Farmers Protests in India and Neoliberalism Writing Question

ECN 500 SEU Trade Policy Toward Supply Chains After the Great Recession Essay

ECN 500 SEU Trade Policy Toward Supply Chains After the Great Recession Essay.

Critical Thinking: Trade barriers In a critical essay, evaluate trade barriers. Why do countries impose trade barriers? What is the effect of trade barriers on the trade balance, the employment, and the economic growth? Now choose a country (other than Saudi Arabia) and evaluate the arguments for and against erecting trade barriers in your chosen country. Directions: Your essay is required to be five to six pages in length, which does not include the title page and reference pages, which are never a part of the content minimum requirements.Support your submission with course material concepts, principles, and theories from the textbook and at least four scholarly, peer-reviewed journal articles. Use the Saudi Digital Library to find your resources.Use academic writing standards and follow APA style guidelines.It is strongly encouraged that you submit all assignments into Turnitin prior to submitting them to your instructor for grading.
ECN 500 SEU Trade Policy Toward Supply Chains After the Great Recession Essay

Concordia University Google Drive to Balance Privacy with Profit Case Study

java assignment help Concordia University Google Drive to Balance Privacy with Profit Case Study.

I will provide the case along with 3 main questions that needs to be addressed. (NEED 3 EDUCATIONAL EXTERNAL SOURCES BESIDES THE CASE AND THE TEXTBOOK)Has Google implemented a strategy that serves all stakeholders?How can Google respect privacy and still main its profitability?How will increasing global regulation of privacy affect Google’s operation?Directions from the professor: For your case study, write out the question and thoroughly respond using APA formatting (example: in-text citations, double spacing, etc.). You do not need a cover sheet, running head, or an abstract, but you are required to have a separate “Works Cited” page. Generally, a quality case study is approximately three pages or about 3/4 of a page double spaced for each response. This does not including the “Works Cited” page. Your responses should be supported by at least one primary or secondary source per question. My expectation is that your responses will be succinct, and that they will be supported by both key facts from the case study and from your source data. In reading your responses, it should be clear to me that you have read the entire case study, and haven’t tried to respond by “cherry picking” information that only pertains to the question. If anything, your issue is not going to be that you don’t have enough information to respond to the question. Instead, it will be keeping your response succinct. Please review the section in the syllabus on acceptable source data before beginning.From the syllabus: For your case study, write out the question and thoroughly respond using APA formatting (example: in-text citations, double spacing, etc.). You do not need a cover sheet, running head, or an abstract, but you are required to have a separate “Works Cited” page. Generally, a quality case study is approximately three pages or about 3/4 of a page double spaced for each response. This does not including the “Works Cited” page. Your responses should be supported by at least one primary or secondary source per question. My expectation is that your responses will be succinct, and that they will be supported by both key facts from the case study and from your source data. In reading your responses, it should be clear to me that you have read the entire case study, and haven’t tried to respond by “cherry picking” information that only pertains to the question. If anything, your issue is not going to be that you don’t have enough information to respond to the question. Instead, it will be keeping your response succinct. Please review the section in the syllabus on acceptable source data before beginning.
Concordia University Google Drive to Balance Privacy with Profit Case Study

