Does Negative Attack Campaigns have an impact on US Presidential Research Paper

Does Negative Attack Campaigns have an impact on US Presidential Elections - Research Paper Example kinds of negative advertisement, and stands to reason that these different kinds of negative ads will have different effects on the people who view them. Some negative ads simply state that there are policy differences between the two candidates, so these are more compare and contrast. Others are scurrilous attacks – they might be lies, or irrelevant, or both. The types of ads out of the first category will have different effects than the types of ads from the second category, and the research bears this out. However, the research does not necessarily state whether the policy difference ads increases turnout for one candidate or another – the research simply states that these ads increase turnout overall. Moreover, the research indicates that scurrilous or irrelevant attack ads – the kind that do not advance the debate – depresses turnout overall. This study will attempt to discern if the policy type negative ads increases turnout for one candidate over an other, and how these ads makes the electorate view each candidate. This study will also seek to find out if the more scurrilous, mud-slinging type ads depresses turnout, and how these ads make the electorate see candidates. Finally, this study will seek to discover how the public perceives ads which might either be seen as advancing the debate, or scurrilous or irrelevant, and will seek to find out how the public views these ads, how they categorize them, and why. Mark (2006) states that negative campaigns very often depend upon television advertising. However, the negative campaigns are not restricted to television advertisements, stating that the negativity often pervades every aspect of the candidate’s messaging, including candidates’ speeches, debates, press statement and talk show appearances. The Internet also plays a large part in negative campaigning, as Stokes (2006) notes. Specifically, Stokes (2006) points to a smear campaign against Teresa Heinz-Kerry, who is the wife of Senator John

Research methods and study skills Coursework Example | Topics and Well Written Essays - 2500 words

Research methods and study skills - Coursework Example The study relates the area of urbanisation with social relations at community level by focusing on social indicators associated with housing. The analysis dwelt in the pace of historical development in measuring the diversity house age in predicting the measurement of the relations associated with neighbourly social based on multilevel framework. The researcher used neighbourhood built and individual’s socio-demographic data as the controls to validate the finding (king, 2013). The meta-analysis study by Ewing and Cervero (2010) is built on the realisation that built environment and the use of automobiles are associated in many ways. For instance, the problems associated with climate change, dependence on oil, congestion within the cities, and sprawl associates with the urban designs and the planning, which prompts the locations and the states to use the concepts of built environment to bring sanity to the automobile use. The building of roads has not been in tandem with the demand of the travel. To achieve the objective of the study, the researchers determined the elasticity by computing the values for the individual studies selected and later pooled to generate the weighted average. The study found that variables associated to travel were inelastic when assessed from the built environment perspective (Ewing and Cervero, 2010). The method adopted by King to acquire the data for the study was survey. The source of the data was the Chicago community adult-health studies. The data obtained for this study involved respondents characteristics of the neighbourhood in relation to their physical and social status, the psychosocial and socioeconomic status. The most important factor that was put into consideration is the fact that the Chicago community adult health data has a clustered sampling framework. The framework is essential for facilitating the human development project in the entire Chicago neighbourhood. This means that getting the respondents

