Sample Essay Unit Plans For Middle School - Should You Use Them?

Sample Essay Unit Plans For Middle School - Should You Use Them?Are you considering using sample essay unit plans for middle school? If so, then I'm glad to say that you're not alone. In fact, I see many middle school teachers that take the plunge and start using these. However, since there are a few pitfalls to be aware of first, I thought I'd share some of them with you.The first one is a common problem that a middle school teacher will run into. The one thing that middle school teachers hate to do is to put in too much work. So, by putting in too much work they come off as lazy or apathetic.What a middle school teacher should do instead is to let go of your goals of writing the most words possible and let yourself have fun with it. When I teach I always say that if a student is writing the most words possible, I can guarantee they're doing it because they love what they're doing. So why not have fun doing it?Another mistake I see is teachers thinking that it's OK to include a char t on their student's essay unit plans for middle school. It's true that some charts will be beneficial but I would suggest not including them unless they're absolutely necessary. Why?Because I see so many students whose essays are better when it comes to getting their points across in the essay than when they use their composition skills with their unit plans. A lot of the people who make these types of mistakes are the same ones who fail so hard in all areas of writing.They don't really realize that they need to write their essay in a way that allows them to place their 'Aha' moments in the essay while making it interesting for the reader to read. Infact, if you make a point that is too complex and use an extremely long essay, then you'll come off as very unprofessional.So if you want to improve your essays and your teaching skills, then you need to be ready to avoid these pitfalls of using a sample essay unit plans for middle school. For example, avoid using a 'resource box' at th e end of your unit plans for middle school. If you use a resource box it won't only make your middle school students look lazy, but it will also make your college admissions officers wonder why you took all that time to help them out in that one area.

Investment Analysis Exam Paper free essay sample

In the standard deviation and expected return space, the mean-variance combination line is convex while the indifference curve is concave. (c). The variance of portfolio with equal proportions of n assets tends to zero as n ?. (d). For portfolios of many assets, it is not possible to reduce the risk to zero. (e). None of the above. 3. Consider a portfolio of one risky asset and one risk-free asset. Which of the following statements is correct? (a). the correlation between the two assets is not zero. (b). the combination line will be a straight line only if the correlation coef? cient equals -1 or +1. (c). he combination line will be a straight line. (d). the combination line will not be a straight line. (e). none of the above. 4. In the Single Factor Model, you can best measure the contribution that an individual stock makes to the variance of a well diversi? ed portfolio by the stock’s: (a). We will write a custom essay sample on Investment Analysis Exam Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Variance (b). Correlation coef? cient. (c). Residual variance. (d). Systematic risk. (e). None of the above. 2 E(rP ) A ? X Y ? C ? (rP ) Z B? F IGURE 1. The MVS for assets X, Y and Z, where B is the global minimum variance portfolio. Refer to Figure 1 for questions 5-7 5. Which of the following statements is correct? (a). Without short-selling, you can select portfolio A. (b). All the weights of portfolio C are always positive. (c). All the weights of portfolio A must be positive. (d). It must be the case that some short selling is being permitted. (e). None of the above. 6. Rational investors would prefer (a). Portfolio A. (b). Portfolio B. (c). The portfolios represented along the curve starting at B and passing through A. (d). Portfolio located anywhere on the MVS. 7. With short-selling is allowed, (a). Both A and X are ef? cient (b). Both A and C are inef? cient (c). Both A and X are ef? cient (d). Both C and X are inef? ient 8. Which of the following statements is correct? (a). With short-selling, portfolios made up of the minimum variance portfolios will always be on the MVS. (b). The MVS of many assets is bounded. (c). With short-selling, some of the assets must be located on their MVS. (d). Without short-selling, all assets are always located on their MVS. (e). None of the above. 