Election 2000 To Close To Call-How Essays - Al Gore,

Election 2000 To Close To Call-How? Election 2000 to-close-to-callHow? Democratic candidate Al Gore and Republican candidate George W. Bush have been in a to-close-to-call race for the presidency since the campaigning began. With the distinct differences of the candidates how could this be? Al Gores position on the major issues, political experience, knowledge and Americas economic growth and prosperous state in the last eight years should have the given Gore the winning votes. However, in Gores campaign he focused largely on changing the qualities viewed by the public as negative to a positive view. He attempted to alter the perception of a stiff robot-like individual to a likeable guy, while George W. Bush tried to appear knowledgeable. The Gore campaign did not adequately portray the existing positive qualities to the American public, leaving the seat to the most likable candidate, as Charles McKain of San Diego states, the differences between Gore and Bush will fade and people simply will reject Gore because the Texas Governor appears just eminently more likable. (Los Angeles Times) The Gore campaign failed to make the issues the heart of the campaign. During the campaigning and debates the American public heard on many occasions there is no difference or I agree with on the issues from both Al Gore and George Bush. The fact is that on many issues there are very clear and distinct differences between the candidates. Al Gore opposes a constitutional amendment to outlaw abortion while George Bush supports a constitutional amendment to outlaw abortion. Al Gore supports the Employee Non- Discrimination Act and tougher hate crime legislation while George Bush opposes both. Al Gore supports the Kyoto global warming agreement and Bush opposes it. George Bush supports further development of charter schools by investing $300 million in a charter school homestead fund to provide $3 billion in loan guarantees to 200 new charter schools. Al Gore opposes the voucher system. (Al Gore) The difference of George W. Bush and Al Gore viewpoints on education was made clear in both commercials and during the debates. The Quinnipiac polls reported that the public opinion on which candidate would do a better job on education was fifty- three percent favored Gore as opposed to the thirty-seven percent favoring Bush. (Quinnipiac) This trend of Gore favorability followed on many of the issues that the American public viewed the candidates as holding opposite or very different views, with the exception of taxes. In addition, the next elected president expects to select three individuals to serve as judges, for their lifetime, in the Supreme Court. The choosing of Supreme Court judges makes the differences of the issues extremely significant to the American public since the Supreme Court may reflect the viewpoint held by the elected president for the next thirty years. Yet, this was not addressed in the campaigns and many of the Americans were unaware of this. The differences and significance of the issues should have been the key focus of the Gore campaign since ma ny Americans share his views on the major issues. Experience was another quality that was not focused on enough by the Gore campaign. Al Gore has spent the majority of his life involved with the American government and serving America. After graduating from Harvard University with a B.A. in government, Gore served in the US Army during the Vietnam War. Upon his return, he did various course works at Vanderbilt University Divinity School and Vanderbilt University Law School. For the next few years, Gore works as an Investigative Reporter and Editorial Writer at The Tennessean. In 1977, Gore holds his first public seat in the House of Representatives from Tennessee for eight years. Then he is elected from Tennessee to the Senate for the following eight years. Most recently, Gore has served as Vice President of the United States under the Clinton administration, for the past eight years when America has seen an extremely prosperous economy. (CNN) Gore has also been actively involved with Internet technology and global warming for a num ber of years. President Clinton gave Gore the job of coordinating the Administrations science and technology portfolio. John Gibbins, former White House science adviser states, The president handed off key responsibilities to the

Brooks Bridge Essays

Brooks Bridge Essays Brooks Bridge Essay Brooks Bridge Essay The moment I picked up my phone I knew something was wrong. The tone of my friend Dandys voice sounded very grave and worn. The reason why followed in lowly uttered words. CA is in the hospital. In sort of a daze I rushed to the hospital and found a way into the Intensive Care Unit. There in the bed was my friend with two broken arms and internal damage to his kidneys. At his side sat his mom. When I asked what happened, she said that CA was hit off of Brooks Bridge by a drunk driver. A thirty-foot fall into the ground below, landing in the grass. CA was two-inches away room the stone hard concrete that couldve ended his life. It takes something very immense to show who your real friends are. It could range from a moment of drama where a friend stays by your side, to sitting bed side by your friend in critical conditions. I learned how to be the person who shows their true side in these situations. By doing so, I have been brought closer to many people who will now return the favor when my time of need comes. Always remember to ask the question, Who will be there for me? when you pick friends to bring into your circle. Spend every moment you can with the ones you love before its too late. You dont want to live life with regrets, asking what if when you reflect on the past. I shouldve confronted CA sooner about why I was mad at him, but I didnt and let it come between us. Never miss an opportunity to say whats on your mind with your friends because there may not be a tomorrow. If youre able to look back on your friendship and smile knowing you made the best of the time you had, then you did the right thing. Its the moments you create that will be remembered, not the moments you Hough of making. Petty arguments and annoyances should never hinder your friendships. Its the imperfections you must look past to bring friends closer. No one is perfect. If you accept your friends for who they are then they will also do the same with you. Before the incident happened, I wasnt talking to CA much because he was being extremely lazy at work and making me do more work then I shouldve, but when the accident happened, none of it seemed to matter anymore. Dont turn small things into big deals. No argument will ever be worth it when something distressing actually does append. Dont repeat the mistakes I have made. I was lucky to still have my friend at all. Other people have not been as fortunate when situations like mine occur. My lesson to teach others are the positive outcomes of such a tragic situation that seemed like no good would come out of. You must live everyday like it is your last and make the best out of everything life throws at you. Many of lifes gifts come from experiences with others. Nothing last forever so take advantage of the opportunities put in front of you before they disappear into the past.

