur, Tamil Nadu state, India. Established in 2001, it is a self-financed and one of the best engineering institutes in Tamil Nadu. The project was completed over a period of 3 months from December 2012 to March, 2013.(b) Background1.2 The project on Pneumatic Auto Gear Changer was carried out in order to understand and implement theories in adapting change application. Its purpose was to analyze the sundry(a) steps involved and to provide recommendations for a real world use of this technology. I carried out this project as a part of a base of four people. In this project, a push passing was apply to activate/deactivate a solenoid valve and at the time of gear ever-changing, the switch was t riggered and the solenoid valve was activated. This in convolute causes the pack to acquireher air to go through the pneumatic cylinder. The compressed air pushes the pneumatic cylinder as it passes through a tube and henceforth changes the gear from one speed to the other with the help of a gear box arrangement.1.3 The railcarmatic gear changing structure is relatively useful in miserable embody automation in all automobiles. Pneumatic systems work at higher speeds and the manpower requirement is reduced due to this project. The design and the implementation of this project in the real world application was made and a detailed report was submitted.This project work was supervised under Mr. Manoj Kumar, the associate professor in the department of mechanical engineering at Rajiv Gandhi College of Engineering. As it was an open ended project, I had to look up through some(prenominal) online journals, document reviews and excessively took counsellor from the head of the depart ment on various projects and ideas. The project time was quite limited and had to be come up with a proper design pattern before the actual start of the project. This proved to be quite a challenging task as this was the first real world project in my career. However, I was completely aware of the fact that, these would be the kind of challenges and problems I would face in real life as a professional engineer. almost of the duties I was involved in during the course of this project were as followsI carried out an extensive study on various materials relating to the pneumatic systems.Since, there was no specific consensus on the selection of compressors, I had to select the one that best suited the requirements of the project while considering all the technical aspects.I also dealt with the equipment suppliers on behalf of my team to purchase the necessary materials needed for the project.I attended meetings with my supervisor to discuss individual observation and the progress of t he project.I presented this project to the department faculties and also completed an extensive project report.(c) Personal Engineering ActivityAs a first step of the project, I explained my thoughts on doing this project to my supervisor. I carried out my research regarding the project and presented him the greatness of the project before carrying out the project. The present scenario gear changer plays a vital role in automobiles. Manual transmissions welcome become uncommon in many cases of cars sold across Australia, North America and some parts of Asia. However, they remain dominant in parts of atomic number 63 and other developing countries. Hence, I did an analysis on the present day fomites equipped with automatic transmission option and those that are not and further highlighted the importance of the project in the present and future of automobiles as well as in certain machineries.After deciding on the project, I carried out legion(predicate) literature reviews in order to come up with an appropriate design plan and to acquire the necessary equipment needed for the project. However, the articles and writings published on the idea was quite limited and were available for only specific cases. As my project was regarding the project pneumatic gear changer, I did my extensive research on the pneumatic side of the project. Furthermore, I reviewed the advantages of pneumatic system and discussed with my supervisor for the usability in the project. Pneumatic system and was best considered due to its following reasonsThe pneumatic system power takings could be easily controlledOver loading does not affect the pneumatic systemsThe pneumatic system could be used at varying working temperatures dit of air through pipelines over long distances can be easily done with pneumatics in place.Pneumatics enables high working speedsIt is a system which requires minimal upkeep.In this project, I used a reciprocating compressor as the key component for the supply of compressed air. I selected the appropriate equipment for the project after evaluating the suitability of information acquired from several sources. A compressor is an instrument that sucks in air and gas at an optimum public press and deliverers the air back at a higher pressure as the output. It was very important for my project to select the appropriate compressor as pneumatic systems operate primarily on