Evaluating a Movie Essay Example

Evaluating a Movie Essay One Saturday night, I went into the movie rental store looking for a real good movie. I was looking for a story of love, a story of a romance that has no limits. I love movies that have such beautiful plots that they make me forget all about my empty love life. However, I was shocked when the store clerk told me to rent Titanic in order to get this plot. I thought to myself, Is she crazy? Wasnt that the unsinkable ship that sank and killed over a thousand people? As crazy as it sounded, yes, Titanic was, no doubt, the movie I was looking for that night.In Titanic, the director, James Cameron, takes the story to a new level. A level that has never had a nation so interested in what happened on April 11, 1912. With the help of a good plot, characters, setting and the soundtrack, the story of the Titanic has fascinated many viewers.What is a movie without a good plot? The plot of this movie isnt one that we would expect. It centers on the love of two people. One of the characters is Jac k Dawson, (Leonardo DiCaprio) who is a poor, adventurous American boy on a voyage back to America. The other character is Rose Dewitt (Kate Winslet) who is traveling with her finance on the Titanic just for leisure. Rose is unhappy. She feels her soon-to-be husband doesnt understand her. On the day that she decides to kill herself, she meets Jack who convinces her not to take her life. From that day on, Rose and Jack become inseparable. It is when they realize the boat is about to sink, and they are going down with it, that the meaning of true love comes into play. Not only is this an amazing story of a tragic situation, but it is also one that shows the beauty of a budding relationship sustained by determination and loyalty in the midst of trials and tribulations.However good the plot, without characters to help bring the action to life, it is as good as nothing. The characters in Titanic played their roles very well. From actions to accents, everyone could tell the time period and the place in which the action occurred. The main characters were excellent actors. Every girl in America fell in love with Jack. Maybe it was because of his determining spirit or his passion for life. Whatever it was, James Cameron couldnt have chosen a better man than Leonardo DiCaprio to play the role of Jack, a poor man with big dreams who was willing to stand the test of time to make his dreams come true and to leave every living soul with a definition of true love and responsibility. Who better than Kate Winslet to play the role of Rose, a mysterious and stubborn young girl, but in a positive kind of way! Kate does an awesome job of portraying Rose, a strong-willed woman who wanted what she wanted when she wanted it. This was not typically characteristic of women in 1912 when this tragic event took place. Cameron develops these characters throughout the movie as he pits them against a backdrop of a series of situations and circumstances.The setting of this story couldnt have b een more wonderful. While looking at the movie and seeing all those people aboard the beautiful ship, laughing and enjoying themselves, you almost forget that this boat will sink and kill most of them. And, what a sight it was! The details of the boat are just fantastic! It looks as if it is still sailing the waters as it did in 1912. I was personally impressed with the scenes of the ship before and after hitting the ice burg. Before the collision, we could see the beautiful chandeliers and expensive china in the first class sections. Also visible were the details of the rooms that Rose and her fiancà ¯Ã‚ ¿Ã‚ ½e slept in-the wonderful life of first class passengers. Then, not stopping there, the director reveals the living quarters of the third class passengers on the Titanic. The viewer sees the rooms with undecorated walls and the bunk beds they slept in. He even takes us into their leisure room where they go to enjoy themselves. Later, as the ship sinks, Cameron allows us to act ually see it fall apart and slowly submerge under water. He leaves the world in awe at the horrific sight of that fatal night.The soundtrack sets the mood for this entire event. As the passengers learn that they had stuck ice, the fact that they would all be dead in a matter of hours did not come across their minds. They still had the thought that they were traveling on the unsinkable ship. To show the feelings of the passengers, Cameron has the musicians play uplifting music. The music was so invigorating that it seemed that the passengers had not a care in the world. However, as time passes and the passengers became nervous as a result of their awareness of what is happening, the tempo of the music slowly changes from fast and uplifting to slow and dreary. This variation in music was used to signal that the passengers were no long happy and carefree but had given up any hope of being saved. For me, this was the saddest part of the movie-seeing so many people in such despair.We can better understand the written account, R. M. S. Titanic by Hanson W. Baldwin, by watching the movie, Titanic. In the historical account, Baldwin explains in great details the terrible tragedy of the Titanic. He tells the reader how the music changes as the passengers realize their fate. As descriptive as he is, though, he couldnt have captured the attention that movie attracts. Viewers are able to actually see the things Baldwin is trying to get us to visualize from his writing. No doubt, we get a clearer understanding of the events surrounding the demise of that unsinkable Titanic by watching the motion picture versionAll and all, Titanic is a marvelous film. Never before have I seen a movie that captures the facts of what really happened while adding dramatic twists to keep the viewers interested. Certainly, through the plot, characters, setting and soundtrack, the Titanic will forever remain a household name for many.Ladies, looking for that romantic movie that you just cant get your guy to take you to? Titanic is the perfect one! After he sees this fantastic film that is filled with love, romance and full force action, he will agree that Titanic can definitely go down in history as not only a devastating tragedy, but also a classic heart-warming love story.

Source monitoring involves thinking about our memories, it involves the processes in ascertaining the origins of our knowledge and making decisions about what sources the knowledge or memories The WritePass Journal

