How far did conditions improve for Black Americans between 1945-1955 free essay sample

The decade following up to WW2 there was general hostility towards Black Americans, lynching’s and beatings were quite common in the Deep South. Due to the huge amount of volunteered/conscripted black Americans who joined to fight for ‘liberty and freedom’ in Europe, many also fought the war of liberty and freedom at home. When black soldiers returned majority were still met with the same segregation and racism that they had felt when they left. However you could see some improvements in political, social and economic conditions for them; largely achieved through a combination of federal measures, supreme court decisions, and black activism. But there were clear limits to this progress due to powerful forces such as white racist attitudes, congressional resistance and lack of executive commitment. Conditions Improved a) Political The way the black soldiers had fought had changed a number of people’s views, including President Harry S. Truman, whom was known for being racist, understood that there were social developments in place and the black population began to have a voice such as organisations like the NAACP. Immobilised Black American soldiers were given the chance to have a college education and they had took advantage of this, they had also been treated like heroes in Europe but were unequal in the USA- Truman saw this was injustice and though they shouldn’t be subject to racist attacks, which made them more motivated to take action. In connection to this, there was increased awareness of southern inequality due to more motor cars and televisions becoming more accessible, so campaigns were mobile and more recognised. His reaction to this was â€Å"the buck stops here† meaning he was determined to get equal human rights for all citizens. The extent to which his motives were questionable as it can be argued he was well aware the black vote was of growing importance for the Democratic Party, so he knew he needed to gain their support. However having the President on side was a great step to making black and white citizens equal, and was one of the key steps to success for the Civil Rights movement, the other two being a Supreme Court and congress with pro-civil rights majority in the US constitution. Truman took government action to help black people. In 1946, Truman established the President’s Committee on Civil Rights; they produced  a report â€Å"To Secure These Rights† which examined racial minorities in America, so that they could address these issues. Such problems included lynching (over 300 reported cases from 1882-1945), police brutality(barbaric beating, forced confessions when innocent), voting rights (in 1944 only 18% of black people in the South could vote), employment, education and healt h ( black people were paid less that whites even if educated, and medical schools refused to take black students and they had less doctors). The summary was that segregation was causing many problems, â€Å"separate but equal† did not exist as blacks did not receive equal treatment, and were seen as inferior to associate with white people. Truman also appointed William Hastie as the first black judge in relation to making opportunities fairer in employment and education. He also appointed Ralph Bunche as the American Ambassador of the United Nations; he mediated between the Israelis and Palestinians and won the Nobel peace prize for this in 1950. These government appointments impacted the psychology of the black and white citizens, they could all see that black people were beginning to get high positions of power and authority; this in turn would help secure more democratic black votes, as their fair opportunities were being shown to increase. He also recognised that black campaigners such as Philip Randolph were telling soldiers to not go to war due to how they were treated, and he used his power to desegregate armed forces, under an exec. Order 9981 which guaranteed â€Å"equality of treatment and opportunity for all†, this boosted the morale and confidence of soldiers which encouraged them to fight for America. The inauguration of Truman was also not segregated, which showed the immediate effect of his policies all around the world as he had publicity. social The NAACP- the National association for the advancement of coloured people were a popular protest group that fought segregation and wanted to enfranchise black people with rights , between 1939 and 42, their members had grown from 50,000 to 450,000 so by 45 