Impacts Of Poverty On Student’s Achievement Essay Example for Free

Impacts Of Poverty On Student’s Achievement Essay Poverty is an issue faced by more children in our nation. Children face problems related to poverty during their schooling. The price that children pay out of poverty is incredibly high than anyone can imagine. Each year, schools admit large numbers of children with needs brought about by poverty which is an issue that the school is usually not prepared to deal with. Poverty is a risk factor in the process of student’s education. This paper examines the impacts of poverty on teaching and learning which determines the student’s academic achievement. The concept of being at risk This term refers to students who are faced by life’s social circumstances such as poverty that puts them at risk of underachieving in school. There are many risk factors which increases the chances of a student to failure. However poverty is regarded a major risk factor due to its compound effect. Some of the factors that are related to poverty and put a student at greater risk of failing include, very young parents, unemployment, low educational level parents, substance abuse, exposure to inadequate or improper educational experiences, dangerous neighborhood, mobility, abuse and neglect as well as homelessness. (Gromard, 2003) These factors affect the physical status of the children as in dressing, the type of food they eat, their personal effects are usually of low quality or cheap. The physical disparities in among the students cause a wide gap between the poor students and their peers from middle or upper class families. Sometimes the isolation of this group of students is automatic in that they themselves assume that others do not want to associate with them. Teachers may also contribute in perceiving students in accordance to their social classes. This is however a rare case because teachers are professionals. Nevertheless, there are some instances that the teacher may talk about an issue in the process of teaching and unintentionally touch the students from poverty stricken families. For example in studying population, the teacher may teach about demographics of poverty which is inevitable. This students may change their attitude towards the teacher and hence the subject. (Knapps, Shields, Clementina, 2001) High mobility is a symptom associated with poverty in connection to other surrounding factors. Students who come from poor families may live in daily or monthly rent houses. This is makes them to move day in day out as their parents look for jobs or runs away from problems like abusive spouses, financial responsibilities or criminal records. This kind of situation may also put the poor family homeless. The conditions they live in affect their education achievement. This result from the emotional impact that moving impacts on children. The children also are forced to join new schools occasionally where they may find it very difficult to adapt. When this factor combines with other issues related to poverty, overwhelming effects on the students’ social, emotional and cognitive development are experienced. Students from poor families attend school irregularly. Transfers to new schools are a routine which brings about difficulty in socialization with new friends in the new school. This may make the student to become either withdrawn or hostile due to their experiences in their past attempts to make friends. The student may therefore develop an attitude of ‘why bother’ with regard to both social and academic aspect schooling as they will after all be moving soon. Due to the various reasons of moving, which are often abrupt, the student come to the new school without records from their previous school which makes it difficult for the school to track the records. As a result, teachers lack the slightest idea of what the student have or haven’t leant. It is a big challenge for the school to place the new students in a class and provide them with the additional services they may require. Even when the school succeeds in placing the new students in class and providing these services, these students will likely move within the school year. It is also difficult for teachers to teach these kinds of students something valuable as they rarely concentrate. Children from poor families become aware of the social economic classes that exist in the society at a very tender age. They grow being aware of their own class and that of their peers which make them to develop a class related attitude as early as in their elementary schooling years. This attitude id carried on throughout their lives in school. Inferiority complex or aggressiveness may be the end result of this effect of poverty in the student’s life. However teachers can help children build up caring and sensitivity towards various cultures including social classes. Lessons and activities in the school should be designed on how children perceive the world and themselves during the different stages of development. For example at the age of eleven, children can comfortably reflect on the causes and solutions to poverty. Achievement gap Achievement gap is the difference in academic achievement between children from various groups or classes in relation to ethnic, income or race. The achievement of students is generally lower than that of middle and upper classes. However at lower levels, children of poverty achieve more than their peers from well to do families. Children from low income families have more in their minds than quizzes, homework or extracurricular activities. As pointed out earlier in this work some may have spent their nights in the streets due to homelessness, at camps or compounds of their friends or relatives. Therefore they are often engaged in thinking about where they will spend that night as well as caring about their parents who go through hardships trying to look for a living for the family. This affects their concentration in class and other school activities hence affect their performance academically as well as socially. (Brown, 2000) The reason for variation in achievement of students is determined by the social environment the students come from and the education that they receive in school. Poverty influences the quality of student’s learning behaviors, their past experiences with education, home environment and sometimes the teacher’s attitude which greatly affect the individual student performance. Students from poor or low income families are generally worried too much about themselves. They usually feel out of place when interacting with children in other social classes. They may feel that the society is unfair by placing them in poverty. The students may decline from participating in class activities and this affects their learning in school. As proposed by Salvin 2001, schools impact on students’ academic achievements are powerful and the success of all the students regardless of their social economic class depend on the teachers’ perception of these students as at promise rather than at risk and at the same time preparing them to get to their full potentials in life. A good education that is focused is usually the only means of breaking the vicious cycle of poverty for the poor children. These children require an education founded in high standards with high expectation for all. The curriculum should be aligned to ensure that a meticulous and assessment go hand in hand with the standards. The curriculum should avoid a decrease in opportunities for the students from the poor background. What usually takes place in the classroom has influence on the achievement of the students and hence teachers should be careful when passing information to students. (Plumber, 2004) The teacher should avoid at all costs any activity that may discriminate students from poor backgrounds. The content of education should be of value and cultural relevant. Teachers should be aware that the instructional and classroom management methods do not necessarily work well for poor students. The teachers can help in closing the achievement gap.

