Kuwait's economy before and after gulf war Assignment

Kuwaits economy before and after gulf fight - Assignment ExampleMost of its oil was exported to Europe and the United States (International strain Publications 2012).Reliance of oil as the sole source of income led to over production of oil in Kuwait. With large deposits, approximately 94,525 billion barrels, Kuwaiti curb the prices of oil in the international markets (CIA World Factbook). However, overproduction angered the neighboring oil producers, such as Iraq, which was desperate to pay the funds it had borrowed for was. The act of suppressing butt against was viewed as an act of stinting sabotage.The government of Kuwaiti maintained a low value of foreign debt that was manageable. The debt owed by Kuwaiti prior to the gulf state of war was $8billion. Although the country is oil rich, it has a small portion of arable land, thus preventing the country from relying on agricultural activities. However, the country engaged in other economic activities such as construction, manu facturing, and financial services. The geopolitical importance of Kuwait was increasing die to instability in neighboring nations. It was the preferred trade route that connect the west and the east.The hostilities that arose due to suppressed oil prices made Iraq invade Kuwait in 1990. The war devastated the oil wells of the country. According to Murdico (2004), the Iraqi troops burned most of the oil wells in Kuwait. The act sabotaged oil production in Kuwait for a whole year. The per capita income fell from $8967 in 1990 to $ 5508 in 1991. The war also led to an increase in international prices to over $30 per barrel, up from $20 per barrel in the oil spot market. Although the war did not last long, the effects were visible. First, most of the people ran to neighboring countries, meaning, there was no immediate resumption of production after the war. Second, the oil wells were heavily washed-up and had to be renovated.Reconstruction of Kuwait after the war cost the country an approximated $40 billion. The

Yield Curve Essay Example | Topics and Well Written Essays - 1000 words

Yield Curve - Essay ExampleIf we compare the set movement of the stock with that of the S&P 500, NASDAQ and Dow Jones Industrial Average, we see a positive correlation between the stock price and the three indices. The stock prices pick up moved with the market in the past one year. But on the other hand, the stock price movements contribute been less vigorous than the three indices, which incriminate that the stock is not as volatile as the market. In absolute terms the sales and proceedsability of the firm has increased in the past 3 years. The sales have grown at a post of 2.15% in the past three years. The profitability of the firm has grown at a rate of 10.67% in the past three years. The profit margin has also seen an increase in the past three years. It was 3.31% in 2009, 3.52% in 2010 and 3.89% in 2011. The trailing profit margin is also following this trend with a margin of 3.87% for the quarter ending July 31, 2011. According to upgrades and downgrades history, the st ock was downgraded on February 10, 2011 to neutral from buy. But analysts after that have estimated a mean price target of $60.10, which is approximately $7 above the current price. Analysts estimates show that the sales will show a growth at the end of this year and the following one. The analysts also expect that the EPS will also show a growth. The analysts have estimated the Wal-Mart will grow at 10.41% per annum over the next five years and the industry will grow at 14.82% per annum. The analysts recommend buying to holding on to the stock with a mean recommendation of 2.2. cut off 2 Complete the following table Business day of the month Chosen Five Years ago 30/08/2006 1-month Nominal T-bill Rate on that Date 5.16 3-month Nominal T-bill Rate on that Date 5.05 6-month Nominal T-bill Rate on that Date 5.14 1-year Nominal T-bill Rate on that Date 5.06 5-year Nominal T-bill Rate on that Date 4.72 10-year Nominal T-bond Rate on that Date 4.76 20-year Nominal T-bond Rate on that Date 4.98 30-year Nominal T-bond Rate on that Date 4.91 1. The consequence slip is almost inverted on this date. This is because the trend that can be inferred from the graph is that the long-term debt instruments have a lower yield than the short-term instruments. Inverted yield curves have been an accurate forecasting tool for recessions. This type of a yield curve shows that the future interest rates will be lower because of which on that point is an increase in the demand for long-term bonds. And as a result the yields fall for the long-term bonds. 2. 10- Year Bond Purchased for $1000 5 Years ago Original Value $1000 Coupon Rate 4.79 afoot(predicate) 5-Year Yield to Maturity 0.98 Number of Semi-Annual Periods 10 online 5-Year Yield to Maturity/2 0.49 Current Value $1,185.47 Gain or Loss on the Bond over the 5 years $185.47 20- Year Bond Purchased for $1000 5 Years Ago Original Value $1000 Coupon Rate 5.00 Current 15-Year Yield to Maturity (est.) 2.70 Number of Semi-Annual Periods 30 Current 15-Year Yield to Maturity (est.)/2 1.35 Current Value $1,282.14 Gain or Loss on the Bond over the 5 years $282.14 The deduct for the 20 year bond is greater than the gain on the 10 year bond. It is because the value of the 20 year bond is higher than the 10 year bond. Both the bonds will be sold at a premium because the coupon rate is higher than the YTM for both bonds. The only difference is that the 20 year bond has a longer time to maturity because of which its value is higher. -----------------------------------Please Leave a Positive Feedback------------------------------------- Works Cited Brigham, E. F., & Ehrhardt, M. C. (2005). Financial Management Theory and Practice. USA South-Western Cengage