the supply of both compressed air and pressure into the system. Moreover, I had to make sure, clean conditions were maintained during the phase of the project as warm and moist air could leave alone in precipitation of condense from the compressed air. The following is the schematic diagram of pneumatic auto gear changer used in this project.Figure 1 conventional diagram of pneumatic auto gear changerI also considered an important element for this project which was the push button. The push button switch was fixed near the driving butt joint of the vehicle. Besides this, I ha d set up an air tank with fully filled compressed air in it. Prior to gear changing, the solenoid valve was activated by triggering the switch. The compressed air streamed from the air tank to the pneumatic cylinder as the solenoid valve was open. Likewise, at the time of compressed air inlet into the cylinder, the pneumatic cylinder locomote forward and the gear box liver moved along automatically from one position to the next. The gear box liver was further activated which allowed the vehicle running at different speeds. I have highlighted the advantages of this type to my supervisor and was duly approved and appreciated by him. They are as followsIt required artless maintenance caresA safe system for the automobile.Easy to Handle.Low cost automation projectRepairing was easy.Easy replacement.However, some of the disadvantages of this type were as followsInitial cost was high.The system was a complicated one.During the course of this project, I used a control valve to control th e flow direction within the system. I also used a 3/2 single acting solenoid valve, having one inlet, outlet and an exhaust port. The air entered the pneumatic single acting solenoid valve once the push button was activated. Moreover, I introduced a pneumatic shifter to the whole design as it works through compressed air power. So once the gear changing signals were received, the pneumatic shifter opens or closes the magnetic valve assembly. The compressed air flows into the system once these valves are open, or thrusts it out thereby creating the effect of shifting gear mechanism. More compressed air into the system allowed the gear to be shifted up and the gear shifted down as the air was let. Furthermore, I used an on-board tank to get this compressed air to the cylinder even though I knew re-routing the engine exhaust could be a possibility and be economically viable however, it would result in lower performance as most of the oxygen present in the exhaust gas would already be b urnt.Figure 2 Schematic of a 3/2 single acting solenoid valveAfter the analysis on various aspects of this project, I discussed my project outcomes and my results. Putting all the information to use, I wrote the final report titled Pneumatic Auto Gear Changer and presented this to my department professors and to the head of the department.(d) SummaryThis project presented me with the opportunity to understand the applications of theoretical fellowship that I had acquired in class rooms to implement in a real world project. Discussions during the project with the supervisor provided great insight to challenges presented throughout the project. The challenges uncover were resolved by use of appropriate technical skills. This project also helped me understand the working and execution of any engineering project and served as a stepping stone to the real world. Overall, I am very happy that I could contribute myself effectively to this project at its various stages and also helped to secure the highest assertable grade for this project.

How Plagiarism Violates the NASW Code of Ethics

How Plagiarism Violates the NASW Code of moralsThe National connective of fond Workers (NASW) is an organization of professionals that consummations to enhance the professional return and development of its members, to create and maintain professional standards (National Association of Social Workers NASW, 2008, About). Within this association there is a Code of morals that was created to help guide the manner of both professional and assimilator complaisant beters. The NASW Code of Ethics provides ethical standards, set, and principles that all in all social workers ar responsible to adhere to. The Code is presented in quad pieces detailing appropriate behavior for social workers. With these guidelines in mind social work students are expected to complete both assignments and practice in the issue with the upmost highest integrity. While there are many topics covered within the Code, one that is essential for students to consider is plagiarism.Plagiarism as defined b y capital of South Carolina University crop of Social Works Writing Center is the use of some other writers ideas or words as ones own without citing that person (CUSSW Writing Center, 2010). Without providing proper keep of where the writer obtained the discipline included in an assignment the reader will automatically assume that these are the writers original thoughts and ideas. The fact that a social work student does not credit an author used in a writing assignment goes directly against the guideline of acknowledging credit depicted in section 4.08 of the NASW Code of Ethics, which states, a) Social workers should take responsibility and credit, including authorship credit, only work they have actually performed and to which they have contributed.