Globalization Has Had Positive Impacts On Most Workers In The Third Essay

Globalization Has Had Positive Impacts On Most Workers In The Third World - Essay Example Although globalization has contributed to increased environmental consequences and widened the wage gap, it has contributed to the high demand for employment opportunities, increased competition and cultural diversity; thereby, creating instantaneous changes within the social structures of many cultural societies. History of Globilisation Globilisation can be traced back to the historical process, which began during the immigration of people from Africa to other parts of the globe. The migration process of merchants and labor force across the borders contributed to new changes including the new ideas, cultural diversity and new products. The first phase of globalization began in the 16th century during the pre-modern period where there were some improvements in maritime technologies (Lindio-McGovern and Wallimann (2009, p. 123). This period contributed to varied changes including maritime exploration, discovery, and centralization tendencies associated with monarchies and development of modern states. The second stage of globalization started on the late of 18th century, and this phase was marked by extensive Industrial Revolution. This was the time when human technology began flourishing, productivity increased and the consumption level for commodities increased. Globalization increased in 19th century and major developments were experienced in all sectors across the globe. The economic growth in many countries started expanding in the mid 1980s and the earlier 20th century. The modern globalization is the latest age of globalization that began in late 19th century throughout the 20th century; thus this period can be marked with rapid industrialization that allowed cheap production and labor force (Roberts and Hite 2007, p. 56). The... The research study indicates that globalization has significantly increased the amount of economic activities taking place across national boundaries, however, this has had huge impact on the lives of labor force and other communities everywhere. This is because the current globalization with diverse international policies and regulations underpinning it has contributed to increased hardships in the third world economies. This paper makes a conclusion that although globalization has contributed to increased environmental consequences and widened the wage gap, it has contributed to the high demand for employment opportunities, increased competition and cultural diversity; thereby, creating instantaneous changes within the social structures of many cultural societies. Therefore, to a larger extent, globalization has had impacts on the third world countries and many of them are positive impacts, which have contributed to economic growth in many of the third world nations. Developing nations have benefited from globalization because of increased employment opportunities and many of them are able to compete favorably with their competitors. It has also promoted free trade and increased cultural diversity, as well as, changes in income levels has companies have increasingly found access to international markets that offer outsourcing. However, to a smaller extent, globalization have contributed to increased environmental degradation, created capitalist society, widened income inequalities and increased poverty levels as capital flows are repatriated to the companies investing in developing nations.

Why the Euro Crisis Is an American Problem Assignment

Why the Euro Crisis Is an American Problem - Assignment Example It is estimated that the collapse could generate a 25% decrease in Europe’s gross domestic product (GDP). In effect, the euro crisis would represent a Great Depression of the current century, and this would be a threat to the global financial system (Zuckerman, 2011). According to Frum (2011), if the Euro falls, bonds will lose value in the European banks. This is because banks in the European region hold euro-dominated bonds. The bonds will lose value such that the banks will be forced to either seek assistance from the government, or put to a stop their lending to individual consumers and/or businesses (Frum, 2011). The fall of the euro will adversely affect other nations like Canada and the United States. For one, the financial institutions in Europe may lose their capacity to repay creditors in the United States. The net effect of the crisis will be more pressure on the financial system of the United States. Yet again, it should be considered that majority of the investors in the United States are from the euro zone , and if the eurozone economies fall, the Americans will have a difficult time raising capital for their businesses and new projects (Frum, 2011). The genesis of the crisis is very clear. Just like the United States, Europe was a victim of over-leveraging. The past decade has seen the European Central Bank overseeing easy credit, cross-border