they were well established.Groups like these used methods involving both direct and indirect action. The indirect action the NAACP took were supporting people in their court cases to get the Supreme Court to take notice of the political incorrectness for  black people. Such cases included the 1944 Smith v Alwright which concerned the voting rights of black people in Texas, they were allowed to vote in congressional elections but not primary elections- which were more important as it determined the winning candidate. The case was taken to the Supreme Court and the 15th amendment states that all citizens have the right to vote so the case was won and all white primary elections were outlawed throughout the whole of America. In 1946, the case of Morgan v Virginia was regarding the segregation of interstate bus services, she was fined for not giving up her seat for a white person and she argued her constitutional rights were violated. This was taken to the Supreme Court and her case was won, segregation on transport was ruled illegal. in1950, Sweatt v Painter was a case about a black student wanting to study law, but was refused admission in Texas, a new law school was built for black students only, but this was shown to be inferior to the white school so Sweatt was able to register for the Texas law school and so the case was a success. The Brown vs. Board of Education of Topeka in 1954 showed how black children werent being provided with an adequate education, and that segregation had a negative effect on black children. It was recognised that southern states failed to provide an education and the racist education system didnt reflect on the ideals on America, so the decision was reached due to a change in leadership of the Supreme Court, Earl Warren replaced the deceased judge and he was much more sympathetic so used his authority to persuade desegregation. This case was a major stepping stone for black people, however there was a lot of white backlash, southern racists were provoked, like the KKK and white citizens council. The case was re opened for Brown II in 1955 as desegregation was not happening fast enough especially in southern states so it was argued a timetable needed to be implemented. The Brown case also demonstrated how the new President Eisenhower (from 1953) was unwilling to help, and showed how de jure change had little de facto change in the Southern states especially. economic Much like when slavery was still legal, the primary jobs for African Americans in the south were in agriculture, where they would work for very low pay and as a result remain very poor. However war had forced the south to spend over $4.5 billion creating factories for war goods, blacks couldnt  get jobs in them at first though due to racism and prejudice on the part of those hiring (a social issue). But this was resolved in 1941 when President Roosevelt, under the threat of black activism issued an executive order creating the Fair Employment Practices Commission (FEPC). The FEPC forced industries not to discriminate on the grounds of race, creed, colour or national origin. This had made the economic situation for blacks better but it wasnt to last as many were fired from their war time jobs to be replaced with returning white servicemen. Still,the war period had vastly improved the economic situation for African Americans on the whole, this can be proved on statistics alone; the number of unemployed African Americans in 1940 was 937,000 but fell to 151,000 in 1945, showing a huge improvement. Simply due to the lower income made by blacks in both the North and South meant they were forced into substandard housing (Ghettos) as they were unable to afford better. In the North blacks were predominantly industrial workers and during war time there was a second wave of black migration from South to North (the first being ‘The Great Migration’). Again proved by statistics; in 1940 a quarter of African Americans lived in the North (primarily in industrial cities such as Philadelphia), but by 1950 it was nearly a third (a migration of about 500,000 during the war), this was driven by the war boom. It must still be kept in mind that although it jobs were better in the North the situation was still not ideal, blacks would earn, on average, 50% less than their white colleagues and it was common for whites to object to the promotion of African Americans. Finally whites were still more likely to be employed over blacks and example of this is in New York, where 6% of white men were unemployed compared to 10% of black men.

