Harley Davidson Five Forces Analysis Essay

In our present serious world in the business where client inclinations are constantly changing, costs of crude materials and cost of work are expanding and worldwide economy is getting flimsy, it is constantly been a troublesome assignment for organizations to remain and perform business. Furthermore, these hindrances have been a recognizable scene in the worldwide business. That is the reason for most organizations so as to defeat such of these troublesome difficulties, imaginativeness and the longing to be extremely basic and generally anticipative of the adjustments in the business and the entire worldwide economy is profoundly essential. Much the same as for Harley Davidson as the primary focal point of this examination, despite the fact that the organization as of now settled itself for being the exceptionally appraised cruiser brand on the planet, it is as yet insufficient for the organization to be loose and feel that they can be beneficial and alluring to the market as years goes on. That is the reason in this paper it will legitimately concentrate on how do Harley Davidson’s contenders are doing at the present, what are a portion of the procedures that they do to contend. With this data about the contenders, how does this data be utilized by the organization regarding open doors for them to utilize it as a methodology against them? Likewise, utilizing this data to deal with future dangers also, this is with the goal for them to foresee and give some prompt activities. In the second piece of this paper, it will concentrate on how the organization can apply Porter’s five powers apparatus so as to consistently accomplish upper hand over its rivals. Additionally at the second piece of this investigation it will examine on how bike organizations like Harley Davidson, can at present gain better than expected return despite the fact that the organization falls at the top of the line advertise with additional on the rich and diversion side and not as need for clients. Additionally, with that, what are the entertainers or benefactors that will prompt that end or will help achieve that objective? Investigation of Harley Davidson’s Major Competitors As the pioneer and one of the most seasoned known brands in the bike business on the planet, Harley Owners Group has been in the business since 1983 and because of its developing impact around the world, it as of now has more than 1,000 sections and over a million individuals around the world. However, not the entirety of its individuals own a bicycle; it is just the notoriety and regard about the Harley machines that caused them to choose to be a part. As one of the quality of the organization, it has been ceaselessly build up its image as the main brand on the planet, with more than 5 billion USD yearly income every year. As far as its rivals, the company’s primary contenders, most uniquely as far as configuration are the accompanying: BMW, Victory, Honda, Suzuki and Yamaha, yet among these rundowns, Honda has become the nearest and hardest contender of Harley Davidson’s cruisers. (Harley Davidson Motorcycle, n. d. ). With the company’s fundamental spotlight on structure, quality and most extraordinarily sturdiness, it ceaselessly has been in the front line of the very good quality and sumptuous cruiser business on the planet. That is additionally why 80% of the all out income of the organization originates from cruiser deals. Concerning the company’s contender, despite the fact that the organization unmistakably rules the American market as its birthplace, which has enlisted in the 2006 piece of the overall industry, the organization has gobbled up half of the market or half while far second and third are Honda and Suzuki with 15. 1% and 12. 9% separately. In any case, the inquiry currently isn't only the American market yet rather what this paper is centering is the thing that the contenders are doing in the worldwide scene. Which is really littler, as for Canadian market, it drops to 38. 4% still generally high, yet what is all the more disturbing and should be center around by the organization is on the European market which is just 10. 2%, yet at the same time the organization has an observably high piece of the pie all inclusive as it creates at a normal of 33%. What's more, this is all the more disturbing in light of the fact that it will likewise follows that the company’s net income development additionally shows little in other significant areas on the planet. With this occasion, it is vital for the organization that it needs to fortify its essence in these principle territorial markets, in light of the fact that over the long haul, it will be an issue that the organization needs to concentrate on. The two primary reasons why these contenders beginning to allure generous number of clients are: (1) they have more prominent budgetary assets, as Honda and Suzuki, with their worldwide nearness, they have enough money related help in each district that they work. Which means to state these organizations realizes that they realize how to utilize their cash in tempting expected clients and holding current clients also and they can even rival cost and that will before long be a major issue with Harley Davidson, since the opposition is on the most proficient method to advance with innovatively financed examinations that will at present give quality just as make the item still not so costly. Ultimately, (2) these organizations, as Honda and Suzuki are clearly more various than Harley Davidson; they sell a great deal of items with a ton of brands and decisions that clients can pick, from vehicles, to straightforward bikes up to top of the line extravagant brands of motorbikes and not just that with wide assortment of decisions to look over. This is another significant issue by the organization over the long haul, since these contenders knows how they can be very much trusted by the clients and on the off chance that you made such items with quality in every last bit of it, it will be a positive sign for these organizations and that will make issue for the organization. With these two primary reasons, Harley Davidson needs to plan a methodology that will address these issues all together not to additionally include issue later on and furthermore not to hold up until the company’s edge in the worldwide market be evacuated or possibly be diminished. Additionally, in view of this examination, the organization should likewise glance forward in tending to these issues while they are still space to work because of its proceeding with edge in the worldwide market. (Harley Davidson (HOG), n. d. ). In the second piece of this paper, the primary spotlight is on how the organization can successfully apply Porter’s fiver powers model in achieving upper hand. The five powers of Porter’s strategy that are prominently applied by organizations are: (1) Potential contestants, (2) Buyers, (3) Substitutes, (4) Suppliers, and (5) Industry contenders. In every one of these five powers, there is a significant factor that adds to the achievement or disappointment of each powers and this will be talked about independently with respect to how the organization can adequately apply it. In the passage hindrance, where it for the most part center around the expected section of new items or brands, the organization must keep on being professional dynamic in this part as the contenders are getting forceful here. What Harley Davidson ought to do is to build the client familiarity with their cruiser image in a portion of the districts that they are beginning to have a low piece of the overall industry like in the European and Asian market. Examining cost advantage and moderately access to conveyance are two of the most significant center that the organization ought to do. Additionally, can be added to that is to have an in-dept concentrate on the Government approaches which may be the impact of low piece of the pie, in light of the fact that the regions that the organization works should likewise should be all around spoke to and not simply setting up a business. In the contention determinants, which principally center around both the business contenders and new contestant powers, the organization ought to be for the most part center as regular around how they can have advantage over its rivals by not just foreseeing future difficulties and advancement that their rivals may bring yet in addition have the option to build up a very much characterized showcasing and innovative work study that will help the organization sure enough in managing the market.â particularly, the variables that it needs to center are: industry development, consistently look on the possibilities in the business and be first in figuring it to the market, item contrasts, now, which is as of now been the quality of the organization, yet at the same time needs to accomplish more and that is creativity where it likewise been the principle focal point of its rivals. The organization must look on how they can give its customers new and appealing structures, however it ought t o likewise need to look on the cost side also. What's more, in conclusion, is exchanging costs, for any organization there ought to likewise be some savvy cost concentrate on how the organization can in any case be valued by the clients and these can either originate from administration and parts and obviously these ought to be all around went with fantastic assistance and accessibility of parts which is additionally a major factor during genuine rivalry. In the side of danger, what the organization should look carefully on how the inventive pattern and estimating procedure pattern that contenders is doing. More often than not these is what is being objective to Harley Davidson, since it has been perceived as an over the top expensive brand and simultaneously more on regarding conventional plan, contenders contend through these components. In this way, what the organization needs is that they need to envision these by presenting new and inventive styles and simultaneously concentrate a few prospects of offering some not all that significant expense brands which may likewise give extra influence for the organization. Another significant examination and significant bit of leeway of Porter’s Five Forces is provider power, in this side it is likewise significant for the organization not exclusively to search for the most effective provider yet in addition concentrate intently as far as cost. Harley Davidson must be cautious in shaping up concurrence with providers. Like they can have worldwide organization with certain providers, most exceptionally if a portion of these providers are demonstrated that they work well for the organization. This diminishes the expense by having various providers in the various areas. That is the reason there are two different ways that the compa

Europeans Dictatorship essays

Europeans Dictatorship papers Diary section *** HITLERS WILLING EXECUTORS Goldhagen develops his contention not on proofs yet on hypotheses. Who questions that the Argentine or Chilean killers of who restricted the ongoing tyrant systems felt that their casualties had the right beyond words? (...) Why do we not accept the equivalent for the German culprits? (p. 14-15). There are a few models that show that Goldhagens method of placing realities in sentences, as opposed to the real verifications convince the peruser. He is depicting customary germans as potential willing mass executioners (p. 15), who HAD a decision whether to proceed with what THEY did or not. He disregards the reality, that just around 10 % of the Germans were really associated with the Holocaust, the monstrous butchering of the jews. Individuals who served the military were worried about their countries triumph as opposed to about executing all the jews in Germany. It is consistent with some broaden, that the deeds of warriors in Poland, for instance, are not reasonable, similarly as it is not really conceivable, that russian fighters killed several germans, who attempted to get away toward the west after the subsequent World War, did it since they had orders. There is an entire secret regarding why individuals killed such a significant number of individuals (jews, yet additionally gay people and just every individual with non-german beginning); how individuals who had the option and ready to give the gas access to the gas chambers during the day, could rest around evening time. It appears, be that as it may, as though Goldhagen (the name sounds jewish to me) would have moved toward the subject with the unmistakable objective to sue all germans when all is said in done for the holocaust. The spouse of the SS-official, who needed to take care of 2 kids, just as the Christian who battled between keeping up christian ethics and obeying Hitlers dread. I accept, that Goldhagen goes approach to far with his announcement. I have composed a 60 ... <!

Schools Accepting MyBest Scores

Schools Accepting MyBest Scores Schools Accepting TOEFL MyBest ScoresImportant Update from 2020: ETS is now maintaining its own list of schools and organization that accept TOEFL MyBest Scores. I probably wont update my own list anymore. You can find the official list as a PDF file right here.The following institutions have stated publicly that they will accept TOEFL MyBest Scores. Note that this list could be out of date. It is best to contact the school you are interested in directly.Yale Graduate School of Arts and Sciences. Source: If you wish to send us “MyBest Scores”, we will accept them. AllTOEFLscores we receive will be made available to the program reviewing your application.Miami University. Source: We acceptMyBestscores for the TOEFL.This means that the highest scores for each section from different TOEFL exams will determine a combinedhighest sum score.Carnegie Mellon School of Design. Source: the School of Design also accepts MyBest scores for TOEFL iBT.Shoreline Community College. Source: MyBest scores are accepted.University of British Columbia College of Graduate Studies. Source: The College of Graduate Studies accepts MyBest Scores.Northwestern (Graduate School). Source: GS accepts the MyBest scores. A new reporting structure released by ETS in August 2019. These scores may be entered in the TOEFL section on the Test Scores page of the application form.University of Arizona (Graduate College). Source: Individual MyBest scores must also be dated within 2 years of the enrollment term to be considered valid.University of Buffalo. Source.CalArts.Source: CalArts accepts MyBest scores delivered directly from ETS.San Francisco Conservatory of Music. Source: SFCM will consider accepting theMyBestscores. We must have all score reports theMyBest scores are fromsubmitted with the application, and the scores must be from within the past two years.Schools and Boards that will not accept MyBest ScoresIn addition, the following institutions have publicly stated that they will not accep t TOEFL MyBest Scores. This list could be out of date. Contact the schools for confirmation.Georgia Tech. Source: At this time Georgia Tech does not accept the ETS MyBest Scores for TOEFL. Our TOEFL minimum requirements are such that we must receive your full test score results for each testing session.University of Illinois. Source: If English is not your first language or you are attending high school in a non-English-speaking country, we recommend you report your highest TOEFL (do not use MyBest scores) or IELTS score and highest sub-scores, regardless of test date.Johns Hopkins (School of Public Health). Source: MYBest Scores will not be accepted.California State University (Long Beach).Source: We do not accept MyBest Scores.University of California Irvine. Source: We do not acceptMyBest scores; you must submit all individual test scores.University of California Berkley (Graduate School). Source: We do not accept MyBest Scores.National Association of Boards of Pharmacy. Source: NABP does not accept MyBest™ scores, or “superscores.”You must complete and receive passing scores on all four sections of the TOEFL iBT in one testing session.University of Pennsylvania. Source: Penn looks at the results of an applicant’s most recent TOEFL exam, not MyBest scores.Rice (Graduate School).Source: No, Rice only accepts the best composite score.University of Minnesota. Source: The University of Minnesota Twin Cities does not considerMyBest Scores: Sum of Highest Section Scores of the TOEFL iBT Score Report to meet the minimum total score requirement for admission.University of Washington. Source: We will not consider TOEFL’s MyBest score to meet the minimum English proficiency requirement for freshmen admission at this time. Although we are reviewing our policy and collecting data about the MyBest scores, applicants applying for autumn 2020 should plan on meeting the minimum English proficiency requirement for admission with scores from a single test date.Ohio University (Graduate School). Source: The Graduate College does not currently take into consideration the TOEFL “MyBest” scores (superscores).Colburn School.Source: Please note, Colburn only accepts TOEFL iBT scores from a single test date, notMyBest scores.University of Southern California. Source: USC does not accept “superscores” or TOEFL “MyBest scores.”University of Pittsburgh. Source: The University of Pittsburgh only accepts TOEFL iBT scores from a single test date, notMyBestscores.Princeton University Graduate School. Source: At this time, we are not accepting MyBest scores.Case Western University School of Graduate Studies. Source: The School of Graduate Studies does not acceptthe TOEFL MyBest Scores. Applicants must achieve a minimum of 90 on one exam date; exams will not be superscored.Columbia Law School. Source: No.University of Massachusetts Amherst. Source: note that wedo notsuperscore language tests (e.g. we do not acceptMyBestscores from TOEFL.)Carnegie Mellon University School of Music. Source: Please note: the School of Music only accepts TOEFL scores from a single test date, not MyBest scores.Northeastern University. Source: Northeastern does not superscore results from your English Language Tests, nor do we consider MyBestscores for applicants submitting results from the TOEFL iBT. University of Texas. Source: Please note that The University of Texas does not accept standardized test superscoring (e.g., GRE ScoreSelect or TOEFL MyBest Scores.SC Johnson School of Business (Cornell). Source: Johnson will not accept MyBest scores, as we do not superscore bands within the TOEFL.Boston University Graduate School of Arts and Sciences. Source: Please note that we do not accept the TOEFL “MyBest” scores.Pepperdine University. Source: Please note that Pepperdine does not accept TOEFL MyBest Scores'Mount Holyoake. Source: Mount Holyoke does not subscribe to the College Boards MyBest Scores test option.Kyunghee University. Source: ? ?? TOEFL iBT?? ??? ?? ??? MyBest scores? ???? ??(a single test date ??? ??)University of Warwick. Source: The University of Warwick only accepts TOEFL (iBT) scores from the single most recent test date, not MyBest scores.University of Sheffield. Source: We do not accept the TOEFL paper-based test, or MyBest scores. And also: source.Leeds University Business School. Source: Please note, we only accept TOEFL iBTscores from a single test date, notMyBestscores.University of Southampton. Source: The University of Southampton does not recognise MyBest scores and will only accept scores taken in one sitting within the 2 years immediately preceding the programme start date.University of Colorado. Unclear. I was told in a personal email that they do not. Another student told me that they do. Best to send an email and ask.