Cognarive and behavioral therapy for physically abused kids in low Coursework

Cognarive and behavioral therapy for physically abused kids in let out income areas - Coursework ExampleQuestion 2 Did you check any outcomes that opposed your expectations or the expectations of the lookers? How might this information change your thinking about your proposed intervention? If not, what did you find that was surprising and or challenged your assumptions?No outcomes opposed my expectations or the expectations of researchers although it was surprising to find that although there is a relatively high number of clinicians skilled in the use of TF-CBT in the United States, a comparatively low number is putting the components into play despite previous studies showing that TF-CBT components were evidently productive. The level of success in Community-based participatory examination ideologies applied in Zambia was besides unexpected but positively welcomed.Question 3 Did you include qualitative research in your review? If so, was there a clear statement of the aims of the research and did it seek to illuminate subjective experiences/actions of participants? Was the research design appropriate to address those aims (Questions adapted from Canadian National Collaborating Centre for Methods and Tools NCCMT 2010)?I also included a qualitative review, an incidence I found particularly sufficient in addressing the aims of the research. Drawing on the findings, it is clear that the research seeks to shed a light on the subjective experiences the participants incurred. More so, this research design would suffice in addressing the aims of the overall research.Cary, C. E., & McMillen, J. C. (2012). The data behind the dissemination A systematic review of trauma-focused cognitive behavioral therapy for use with children and youth.Children and Youth Services Review,34(4), 748-757.Mannarino, A. P., Cohen, J. A., & Deblinger, E. (2014). Trauma-Focused Cognitive-Behavioral Therapy. InEvidence-Based Approaches for the Treatment of Maltreated Children(pp. 165-185 ). Springer Netherlands.Murray, L. K.,