(b) Social workers should honestly acknowledge the work of and the contributions do by others (NASW,2008, preamble).All students in the School of Social Work are bound by the by the NASW Code of Ethics and by the policies of the capital of South Carolina University School of Social Work community. It is the students responsibility to be fully informed as to what constitutes plagiarism and to refrain from all activities that constitute plagiarism. Typically this information can be obtained by visiting the schools website. As a social work student it is necessary to practice personal and academic honesty because it shows ones character. By copying information and passing it as your own can be considered deceitful and misconstrued as portraying fraud or deception.The Code of Ethics excessively provides students a order to check ourselves as social workers as we go forth and set an example to clients. In addition, as read in Section 4, Social Workers honest Responsibilities as Professionals, of the NASW Code of Ethics Social Workers should not participate in , condone, or be associated with dishonesty, fraud or deception (NASW, 2008, Section 4). This reinforces the concept that as social workers we have a co mmitment to be true to ourselves and recognize the work of others by crediting them.After a close examination of the NASW Code of Ethics it is apparent that when one performs any act of plagiarism including cheating it is violating the code of many levels and aspects. Under the value of integrity stand the following ethical principles outlining Social workers behave in a trustworthy manner (NASW, 2008, Ethical Principles). The participation of plagiarism this value and ethical principle that are put upon social workers is disgraced. Additionally, beneath the value of competence, the ethical principle paired is, Social workers practice within their areas of competence and develop and enhance their professional expertise (NASW, 2008, Ethical Principles). All of these are broken when partaking in plagiarism, as we use others words we are not valuing that individuals worth of the person and more or less stealing their hard work and concepts. Not only do we lose trust of our colleagues but trust in ourselves and are overwhelmed with the feeling of being incompetent when one cannot honor another individuals work. The core values provided by the NASW Code of Ethics are important because our profession is based on these morals.Since CUSSW students are expected to conduct themselves in all aspects of school activities in a manner consistent with the Code of Ethics of the National Association of Social Workers participating in plagiarism directly violates these standards (CUSSW, Policies, 2010). As a matter of professional development social work students need to develop a respect for written converse and the process of presenting work. Academic communication is often a balance between the presentation of your original ideas, representation of information gained from other sources and the integration of both. It is ones liability to account for the usage of others work, so we lodge in line with our social work ethics and values presented in the code.Furthermore, the Ethical Standards provided in the code include social workers ethical responsibilities to colleagues, ethical responsibilities in practice settings, ethical responsibilities as professionals, social workers ethical responsibilities to the social work profession, and Social workers ethical responsibilities to the broader society. All of this is lost when not crediting someone else work. It is every social workers mission to follow and have their professional worth be embedded in the core values that the Code of Ethics is based upon and identifies. It is crucial for academic institutions to hold the responsibility of students of fostering and evaluating professional behavioral development for all students in the social work program is (Atlantic University Florida). The School of Social Work also bears a responsibility to the community at large to produce fully trained professional social workers who consciously exhibit the knowledge, values, and skills of the profession of social work . The values of the profession are codified in the NASW Code of Ethics. When a student does not adhere to these ethical principles, a dilemma arises that question if a student fully comprehends the NASW Code of Ethics and what responsibility it carries. It is clear that quality students fully prepared for the profession will adhere to all the guidelines provided in the NASW Code of Ethics and demonstrate knowledge of the meaning.http//www.columbia.edu/cu/ssw/faculty/policies/index.htmlethicshttp//www.columbia.edu/cu/ssw/write/handouts/AvoidPlagiarism.htmlhttp//www.cosw.sc.edu/student/syllabi/sowk735.htmlhttp//www.naswdc.org/pubs/code/Default.asphttp//www.fau.edu/ssw/expectations.htmlwww.socwork.jmu.edu/demos/partone.ppthttp//www.socialworkers.org/pubs/code/code.aspNational Association of Social Workers. (2008). Preamble to the code of ethics. Retrieved May 4, 2008,from http//www.socialworkers.org/pubs/Code/code.aspSocial work values and ethics Reamer, Frederic, G. Columbia Universit y PressNew York Chichester, West Sussex Copyright 1999 Columbia University Press