lending, and low interest rates which was instigated by a property boom and the increase of debt in households. The bubble has already burst, and the outcome has been the risk of failure to negotiate currency defaults and a series of frighteners (Zuckerman, 2011). It is worth noting that the majority of the Americans see the euro crisis as a crisis generated by government debt and government deficits. The same can be true of Greece, but it is not certainly true of France. If the Euro falls, each nation in the European region will be forced to have its own currency. This means that each nation will have to pay its debt using its own currency and not the euro (Frum, 2011). Europe’s option to avert the crisis is either to stop using the euro to restore each government to its own curren cy or to develop a single pan-European government to manage the new pan-European currency. Both options are not attractive to the United States. The United States has no option but to either suffer from the first option or contribute in support of the second option. Both options will have a considerable effect on the United States, and thus, the American cannot escape the euro crisis, it is their problem. Question 2: State Based Teaching Incentives to Improve Quality of Education Offered to Public Schools For a long time, the focus of the policymakers has been on improving or enhancing teacher quality. In the past few years, most reform efforts or initiatives have included strategies to enhance the overall quality of teachers and the equitable allotment of teachers within states, districts, and schools. The federal government endorsed an act in 2001in respect of education. The No Child Left Behind Act of 2001 is aimed at ensuring teacher quality and fair distribution of teachers. Th e act demands that all states evaluate the allocation of teacher quality, create, and implement plans to enhance teacher quality and assure fair distribution of quality teachers (Fuller, 2010). In the past, local districts have been designing and supporting their individual recruitment programs. This isolated approach generally develops inequities across the states. This is because

Fashion Industry Essay Example for Free

Fashion Industry Essay This summer it is boho chic. Last summer, it was preppy sailor simplicity. In the late 90s it was the grunge look. Yellow is the new black. Jeans are the new business casual. And on. And on. Yes, I am writing of fashion trends. The latest look, style, and color floods the covers of magazines, the shelves of retailers from Saks to H M, the bodies of celebrities and television characters and, undoubtedly, is able to get enough of us to buy into it (literally and figuratively) to validate the whole cycle. So, while most of us are easily able to grasp this continuously perpetuating cycle of saturating the public with the latest, greatest duds, questions remain: how does a trend start? Who makes this decision? Why does it work? Well, to be perfectly honest, there is no definitive answer to the myth that is a fashion trend. But, while the exact formula is beyond the consumer, we can be sure that it takes the work of several different interdependent fashion industry professions to convince us that espadrilles, suspenders, and terry-cloth suits are worthy of our dollars and donning. Fashion designers gather their inspiration, whether it comes from popular culture, music, politics, a celebrity muse, or something else entirely. Then, they design usually a spring and fall collection. With a slew of inspired, perfectly crafted designs ready to hit the runway, they show their collections. It could possibly be said that the trend begins at the fashion show. Fashion writers, buyers, photographers and celebrities line the runways, waiting to take in, criticize and praise the designers work. Writers go back to their offices and verbally comment on the design they have seen. If a collection is deemed great, the editor may be persuaded to feature the clothing on the cover of the months issue. This is also influenced by fashion publicists professionals who are paid to get the designers duds in front of larger audiences. Thus, we read about the latest fashion trend. Photographers snap photos as the models parade down the runway and sell them to parties interested in the designers work. The photos show up in newspapers, industry magazines, fashion magazines and various other media outlets. Thus, we see the latest fashion trend. Buyers, if impressed, order pieces that their clientele will be willing to pay hundreds or thousands to own. Other designers, those focused on mass production of more affordable versions of the latest trend, gather their inspiration here too. Thus, we can purchase the latest fashion trend. So, as you can see, it is impossible to pinpoint exactly how a fashion becomes a trend. What you can know, with certainty, is that it took many professionals in the fashion industry to get you to the cash register with your bohemian-inspired peasant blouse.