Team Leader Assignment Example | Topics and Well Written Essays - 1250 words

Team Leader - Assignment Example One of my team experiences involved a multidimensional approach to social behavior change for prevention and management of Chlamydia trachomatis infection among adolescents in a locality. The team needed to identify underlying risk factors among the target population and develop a behavior change strategy for prevention and management. Even though involved nurses had a level of multidimensional skills and experience such as in psychology, research, and education, specialized professionals were incorporated to spearhead these interests. The multidimensional team that was also diverse in demographic factors such as age, gender, and race was organized in groups, each with specific tasks, but open forums for progress evaluation ensured input of every team member in each of the involved activities. Of special interest was difference in rationale among the non-nurse professionals and the role that the difference played on the team’s success and on team members. Analysis of the team, using Team Performance Survey (Thompson, et al., 2009), identify a high-level effectiveness of the team. Group leaders briefed the team on progress and plans but every team members participated in deliberations, questioning validity of reports by each group, or introducing a new idea. The team leader also ensured an inclusive participation by being specific in eliciting responses and new ideas. Members also explained their opinions in cases of conflicts and even external information sources were used resolve differences in opinions. Difference in professional backgrounds and even specialization among nurses formed most of the differences, but this also played a critical role in resolving differences in opinion through multiple strategies such as brainstorming, illustrations, and both primary and secondary research. Besides being open to confrontations in

Musuem of Tolerance Essay Example | Topics and Well Written Essays - 500 words

Musuem of Tolerance - Essay Example I visited the holocaust section, tolerance centre, and the multimedia learning centre of the museum. The two and half hour guided tour was full of new information and an episode of holocaust memories revisited. And I entered the tolerance centre through the prejudiced door. It was a moment of realization that we all hold prejudices which can grow to dangerous proportions and can become a threat to others, if left unchecked. The drinking fountains named â€Å"whites only† and â€Å"coloured† once again reminded me of the world of prejudices. The pseudo gas chamber that I saw just moments before rushed into mind again when I saw these two labels. The concentration camp gate that shows two gates with the labels, â€Å"able bodied† and â€Å"children and others†, was a shocking sight that evoked history like lightning. It was through this kind of a gate that children and weak bodied adults walked through into gas chambers in concentration camps to get exhumed alive. And even after such suffering, human prejudices continue to exist. The quotations and slogans written on the walls especially attracted and inspired me. The skit that showed the contemporary racial prejudices was also well enacted. The :point of view diner† was another unique experience for me. The simple example shown on this interactive show leads smoothly to bigger racial and discrimination related questions. The message that every one is responsible for what is happening in our society seems extremely relevant to me. I watched the film on genocide in the small theatre. And then the holocaust section. But I felt the narration is a little bit vague and inaccurate as was observed by many others (Marcuse). But I really felt like experiencing â€Å"a living social document† (Miller, 248f). The film show that followed made me realize that it was ordinary people put in not so ordinary situations who committed all these genocides and crimes. The voices in the mock Wannsee conference

The Capital Asset Pricing Method (CAPM) Essay Example | Topics and Well Written Essays - 1750 words - 10

The Capital Asset Pricing Method (CAPM) - Essay Example The present research has identified that the CAPM model does not wholly explain the returns on investment portfolios. A number of assumptions have to be identified for CAPM equilibrium to be achieved. The assumptions include the fact that investors must have the same expectations and also apply similar input list, they also have to maximize their estimated utility of wealth, the investors have to plan for a homogenous holding period, no transaction costs or taxes are incurred, the rate of borrowing equals the rate of lending and that there exists an environment where there is availability of numerous investors each having an endowment of wealth that is small in comparison to the whole endowment. When the model was developed, a variety of empirical tests were conducted on the model by using proxies and a number showed that the model was unsuitable and inaccurate when predicting the prices of assets and in many situations did not hold. However, it was later asserted that the model was theoretically probable but was very hard, by using empirical tests to prove because stock indexes coupled with other market measures were not adequate proxies for the variables of the CAPM model. The Capital Asset Pricing Method makes use of a variety of assumptions regarding the behavior of the investor and market in order to provide a group of equilibrium conditions which enable people to estimate the expected return of an asset I compare to its non-diversifiable risk. The model makes use of systematic risk measure in order to facilitate a comparison between the assets in consideration and other assets in the market. Theoretically, using the systematic measure of risk it enables managers to calculate their needed rate of return while also assisting investors to better their portfolios.