Waiting For Godot Samuel Becketts Theatre Of The Absurd Essays

Waiting for Godot: Samuel Beckett's Theatre of the Absurd Last November, I had the opportunity to view a New York City production of Samuel Beckett's Waiting for Godot. Unfamiliar with the genre of "Theatre of the Absurd," I spent the first 99% of the show trying to understand what was materializing on stage. It was not until the conclusion of the second act that I fully understood that nothing was happening, and that was the purpose of the play. Giving me an overall expression of the hopelessness of the human condition, Waiting for Godot, through plot, parallelism, characterization, and suicide to alleviate suffering, is a definitive example of "Theatre of the Absurd." In Theatre of the Absurd, Martin Esslin defines the word 'absurd'. Originally associated with musical dissonance, the dictionary definition of 'absurd' is "out of harmony with reason or propriety; incongruous, unreasonable, illogical." In common usage, 'absurd' may mean 'ridiculous' (Theatre of the Absurd, 5). To further understand the meaning of 'absurd', Esslin sites an essay Eugene Ionesco wrote on Kafka, "Absurd is that which is devoid of purpose? Cut off from his religious, metaphysical, and transcendental roots, man is lost; all his actions become senseless, absurd, useless" (TA, 5) Theatre of the Absurd, a great contradiction to traditional theatre, deals with themes that may seem illogical, unreasonable, useless, absurd. Esslin points out many of the discrepancies between traditional theatre and Theatre of the Absurd: "If a good play must have a cleverly constructed story, these [plays of the Absurd] have no story of plot to speak of; if a good play is judged by subtely of characterization and motivation, these are often without recognizable characters and present the audience with almost mechanical puppets; if a good play has to have a fully explained theme, which is neatly exposed and initially solved, these often have neither a beginning nor an end; if a good play is to hold the mirror up to nature and portray the manners and mannerisms of the age in finely observed sketches, these seem often to be reflections of dreams and nightmares; if a good play relies on witty repartee and pointed dialogue, these often consist of incoherent babblings" (TA, 3-4). Moreover, the plays defined by the term Theatre of the Absurd generally pursue different ends than traditional theatre, therefore, it is unfair to judge them as one would judge traditional theatre (TA, 4). "In Art," Esslin writes, "content and form are inseparable; the way an idea is expressed is an essential element in the nature of the idea itself." (Esslin, Beckett and the 'Theatre of the Absurd'" in Approaches to Teaching Beckett's Waiting for Godot, 43) Waiting for Godot has existentialist qualities, but it is not an example of purely Existentialist theatre. Unlike Existentialist theatre that simply argues about the absurdity of the human condition, the Theatre of the Absurd presents the human condition as it is, in terms of concrete stage images. One may make an analogy between Existentialist theatre and Theatre of the Absurd to the approaches of the philosopher and the poet. Like Existentialist theatre, the philosopher hypothesizes, theorizes, and comes to conclusions. Theatre of the Absurd is like the poet who, to express a given idea, paints a verbal picture (TA, 6-7). "Waiting for Godot does not tell a story; it explores a static situation" (Esslin, TA, 25). Rather than storytelling, Beckett's writing paints a verbal picture. Esslin quotes Beckett describing the plot of Waiting for Godot: "Nothing happens, nobody comes, nobody goes, it's awful" (TA, 25). The plot of Waiting for Godot is certainly a contradiction from traditional theatre. Two Wretched tramps wait beside a barren twig of a tree for a mysterious figure. Vladimir strongly believes that he has an appointment with this figure named Godot, who will offer them redemption and save them from boredom. Estragon has neither the wit nor the energy to contradict, although he occasionally throws in a venomous expression of skepticism that thoroughly unnerves Vladimir. Reminiscing, reflecting, and arguing about meaningless representations of their existence, they wait. In vain, they hope that Godot will give their lives purpose and significance. (Cowell, Twelve Modern Dramatists, 113-114). Waiting for Godot implements concepts of sameness, or, parallelism to an absurd end.

Advertising Analysis Essay Sample Mock

Advertising Analysis Essay Sample MockThere are many different advertising analysis essay sample mocks that can be downloaded from the internet. While there are many samples, they are not all the same. There are just some major differences that you should keep in mind before choosing the right one for your particular ad test.When selecting an advertisement analysis essay sample mkt, there are several things to consider. First, you should decide if you need a full or a partial analysis essay. A full essay is more in depth and will likely require a professional instructor to help you complete it. A partial essay is the one that is included with the test and is usually only given to a certain number of students.The type of essay that you want will also vary. You may be trying to determine if your ad copy is effective at selling your product or service. However, there are many different types of content that you can use.If you need a brief, summary or example of how to write an advertise ment analysis, there are plenty of samples that can help you with this. However, you will want to make sure that the samples you choose are professional. They will not only look professional but they will contain all of the key information that you need to be successful in your final exam.The University of Phoenix Admissions Test Mkt can be found on the internet. This is a good place to start looking if you need to take a lot of time to get your final grade. The site will allow you to print off a finished score report so that you can take it to your test date and see where you stand.There are many options available to you when you need to prepare for a test. The University of Phoenix Admissions Test Mkt is one of the most popular tests that can be found on the internet. Make sure that you do all of your homework when taking it. You should be completely prepared for this test and ready to take it with confidence.You can choose the University of Phoenix Admissions Test Mkt sample that you like and study accordingly. Then, you will be ready to take the actual test. It is important that you know how to read test questions before you take the actual exam so that you will be ready to do just that.While there are many different advertising analysis essay sample mikes out there, they are not all the same. There are just some major differences that you should keep in mind before choosing the right one for your particular ad test. Using a University of Phoenix Admissions Test Mkt can help you have a much better chance of getting into the University of Phoenix.