Do Women Enjoy Equal Right in Nepal Essay Example for Free

Do Women Enjoy Equal Right in Nepal EssayOur country, Nepal is popularly known as a traditional nation. It gives to a greater extent priority to its customs and traditions rather than other subjects of payoff. This country has been ruled and operated by majority of men since the beginning of humanity. Men play the vital role in all(prenominal) sector of development. History of Nepal is the evidence that all the development works atomic number 18 carried out by majority of men and less women. Even though, there is disturb importance of male and female in development of nation, females ar kept aside in development as well as social matter. In each and e really sector, men play a main role and women atomic number 18 in inferior position. The main cause of such vast differences is the pretermit of education and public awareness. Such differences start from the early period of males and females life. In point of view of Nepalese people, females are regarded as a curse and males as boon. They do not like extraditeing female baby as they have to get her married and provide dowry. So, they take it as burden. Thats why, when they bear a boy and a girl, they give higher priority and more love to boy and the girl is kept within the four walls of home. Thus, no matter how talented they are, they never get a chance to develop.The condition of women living in our country is really miserable. Women living in our society are button up under the shadow of darkness. They are bounded by the traditional concept of conservative society. They are busy mostly in kitchen and household works. Though, women occupy more population in Nepal, they have less participation in the high level jobs and some other important matters related to their life. They can experience very few legal rights and even our society places them in an inferior position. This was often justified as being the result of biological differences between the sexes.Women were thought to be more emotional an d less decisive than men. They are not given sufficient opportunities to improve themselves and are discouraged to go ahead. No matter any(prenominal) progress they make, they are still suppressed by this traditional society. Moreover, they are somehowexperiencing basic rights, but they are deprived of social rights in many an(prenominal) ways. Furthermore, they are regarded as the symbol of creating, protecting and nursing. They bear and grow-up children. They have many more responsibilities like biological, social and national. But, still their condition in our nation is backward. They are so because of male domination, traditional, social structures, unequal laws, lack of awareness, poverty and lack of government protection for them.Women in our society have been confined only to household chores, rearing children, preparing food, collecting fodder for cattle and family sanitation. Especially, they do not have freedom for movement and for adopting job. They are deprived of highe r studies and property rights. They are not encouraged for social exposure. Furthermore, they had been the victim of domestic violence from their husbands, brothers, mother-in-law and even relatives. Their appeal is not uprightly accepted even by the administrator. Sometimes, they are even beaten, kidnapped and killed. Hence, they are really living a sorrowful life. CBS (Central Bureau of Statistics) and the report of UNDP shows that womens participation in developmental works of Nepal is of low grade. Their rate of involvement in different sectors like education, civil service, participation in teaching and legal practice is very low.Though many NGOs (National Government Organization), INGOs (International Government Organization) and governmental organizations are working for the rights of women, their condition has not been improved significantly. Therefore, in first place, the women themselves must raise voice for their rights. Government, stakeholders, NGOs and INGOs has to tak e certain measures to uplift the condition of women in both nook and cranny of Nepal. Awareness programs must be conducted in their favor. Rallies with slogans like GENDER EQUALITY, EDUCATION FOR ALL, and etcetera must be shell out all over our country. Thus, women must be provided with rights equal to that of men.ReferenceThe present status of Nepali women Ashmita Bhattarai

The Small Business Structure Planning and Funding Essay Example for Free

The Small trading Structure Planning and Funding EssayWeek 1 individual(a) Assignment strategical Management Process PaperWrite a 700- to 1,050-word composition explaining steps of the strategic management process as it applies to your business or integrity you would like to start.Discussion Questions 1 and 2Week 2,Learning Team Assignment Business Model ComparisonIdentify an industry with which you argon familiar, then choose two businesses in that industry. Identify the business model and forms of ownership for each business, then complete the Comparison of Businesses Matrix. Write a 700- to 1050-word paper in which the team evaluates and compares different components of each businesss model after completing each matrix. Describe benefits associated with each business by evaluating how they built a sustainable competitive advantage. Explain advantages and disadvantages of each businesss ownershipDiscussion Questions 1 and 2Week 3,Individual Assignment Business Plan Evalua tion (Use the Business Pro Plan Module) Evaluate the business course of study submitted by an entrepreneur for investment and decide if you will invest in the business. Write a 700- to 1,050-word paper in which you include the following Evaluate the plans overall writing.Conduct a feasibility analysis of the psyche presented in the plan. Identify competencies the entrepreneur must have to be successful in building the business. Make a recommendation if you plan to invest in the business.Week 4,Learning Team Assignment strategic Marketing Plan (Use Business Plan Pro Module) Discuss close to ideas for a hypothetical e-commerce business. separately teammember must suggest at least two different ideas. Decide on one members idea.Write a 1,050- to 1,400-word paper in which you explain the process your team may use to build a strategic marketing plan for the business. Describe various set strategies appropriate for your business. Assess pros and cons of each strategy.Select one prici ng strategy for your business.Reference the Intelichild.com business plan for an example. Format your paper according to APA standards.Submit your Strategic Marketing Plan to the facilitator.Week 5,Individual Assignment Future Growth PaperPrepare a 700- to 1,050-word paper in which you use the business from your Strategic Marketing Plan. Assess optional strategies you may use when the business goes global. Describe strategies you would use to build a management team to ensure the businesss growth. Identify possible challenges you would face when managing a growing business and possible strategies to overcome the challengesLearning Team Assignment Financial PlanDiscuss some possible ideas for a service business. Each team member must suggest at least two different ideas. Decide on one members idea. Prepare a 1,050- to 1,400-word paper in which you describe the process your team could use to prepare a basic financial plan for the business. Identify cash flow management strategies that may be used in your business. Explain why these strategies are best.Evaluate different sources of funding for your business and select one. Discuss why this source is most feasible.Refer to the Adorable Pet Photo business plan for an example. Submit your Financial Plan to the facilitator.