Essay on Review of Jane Austens Pride and Prejudice

Review of Jane Austens Pride and Prejudice In the eighteenth century genteel woman were based around he home life. In this era women were not independent and had no right over the property that the family may own. The times were very patriarchal, males were much more dominant and inherited the property from their families, thus giving them wealth. Women had to find wealth in an alternative way, this being marriage. Marriage was seen as the only way for women to move on from their families. If women were not married they would stay with their families until they got married or remain spinsters and perceived as burdens on their families. Many marriages at this time were arranged. An arranged†¦show more content†¦In Pride And Prejudice Jane Austen uses the character Elizabeth to portray her own perspective on marriage and society. Elizabeth believes that love is an important aspect in marriage and could not marry someone without loving and respecting the person. There are three marriage proposals made to Elizabeth Bennet. The first being by Mr Collins. Mr Collins will inherit the Bennet estate at the event of Mr Bennets death. This is because Mr Collins is the next male in the family and so the estate will be entailed to him. The estates are not entailed to the females in the family, because of this they are left with little or nothing. Mr Collins first comes to Loungbourne after reconciling differences between Mr Bennet and the late Mr Collins. Mr Collins pays a visit to the Bennet family with a proposal in mind. This is however only to please Lady Catherine De Bourgh, whom instructs him to find a suitable wife for his position. He first sets his eyes on Jane, Elizabeths older sister, but is soon told by Mrs Bennet that Jane is taken. Mr Collins then sets his sights on Elizabeth. This shows how easily his affections are transferred from one person to another. When Mr Collins proposes to Elizabeth he expects Elizabeth to accept. However this is not the case as the girls all see Mr Collins as a joke. This is becauseShow MoreRelatedEssay on Jane Austen Novels: Success After Death1679 Words   |  7 PagesJane Austen Novels: Success after Death Chuck Leddy, a notable critic, stated Upon her death in 1817, English novelist Jane Austen was completely unknown in the literary world. Why would someone as brilliant as Jane Austen not be world known? By 1817, Austen had already published one of her masterpieces Sense and Sensibility, and it seemed to not bring in as much success as it would later on in life. But the dry spell would eventually end. Two hundred years after Jane Austens death, her booksRead MoreThe Function and Importance of Letters in Jane Austens Pride and Prejudice1272 Words   |  5 PagesThe Function and Importance of Letters in Jane Austens Pride and Prejudice Introduction In her classic novel, Pride and Prejudice, Jane Austen describes the tribulations of Elizabeth Bennett, one of five sisters, as she struggles to navigate the social mores and values of early 19th century England. During this period in history, correspondence was almost entirely through written letters but the postal system in London made deliveries a dozen times a day, meaning that it was possible to writeRead MoreThe Social Hierarchy Of Pride And Prejudice1708 Words   |  7 PagesEnglish IV DC - 3 4 March 2016 The Social Hierarchy in Pride and Prejudice â€Å"Lady Catherine will not think the worst of you for being simply dressed. She likes to have the distinction of rank preserved† (Austen 127). Distinction of social classes has been slowly fading away in today’s modern society, but contributed to create a society dominated by a ironclad hierarchy prior to the twentieth century. Jane Austen published Pride and Prejudice in 1813, which revolves around the love story between ElizabethRead MorePride and Prejudice, directed by Joe Wright1305 Words   |  6 Pages For those that enjoy romantic costume dramas set in England, the 2005 film version of Jane Austen’s Pride and Prejudice starring Kiera Knightley and Mathew MacFadyen is the perfect movie to watch on a rainy day while sitting in a comfy chair, sipping hot tea, with a plate of biscuits nearby. Director Joe Wright’s and screen writer Deborah Moggach’s film â€Å"Pride and Prejudice† brings a romanticized slant to the world of the Bennet’s where the main dilemma facing the family is what to do with fiveRead MoreManners in Pride and Prejudice by Jane Austen3437 Words   |  14 Pages Pride and Prejudice Jane Austens Pride and Prejudice not only established her historical importance among scholars and critics, but continues to remain popular. Pride and Prejudice, a comedy of manners, was published in 1813, and is a staple of the English literature. It recreates the social world of the landed gentry of early 19th-century England and embodies the theme that preconceptions and egotism can overcome true love. Pride and Prejudice is somewhat autobiographical; emphasizes the key elementsRead More Pride and Prejudice and Jane Eyre: Love and Characterization2663 Words   |  11 Pagesmean the people involved love each other any less. There are countless novels that focus on the love between characters, and each character loves differently. In Jane Eyre, Mr. Rochester and Jane have an impassioned affair, this affair is cut short by Jane’s realization that Mr.Rochester already has ties to another woman. In Pride and Prejudice, it is clear that Elizabeth Bennet and Fitzwilliam Darcy lov e each other very deeply, as Mr. Darcy is able to overcome his doubts about Elizabeth’s family, andRead MoreEssay Significance of Jane Austen1948 Words   |  8 PagesJane Austen is celebrated worldwide, her books have led to movies, television series, and those who admire her life; her talent allowed her to capture her readers with the themes, love, marriage, and expectations of 19th century women. On December 16th 1775, English literature changed with the birth of Jane Austen. One of eight; her father encouraged her to grow and prosper at a young age. She was closest with her only sister Cassandra. The Austen children were educated mainly at home, primarilyRead MoreThe Representations of Femininity in Pride and Prejudice904 Words   |  4 PagesJane Austen, one of the most well-known 19th century novelists recognized today continues to captivate people with stories of love and romance through the transformation of her novels into film and television. All of her novels are about women dealing with romance, courtship, and marriage during a repressing period. Most of her characters and stories revolve around the lives of the upper class. It centers on the values, rituals, and manners of high society in England during the Regency Era. Her mostRead MorePride and Prejudice Research Paper2598 Words   |  11 PagesDecember 2011 A Progressive Work in a Conservative Time Pride and Prejudice, a Jane Austen novel, is one of the most classical pieces of literature in history. It has been evaluated and critiqued a countless number of times, and has been adapted into several films. It can be argued that there is a lot to be retained by readers from this literary work, an important message that can be passed down from generation to generation. During Jane Austen’s time, in the early 1800’s, women were around to be marriedRead More Essay on Irony, Values and Realism in Pride and Prejudice1152 Words   |  5 PagesIrony, Values and Realism in Pride and Prejudice The focus of Jane Austens Pride and Prejudice is the prejudice of Elizabeth Bennet against the apparent arrogance of her future suitor, Fitzwilliam Darcy, and the blow to his pride in falling in love with her. The key elements of the story are the irony, values and realism of the characters as they develop. Jane Austen ¹s irony is devastating in its exposure of foolishness and hypocrisy. Self-delusion or the attempt to fool other people are

Role Of Mexican American Women During World War II

Sara Argà ¼ello Dr. Joanne Sanchez History of Mexican Americans March 3, 2015 The role of Mexican American Women during World War II 1. - The beginning of World War II 2. - Mexican American society before World War II a) The role of the Mexican American woman b) The job opportunities for Mexican American women 3. - Changing roles during World War II a) The job opportunities for Mexican American women during the war b) Leaving the family to go to work 4. – Effects of the World War II experience on Mexican American women 5. - Conclusions Before World War II, the Mexican American community had a very rich history in the United States; also they were suffering racial, economic and educational segregation. They still were foreigners in a land that once belonged to them. The women had a very specific part in this community ´s development. Approximately 500, 000 men and women of Hispanic descent served in the U.S. armed forces, although some estimates range as high as one million. The War Department did not keep records of the ethnicity of Latino servicemen since they were integrated into white units, unlike African American that had their own regiment (Foley 97). There was not an exact number that could state how many Mexican Americans were involved during World War II; the League of United Latin American Citizens (LULAC) in 1936 mark to victory and forced the U.S. Census Bureau to retract the categorization of non-white to all Latin AmericanShow MoreRelatedMexican American Forgotten in History1392 Words   |  6 Pag esWorld War II brought forward the opportunity for many Mexican Americans to show their commitment to this country . United states was lacking men labor because of the recruitment of men for the army. This gave hope for many that wanted to escape their harsh lives back at home. This war was a fight for power and United States needed more support, which led them seeking help. Latinos made great contributions in World War II efforts but still are those like Ken Burns who believes otherwise . WorldRead MoreRoles Of Women During World War II1338 Words   |  6 PagesThroughout history women have been burdened to be nothing more than domestic individuals. Their roles were to fulfill their household duties as wives and mothers. Many restrictions applied to their womanhood and not being able to work was one of them. However, the roles of women changed during World War II. As men were being recruited to fight in the war the openings for jobs were in high demand. During this time many w omen began to commence in the workforce altering the role of women, particularly thoseRead MoreWhy Did America Stay Out Of The United States In World War II?1143 Words   |  5 PagesWar waged violently for a long time across many fronts before the United States entered the World War II, beginning with Japan’s invasion of Manchuria in 1931. Adolf Hitler and his Nazism rose to power in Germany, while Benito Mussolini and his fascism gained control of Italy. Great Britain and France adopted appeasement policies, allowing Hitler to invade and take control without much resistance. This changed when Germany invaded Poland, and Britain and France finally entered the war as the AlliedRead More The Ethnicity of Mexians in the United States Essay1738 Words   |  7 PagesFor centuries, Mexican Americans have dealt with an enormous amount of hardships that date back to their early Aztec roots. The source of many problems in Mexican American history can be traced in the pre-colonial p eriod, before the United States of America was even conceived. Major problems of this era in history not only affected the Aztecs, but also the following generations of Aztec and Mexican descent, and continue to have an impact on their descendents in contemporary American society. BeginningRead MoreAnalysis of Zoot Suit Essay1141 Words   |  5 PagesThe book Zoot Suit has symbolic significance for Mexican Americans and tells about the riots during World War II. The Sleepy Lagoon Murder was one step in the fight for the rights and respect of Mexican Americans. This riot involved young servicemen and civilians who clashed in the streets of the city with young Mexican Americans who wore the noticeable quot;Zoot Suit.quot; At their height, the riots involved several thousand men and women. In the end no one was killed and only a few wereRead MoreThe Impact of WWII On American Minorities1612 Words   |  7 PagesAmerican minorities made up a significant amount of America’s population in the 1920s and 1930s, estimated to be around 11.9 million people, according to . However, even with all those people, there still was harsh segregation going on. Caucasians made African-Americans work for them as slaves, farmers, babysitters, and many other things in th at line. Then when World War II came, â€Å"World War II required the reunification and mobilization of Americans as never before† (Module2). They needed to cooperateRead MoreThe World War 11 By Ronald Takaki Essay986 Words   |  4 PagesDouble Victory: Multicultural History of America in World War 11†, is a book written by Ronald Takaki was published in the early 2000s. Double Victory shows the wartime responses from many ethnic backgrounds as well as the war at home against racism and the war abroad against fascism. Takaki also shows the roles of; African-Americans, Native-Americans, Mexican-Americans, and Asian-Americans, during the war and the sacrifices made for their country. In Double Victory, Takaki introduces different revisionistRead MoreEffects Of World War II On America Essay958 Words   |  4 PagesIn September of 1939, a global war had begun when Hitler led the German forces to invade Poland. The American president was reluctant on entering the war beca use he was building allies in the western hemisphere and was focused on making life better on the home front. Tragedy struck America on the morning of December 7, 1941 when the Japanese conducted a surprise aerial attack against the United States naval base at pearl harbor. The lethal and deadly force of the attack spurred President FranklinRead MoreWalter Lafeber s Michael Jordan And The New Global Capitalism1511 Words   |  7 PagesSpanning from the 1940s to present-day the American dream, and American system, have been shaped by factors such as communism, immigration, poverty, racial tensions, and also war. America’s dream of, if one is to work hard enough that they shall be able to achieve great things, took yet another turn to exclude certain races, women, and the lower classes. In Walter LaFeber’s Michael Jordan and the New Global Capitalism, capitalism is seen through the eyes of basketball, and LaFeber argues that capitalismRead MoreWomen During World War II2 442 Words   |  10 PagesDuring World War II, the roles of women have forever been changed. Young men and women decided to marry just before their sweethearts went overseas to fight for their country. As the men fought abroad, we began to see women on the Home Front encouraged to be more independent and finding jobs of their own. These females in the United States stepped up to the plate and began working jobs that many men had before. Women stepped up and began working in factories, participating in organizations in regards