3 9. The following table lists the expected returns and standard deviation of returns for ? ve assets. Assume an investor must invest all of his/her money in one of the assets. Â µi ? i Asset 1 0. 05 0. 25 Asset 2 0. 10 0. 25 Asset 3 0. 5 0. 30 Asset 4 0. 16 0. 45 Asset 5 0. 17 0. 32 Which of the following statements is true? (a). Asset 3 is inef? cient; (b). Asset 1 is ef? cient; (c). A non-satiated, risk-averse investor could possibly choose Asset 4 depending on the parameters of his/her utility function; (d). A non-satiated, risk-averse investor could possibly choose Asset 2 depending on the parameters of his/her utility function; (e). None of the above 10. Under the standard assumptions of the Single Factor Model ri = ? i +? i rm +oi , how many parameters do you need to estimate in order to construct the MVS of 20 risky assets? Assume the expected return and the variance of the market return rm are given. (a). 420. (b). 200. (c). 61. (d). 60. (e). None of the above. 4 PART II Question 1 The following table gives the expected returns and standard deviations of returns for two securities: Â µi ? i Security 1 0. 10 0. 08 Security 2 0. 20 0. 3 Assume correlation ? 1,2 = ? 0. 5. (1). Calculate the expected return and standard deviation of the global MVP, G. (2). Draw the combination line for these two securities and indicate the portfolio G, the ef? cient portfolios and the inef? cient portfolios. (3). Find the weights and standard deviation of the portfolio with an expected return of 25%. Do you need to sell-short? Question 2 Consider a market containing three risky securities. Suppose the vector of expected returns E(r) and the variance-covariance matrix ? and its inverse variance-covariance matrix 1 are given by ? ? ? ? ? ? 100 0 0 0. 01 0 0 0. 1 0. 04 ? 0. 02? , 1 = ? 0 31. 25 12. 5? . E(r) = ? 0. 15? , ? = ? 0 0 12. 5 25 0 ? 0. 02 0. 05 0. 2 (1). Formulate the Markowitz problem for a portfolio of the three risky securities with a target return of 16% and obtain the ? rst order conditions. Note: you are not required to solve the problem. (2). Compute the values of the scalars A, B, C and ?. (3). Find the expected return and standard deviation of the MVP. Find the standard deviations of the two minimum variance portfolios P1 and P2 with E(rP1 ) = 10% and E(rP2 ) = 25%. (4). Draw a rough sketch of the MVS and the asymptotes in the mean-standard deviation space. Your diagram should indicate the positions of P1 , P2 and the MVP. Without short-selling, is it possible to construct an optimal portfolio with an expected return of 25%? Explain why? 5 Question 3 Note: You may use your answers from Question 2 to answer this question. Consider portfolios containing the three risky securities in the previous question (Question 2) together with a risk-free security paying rF = 0. 05. (1) Verify that 1 = I. (2) Find the standard deviations of the two minimum variance portfolios P3 and P4 with E(rP3 ) = 10% and E(rP4 ) = 25%. Find the mean and standard deviation of the tangency portfolio T . (3) Draw a rough sketch to indicate the tangency relation between the MVS with and without the risk-free asset and locate P3 and P4 on the MVS. Are they ef? cient or inef? cient? (4) For the minimum variance portfolios with the expected returns of 10% and 25%, do you bene? from investing in both the risky assets and the risk-free asset in compare with investing in the risky assets only? If so, what are the bene? ts? Question 4 Suppose a single-factor model (SFM) has been ? t to the returns of Stocks A and B as follows: rA = 0. 02 + rM + oA rB = 0. 01 + 0. 8rM + oB . Suppose further that the expected return and standard deviation of the market return is 2 Â µM = 0. 1, ? M = 0. 20, and that the R-square statistics for the two stocks are RA = 0. 8 2 and RB = 0. 9, respectively. Now answer the following questions: (a) What are the total risks and unsystematic risks for the two stocks? b) What is the correlation between the returns of the two stocks?