Special Educational Needs Essay Example for Free

special(a) bringing upal Needs EssayIn this essay will discuss the term specific educational Needs, understanding of segregation, integration and inclusion, the importance of Warnock authorship, using in policy since 1981,and the Medical and Social modules. The term surplus educational Needs in child development has a meaning of children who pick ups extra support. earliest in 1700s in Britain term Special Educational Needs did not exist and it did not essential to exist as children with Special Educational Needs were looked from their families or church.After the radical change as result of Industrial Revolution in Britain by mid 1800s special institution were created for every human ill. Education on children with Special Educational Needs began through individuals and charities the prototypical educate to be overt was for children with visual impairments in Edinburgh 1976 by Thomas Braidwood he was followed by the school for blind in Liverpool opened by Henry Dann ett, this schools however were nothing what we build now but still they made a difference for children in needs as they had very little contact with foreign the world.In 1870 comfort Act Education for all allowed all the children with Special Educational Needs to enter the main stream schools and their difficulties were recognised. Many of these children were experiencing difficulties in making progress and as a result of the elementary classes contain large number of pupils, and they were taught by teachers with no specific special educational trainings. They came to the point that children with SEN were unfit to include in the main stream schools. According to Gibson and Blandford (2005) significantly the wrap ups recommendations included the integration of pupils with SEN into mainstream education.However, the level of integration indicated in the report was limited form of education provision for pupils with SEN limited in those pupils although physically located in a mains tream setting, would have to adapt in order to fit the location and culture of found forms of teaching and learning. In 1893 James Kerr was a medical officer for the Bradford School Board his role was to assess childrens mental process and discover children that are not suit open for ordinary schools. Special Educational Needs incurred a high cost than ordinary provision.So most of the children were isolated in ordinary schools or received no schooling. Children with visual impairments from the age of five in 1889 should be provided with education and for children with hearing impairments should be taught by specialist teacher and those teachers should get paid more than mainstream teachers. Also in 1889 the commission recommended that each school should have a medical officer. In 1994 Education Act utter that every child should receive education within primary, secondary and further education based on pupils age and all the local education administration should meet the needs of handicapped children.In 1945 service regulations established 11 categories for handicap children. Inclusion is education that means approaching to educate children with Special Educational Needs, under the Inclusion module children with Special Educational Needs have to spend their time with non-disabled children. Inclusion rejects the dutys to put a child in need to a special school, inclusion is about mixing all the children together the one in need and the ones that they are not in need, to have the right to be amend in the uniform way and to meet everybodys needs and abilities.Integration in Special Educational Needs means the rights of the children, and accompaniment those children by following the law, Education Act. While the Segregation has a meaning of separating children from each other, the ones that have a disability should be placed to special school and the ones that are in the term dominion should go to the mainstream schools, likewise segregation means the d iscriminations of children from the race, religion and types of disabilities. According to Education and Skills Under the 1944 Education Act, children with special educational needs were categorised by their disabilities defined in medical terms.Many children were considered to be uneducable pupils were labelled into categories such as maladjusted or educationally sub-normal and accustomed special educational treatment in separate schools. According to the article wrote for the inclusion week has said The 1981 Education Act This law brought in the first duty on LEAs to educate disabled children in mainstream schools, taking account of parents wishes and establishing three conditions that were to be met before it could happen.These conditions were the disabled child can be educated in the ordinary school, other childrens education will not be adversely affected, and there is an efficient use of resources. By late 1960s and into advance(prenominal) 1970s parents, disability groups b egan to subject the policy of segregated special schools they argued that continued segregation could no longer be justified. Demands were increasingly made, not only from federation but from those adults who experienced segregation provision.The Warnock report in arly 1970s said that educational professionals and parents had begun to put pressure to government to investigate the standards of national provision for children with needs, in 1973 Margaret Thatcher established a committee under the Warnock that educational provision should be go offed in England, Scotland and Wales for children and young sight with handicapped disability. The work was completed on 1978 and as it is final report 225 recommendations on the policy and organisation for children with additional needs.The Warnock report criticised the orthodoxy and segregation and argued that children should not be categorised and therefore children should have their own Special Educational Needs deficit and their needs sh ould meet within mainstream schools. The report also shows that 20 per cent of children could experience a learning difficulty at some time. Finally in 1981 Education Act translated many of recommendation of the Warnock report and they were put into legislation. The term Special Educational Needs had a sound status and the term handicapped that was used since 1945 has finally ended.Furthermore the Act clearly articulated how children with Special Education Needs should be assessed and how the statement of SEN should be formulated. Finally children assessed with Special Educational Needs were possible to be educated alongside with their peers within the mainstream schools. Even after putting the law into consideration for children with Special Educational Needs to attend mainstream schools most of the settings had lack of bills to implement the Act and they remained the existing system of segregation to the special school provision.In 1983 to 1991 the ratio of children being educate d dropped by 12. 