Relationship Between Personality, Intelligence and Academia

Relationship Between Personality, Intelligence and AcademiaAlexandra LambThe Relationship surrounded by painstakingness, Intellectual Ability, and faculty member surgery in an Undergraduate psychological science CohortAbstractThis give notice (of) examines the kind among able capability, painstakingness and academician action. psychology Students studying at the University of Adelaide (N=50) plumpd online versions of the OCEANIC (Schulze Roberts, 2006) and Advanced reform-minded Matrices (APM Bors Stokes, 1998). Results showed that there was a slight positive association surrounded by apt ability and academic death penalty, a slight positive association between conscientiousness and academic proceeding and effectively no family descent between conscientiousness and intellectual ability. The study shows that temperament traits can be promising predictors of academic achievement and thus may be useful in student development and admission systems.IntroductionThe births between personality traits, intellectual ability and academic public presentation have long been explored. These relationships were first used, in ancient times, for selecting civil servants in the Middle East, India and China to its current role as the driver of advanced economic science (Poropat, 2011). Much of the inquiry done in the past has been linked to theoretical and statistical reviews of the role of personality. One of the earliest applications of personality trait assessment was the prognostic of academic performance (Poropat, 2009). This report attempts to further examine the relationship between personality traits, intellectual ability and academic performance in particular, conscientiousness and intellectual ability and their relationship with academic performance.Intelligence is one of the most effective empirical predictors of academic performance (Poropat, 2009). Nothing has changed since the thirties when it was suggested that one of the most key fac tors in academic achievement is intelligence. Intelligence is the most documented variable as a predictor of cognitive performance and in past research has shown a positive association with academic success (Busato Prins Elshout, Hamaker, 2000). In 2000 Busato driveed a study in which intellectual ability was comp ard to academic performance over trine years. Intellectual ability was positively associated with academic achievement after one year and after terzetto year, which is consistent with earlier studies. However, intelligence is not the yet predictor of academic performance. In later research, Kappe and Flier (2012) suggested that conscientiousness, a personality trait that describes impulse control and self-regulation of behaviour (Ivcevic Brackett, 2014), is the best predictor of academic achievement explaining five times as much variance in GPA (used to measure academic performance) as does intelligence. Earlier studies by Conard (2006) also showed positive bivaria te correlations between conscientiousness and academic achievement. Whilst both intellectual ability and consciousness can predict academic performance, Poropat (2009) suggested that conscientiousness is largely independent of general intelligence. Chamorro-Remuzic, Furnham and Moutafi conducted a study in 2004 as a precursor to Poropats research in which they found a pregnant negative association between conscientiousness and two intelligence tests. They suggested that this was consistent with the idea that conscientiousness might partly develop as a compensation for low intellectual level and that laid-back intelligent individuals may not need to engage in systematic, organised and dutiful study or work habits (Chamorro-Remuzic, Furnham, Moutafi, 2004).The goals presented above guided this study, thus this report provide further examine the relationships between intellectual ability, personality traits and academic achievement as explored above, focussing on three hypotheses Hypothesis 1, there will be a significant positive relationship between intellectual ability and academic performance Hypothesis 2, there will be a significant positive relationship between the personality trait conscientiousness and academic performance and Hypothesis 3, there will be a significant negative relationship between conscientiousness and intellectual ability.MethodParticipantsThe participants were 50 first-year Psychology students studying at the University of Adelaide. The participants took part in the study as part of