Dating Etiquette and Curfews for Teens Free Essays

Should girls ask out boys? Kindling Marie Saracens If you’re wondering whether a girl can ask out a guy, of course you can, she can. But there are a few things to remember before you take the plunge-It’s natural to like a guy. And it’s natural to want to ask a guy out-And its easy. We will write a custom essay sample on Dating Etiquette and Curfews for Teens or any similar topic only for you Order Now Buyout shouldn’t do it unless you have no other alternative. Should girls ask out a boy? Most guys say they’re completely fine with it when girls ask a guy out. Some guys even say they prefer it because it takes the pressure off of asking a girl out. But ask us, an we’ll tell you the answer, You shouldn’t do it. Now we’re not Ewing uptight or prejudiced about the male species and their ways. But that’s just the way stolen glances and love works. Guys and girls are different in many ways. And especially when it comes to a relationship great guys like good chase. When you tell a guy you like him Xx not really disappointing, but a guy would never understand how special you are. Nor would he understand how much he needs you until he doesn’t have you. It’s too easy, like a free brochure that you get in your mailbox now and then. It goes trait to the bin. If you like a guy, and want him to stick around, you need to make him like you back before you even ask him out. Its quite pointless to walk up to a guy and tell him you like him. And the conversation’s going to sound like this. Girl (nervous): Hire I like you, and I was wondering if we code go out sometime†¦ Boy (sheepish): Ooh, oh†¦ Kay†¦ Sweet! Girl (relieved): How about we go out sometime? Boy (happy): Yeah, sure, how about Saturday night? And then, the girl’s happy and the boys happy too. And the boys goes to his friends. He learns to brag. Boy (boastful): Herr check this out. That that girl we keep bumping into, you know, the girl with the awesome boobs, she just asked me out. Friends (in awe): Oh, yeah?! That’s hot, dude†¦ O what are you goanna do? Lay her this weekend? Boy (Check magnet): Ha ha ha ha†¦ We’ll find out, won’t we†¦? The bib scores, looks good in front of his friends, get a date and a swollen ego and thinks he’s a chick magnet. The girl may be very sweet, but he doesn’t care. All he cares about is the fact that the girl asked him out. So he must be charming, sexy and could get any girl he wanted. Everyone else soon finds out the girl asked out the guy out. The girl appears needy and easy to get. The guy looks like a rock star. You see, it’s easy to ask a guy out. But when you do that, almost all guys lose the point. He won’t realize hat a nice girl asked him out, he’ll assume he’s really good and all girls will love him. Guys make their own lives harder, but they like it the way it is. Learn to play hard to get and guys, as much as they hate it, will love you for it. Of course, a girl can ask a guy out and the relationship may even go very far on the road of happy love. But in most cases, it doesn’t work in the girl’s favor. Men love the idea of having women swooning over them. Why do you think Bond is such a big hit? For his well cut suits? And what about the axe effects? While guys may feel relieved to cut straight to the chase, or in the case even skip he chase completely, they won’t add you into the equation. For a guy that moment when you ask him out isn’t a chapter in the book Of romance. It’s the first step towards realizing how sexy he is! Now many guys may disagree and claim that they love confident woman whoosh the cones to walk up to a guy and ask him out. But this isn’t always the case. At the end of the day, let’s face it. All a girl has to do is drop a few signs and if a guy does like her back, he’ll probably pop the question even before the girl thinks it. Less safer, and an easier way to get to know if a guy likes you, sans the embarrassment of a guy turning oh down. [ The real truth] So can a girl ask out a guy ever? There’s just one type of guy where a girl asking a guy out is the only way forward. If you’ve fallen for a cute shy guy. These guys are nice, but they’re just so shy and awkward, it’s embarrassing! You can walk past them with a marching band singing â€Å"she’s in love with you† and the guy might just sniffle and try to slip behind the wallpaper. Do curfews keep teens out of trouble ? Even with a curfew teens will do what they want to do. If that means sneaking out, lying or skipping school or etc. Sneaking out gives a teen a thrill and like they are inconvertible. That just sakes them more likely to do much more dangerous stuff. Also, having a curfew just adds stress on teen, because they will freak out about running late and traffic causing them to be late Do curfews keep teens out of trouble? F anyone says that kids will be too scared so sneak out, well wouldn’t they be to break an actual law? Does curfew real keep teens out of trouble? Curfews give teens the chance to change and it works because they have less time out to cause the trouble and get Pregnant do vandalism, go stealing take drugs, smoke Cigarettes, and have under age sex get involved. With the police and Intimidating Behavior. That’s the reason many people believe curfews are a good idea however giving your child a curfew is not going to stop them from doing all this stuff. They may not do it during the night or during their curfew but they may be doing it at day time or even skip school and go get in trouble. Having a curfew does not decrease crimes. Numerous articles by credible sources such as the (National Center for Policy Analysis, the Center on Juvenile and Criminal Justice, and the US Department of Justice) all unanimously agree that curfew, in fact, does NOT lower young crime rates of any kind. Does curfews keep teens out of trouble? Also, I found that the amount of arrests in young for breaking curfew greatly outnumbers the amount of arrests in young for any other crime in young. All of this goes to show that curfews in fact have no effect, and that teaching young teens to have morals and know what is right and what is wrong is greatly more effective than curfews. I’ve had my share of sneaking out, and staying out WAY past the time my parents set before me. It’s only because if you say I can’t do something, want to prove everyone wrong and say that I can do that, and you can’t do anything to stop me. How to cite Dating Etiquette and Curfews for Teens, Papers

Negotiation Case Essay Example

Negotiation Case Essay Post-Negotiation Analysis For The Paradise Project In this case, I was playing the role of chief project manager of the Paradise Project, and I was negotiating with my Manager of Artistic Design (Angel) and Manager of Client Contracts and Customer Relations (Elion) in order to resolve the conflict between each of them. Overall, I was satisfied with the final agreement, which paid 3,000 more pesos to Angel and ensured that he would change the color of the tiles and finish the job before the deadline. At the same time, Elion would be helping him get the work done. Because we were able to reach a mutually satisfying agreement, I would like to analyze three aspects of our negotiation process; how I implemented it as a chief manager, what I learned from it, and how I can improve my negotiating skills in the future to achieve even better results. First of all, because I was playing the role of chief manager of the project; I assumed that I should be the one that controls the meeting. Therefore, I set up a brief outline for this negotiation before we met each other, and tried to keep our discussion organized. I think this was one of the significant factors that helped me steer the whole meeting toward my target outcome. Secondly, I didn’t spend too much time talking, instead, I spent lots of time asking them questions and listening carefully to their responses. I believe that nobody likes being asked to do something, but people usually like to provide ideas about how to do something. We will write a custom essay sample on Negotiation Case specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Negotiation Case specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Negotiation Case specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Third, during the meeting, I tried to encourage the other participants to provide their own solutions. Although some of their proposals weren’t feasible, I didn’t reject them outright, at least not at first. I pointed out the difficulties and allowed them to rethink. In fact, by employing these three strategies as a manager, I achieved a deal that was close to my target outcome, even better than my BATNA. After the meeting, I figured out that I made the mistake of treating both Elion and Angel as subordinates on the same level as each other. In fact, as a manager of client contracts and customer relations, Elion should have a closer relationship to me because it’s both of our jobs to get the project done and satisfy our clients. For Angel, the artistic value of his work is most important. Therefore, I should have considered each individual’s relationship towards me more clearly so that I could control the negotiation process even better. In addition, I figured out finding common interests amongst each party are crucial for finding a mutually agreeable solution. Angel was confident about his design. If I wanted him to change his color choice, I would have needed to convince him that changing his design doesn’t necessarily mean that he made a bad choice, only that it is a client request. Even though I reached an agreement efficiently, I still need to improve my negotiation skills. First, I should have been able to consider if there is another option besides of changing the color. For example, the option of keeping the color, and then convincing our client to accept it. Second, I could have been more aggressive during the meeting in order to save as much money as possible. Because I am the chief manager, and any extra cost will directly create a negative effect on my supervisor’s evaluation of me. To sum up, participating in this case gave me an opportunity to understand how a chief manager should perform in a negotiation process. By reviewing the result, I have learned I considered more clearly each party’s relationship towards me, and I should been more aggressive during the meeting to purse them. I am looking forward to the next one.