Source monitoring involves thinking about our memories, it involves the processes in ascertaining the origins of our knowledge and making decisions about what sources the knowledge or memories Introduction (2425) Source monitoring involves thinking about our memories, it involves the processes in ascertaining the origins of our knowledge and making decisions about what sources the knowledge or memories Introduction (2425)Method (1,397)ParticipantsMaterialsProcedureDesignEthicsResults (516)DiscussionBibliographyRelated Introduction (2425)    Human memory is far from perfect, often; we see somebody we ‘know’ in the street but can’t for the life of us think where we know them from. This is basically a mistake within our memory systems; more specifically it is a ‘source monitoring error’. Source monitoring involves thinking about our memories, it involves the processes in ascertaining the origins of our knowledge and making decisions about what sources the knowledge or memories are from (Johnson, Hashtroudi Lindsay, 1993). For example, source monitoring processes help us to decide whether we saw an event or whether we were simply told about it, whether we found important facts from a reliable source or a glossy magazine. Source monitoring errors may occur when someone is familiar with something (be it a person, place, event etc.) but misplaces the source of where that familiarity is from. For example one may see a person in the street whom one would not normally see in the street, the person may seem familiar to you, but you cannot place where you know them from. This familiarity, once placed with recollection will provide recognition of why one finds a particular person, place or event familiar. As with the person in the street, this problem is likely to arise when the subject is out of context, hence the ‘butcher-on-the-bus’ phenomenon (Yovel et al 2004). Familiarity does not help us out until it is combined with information such as spatiotemporal context of an episode, in which the memory was acquired, this will then aid recollection. When we are thinking about memories we undergo heuristic (automatic or unconscious) judgement processes in order to locate, effectively, where we know something from without making any conscious effort. Reality monitoring helps us know or realise what memories are internally generated (what memories are thoughts) and what memories are externally derived (what memories are of events that actually happened). Johnson et al (1993; 1997) build on Johnson and Raye’s (1981) reality-monitoring framework in order to produce a source monitoring framework that suggests that source monitoring is a combination of, different attributes or characteristics of memories and judgement processes which help to discriminate between different memories and types of memories (Johnson et al, 1993; Johnson, 1997). Source monitoring distinguishes between all the different internal thoughts; between different externally derived events and also between internal and external sources (e.g. dreaming about som ething, waking up and thinking it had actually happened) (Johnson et al 1997). By ‘source’ it is meant the general conditions under which a memory was acquired, i.e. the contexts of the event, how and when it was witnessed. Furthermore, source attributions are made, according to the source monitoring framework, to different degrees of confidence and specificity which depend on the quality and quantity of information available at the time of initial experience. Johnson et al also point out that among other things, information available, criteria used to determine the source of a memory and task demands of attributing a source are all important factors (Johnson 1993). When we are making judgements about memories (through a judgement process) we attribute source monitoring. Source monitoring takes into account different kinds of information, or different attributes, about memories in order to complete the task of locating the source of a given memory. Different characteristics of the memory that monitoring is based on are; perceptual information (acquiring sensory information), contextual information (spatial information and information about your surroundings at the time), semantic information (information about language use), affective information (emotions) and cognitive detail (thoughts or information that may have been acquired) (Johnson et al 1993, Johnson 1997). According to the source monitoring framework there are several factors which determine the ease and accuracy of identifying a source; the first is the type and the amount of   these different characteristics of the memory that monitoring is based on. The second is how distinctive t hese characteristics are from source to source, two sources with similar characteristics will be harder to distinguish from each other. The last factor is the effectiveness of the decision processes; richly detailed memories have unique attributes which enable decision processes to be effective (Johnson et al 1993). Although most source monitoring decisions are indeed made in this heuristic or automatic manner, sometimes, more strategic processes are required to gather the appropriate information in order to avoid detrimental effects or situations. As well as heuristic processing, systematic or more ‘controlled’ processing is sometimes used (Johnson et al 1993). This more extended version of source monitoring processes is more complex. There may be other reasons or factors for you deciding, for example, what particular event occurred and when. Sometimes other beliefs, specific memories or general knowledge may have to be accessed in order to evaluate what you believe to be the source of your target memory (the memory you are trying to find the origin of). For example you may recall an event where a friend told you a story at a certain party; however other information about that friend being away travelling that year may lead you to recall that it could not have been that friend but must have been another. Evidence that source monitoring involves memory characteristics is shown by comparing memories for perceived and imagined events. Events that are actually perceived have more perceptual and contextual detail, hence if a large amount of perceptual information is found; it is easier to make a source monitoring decision on that particular memory (Johnson et al 1993). One study that supports this framework is Johnson et al (1988), he asked participants to rate real events and dreamt or imagined events and rate them on memory characteristics, participants rated actually perceived events as having clearer temporal and spatial information and more perceptual information (Johnson et al 1993). Evidence that memories are attributed to sources by processes during the source monitoring procedure is shown by Raye, Johnson and Taylor. In their studies they used two different strategies to compare features of memories for internally generated and externally perceived events finding that given stric ter instructions, participants are more selective about what information they need to preserve (Raye, Johnson Taylor 1980). Evidence, through developmental research, that reality monitoring, external source monitoring and internal source monitoring are different classes of source monitoring problems is supported in poor performance on one but not another situation. As Hashtroudi found, older adults can be impaired in internal external source monitoring but not in reality monitoring (Hastroudi et al, 1989). Source monitoring can also be linked in with a range of other psychological and day to day phenomenon; such as; old-new recognition (Ferguson et al 1992), direct and indirect tests of memory (Richardson-Klavehn Bjork, 1988), eyewitness testimony (Loftus, 1979) and misattribution of familiarity (Johnson Foley 1984). Although source monitoring can be applied in these different ways (automatic and controlled) and are used in every day life, there are indeed ways in which source monitoring errors can occur as seen with the example of the person in the street, in Jacoby’s False Fame effect and also through dà ©j vu . These inevitable source monitoring errors can incur practical, social and emotional consequences (Johnson et al 1993) and can happen in a number of ways. For example a source monitoring error may result in you telling a joke to someone who originally told you the joke, a source monitoring error may also result in accidental plagiarism that could have been easily avoided. Peters et al (2007) has shown that people who have ‘memories’ or beliefs about abnormal or implausible life events, commit an increased amount of source monitoring errors or in other words they make more source monitoring errors by ‘misclassifying familiar non famous names as famous names†™ (Peters et al 2007, p162) in the false fame task than people who do not have these memories or beliefs. (Peters et al 2007). Peters et al (2007) specifically tested people who claimed to have ‘hypnotically induced previous life memories’ against a control group (Peters et al 2007, p163). Furthermore, Clancy et al (2002) found that people who claim to have experienced alien abduction or claim to have memories of such abductions, tend to falsely recall and recognise critical lure words that they have not been presented with (Clancy 2002) in the DRM paradigm (Deese 1959; Roediger McDermott 1995). One particular phenomenon related with source monitoring errors evolved in 1989. Jacoby et al compiled a paper containing studies that showed what he called the False- Fame effect (Jacoby Woloshyn, 1989). During a false fame task participants are shown a list of non-famous names to read aloud and are told that all of the names are non famous. Later, the participants are presented with the same (old) non-famous names mixed with different (new) non-famous names as well as actual famous names and ‘fame judgements’ are made on each name. In general, findings show that old non-famous names regularly get judged as famous due to a source monitoring error wherein the participant has misattributed the familiarity of a name, the correct source of the name would be from the initial list studied however the participant has incorrectly judged the name to be famous due to familiarity and a source monitoring error combined. After being explicitly told that the names studied within the study stage are non famous names, the act then, of naming a non famous name as famous at test, must be a source monitoring error. Jacoby’s false fame effect is also evidence that the past can be used to influence present performance without intervention of conscious recollection. If conscious recollection was indeed present, the participant would remember that they saw the non famous name earlier in a study stage and locate that as the source of the memory, and not think to themselves ‘I recognise that name therefore it must be famous’. In Jacoby et al’s (1989) study, the unconscious influence of memory is due to divided attention as Jacoby tested participants on the false fame test in full vs. divided attention groups.   