an assessment task.MaterialsThe OCEANIC (Schulze Roberts, 2006) was employed to measure the Big Five personality traits. Intellectual ability was measured as performance on the concisely form of the Ravens Advanced Progressive Matrices (APM Bors Stokes, 1998). Academic performance was operationalized as the participants final grade for the previous semesters Psychology course.ProcedureThe participants were instructed to complete online versions of the OCEANIC and Advanced Progressive Matrices. They were free to perform the tasks wherever they chose, but were advised to try to complete the tasks in a quiet, distraction-free environment. The participants were instructed not to collaborate with anyone else on the tasks. there was no time limit placed upon the tasks, but it was stipulated that they had to be completed within a single test session.ResultsIn Table 1, the way and standard deviations for the Big Five Personality traits (nakedness, Conscientiousness. Extraversion, Agreeableness and Neuroticism), Intellectual ability (Ravens APM), and Academic Performance are displayed.In Table 2, the Correlation Coefficients for the variables associated with the three hypotheses are shown (Ravens APM and Final Grade, Conscientiousness and Final Grade, Conscientiousness and Ravens APM).In Table 3, the r2-values for the variables associated with the three hypotheses are shown (Ravens APM and Final Grade, Conscientiousness and Final Grade , Conscientiousness and Ravens APM).Table 1. Means and standard deviations for the Big Five personality traits, Intellectual Ability (Ravens APM), and Academic PerformanceTable 2. Correlation Coefficients for Ravens APM, Conscientiousness and Final Grade.Table 3. r2 values for Ravens APM, Conscientiousness and Final Grade.Hypothesis 1 There will be a significant positive relationship between intellectual ability and academic performance. send off 1. The relationship between Ravens APM and Final grade. harmonise to Hypothesis 1, a significant positive relationship was expected between intellectual ability and academic performance. As shown in realise 1, a quantitative analysis (Pearsons correlation coefficient) indicated that there was a weak-moderate, positive relationship between Ravens APM and final grade (r = 0.32), and that this relationship was statistically significant (p=0.02). Those who scored high in the Ravens APM (M=7.8, SD=2.96), which operationalised intellectual abili ty, tended to score high in their final grade (M=69.66, SD=14.05), which operationalised academic performance. This provided soft brave for the hypothesis.Hypothesis 2 there will be a significant positive relationship between the personality trait conscientiousness and academic performance.Figure 2. The relationship between conscientiousness and final grade.According to Hypothesis 2, a significant positive relationship was expected between the personality trait conscientiousness (M=36.58, SD=6.98) and academic performance (M=69.66, SD=14.05). As shown in Figure 2, a quantitative analysis (Pearsons correlation coefficient) there was a weak-moderate, positive relationship between conscientiousness and final grade (r=0.39), and that this relationship was statistically significant (p=0.01). Those with high conscientiousness (M=36.58, SD=6.98) tended to score high in their final grade (M=69.66, SD=14.05), which operationalised academic performance. This provided qualitative support for the hypothesis.Hypothesis 3 there will be a significant negative relationship between conscientiousness and intellectual ability.Figure 3. The relationship between conscientiousness and Ravens APM.According to Hypothesis 3, a significant negative relationship was expected between conscientiousness and intellectual ability. As shown in Figure 3, a quantitative analysis (Pearsons correlation coefficient) indicated that there was an extremely weak, but effectively no negative relationship between conscientiousness and Ravens RPM (r=-0.02), and that this relationship was not statistically significant (p0.89). Those with high conscientiousness (M=36.58, SD= 6.98) did not consistently score high or low in Ravens APM (M=7.8, SD=2.96), which operationalised intellectual ability. This did not provide support for the hypothesis.DiscussionThe purpose of this study was to examine the relationship between personality traits, intellectual ability and academic performance. Adding information, spe cifically relating to the relationships between intellectual ability and academic performance Conscientiousness and academic achievement and Conscientiousness and intellectual ability. According to the correlational analysis, intellectual ability was positively associated with academic performance. This is in accordance with the literature cited in the introduction (Poropat 2009, Busato et al. 2000). However this correlation was smaller than the correlation between personality trait conscientiousness and academic ability, reiterating research by Conard (2006) in the introduction. The r2 values for both these relationships, academic achievement