Free Essays on Death

The DEATH Penalty Capital Punishment is an Unlawful and Ineffective Deterrent to Murder. The United States is one of the few countries left in the world to practice the savage and immoral punishment of death. Retentionists argue that the consequence of death prevents people from committing the crime of murder. It is proven that the death penalty does not deter persons from committing murder, nor does it serve as an example of the consequences of capital crimes to society. Furthermore, it is impossible to guarantee that the criminal justice system will not discriminate against or execute the innocent. Above all, the methods of execution are horrifying and barbaric, as well as the devaluing of a human life. We must realize that the life of a murderer is worth as much as the life of the victim. An indecent justice, one that takes human lives based on ideals of vengeance and violence, is an immoral system that is unacceptable. The most widely used argument in support of capital punishment is that the consequence of execution influences criminal behavior more effectively than imprisonment does (â€Å"Against the Death Penalty†). Although the argument may sound reasonable, in reality the death penalty fails as a deterrent. First, punishment can only be a useful deterrent if it is rational and immediately used. Capital punishment cannot meet those conditions. The number of first degree murderers who are sentenced to death is small, and of this group an even smaller number of people are eventually executed. Moreover, the possibility of increasing the number of convicted murderers sentenced to death and executed by requiring mandatory death sentences was declared unconstitutional in 1976 Jewett 2 (National Coalition to Abolish the Death Penalty). Murder and other crimes of violence are not always premeditated. For example; gang violence, drive by shootings and kidnapping for ransom are serious crimes that continue to be committed bec... Free Essays on Death Free Essays on Death The DEATH Penalty Capital Punishment is an Unlawful and Ineffective Deterrent to Murder. The United States is one of the few countries left in the world to practice the savage and immoral punishment of death. Retentionists argue that the consequence of death prevents people from committing the crime of murder. It is proven that the death penalty does not deter persons from committing murder, nor does it serve as an example of the consequences of capital crimes to society. Furthermore, it is impossible to guarantee that the criminal justice system will not discriminate against or execute the innocent. Above all, the methods of execution are horrifying and barbaric, as well as the devaluing of a human life. We must realize that the life of a murderer is worth as much as the life of the victim. An indecent justice, one that takes human lives based on ideals of vengeance and violence, is an immoral system that is unacceptable. The most widely used argument in support of capital punishment is that the consequence of execution influences criminal behavior more effectively than imprisonment does (â€Å"Against the Death Penalty†). Although the argument may sound reasonable, in reality the death penalty fails as a deterrent. First, punishment can only be a useful deterrent if it is rational and immediately used. Capital punishment cannot meet those conditions. The number of first degree murderers who are sentenced to death is small, and of this group an even smaller number of people are eventually executed. Moreover, the possibility of increasing the number of convicted murderers sentenced to death and executed by requiring mandatory death sentences was declared unconstitutional in 1976 Jewett 2 (National Coalition to Abolish the Death Penalty). Murder and other crimes of violence are not always premeditated. For example; gang violence, drive by shootings and kidnapping for ransom are serious crimes that continue to be committed bec... Free Essays on Death In Virginia Woolf’s essay â€Å" The Death of the Moth,† she is suggesting no matter how much energy one has now they will eventually die. I feel this essay works because of the reality of her words. Her point is well stated in the symbolism that she chooses to use. In explaining her essay she uses the moth as a symbol for life, she also uses the window as life and then death, next she uses energy to symbol the change from child to adult. Throughout the essay Woolf is explaining the moth standing for life. When she firsts sees the moth all she can think about is how life is so simple and energetic. Woolf wonders if while this moth is flying around the window trying to find a way to escape, it is in someway a little pathetic and lifeless. Woof states, â€Å" He was little or nothing but life† (Woolf 771). This explains why she is so intrigued by the acts the moth is doing at the moment. Woolf used the window the moth is trapped in as a symbol for life and then it turns to death. This is because while the moth is wondering how to get out of the window it looses all its energy and then dies right where just minutes earlier it was full of energy. After all the dancing Woolf sits and thinks about why things are happening the way they are. Why was the moth all the sudden dying? She could not explain what was going on except for that is seemed that â€Å"death was stronger then her† (Woolf 773). This expression only goes on to say that Woolf may have been more afraid of death after seeing the moth die in such a way that was not fair. Woolf then goes on to say that energy all together represents the change from childhood to adulthood. This means that when Woolf first sees the moth she thinks of it as a child full of energy and ready to dance all over the place. As the moth is dancing it is turning into an adult and loosing energy every minute. Woolf explains, that she almost tried to help the moth but then decided against it because t... Free Essays on Death The Debate over the merits of capital punishment has endured for years, and continues to be an extremely indecisive and complicated issue. Adversaries of capital punishment point to the Marshalls and the Millgards, while proponents point to the Dahmers and Gacys. Society must be kept safe from the monstrous barbaric acts of these individuals and other killers, by taking away their lives to function and perform in our society. At the same time, we must insure that innocent people such as Marshall and Millgard are never convicted or sentenced to death for a crime that they did not commit. Many contend that the use of capital punishment as a form of deterrence does not work, as there are no fewer murders on a per- capita basis in countries or states that do have it, then those that do not. In order for capital punishment to work as a deterrence, certain events must be present in the criminal's mind prior to committing the offence. The criminal must be aware that others have been punishe d in the past for the offence that he or she is planning, and that what happened to another individual who committed this offence, can also happen to me. But individuals who commit any types of crime ranging from auto theft to 1st-Degree Murder, never take into account the consequences of their actions. Deterrence to crime, is rooted in the individuals themselves. Every human has a personal set of conduct. How much they will and will not tolerate. How far they will and will not go. This personal set of conduct can be made or be broken by friends, influences, family, home, life, etc. An individual who is never taught some sort of restraint as a child, will probably never understand any limit as to what they can do, until they have learned it themselves. Therefore, capital punishment will never truly work as a deterrent, because of human nature to ignore practised advice and to self learn. There are those who claim that capital punishment is in itself a form o... Free Essays on Death Capital Punishment is an Unlawful and Ineffective Deterrent to Murder The United States is one of the few countries left in the world to practice the savage and immoral punishment of death. Retentionists argue that the consequence of death prevents people from committing the crime of murder. It is proven that the death penalty does not deter persons from committing murder, nor does it serve as an example of the consequences of capital crimes to society. Furthermore, it is impossible to guarantee that the criminal justice system will not discriminate against or execute the innocent. Above all, the methods of execution are horrifying and barbaric, as well as the devaluing of a human life. We must realize that the life of a murderer is worth as much as the life of the victim. An indecent justice, one that takes human lives based on ideals of vengeance and violence, is an immoral system that is unacceptable. The most widely used argument in support of capital punishment is that the conse quence of execution influences criminal behavior more effectively than imprisonment does (â€Å"Against the Death Penalty†). Although the argument may sound reasonable, in reality the death penalty fails as a deterrent. First, punishment can only be a useful deterrent if it is rational and immediately used. Capital punishment cannot meet those conditions. The number of first degree murderers who are sentenced to death is small, and of this group an even smaller number of people are eventually executed. Moreover, the possibility of increasing the number of convicted murderers sentenced to death and executed by requiring mandatory death sentences was declared unconstitutional in 1976 Jewett 2 (National Coalition to Abolish the Death Penalty). Murder and other crimes of violence are not always premeditated. For example; gang violence, drive by shootings and kidnaping for ransom are serious crimes that continue to be committed because the criminal thinks he is to... Free Essays on Death Two sisters are home alone when a robber enters the house. The younger sister (8) is shot and killed, while the other one hides in horror and witnesses the shooting. Though she manages to escape and save herself, she can never fully recover from what she had seen with her own eyes almost twenty years ago. This story is not unique for there are many witnesses of murder everyday. The idea of putting another human to death is hard to completely fathom. The physical act of putting someone to death is easy to execute, but the emotions involved in carrying it out, is beyond the understanding of someone who as not witnessed such a tragic event. I know it must be painful, dehumanizing, and sickening. However, this act is sometimes necessary and it is our responsibility as a society to see that it is done. Capital punishment debates can quickly turn heated and argumentative because of the very dramatic nature of the topic. Most people either completely support capital punishment or are comple tely against it. Unfortunately there is no middle road that you can take, you can’t half kill a person for a crime. I will argue that capital punishment for first degree murder is a necessary part of living in a civilized society. Upon arguing for the death penalty you must understand that the death penalty is morally correct, and it will bring a closure to the victims family. Capital punishment is not only justifiable but is morally correct and should be the mandatory sentence for such crimes once an individual is found guilty. It would be neither unjust nor immoral to execute such an individual. It is not logical to believe that a person raised in our society does not know that the crimes of murder or the rape of a child will not be tolerated. Regardless of an individual’s background or status, individual choices lead to results that carry personal responsibility. It is inappropriate to make excuses for these criminals simply because they were negle... Free Essays on Death Fall is Death The sky is the color of hard gray stone Death’s hand is stretching out Birds and animals awake with a shock Frost dances in the dawn In the high empty sky, the cold sun shines With fires that forget to warm But the chill wind burns with a stinging bite The trees blaze with cold flame The sun is buried in the high, dead hills She dies there in fire and smoke The heartbeat of the earth slows down and fades Life is swallowed up in the dusk The birds of the air have gone over the clouds The beasts of the forest sleep And the small creeping things that live in the earth Lie slain by the breath of the night Now white light and ice shine high in the sky Death’s hand is squeezing hard Birds and animals cower and hide And slowly, each leaf Falls And I Walked Onto the Battlefield And I walked onto the battlefield. I marched between the lines as bullets whipped by and shells exploded. I halted in the midst of fierce combat. There was a cool gentle breeze. And I opened my trench coat. Cradled there, within my right arm, the tiniest of forms barely eight months amongst our world. And I waited with her there. Guns, and machines, all paused in their barrage, as each in time spotted the child, fell silent until only the breeze spoke. And I lifted her aloft. Her voice came gentle, at once quiet but gaining volume, gaining strength, gaining light until the battlefield rang with song as my fingers caressed her.. For she laughed. As soldiers holding guns, from side to side, whipped their heads up. For she laughed louder. As soldiers in trenches, from side to side, looked up at her, eyes lit wide. For she laughed louder still And each men, at once heavy, but lighter lighter in futility, lighter in hope together the soldiers laughed too. For they remembered their childhood and had discovered the child within themselves. And then one by one, they tur... Free Essays on Death The Debate over the merits of capital punishment has endured for years, and continues to be an extremely indecisive and complicated issue. Adversaries of capital punishment point to the Marshalls and the Millgards, while proponents point to the Dahmers and Gacys. Society must be kept safe from the monstrous barbaric acts of these individuals and other killers, by taking away their lives to function and perform in our society. At the same time, we must insure that innocent people such as Marshall and Millgard are never convicted or sentenced to death for a crime that they did not commit. Many contend that the use of capital punishment as a form of deterrence does not work, as there are no fewer murders on a per- capita basis in countries or states that do have it, then those that do not. In order for capital punishment to work as a deterrence, certain events must be present in the criminal's mind prior to committing the offence. The criminal must be aware that others have been punishe d in the past for the offence that he or she is planning, and that what happened to another individual who committed this offence, can also happen to me. But individuals who commit any types of crime ranging from auto theft to 1st-Degree Murder, never take into account the consequences of their actions. Deterrence to crime, is rooted in the individuals themselves. Every human has a personal set of conduct. How much they will and will not tolerate. How far they will and will not go. This personal set of conduct can be made or be broken by friends, influences, family, home, life, etc. An individual who is never taught some sort of restraint as a child, will probably never understand any limit as to what they can do, until they have learned it themselves. Therefore, capital punishment will never truly work as a deterrent, because of human nature to ignore practised advice and to self learn. There are those who claim that capital punishment is in itself a form o...

The Bre-X Gold Scandal, History and Resources

The Bre-X Gold Scandal, History and Resources Start with the biggest deposit of gold ever reported, in the headwaters of the Busang River in the steaming jungle of Borneo. The Canadian company Bre-X Minerals Ltd. didnt know about that when it bought rights to the site in 1993. But after Bre-X hired a high-living geologist to map the ore body, the deposit, along with the fever dreams that accompany gold, grew to monster size- by March 1997 that geologist was talking about a 200-million-ounce resource. You do the math at, say US$500 per ounce in mid-1990s dollars. Bre-X prepared for big times ahead by building a gold-plated website, where you could generate your own Bre-X stock chart to follow its meteoric rise. It also had a chart showing the equally meteoric rise of the estimated gold resource: together, those two pages could infect anyone with gold fever. The Sharks Arrive Bigger mineral companies took notice. Some made takeover offers. So did the Indonesian government, in the person of president Suharto and his powerful family. Bre-X owned more of this lode than seemed prudent for such a small, inexperienced foreign firm. Suharto suggested that Bre-X share its fortunate surplus with the people of Indonesia and with Barrick, a firm tied to Suhartos ambitious daughter Siti Rukmana. (Barricks advisors, among them George H. W. Bush and ex-prime minister of Canada Brian Mulroney, also favored this scheme.) Bre-X responded by enlisting Suhartos son Sigit Hardjojudanto on its side. An impasse loomed. To end the contretemps, family friend Mohamad Bob Hasan stepped in to offer all sides a deal. The American firm Freeport-McMoRan Copper Gold, led by another old Suharto friend, would run the mine and Indonesian interests would share the wealth. Bre-X would keep 45 percent of the ownership and Hasan for his pains would accept a share possibly worth a billion or so. Asked what he was paying for this stake, Hasan said, There is no payment, no nothing. It is a very clean deal. Trouble Arises The deal was announced on 17 February 1997. Freeport went to Borneo to start its own due-diligence drilling. Suharto was ready to sign a contract after this step, locking in Bre-Xs land rights for 30 years and starting the flood of gold. But just four weeks later, Bre-Xs geologist at Busang, Michael de Guzman, exited his helicopter that was 250 meters in the air at the time- an evident suicide. On March 26 Freeport reported that its due-diligence cores, drilled only a meter and a half from Bre-Xs, showed insignificant amounts of gold. The next day Bre-X stock lost almost all of its value. Freeport brought more rock samples to its American headquarters under armed guard. Bre-X commissioned a review of Freeports drilling; the review recommended more drilling. Another review focusing on the chemical assays caused Bre-X to clam up completely on 1 April, and Suhartos signature was postponed. Bre-X, in a novel strategy for the time, blamed the Web. CEO David Walsh told a fawning Calgary Herald reporter that the meltdown began when scurrilous local rumors in Indonesia were picked up by one of the ghostwriters on the Internet on the chat page or whatever. Further reviews took the rest of April. Meanwhile, disquieting details began to arise. Industry journalists soon found evidence that the Busang ore samples had been salted with gold dust. Salting of the Earth On Friday 11 April, Northern Miner magazine put a news flash on its site laying out three lines of evidence that Bre-X had been duped. First, contrary to company statements, the Busang core samples had been prepared for assay in the jungle, not in the testing lab. A videotape made by a visitor to the field site showed the humble machines common in assay labs- hammer mills, crushers, and sample splitters. Well-labeled sample bags clearly had finely crushed ore in them. Security was lax enough that samples could easily have been spiked with gold.Second, the local inhabitants had begun panning for gold in the Busang River, but in two years they never found any. Yet Bre-X claimed that gold was visible, a sign of unusually rich ore. And de Guzmans technical report, confusingly, called the gold submicroscopic, which is typical of hard-rock gold ore.Third, the assayer that tested the samples said the gold was predominantly in visible-sized grains. Also, the grains showed signs consistent with being typical river-panned gold dust, such as rounded outlines and rims depleted in silver. The assayer dodged the 64-billion-dollar question, saying that there were indeed ways for hard-rock gold grains to acquire rounded edges- but that argument was a fig leaf. The Curtain Falls Meanwhile, a storm of securities lawsuits arose around Bre-X, which vigorously protested that this was just an unfortunate series of misunderstandings. But it was too late. The collapse of Bre-X cast a cloud over the gold mining industry that lasted into the next century. David Walsh decamped to the Bahamas, where he died of an aneurysm in 1998. Bre-Xs chief geologist, John Felderhof, eventually went on trial in Canada but was acquitted of securities fraud in July 2007. Apparently in selling part of his stock holdings for $84 million in the months before the scandal hit he had not been criminal, just too stupid to catch the fraud. And I have been told that Michael de Guzman has been seen in Canada, years after the scandal. The explanation would be that, as was rumored at the time, an anonymous corpse was thrown from the helicopter. You could say the very jungle had been salted as well as the ore bags.