5 per cent and in some local education authorities the number of children that they were attending segregation provision was increased. The self-coloured idea of the term Special Educational Needs was that children and young people to be educated, to attend mainstream school and to participate in activities same as normal children, but this outcomes did not follow, an national survey in United States has found that disabled people were less educated, also less likely to be employed, people with disability are marked as different.In 1997 the term Special Educational Needs has been replaced with Special Needs Education, this change in terminology describe the provision of Special Educational Needs. The idea of bringing to place the term Special Educational Needs was to categorise the disability of children and to include all of those who are in need to additional support. Under the 1994 Education Act children with Special Educational Needs were labelled by their dis ability, many of those children had no contact with the outside world and received no education whatsoever.The Warnock report 1978 followed by the Education Act 1981 changed the name of handicapped children to Special Educational Needs children and integrative which later(prenominal) was stated as inclusive which meant all the children to receive education, not depending on their needs or abilities. According to the web site, Douglas Silas Solicitors has been said The Education Act 1944 before established that childrens education should be based on their age, aptitude and ability. Eleven categories of handicap were described which included for example, educationally subnormal and delicate as intumesce as blind.At that time, the general philosophy was that the child should fit the school rather than the school fit the child. 1974 saw the establishment of the Warnock Committee, leading to the publication of the Warnock Report 1978, which was named after Mary Warnock, the chair of t he inquiry whose remit was to look at the needs of children with SEN. The Warnock Committees conclusions were that 20% of children in the school population could have SEN but 2% might need support over and above what a mainstream school could provide for.The Warnock Report recommended that there should be specialist provision for children with SEN which could protect the 2% and ensure that they received appropriate provision. The Warnock report was introduced under the Education Act 1981 but had no additional funding for the new process of getting the teachers trained. The Warnock report remained till 1990 but during this time many children were declined to receive special schools. The Green paper on 1997 was introduced to government to support children with Special Educational Needs also the UN statement.Government had looked again to the Special Educational Needs framework also SENDA 2001 and 2004 Special Educational Needs of the strategy for removing the barrier, Government had i nvest more money for Special Educational children from 2. 8 billion to 4. 1 billion in the last four historic period. The Warnock reports seem to be struggling to remain fit for the break up of Special Educational Needs, there is a failure in the system to cope with raising the number of children with autism, emotional and social development. In 2005 Warnock had called the Government as emergency for reviewing the situation of Special EducationalNeeds particularly the concept of inclusive, while the Government had said that the policies do not need to be review they actually need to be changed from the ground. Ofsted and audit commissions known the issues of the reports therefor had said that Special Educational Need does not need to be reviewed. It has been four years already and Government has no answer for reviewing the policies and when prime minister has been interviewed he had said that there is a room for the policies to be improved and they are tutelage Special Educationa l Needs under the review.Government still had not reviewed anything on Special Educational Needs policies but it has been said that they are looking at into it in private. The review took place in 2010 from Government and it has been 30 years after actually took place. It has been said that Governments new policy has been softened on inclusion for sending the children with Special Educational Needs to the mainstream schools and for closing the special schools. Government vision for education of children with Special Educational Needs it provides clear national leadership.Early invention to make sure that each child who has learning difficulty to receive the need and help as soon as possible, also the parents of children with Special Education Needs to have access to childcare. Removing barriers of learning in every setting and making sure that inclusive practise is taking place in every school. Also by raising expectation and achievement by making sure that teacher are receiving th e appropriate training for Special Educational Needs. Delivering improvements so then parents has a clear understanding of what to do for their children and where to get help for their children with Special Educational Needs.Overall in this essay I had a chance of understanding of the policies since 1981 also the Warnock report in more details, the integration, inclusion and segregation, Children with Special Educational Needs now are able to receive the same education as other children and are attending the mainstream schools. The meaning of term Special Educational Needs that in my point at the beginning of this run-in was completely different now I have an understanding that I think most of what I know I would not be able to put in words.