Jacoby Woloshyn’s (1989) False-Fame Effect is a good way to show source monitoring errors (Jacoby Woloshyn 1989). A second phenomenon that is often seen to be related with source monitoring errors is when something may seem so familiar that you feel as though you have experienced it before, be it a place, a conversation or an event. This phenomenon is also to do with familiarity and is the familiar feeling of dà ©j vu. Due to the nature of dà ©j vu it has proved hard to study the phenomenon, however recent neurological advances have thought that dà ©j vu could potentially, at any one time, be down to one of the following; a slight and brief change in speed of transmissions; a short split in perceptual information causing the (present) experience to seem as though it is two different experiences or the presence of unconscious familiarity without the conscious recollection of the source of the familiarity. Dà ©j vu literally means ‘already seen’, Neppe (1983) described dà ©j vu as â€Å"any subjectively inappropriate impression of familiarity of a present experience with an unde fined past† (Brown, 2003, p394). Brown (2004) also described dà ©j vu as a ‘jolting confrontation between our subjective sense of familiarity and our objective evaluation of unfamiliarity’ (Brown, 2004, p256). The dà ©j vu experience is often seen as another example (as well as the false fame effect) where the source of ‘familiarity’ is not recollected, and so is essentially a source monitoring error. Kusumi (2006) states that dà ©j vu is caused by ‘comparable present experience and past experiences’ (Kusumi, 2006, p303). If one realises that they are experiencing or that they have experienced dà ©j vu it is because reality monitoring helps one to confirm that an experience is new even though it feels familiar, however at the time of dà ©j vu it is likely that one does not know they are experiencing it. Jacoby 1989 shows that the past can be used to influence present performance without the intervention of conscious recollection and with source monitoring errors. This study remains in sync with this notion as participants are shown a set of stimuli and then shown again later knowing that they have previously seen a selection of the stimuli and know that those specific stimuli are non-famous. Therefore if they are to label an old non famous stimulus as famous their performance has been influenced by the past without conscious recollection. If the participants had consciously recollected where they recognised the stimulus from then they would have known they already saw it, remember correctly that they had been told it was non famous and then at test, they would have labelled the stimulus correctly as non-famous rather than incorrectly as famous. Jacoby also shows that he has produced this effect of unconscious influences through the help of dividing attention. The earlier mentioned examples are a few ways in which the false fame test has been manipulated, or tested combined with different factors; the present study aims to explore into combining the false fame test with alternative stimuli that is; it will try to see if the same effects are seen when the participants look at actual images of faces on a computer screen rather than reading out words (names in word form). This study will also look into the question of whether people who experience the phenomenon of Dà ©j vu frequently do worse when tested on the false fame paradigm than people who do not experience it as often (frequency of dà ©j vu is defined by answers of the Inventory of Dà ©j vu Experiences Assessment (IDEA). This is believed to be an appropriate next step to take into research about source monitoring errors and who is more susceptible to making these errors. The hypothesis is ‘Are people with higher frequency dà ©j vu encounters more susceptible to False Fame t ests?’ My predictions include that errors made on a false fame test will relate to frequency of dà ©j vu. That is, people who experience dà ©j vu more frequently will be more susceptible to false fame and therefore make more fame judgement errors at test, than people who experience dà ©j vu infrequently or less frequently. This is due to †¦.****************Another prediction is that old non famous faces will be judged wrongly as famous more often than new non famous faces due to unconscious influence of the past combined with source monitoring errors. A third prediction is that both the factors of frequency of dà ©j vu and also the type of face presented will have an overall joint affect on source monitoring errors and people will be more susceptible to false fame. Method (1,397)    Participants The total number of participants tested was 76; 64 females and 12 males. The participants’ ages ranged from 18 to 44, the mean age was 20.17 years with a standard deviation of 2.96 indicating that most of the ages are close to the mean. The participants were recruited from the University of Lincoln by advertisement of the study through email and recruitment via word of mouth; participants reading Psychology were enticed by a credit point which would in turn allow them to access the student pool during their own Independent study. All of the participants were either undergraduate students at the university reading various courses or otherwise involved with the university. The participants were placed into groups, after testing, based on the frequency of dà ©j vu experienced, established by the Inventory for Dà ©j vu Experiences Assessment (IDEA). Group 1 were participants who in general, encounter a low frequency of dà ©j vu and group 2 are participants who encounter a high frequency of dà ©j vu. Materials To conduct the experiment 60 images of non-famous faces and 30 famous faces were presented over three different displays for the first and third stage of the experiment combined. All the faces were cropped to a grey scale, chin to forehead, ear to ear section of each face in order to try to eliminate anything recognisable other than the face e.g. clothing, setting, body language, hair style and colour. These faces were all cropped to a width of 10cm to try to ensure that they were all roughly equal sizes and recognition would not be due to over or under sized images. The images were presented to participants using a presentation file with Microsoft PowerPoint 2010 on a plain black background via a 15.6† HD screen. For the second part of the experiment the participants were given the first part (part A) of the Inventory of Dà ©j vu Experiences Assessment (IDEA) to fill in. The IDEA is a 24 part questionnaire designed to capture qualitative information about dà ©j vu experiences. The questionnaire is comprised of 2 sections; A and B consisting of 9 and 14 items respectively. Participants completed the first half of the questionnaire as a distracter task in between study and test, this then indicated whether participants experienced dà ©j vu often or not very often. The second part (part B) of the IDEA was given to participants who revealed a high frequency of dà ©j vu experienced in the first part and more specifically the first question. Procedure Each participant was greeted and given a consent form to read, sign and date. Once this was completed the participant was prompted to ask any questions he or she may have had. The participants were then given instruction to carry out the first, study stage of the experiment. This involved a timed presentation of 30 faces to which the participant was asked to make an age judgement on each face by stating ‘over’ if the participant believed the face to be over 25 or ‘under’ if the participant believed the face to be under 25. This age judgement ensured deeper encoding of the faces by the participants and each face appeared on the screen in front of the participant for 3 seconds. During the study stage, one of two study presentations, containing 30 different non famous faces each, were used and assigned to participants where, for one study presentation, old non famous faces in the test presentation would be new non famous faces when the second study presentation was used. This first section of the experiment lasted approximately 90 seconds. ***CHECK***After the presentation the participants were explicitly told that all of the faces t hey had just seen were non famous. The participants were then handed the first part of a 2-part, 23-item questionnaire to be completed and given back for the second stage of the experiment. This part of the questionnaire was to be filled out by everyone partly as a distracter task between study and test stage but also for the information about dà ©j vu experiences, the first half of the questionnaire lasted about 3 minutes.***CHECK*** The third part of the experiment was the test stage in which participants were again shown a timed presentation (each face appearing once again for 3 seconds) of the 30 previously seen faces from the study stage, a new set of 30 non famous faces and a further 30 famous faces randomly mixed all together to make a presentation 90 faces big. An effort was made in attempt to find faces that participants would hopefully recognise as famous but would not know the accomplishment that had led them to fame straight away without systematic processing. The participants would not have time to be able to think about this however as the presentation would very quickly move onto the next face for them to judge. Instructions read to participants at this point were very careful and precise. The participants were asked to state famous for a face that was ‘even vaguely familiar’ to them, participants were told that none of the famous faces that they would see would be as famous as someone like David Beckham but that a famous face would be famous on some level even if it was to a really low degree. The participants were asked to state out loud ‘famous’ if they recognised the faces as famous or ‘non famous’ if they did not recognise the face as famous. The experimenter noted the answers on a previously made checklist for all participants. Due to the counterbalance of faces in the first study stage, half the participants were seeing new non famous faces that the other half would see as old non famous faces. After completion of the last stage of the experiment, participants were debriefed, thanked, awarded with their credit point and could then leave. Design The design consists of one unrelated (or between) subjects factor, frequency of dà ©j vu with two levels; low frequency of dà ©j vu and high frequency of dà ©j vu. The design also consists of one within (or related) subjects factor, type of face; with two levels; old non famous faces (that the participant had previously seen) and new non famous faces (that the participants had never seen before). Due to this a two-way mixed repeated measures ANOVA was computed to determine whether people who experience a higher frequency of dà ©j vu are more susceptible to making source monitoring errors with in a false fame task. A related t-test was also carried out on the scores obtained from famous faces, i.e. the number of famous faces that were actually judged (correctly) as famous to determine any differences of famous faces correctly being judged as famous between the two groups of high and low frequency of dà ©j vu.    