Notes on Do - 10 Things You Can Do With the Verb Do

Notes on Do - 10 Things You Can Do With the Verb Do Think of the word do as the utility infielder in the game of grammar: it can be called on to play any one of several different positions in a sentence. The Shorter Oxford English Dictionary offers 36 definitions of the verb do (not counting  its uses in countless phrases) and seven definitions of the noun. Both a lexical verb and one of the three primary auxiliaries, do (along with the forms does, did, and done) is the third most frequently used verb in English. As an auxiliary (or helping verb), do is sometimes called an empty verb or a dummy operator because it has no meaning of its own. But do have some respect for this dummy. As well see, do stays busy, and wed have a tough time communicating without it. Idioms and CollocationsAs a lexical verb, do indicates action of some kind and often hooks up with nouns denoting more specific activities. Here are some common do and done expressions: do an about-face, do any good, do as I say, do away with, do blindfolded, do the dishes, do a double take, do homework, do the honors, do in, do a job on, do justice to, do no good, do or die, do out of, do over, do tell, do time, do the trick, do up, do well, do withoutdone deal, done for, done in, done to death, done to a turn, easier said than done, good as done, over and done with, whats done is done, when all is said and doneSubstitutionsDo also functions as a pro-verb, filling in for any number of other verbs. The expressions do so, do it, and do that commonly refer to actions that have previously been identified: If you want to fire me, please do so.I had put off mailing the application and finally decided just to do it.She thought Id left without telling anyone, but I would never do that. All three expressions serve as substitutes for other verbs (in these examples, go, mail, and leave). Do so tends to be a tad more formal than do it and do that. Multiple DosIts not unusual for more than one do to show up in a sentence. How do you do?What do you do for a living?How do you find time to do all that you do? (Without resorting to doo doo jokes or the chorus to Lou Reeds Walk On The Wild Side, see if you can outdo that last example.)Wh- QuestionsIn many questions that begin with a wh- word (who, what, when, where, why, and- oops- how), a form of do comes before the main verb: What do you want?Where did Cheeta put the bananas? When did follows a wh- word, its often contracted to /d/ in informal speech and written as d: Whered Cheeta put the bananas?Yes-No QuestionsWe can fashion a yes-no question by placing a form of do in front of the subject: Do you enjoy listening to lectures?Does anybody know what time it is?Did your sister go out this morning? The use of do in questions is called do-support or do-insertion.NegativesBy adding not (or the contraction nt) to do, does, or did, we can create a negative sentence: Many workaholics do not enjoy their jobs.Casper doesnt believe in ghosts.Nyla didnt like the cold weather. In a negative imperative with the copula be, do not (or dont) appears in front of be: Do not be afraid.Dont be so self conscious. As you can see, present and past endings become part of do and not part of the main verb that follows it. Tag QuestionsA question added to a declarative sentence to check or clarify information is called a tag question. Customarily, a negative declarative takes a positive tag question, while a positive declarative takes a negative tag: You dont trust me, do you?You do miss me, dont you? When theres no auxiliary verb in the main clause, a form of the dummy operator do is used in the tag: Your sister loves to play pranks, doesnt she?EmphasisIn declarative sentences, do, does, and did can be used for emphasis: You do need to be honest with your child.Despite what you think, I did enjoy the play. In speech, emphatic do is usually stressed.ImperativesThe emphatic do can show up at the beginning of an imperative sentence, usually to make it sound less abrupt: Do stop by when youre in the neighborhood. But notice that this do isnt always so friendly: Do shut up, Hyacinth. Truth be told, this version of the emphatic do probably occurs more often in 19th-century novels than in actual conversation s.In some cases, do can also replace the whole imperative: Ill see to it this evening, the lawyer said.Yes, please do, I said. Omissions in Comparative ClausesIn a comparative clause, we can use a form of do to avoid repeating part of the main clause: The Pritchetts work much harder than we do.Gloria drives much faster than Jay does. In these examples, do is considered a stranded operatoran auxiliary that stands alone without a main verb alongside it. Is this the final word on do? Hardly. For one thing, theres the extraordinarily vague do in the Nike slogan  Just do it. For another theres the do in Frank Sinatras scat line Do-be do-be do. Then theres Fred Flintstones memorable  exclamation, Yabba Dabba Do! But before things get too silly, this will simply have to do.