Relationship Between Intelligence and Creativity

Relationship Between Intelligence and Creativity For a long time, creativity has been a neglected subject in psychological research. This is mainly because it has always been widely believed that it has mystical influences or a divine nature. Plato said that the poet is only able to create what the Muse dictates and most often than not, even nowadays, writers or inventors often mention the presence of a spiritual nature that switches their perspective to a revelatory one. However, at the beginning of the 20th century, those interested in the human mind found a new interest in the matter. This generated countless theories regarding the nature of creativity, but probably the most puzzling question was whether one has to be intelligent to create something never seen before or to discover a never before explored perspective. This essay will present a few of the most famous opinions on the matter. Most of the research in this area, up until the 1960s, was based on the idea that creativity and intelligence are coincide. Cox and Terman(1926) proposed that highly creative individuals are also exceptionally intelligent and they tried to estimate the IQ of 301 of the most eminent people who lived between 1450 and 1850.The study was severely criticized because of the unreliability of the data collected from letters, records and writings, but also because of the subjectivity involved in approximating IQs. The results were inconclusive, showing that high, but not the highest, intelligence combined with great persistence can achieve greater eminence than those of highest intelligence did. A study, by Getzels and Jackson(1962), was the first to somewhat prove that creativity and intelligence were independent concepts. They selected a high sample of students ranging from 6th grade to the end of high school and they asked them to complete one IQ test and five alleged creative tests. Their results showed an insignificant correlation between the scores. However, Wallach and Kogan(1965) reanalyzed the data and concluded that four of the creativity tests were significantly correlated to IQ for girls and all five of them for boys. They theorized that results continued to show that intelligence and creativity share a conceptual basic because the way tests were administered was very similar to the methods used for IQ testing. It was suggested that the presentation of tests and the frame of reference of the subject are important in determining whether there is a connection between intelligence and creativity. Boersma and O’Bryan (1968) decided to test this with 46 element ary school students. All of them were given the Lorge-Thorndike Nonverbal and Verbal Intelligence tests under strict teacher supervision, in the classroom. Afterwards, they were randomly assigned into two groups: group A and group B. One day after taking the intelligence tests, group A were given Torrance’s Figure Completion(TFC) test of nonverbal creativity and Unusual Uses test, under the same conditions. Group B were administered the same tests except they were informed, one day after taking the intelligence tests, that they were free from school that morning. They were then invited to visit the University of Alberta, where an examiner took them in a gymnasium where several boxes with toys had been placed. The boys were told they could play, but after 60 minutes the examiner asked them if they would like to try â€Å"something someone made up†. He then placed a box containing the TFC tests. The tests had no instructions on them, the examiner saying they should inclu de as many different ideas as they wished. Ten minutes later, the examiner asked if they wanted to go to the pool and instructed them to put the tests back in the box with their names written on them. 25 minutes later, the examiner presented them with a soft toy dog and asked them to find as many uses for it, other than that of a toy. The final results showed that Group B scored significantly higher on the creativity tests and displayed a less significant correlation between intelligence and creative variables. These results support Wallach and Kogan’s suggestions, but, at the same time, it must be noted that the definition of creativity used by the experimenters was quite general, and, since the participants were all children, it could be that the creativity they displayed was simply age specific. Supporters of the cognitive approaches generally assumed that the study of creativity was simply an extension of that of intelligence, mostly because it was thought that both involved the same main mental processes. Norbert JauÃ… ¡ovec (2000) conducted a study that investigated the differences in cognitive processes related to creativity and intelligence with the help of EEG coherence and power measures in the lower and upper alpha band. The participants were 49 students and teachers taking a course in psychology. They were divided into four groups, based on the results in intelligence (WAIS) and creativity (Torrance) tests: gifted- high IQ and high creativity; creative- high creativity and average IQ; intelligent- high IQ and average creativity; average- average IQ and average creativity. Afterwards, they were asked to solve two problems with two levels of complexity, which could be considered closed problems with closed solution situations, and later, they had to solve four creativ ity problems, some similar to those on creativity tests, and others related to their everyday lives. Both tasks were completed while the individual’s EEG was being measured. Results showed that for the first task, highly intelligent individuals displayed less mental activity (which would translate to less effort) and greater cooperation between brain areas than average intelligence individuals. In the completion of the second task, highly creative individuals displayed less mental activity than the average creativity participants. At the same time, creative individuals showed better connections between brain areas than gifted individuals. The results suggested that creativity and intelligence are different concepts and abilities that differ in the neurological activities shown by individuals while solving open and closed problems. Results also imply that creativity has a less pronounced influence on solving closed problems, as well as intelligence on solving open problems. Another prominent hypothesis was developed by Guilford (1967) and is widely known as the threshold theory, which assumes that above-average intelligence is a necessary condition for high-level creativity. This is commonly tested by dividing a sample to a threshold (e.g. 120 IQ) and determining correlations for lower and upper IQ range (Sternberg, 2003). This method has been criticized because there is no apparent reason to set the threshold at a given IQ score. In an attempt to overcome this problem, a study was conducted in 2013 (Jauk et. al) to investigate the relationship between intelligence and different indicators of creative potential (ability to generate something novel and useful) and creative achievement (actual realization of this potential in real-life accomplishments). This was done using segmented regression analysis in a sample of 297 individuals, which facilitates the detection of threshold in data by means of iterative computational algorithms. Participants were requ ired to complete four subtests of the Intelligence Structure Battery (figural-inductive reasoning, verbal short-term memory, arithmetic flexibility, word meaning) for general intelligence, an alternative uses test for creative potential and the Inventory of Creative Achievements. In the end, a threshold was found for creative potential, but not for creative achievement, which suggests that while intelligence and creative potential are highly related up to a point where they have no influence on each other, there is no apparent relationship between intelligence and the actual fulfilment of that potential. It should be noted that the study had limitations such as the size of the sample and the IQ range of the participants. In response to the fact that most contemporary research focuses on the idea that creativity and intelligence are unrelated, Nusbaum and Silvia (2011) conducted a study based on improved approaches to creativity measurement, which proposes that fluid and executive cognition is actually central to creative thought. The participants were 178 women and 48 men, all of them university students. In the first phase of the experiment, the effect of fluid intelligence on creativity was observed by giving the individuals divergent thinking tasks and measuring their executive switching (the number of times people switched idea categories). In the second phase, half the sample were told what strategy they should use in an Unusual Uses test, which was then administered to the entire sample. People with high fluid thinking did better when they knew the strategy, which was consistent with their ability to access and use it in spite of interference, while for the people with lower fluid thinking, the strategy tended to slip. By combining the results of the two phases, the experimenters suggested that creativity is probably more convergent than modern theories assume. In conclusion, views on the relationship between intelligence and creativity are extremely varied and there is evidence to be found for each of them. Probably the greatest problem of this area of research is finding a suitable definition for the abstract concept of creativity, but maybe there is a need for a new and creative perspective on the matter to finally decipher it.