Ethics During testing all relevant ethical issues surrounding the study, delineated by the BPS guidelines were regarded. The participants were all given a consent form to read, sign and date to prove that they had given their informed consent in to taking part. Informed consent was given to make sure participants were not tricked into anything they were not aware of; false or misleading information was not given to participants simply to gain consent; withholding slight information for purpose of study that will not negatively affect the participant in any way is different to deceit. Within the consent form they were informed that they had the right to withdraw from the study at any time and that their partaking was completely voluntary. Throughout testing and afterwards all information about participants was kept completely private and confidential as the Data Protection Act (1998) requires. All data gained was kept anonymous and no results attached to identities were exposed in any way. Participants were assigned codes in cases of withdrawal or if the participant needed to contact the experimenter for other reasons. During the study participants were not exposed to any kind of risk or anything that would make them feel uneasy, stressed or anxious. After the whole study was complete, participants were debriefed and any information not thoroughly explained before the testing due to purpose of study was explained. Debriefing also ensured that participants were still happy to be included as research and that they could now withdraw if they were not. Participants took away the consent and debrief forms with information about how to withdraw is they so wished after they had left the room. Results (516) For each subject the proportion of famously judged faces (the number of old non famous faces judged as famous, the number of new non famous faces judged as famous and the number of actual famous faces judged as famous) was calculated as a function of dà ©j vu frequency. These data are shown in Table 1.   Response times were not recorded. Table 1. Mean proportion of scores (incorrectly judged fame) of all three types of face in both high and low groups of frequency of dà ©j vu. From the table it is obvious that more errors were made on judgements given for old non famous faces than new non famous faces in both groups of low and high frequency of dà ©j vu experienced. This result on its own is in continuation with other false fame tasks that have revealed non famous but already seen faces (names in other cases) to be judged as famous regardless of participants being told explicitly that the faces are non famous (Jacoby et al 1989, Bartlett et al 1991, Peters et al 2007more?) On average, both groups of frequency of dà ©j vu judged approximately half the amount of actually famous faces, (Mean =0.52 for both groups) as famous. The mean proportions of scores also show that the number of errors for old non famous faces were indeed higher in the high frequency dà ©j vu group than the low, suggesting my hypothesis may be true, however further analysis has shown that difference to be non significant. The results of the Mixed Repeated Measures ANOVA treating the frequency of dà ©j vu (Group) as the between subjects factor and the type of face shown (Type) as the within subjects factor, showed the interaction between Group and Type to be not significant [F (1, 74) = 7.624; p = 0.007] indicating that the frequency of dà ©j vu experience had no direct effect on incorrectly judging old or new non famous faces as famous. The interaction was calculated in order to find out the effect of both factors together on fame judgements. This being a main prediction of the research question leads to a null hypothesis to be taken. The analysis of variance failed to reveal an overall effect of Group [F (1, 74) = 0.179; p = 0.673], indicating that the overall proportion of incorrect fame judgements did not differ between low and high frequencies of dà ©j vu experience, (one tailed). A main effect of test (Type) was found [F (1, 74) = 45.393; p 0.001(p=0.00)] showing that incorrect fame judgements were greater in judgement of old non famous faces than new non famous faces (one tailed); this is still in continuation with other, previous research. The famous faces judged as famous had the same mean proportion across both Groups, those who experience dà ©j vu at a low (SD=0.20) and high (SD= 0.17) frequency indicating that there is no difference in correct fame judgements of famous faces between the two Groups. An unrelated t-test showed that any difference there may be between scores was not significant [t (74) =0.000; p=1.000] as 1.000 is greater than 0.05. Discussion The amount a face was judged as ‘famous’ was measured (see table 1.) for each of the three types of face; famous, old non famous and new non famous and in each of the groups; high frequency of dà ©j vu experience and low frequency of dà ©j vu experience. This was in order to find out if people who experience a high frequency of dà ©j vu are more susceptible to false fame, i.e. will they make more incorrect judgements or source monitoring errors during the task. The proportions of means suggested at first that people who experience a higher frequency of dà ©j vu are indeed more susceptible to a false fame task. Further analysis was carried out and an interaction calculation between group and type in order to find out whether people do indeed do worse on a false fame test if they experience higher levels of dà ©j vu showed that they do not. Therefore a null hypothesis rejecting my hypothesis is to be taken showing that people with higher levels or frequencies of dà © j vu experience do not necessarily do worse on a false fame test that uses faces as stimuli as opposed to names in word form. A calculation on the effect of group showed that the factor of whether people experience high or low frequencies of dà ©j vu does not affect how many errors are made. In other words no significant difference was found in the number of incorrect fame judgements, or source monitoring errors, between the two groups. This is contrary to the prediction that people in the higher frequency of dà ©j vu experience will do worse at the false fame test and obtain more incorrect fame judgements on old non famous faces than people in the low frequency dà ©j vu groups. However people in this high frequency of dà ©j vu experience group did, on average, make slightly more incorrect fame judgements (Mean=0.30) than people in the lower frequency of dà ©j vu group (Mean=0.27 ). A calculation on the main effect of test was found, showing that people made more source errors or incorrect fame judgements on old non famous faces than new non famous faces which is in keep with Jacoby et al’s false fame experiment (1989) and also confirms my prediction that old non famous faces will be judged wrongly as famous more often than new non famous faces due to unconscious influence of the past combined with source monitoring errors. In other words people were more likely to judge a face as famous if they had already seen it regardless of the fact that they had been explicitly told that the faces they had seen in the study stage were all non famous faces. talk about – past influence, familiarity no recollection and source monitoring error combined. As already stated my hypothesis did not turn out to be true and people who experience high frequencies of dà ©j vu were not more susceptible to false fame in this experiment, however if the same experiment was to be carried out with the original stimuli, i.e. using words instead of faces plus similar groups the outcome may be desirable. This may be due to the fact that the original test had been used and been successful in the past. People who are more ****well travelled etc***** are more susceptible to the false fame test therefore people who experience dà ©j vu may be too. (is it people who experience dà ©j vu are oftern wel travelled etc or is it people who do bad on false fame task I think its dà ©j vu In which case that is wrong Overall my results do support other false fame tests such as Jacoby et al (1989), Peters et al (2007)†¦ Bartlett et al 1991 find all examples I can where false fame effect are shown; intro? http://en.wikipedia.org/wiki/Source-monitoring_error http://psiexp.ss.uci.edu/research/papers/memory/KelleyJacoby.pdf http://scholar.google.co.uk/scholar?q=false+fame+studieshl=enas_sdt=0as_vis=1oi=scholart Findings of my experiment What it shows What it supports Possible reasons for results   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   e.g. different instructions relationships of anything use of distractor tasks links to current experiment further research in area evidence of false fame effect    Older adults more likely to call old nonfamous names famous in fame judgement task, however dà ©j vu is observed less frequently in older adults which adds a reason to the point that people who experience dà ©j vu more oftenwould not be more susceptible to the false fame task.    Bibliography Brown, A. S. (2003). A Review of the Dà ©j vu experience. Psychological Bulletin, 129, 394-413. Brown, A. S. (2004). The Dà ©j vu Illusion. Current directions in Psychological Science, 13(6), 256-259 Ferguson, S., Hashtroudi, S. Johnson, M. K. (1992). Age differences in using source-relevant cues. Psychology and Aging, 7, 443-452. Hashtroudi, S., Johnson, M. K., Chrosniak, L. D. (1989). Aging and source monitoring. Psychology and Aging, 4, 106-112. Jacoby, L. L., Woloshyn, V. (1989). Becoming Famous Without Being Recognised:Unconscious Influences of Memory Produced by Dividing Attention. Journal of Experimental Psychology, 118, 115-125. Johnson, M. K., Foley, M. A., (1984). Differentiating fact from fantasy: The reliability of children’s memory. Journal of Social Issues, 40(2), 33-50. Johnson, M. K., Hashtroudi, S., D. Lindsay, S. (1993). Source Monitoring. Psychological Bulletin, 114, 3-28. Johnson, M.K. (1997). Source Monitoring and Memory Distortion. Philosophical Transactions: Biological Sciences, 352 (1362) 1733-1745. Kusumi, T. (2006). Human metacognition and the dà ©j vu phenomenon. In K. Fujita S. Itakura- (Eds.) Diversity of Cognition: Evolution, Development, Domestication and Pathology, (pp 302-314). Kyoto University Press. Loftus, E. F. (1979). Eyewitness Testimony. Cambridge, MA: Harvard University Press Peters, M. J. V., Horselenberg, R., Jelicic, M., Merckelbach, H. (2007). The false fame illusion in people with memories about a previous life. Consciousness and Cognition 16, 162-169. Richardson-Klavehn, A. Bjork, R. A. (1988) Measures of memory. Annual Review of Psychology, 39, 475-543. Yovel, G., Paller, K. A. (2004). The neural basis of the butcher-on-the-bus phenomenon: when a face seems familiar but is not remembered. NeuroImage, 21, 789- 800. psywww.com/resource/apacrib.htm