Human Resource Management Case Study Example | Topics and Well Written Essays - 500 words

Human Resource Management - Case Study Example After an organizational diagnosis; interventions are developed. The diagnosis has to come up with interventions that will not be met by resistance from employees and most be attainable given the resources available in the organization. In addition to the intervention proposed in the case study; I propose that Steinway adopts a strategy to streamline its supply chain to increase its accessibility in the international market. Although the organization operates on an international scale; the diagnosis only proposed that the organization must be inclined politically to meet different governmental and country requirements. Steinway is faced with many competitors in America and could extend its operations by taking advantage of the emerging markets in Asia. Furthermore, supply chain helps to offer better customer service and therefore the organization can position itself to compete effectively with its competitors. A well designed supply chain is critical for organizational effectiveness. Supply chain would help the organization reach out to its suppliers of lumber and the customers. To streamline the supply chain, Steinway need to harmonize and standardize the operations in all its retail outlets in New York, New Jersey, London, Hamburg, Munich and Berlin. Further there should be coordination among these centers to ensure that the company’s products are accessed by the customers according to the demand. According to Richen and Steinhorst (2005), process standardization and harmonization can be achieved by setting a central institution to control business operations. In addition, use of information system can be used to streamline the supply chain thereby ensuring organizational effectiveness. The Steinway can develop a single system where customers can make their orders and the central process coordinating the business will arrange for the delivery of the products. This intervention is based on the hypothesis that a more responsive supply

Terrorism Essay Example | Topics and Well Written Essays - 250 words - 12

Terrorism - Essay Example Fifth, the group may also be in pursuit of boosting itself. For ensuing struggle, the group may stage attacks to motivate itself. Sixth, they may be attempting to counter a government’s military power. This exposes the weaknesses of the government. Lastly, they may be attempting to take advantage of a unique historical opportunity. Such opportunities determine the existence of the group in future. According to O’Ballance, there are six characteristics of a successful terrorist. Firstly, they are dedicated to a belief of cause and follow the uncompromising demands of terrorism unconditionally. Secondly, they are always willing to sacrifice themselves since terrorism is dangerous and the individual can be killed at any instance (O’Ballance, 1979). Thirdly, they have an ability to repress emotions because they are usually required to commit heinous crimes such as killing innocent people. Fourthly, they have high intelligence because planning of attacks requires intelligence and cannot be conducted by anyone. Fifthly, education is critical because their missions demand unsuspicious travelling to foreign countries. Lastly, they have access to required resources that include money to use in travelling. Groupthink is a form of collective thinking that provides the terrorists with an opportunity to acquire the mindset of the organization. The main symptoms involved include invulnerability feeling, certainty of organization’s morality, intolerance with regard to internal dissent, and viewing the enemy as simply evil (Holmes & McConville,

Student Descriptions of Stress

Student Descriptions of Stress Title: How do second-year psychology students describe their experiences of university stress? Abstract:   Purposive sampling and semi-structured interviews were used as well as Interpretative phenomenological analysis being utilised to analyse the transcripts and quality checks were implemented to increase the validity of the analysis. Three superordinate themes were identified with each superordinate theme had two sub-themes each. Such qualitative research is rare in the university related stress literature for psychology students. Suggestions for further research regarding students coping with university stress. Introduction: There are now more students aiming to enter an increasingly competitive job market, which exacerbates the pressure to achieve a respectable degree (Robotham & Julian, 2006). In addition to financial and employment pressures, as well as completing exams and assignments is a period of significant change in a students life, with heightened levels of stress (Fisher & Hood, 1987). In a study conducted by Hirsch and Ellis (1996) the came to the conclusion that university students put extreme pressure on themselves to get a good grade, earn a degree, and get a job as soon as they finish their studies. Although, this is possible to achieve, the negative effects that come with sort of pressure could cause a student to do poorly in one assignment or exam due to the stress they have subjected themselves too and create even more stress for themselves by punishing themselves for not achieving as good of grade as they could have. Moyle and Parkes (1999) believed that given the high levels of stress and change students are faced throughout university and the pressure placed on their coping resources, support from friends and family is