Marriage and Madness Professor Ramos Blog

Marriage and Madness The Yellow Wallpaper Marriage is often presented, to girls at an impressionable young age, as finding a prince charming and living happily ever after. Settling down and having a family may not be as splendid as some women fantasize. Marriages can be toxic and oppressive environments. This is true now as it was for women in the late 1800s.   In â€Å"The Yellow Wallpaper,† by Charlotte Perkins Gilman, the protagonist is dealing with postpartum depression, but her oppressive environment prevents her from recuperating. Women with mental illness often suffer in oppressive households. â€Å"The Yellow Wallpaper† tells the story of a young woman suffering from a mental illness. The narrator first mentions her illness when she reflects, â€Å"I’m sure I never used to be sensitive, I think it is due to this nervous condition† (Gilman 487). She has no control of her emotions most likely due to her anxiety. Her illness is also troubling to as she laments, â€Å"[her] nervous are dreadfully depressing† (487). Her troubles stem from her separation of her child and her treatment which limits her physically and mentally. She mentions, â€Å"Such a dear baby! And yet I cannot be with him, it makes me so nervous† (488). It can be alluded that she suffers from postpartum depression and is not being adequately treated. As she is forced to remain isolated indoors, she becomes obsessed with the wallpaper in the nursery. The wallpaper as she describes began to, â€Å"look to [her] as if it knew what a vicious influence† (488). The wallpaper affects her, and her imagination runs wild as she sees a woman imprisoned within the yellow wallpaper. protagonist reaches her breaking point when she realizes that she is the woman trapped in the depths of the wallpaper. She describes how she pulled off most of the wallpaper by morning to free the young woman within the wallpaper (495). Unfortunately for the protagonist, having children left her in a state of depression and made her begin to resent her husband. The protagonist of â€Å"The Yellow Wallpaper† entered a marriage and treatment became an oppressive environment. Her husband became her oppressor, as tried to suppress her thoughts, and imagination. The narrator reveals that â€Å"perhaps that [he] is the one reason [she] does not get well faster† (486). She is coming to the realization that her husband is not helping her get better. When she discloses her discontentment with the yellow wallpaper, he lets her know, â€Å"[there is] nothing worse for a nervous patient than to give way to their fancies† (488). He invalidates her opinions and suppresses her feelings. Gilman reveals the protagonist’s husband, â€Å"hates to have her write a word† (487). He stifles her from her expressing her thoughts orally as well as her thoughts that are written. She does not have a choice but to obey, because during this period women were not allowed to express their opinions in their marriages. Men held all the power and they determined whether or the role their wives played in their household. The protagonist’s husband threatens that if she does not get better, he would be send her to the physician Weir Mitchell who is much worse of a physician (488). Her husband can conclude that she is mentally unfit and send her away without her consent. He has already taken her away from her actual home in the hopes that she will get better. Gilman reveals the protagonist has been separated from her child, when she confesses, â€Å"there’s one comfort- the baby is well and happy and does not have to occupy this nursery with the horrid wallpaper† (489). The narrator is suffering from postpartum depression and she cannot recover from it, because her husband’s way of dealing with her illness it to avoid it altogether. Marriage is most often presented to women as a goal and they are expected to have a family to be happy. Unfortunately for the protagonist, having children left her in a state of depression and made her begin to resent her husband. Marriage for the Gilman’s protagonist did not end happily ever after. In the 19th century, women with mental illnesses suffered in their oppressive environments. The fate of a women depended on her husband, because historically Victorian Women were â€Å"increasingly ill-prepared for the trials of childbirth and childbearing† (Smith 658). Women would often bare children without contemplating the risks and suffered the consequences. As shown in â€Å"The Yellow Wallpaper† women would suffer from postpartum depression and it would be dismissed as hysterics. Throughout history, hysteria has been seen as characteristically female† (Smith 653). While at this time science and medicine were advancing, the treatment women were receiving did not help them, and it often made their symptoms worsen. Women diagnosed with a mental illness were prescribed a rest-cure in which, â€Å"the patient was not permitted to leave bed or even move within without the doctor’s approval†¦Ã¢â‚¬  (Sigurà °ardà ³ttir 3). This confinement was not a reasonable treatment, and this cruel punishment was not uncommon in this century. Doctors â€Å"attempted to reinforce childlike dependency in women, defined women as inherently weak, and discouraged excessive mental or physical exertion† (Morantz). Men as well, would punish women for not being a dutiful wife in their eyes. Just like in Gilman’s story often â€Å"rest-cure could be used to discipline women whose illness became a means of avoiding household duties† (Sigurà °ardà ³ttir 4). Men believed women would fake their illnesses rather than believe they were suffering from depression, or anxiety. Unfortunately, women who had mental illnesses suffered greater than they should have. Gender roles play a part in oppressive environments. Men were often seen as the superior sex especially in the late 1800s. Men held power and authority over their wives. That left many women helpless to the wills of their husbands. Though those power dynamics have shift, gender roles are still present and leave women in helpless situations. While mental illness is still a taboo subject for some, more women are being informed about the possible side effects and outcomes of childbirth. Most women cannot be put away anymore because their husbands wish it. â€Å"The Yellow Wallpaper† is a cautionary tale of how gender roles can lead to harmful relationships. Gilman, Charlotte Perkins. â€Å"The Yellow Wallpaper.† The Norton Anthology of American Literature, edited by Nina Baym and Robert S. Levine, 8th ed., vol. 2, W.W. Norton Company, 2013, pp. 485-497. Morantz, Regina Markell, and Sue Zschoche. Professionalism, feminism, and gender roles: a comparative study of nineteenth-century medical therapeutics. The Journal of American History 67.3 (1980): 568-588. Sigurà °ardà ³ttir, Elà ­sabet Rakel. Women and Madness in the 19th Century. The effects of oppression on womens mental health. Diss. 2013. Smith-Rosenburg, Carroll. â€Å"The Hysterical Woman: Sex Roles and Role Conflict in 19th Century America.† Social Research, vol. 39, no. 4, 1972, pp. 652–678. JSTOR, JSTOR, jstor.org/stable/40970115.