The individual, society and culture. ( tripartite system of Essay

The individual, society and culture. ( tripartite system of domination) - Essay Example Black women were a little better and suffered to a lesser degree psychologically. They were allowed relative freedom of movement within the boundaries of the racist system (p.21) With this sort of treatment from a section of a society to another section of society, any individual of the subjugated class would turn cynical, rebellious and will try to strike back at the earliest opportunity. Also religious discrimination of the worst order was practiced by the Church. The dominance of the white race and the repressive measured used by it, evoked strong resistance from the blacks on all fronts. Students took the lead in organizing the protest marches. Street-fights became order of the day. Radical visions came to the fore and took over the leadership. In the early part of the 20th century, African Americans launched direct protests against racial inequality. Jim Crow streetcars were challenged between 1900 and 1906 in important cities of the South. During the same period, black women organized local and national clubs to overthrow Jim Crow. The National Association for the Advancement of Colored People (NAACP) was founded in 1909-1910. It initiated national level protests against racial inequality and challenged its legal basis and won cases in relation to segregated schools. In 1920 fundamental aspect of racial segregation were put to inquiry. This related to the practice since time immemorial, ideas of white supremacy and black inferiority. The Garvey movement of the 1920s turned into a mass movement. According to Blauner the combustible black younger generation admired the strength in the arguments of Marcus Garvey. His teachings and leadership fulfilled their aspirations and his fighting qualities of head and heart were appreciated and followed by them.(p.85) Western civilization was challenged and great presentations about Black people, Black Culture, and Black history were made and the glory of Africa was highlighted. Garvey advocated