Imperialism in King Leopold II Document Essay

Imperialism in King Leopold II Document Essay. Introduction Imperialism can be defined as an action of extending power, authority or influence by a person, state, empire or government to another one. Sometimes it can be used as a tool to unite different states into a single one. Usually there is some kind of aggressiveness by the superpower towards the weaker person, state or government. All sorts of mistreatment and acts of cruelty are executed by the colonizers to the colonized. Imperialism has been experienced in many countries of the world especially with the colonizers with an attempt to bring some kind of civilization to their countries of colonization. Much suffering, unfairness and agony comes along with imperialism. Imperialism in King Leopold II Document In King Leopold II document, imperialism is all about dictatorship, where the head of the state is the final say. He/ she formulate all the rules and regulations, recruit those to join the army and make other important decisions without any consultation. Under this form of leadership, a lot of evil is carried out such as assassinations, slavery, misuse of public resources, scourging of the prisoners and the helpless such as the women and the young children. It is by a word of command that all is accomplished without hesitation. Under Leopold II reign in Congo, cases of inequality in employment, slavery, mistreatment in hospitals and prisons and especially to the natives, murder, poor payment to the employees and many more cases of suffering was realized. He did this in the name of promoting democracy and promoting human welfare in the country. In the open letter to Majesty Leopold II, imperialism is all about bringing light of hope to a darkened country by ensuring legitimacy, compassion, fairness and independence of the natives. It is about acquisition of a territory through the right means without involvement of any actions of fraud. It also involves consolidation of the native states by use of their local leaders such as chiefs through signing of treaties so as to become one under the authority of the colonizer. Imperialism concerns educating the natives and encouraging their sovereignty and wellbeing. The government is supposed to provide the basic amenities such as schools, hospitals, and food, shelter and employment opportunities. The natives are to be allowed to live peacefully and to enjoy each and every fruit that comes from their land. A feeling of possession for their own land is supposed to be realized through favors such as being offered equal employment opportunities with equal and fair pay. Contrary to all these expectations, the sovereign government under Emperor Leopold in Congo is seen to deprive the Congo natives of all their rights and the main aims of empire establishment which is to safe mankind from illiteracy and to foster civilization. The charges laid against the government explicitly defines all the cruelties and unfairness done to the natives which is opposite of the expectations. Under a sovereign government, the natives undergo suffering and grief. In the essay, shooting of an elephant, it is clear that in imperialism, one can be hated and be regarded not important at all as long as he/she is not of the same origin with the natives. One’s importance is acknowledged when a risky task is to be carried out. Imperialism is at all costs evil where the natives are oppressed. Discrimination based on ancestry and origin, poor living conditions in prisons and hospitals are some of the clear indications of the evil entangled with imperialism. The helpless are made to live in slums, that is, poorly constructed houses and information reaching them is a difficult achievement as they live in the interior parts of the country. Imperialism is also concerned with influence in the way one ought to carry out a duty; this is clear from the point that the young man is compelled to shoot at the elephant which could have been left until the owner comes for it. The fact that a big multitude had come along with the man with high expectations of the elephant being killed and that failure to do this could create a negative impression of him and the empire he is working for makes it easy for him to kill the elephant. Under normal circumstances the elephant could have been killed now that it had calmed down. On the fact that no one cares because the man killed by the elephant is an Indian and the elephant killed is not an European’s, it is clear that imperialism is all about racism where there is a race that is regarded superior and more important to others, a feeling that is impacted even on the less powerful or the colonized. Conclusion In conclusion, imperialism comes along with many negative implications with the emperors taking advantage over the native’s helpless conditions. It is with imperialism that all forms of suffering and cruelty is realized such as segregations based on race, slavery, murder, imprisonment of the innocent, subjection to poor living conditions without adequate amenities such as education, health, food, shelter and food. In imperialism one is concerned with influencing others for his/her own wellbeing with no respect to humanity and life. It is such an evil idea which should be shunned. Imperialism in King Leopold II Document Essay