Experiment: Attractiveness Halo Effect on Human Faces

Experiment attraction Halo Effect on ten dollar billder-hearted FacesMatriculation Number 140011607Partial Research extendAbstractThe aim of this report was to test for an attractor corona effect on human faces. This essay was conducted in the University of Dundee and the sort outicipants were outside(a) undergraduate students of both genders. The independent variable was the train of physical takingness, while the dependent variable was the estimated IQ score the participants gave to the male and female faces that go been selected at random. The hypothesis predicted that there pull up stakes be an effect of cunningness of faces on their perceived intelligence, meaning that subjects would rate exaltedly attractive singulars with higher(prenominal) IQ levels and those with less(prenominal) attractive characteristics with glower IQ. The participants were asked to rate for attractiveness (7= very attractive and 1= not attractive at entirely) ten male and ten female f aces shown to them that have been selected at random from a pre-existing data set and afterwards provide an estimated IQ score. The obtained results signify that there is a high correlation between high attractive faces and higher IQ scores. This is in accordance with previous research, such as the attractiveness halo effect that is the course to assign positive personality qualities to people bases on their looks and Eaglys (1991) research which claims that attractive people be attributed with lots of positive traits.IntroductionIndividuals are confronted with many an(prenominal) serious decisions in their everyday life where they are either judging others or being judged. Langlois Kalakanis (2000) demonstrated that physical attractiveness plays a significant part in decision-making in situations such as hiring decisions, voting behavior and romantic partner choices. Physical attractiveness is a complicated concept that reflects numerous significant factors. According to Pansu Dubois (2002) facial attractiveness consists one of the main determinants of total rankings of attractiveness. Furtherto a greater extent, Thornhill Gangestad, (1999) claimed that with regard to the face itself, masculinity, femininity and symmetry all rise perceived attractiveness. People that are more attractive tend to be advantaged in several critical and appraising ways. The halo effect can help interpreting the what is beautiful is impregnable stereotype. The halo effect is a traditional corollary in psychology. It is the idea that one persons central positive (such as attractiveness) or prejudicial characteristic, involve anothers persons decision about their other characteristics (for example, intelligence). According to Eagly (1991) people regularly ascribe positive traits to attractiveness and negative traits to less attractive individuals. This belief leads to erroneous judgmental, attribution errors and regular human perceptual partialities.By using practical resea rch, Edward Thorndike was the first contending the halo effect. The definition he gave to the halo effect was a question that rises in data disposition when there exists a conveyance from an estimation to another. Moreover, he conducted a theatre of operations in 1920 in which commanding officers of the American army requested to classify their soldiers on groups of guidance, intelligence, character and physique. The findings of the study showed that there exists a direct interaction among all negative and all positive characteristics. After his study has been completed, Thorndike extended his first definition of the halo effect to be an expansion of a total impression of an individual (or of one specific characteristic) to affect the total impression of that person. Additionally, this is the part that has been highlighted in this research. If an individual is considered attractive then this person is deemed to possess many more positive attributes such as intelligence.Furthermore , there is some proof that the effects of attractiveness on perceived intelligence may vary between women and men. In a study conducted by Chia, Allred, Grossnickle and Lee (1998) that was examining the effects of gender and physical attractiveness on conceptions of academic success, initiative, accomplishment related