South Korea as the Most Sensitive Optimal Option Assignment

South Korea as the Most Sensitive Optimal Option - Assignment Example The country has also been found to have the lowest inflation rates meaning the stability of cost will be on high. The reliability of suppliers in the country can be interpreted to mean that the quality of products will be at an all-time high. With the best cumulative probability risk for cost labor, planning ahead for the cost of labor is possible. The probability of the cost changing is very low. All these builds on the weight measure trait of maximum cost stability. The infrastructure status of the country and the supplier reliability minimizes the cost of operation for the company. The high number of students enrolling in schools and the high number of people speaking English within the country, project an attainment of maximum geographical and demographic location. The second-ranked country is the Czech Republic with the best G.D.P growth, regional vehicle production, currency issuer credit rating, investment cost, supplier reliability and school enrolment. All these features are traits that propel the Czech Republic to be ranked the send best option after South Korea based on the four weight traits. The locally produced vehicles enable maximum use of the geographical and demographic location. The vehicles are customized to cover the terrains of the country more suitable than imported cars. An advantage of the locally produced vehicles is that they are affordable since there is no importation fee on them. The best decision is not perfect without any challenges. It is also surrounded by a number of challenges that make it not be an ideal situation. The Republic of South Korea is faced with a high corruption perception index, and labor cost. These were the two traits that ranked lowest compare to all the other nations. The investment cost and regional vehicle production of the country are moderate compared to the other countries.  

Catholic Teachings Essay Example | Topics and Well Written Essays - 1750 words

Catholic Teachings - Essay Example Catholic teaching teaches its followers that they should not be better off than the followers of other religions. However, the world is still filled with many poor and underprivileged people while very rich religious people and institutions continue to bask in their wealth. Catholics believe that they should work towards eradicating poverty and assist others in improving their living standards. Catholics basically follow the First Article of the Universal Declaration of Human Rights which says: freedom from fear and want has been proclaimed as the highest aspiration of the common people. the peoples of the United Nations havedetermined to promote social progress and better standards of life in larger freedom. "For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, I needed clothes and you clothed me, I was sick and you looked after me, I was in prison and you came to visit me." Matthew 25:35-36 Every individual is both sacred and social. A person appreciates his or her dignity and rights in relationship with others in the community. The community must allow all individuals to grow and achieve fulfilment. The organization of society - in economics and politics, in law and policy - directly influences human dignity and the ability for individuals to develop in community. The compulsion to "love our neighbour" not only has an individual aspect, but it also involves a broader social obligation. Each person is responsible in contributing to the good of the whole society. This behaviour spread throughout all communities in every nation will lead to moral world development and encourages individuals to strive to attain better world economic development. Society is judged morally by the way it treats its poorest citizens as the plight of the poor demands a moral claim from the conscience of the community. Powerlessness and deprivation of the poor hurts the whole community.A community can be strengthened if its members give greater attention to the needy and those at society's fringes. The economy must serve people, not the other way around. Workers have a right to productive work, to fair wages, and to safe working conditions. They also have a right to

The Danger of Texting and Driving

The Danger of Texting and Driving Texting and driving is a very dangerous thing to do. So many things can happen on the road that many people are not aware of. Keep that phone out of sight when driving, or turn it off so it wont be a distraction. Lets say your friend is driving and she constantly receives text messages, of course shes going to want to look at her phone and text back to whoever but she doesnt realize the minute she looked down to her phone she passed a red light and gets hit by a truck. All because her phone kept vibrating and she couldnt wait till she got home. Attempting to read or write text messages while operating a motor vehicle is extremely dangerous for everyone on the road. Texting while driving involves a person taking his or her eyes off the road and momentarily ignoring the task of controlling the vehicle. Allowing this to happen even for a few seconds can be disastrous. It all makes sense because we shouldnt have to text and drive and its always going to be a very risky thing to do. Alway s try to be safe on the road and for the others safety. More than one hundred texts a day is ridiculous, how can teenagers spend so much time on there phone and not get bored? well, from the research that has been made many teenagers dont even pay attention in school because there phone is a distraction tool. Many of them just go home and stay on there phone and be on social media doing whatever they do best. But, what people dont realize is what they say/do behind their phone screen? Most of the time teens are just texting about regular things that go on in life but thats not always. Texting can go in many directions. Such as cyber bullying, teens tend to do that a lot in example twitter, thats a big one. He/she can get a direct message or a public tweet and it can be harrassing but the person that is provoking it continues with the tweets and its getting out of hand. Nobody is trying to stop him/her and its making the victim very upset. With those many tweets/direct messages something bad can happen. So please stop the cyberbullying on whatever social media. Because nobody would ever want that happening to them so it is not okay to do it to other people to make yourself feel better. Make sure your teen understands that it isnt acceptable to spread rumors or bully someone through texting or any other means. Remind your teen that any text message he or she sends can be saved or forwarded to anyone else, so its important to use good judgment with every message. Its explaining how cyberbullying is not okay in many ways. As in, sending a lot of harassing or rumors about the person on either social media or through phone number. It is never okay to say hurtful things about the person and continue on spreading it around or even texting others about it constantly. So stop the continuous messaging about them and be yourself and let it go, dont draw yourself in to dram that isnt necessary. So, how can your teen know how many text messages are too many? Just by overdoing it makes him/her look bad. And this is how you can get super annoyed with a lot of messages just popping up on your phone. Two people are in a relationship but they are really mad at each other and there speaking terms arent so understanding to one another so the girl is being very over dramatic and keep sending ten messages at a time before the guy can even answer to one of the texts. But, what the girl doesnt know is that he is trying to help his mother with cleaning but with the girl sending so many text messages he isnt able to do what he is being told by his mom, so hes having to stop what he is doing to answer back to his girlfriend before she gets even more mad. And the guy is trying to explain that he cant text at the moment but the girl doesnt believe him and he gets super mad and says that he is done with her. And now the girl wishes she never over texted him every five minutes and she just de stroyed her own relationship. For many teens, texting is an essential way to communicate. A lack of maturity can get your teen into trouble when texting, though. Help your teen understand and avoid the risks associated with texting. As if over texting was the only thing that is ruining everything, because it practically is. Just try to talk it out in person and not be so crazy about sending so many text messages because it can ruin something you dont want it to ruin in many cases not just a relationship. Dont let texting interfere with your sleep. Youre always going to need sleep no matter what and texting shouldnt be the reason to stay up. Although many teens might want to stay up to text with their friends they are losing their sleep and it causes them to start falling asleep at school when they need to be awake or they start being super lazy when they dont have enough sleep. So as a teenager he/she will always have there phone at night to text with friends and what not, but its a school night and they have a game the following day and they arent rested enough. So how is he/she going to have a great performance at their game and how are they going to make it at school not having enough sleep? Well, the answer is they are not going to do well that day because lack of sleep constantly texting at night isnt going to help the teen get better the next day, its just going to make it harder for them to focus and play. Sleep is very important, always stay energized. Some research also sug gests that screen time before bedtime interferes with sleep. As a result, teens can experience lost sleep, difficulty falling asleep, poor sleep quality and daytime sleepiness. People should love to sleep, do not waste time to sleep to stay up with friends texting or playing video games. Sleeping is very important and its so unhealthy not getting at least eight hours of sleep, so turn off the phone and go to bed early to get a good night rest. Teens shouldnt be texting their friends, family more than twice because you dont know what situation they are in, so be patient and relax. Therefore, more than three text messages is way too many just let the person answer back and you would be good to go. Works Cited 800 texts in one week? Diaries of 3 smartphone addicts. CNN Wire, 5 Oct. 2012. Kids InfoBits, go.galegroup.com/ps/i.do?p=ITKEsw=wu=j020902v=2.1id=GALE%7CA304445832it=rasid=0d683b573b25ed7a48a9ba3fb7fc4e38. Accessed 7 Feb. 2017. Clinic, Mayo. Teen Texting: Help Your Teen Avoid the Risk . Mayo Clinic, Mayo Clinic, 29 July 2015,www.mayoclinic.org/healthy-lifestyle/tween-and-teen-health/in-depth/teen-texting/art-20046833 Stephanie Watson How Defensive Driving Works 5 October 2009.HowStuffWorks.com. 9 February 2017 Texting Distractions. Gale Student Resources in Context, Gale, 2013. Research in Context, go.galegroup.com/ps/i.do?p=MSICsw=wu=j020902v=2.1id=GALE%7CUQHLWC117728338it=rasid=b050cc214b4d769f9a590797f2bf49ea. Accessed 6 Feb. 2017.