A Case Study On Potential Correlation Between Specific Student Characteristics And Academic Dishonesty In Writing

A Case Study On Potential Correlation Between Specific Student Characteristics And Academic Dishonesty In Writing Does academic dishonesty in writing differ among various student demographic categories at Emory? The purpose of this study was to examine potential significant associations between certain student characteristics (college year, gender, GPA, credit hours, hours spent on academics and pressure felt to succeed) and their involvement in academically dishonest activities on writing assignments. The data for this analysis were obtained from a voluntary questionnaire attempted by 228 students in QTM100 during the Fall 2014 semester. However, after applying exclusion criteria, only 195 out of the 228 were included in the analysis. Any student that did not have a fully completed survey was excluded; also, any observation with improbable or impossible responses was also not considered. For example, any student listing a GPA above 4.0, enrolling in credit hours above 22 or below 12, and/or spending over 70 hours per week on academics outside of class was excluded. In the questionnaire, cheating in writing was assessed through six parts, including citing fake page numbers and sources, having someone else write the paper, purchasing the paper online, paraphrasing without acknowledging sources, directly copying words without giving credit, and borrowing ideas without crediting the original source. If a student provided an affirmative response to any of these six parts, he/she was considered a â€Å"yes† for having taken part in academic dishonesty in writing; otherwise, he/she was identified as â€Å"no† for not having participated in such activities. Two-sample t-tests were conducted for the quantitative independent variables, namely GPA, credit hours and time spent on academics. The ?2 test was used for the categorical variables (pressure, gender, grade level). The sample of 195 students studied was majority freshman (51.3%), large majority of female students (73.3%), averaged a GPA around 3.41, was enrolled between 16-17 credit hours and spent an average of almost 17 hours every week on academics outside of class. The overall sample appeared to mostly feel a fairly high amount of pressure to succeed. A statistically significant association (a = 0.05) was only found for gender, where there is strong evidence to suggest that cheating in writing differs between males and females. For the other variables, we failed to find any significant association; rather, there is no apparent difference between those that have committed academic dishonesty in writing and those that have not. By comparing the â€Å"Yes† and â€Å"No† columns for each respective independent variable except gender, it can be observed that means for GPA, credit hours, hours spent on academics, and proportions for pressure felt to succeed between the two groups are largely the same. There are several limitations to what we can infer from this analysis. First, we cannot conclude any causal relationships due to the study’s observational nature. Also, this is not a random sample, so it may not be a good representation of all Emory students. The self-reported nature of the study also means that the accuracy of the data cannot be ascertained. However, in a greater sense of the Emory student population, it can be realized that academic dishonesty in writing is not specific to certain student demographics; many people, regardless of their GPA, the amount of pressure they feel or how busy they are with academics, have been academically dishonest in writing assignments at one point or another; oddly enough, though, it appears females are far more likely to cheat in writing than males. Appendix 1: Data cleaning and recoding. There was an extensive process to remove implausible values from the data set, including the following exclusion criteria. For GPA, initially, the minimum was 1.9 and maximum was 4.2. As it is impossible to obtain a GPA above 4.0, all GPA values above 4.0 were removed. For hours spent on academics, values ranged from 3 to 109; however, since the higher end of this range is fairly unlikely, the limit for hours spent on academics outside of class was decreased to 70, which seems to be a reasonable weekly maximum, after factoring in class time and necessary living tasks. Credit hours were adjusted to only contain values between 12 and 22, since this is the acceptable range for number of credit hours enrolled to qualify as an Emory College student. The original question â€Å"On a scale of 1-10, indicate how much pressure you feel to succeed† naturally yielded quantitative results under the â€Å"pressure† variable, but these numerical values were recoded into 3 categoric al intervals of pressure levels: minimal/moderate (0-5), high (6-8) and very high (9-10). Because QTM 100 is considered an introductory college course, it was unreasonable to