Case study: Mood-congruent memory

Case study: Mood-congruent memory. Mood-congruent memory refers to the tendency for individuals to attend to and learn more about those events which match their emotional state. This study aimed to extend inconsistent previous findings, regarding the mood congruence effect on non depressed individuals; in their natural mood settings using a mixed design. In this study 73 university students were asked to rate their current mood before going on to take part in an auditory memory task of 20 words; participants were asked to recall as many words as possible in order to test the hypothesis that; participants would recall significantly more of those words which matched their self reported mood. However contrary to the majority of previous research in this area; there was no evidence of an interaction between mood and affective content on words recalled. Therefore the null hypothesis was not rejected and the implications discussed. INTRODUCTION In everyday situations we are constantly presented with an abundance of observations and information. In order to interact in these situations it is essential that information can be stored, maintained and later recalled. It is not surprising that an individual’s mood, at any given time is influential on which aspects of the current environment appear most salient and thus what is recalled about past and present experiences. Recently, experimental psychologists have aimed to uncover the role of mood on the mechanisms used to store and retrieve memories. It has been suggested by Lewis and Critchley (2003) that similarities in mood at encoding and retrieval increases memory recollection, irrespective of the events’ affective valence. However extensive research illustrates the profound effect of emotional material on memory. Kensinger and Corkin (2003) proposed evidence that when participants are shown a series of emotional and neutral words they will later recall a greater proportion of negative words, thus questioning the idea that an events affective valence has no affect on future recall. Subsequent developments have suggested that memory will improve if the emotional valence of information matches an individuals mood; a mood congruent memory effect (Bower, 1981). This is a concept which had been tested extensively on depressed individuals. Recent empirical research by Howe and Malone (2011) showed that depressed participants recognized significantly more depression-relevant words than non-depressed controls when asked to recall a list of adjectives; an effect which has been replicated and observed frequently in various empirical tests. In contrast, Hasher, Rose, Zacks, Sanft and Doren (1985) failed to observe a mood congruent effect on non depressed students in their natural mood, when completing a visual memory task. Thus Blaney (1986) argues that a mood-congruent effect only appears to be robust, for clinically depressed individuals suggesting that other biases need to be considered. Mayo (1989) introduced the personality congruent effect which suggests that, when mood is controlled for, it is an individual’s personality which interacts with the affective content of information recalled. Nonetheless analysis of three independent visual memory studies by Mayer, McCormick and Strong (1995) proposes that there is still a robust mood congruent effect in everyday situations among the non depressed population. There is clearly conflicting beliefs regarding the legitimacy of a mood congruent effect, for non depressed individuals in their natural mood settings. In consideration of these inconsistencies, as well as the importance of memory in imperative settings it was felt that this study should aim to advance and clarify the role of an individual’s natural mood on the affective content of words recalled, using an auditory memory task. If mood and the affective content of material interact in their effects on recall, then it is predicted that those individuals who rated themselves as in a positive mood will recall more positive words meanwhile those rated as in a negative mood will recall more negative words. METHOD DESIGN In this study a mixed design was used to investigate the possible interaction between two independent variables; current mood (negative mood vs positive mood) as a between subject factor and word type (negative vs positive words) as a within-subjects factor. Participant’s mood consisted of two levels, rated on a likert scale. Participants scoring 1-3 were assigned to the “negative mood” group and participants scoring 4-6 being assigned to the “positive mood” group. The dependent, variable was the amount of words recalled; either positive or negative valenced as classified in the researchers word list. PARTICIPANTS An opportunity sample of 73, English speaking UEA, second year undergraduate Psychology students, took part in this experiment of which 10 were male (M = 23.0, SD = 7.3) and 60 female (M = 21.4, SD =4.49). The age of participants ranged from 19 to 40 years of age (M = 21.1, SD = 4.5). Participants were assigned to groups according to their mood ratings; 50 of which were assigned to the positive mood (M = 21.1, SD = 4.7), and 23 participants to the negative mood condition (M =21.1, SD = 4.1) APPARATUS/MATERIAL The main materials used to test this hypothesis was; the word list, (Appendix C) which consisted of 20 words, 10 of which were of negative valence and 10 of positive valence, this was created independently by the researcher ensuring that it was original and containing common English words. A likert scale (Appendix B) was used in order to operationalize mood; with a scale ranging from 1 (feeling depressed) to 6 (feeling happy) this also included space to record how many positive and negative words participants had recalled. PROCEDURE Participants were approached in a psychology lecture to take part in this study, they were informed that participation was not compulsory and were reminded that if they were to participate all data would remain anonymous and strictly confidential; using ID numbers. After participants agreed and gave their consent (Appendix A) to take participate in the study, they were informed of the following standardized instructions (Appendix A). The experimenter explained that their task was to recall as