Narrative Styles In Poe, Melville, Hawthorne Essay -- essays research

narrative styles in Melville’s Bartleby, Poe’s Arthur Gordon Pym, and Hawthorne’s The House of Seven Gables. How all three authors utilize a â€Å"conversational† tone for the function of their work.   Ã‚  Ã‚  Ã‚  Ã‚  In works by three of the most classically American authors of the nineteenth century, Melville, Poe, and Hawthorne, a trait that can be considered common to all three authors is pronounced clearly as a means to their narration. This trait is that of deploying a narrative laden with- and moreover led by –conversational phrasing and asides. The flow of passages in these authors’ works, Bartleby, Arthur Gordon Pym, and The House of Seven Gables, takes on a spoken structure, and numerous operations are made by each writer to establish a link with the reader as though he or she is actually engaged in an exchange of living conversation with the author. This approach is probably quite intentional and may be seen, since it is occurring in some of the most celebrated American authors of the period, to be one that portrays the literary mindset and mechanic at large during the time in which these books were written. In Melville’s Bartleby, this distinction becomes clear immediately. Although any first-person narrative is designed to impart upon the reader a close proximity to the protagonist, there are extra measures apparent in the style of this short story that furthers this. Shortly into the beginning of the narration, the voice gives the following passage (pg. 4): â€Å"I do not speak it in vanity, but simply to record the fact, that I was not unemployed in my profession by the late John Jacob Astor, I name which, I admit, I love to repeat, for it hath a rounded and orbicular sound to it, and rings like unto bullion. I will freely add, that I was not insensible to the late John Jacob Astor’s good opinion.† This single block of text is heavily charged with conversational phrasing: â€Å"I do not speak it in vanity;† â€Å"I admit, I love to repeat;† â€Å"I will freely add.† Such structures signal that the voice is one issuing from not merely from a w riter, but rather from a speaker. Furthermore, the structure of the following passages takes on the form of an oral report in which the narrator goes through descriptions of his colleagues point-by-point, as though he is simply trying to introduce them as concepts not to be forgotten throughout the ensuing lecture... ...heir positioning between segments of a more interpersonal nature, they render an effect of listening to their delivery rather than merely reading them, especially as they are often sewn back into the thread of the story via an expression such as one make in an oral presentation. The above passage, for example, is tied back into the narrative by â€Å"But to return from this digression.†   Ã‚  Ã‚  Ã‚  Ã‚  Of the three pieces examined, Poe’s is the least overt in the narrative features described. His approach has more inventive aspects to it, and while it also differs most radically in detail and content, Arthur Gordon Pym, put alongside the works of Nathaniel Hawthorne and Herman Melville, seems to suggest a step into more modern story-telling. This proposition is easily evidenced in face of the widely accepted viewpoint that Poe was the first true developer of the mystery or crime story. And if he is the most modern and his narrative style the least similar to that of either Melville or Hawthorne in the sense described earlier, than this trait of conversational address throughout a text may be all the more considered as emblematic of fiction in nineteenth century America.

Opposition Against Macbeth Essay

Finally the three witches who built up Macbeth is also opposing him with a new prediction which would lead to his downfall. (3. 5 29-31) In Act three we are introduced to Macbeths deception and paranoia as he begins to suffer horrifying images of his murdered victims appear amongst him. Macbeths greatest opposition as he quickly destroys his status among others is Banqou his closest friend . Banqous suspicion towards Macbeth grows deeper ,yet it’s his persistence towards his prophesies that forces him into silencing the topic of his beliefs and knowledge for his own ambitions. Banqou awaited for his prophesies to suffice his wants yet as the time grew Macbeth grew in power with dark intentions. AS time quickly slipped through Banqous hand Macbeth noticed the threat the Banqou held against him. (Act3-2)(40-61)Macbeth began to experience paranoia and Banqous suspicion fueled that paranoia. With the witches misleading statements towards Banqous life and rise to glory, Macbeth was convinced there was a defective statement that may lead to his death through Banqous request. With fear and hatred circling his mind, Macbeth convinced two attendants to murder Banqou. (Act3-3)(12-33)As the two murders go off and commit their crime, Macbeth hints to his wife of great plans and that’s a sign of glory and confidence filling his soul. Macbeth had experienced a lack of sleep and a lack of apatite as he sat at his thrown while Banqou and others revolved around him with great suspicion leaving an emotional and mental scar. Act3-4)(49-101)After Banqous death, Macbeth grew great confidence yet it was the idea of murdering his friend haunted him daily and knowing Fleance escaped grew more fear within his soul. (Act3-5) The second opposition which played a large role from the beginning was the witches and Hecate. Macbeth finally reached his goal and accomplished his prophesy yet it was his greed that made him want more power and knowledge of future occurrences ,Knowing this Hecate Decided to convince Macbeth of more glory awaits him and raise his confidence to a higher level which will finally destroy him and lead him to his great down fall. Hecate knew Macbeth’s rain among Scotland and those close to him had to reach its limit and allowing him to continue would lead them to their death. In order to avoid the conflict and remove Macbeth from his power swiftly, Hecate and the other witches decided to allow Macbeth collapse on himself through gentle statements they created. Macbeth’s insecurity and fear leads him to gain enemies and demons which over take his mind. Act3-6)The final great opposition that slowly forms against Macbeth was Lennox and the other lords. Lennox and the other lords begin to discuss Macbeth’s actions among his territorial rule. The lords begin to discuss all the crimes they are sure Macbeth had committed. Macbeth begins to create a defence for himself as he find out his enemies alliance grows rapidly. Macbeth leads himself into the lowes t of situations as he slowly begins to murder others . His suspicion and terror haunts his every move and his enemies grow with his every day at his position.