The Objectives Of Cisco Networking

The Objectives Of Cisco Networking Welcome to the Cisco Networking Academy program! This is the first of four courses designed to provide classroom and laboratory experience in current and emerging networking technology, and to help prepare for certification as a Cisco Certified Network Associate (CCNA). This curriculum presents a comprehensive overview of networking; from fundamentals to advanced applications and services. It is based on the top-down approach to networking that is popular in many colleges and universities. The course emphasizes concepts and skills required to design networks, while providing opportunities for practical application and hands-on experience by teaching students how to install, operate, and maintain networks. II. ADVISORY PREREQUISITE CIS 120, CIS 190, A+ Certification, or one year industry experience. III. COURSE GOALS AND OBJECTIVES This course introduces the architecture, structure, functions, components, and models of the Internet and other computer networks. It uses the OSI and TCP layered models to examine the nature and roles of protocols and services at the application, network, data link, and physical layers. The principles and structure of IP addressing and fundamentals of Ethernet concepts, media, and operations are introduced to provide a foundation for the curriculum. Labs use a model Internet to allow students to analyze real data without affecting production networks. Packet Tracer (PT) activities help students analyze protocol and network operation and build small networks in a simulated environment. At the end of the course, students build simple LAN topologies by applying basic principles of cabling; performing basic configurations of network devices, including routers and switches; and implementing IP addressing schemes. By the end of the course, students will achieve the following objectives: Given a LAN/WAN configuration scenario, students will be able to: Describe the basic concepts of how data networks and the Internet support business communications and everyday activities. (a, b) Describe the basic networking processes used to communicate across Local Area Networks, Wide Area Networks and the Internet. (a,b) Operate basic networking devices and services used to support communications across an Internetwork. (c,d) Describe the layers of communications in data networks using the 7-Layer OSI and the 4-LayerTCP/IP models. (a,b) Describe the role of protocols in data networks. (a,b) Describe the importance of addressing and naming schemes at the following OSI Data Link, Network and Application layers. (a,b) Describe the protocols and services provided by the Application layer in the OSI and TCP/IP models. (a,b,d) Describe the functions and features of the Transport layer protocols and services. (a, b) Describe the functions and features of the Network layer protocols and services. (a,b) Describe the fundamental concepts of routing that occur when a packet is forwarded from its source to its destination across multiple networks. (a,b) Design, calculate, and apply subnet masks and IP addresses to meet network design requirements. (c,d) Describe the operation of the OSI Data link layer protocols by explaining how data link frames communicate between networking devices. (a,b) Describe how the OSI Physical layer protocols and services transfer data bits across data networks. (a,b) Describe fundamental Ethernet concepts such as media, services, and operation. (a,b) Apply basic cabling techniques to connect various types of networking devices to meet prescribed network design topologies. (c,d) Build a simple Ethernet network using routers, switches, and network hosts. (c,d) Establish local and remote terminal connections to Cisco Networking devices using Terminal Emulation programs. (c,d) Use Cisco CLI commands to configure and verify basic router and switch operation. (c,d) Analyze the operations and features of common Application layer protocols such as HTTP, DNS, DHCP, SMTP, Telnet, and FTP.