expect an even distribution of students between the four college years; more than half of the eligible sample consisted of freshmen (100 of 195). As a result, the categorical variable representing year in college was re-coded into a dichotomous categorical variable, with possible categories of freshman and 2nd year and above. Any observation that failed to meet the above limit criteria, or originally did not have the entire questionnaire complete, were coded as missing and excluded from the analysis. Appendix 2: Statistical analysis. *All mentions of â€Å"cheating† and â€Å"academic dishonesty† refer only to academic dishonesty in writing. â€Å"Yes† and â€Å"No† groups refer to those that have been academically dishonest in writing and those that have not, respectively. Association between college year (freshman, 2nd year and above) and academic dishonesty ?2 test of independence H0: college year and academic dishonesty are independent HA: college year is associated with academic dishonesty. ?2 = 1.45; p-value = 0.2279 At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of college year, and there is no statistically significant evidence to suggest there is an association. This result is quite practically meaningful, as it appears that cheating is independent of college grade level. Association between gender (male, female) and academic dishonesty ?2 test of independence H0: academic dishonesty is independent of gender HA: gender is associated with academic dishonesty ?2 = 10.64; p-value = 0.0011. At the a = 0.05 significance level, we reject H0 and conclude that academic dishonesty is associated with gender. Specifically, there is statistically significant evidence to suggest that academic dishonesty is far more prevalent among female than male students. It is hard to say if there is any practical significance in this result, given the largely disproportionate amount of females in the sample, but the very low p-value suggests that in practice, perhaps females are far more susceptible than males to participate in academic dishonesty. Association between GPA and academic dishonesty â€Å"Yes† group: mean GPA, 3.41; standard deviation, 0.36 â€Å"No† group: mean GPA, 3.42; standard deviation, 0.40 Two-sample t-test for difference of means H0:  µYES =  µNO, HA:  µYES ?  µNO, where  µ represents true mean GPA t = 0.34; p-value = 0.7352 There appears to be no apparent difference in GPA between the two groups. Unsurprisingly, at the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of student GPA, and there is no statistically significant evidence to suggest an association. This result is quite practically meaningful, as it is surprising to observe that students with lower GPAs are not more susceptible to cheating. Association between number of credit hours taken and academic dishonesty â€Å"Yes† group: mean credit hours, 16.37; standard deviation, 2.17 â€Å"No† group: mean credit hours, 16.44; standard deviation, 2.12 2-sample t-test for difference of means H0:  µYES =  µNO, HA:  µYES ?  µNO, where  µ represents true mean number of credit hours taken t = 0.24, p-value = 0.8119 At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of number of credit hours taken, and there is no statistically significant evidence to suggest an association. This result is quite surprising as well, as it would be expected that students with a greater course load would have less time on average to allot to individual assignments, leading to a higher amount of cheating; however, this does not appear to be the case. Association between hours spent on academics outside of class and academic dishonesty â€Å"Yes† group: mean hours spent on academics, 16.29; standard deviation, 7.18 â€Å"No† group: mean hours spent on academics, 17.19, standard deviation, 8.71 Two-sample t-test for difference of means H0:  µYES =  µNO, HA:  µYES ?  µNO, where  µ represents true mean hours spent on academics outside of class t = 0.78, p-value = 0.4336. At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of number of hours spent on academics outside of class, and there is no statistically significant evidence to suggest an association. This is also surprising, as in practice, it would be expected that those that spend less time on academics tend to be more lazy and find shorter ways to get their writing assignments done. Association between pressure felt to succeed and academic dishonesty ?2 test of independence H0: academic dishonesty is independent of pressure felt HA: pressure felt is associated with academic dishonesty ?2 = 0.50, p-value = 0.7791. At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of pressure felt to succeed, and there is no statistically significant evidence to suggest an association. This is quite practically meaningful, as it would be expected that those that felt a lot of pressure to succeed would be more likely to succumb to cheating, but in fact, it is those that feel little/moderate pressure that have the highest proportion of cheaters.