A Complete Specification of the Asymptotic Variance Assignment

A Complete Specification of the Asymptotic Variance - Assignment Example The le contains 6,808 observations for individuals living in Ontario. b) Estimate two human capital earnings models, one for men and one for women. Use wage as the dependent variable and include exp, exp2, Educ, not grad, hs grad somepse, uni1, uni2, and marras independent variables. Discuss the goodness of the of the two equations. From the regression table, we observe that the F-computed is 257.6> 1.88260439 (F-critical), we thus reject the null hypothesis that all regression coefficients are equal to zero. This shows that F-test is significant indicating that the observed R-squared is reliable, and is not a spurious result of oddities in the data set. Also, it shows that the proposed relationship between the response variable and the set of predictors is statistically reliable, and can be useful when the research objective is either prediction or explanation. From the regression table, we observe that the F-computed is 356.47> 1.88266598 (F-critical), we thus reject the null hypothesis that all regression coefficients are equal to zero. This shows that F-test is significant indicating that the observed R-squared is reliable, and is not a spurious result of oddities in the data set. Also, it shows that the proposed relationship between the response variable and the set of predictors is statistically reliable, and can be useful when the research objective is either prediction or explanation. c) Interpret the results of the test of overall significance for each equation. Do not forget to state the decision rule for the test, the level of significance you are using, and the critical value of the test statistic. The p-value for the overall model is 0.0000, a value less than 5%, we thus reject the null hypothesis. The null hypothesis states that the coefficient is equal to zero (no effect). We, therefore, conclude that the model is appropriate and that there is the significant effect on the dependent variable (sewage) by the independent variables.  

Ancient to Modern Art History Essay Example | Topics and Well Written Essays - 750 words

Ancient to Modern Art History - Essay Example The essay "Ancient to Modern Art History" investigates modern art history, ancient history and analyzes figure of St Augustine. He was a gifted writer in theological works. â€Å"The good which I now sought was not outside myself. I did not look for it in things which are seen with the eye of the flesh by the light of the sun. For those who try to find joy in things outside themselves easily vanish away into emptiness. They waste themselves on the temporal pleasures of the visible world. Their minds are starved and they nibble at empty shadows†. This is an example of many of his sayings, by which he meant that he was happy with the beauty that he had of himself and nothing he could see from the world, would ever impress him. The fulfillment he had was the acceptance of Christ and a strong belief in serving God that replaced all other aesthetic beauty that could entice the body. The beauty and precision in the detailing of Mausoleum of Galla Placidia Ravenna, in Italy, which we re built with the most precious of stones; such as such as marble and gold, placed mosaics to precision in every detail, like in the arrangement of more than the 800 stars on the roof, the alignment of the cross on the vault, the depiction of Christ as a good shepherd, all depict the visual beauty of Christianity that has attracted more tourists than believers to the religion. A fascinating mosaic inside on the south side of the Mausoleum of Galla Placidia Ravenna, in Italy, is a depiction of a man believed to have been St. Lawrence.