(a,b,d) Use common network utilities to verify local area network operation and analyze data traffic. (c,d) Method of Evaluation (Measuring Student Learning Outcomes with Representative Assignments) Chapter exams that measure each students ability to define and appropriately use networking technology concepts and terminology to describe networking processes, protocols, functions and features. Comprehensive final exam that measures each students ability to synthesize and apply course concepts to a variety of networking scenarios. Comprehensive skills exam that measures each students ability to practically apply network, design, configuration and hardware connectivity techniques to LAN environments. Lab exercises that require students to apply course concepts and skills in order to implement LAN solutions, compute IPv4 network addressing to network problems defined by the instructor, and connect and configure LAN devices. IV. TEXT, MATERIALS AND ONLINE WEBSITE Cisco Network Academy Website: http://cisco.netacad.net Instructors Website: http://www.cuyamaca.net/cis/cisco Blackboard: http://bb.gcccd.edu/webapps/login/ Network Fundamentals course: Network Fundamentals, CCNA Exploration Companion Guide ISBN-10: 1-58713-208-7, ISBN-13: 9781587132087, Publication Date: October 2007 Network Fundamentals, CCNA Exploration Labs and Study Guide ISBN-10: 1-58713-203-6, ISBN-13: 9781587132032, Publication Date: October 2007 Recommended Texts (not required) Not required as you are encouraged to print all of the assigned labs directly from the assignments listed in Blackboard. Materials Removable media (thumb drive, floppy) A sectioned three-ring binder with paper for note taking V. COURSE SPECIFICS Attendance This Self-paced open entry-open exit program requires students to complete a minimum of 48 classroom hours in the presence of an Instructor to meet academic standards. Self-paced education places additional responsibility on the student for success. Irregular attendance and lack of participation are key factors in determining poor student performance. The greater the amount of time and effort applied by the student, the greater the opportunity for success, rapid advancement of knowledge, and advancement through the program. Students will be expected to manage their attendance with the goal of completing at least one Cisco Semester during a Cuyamaca College Semester. Higher goals of completion are very possible and will be supported. If you have questions about recommended progress rates, please ask the instructor for guidance. Dropping the Class It is your responsibility to withdraw from class. All students who are enrolled at the end of the course must be given a letter grade. Students who stop attending and do not officially withdraw will be receiving an F. See the IMPORTANT DATES section below for drop deadlines. A W cannot be awarded after the Last day to drop CIS 201 deadline. Assignments Assignments for the class are divided into the following groups: Reading Assignments (Cisco Netacad or textbook) The material for this course is available on the Web. The reading assignments should be completed before the beginning of class. Most students will spend and average of ten hours per week reading the material. Some chapters may take more than one reading to understand. Students are responsible for all terms and concepts in the chapters covered. On-Line Module Exams (Cisco Netacad) All exams are administered online, and enabled only after the topic has been completed. There are ten (10) online module exams and a comprehensive final exam. Module exams can be taken at any location (home, work, school) but may not be repeated. The comprehensive final must be taken at school during normal class hours. Subnetting Practice tests (Blackboard: Assignments: Chapter Folders) Subnetting is one of the most important skills to acquire in the first semester of Cisco. Subnetting is also a skill that requires a lot of practice to master. There will be short subnetting practice test in Blackboard for each chapter. Students may take each practice test up to 2 times with the highest score used for final grading. Students are responsible for seeking additional help from an Instructor or Tutor if their test result is not satisfactory Labs and Packet Tracer Activities (Blackboard: Assignments: Chapter Folders) The hands-on labs are an important part of the Academy. Students may work together in small groups. Content for the skills-based final will be directly drawn from lab assignments, worksheets, and other course material so understanding lab assignments is an important part of passing the course. You are encouraged to complete as many additional labs as you wish as well as working all of the interactive labs found in the curriculum. Labs and Packet Tracer Activities submitted after the corresponding module exam has been attempted will not be graded. Additionally, Labs and Packet Tracer activities submitted more than two weeks after the corresponding Chapter lecture has been presented will not be graded. Contact the instructor of record to arrange any adjustments regarding Lab and Packet Tracer deadlines prior to deadline date. Skills-Based Final, On-Line Student Survey, On-Line Final Exam (Cisco Netacad) A skills-based final and an on-line final exam will be administered the end of the course. The online final exam will be comprehensive and all students must pass the online final and the skills-based final to pass the course (both Skills Based final, and Online final require 60% or above for passing), to be eligible for CCNA2. All labs, on-line chapter tests, and the skills-based final must be completed before you may take the online comprehensive final exam. The online comprehensive final may be repeated once for scores below 60% on the first attempt, however, the average score between the two attempts will be used in final grade calculations for grades submitted to Cuyamaca. Due to the number of students and the resources required for the skills based final, students will be required to schedule a time to take their skills based final. A sign-up matrix will be posted 1 week prior to the skills based finals. Cisco requires that the CCNA 1 on-line survey is completed before receiving a grade in the course. Incomplete grades are not allowed. Grades will be assigned as follows: Domain % Points Grade INSTRUCTIONAL FACILITIES Online Chapter Exams 10 93.4 100 A Classroom Subnetting Worksheets Tests 15 90.0 93.3 A- Laboratory Labs and Packet Tracer Activity 25 86.7 89.9 B+ Personal computer for each student Final Exam (comprehensive Skills Based) 25 83.4 86.6 B Appropriate course software Practice Final 5 80.0 83.3 B- Final Exam (Comprehensive Online) 20 76.7 79.9 C+ 70.0 76.6 C 60.0 60.9 D F IMPORTANT DATES Please refer to the appropriate official Cuyamaca College document to insure compliance with any College deadline. Spring 2010 Semester January 25, 2010 to June 1, 2020 February 5 Last Day to Receive a Refund for Semester-Length Classes February 12 15 Holiday (Presidents Day Weekend Friday, Lincoln Day Monday, Washington Day) March 29 April 2 Spring Recess April 23 Last Day to Drop Semester-Length Classes MAY 13 10:00 pm All Labs, Packet Tracer activities, and Subnetting practice tests due MAY 20 10:00 pm All Skills Based Finals must be completed MAY 25, 26, 27 Comprehensive Online Final Examination Days Must be completed by 10:00 pm May 27 Spring 2010 CIS 201 Schedule Week CCNA 1 8 week Schedule Chapter Reading 16 Week Schedule Chapter Reading Labs Packet tracers due (Thursdays 10pm) Additional topics 1 8 Week schedule 16 Week schedule Binary and Introduction 2 1 2 1 Binary Conversion Addition 3 3 4 2 Binary Combinations 4 5 6 3 1 2 1 Network Addressing 5 7 8 4 3 4 2 Subnetting 6 9 10 5 5 6 3 Subnetting 7 11 6 7 8 4 Subnetting 8 7 9 10 5 Subnetting 9 8 11 6 VLSM 10 9 7 VLSM 11 10 8 VLSM 12 11 9 VLSM 13 10 VLSM 14 All Assignments Due 11 15 Skills Based Finals 16 Online Finals

Psychedelic Music, Its Origins, and Its Effects on Music Today Essay