Buckling Experiments Laboratory Report

Buckling Experiments Laboratory Report BUCKLING EXPERIMENT The experiment entails subjecting loads to a strut along its centroidal axis. The effects of length, shape, material and fixing conditions on buckling were observed. An analysis was then done basing on the results obtained and graphs drawn to establish various relationships measured and calculated. The buckling load was also determined theoretically for all the struts basing on the geometry and material properties. This was then compared to those found experimentally. Buckling is an instability of a material when subjected to loading which eventually leads to failure. It is characterized by sudden sideways deflection of the structural member. When load is applied on a material, it will become large causing it to become unstable and consequently causing change in shape and this can be said to have buckled. This can happen even when the stress subjected on the material is below that needed to cause failure. Bending and buckling can cause change in shape but the difference comes in the method of applying the load. For the bending case, the load is applied perpendicular to the centroidal axis while in buckling, the load is applied axially causing compressive stress and eventual sideways failure. This feature can be measured as the buckling load. Materials having different properties have different buckling loads which is a function of the length of the column and the second moment of area of its cross section. Buckling loads can be determined experimentally or by way of a prediction without actually loading the material to critical load. Southwell plot is a chart of used to experimentally determine the critical load of a structure without subjecting it to its critical load. It is a non-destructive testing method for buckling. Southwell plot is a graphical representation of deflection(y) against deflection by load applied(y/L). This should in return show a linear relationship and a slight curvature at low values of deflection. Further analysis can be done to obtain buckling load. Critical loads can thus be obtained without actually buckling the load itself reducing risk of damaging the strut. The intercept represents the total eccentricity of the strut which is the eccentricity within the equipment and the strut together with the imposed eccentricity. To compare the theoretical and experimental buckling loads of struts in order to test the theory and show its limits. To show how to use the Southwell plot to find the buckling load and eccentricity of a strut. The potential hazards was assessed and it was observed to be majorly from the experiment   handling of the strut in loading and unloading. This has a potential harm to the colleagues and the staff in the laboratory. This hazard was considered by performing the experiment heavily. Plastic inserts were also used to reduce the adverse possible reaction of the strut on loading. The load was applied slowly with full concentration on the reaction of the material under loading so as not to exceed the buckling limits. The strut was also released by unloading swiftly. Experiment 1 The Load Display was connected and switched on. It was then given some few minutes for the display and the load cell to warm up. The load measuring end was tapped to remove any effects of friction and the display zeroed. The digital calipers was then used to obtain the dimensions of the 750 mm steel strut and its second moment of area calculated. The strut was then fit into the rig with the pinned ends condition. Plastic inserts were then inserted in the channels adjacent to the center of the strut such that when load was applied the strut would not come into contact with the inserts. The large hand wheel was used to load the strut slowly. As the wheel was turning, the load reading and the deflection of the strut was observed heavily. The plastic insert was used to ensure that the strut does not buckle further than 15mm.The peak load on the display was recorded and the hand wheel turned to release the load. This is the reading for buckling on its natural direction. A light load was then applied and gently pushed on the center to force it to buckle in the opposite direction. The load was then increased until the strut buckled end the peak load recorded. The load was then released. The mean of the two buckling loads was thereafter calculated. The procedure was repeated for the other steel struts No 2 to No 6. And for one strut made from a different material and the other shape. For strut No 4, the experiment was repeated with a fixed to pinned end condition and strut No 3 with fixed to fixed end conditions. The curve of length against average experimental buckling load was plotted for steel struts 1 6. Theoretical buckling load was then calculated for each length and then plotted on the graph. Comments on the effect of length, end conditions, material and 2nd moment of area on the buckling loads were then made. Experiment 2 The Load Display was connected and switched on. It was then given some few minutes for the display and the load cell to warm up. The load measuring end was tapped to remove any effects of friction and the display zeroed. The 750 mm steel strut was obtained. The strut was then fixed on the pinned ends condition. The deflection gauge was then fitted at the midspan of the strut while ensuring that there is 15mm of travel in the natural buckling direction. The strut was then tested in the