invaluable during this period. McEwan (2000) also claimed that brain regions respond to acute and chronic stress and show changes in morphology and chemistry. Using the previous relevant research as a guideline its expected that the participants will describe their experiences of university stress by revealing the sources of their stress and how they deal with their stress. Method: Table 1. Table depicting demographic information of participants used in this experiment Participants: Four second year students studying psychology at University participated in this piece of research. It was key to obtain information from a variety of different perspectives however is some homogeneity in some participants such as; gender, age, and subject of study (see Table 1). Purposive sampling was used in this piece of research because it means that the researcher can select participants based upon a particular purpose to meet their particular needs. Procedure A semi-structured interview was used to collect data from the participants regarding their experiences of university stress. This was decidedly the best method because it meant that the researcher could collect data relating to university stress using prepared questions but could also delve deeper into a participants answer by using probing questions that encourage expansion on a certain point. The interviewer began fully informing the participant that the interview would be audio recorded and used anonymously to analyse later on. This was fully by a full explanation briefed about the purpose of the experiment and that the participant has the right to withdraw at anytime. The participant would be interviewed using the prepared questions along with any probing questions used, as well as debriefed and after the participants were interviews the recording was then transcribed. Analytical approach: A qualitative study was thought to be best because it meant that the researcher could gather more detailed data from the participants. Interpretative phenomenological analysis (IPA) was the chosen method of analysis in this piece of research because it allowed the interviewer to explore the subjective experiences of the participant, and help to describe and understand the respondents account of the processes by which they make sense of their experiences of university stress (Brocki, Wearden,2006). Critical realism is the ontological stance of IPA; this means that there is a reality however it is subjective because everyone interprets reality in different ways (Furlong, Marsh, 2010). This means that the epistemological stance of IPA is interpretive because it attempts to make sense of the subjective views (Furlong et al, 2010). IPA was used as a method of analysing the data by creating transcripts from each participants audio recording. Each transcript was read several times so that the researcher was familiar the data which was then coded in order to create emergent themes which would eventually become categorized into superordinate themes. The process was the same for each participant resulting in a table previewing the superordinate themes, sub-themes, and quotes from the transcripts to support the creation of the themes. Reflexivity: Qualitative analysis is a subjective process and IPA recognises that a researchers perspective usually affects the analysis (Golsworthy & Coyle, 2001). Having a good understanding of IPA means that the researchers personal perspective relative to the research topic is presented, to assist the readers interpret the analysis and for transparency (Elliott et al. 1999). The researchers interpretative framework has been influenced by: previous research in stress. It is also recognised that the analysis is influenced by the researchers perspective and the framework applied to understand the data. Findings: Table 2. Table of key themes Effects of student stress The results of how the participants described their experiences of university related stress revealed that there were a range of different effects of stress that can stretch from physical effects to psychological effects, which were found to be a dominant effects of stress (see appendix 2 for themes and quotations). The psychological effects of stress can be seen in Iriss transcript in which she stated that:   I dont know how to put it in words, not just stress, it was the worst feeling ever. When you consider what most people go through in their lives, for her to say it was the worst feeling ever goes to show the toll stress had taken on her causing her to feel the worst she has ever felt. There is also evidence in Jessicas transcript in which she described one of her experiences in dealing with university related stress as feeling so much anxiety that it felt like she was drowning. There is also evidence in Anils transcript which reveals that he suffers from high levels of anxiety but without mention of a drowning sensation. There is further evidence of psychological effects of stress in Smokies transcript which suggest that he regularly suffers from mini breakdowns that help to motivate him to work but the motivation goes after a day or two which creates another mini breakdown due to the buildup of responsibilities. There is also evidence to suggest that the participants suffered from physiological effects as well as psychological effects. The main evidence comes from Anils transcript in which he described one effect of his university related stress that stated: My face gets lots of spots when I am feeling stress. For the effects of stress to manifest in a physical way is worrying