Theories on Learning and Multimedia

Theories on Learning and Multimedia Literature Review Introduction Computer-based instruction was used by the military to create standardize training and be more cost-effective (Shlechter, 1991). Computer-based instruction allows individual learners to pace the lesson content to meet his or her needs and provides the environment for self-directed learning (Lowe, 2002). Computer-based instruction can be defined as using computers to deliver, track, and/or manage instruction and when computers are the main mode of content delivery. The instruction can include text, images, and feedback. Software advances allow developers to integrate audio narrations, sound clips, graphics, videos, and animation into a single presentation and played on a computer (Koroghlanian Klein, 2000; Moreno Mayer, 1999). Instruction is classified as multimedia when sound, video, and images are included. Multimedia incorporates audio and visual elements with the instruction (Craig Gholson, Driscoll, 2002; Mayer Moreno, 2003; Mayer and Sims, 1994; Mayer Johnson, 2008). Audio components include narrations, which uses the students verbal channel of his or her working memory. Visual components include static images, animations using multiple still images, a video, and/or on screen text, which uses the students visual channel of his or her working memory. When the student receives the information from the verbal and visual channel of his or her working memory and relates the information from the two channels, then meaningful learning has occurred (Tempelman-Kluit, 2006). Meaningful learning is developing a understanding of the material, which includes attending to important aspects of the presented material, mentally organizing it into a coherent cognitive structure, and integrating it with relevant existing knowledge, (Mayer Moreno, 2003). Meaningful learning or understanding occurs when students are able to apply the content they learned and are able to transfer the information to new situations or creating solutions to problems rooted in the content presented (Jamet Le Bohec, 2007; Mayer and Sims, 1994). Allowing students to process and apply the information is essential for knowledge retention and meaningful learning. In multimedia learning, active processing requires five cognitive processes: selecting words, selecting images, organizing words, organizing images, and integrating. Mayer Moreno 2003 Multimedia instruction not only incorporates audio and visual elements it also has the capability of creating nonlinear content. Creating a nonlinear lesson allows the learner to have an active role in his or her learning and bypass sections they have already learned as well as go back and review sections if they need reinforcement. It is like putting the student in the drivers seat and enabling them to reach the destination through a variety of paths versus sitting on a bus and stopping at each stop and waiting until they reach the destination. Cognitive Learning Theories in Multimedia Multiple multimedia learning theories and principles guide the creation process for multimedia presentations and facilitates student learning. Using the theories and principles guides the presentation creation process and facilitates students learning. The two overarching theories are cognitive load and dual coding. Several effects and __ related to the two main theories are: split-attention, redundancy, modality, spatial contiguity principle, temporal congruity principle and coherence principle. The four theories that are directly relevant to this study are: ___ ___ ___ and ___. Add figure of org chart of principles theories. Paivo, Sweller Mayer. Mayers theory of multimedia learning Cognitive Load The working memory has a finite capacity for processing incoming information for any one channel, visual or audio. The combined processing, at any particular time, creates the working memorys cognitive load ability (Baddeley, 1992; Mayer Moreno, 2003; Chandler Sweller, 1991). To take advantage of the memorys capability it is important to reduce redundant and irrelevant information, thus reducing the cognitive load (Sweller, 1994; Ardaà § and Unal 2008; Mayer Moreno, 2003; Tempelman-Kluit, 2006). To keep the information efficient the multimedia should eliminate information that does not apply to a lesson or assignment. Content that is nonessential for transfer or retention should also be eliminated. Information needs to be concise by carefully selecting the text and images for the content and present the information succinct and organized in a logical pattern (Mayer Moreno, 2003). Careful selection of text and images should be concise so content can be presented in a succinct and organized, logical pattern. Grouping the information into smaller portions of information reduces the cognitive load. By chunking the information, the working memory has the opportunity process the content and makes connections with prior learning and knowledge. The information is then stored in long-term memory (Mayer Moreno, 2003). After presenting a portion of the information, the multimedia presentation should include a brief activity to engage the student in processing and storing the information. Utilizing both the auditory and the visual channel of the working memory also helps with the cognitive load and content retention (Tempelman-Kluit, 2006). Based on the information above about memory and processing the Cognitive Load Theory (CLT) was developed by Sweller (1993, 1994, 1998). The theory assumes that people possess a limited working memory (Miller, 1956) and an immense long-term memory (Chase Simon, 1973), with learning mechanisms of schema acquisition (Chi et al., 1982; Larkin et al., 1980) and automatic processing (Kotovsky et al., 1985), (Jueng, Chandler Sweller, 1997). Cognitive load theory provides a single framework for instructional design based on separate cognitive processing capabilities for visual and auditory information (Jamet Le Bohec, 2007). Creating a multimedia presentation that conforms to CLT would integrate the auditory and visual information on the screen. The CLT presentation design limits the load on any one channel to prevent cognitive overload and increase learning (Kalyuga, Chandler, Sweller, 1998; Mayer and Moreno 2002; Tindall-Ford, Chandler, Sweller, 1997). Further research conducted by __ __ ______ _____ indentified three separate types of cognitive load, intrinsic, extraneous, and germane. Intrinsic cognitive load The first type of cognitive load is intrinsic and is shaped by the learning task and the learning taking place (Van Merrià «nboer and Sweller, 2005). Intrinsic cognitive load occurs between the learner and the content, with the learners level of knowledge in the content area playing a factor. The other factors are the elements the working memory is processing at one time and element interactivity (van Merrià «nboer and Sweller, 2005). Element interactivity level depends on the degree to which the learner can understand the element information independently (Pass, Renkl, Sweller, 2003). If you need to reduce total cog load (intri + extr + gemain) you need you need to know the elements and how to reduce loads. If the learner needs to understand several elements at once, and how they interact with each other, then the element interactivity is high. However, if the learner can understand each element independently then the element interactivity is low (Pass, Renkl, Sweller, 2003). Th e intrinsic level occurs with the learner and their working memory and constructing meaning from the elements presented. While intrinsic load cannot be adjusted, the extraneous load can be modified. Give own example of high and low element interactivity. (van Merrià «nboer and Sweller, 2005) à   intrinsic learning schema construction and automation. Content element interactivity directly correlated to intrinsic cognitive load ? (Pass, Renkl, Sweller, 2003). Page 1 of article Extraneous cognitive load The second type of cognitive load is extraneous or ineffective and is affected by the format of the information presented and what is required of the learner. Extraneous cognitive load occurs when information or learning tasks have high levels of cognitive processing and impedes with knowledge attainment (Pass, Renkl, Sweller, 2003). Extraneous cognitive load is also referred to as ineffective cognitive load since the cognitive processing is not contributing to the learning process. The working memory has independent two channels for processing audio and visual. If the instruction occurs only using one channel instead of utilizing both channels the learner will experience a higher level of extraneous cognitive load (van Merrià «nboer and Sweller, 2005). Extraneous cognitive load can be reduced by several effects studied as part of instructional design and cognitive load report as by Sweller et al., 1998 such as; split attention, modality, and redundancy (van Merrià «nboer and Swel ler, 2005). Germane cognitive load The third type of cognitive load is germane and is also affected by design of the instruction being presented. While extraneous cognitive load accounts for information impeding learning germane cognitive load focuses on freeing cognitive resources to increase learning. Germane is also referred to as ineffective cognitive load. Germane and extraneous work together disproportionately. Designing instruction that lessens the extraneous cognitive load allows additional cognitive processing for germane load and increase students ability to assimilate information being presented (Pass, Renkl, Sweller, 2003). Intrinsic, extraneous, and germane cognitive loads work together for a combined total cognitive load; this combined load cannot be greater than the available memory resources for a learner. An experiment conducted by Tindall-Ford, Chandler and Sweller, 1997 had a purpose of measuring cognitive load. The participants were twenty two first year apprentices and had completed grade ten of high school. The participants were assigned to one of two treatments, visual-only instructions and audio-visual instructions. The experiment started with an instructional phase, which has two parts and was 100 seconds in length. Part one of the instruction phase had an explanation of how to read an electrical table and was either all visual, or was visual and audio with a cassette player. After the instructional phase part one, the participant rated the mental effort (load) based on a seven point scale. Then the apprentices took part in a test phase which included three sections. The first section was a written test where participants filled in the blank headings in an electrical table. The second section contained questions about the format of the table. After the first part of instruction and two parts of testing, participants were given the same electrical table and participants had to apply information contained in the table to examples given. Participants had 170 seconds to study the information, then completed another subjective mental effort (load) survey. Then the participants complete the final section of the test phase. The apprentices had to apply the information and select the appropriate cable for an installation job with the given parameters. Apprentices had a two week break where they continued with their normal training. Then both the two part instruction phase and the three part test phase were repeated. A 2 (group) X 2 (phase) ANOVA was run for the first instruction section and the first two sections of the written test in the test phase and significant difference was found with the audio-visual group performing better than the visual-only group. When the ANOVA was run for the mental load for the two phases significance was found again, with the audio-visual group rating the mental effort lower than the visual-only group. Similar results were found when analyzing part two of instruction mental load and section three of the written test for both phases. All test results revealed the audio-visual group outperforming the visual-only group for all tests and a lower mental load rating. Therefore the participant performance can be linked back to the cognitive load. An experiment was conducted by Ardac and Unal, 2008 finish later Based on the experiment above by Tindall-Ford, Chandler and Sweller, 1997, when selecting a format for a presentation audio-only is the better choice. This is true not only from a modality theory, it is also better from a cognitive load theory perspective, since visual-only formats cause a higher level of mental effort for participants. Transition sentence that link split-attention effect as a part of cognitive load theory. Split-Attention Effect When images or animations are involved with the redundant text then the visual channel has to pay attention to multiple visual elements and the attention is split between the many visual pieces, creating the split-attention effect. Having several visual components such as text and animations causes an increase in the cognitive load and learning is hampered (Ardac Unal, 2008). Split-attention occurs when instructional material contains multiple sources of information that are not comprehendible by themselves and need to be integrated either physically or mentally to be understandable (Jeung, Chandler Sweller, 1997; Kalyuga, Chandler, Sweller, 1998; Tindall-Ford, Chandler, Sweller, 1997). Split-attention effect can be minimized by placing related text close in proximity to the image in the presentation or using audio narration for an animation instead of on-screen text (Jamet Le Bohec, 2007). One experiment conducted to test the split-attention theory was designed by Mayer, Heiser, and Lonn, 2001. In this experiment there were 78 participants selected from an university psychology subject pool. The experiment was a 2 x 2 design with summarized on-screen text as a factor and extraneous details as a second factor. There were four groups; no text/no seductive details group with 22 students, text/no seductive details group with 19 students, no text/seductive details group with 21 students, text/seductive details group with 16 students. The group had a median age of 18.4 and was 33% male. All participants a little prior knowledge of meteorology with a score of seven or lower out of eleven questions. Participants viewed a computer-based multimedia presentation. The versions with text included a summary of the narration. The versions with seductive details included additional narrations with real world examples. The experiment started with participants completing a questionnaire to collect demographic and prior knowledge information. Then participants watched a presentation with one of the treatments at individual computers. At the completion of the video students completed a retention and transfer test. Students who received on-screen text scored significantly lower on both the transfer and retention test than student who did not have on-screen text. These results are consistent with the split-attention theory as it relates to cognitive theory of multimedia. Students who received seductive details also scored lower on both the transfer and retention test than student who did not have seductive details. These results indicate that including seductive details to a presentation hampered student learning. Another experiment conducted was by Tindall-Ford, Chandler, and Sweller, 1997. This experiment had thirty participants that were first year trade apprenticed from Sydney. The participants were randomly assigned to one of three groups, each group had ten participants. The first group was the visual only group that consisted of diagrams and related textual statements. The second group integrated the presentation included the textual statements however the statements were physically integrated into the diagrams. The third group is the audio-visual group included the same diagrams and however the textual statements were presented as audio instead of text. The participants first read the instructional materials, the audio group listened to the information from an audio-cassette. Then participants completed a written test with three sections; a labeling section, a multiple choice section, and a transfer section, and finally participants completed a practical test. While analysis of the multiple choice section revealed no significant difference, the data indicated the audio-visual group performing better than the visual group. The section three data, the transfer test, had significant with the audio-visual and the integrated group performing better than the visual only. The findings revealed that the audio-visual and the integrated formats performed better than the visual only group. The non-integrated text performed the poorest out of the three groups, which supports the split-attention effect. A set of two experiments were conducted by Mayer Moreno, 1998 to verify split-attention and dual processing. The first experiment had 78 college students from a university psychology pool with little prior knowledge about metrology. The participants were randomly assigned to one of two groups. The concurrent narrations group (AN) had 40 students and the concurrent on-screen text groups (AT) had 38 students. Participants were tested in groups of one to five and were seated at individual cubicles with computers. The participants first completed a questionnaire, which assessed the students prior knowledge and collected demographic information. Then the students watched the presentation about lightening formation; the students in the AN groups had on headphones. The presentation was 140 seconds long and included animation of the lightening process. The AN version had narration and the AT version had text on-screen that was identical to the narration, and used the same timings as the narration version. After the presentation the participants had 6 minutes to complete the retention test, where participants had to explain the lightening process. Then they had 3 minutes to complete a transfer test, which consisted of four short essay questions. Finally the participants had 3 minutes to complete a matching test, where the students had to label parts of an image, based on the lightening formation statements provided. A split-attention effect occurred for all three tests, retentions, matching, and the transfer test; which the AN group scored higher on the matching test than the AT group. These results also align with dual-processing. The second experiment by Mayer and Moreno, 1998 the content was changed to how a cars braking system operates. The first experiment had 68 college students from a university psychology pool with little prior knowledge about car mechanics. The concurrent narrations group (AN) had 34 students and the concurrent on-screen text groups (AT) had 34 students. Participants were tested in groups of one to five and were seated at individual cubicles with computers. The participants first completed a questionnaire, which assessed the students prior knowledge and collected demographic information. Then the students watched the presentation about how a cars braking system operates; the students in the AN groups had on headphones. The presentation was 45 seconds long and included animation of a cars braking process, and was broken into 10 segments. The AN version had narration and a brief pause between segments, and the AT version had text on-screen that was identical to the narration, and used the same timings as the narration version. The AT groups text appeared under the animation and stayed visible until the next segment started. Then participants were randomly assigned to one of two groups. After the presentation the participants had 5 minutes to complete the retention test, where participants had to explain the braking process. Then they had 2.5 minutes to complete a transfer test, which consisted of four short essay questions. Finally the participants had 2.5 minutes to complete a matching test, where the students were given parts of the braking system and they had to identify the parts in an image and label them. A split-attention effect occurred for all three tests, retentions, matching, and the transfer test; which the AN group scored higher on the matching test than the AT group. These results also align with dual-processing. CONCLUSION!!! (318-319) The experiments indicate the adding text in addition to the narration will impede student learning. The second experiment clarifies the split-attention effect, which if text is included it needs to be placed near the relevant part of the diagram. If text is not near the images, increase in the cognitive load occurs by trying to combine the images and text. The last two experiment further clarify the split-attention effect with three measures in two different experiments. Therefore narration should be used to accompany animation and images instead of text. Modality Effect The working memory of a human has two channels a visual channel that processes information such as text, images, and animation through the eyes and an auditory channel that processes sounds such as narration through the ears. According to the modality principle, when