Free Othello Essays: The Character of Emilia :: GCSE Coursework Shakespeare Othello

The Character of Emilia in Othello  Ã‚   Emilia is one of the few straightforward people in the Shakespeare's Othello.   Emilia is taciturn.   When we first meet her in Cyprus, after his throwaway condescending remark about suffering her tongue, and Desdemona's rejoinder that "she has no speech", Iago has to admit that "she puts her tongue a little in her heart and chides with thinking". In the scene of light hearted banter that follows Emilia manages to utter two words.   She really only finds her voice when fired by indignation as when Iago confirms that Desdemona has been called a whore, and even then much of her utterances or short phrases.   Even when she really gets going, lambasting Othello after discovering the murder, most of what she says consists of phrases that are half a line in length or less. We also know that she is happy to give good news but has the misfortune of not being listened to (Cassandra?).   After Cassio's ignominious dismissal by Othello, Iago orders Emilia to get Cassio together with Desdemona for the ostensible purpose of getting her to plead his case.   Instead, Emilia lets Cassio know that Desdemona and Othello have discussed the matter, and that Othello explained why he had to demote him, that he has not lost his faith in him, "but protests he loves you and needs *no other suitor but his likings* to take the safest occasion by the front to bring you in again." Clear enough: Don't push it Cassio. Let nature take its course. But does he listen? Rather than rejoicing at this good news and going home to get some sleep he proceeds to enmesh himself in Iago's net. When Othello questions Emilia about Desdemona she gives forthright answers. I presume she expects to be believed.   Her outburst when Othello justifies the murder on the basis of Desdemona's supposed adultery with Cassio is surely an expression of her indignation that Othello didn't believe her simple factual answers. She understands male psychology.   She was able to handle her husband's suspicions regarding her own fidelity well enough that their marriage remained stable.   She could therefore be forgiven if she thought that Othello's jealousy was par for the course, and that he would get over it has her husband did. I can't see how any one could take the remarks during the unpinning scene other than as banter designed to cheer up her despondent friend, with a little moralizing against excesses of speech (".