but not uncommon, for example in Smokies transcript he revealed that he cries a lot because of university related stress. In Iriss transcript she describes an effect of university related stress by revealing that coping with all the responsibilities and stress of university makes her feel weak, which would be categorized as a physiological effect as well as a possible psychological effect due to the fact that you feel weakness rather than show it. Sources of student stress The results of how the participants described their experiences of university related stress revealed that there were a variety of different sources of stress for university students which range from university work such as assignments or exams, to life after graduation. Both are considered in these participants transcripts to be dominant sources of stress. University work as a source of stress for its students is evident in all transcripts with perhaps the most evident comes from Anils transcript in which he states that: A time umm when I experienced stress the most during university is when I have a massive report due. This not only reveals one source of stress for this student to be reports set by the university but it also goes to show that this participant feels most stressed at university when set reports. This also relates to Smokies transcript in which he described his stress levels as being high when it came to deadlines which isnt that dissimilar to Anils quotation due to the fact that both feel highly stressed because of work set by the university. Further evidence can be found in Jessicas transcript in which she described her feeling of drowning in anxiety to be a result of a lack of understanding when it came to analysing data. Evidence for his future life as a source of stress for university student is evident in the transcripts but the most evident comes from Smokies transcript which stated that: teachers do things for me and like my parents do things for me, because I dont feel ready to do things for myself. Again, this not only reveals his main fear for his future life to be, but it also shows how he has got as far as he has, which is down to the support he gets from those around him. This can also be support by Jessicas transcript which described her opinion of her future life as one of confusion as to what her she would be doing in her future life and whether she would enjoy it or not. There is also evidence in Iriss transcript which reveals that she is still struggling with dealing with all the university related stress but she is hopeful that her future life will be better. Dealing with student stress The results of how the participants described their experiences of university related stress revealed that there were several different methods of dealing with stress used by the participants ranging from the support of family and friends, to the amount of support they give themselves. Evidence of support from family and friends as a method of dealing with stress can be found in all the participants transcripts, however, the main evidence for this point comes from Iriss transcript in which she states that: My mum is always being there for me and loves me and I have had some other woman in my life, I talk to her about my problems.   This reveals evidence of support not only from her mother but also from another woman who isnt a family member but would be regarded by her as a friend that supports her. This example is not unlike Jessicas transcript in which she reveals that she uses her flatmates as a method of coping with her stress. Another example of a participant using the support of family and friends as a method of dealing with university related stress comes from Smokies transcript in which he says that he gets a lot of help from his parents and when he usually gets stressed out with university work he talks to his friends. Self-support is what a person does or doesnt do to help themselves throughout their first two years of university. Evidence from Jessicas transcription states that: I procrastinate a lot [†¦] whenever I have something to do for Uni, suddenly I get a major interest to do something else. This clearly shows the lack of self-support she gave herself which meant that instead of doing university work she would ignore her responsibilities and find something else to do. This results in a build up of responsibilities that can create an overwhelming feeling of stress and possibly cause other problems for the student according to the evidence previously discussed regarding the manifestation of psychological problems into physicals ones, for example Anil and his facial spots. More evidence for a lack of self-support can be seen is all the transcripts, for example in Smokies transcript in which he describes himself as a corner-cutter who often does things he doesnt enjoy with half of his effort even though he understands that this is one of the reasons why he gets behind on his university work creating more stress for himself. Further evidence can be found in Anil and Iriss transcripts in which they both reveal that they struggle when it comes to self-support. Anil gets stressed when he attempts to tackle problems by himself, whereas Iris goes through periods of time where she feels like she cannot deal with problems by herself. Discussion: In summation, the analysis of the data has revealed that the participants all describe their experiences of university stress in a similar manner; the effects of stress on students, sources of stress for students, and dealing with student stress. Each superordinate