Psychedelic Music, Its Origins and Its Effects on Music Today Psychedelia in music has been around for a long time and has changed much of the popular music of today. The dictionary definition of psychedelic is, â€Å"of or noting a mental state characterized by a profound sense of intensified sensory perception, sometimes accompanied by severe perceptual distortion and hallucinations and by extreme feelings of either euphoria or despair.† It started in the 1960’s with the discovery of LSD and use of other psychedelic drugs. Psychedelia did not only affect music, it affected people, cities, and the way people think. LSD, which was the catalyst for psychedelic music, was discovered on April 16, 1943, by Albert Hofmann. For months he had been studying ergot, a fungus that grows on rye, and synthesizing lysergic acid for possible use to help migraines. On his twenty-fifth try, he made LSD-25, and after his work he began to feel dizzy. He assumed he had the flu, so he went home. â€Å"I perceived an uninterrupted stream of fantastic pictures, extraordinary shapes with intense kaleidoscopic play of colors,† Hofmann wrote in his biography LSD, My Problem Child. â€Å"After some two hours, this condition faded away.† He then knew that it was not the flu that made him dizzy, so he tried LSD again and got the same results. After this, he and his staff began to use LSD on themselves and soon LSD was used in psychotherapy. Now that LSD was created, psychedelic music would soon follow (DeRogatis 2-4). The birth date of psychedelic rock music, as far as it can be known, was in 1966. Many bands started making songs with psychedelic references. In May of 1966, the Beach Boys released Pet Sounds, which was inspired by their experimentation... ... constantly-changing names, but ravers do not care. Ravers do not focus on the performing artist like at rock concerts, they just listen to the beat of the music, and dance (DeRogatis 431-439). Psychedelic music has expanded people’s minds since the 1960’s. It has given people a way to express themselves, and it has helped people to relate to each other. Psychedelic music revolutionized the way music is recorded, played, and listened to. Without psychedelic music, modern music would not be the same. Works Cited â€Å"Jimi Hendrix Biography.† Biography. 2006. 6 May 2007 search/article.do?id=9334756>. DeRogatis, Jim. Turn On Your Mind. Milwaukee: Hal Leonard Corporation, 1996. Scaruffi, Piero. â€Å"The History of Rock Music: 1966-1969.† History of Rock Music. 2002. 6 May 2007

The Meaning of the Phrase, Beating the Market Essay -- Beating the Mar

The Meaning of the Phrase, Beating the Market "Beating the market" is a difficult phrase to analyze. It can be used to refer to two different situations: 1. An investor, portfolio manager, fund, or other investment specialist produces a better return than the market average. The market average can be calculated in many ways (some of which are shady and used to make it look like someone has exceeded market returns), but usually a benchmark like the S&P 500 or the Dow Jones Industrial Average index is a good representation of the market average. If your returns (which you can learn how to calculate here) exceed the percentage return of the chosen benchmark, you have beaten the market - congrats! 2. A company's earnings, sales or some other valuation metric is superior to that of other companies in its industry. How do you know when this happens? Well, if a company beats the market by a large amount, the financial news sources are usually pretty good at telling you. However, if you want to find out for yourself, you need to break out your calculator and request some information from the companies you want to measure. Many financial magazines do this sort of thing regularly for you - they'll have a section with a title like "Industry Leaders." We don't suggest you depend on magazines for your investment picks, but these publications may be a good place to start when looking for companies to research. URL: http://www.thestreet.com/comment/openbook/1409370.html Dear Lou, Last Friday evening, you inducted John C. Bogle, the founder of Vanguard Funds, into the "Wall $treet Week with Louis Rukeyser Hall of Fame." You correctly credited Bogle with introducing "the first indexed mutual fund" at Vanguard in 1975. All too often, Bogle is credited too broadly with introducing the very first index fund. In reality, he was only the first to offer index funds directly to the general public in the form of mutual funds. The idea of the index fund was born in academia. Many great minds contributed