Bio answeres Essay Example | Topics and Well Written Essays - 750 words

Bio answeres - Essay ExampleIn the same way, the latitude and longitude of northern Minnesota the source of Mississippi River is 43 34N to 49 23N and 89 34W to 97 12W.The elevation of northern Minnesota is between 900 and 1100 feet while that of the Gulf of Mexico south of New Orleans is at sea direct (0). The change in gradient is zero. Some of the significant tributaries of Mississippi River include Ohio River, Red River, Arkansas River, and Snake River., St. Croix River, Minnesota River, White River, Kaskaskia River, and Missouri River, as strong as Des Moines River (Scott, 2010).The Holocene commenced at the end of the Pleistocene (11,700 calendar years BP), and continues to date. The Holocene consists of the growth and impacts of the human species globally, for instance, all its written history and development of major civilizations, as well as the overall transition towards urban living currently (Walker et al., 2009). The effect of humans of the modern era on Erath together with its ecosystems can be regarded of universal significance for future living species evolution. The major events of the Holocene were the recessation of the Quaternary Ice Age that led to the commencement of the current interglacial, which is the rise of human civilization formation of the Sahara from the savannah commencement of agriculture the Stone Age cultures gave way to the Bronze Age (3300BC) as well as the Iron Age (1200BC). This gave rise to numerous prehistoric across the globe even though climate has been fairly stable over the Holocene, from 1400 to 1850, the Little Ice Age caused a momentary cool in the Northern Hemisphere due to industrial revolution, the atmospheric carbon dioxide levels increased from about 270 separate per million volume to the current volume of 410 parts per million volume (Roberts, 1998).The recorded weather data for Houston, Texas for January 24, 2015 predicted

Plans and direct actions Essay Example for Free

Plans and film actions EssayA church leader knows how to plan and direct actions to avoid any mistakes being made. He formulates and deploys plans to achieve objectives he directs the work accordingly until it finishes. He creates different questions in his mind for example, what to do, why to do it, when to do it, how to do it, who to do, and how to finish it. A church leaders plans be simple, mass who work as group members and some other population who follow him actualize his plans clearly. He forms groups and give them duties so that they can work with authority and responsibility. He makes rules that people accept to follow.The God wants a church leader to share His quite a little with his team members and people. A good church leader knows how to put the God given plan into practice. A church leader is the person who influences his team members and leads team members to carry out the agreed objectives, by following the example of the Christ. People under him foll ow his bearing of life a church leader gets people to act on church and mission goals, and he also ministers the need of people. A Church leader humbly realizes that he needfully Gods help and needs it in developing good plans that will work for others.These working plans then successfully meet the desired goals. A church leader does not throw plans for other people to merely honor them, but he does it for the good of his people with everlasting results. UNCHANGED LOYALTY A church leader demonstrates subjection that never changes. A church leader is faithful to his promises and duties. He never finds fault in his job people respect him as a patch of God living among them. A church leader gives his life to Gods mission and purpose and spends his entire life doing it.Loyalty being a leadership quality, a church leader is always loyal to God and his people. A church leader needs loyalty to start and grow a church or group. A loyal church leader is the base of a healthy church to g row and a key element for a church to provoke other churches. A church leader influences others in his ministry through his loyalty to Jesus Christ as the Savior and Lord. A loyal church leader produces loyal members he starts and finishes his job with his team very well. A successful Christian leader is always keen and willing to work with a confederacy or groups.He has a strong desire to develop community services together. USE OF GODS GIFTS God has gratuityed all people with different abilities and characteristics. Nowadays, this divine pay directs people to serve churches, as ushers, church school teachers, financial officers, directors of food pantries, youth leaders, and in so many other roles. It all starts with gifts, which can be utilized in a variety of ways. Gifts are given by the God to everyone. The God doesnt limit the gifts to his people, so we shouldnt limit leadership to others.The potential to lead by utilize gifts for enabling others in ministry does not req uires intelligence, education, economic status, age, gender, or any other merciful distinction. Children and youth, as well as adults, all are gifted. Women and men, boys and girls have all been gifted which they can use in leadership of a church. It does not mean, however, that everyone should be an administrator of a church. Gifts are several and of different nature, the variety of these gifts is much greater than churches usually realize.There are many gifts beyond the gifts that are usually used in preaching, teaching, and committee work. If one is to use all God given gifts for his leadership within a church, he/she must describe that wide range of gifts, and welcome the spirit to employ them. It is not always an easy task for a human to identify gifts since gifts have strange way of hiding themselves, particularly from those people who hold them. Gods given gifts are so much a part of our personality that people not likely to think of them as gifts.For example, if a person i s a good organizer, he must recognize this specialty and take it as a gift given by God. As Gods gifts are discovered by interacting with others. However, discovering gifts is not enough because many people use there gifts haphazardly, with no attention to their development. Gods given gifts effectiveness can be significantly enhanced through intentional development of them. For example, if a person with natural painting ability can choose not to practice or take lessons and keep his ability as hobby and keeps his gift undefined from being fully utilized for service.The church leaders provide opportunities to people for training and development of Gods given gifts. They are intentional about using these gifts of children and youth in future leadership. The church leaders encourage their members to affirm and identify one anothers gifts. People discover and experiments their gifts in an standard pressure of acceptance provided by the church leader. A church leader expands his unders tanding in order to be comprehensive and not neglect peoples gifts.

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.