theme had two sub-themes each, which were the result of a variety of emergent themes that were combined and adapted to equate to the final themes in the analysis. The participants descriptions of the effects of university stress related to those described by McEwen (2000) who believed that stress began in the brain and affected all organs and muscles but none more so than the brain. Using his research combined with this experiments data means that its possible localize psychological effects of stress to the burden of chronic stress which can result in behavioral changes (smoking, excessive eating, binge drinking, little or no sleep). Physiological effects of stress can be localised using the same method in which McEwan (2000) claimed that brain regions respond to acute and chronic stress and show changes in morphology and chemistry. This could explain why the participants were affected the ways they were. The difficulties related to university work but more specifically; exams and assignments, can be linked to Yumatov (2001) who reported that exams can influence a strong psychological and emotional reaction in students, with feelings of stress experienced before and during, that can persist until they receive their results afterwards, with many experiencing anxiety and stress over the outcome. Gadzella(1998) argued that its the uncertainty and anxiety that is the main cause of the stress as opposed to the exam itself. The pressure of graduation as well as post graduation life is as serious source of stress as any according to the data from this experiment and is also supported by Hirsch and Ellis (1996). This could explain what the sources of the participants university stress was. The participants experience of dealing with university stress can be related to other similar cases such as Moyle and Parkes (1999) who believe that given the high levels of stress and change students are faced throughout university and the pressure placed on their coping resources, support from friends and family is invaluable during this period. Without friends, students have more limited resources at their disposal to assist them in the university work as well as emotional support. An absence of friends also makes it more likely to consider dropping out (Paul & Brier, 2001). This could explain why the participants used the supportive systems they used. Using a qualitative approach provided depth and detail in that it looked deeper than analysing ranks and counts by recording attitudes, feelings and behaviours. Similar to the reason why a semi-structured interview was chosen because it allows the interviewer to be more spontaneous in their questioning without being too sporadic. That being said, there are usually fewer people are studied in qualitative report because a collection of data is generally more time consuming that quantitative data collection and therefore unless time, staff and budget allows it is generally necessary to include a smaller sample size. It also means that its difficult to generalise because fewer people are studied and its not possible to generalise results to that of the population. A qualitative report is also dependent on skills the of the researcher particularly in the case of conducting interviews, focus groups and observation. As an overall summation of this study it can be concluded that there is need for further research regarding university stress as a result of the data and previous relevant research. References Abouserie, R. (1994). Sources and levels of stress in relation to locus of control and self esteem in university students. Educational psychology, 14(3), 323-330. Brocki, J. M., & Wearden, A. J. (2006). A critical evaluation of the use of interpretative phenomenological analysis (IPA) in health psychology. Psychology and health, 21(1), 87-108. Dahl, C. M., & Boss, P. (2005). The use of phenomenology for family therapy research. Research methods in family therapy, 2, 63-84. Denovan, A., & Macaskill, A. (2013). An interpretative phenomenological analysis of stress and coping in first year undergraduates. British Educational Research Journal, 39(6), 1002-1024. Elliott, R., Fischer, C. T., & Rennie, D. L. (1999). Evolving guidelines for publication of qualitative research studies in psychology and related fields. British journal of clinical psychology, 38(3), 215-229. Fisher, S., & Hood, B. (1987). The stress of the transition to university: a longitudinal study of psychological disturbance, absent†mindedness and vulnerability to homesickness. British journal of psychology, 78(4), 425-441. Furlong, P., & Marsh, D. (2010). A skin not a sweater: Ontology and epistemology in political science. Theory and methods in political science, 184-211. Gadzella, B. M. (1994). Student-life stress inventory: Identification of and reactions to stressors. Psychological reports, 74(2), 395-402. Gadzella, B. M., Masten, W. G., & Stacks, J. (1998). Students stress and their learning strategies, test anxiety, and attributions. College Student Journal. Golsworthy, R., & Coyle, A. (2001). Practitioners accounts of religious and spiritual dimensions in bereavement therapy. Counselling Psychology Quarterly, 14(3), 183-202. McEwen, B. S. (2008). Central effects of stress hormones in health and disease: Understanding the protective and damaging effects of stress and stress mediators. European journal of pharmacology, 583(2), 174-185. Paul, E. L., & Brier, S. (2001). Friendsickness in the transition to college: Precollege predictors and college adjustment correlates. Journal of Counseling & Development, 