information is presented in multimedia explanations, it also should ideally be presented auditorily versus on screen text (Craig, Gholson, Discoll, 2002; Moreno Mayer, 1999; Mayer, 2001; Mayer Johnson, 2008; Mayer, Fennell, et al., 2004). When the information is presented auditorily, the working memory uses both channels, visual and auditory to process the information being heard and the information on the screen (Tabbers, Martens, van Merrià «nboer, 2004). By utilizing both working memory channels, the mind can allocate additional cognitive resources and create relationships between the visual and verbal information (Moreno and Mayer, 1999). When learning occurs using both memory channels the memory does not become overloaded and the learning becomes embedded, this improves the learners understanding (Mayer Moreno, 2002). Several experiments have been conducted relating to modality theory. One experiment in a geometry lesson taught in a math class at the elementary school level focused on the conditions that modality effect would be occur. The researchers, Jeung, Chandler, and Sweller, (1997) created a three-by-two experiment that included three presentation modes and two search modes. The three presentation modes were visual-visual, audio-visual, and audio-visual-flashing. The visual-visual diagrams and supporting information were presented visually as on screen text; the audio-visual group diagrams and supporting information were presented visually. In the audio-visual-flashing group, the supporting information was presented auditorily and diagrams were presented visually. However parts of the diagram flashed when the corresponding audio occurred. The two search modes were high search mode and low search mode. The high search mode labeled each end of the line separately so a line was identified by the letters at each end such as AB. Whereas the low search mode labeled the entire line with a single letter, such as C and reducing the search needed to locate the information. The experiment content was geometry; the study population was sixty students from year six in a primary school with no previous geometry experience, creating ten students per group. The students participated in the experiment individually during class time. Students were randomly assigned to one of six groups the information was presented to the students on the computer. The experiment had three phases; an introduction phase where the problem was identified and was presented in one of the six modes as assigned to the student, an acquisition phase which included two worked out examples on the computer, after each example students were required to complete a similar problem with pencil and paper, and finally a test phase that included four problems for students to complete with pencil and paper. In the test phase they found a significant effect on presentation mode but not on the search complexity. They performed additional data analysis to discover the significance between the presentation modes occurred in the high search group, but not the low search group. Analysis of the presentation modes for the high search group revealed that the audio-visual-flashing group performed a higher level of performance than the visual-visual group. The experiment confirmed the modality theory hypothesis that mixed mode presentation (audio-visual-flashing) would be more effective because the multiple modes increase the working memory capacity. However these results were only found with the high search group and not the low search group. The group conducted two additional experiments to focus on high search and low search separately. The second experiment focused on high search. For this experiment, the population included thirty students from a Sydney public primary school who were in year six and had not been taught parallel line in geometry. The procedure was the same as before however the geometry content was a complex diagram. The groups were visual-visual, audio-visual, and audio-visual-flashing, with ten students were in each group. The results were consistent with modality theory and students who were in the audio-visual-flashing group performed better then the visual-visual group, and no differences were found between visual-visual group and the audio-visual group. Therefore for high search materials, the dual presentation mode increased performance when a visual reference was provided. The third experiment focused on low search. In this experiment the population included thirty students from a Sydney public primary school who had not been taught parallel lines in geometry. The groups included visual-visual, audio-visual, and audio-visual-flashing, and ten students were in each group. The procedure was similar to the first experiment however the geometry content was a low search diagram and only contained two labels. The groups were visual-visual, audio-visual, and audio-visual-flashing, with ten students in each group. The results revealed that the modality effect did occur with the transfer problems and the visual-visual group took more time than the audio-visual and the audio-visual-flashing group. The difference was that with the low search content the audio-visual group performed better than the visual-visual group meaning, low search materials the flashing indicator is not as beneficial. The three experiments had demonstrated that using mixed modes of presenta tion increases the effectiveness of the working memory and capacity for learning. The results indicated that when content requires a high level of search, visual indicators need to be included to free up cognitive resources and increase memory capacity. Therefore, based on the work of Jeung, Chandler, and Sweller (1997) when the computer multimedia presentations were created with a visual cue of a yellow box with a red outline was used as a visual indicator to assist users to locate where the mouse is clicking so students are not scanning the entire video screen for the mouse. In addition to visual references one version of the video included audio only and another version will contain text only to confirm the modality effect. Selecting the most appropriate part of the working memory to disseminate the information and using the auditory channel to process information via audio instead of visual text allows the visual channel to use the working memory to focus on the images and animations that coincide with the audio. It is similar to watching a news program on television, your ears are listening to the news anchor and the working memory is processing that information while your eyes are watching the corresponding footage and the brain it combining the two pieces of information together. However if put closed captioning on you are reading the same information you are hearing which is redundant. Redundancy Effect Redundancy effect can be defined as information being presented appears as both an image and as on-screen text, and the visual channel is responsible for all information while the audio channel is not used (Mayer, 2001; Barron Calandra, 2003). The distinction between the split-attention and redundancy effects hinges on the distinction between sources of information that are intelligible in isolation and those that are not. If a diagram and the concepts of functions it represents are sufficiently self-contained and intelligibly in isolation, then any text explaining the diagram is redundant and should be omitted in order to reduce the cognitive load (Kalyuga, Chandler, Sweller, 1998). Redundancy can occur with full text and full audio, full text and partial audio or partial text and full audio (Barron Calandra, 2003). The redundant information may be duplicate text and narration, a text description and a diagram or on-screen text and audio narration. The duplicate information cause s in increase in the learners working memory because the visual channel is processing the same information from multiple sources. (Kalyuga, Chandler, Sweller, 1998; Mayer, Heiser and Lonn, 2001). The redundancy effect is evident when student performance is hindered when redundant information is present, and student performance increase when the redundant information is removed (Kalyuga et all, 1998; Mayer, Heiser and Lonn, 2001; Jamet Le Bohec, 2007). The redundancy effect can be eliminated by presenting on-screen text as narration or presenting information as a diagram instead of a lengthy text explanation, and delivering information in a single mode that works complimentary with the other content be delivered (Mayer, Heiser and Lonn, 2001). Several experiments have been conducted relating to redundancy theory. One experiment conducted by Jamet and Le Boec, 2007 was designed to test the hypothesis that redundancy effect would be observed with full text and narration, and presenting sequential text would reduce the redundancy effect. The experiment had 90 undergraduate students from a psychology pool in France, with a median age of 20. The participants were randomly assigned to one of three groups; no text, full text with corresponding audio, and sequential text. The experiment started with a prior knowledge test with four general questions and two specific questions. Then the participants viewed three documents about memory functioning, the presentation lasted about 11 minutes. After the presentation the participants took a retention test twelve open-ended questions. Then they took a transfer test with twelve inferential open-ended questions. Finally, the participants had to complete a diagram by labeling components. Results revealed significance difference with the retention scores with the no-text group performing better than the full-text group and the sequential text group. Similar results were reported for the diagram completion portion of the experiment and the transfer task. There was no significant effect size to indicate that the redundancy effect would be reduced by presenting redundant text sequentially. There was a significant effect between the no-text and the other two groups for the transfer, retention, and the diagram test which validates the redundancy effect. Based on the findings from the experiment above, having on-screen text in addition to narration overloads the visual channel and decreases learning. The authors did point out that the participants had a difficult time understanding the documents presented and they could not control the presentation. Another set of experiments were conducted by Mayer and Johnson, 2008 to test the redundancy theory. The first experiment focused on short redundant text that was display on-screen. Theories on Learning and Multimedia Theories on Learning and Multimedia Literature Review Introduction Computer-based instruction was used by the military to create standardize training and be more cost-effective (Shlechter, 1991). Computer-based instruction allows individual learners to pace the lesson content to meet his or her needs and provides the environment for self-directed learning (Lowe, 2002). Computer-based instruction can be defined as using computers to deliver, track, and/or manage instruction and when computers are the main mode of content delivery. The instruction can include text, images, and feedback. Software advances allow developers to integrate audio narrations, sound clips, graphics, videos, and animation into a single presentation and played on a computer (Koroghlanian Klein, 2000; Moreno Mayer, 1999). Instruction is classified as multimedia when sound, video, and images are included. Multimedia incorporates audio and visual elements with the instruction (Craig Gholson, Driscoll, 2002; Mayer Moreno, 2003; Mayer and Sims, 1994; Mayer Johnson, 2008). Audio components include narrations, which uses the students verbal channel of his or her working memory. Visual components include static images, animations using multiple still images, a video, and/or on screen text, which uses the students visual channel of his or her working memory. When the student receives the information from the verbal and visual channel of his or her working memory and relates the information from the two channels, then meaningful learning has occurred (Tempelman-Kluit, 2006). Meaningful learning is developing a understanding of the material, which includes attending to important aspects of the presented material, mentally organizing it into a coherent cognitive structure, and integrating it with relevant existing knowledge, (Mayer Moreno, 2003). Meaningful learning or understanding occurs when students are able to apply the content they learned and are able to transfer the information to new situations or creating solutions to problems rooted in the content presented (Jamet Le Bohec, 2007; Mayer and Sims, 1994). Allowing students to process and apply the information is essential for knowledge retention and meaningful learning. In multimedia learning, active processing requires five cognitive processes: selecting words, selecting images, organizing words, organizing images, and integrating. Mayer Moreno 2003 Multimedia instruction not only incorporates audio and visual elements it also has the capability of creating nonlinear content. Creating a nonlinear lesson allows the learner to have an active role in his or her learning and bypass sections they have already learned as well as go back and review sections if they need reinforcement. It is like putting the student in the drivers seat and enabling them to reach the destination through a variety of paths versus sitting on a bus and stopping at each stop and waiting until they reach the destination. Cognitive Learning Theories in Multimedia Multiple multimedia learning theories and principles guide the creation process for multimedia presentations and facilitates student learning. Using the theories and principles guides the presentation creation process and facilitates students learning. The two overarching theories are cognitive load and dual coding. Several effects and __ related to the two main theories are: split-attention, redundancy, modality, spatial contiguity principle, temporal congruity principle and coherence principle. The four theories that are directly relevant to this study are: ___ ___ ___ and ___. Add figure of org chart of principles theories. Paivo, Sweller Mayer. Mayers theory of multimedia learning Cognitive Load The working memory has a finite capacity for processing incoming information for any one channel, visual or audio. The combined processing, at any particular time, creates the working memorys cognitive load ability (Baddeley, 1992; Mayer Moreno, 2003; Chandler Sweller, 1991). To take advantage of the memorys capability it is important to reduce redundant and irrelevant information, thus reducing the cognitive load (Sweller, 1994; Ardaà § and Unal 2008; Mayer Moreno, 2003; Tempelman-Kluit, 2006). To keep the information efficient the multimedia should eliminate information that does not apply to a lesson or assignment. Content that is nonessential for transfer or retention should also be eliminated. Information needs to be concise by carefully selecting the text and images for the content and present the information succinct and organized in a logical pattern (Mayer Moreno, 2003). Careful selection of text and images should be concise so content can be presented in a succinct and organized, logical pattern. Grouping the information into smaller portions of information reduces the cognitive load. By chunking the information, the working memory has the opportunity process the content and makes connections with prior learning and knowledge. The information is then stored in long-term memory (Mayer Moreno, 2003). After presenting a portion of the information, the multimedia presentation should include a brief activity to engage the student in processing and storing the information. Utilizing both the auditory and the visual channel of the working memory also helps with the cognitive load and content retention (Tempelman-Kluit, 2006). Based on the information above about memory and processing the Cognitive Load Theory (CLT) was developed by Sweller (1993, 1994, 1998). The theory assumes that people possess a limited working memory (Miller, 1956) and an immense long-term memory (Chase Simon, 1973), with learning mechanisms of schema acquisition (Chi et al., 1982; Larkin et al., 1980) and automatic processing (Kotovsky et al., 1985), (Jueng, Chandler Sweller, 1997). Cognitive load theory provides a single framework for instructional design based on separate cognitive processing capabilities for visual and auditory information (Jamet Le Bohec, 2007). Creating a multimedia presentation that conforms to CLT would integrate the auditory and visual information on the screen. The CLT presentation design limits the load on any one channel to prevent cognitive overload and increase learning (Kalyuga, Chandler, Sweller, 1998; Mayer and Moreno 2002; Tindall-Ford, Chandler, Sweller, 1997). Further research conducted by __ __ ______ _____ indentified three separate types of cognitive load, intrinsic, extraneous, and germane. Intrinsic cognitive load The first type of cognitive load is intrinsic and is shaped by the learning task and the learning taking place (Van Merrià «nboer and Sweller, 2005). Intrinsic cognitive load occurs between the learner and the content, with the learners level of knowledge in the content area playing a factor. The other factors are the elements the working memory is processing at one time and element interactivity (van Merrià «nboer and Sweller, 2005). Element interactivity level depends on the degree to which the learner can understand the element information independently (Pass, Renkl, Sweller, 2003). If you need to reduce total cog load (intri + extr + gemain) you need you need to know the elements and how to reduce loads. If the learner needs to understand several elements at once, and how they interact with each other, then the element interactivity is high. However, if the learner can understand each element independently then the element interactivity is low (Pass, Renkl, Sweller, 2003). Th e intrinsic level occurs with the learner and their working memory and constructing meaning from the elements presented. While intrinsic load cannot be adjusted, the extraneous load can be modified. Give own example of high and low element interactivity. (van Merrià «nboer and Sweller, 2005) à   intrinsic learning schema construction and automation. Content element interactivity directly correlated to intrinsic cognitive load ? (Pass, Renkl, Sweller, 2003). Page 1 of article Extraneous cognitive load The second type of cognitive load is extraneous or ineffective and is affected by the format of the information presented and what is required of the learner. Extraneous cognitive load occurs when information or learning tasks have high levels of cognitive processing and impedes with knowledge attainment (Pass, Renkl, Sweller, 2003). Extraneous cognitive load is also referred to as ineffective cognitive load since the cognitive processing is not contributing to the learning process. The working memory has independent two channels for processing audio and visual. If the instruction occurs only using one channel instead of utilizing both channels the learner will experience a higher level of extraneous cognitive load (van Merrià «nboer and Sweller, 2005). Extraneous cognitive load can be reduced by several effects studied as part of instructional design and cognitive load report as by Sweller et al., 1998 such as; split attention, modality, and redundancy (van Merrià «nboer and Swel ler, 2005). Germane cognitive load The third type of cognitive load is germane and is also affected by design of the instruction being presented. While extraneous cognitive load accounts for information impeding learning germane cognitive load focuses on freeing cognitive resources to increase learning. Germane is also referred to as ineffective cognitive load. Germane and extraneous work together disproportionately. Designing instruction that lessens the extraneous cognitive load allows additional cognitive processing for germane load and increase students ability to assimilate information being presented (Pass, Renkl, Sweller, 2003). Intrinsic, extraneous, and germane cognitive loads work together for a combined total cognitive load; this combined load cannot be greater than the available memory resources for a learner. An experiment conducted by Tindall-Ford, Chandler and Sweller, 1997 had a purpose of measuring cognitive load. The participants were twenty two first year apprentices and had completed grade ten of high school. The participants were assigned to one of two treatments, visual-only instructions and audio-visual instructions. The experiment started with an instructional phase, which has two parts and was 100 seconds in length. Part one of the instruction phase had an explanation of how to read an electrical table and was either all visual, or was visual and audio with a cassette player. After the instructional phase part one, the participant rated the mental effort (load) based on a seven point scale. Then the apprentices took part in a test phase which included three sections. The first section