natural buckling direction while recording the load at deflection intervals of 0.5mm. The table of results was then filled. The Eccentric End fittings were then fitted to strut number 2 with both fittings set to give the smallest eccentricity (5mm) Strut number 2 was fitted and the position of the deflection indicator adjusted to allow for the offset. The test was then repeated with the same strut. The end fittings at both ends of the strut were reversed to give larger eccentricity. The indicator was adjusted and the test repeated. A chart was then created showing load on the vertical axis against deflection on the horizontal axis. The results from each strut was added to the chart. A chart for a Southwell plot was created, deflection (y) against (y/P) where P is the load. The results from each strut was then added to this chart and further analysis done RESULTS AND CALCULATIONS Experiment 1 Theoretical buckling load (N) 174.70 240.40 306.10 280.52 397.56 339.33 332.99 826.75 304.39 359.29 Average Peak buckling load(N) 189.5 198 236 257 286.5 327 283 279 559 1068 Peak buckling load 2(N) 212 204 251 251 288 334 294 292 579 1187 Peak buckling load 1(N) 167 192 221 263 285 320 272 266 539 949 Strut Details 2nd Moment of area 48.103 57.649 63.311 53.636 70.055 50.244 180.746 170.974 53.636 63.311 d 3.11 3.20 3.41 3.23 3.54 3.15 4.84 6.46 3.23 3.41 b 19.19 19.25 19.16 19.10 19.44 19.39 19.13 _ 19.10 19.16 K value 1 1 1 1 1 1 1 1 0.7 0.5 Fixing conditions P-P P-P P-P P-P P-P P-P P-P P-P P-F F-F Youngs modulus (N/mm2) 207000 207000 207000 207000 207000 207000 105000 207000 207000 207000 Material Steel Steel Steel Steel Steel Steel Brass Steel Steel Steel Shape Rect Rect Rect Rect Rect Rect Rect Round Rect Rect Working length 750 700 650 625 600 550 750 650 600 600 Strut no 1 2 3 4 5 6 7 J 4 3 Experiment 2 Deflection (mm) Eccentricity=0 Eccentricity=5mm Eccentricity=7.5mm Load (N) Defl/Ave Load Load (N) Defl/Ave Load Load (N) Defl/Ave Load 0 0 _ 0 _ 0 _ 0.5 50 0.0100 21 0.0238 8 0.0625 1 74 0.0135 27 0.0370 17 0.0588 1.5 95 0.0158 40 0.0375 24 0.0625 2 108 0.0185 48 0.0417 30 0.0667 2.5 116 0.0216 55 0.0455 35 0.0714 3 125 0.0240 53 0.0566 40 0.0750 3.5 131 0.0267 66 0.0530 45 0.0778 4 135 0.0296 71 0.0563 49 0.0816 4.5 139 0.0324 75 0.0600 54 0.0833 5 141 0.0355 81 0.0617 58 0.0862 5.5 144 0.0382 82 0.0671 59 0.0932 6 147 0.0408 88 0.0682 65 0.0923 6.5 149 0.0436 90 0.0722 69 0.0942 7 150 0.0467 92 0.0761 72 0.0972 7.5 152 0.0493 96 0.0781 73 0.1027 8 153 0.0523 97 0.0825 77 0.1039 8.5 154 0.0552 98 0.0867 80 0.1063 9 156 0.0577 103 0.0874 82 0.1098 9.5 157 0.0605 107 0.0888 84 0.1131 10 158 0.0633 107 0.0935 86 0.1163 10.5 159 0.0660 112 0.0938 89 0.1180 11 160 0.0688 113 0.0973 91 0.1209 11.5 160 0.0719 115 0.1000 93 0.1237 12 161 0.0745 117 0.1026 94 0.1277 12.5 161 0.0776 119 0.1050 96 0.1302 13 162 0.0802 120 0.1083 98 0.1327 13.5 162 0.0833 122 0.1107 100 0.1350 14 163 0.0859 123 0.1138 101 0.1386 14.5 163 0.0890 124 0.1169 103 0.1408 15 164 0.0915 125 0.1200 104 0.1442 Moment of inertia (I) of a circle and rectangle were obtained using the formula; DISCUSSION Below is the graph of working length against buckling load for the first experiment. It is observed that as the working length was increasing, the buckling load was decreasing. For the second experiment, A graph drawn for load against deflection shows a nonlinear relationship between the load applied and the deflection of the beam.   The second graph is of deflection(y) against (y/P) where P is the load. This is the Southwell plot for the beam used. A line of best fit drawn in the Southwell Plot indicates that the points obtained are having an almost linear relationship except at low values of deflection which has a small curvature. The slopes of the graphs, Euler buckling load, were obtained for different eccentricities together with the points of intersection with the y axis which indicates the eccentricity of loading. This represents the imperfection of the strut and the equipment used plus the imposed eccentricity. Southwell plot results Eccentricity (mm) Gradient y-intercept 0 178.18 -1.301 5 164.32 -5.0783 7.5 170.12 -9.6389 Southwell plot; The experiment was a success as the strut was subjected to different loads to determine the buckling load. The effect of material, length of the specimen, shape and fixing conditions were observed. Different graphs were drawn from the results obtained which enhanced further analysis. The Southwell graph was also drawn which was used to obtain eccentricity values and the struts theoretical/Euler buckling load. Wang, C.M., Zhang, Y.Y., Ramesh, S.S. and Kitipornchai, S., 2006. Buckling analysis of micro-and nano-rods/tubes based on nonlocal Timoshenko beam theory. Journal of Physics D: Applied Physics, 39(17), p.3904. Akgà ¶z, B. and Civalek, -., 2011. Strain gradient elasticity and modified couple stress models for buckling analysis of axially loaded micro-scaled beams. International Journal of Engineering Science, 49(11), pp.1268-1280. Roorda, J., 1967. Some thoughts on the Southwell plot. Journal of the Engineering Mechanics Division, 93(6), pp.37-48. Mandal, P. and Calladine, C.R., 2002. Lateral-torsional buckling of beams and the Southwell plot. International Journal of Mechanical Sciences, 44(12), pp.2557-2571. Singer, J., 1989. On the applicability of the Southwell plot to plastic buckling. Experimental Mechanics, 29(2), pp.205-208. Cowper, G.R., 1966, June. The shear coefficient in Timoshenkos beam theory. ASME.