and intellectual ability (r2 =0.10) and conscientiousness and academic ability (r2 =0.15), suggest that only 1% of the variability in academic achievement can be explained by intellectual ability and only 1.5% of the alteration in academic achievement can be explained by conscientiousness. This suggests that there are other factors that play an important role in the variation of academic achievement. The association between conscientiousness and academic performance was also positive, suggesting that conscientiousness might have a bigger impact on academic performance than intellectual ability, which is consistent with the cited researchers Kappe and Flier (2012). The correlational research presented a very slightly negative, but effectively no association between conscientiousness and intellectual ability this does not support the relationship suggested by Chamorro-Remuzic, Furnham and Moutafi (2004) whose research highlighted a significant negative relationship between conscientiousness and intellectual ability. The r2 value for this relationship (r2 =0) suggests that 0% of the variance in intellectual ability can be explained by conscientiousness.A lesson that may be taken from this study is that whilst intellectual ability is a positive predictor of academic performance, students are also able to perform well acad emically if they are willing to work hard and conscientiously. other practical perspective of the research is that intelligence is probably the most used selection criteria for entrance to tertiary education. However the findings within this study suggesting that Conscientiousness is vindicatory as good or potentially a better predictor of academic performance suggests another practical selection tool, provided it can be accurately and validly assessed. (Poropat, 2009) However, conscientiousness creates a greater chance of faking over an intelligence test.There are a number of limitations to this study. Firstly, there is a restriction of range, abandoned it was only first year psychology students surveyed. A bivariate normal relationship may exist for the entire population whereas this relationship may not be evident for all sub-populations (i.e. Psychology students). Or otherwise, what appears to be a linear relationship for a sub-population could actually be a curvilinear relat ionship for the entire population (Haslam McGarty, 2014). This means the relationships found by doing the quantitative analysis may not be a representation of the wider population. It would be beneficial to conduct a meta-analysis on students of different disciplines and potentially international students to find out how generalisable the results are. The sample size of 50 participants is also small. It is unlikely to reflect the population adequately. Whilst surveys are easy to develop, cost-effective and relatively easy to administer, there are a number of limitations associated with survey-based research. Researchers personal bias and idiosyncrasies are more powerful in qualitative research the knowledge of the study might also influence the participants responses. That is, respondents may feel encouraged to provide inaccurate and dishonest answers. Participants may interpret the survey questions and answer options differently and data errors caused by non-responses (i.e the nu mber of participants who chose to respond to the survey as opposed to those that chose not to) may also usurp the results.ReferencesBors, D. A. Stokes, T. L. (1998). Ravens advanced progressive matrices Norms for first-year university students and the development of a short form. Education and Psychological Measurement, 58, 382-398Schulze, R. Roberts, R. D. (2006). Assessing the Big Five Development and validation of the Openness Conscientiousness Extraversion Agreeableness Neuroticism Index Condensed (OCEANIC). Zeitschrift fur Psychologie, 214, 133-14Chamorro-Remuzic, T. Furnham, A. Moutafi, J. (2004). The relationship between estimated and psychometric personality and intelligence scores. journal of Research in Personality, 38, 505-513.Conard, M. A. (2006). aptitude is not enough How personality and behaviour predict academic performance. Journal of Research in Personality, 40, 339-346.Ivcevic, Z. Brackett, M. (2014). Predicting school success Comparing Conscientiousness, G rit, and Emotion Regulation Ability. Journal of Research in Personality, 52, 29-36.Kappe, R. Flier, H. (2012). Predicting academic success in higher education whats more important than being smart? European Journal of Psychology of Education, 27, 605-619.Busato, V. V. Prins, F. J. Elshout, J. J. Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29, 1057-1068.Poropat, A. E. (2009). A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance. Psychological Bulletin, 135, 322-338.Poropat, A. E. (2011). The Eysenckian personality factors and their correlations with academic performance. British Journal of Educational Psychology, 81, 41-58.Haslam, S. A. McGarty, C. (2014). Research Methods and Statistics in Psychology. Great Britain SAGE Productions Inc.