79(1), 77-89. Robotham, D., & Julian, C. (2006). Stress and the higher education student: a critical review of the literature. Journal of further and higher education, 30(02), 107-117. Ross, S. E., Niebling, B. C., & Heckert, T. M. (1999). Sources of stress among college students. Social psychology, 61(5), 841-846. Smith, J. A., & Osborn, M. (2007). Pain as an assault on the self: An interpretative phenomenological analysis of the psychological impact of chronic benign low back pain. Psychology and health, 22(5), 517-534. Weinstein, L., & Laverghetta, A. (2009). College student stress and satisfaction with life. College Student Journal, 43(4), 1161. Yumatov, E. A., Kuzmenko, V. A., Badikov, V. I., Glazachev, O. S., & Ivanova, L. I. (2001). Emotional stress in students during examinations. Human Physiology, 27(2), 221-227. Appendix 1 Table 1. Table depicting demographic information of participants used in this experiment Appendix 2 Table 2.Table of Themes, quotes, and where to find them in their transcriptions

Human Trafficking in Brazil

Following more than three hundred years under Portuguese rule, Brazil gained its independence in 1822, maintaining a monarchical system of government until the abolition of slavery in 1888. Shortly after – in 1889 – the military declared itself in control of the country as a republic. Brazilian coffee exporters politically dominated the country until populist leader Getulio Vargas rose to power in 1930. He is called the â€Å"Father of the Poor†, because of the fact that he brought social and economic changes that helped modernize the country.By far the largest and most populous country in South America, Brazil underwent more than a half-century of populist and military government until 1985, when the military regime peacefully gave up power to civilian rulers. Brazil continues to pursue industrial and agricultural growth and development of its interior. Utilizing vast natural resources and a large labor pool, it is today South America's leading economic power an d a regional leader, one of the first in the area to begin an economic recovery.Highly unequal income distribution and crime remain pressing problems. Human trafficking in Brazil, in international and internal forms, is still a phenomenon within Brazil. Secretary National Justice Paul Abram warns, â€Å"This is because one of its features is the invisibility of victims and denial of recognizing oneself as such. This is why we focused on awareness campaigns and the national network to support the victims. † Although Brazil banned slavery its 1888 Golden Law, forced labor of thousands of workers occur daily which is helping drive the economy.The Government of Brazil does not fully comply with the minimum standards for the elimination of trafficking; however, it is making significant efforts to do so. The Countries that registered the highest incidences of victims of human trafficking were the Suriname (which works as a route to the Netherlands), with 133 victims, followed by Sw itzerland with 127, Spain with 104 and Germany with 71. UNODC estimates indicate that sexual exploitation is the most common form of trafficking (79%), followed by forced labor (18%), reaching, especially children, adolescents and women.The Brazilian government has maintained efforts to prevent human trafficking in partnership with state governments, international organizations and NGOs. Authorities gathered extensive civil society and federal, state, and local government input to draft a second national plan for 2012-2016, as the first national plan ended in January 2010. The Ministry of Labor publishes a â€Å"dirty list,† which publicly identifies individuals and corporate entities the government has determined to be responsible for trabalho escravo and is subject to civil penalties.Authorities continue to investigate sex and labor trafficking crimes, but data collection on trafficking prosecutions and convictions continued to be a challenge. Government-provided specialize d shelter and services for victims of all forms of trafficking victims remained inadequate. Authorities continued to partner with civil society and international organizations to raise awareness about sex trafficking and trabalho escravo. During the International Symposium for Combating Human Trafficking, held in Goiania on May 14 and 15 many topics regarding the fight against human trafficking were put in place.During the symposium, Mr. Bo Mathiasen, regional representative of UNODC, stressed the importance of having a legal basis, backed by enforcement action to combat human trafficking. Mathiasen stated, â€Å"We know that human trafficking is one of the cruelest forms of organized crime and it is not possible to move forward in the fight against it without a solid and comprehensive legal basis, capable of providing the necessary tools to rigorously punish the entire chain of criminals involved. It is only possible to fight transnational organized crime if criminals have the per ception that there is a real risk of being punished. The UNODC Regional Office for Brazil and the Southern Cone, together with the Brazilian National Justice Council and the National Secretary for Justice have committed to collecting and distributing information regarding all judicial action in Brazil on human trafficking through the UNODC global Human Trafficking Case Law Database. It is expected that by the end of 2012 at least 50 Brazilian judicial will document proceedings in the UNODC Case Law Database. This is a step in the right direction for Brazil to begin to combat this chronic issue.