to the concept, but first among them are Harry M. Markowitz, Merton Miller and William F. Sharpe, who shared the 1990 Nobel Prize in economics for this work. The first commercial index fund was introduced by Wells Fargo Bank in 1971, four years ahead of Vanguard, under the leadership of John McQuown. It was created for the Samsonite pension fund's investment ... ...e efficient. But some markets are more efficient than others. And in markets with substantial pockets of predictability, active investors can strive for outperformance. Peter Bernstein concludes that there is hope for active management: 'the efficient market is a state of nature dreamed up by theoreticians. Neat, elegant, even majestic, it has nothing to do with the real world of uncertainty in which you and I must make decisions every day we are alive.' Read on In print Andrew Lo, Market Efficiency: Stock Market Behavior in Theory and Practice, two volumes of the most important articles on the subject, including Eugene Fama's seminal 1970 review, Paul Samuelson's 1965 article and Fischer Black's 1986 article Andrew Lo and Craig Mackinlay, A Non-Random Walk Down Wall Street Burton Malkiel, A Random Walk Down Wall Street, a long-time bestseller, first published in 1973 and now in preparation for its seventh edition Online web.mit.edu/krugman/www - Paul Krugman's website www.ssrn.com - website of the Social Science Research Network, which features many important papers in investment, including Eugene Fama's 'Market Efficiency, Long-term Returns and Behavioral Finance'

Ib Biology Hl

Is the neural pathway significantly longer for a visual stimulus or a sound stimulus (or a pressure stimulus) Data collection and processing Table 1a: Data collected by John Rha and Arthur Hamilton by dropping ruler for calculation of length of the neural pathways (Visual, Auditory and Sensual) Trial#| Visual| Auditory(Sound)| Sensual(Pressure)| | (cm ±0. 1cm)| (cm ±0. 1cm)| (cm ±0. 1cm)| | John| Arthur| John| Arthur| John| Arthur| 1| 43. 9| 24. 1| 33. 1| 34. 6| 50. 1| 50. 5| 2| 73. 7| 45. 6| 66. 1| 49. 2| 29. 2| 75. 2| 3| 47. 4| 31| 80. 2| 25. 3| 54. 4| 41| 4| 32| 24. 7| 23. 1| 39. 6| 25. 6| 47. 4| 5| 23. 5| 29. | 32. 9| 35. 1| 26. 2| 30. 8| 6| 38. 6| 27. 6| 47. 6| 34. 7| 40. 6| 49. 5| 7| 37. 9| 20. 9| 56| 21. 7| 41. 5| 40. 2| 8| 28. 2| 22. 7| 24| 57| 29. 1| 62| 9| 39. 9| 62| 43. 6| 87. 2| 30. 6| 35. 4| 10| 23. 6| 30. 5| 49. 3| 44. 4| 44. 2| 78. 2| 11| 58. 4| 26. 2| 66. 8| 24. 2| 41. 9| 84. 3| 12| 40| 32. 7| 21. 1| 36. 1| 14. 2| 21| 13| 55. 5| 20. 2| 61. 7| 15. 1| 61| 41. 3| 1 4| 39. 6| 32. 2| 46. 9| 28. 58| 65| 24. 8| 15| 46. 1| 18. 1| 61. 7| 55| 45. 9| 22. 3| Table 1b: Calculations of the reaction times the meter stick fell Trial#| Visual| Auditory(Sound)| Sensual(Pressure)| | John| Arthur| John| Arthur| John| Arthur| | 0. 299319| 0. 221774| 0. 259906| 0. 26573| 0. 319758| 0. 321032| 2| 0. 387825| 0. 305059| 0. 367285| 0. 316872| 0. 244114| 0. 391752| 3| 0. 311022| 0. 251526| 0. 404566| 0. 227228| 0. 333197| 0. 289264| 4| 0. 255551| 0. 224518| 0. 217124| 0. 284282| 0. 228571| 0. 311022| 5| 0. 218996| 0. 243696| 0. 259119| 0. 267643| 0. 231234| 0. 250713| 6| 0. 28067| 0. 237332| 0. 311677| 0. 266113| 0. 287849| 0. 317837| 7| 0. 278113| 0. 206526| 0. 338062| 0. 210442| 0. 291022| 0. 286428| 8| 0. 239898| 0. 215236| 0. 221313| 0. 341067| 0. 243696| 0. 355711| 9| 0. 285357| 0. 355711| 0. 298294| 0. 421852| 0. 249898| 0. 68784| 10| 0. 219461| 0. 249489| 0. 317194| 0. 301019| 0. 30034| 0. 399489| 11| 0. 34523| 0. 231234| 0. 369224| 0. 222234| 0. 292421| 0. 41 4778| 12| 0. 285714| 0. 258331| 0. 207512| 0. 271429| 0. 170234| 0. 20702| 13| 0. 336549| 0. 203038| 0. 35485| 0. 175546| 0. 352831| 0. 29032| 14| 0. 284282| 0. 256348| 0. 309377| 0. 241509| 0. 364216| 0. 224972| 15| 0. 306727| 0. 192195| 0. 35485| 0. 33503| 0. 306061| 0. 213331| Table 1c: Calculations of the length (distance) of neural pathway Trial#| Visual| Auditory(Sound)| Sensual(Pressure)| | John| Arthur| John| Arthur| John| Arthur| 1| 2993. 19| 2217. 739| 2599. 58| 2657. 296| 3197. 576| 3210. 315| 2| 3878. 249| 3050. 594| 3672. 846| 3168. 725| 2441. 144| 3917. 517| 3| 3110. 22| 2515. 26| 4045. 658| 2272. 