The Wallow: Water for the Animals and Opportunity for the Hunter :: Descriptive Writing Examples

The Wallow Water for the Animals and Opportunity for the HunterEvery September seems to get me in a tree stand above a wallow, hearing elk screaming out their mating calls to each other. In this tree stand, I wait for a big bull to come in and give me a nice shot. This wallow may teach a few lessons in life and also many things about nature. At to the lowest degree thats the things I received from sitting at this wallow. As I sat in the top wallow in water gulch, I learned slews of patience, and counterbalance got a feel for the elks need for this wallow. This wallow is very meaningful to me and will remain this way forever. This is also a place that I find to be very addictive and beautiful.Water Gulch is a big gulch on our hunting property up above Crawford. We lease this 3,500 acre facing pages for elk and deer hunting during the months of August through November. The gulch is a big draw that is full of beautiful aspen trees and thick oak brush. It is very thick and hard to spot animals until they reach the bottom of the draw. The bottom of the draw contains three different wallows. The wallows are all surrounded by extremely steep slopes that even I dont want to challenge. On this particular occasion, I chose to sit at the top wallow in a tree stand. This wallow served as a mud bath for the magnificent elk. Broken tree limps and brush covered the wallow, making many obstacles for the elk to reach the water. This large mud bath had prove itself a great place to hunt in the past, so I gave it a try. I was only 12 years old on this twenty-four hours and what a day it turned out to be.The weather was perfect for a great September archery hunt. It was the last day of the season and throughout the year I had seen many large bulls at this same exact location. I had even seen a monster five point that would score around 300 inches. An odd bull in many hunters books.This beautiful day started with me climbing up an aged aspen tree at approximately 6 oclock in the morning. It was about 30-40 degrees and the mantle made my neck hair stand straight up. After scaling straight up the tree, I settled in and got cozy.

Symbolism Of Death :: essays research papers

In The Lottery by Shirley Jackson, she speaks much about tradition in a small township in which many have been confounded over the years. The black box, which Shirley speaks about in the beginning of the story, is of great importance. The black box represents the entrapment of tradition and the change over time. It is the trapping of tradition because now that it is worn-out and ragged they still do not want to change it because it is tradition. Along with the box changing many peoples views on The Lottery, it also lets the towns people stand strong by themselves. Shirley Jackson in The Lottery uses symbolismism and irony to foreshadow death.Although the towns people are gathering for a lottery drawing there is an air of nervousness about the event. From start to finish there is an overwhelming sense that something terrible is about to happen cod to the authors deep use of foreshadowing. The setting and irony of the story starts when the day is described as a bright sunny day and all the towns people are looking front for the Lottery on the big day, but not knowing the big day ends in death. Mrs. Hutchinson, as is seen later, is the only one who rebels against male domination, although only unconsciously. "She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd" (318). The word "farewell" is used as foreshadowing to the climax of the story (318). Normally when a person enters a crowd of people they are greeted, but not Mrs. Hutchinson for she is obviously leaving. Although they are gathering for a lottery drawing there is an air of nervousness about the event. Shirley Jackson uses an abundance of foreshadowing, which indicates, to a degree, what is about to happen to the winner of the lottery drawing. There is at least one indicator within each individual paragraph, which lets the reader know that the lottery is disturbing, and that the people of the town are not looking forward to its commencemen t. The Lottery takes place on a clear, sunny, June day. It does not take long for the skies to turn gray as she introduces the readers to the black box. The black box is the central symbol of the short story. It suggests both death and necessity of change due to a combination of the passage of time and population expansion.