was a written test where participants filled in the blank headings in an electrical table. The second section contained questions about the format of the table. After the first part of instruction and two parts of testing, participants were given the same electrical table and participants had to apply information contained in the table to examples given. Participants had 170 seconds to study the information, then completed another subjective mental effort (load) survey. Then the participants complete the final section of the test phase. The apprentices had to apply the information and select the appropriate cable for an installation job with the given parameters. Apprentices had a two week break where they continued with their normal training. Then both the two part instruction phase and the three part test phase were repeated. A 2 (group) X 2 (phase) ANOVA was run for the first instruction section and the first two sections of the written test in the test phase and significant difference was found with the audio-visual group performing better than the visual-only group. When the ANOVA was run for the mental load for the two phases significance was found again, with the audio-visual group rating the mental effort lower than the visual-only group. Similar results were found when analyzing part two of instruction mental load and section three of the written test for both phases. All test results revealed the audio-visual group outperforming the visual-only group for all tests and a lower mental load rating. Therefore the participant performance can be linked back to the cognitive load. An experiment was conducted by Ardac and Unal, 2008 finish later Based on the experiment above by Tindall-Ford, Chandler and Sweller, 1997, when selecting a format for a presentation audio-only is the better choice. This is true not only from a modality theory, it is also better from a cognitive load theory perspective, since visual-only formats cause a higher level of mental effort for participants. Transition sentence that link split-attention effect as a part of cognitive load theory. Split-Attention Effect When images or animations are involved with the redundant text then the visual channel has to pay attention to multiple visual elements and the attention is split between the many visual pieces, creating the split-attention effect. Having several visual components such as text and animations causes an increase in the cognitive load and learning is hampered (Ardac Unal, 2008). Split-attention occurs when instructional material contains multiple sources of information that are not comprehendible by themselves and need to be integrated either physically or mentally to be understandable (Jeung, Chandler Sweller, 1997; Kalyuga, Chandler, Sweller, 1998; Tindall-Ford, Chandler, Sweller, 1997). Split-attention effect can be minimized by placing related text close in proximity to the image in the presentation or using audio narration for an animation instead of on-screen text (Jamet Le Bohec, 2007). One experiment conducted to test the split-attention theory was designed by Mayer, Heiser, and Lonn, 2001. In this experiment there were 78 participants selected from an university psychology subject pool. The experiment was a 2 x 2 design with summarized on-screen text as a factor and extraneous details as a second factor. There were four groups; no text/no seductive details group with 22 students, text/no seductive details group with 19 students, no text/seductive details group with 21 students, text/seductive details group with 16 students. The group had a median age of 18.4 and was 33% male. All participants a little prior knowledge of meteorology with a score of seven or lower out of eleven questions. Participants viewed a computer-based multimedia presentation. The versions with text included a summary of the narration. The versions with seductive details included additional narrations with real world examples. The experiment started with participants completing a questionnaire to collect demographic and prior knowledge information. Then participants watched a presentation with one of the treatments at individual computers. At the completion of the video students completed a retention and transfer test. Students who received on-screen text scored significantly lower on both the transfer and retention test than student who did not have on-screen text. These results are consistent with the split-attention theory as it relates to cognitive theory of multimedia. Students who received seductive details also scored lower on both the transfer and retention test than student who did not have seductive details. These results indicate that including seductive details to a presentation hampered student learning. Another experiment conducted was by Tindall-Ford, Chandler, and Sweller, 1997. This experiment had thirty participants that were first year trade apprenticed from Sydney. The participants were randomly assigned to one of three groups, each group had ten participants. The first group was the visual only group that consisted of diagrams and related textual statements. The second group integrated the presentation included the textual statements however the statements were physically integrated into the diagrams. The third group is the audio-visual group included the same diagrams and however the textual statements were presented as audio instead of text. The participants first read the instructional materials, the audio group listened to the information from an audio-cassette. Then participants completed a written test with three sections; a labeling section, a multiple choice section, and a transfer section, and finally participants completed a practical test. While analysis of the multiple choice section revealed no significant difference, the data indicated the audio-visual group performing better than the visual group. The section three data, the transfer test, had significant with the audio-visual and the integrated group performing better than the visual only. The findings revealed that the audio-visual and the integrated formats performed better than the visual only group. The non-integrated text performed the poorest out of the three groups, which supports the split-attention effect. A set of two experiments were conducted by Mayer Moreno, 1998 to verify split-attention and dual processing. The first experiment had 78 college students from a university psychology pool with little prior knowledge about metrology. The participants were randomly assigned to one of two groups. The concurrent narrations group (AN) had 40 students and the concurrent on-screen text groups (AT) had 38 students. Participants were tested in groups of one to five and were seated at individual cubicles with computers. The participants first completed a questionnaire, which assessed the students prior knowledge and collected demographic information. Then the students watched the presentation about lightening formation; the students in the AN groups had on headphones. The presentation was 140 seconds long and included animation of the lightening process. The AN version had narration and the AT version had text on-screen that was identical to the narration, and used the same timings as the narration version. After the presentation the participants had 6 minutes to complete the retention test, where participants had to explain the lightening process. Then they had 3 minutes to complete a transfer test, which consisted of four short essay questions. Finally the participants had 3 minutes to complete a matching test, where the students had to label parts of an image, based on the lightening formation statements provided. A split-attention effect occurred for all three tests, retentions, matching, and the transfer test; which the AN group scored higher on the matching test than the AT group. These results also align with dual-processing. The second experiment by Mayer and Moreno, 1998 the content was changed to how a cars braking system operates. The first experiment had 68 college students from a university psychology pool with little prior knowledge about car mechanics. The concurrent narrations group (AN) had 34 students and the concurrent on-screen text groups (AT) had 34 students. Participants were tested in groups of one to five and were seated at individual cubicles with computers. The participants first completed a questionnaire, which assessed the students prior knowledge and collected demographic information. Then the students watched the presentation about how a cars braking system operates; the students in the AN groups had on headphones. The presentation was 45 seconds long and included animation of a cars braking process, and was broken into 10 segments. The AN version had narration and a brief pause between segments, and the AT version had text on-screen that was identical to the narration, and used the same timings as the narration version. The AT groups text appeared under the animation and stayed visible until the next segment started. Then participants were randomly assigned to one of two groups. After the presentation the participants had 5 minutes to complete the retention test, where participants had to explain the braking process. Then they had 2.5 minutes to complete a transfer test, which consisted of four short essay questions. Finally the participants had 2.5 minutes to complete a matching test, where the students were given parts of the braking system and they had to identify the parts in an image and label them. A split-attention effect occurred for all three tests, retentions, matching, and the transfer test; which the AN group scored higher on the matching test than the AT group. These results also align with dual-processing. CONCLUSION!!! (318-319) The experiments indicate the adding text in addition to the narration will impede student learning. The second experiment clarifies the split-attention effect, which if text is included it needs to be placed near the relevant part of the diagram. If text is not near the images, increase in the cognitive load occurs by trying to combine the images and text. The last two experiment further clarify the split-attention effect with three measures in two different experiments. Therefore narration should be used to accompany animation and images instead of text. Modality Effect The working memory of a human has two channels a visual channel that processes information such as text, images, and animation through the eyes and an auditory channel that processes sounds such as narration through the ears. According to the modality principle, when information is presented in multimedia explanations, it also should ideally be presented auditorily versus on screen text (Craig, Gholson, Discoll, 2002; Moreno Mayer, 1999; Mayer, 2001; Mayer Johnson, 2008; Mayer, Fennell, et al., 2004). When the information is presented auditorily, the working memory uses both channels, visual and auditory to process the information being heard and the information on the screen (Tabbers, Martens, van Merrià «nboer, 2004). By utilizing both working memory channels, the mind can allocate additional cognitive resources and create relationships between the visual and verbal information (Moreno and Mayer, 1999). When learning occurs using both memory channels the memory does not become overloaded and the learning becomes embedded, this improves the learners understanding (Mayer Moreno, 2002). Several experiments have been conducted relating to modality theory. One experiment in a geometry lesson taught in a math class at the elementary school level focused on the conditions that modality effect would be occur. The researchers, Jeung, Chandler, and Sweller, (1997) created a three-by-two experiment that included three presentation modes and two search modes. The three presentation modes were visual-visual, audio-visual, and audio-visual-flashing. The visual-visual diagrams and supporting information were presented visually as on screen text; the audio-visual group diagrams and supporting information were presented visually. In the audio-visual-flashing group, the supporting information was presented auditorily and diagrams were presented visually. However parts of the diagram flashed when the corresponding audio occurred. The two search modes were high search mode and low search mode. The high search mode labeled each end of the line separately so a line was identified by the letters at each end such as AB. Whereas the low search mode labeled the entire line with a single letter, such as C and reducing the search needed to locate the information. The experiment content was geometry; the study population was sixty students from year six in a primary school with no previous geometry experience, creating ten students per group. The students participated in the experiment individually during class time. Students were randomly assigned to one of six groups the information was presented to the students on the computer. The experiment had three phases; an introduction phase where the problem was identified and was presented in one of the six modes as assigned to the student, an acquisition phase which included two worked out examples on the computer, after each example students were required to complete a similar problem with pencil and paper, and finally a test phase that included four problems for students to complete with pencil and paper. In the test phase they found a significant effect on presentation mode but not on the search complexity. They performed additional data analysis to discover the significance between the presentation modes occurred in the high search group, but not the low search group. Analysis of the presentation modes for the high search group revealed that the audio-visual-flashing group performed a higher level of performance than the visual-visual group. The experiment confirmed the modality theory hypothesis that mixed mode presentation (audio-visual-flashing) would be more effective because the multiple modes increase the working memory capacity. However these results were only found with the high search group and not the low search group. The group conducted two additional experiments to focus on high search and low search separately. The second experiment focused on high search. For this experiment, the population included thirty students from a Sydney public primary school who were in year six and had not been taught parallel line in geometry. The procedure was the same as before however the geometry content was a complex diagram. The groups were visual-visual, audio-visual, and audio-visual-flashing, with ten students were in each group. The results were consistent with modality theory and students who were in the audio-visual-flashing group performed better then the visual-visual group, and no differences were found between visual-visual group and the audio-visual group. Therefore for high search materials, the dual presentation mode increased performance when a visual reference was provided. The third experiment focused on low search. In this experiment the population included thirty students from a Sydney public primary school who had not been taught parallel lines in geometry. The groups included visual-visual, audio-visual, and audio-visual-flashing, and ten students were in each group. The procedure was similar to the first experiment however the geometry content was a low search diagram and only contained two labels. The groups were visual-visual, audio-visual, and audio-visual-flashing, with ten students in each group. The results revealed that the modality effect did occur with the transfer problems and the visual-visual group took more time than the audio-visual and the audio-visual-flashing group. The difference was that with the low search content the audio-visual group performed better than the visual-visual group meaning, low search materials the flashing indicator is not as beneficial. The three experiments had demonstrated that using mixed modes of presenta tion increases the effectiveness of the working memory and capacity for learning. The results indicated that when content requires a high level of search, visual indicators need to be included to free up cognitive resources and increase memory capacity. Therefore, based on the work of Jeung, Chandler, and Sweller (1997) when the computer multimedia presentations were created with a visual cue of a yellow box with a red outline was used as a visual indicator to assist users to locate where the mouse is clicking so students are not scanning the entire video screen for the mouse. In addition to visual references one version of the video included audio only and another version will contain text only to confirm the modality effect. Selecting the most appropriate part of the working memory to disseminate the information and using the auditory channel to process information via audio instead of visual text allows the visual channel to use the working memory to focus on the images and animations that coincide with the audio. It is similar to watching a news program on television, your ears are listening to the news anchor and the working memory is processing that information while your eyes are watching the corresponding footage and the brain it combining the two pieces of information together. However if put closed captioning on you are reading the same information you are hearing which is redundant. Redundancy Effect Redundancy effect can be defined as information being presented appears as both an image and as on-screen text, and the visual channel is responsible for all information while the audio channel is not used (Mayer, 2001; Barron Calandra, 2003). The distinction between the split-attention and redundancy effects hinges on the distinction between sources of information that are intelligible in isolation and those that are not. If a diagram and the concepts of functions it represents are sufficiently self-contained and intelligibly in isolation, then any text explaining the diagram is redundant and should be omitted in order to reduce the cognitive load (Kalyuga, Chandler, Sweller, 1998). Redundancy can occur with full text and full audio, full text and partial audio or partial text and full audio (Barron Calandra, 2003). The redundant information may be duplicate text and narration, a text description and a diagram or on-screen text and audio narration. The duplicate information cause s in increase in the learners working memory because the visual channel is processing the same information from multiple sources. (Kalyuga, Chandler, Sweller, 1998; Mayer, Heiser and Lonn, 2001). The redundancy effect is evident when student performance is hindered when redundant information is present, and student performance increase when the redundant information is removed (Kalyuga et all, 1998; Mayer, Heiser and Lonn, 2001; Jamet Le Bohec, 2007). The redundancy effect can be eliminated by presenting on-screen text as narration or presenting information as a diagram instead of a lengthy text explanation, and delivering information in a single mode that works complimentary with the other content be delivered (Mayer, Heiser and Lonn, 2001). Several experiments have been conducted relating to redundancy theory. One experiment conducted by Jamet and Le Boec, 2007 was designed to test the hypothesis that redundancy effect would be observed with full text and narration, and presenting sequential text would reduce the redundancy effect. The experiment had 90 undergraduate students from a psychology pool in France, with a median age of 20. The participants were randomly assigned to one of three groups; no text, full text with corresponding audio, and sequential text. The experiment started with a prior knowledge test with four general questions and two specific questions. Then the participants viewed three documents about memory functioning, the presentation lasted about 11 minutes. After the presentation the participants took a retention test twelve open-ended questions. Then they took a transfer test with twelve inferential open-ended questions. Finally, the participants had to complete a diagram by labeling components. Results revealed significance difference with the retention scores with the no-text group performing better than the full-text group and the sequential text group. Similar results were reported for the diagram completion portion of the experiment and the transfer task. There was no significant effect size to indicate that the redundancy effect would be reduced by presenting redundant text sequentially. There was a significant effect between the no-text and the other two groups for the transfer, retention, and the diagram test which validates the redundancy effect. Based on the findings from the experiment above, having on-screen text in addition to narration overloads the visual channel and decreases learning. The authors did point out that the participants had a difficult time understanding the documents presented and they could not control the presentation. Another set of experiments were conducted by Mayer and Johnson, 2008 to test the redundancy theory. The first experiment focused on short redundant text that was display on-screen.