many words as possible from the announced word list (Appendix C) Prior to beginning the task, participants were asked to rate their current mood from one to six on a likert scale (Appendix B) and were free at this stage to ask any questions or have any instructions repeated. Participants were then given four minutes to recall as many words as possible on a blank sheet of paper. The word list was then presented on a projector screen with the relevant valence assigned to each word, and participants were asked to record the amount of negative and positive words recalled, along with their age and gender. After completing the task, a written debriefing was given to everyone who participated (Appendix D), Participants were informed that once they entered their data they would be unable to withdraw, as data would be anonymous from this point, further information could be gained by emailing the researcher directly. RESULTS On average those students who reported being in a negative mood recalled slightly more words than those in a positive mood. Furthermore negative words were recalled more frequently than positive words. Descriptive statistics of the variables are provided in table one. Mood Word Valence Negative Mood Positive Mood Total M (SD) M (SD) M (SD) Negative Words 6.1 (1.8) 5.2 (1.9) 5.7 (1.7) Positive Words 5.5 (1.7) 5.0 (1.3) 5.0 (1.4) Total 5.6 (0.7) 5.2 (1.0) 68.1 (9.2) Table one – Descriptive statistics for word recall in each mood condition Investigation of skew and kurtosis scores illustrated that the positive mood, negative word valence group were not within acceptable limits, of 2 to -2. (Table one) Histograms illustrated that there was just one outlier in this group (M = 5.2 and the trimmed mean = 5.9), thus it was decided that this outlier would be changed from 11, to the next highest data point, of 8. Following this alteration; the negative mood, positive valence group were within the 2 to -2 boundaries; (skew z =–0.16, kurtosis z = -0.18). Subsequently all conditions were within the desired limits, to assume a normal distribution and thus run a parametric test on the data. Mood Word Valence Z(skew) Z(kurtosis) Negative Positive 2.16 3.07 Positive Positive -1.09 -0.36 Negative Negative 1.28 -1.11 Positive Negative 1.21 -0.65 Table two: Skew and Kurtosis scores for each condition on original data The levenes test demonstrated no significant effect for positive word recall F (1, 71) = 0.64 p = 0.43, or negative word recall F (1, 71) = 0.40 p = 0.53 thus equal variance between the groups was assumed. Mauchly’s test was significant indicating that the assumption of sphericity had been violated; therefore the Greenhouse-Geisser statistics are reported. A multi-factorial 2×2 mixed ANOVA illustrated a significant main effect of word type on recall, F (1, 71) = 5.96, p =0.02, ηp2 = 0.08 with negative words (M = 5.67, SD = 1.74) being recalled more often than positive words (M = 5.0, SD = 1.35). The main effect for mood type on recall was non significant, F (1, 71) = 2.99, p = 0.09., ηp2 = 0.04 and there was no significant interaction between self reported mood and the word valence recalled F (1, 71) = 0.74, p = 0.393, ηp2 = 0.01, thus the null hypothesis could not be rejected. DISCUSSION The primary goal of this study was to explore whether a mood congruent memory effect could be established for students in their natural mood. In this case there appeared to be no main effect of mood on memory and essentially, no interaction between word valence and current mood on word recall; therefore the null hypothesis was not rejected. Concerning previous research, this study questions the majority of research regarding the role of mood congruence on future recall. Instead it lends additional support to Hasher, Rose, Zacks, Sanft and Doren’s (1985) finding that, mood congruence does not seem to have such a profound effect on recall for non depressed individuals, in their natural moods. Furthermore this study failed to provide evidence of a main effect of mood on memory regardless of word valence. Thus further exploration of a possible; personality congruent effect on recall (Mayo, 1989), may provide an explanation, for these inconsistencies in previous research. Especially between non depressed and depressed individuals who are likely to have personality characteristics, which are generally more negative in nature, which may explain why a mood congruent bias seems to be so robust for depressed individuals, in particular (Howe and Malone, 2011). Although the present study illustrates no evidence for an interaction, between word valence and mood on word recall, some evidence is provided that, regardless of mood, significantly more negative words are recalled compared to positive. Thus in line with previous research by Kensinger and Corkin (2003) the importance of emotional information on subsequent future recall is supported. Suggesting the possibility that, a more rigid and detailed processing occurs when memorising information that is negative in nature. Nonetheless the interpretations of these findings are qualified, to some extent, by the studies potential limitations. In order to distinguish the true effect of mood congruence on word recall, a much more reliable word list needs to be implemented, with specific regard to the role that primacy and recency effects have on memory recollection. In this study both the first and last word were of negative valence which may explain the increased recall of negative words compared to positive. This must be considered as a limiting factor, which needs to be addressed in future research; before such findings can be applied to those imperative settings, in which these biases can play an essential role, such as education and crucial eye witness accounts. In conclusion this study provides no further evidence for a mood congruent memory bias for students in their natural moods, and instead questions whether mood has such a profound effect on subsequent recall. Thus in order to enhance and clarify the effect of memory biases in vitally important environments, further research which aims to investigate these discrepancies; with particular regard to, the possibility that a personality congruent memory effect could verify and validate these findings, is required. Case study: Mood-congruent memory