Bibliography Essay Example

Bibliography Essay Example Bibliography Paper Bibliography Paper Essay Topic: Kurt Vonnegut Short Stories Slaughterhouse Five Willa Cather Short Stories BOOKS AND JOURNAL ARTICLES AINSLIE, GEORGE, BREAKDOWN OF WILL (2001). Ainslie, George, Prà ©cis of Breakdown of Will, 28 BEHAVIOURAL BRAIN SCI. 635 (2005). AKERLOF, GEORGE A. ROBERT J. SHILLER, ANIMAL SPIRITS: HOW HUMAN PSYCHOLOGY DRIVES THE ECONOMY, AND WHY IT MATTERS FOR GLOBAL CAPITALISM (2009). Alcamo, J. et al., Future long-term changes in global water resources driven by socio-economic and climate changes, 52 HYDROLOGICAL SCIENCES 247 (2007). Alon, Gideon, Bill Would Abolish Future Generations Commissioner, Haaretz NewsChapter online, 2 November 2006, (downloaded 6 April 2011, 3:30pm) haaretz.com/print-edition/news/billwould-abolish-future generations-commissioner-1.204035. Ambachtsheer, Keith et al., Trustee Competency, 35 PENSIONS INVESTMENTS 18 (2007). Ambachtsheer, Keith, Dedicated Governance a ‘Win-Win’ Solution, 25 PENSIONS INVESTMENTS 14   (1997). Ambachtsheer, Keith, Why we Need a Pension Revolution, 63 FIN. ANALYSTS J. 21 (2007). Anderson, Barry James Sheppard, Fiscal Futures, Institutional Budget Reforms, and Their Effects: What can be learned?, 9 OECD J. ON BUDGETING 1 (2009). Anon., A Change in the Climate: Make us greener, oh lord. But not yet, ECONOMIST, 29 April 2010. Anon., Let it Be: The Democrats abandon their efforts to limit emissions through legislation, ECONOMIST, 29 July 2010. Anon., UK unemployment total hits 17-year high, BBC NEWS, 16 March 2011, bbc.co.uk/news/business-12757675. Anon., US unemployment to remain high for years, says Bernanke, BBC NEWS, 9 February 2011, bbc.co.uk/news/business-12408533. Anon., What Went Wrong with Economics, ECONOMIST, 18 July 2009. Anson, Mark, What do we do Now?, 36 PENSIONS INVESTMENTS 12 (2008). Arnell, N.W., Climate change and global water resources: SRES emissions and socio-economic scenarios, 14 GLOBAL ENVIRONMENTAL CHANGE 31 (2004). Arrow, Kenneth et al., Economic Growth, Carrying Capacity, and the Environment, 15 ECOLOGICAL ECON. 91 (1995). ASCHER, MARK L., SCOTT AND ASCHER ON TRUSTS (2007, 5th ed). AUERBACH, ALAN J., LAURENCE J. KOTLIKOFF, WILLI LEIBFRITZ, GENERATIONAL ACCOUNTING AROUND THE WORLD (1999). Australian Broadcasting Corporation, Interview between Bronwyn Herbert and Mike Taylor (Chairman of the Murray Darling Basin Authority) on 26 October 2010, AM. Australian Government Solicitor, The Role of Social and Economic Factors in the Basin Plan, 25 October 2010. Bach, Tracy Justin Brown, Recent Developments in Australian Climate Change Litigation: Forward momentum from down under, 8 Sustainable Dev. L. Pol’y 39 (2008). Barnes, Peter, et al., Creating an Earth Atmospheric Trust, 319 SCIENCE 724 (2008). Bartkus, B., Mission Statements: Are they smoke and mirrors?, 43 BUS. HORIZONS 23 (2000). Basiago, A.D., Methods of Defining Sustainability, 3 SUSTAINABLE DEV. 109 (1995). Bauer, Rob et al., Socially Responsible Investing: The Eco-Efficiency Premium Puzzle, 61 FIN. ANALYSTS J. 51 (2005). BELL, STUART DONALD MCGILLIVRAY, ENVIRONMENTAL LAW 58 (7th ed. 2008). Bendremer, Fredric J., Modern Portfolio Theory and International Investments under the Uniform Prudent Investor Act 35 REAL PROP. PROB. TR. J. 791 (2001). Bettles, C., MDBA will keep legal advice hidden, FARM WEEKLY, 16 December 2010. BIRNIE, PATRICIA, ALAN BOYLE CATHERINE REDGWELL, INTERNATIONAL ENVIRONMENTAL LAW (3rd ed. 2009). Boer, Ben, The Rise if Environmental Law in the Asian Region, 32 U. RICH. L. REV. 1503 (1999). Borkus, Randall H., A Trust Fiduciary’s Duty to Implement Capital Preservation Strategies Using Financial Derivative Techniques, 36 REAL PROP., PROBATE TRUST J. 127 (2001). Broder, John M., S.E.C. Adds Climate Risk to Disclosure List, N.Y. TIMES, 27 January 2010. Brown, B.J., Global Sustainability: Toward Definition, 11 ENVT. MGM’T 713 (1987). Brown Weiss, Edith, Climate Change, Intergenerational Equity and International Law 9 Vt. J. Envtl. L. 615, 617 (2008). Brown Weiss, Edith, FAIRNESS TO FUTURE GENERATIONS: INTERNATIONAL LAW, COMMON PATRIMONY, INTERGENERATIONAL EQUITY (1989). BROWN WEISS, EDITH, IN FAIRNESS TO FUTURE GENERATIONS (1989). Brown Weiss, Edith, Reply to Barresi’s Beyond Fairness to Future Generations, 11 TUL. ENVTL. L.J. 89 (1997). Brown Weiss, Edith, The Planetary Trust: Conservation intergenerational equity, 11 ECOLOGY L. Q. 495 (1984). Burke, The Hon. Tony, MP, Ministerial Statement: Murray Darling Basin Reform Interpretation of the Water Act 2007, 25 October 2010. Burke, The Hon. Tony, MP, New Murray Darling Basin Authority Chair, 28 January 2011, tonyburke.com.au/getattachment/media-centre-(1)/transcripts/mdba-chair.pdf/. Burr, Barry B., High-Yield Timing Poor, but Funds Stick with It, 37 PENSIONS INVESTMENTS 40 (2009). Byrne, Alistair et al., Default Funds in UK Defined-Contribution Pension Plans, 63 FIN. ANALYSTS J. 40 (2007). Caerlewy-Smith, Emiko, Gordon L. Clark John C. Marshall, Commentary, Agitation, Resistance, and Reconciliation with Respect to Socially Responsible Investment: the attitudes of UK pension fund trustees and Oxford undergraduates 38 ENV. PLAN. A 1585 (2006). CALLENDAR, CRAIG RALPH EDNEY, INTRODUCING TIME (2001). Caney, Simon, Climate Change and the Future: Discounting for time, wealth and risk, 40 J. SOC. PHIL. 163 (2009). Centre for Climate Change Economics and Policy, Press Release: ‘Statement from Nicholas Stern on Criticism of the IPCC’, 31 January 2010. Chandani, Achala, Distributive Justice and Sustainability as a Viable Foundation for the Future Climate Regime, 2 Carbon Climate L. Rev. 152 (2007). Clark, Gordon L. Ashby H.B. Monk, The Crisis in Defined benefit Corporate Pension Liabilities. Part 1: Scope of the problem 12(1) PENSIONS: AN INT’L J. 43 (2007). Clark, Gordon L. Ashby H.B. Monk, The Crisis in Defined benefit Corporate Pension Liabilities. Part 2: Current solutions and future prospects 12(2) PENSIONS: AN INT’L J. 68 (2007). Clark, Gordon L. Ashby Monk, Resource wealth and the ethics of global investment: the legitimacy and governance of Norway’s sovereign wealth fund, Working Paper, University of Oxford (2009). Clark, Gordon L. Ashby Monk, Vermont Pension Investment Committee: Effectiveness and Governance Assessment A Consultancy Project for the Office of the State Treasurer (2008). CLARK, GORDON L. DARIUSZ WOJCIK, THE GEOGRAPHY OF FINANCE: CORPORATE GOVERNANCE IN THE GLOBAL MARKETPLACE (2007). Clark, Gordon L. Eric R. W. Knight, Temptation and the Virtues of Long-term Commitment: The Governance of sovereign wealth fund investment 1 Asian J. Int. Law 321 (2011). Clark, Gordon L. Roger Urwin, Best-Practice Pension Fund Governance, 9 J. ASSET MGM’T 2 (2008). Clark, Gordon L. Roger Urwin, Innovative Models of Pension Fund Governance in the Context of the Global Financial Crisis, 15 Pensions 62 (2010). Clark, Gordon L. Roger Urwin, Making Pension Boards Work: the critical role of leadership, 1 ROTMAN INT. J. OF PENSION MGM’T 38 (2008). Clark, Gordon L. et al., The Consistency of UK Pension Fund Trustee Decision-Making, 6 J. PENSION ECON. FIN. 67 (2007). Clark, Gordon L., Emiko Caerlewy-Smith John C. Marshall, Pension Fund Trustee Competence: Decision-making in problems relevant to investment practice, 5 J. PENSION ECON. FIN. 91 (2006). Clark, Gordon L., Expertise and Representation in Financial Institutions: UK legislation on pension fund governance and US regulation of the mutual fund industry, 2 TWENTY-FIRST CENTURY SOCIETY 1 (2007). 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Waitzer, Ed, Defeating Short-Termism: Why Pension Funds must Lead, 2 ROTMAN INT’L J. PENSION MGM’T 4 (2009). Walker, Sue Sheridan, Free consent and marriage of feudal wards in medieval England, 8 J. MEDIEVAL HISTORY 123 (1982). Walsh, Mary Williams, Public Pension Funds are Adding Risk to Raise Returns, N.Y. TIMES, 9 March 2010, Business Day. Watchler, Sol, Judicial Lawmaking 65 N. Y. U. L. REV. 1 (1990). Waters, Donovan, The Trust: Continual Evolution of a Centuries-Old Idea 14 J. INT’L. Trust and Corp. Plan. 257 (2007). WATSON WYATT, MACRO FACTORS: THE UPDATE (2005). Weinrib, Ernest J., The Fiduciary Obligation 25 U. TORONTO L.J. 1 (1975). Weiss, Edith Brown, In Fairness to Future Generations and Sustainable Development 8 AM. U. J. INT’L L. POL’Y 23 (1992). Wheelan, Hugh, Integrating ESG into Mainstream Portfolios, RESPONSIBLE INVESTOR 1, 1 (2008). Williams, George, When Water Pours into Legal Minefields, SYDNEY MORNING HERALD, 26 October 2010. Williams, L.S., The Mission Statement, 45 JOURNAL OF BUSINESS COMMUNICATION 94 (2009). Wilson, Lauren, Minister Distances Himself from Murray-Darling Basin Report, THE AUSTRALIAN, 23 October 2010. Wirth, David, The Rio Declaration on Environment and Development: Two steps forward and one back, or vice versa? 19 GA. L. R. 599 (1995). Woll, Lisa, Cheryl Smith, Social Investment Forum, Letter to Bradford P Campbell, Assistant Secretary, Employee Benefit Security Administration, US Department of Labor, 19 December 2008, socialinvest.org/news/releases/pressrelease.cfm?id=129. Wood, Mary Christina, â€Å"You Can’t Negotiate with a Beetle†: Environmental law for a new ecological age, 50 NATURAL RES. J. 167 (2010). Woods, Claire Roger Urwin, Putting Sustainable Investing into Practice: A Governance Framework for Pension Funds, 92 J. BUS. ETHICS 1 (2010). WORLD COMMISSION ON ENVIRONMENT DEVELOPMENT, OUR COMMON FUTURE (1987). WORLD ECONOMIC FORUM, WORLD ECONOMIC FORUM ANNUAL MEETING: THE POWER OF COLLABORATIVE INNOVATION 2008 (2008). CASE LAW: AUSTRALIA Anderson v Director-General of the Department of Environment and Conservation (2006) 144 LGERA 43. Bentley v BGP Properties Pty Ltd [2006] NSWLEC 34. BT Goldsmith Planning Services Pty Ltd v Blacktown City Council [2005] NSWLEC 210. Gray v Minister for Planning [2006] NSWLEC 720. Hospital Products Ltd v United States Surgical Corporation (1984) 156 CLR 41. Minister for Aboriginal Affairs v Peko-Wallsend Ltd (1986) 162 CLR 24. Anvil Hill Project Watch Association Inc v Minister for the Environment Water Resources (2007) 243 ALR 784. Taralga Landscape Guardians Inc v Minister for Planning [2007] NSWLEC 59. Walker v Minister for Planning [2007] NSWLEC 741. CASE LAW: UNITED KINGDOM Barlett v Barclays Bank Trust Co Ltd [1980] Ch 515. Bartlett v Barclays Bank Trust Co Ltd [1980] Ch 515. Bristol West Building Society v Mothew [1998] Ch 1. Cowan v Scargill [1985] 1 Ch 270. Duke of Portland v Lady Topham (1864) 11 HL Cas 32. Harries v Church Commissioners for England [1992] 1 WLR 1241. Imperial Group Pension Trust Ltd v Imperial Tobacco Ltd [1991] 1 WLR 589. Keech v Sandford (1726) 25 ER 223. Learoyd v Whitely (1887) 12 AC 727. Martin v City of Edinburgh District Council [1988] SLT 329. Pickwell v Camden London Borough Council [1983] QB 962. Re Northcliffe [1925] Ch 651. Re Whiteley, Whiteley v Learoyd (1886) 33 ChD 347. Roberts v Hopwood [1925] AC 578. Speight v Gaunt (1883) 9 App Cas 1. CASE LAW: UNITED STATES Bd. of Tr. Employee Ret. Sys. City of Baltimore v City of Baltimore 317 Md. 72 (1989). Blankenship v Boyle, 329 F. Supp. 1089 (D.D.C. 1971). Board of Trustees v Mayor of Baltimore City 317 Md. 72, 562 A.2d 720 (1989). Burnet v Coronado Oil Gas Co., 285 U.S. 393, 52 S. Ct. 443, 76 L. Ed. 815 [1932]. Harvard College v Amory 26 Mass. (9 Pick.) (1830). King v Talbot 40 N.Y. 76 (1869). Meinhard v Salmon 164 N.E. 545 (N.Y. 1928) (US). Univ. of Oregon v Oregon Inv. Council 82 Or. App. 145 (1987), 728 P.2d 30. Withers v Teachers’ Ret. Sys. of City of N.Y., 447 F. Supp. 1248 (S.D.N.Y. 1978). CASE LAW: INTERNATIONAL OTHER Case concerning the Gabcikovo-Nagymaros Project (Hungary/Slovakia) 37 ILM (1998) 162 (ICJ). Jagannath v Union of India (1999) 2 S.C.C. 87 (India). Oposa v Factoran, 224 SCRA 792 (1993) (Philippines). Request for an Examination of the Situation in Accordance with Paragraph 63 of the Court’s Judgment of 20 December 1974 in the Nuclear Tests Case (N.Z. v Fr.) (1995) I.C.J. 288 (Sept. 22). W.P. no. 278 (1996) (Bangladesh). W.P. no. 300 (1995) (Bangladesh). LEGISLATION: AUSTRALIA CONSTITUTION OF AUSTRALIA. Environment Protection Act (1970) (VIC). Environmental Protection Act (1986) (Cth). Future Fund Act (2006) (Cth). Intergovernmental Agreement on the Environment (1992) (Cth). Land and Environment Court Act (1979) (NSW). Land and Environment Court Act (1979) (NSW). National Environment Protection Council Act (1994) (NT). National Environment Protection Council Act (1994) (QLD). National Environment Protection Council Act (1995) (SA). National Environmental Protection Council Act (1994) (Cth). Planning and Development Act (2007) (ACT). Protection of the Environment Administration Act (1991) (NSW). Water Act (2007) (Cth). LEGISLATION: UNITED KINGDOM Bubble Act (1719) (England). Combined Code on Corporate Governance (2003) (UK). Companies Act (2006) (UK). Judicature Acts (1873) (UK). Law of Property (Amendment Act) (1859) (England). Metropolis Management Act (1855) (UK). Occupational Pension Schemes (Investment) Regulations (2005) (UK). Pensions Act (1995) (UK). Trust Investment Act (1889) (England). Trustee Act (1925) (England Wales). Trustee Act (2000) (England Wales). Trustee Investment Act (1961) (England Wales). LEGISLATION: UNITED STATES Employee Retirement Income Security Act, 29 USC (1974) (US). RESTATEMENT (THIRD) OF TRUSTS (1992) (US). Uniform Prudent Investor Act (US). INTERNATIONAL AGREEMENTS Convention on Climate Change, 31 ILM 818 (1992). Rio Declaration on Environment and Development, 31 ILM 874 (1992) Previous Page   Ã‚  Legal and Institutional Reflections