282| 3331. 973| 2892. 637| 4| 2555. 506| 2245. 176| 2171. 241| 2842. 821| 2285. 714| 3110. 22| 5| 2189. 959| 2436. 96| 2591. 194| 2676. 428| 2312. 345| 2507. 133| 6| 2806. 698| 2373. 321| 3116. 775| 2661. 134| 2878. 492| 3178. 371| 7| 2781. 132| 2065. 262| 3380. 617| 2104. 417| 2910. 221| 2864. 277| 8| 2398. 979| 2152. 36| 2213. 133| 3410. 668| 2436. 96| 3557. 114| 9| 2853. 5 69| 3557. 114| 2982. 945| 4218. 521| 2498. 979| 2687. 841| 10| 2194. 613| 2494. 93| 3171. 943| 3010. 187| 3003. 399| 3994. 895| 11| 3452. 299| 2312. 345| 3692. 242| 2222. 336| 2924. 213| 4147. 78| 12| 2857. 143| 2583. 306| 2075. 12| 2714. 286| 1702. 339| 2070. 197| 13| 3365. 491| 2030. 381| 3548. 498| 1755. 458| 3528. 311| 2903. 2| 14| 2842. 821| 2563. 48| 3093. 773| 2415. 089| 3642. 157| 2249. 717| 15| 3067. 273| 1921. 946| 3548. 498| 3350. 297| 3060. 612| 2133. 312| Table 2a: Average distance of neural pathway Trial#| Visual| Auditory(Sound)| Sensual(Pressure)| | John| Arthur| John| Arthur| John| Arthur| | 2889. 8| 2434. 7| 3060. 2| 2765. 3| 2810. 3| 3028. 3| Conclusion and evaluationThe objective of this experiment was to determine the distances of neural pathways and to discover if there are any significant differences between Visual, Auditory and Sensual neural pathway distances. The distance of each neural pathway includes and displays the following procedures. Ex) Visual stim ulus: First, your eye sees the ruler. Then, your eye sends a message to the visual, stimulus cortex, which sends a message to the motor cortex. The motor cortex sends a message to the spinal cord. The spinal cord sends a message to the muscles in your hand and fingers. Finally, your muscles contract to allow you to catch the ruler.John’s data shows that there were no significant differences. However, Arthur’s data shows that the neural pathway for pressure stimulus is significantly longer than the pathway for visual stimulus. This is shown by the calculated pathway length and the t-test performed. Calculation: The algorithm to calculate the reaction speed is  d = vt + ? at? where d = distance in meters v = initial velocity = 0 a = acceleration due to gravity = 9. 81m/s? t = time in seconds We need to manipulate  d = vt + ? at? to give us an algorithm for  t As  v  = 0 then  vt  = 0 therefore the algorithm is  t = sqrt(2d/a) Example d = 43. 9cm = sqrt((2 ? 43. 9 ? 9. 8)) t = 0. 299 seconds (sigfig) 0. 299319*10000(m to cm)=2993. 2cm or 29. 932m The calculated distance for Arthur’s Visual stimulus was 2434. 7cm, which was much shorter than the pressure stimulus length of 3028. 3cm or the auditory stimulus length of 2765. 3cm. The t-tests performed showed that there were no significant differences for John’s data, but Arthur’s data showed that the three sets of data were all significantly different. One huge weakness of this lab was that John and Arthur’s hands were not the same distance away from the ruler for every trial. This could have led to incorrect data ollection. There was another weakness when we were collecting the pressure stimulus, because the ruler fell more slowly due to the friction between the palm and the ruler, giving the appearance of a faster reaction time. Also, the auditory reaction time was higher than the visual reaction time because the voice of the other person was not perfectly in time. Another reason for this is that it had lots of variability when the person commanded the other person to â€Å"Go! † Our group could have attached another ruler on the sidewall to ensure a constant distance between the hand and the dropping point.Therefore, to improve this lab, we have to keep the distance between the hand and ruler constant for all trials. Also, when the person says â€Å"Go! † it also takes reaction time from his brain to his fingers to drop the ruler and from his brain to his oral muscles to speak â€Å"Go! † Therefore, to improve this lab, we need to use an electronic device that can automatically drop the ruler with a short â€Å"beep† sound. To decrease friction, we need to use a simple grabbing tool like tweezers instead of just grabbing with our hand, which creates sliding or friction depending on the hand’s condition (wet or dry).