Mental Imagery: Can a Figment of Imagination Help Performance? :: Biology Essays Research Papers

Mental Imagery: Can a Figment of Imagination Help Performance? "It all comes from the mind. I've seen the most incredible success stories...because a person had a dream and it was so powerful no one could touch it. He'd feel it, believe it, think about it all day and night. That would inspire him to do things necessary to get the results he wanted (2)." -Arnold Schwarzenegger For the past few weeks, the world has been glued to their television screens, mesmerized by the breathtaking accomplishments of the 2002 Olympic athletes. As an avid watcher of ice skating events, I couldn’t help but wonder what athletes like the bronze medallist Micelle Kwan and the gold medallist Sarah Hughes were thinking prior to their final skating performances. Before the final skating event, both skaters physically practiced their performances. I noticed that in addition to physically preparing themselves by repeatedly running through their performances, Sarah and Michelle closed their eyes and listened to music before they skated. Did mental imagery help either of the athletes prepare and successfully execute their presentations? In other words, what are the effects of mental imagery on the performance of athletes such as Michelle Kwan and Sarah Hughes? Does it make a difference on performance if mental imagery of the desired outcome is absent or present? What is mental imagery? In The Effects of Mental Imagery on Athletic Performance, Anne Plessinger describes mental imagery as the imagining of the execution of an action without actually performing the action. Plessinger also explains that mental imagery not only includes visual senses, but also auditory, olfactory and kinesthetic senses (4). Studies have demonstrated that mental imagery prior to athletic performance leads to better results than the execution of the action alone. Plessinger describes an experiment that consisted of a control group and an imagery group who were told to complete specific golf skills. It was concluded that the imagery group performed better because they had higher goals and expectations of themselves (4). Perhaps the mental preparation helped the imagery group’s brains acquire the right skills needed. Also, other studies have shown specific physiological differences (breathing, heart rate...etc.) with the addition of mental imagery before perform ance (1). Does this mean that mental imagery is linked to motor performance? Would athletes achieve the same or different results if they mentally prepare themselves or not? To answer these questions, I looked at the neurological aspect of mental imagery and motor preparation.