FAR Compliance Issues And Contributing Factors Assignment

FAR Compliance Issues And Contributing Factors - Assignment Example The national museum has selected Sunshine Wood Dealer Company to provide a proposal for supply of raw wood and furniture products for the construction of a natural wood products asylum. This request for proposal holds information and directives to enable the interested bidder to prepare and submit a detailed proposal and explains the terms and conditions that qualified bibbers will be expected to agree on in order to undertake the project. The project is in its initial stages and all documentation for commencement are ready. We intend to commence construction process once all the design documents are duly signed by the most preferred proposer. The construction director will be liable for the whole construction task and synchronization of commissioning, inspection, and certification. This project covers the construction of a one-story building haven for natural wood products with partitions for offices and various furniture products. The project documents provided (specifications and design) outline the span of the work. Close to one thousand pieces of raw wood are required for the construction of an ultramodern store that will house the natural wood products. Additionally, two thousand wood carvings of different shapes and styles are required for storage once construction is completed. Consequently, unique furniture products such as tables and chairs are required to color the sanctuary. Due to the scale of the entire project, the qualified company must ensure that its products are of high quality and will serve for a long period before replacement. It is essential to identify that fake product will not be accepted and if a company offers such products, it will face the full force of federal laws. Besides, in case of any loss suffered as a result of the counterfeit product, the source company will meet all the resulting expenses including the legal fees.

Geochemistry of natural waters Term Paper Example | Topics and Well Written Essays - 4500 words

Geochemistry of natural waters - Term Paper Example However there a lot of evidence of human influence that either positively or negatively affect the whole cycle. Therefore in studying geochemistry of natural waters we will try to explain how the water cycle, the soil organic matters its importance, the behavior of some soil components and their interactions (Benites, 2005). The geological process involves a series of actions where hot molten material coming to the earth’s surface from the interior forms igneous rocks which are then broken down by weathering to create soil and the sedimentary rocks. The geologic cycle is a collective term used to describe complex interactions between component sub-cycles of the tectonic, hydrologic and biological cycling of elements. These sub-cycles will influence each other and in the end result to natural hazards and other processes which may be important to the environmental geology e. g ground water flow. Soil Chemistry and soil fertility Soil Chemistry Soil being the top layer of the ear th’s crust supports the growth of some organic matter and is made up of components such as pH, nutrient level plus the organic content which in the end determines the type of the soil (Regina, 2006). However the factors listed above will either vary depending on the type of crop which grows in that soil type and within a given geographic location. These factors will result to different soil quality types and the soil quality can be best determined by conducting soil test. Soil can be modified to suit other purposes such as farming. This can be done in several ways such as liming. This is the use of lime powder that will be spread on the soil to alter the pH of the soil. This is made possible because of the presence of Calcitic limestone (CaCo3) (Tan, 2011). This is usually a good source of Calcium and neutralizes the soil acidity. For plants survival there are nutrients to facilitate the growth the three most important being Carbon, Hydrogen and Oxygen which can be obtained i n large quantities from the atmosphere and water surrounding the plant that is ground water. Therefore the ground water plays a big role in the whole cycle. Soil chemistry began with early observations by experimenters. The first study was by J. Thomas. With time came to prove that, it is indeed true that soils can retain cations in exchange for equal amount of Calcium (Ca2+) ions (Tan, 2011). Soil Fertility With the term soil fertility we refer to that situation where a given type of soil is very rich in nutrients such as potassium nitrogen and phosphorous which are requirements for plant nutrition. With it also would be sufficient minerals and soil organic matter (Cuevas, 1994). The mineral traces are majorly for plant nutrition while the organic matter helps to improve the soil structure and enable the soil retain more moisture. Fertile soils have a good soil structure, facilitating proper drainage. However some soils are known to be wetter and retain more water content than othe rs. Soil formation in itself is a very long process and can take up to 100-10000 years for a single inch to be formed. This can be attributed to several factors such as climate, topography living organisms and most important is the parent material. The parent material result from the breakdown of rocks or from the deposits by