A Look At Savage Garden :: essays research papers

Savage Garden is an Australian duo formed in 1994 by Daniel Jones and Darren Hayes. Daniel Jones, born on July 22, 1973 in Essex England moved to Brisbane, Australia as a young child, he plays keyboard, guitar, programming and sings back up. Darren came from a long line of musicians, so his love for music started when he was very young. When he was little, his brother had a drum set and when he went out, Daniel would sneak into his room and play then, he took piano lessons when he was seven. By the age of ten, he was playing the keyboard and drums in pubs and hotels. Daniel’s musical influences were, Peter Gabriel, XTC, and Tears For Fears. Darren was born May 8, 1972 in Brisbane, he is both the lead and back up singers. At a young age, he began showing alot of intrest of getting into entertainment by singing and acting around the house which led him to act in many school plays when he got into high school. After high school, Darren attended college, to study journalsim, Drama and education. His influences include, Prince, The Smiths, Fleetwood Mac, Marvin Gaye, Diana Ross, and Duran Duran. Both the guys are songwriters. Daniel was playing with another band called Red Edge, when he put an ad in a Brisbane music paper for a lead vocalist, Darren was studying to be a teacher when he decided he wanted to get into the music scene, he saw Daniel’s ad and responded, â€Å"We clicked imeadeatly†(Darren Hayes, SavageGarden biography) Darren joined the band and in 1994, He and Daniel decided they were tired of playing other people’s music so they left the band and devoted their time to writing and the band, Crush was formed. Darren and Daniel soon found out another Australian band also had that name so, they bought the name from them but, then they found another English band called Crush so they decided to call the band Savage Garden which was thought of by Darren, it was from an Anne Rice novel where â€Å"she describes the world as two levels, one as a very beautiful place but,in the other, underneath, we’re all savage beasts†(The conception of savage garden) in the other,Darren and Daniel so fired by self assurance, sent out over 150 demo tapes to record companies and management all over Australia. One by one they got rejected until John Woodruff heard their tape and thought they had a chance, he immediately flew to Brisbane to sign them to JWM, his record company. Their first self titled album was recorded in

Reasons Why the Stock Market Crashed

Dear Corrupt Government, It has come to your attention of the three factors that brought on the stock market crash of 1929. This is a very important issue to me and i believe the three main reasons as to what cause the stock market to crash. One reason is buying on margin. The second reason is the gov't creating easy money. The last reason the stock market crashed was stocks being priced hired than actual value. I hope you will consider my position on the issue and as well as the rest of my essay. The first reason I believe the stock market crashed was buying on margin.This let a lot of people essentially borrow money from stock brokers. In the article â€Å"What caused the wall street crash of 1929† they said buying on margin lead people to owe a lot of money from losing money in stocks. The article also mentions that this resulted in banks closing and going out of business. These are all very important facts to be considered when answering the question of what caused the sto ck market to crash. The second reason I believe the stock market crashed was the gov't faking an economic rise.In the article â€Å"The Great Depression† it said that the gov't created a fake boom through easy money and credit which was followed by a huge bust. This is then how the stock market crashed from all the fake economic rise. In addition, the low interest rates and low rates to buy on margin both made share holders want more stocks because they were so cheap. I believe these facts to be considered when choosing the three reasons of why the stock market crashed. The third reason why i feel the stock market crashed was the stocks being sold for much higher than they are worth.This meant a lot of people lost money and a few gained a lot of money. In addition, this meant that people who bought on margin where owing stock brokers a lot of money they didn't even have to start off with. In the article â€Å"Black Tuesday† it says stocks lost more than $26 billion in value and over 30 million shares and later $30 billion being lost from selling worthless stocks at a high price. This is why the stock market crashed. I also consider these facts to be important to making the decision of the three reasons why the stock market crashed.Surprisingly, a lot of the reasons are tied together in some way as I had mentions before. So, Corrupt Government, I wish for you to consider my argument i have shown you today in this letter i am writing to you. I hope my arguments are important to you in your decision of figuring out what the three reasons are for the stock market crashing in 1929. Let me repeat that my three reasons for the stock market crashing are buying on margin, creating a fake boom, and stocks being sold at higher prices than valued. I trsut you will see these this way as well. Thank you for your time.