characteristics, intelligence and ascriptions of effort in respect to academic success, it was found that men and more attractive people would be assessed more positively comparably to women and less attractive people.This study relates the in a higher place research on the halo effect as its aim is to test for an attractiveness halo effect in human faces, while providing an estimated IQ score. In addition it is hypothesized that there will be an effect of attractiveness of faces on their perceived intelligence.MethodParticipantsThe target population is restricted to the opportunistic sample of 152 international undergraduate students of both genders of the University of Dundee. 103 of the people participated in the taste were females and the other 49 were males.MaterialsThis study is an experimental design as it has IV and DV. The independent variable is the level of physical attractiveness, while the dependent variable is the estimated IQ score the participants gave to the male and female faces that have been selected at random. The research hypothesis states that there will be an effect of attractiveness of faces on their perceived intelligence and the aim of the experiment is to test for an attractiveness halo effect in human faces. Descriptive Statistics will be used in order to test the hypothesis stated above.The materials used in this study whereTen male faces and ten female faces have been selected at random from a pre-existing data set and displayed in a computer screen.The computer, which enable participants to see the pictures of the male and the female faces.The data collection sheet, in which participants wrote their ratings of at tractiveness and the estimated IQ scores.Standardized instructions ( vermiform appendix 1).ProcedureThe opportunistic sample was obtained and welcomed in a silent room.Applicants were asked to sit to the desks.The experimenter informed the participants about the experiment by using a consistent set of instructions.Data collections sheets were distributed to the students.Students completed the survey by seeing the twenty different faces on the computer, rating them for attractiveness and provide an estimated IQ score for each face.After the participants completed the survey, the data collection sheets were collected by the experimenter.Once the data have been collected, faces were split into devil groups based on the median of attractiveness and mean IQ score for each face was calculated.Students were debriefed about the nature of the experiment.Results table 1Mean issuing (M) of estimated IQ scores in faces with low and high attractive characteristics, plus standard deviations (SD )Table 2Mean number (M) of estimated IQ scores in male and female faces with low and high attractive characteristics, plus standard deviations (SD)As can been seen in Table 1, faces with low attractive characteristics are estimated with lower IQ levels (M= 100.9, SD= 7.85) than faces with high attractive characteristics (M= 118.35, SD=15.55). A between-groups t-test revealed that faces with low attractive characteristics have importantly lower IQ levels than faces with high attractive characteristics, t (13.3) = -3.17, p = 0.007.As we can see in Table 2, column one, males with low face attractive characteristics are estimated with lower IQ levels (M=98.18, SD= 9.96) than males with faces with high attractive characteristics (M=129.84, SD=13.18). A between-groups t-test revealed that male faces with low attractive characteristics have significantly lower IQ levels than male faces with high attractive characteristics, t(8) = -4.29, p=0.003As we can see in Table 2, column two, females with faces with low attractive characteristics are estimated with lower IQ levels (M=103.63, SD=4.55) than females with faces high attractive characteristics (M=106.86, SD=6.35). A between-groups t-test revealed that female faces with low attractive characteristics did not have significantly lower IQ levels than female faces with high attractive characteristics, t(8)= -0.9, p=0.38.DiscussionThe hypothesis that there will be an effect of attractiveness of faces on their perceived intelligence was supported. This means that participants rated people with faces with more attractive characteristics with higher IQ levels, where those with less attractive faces with lower IQ levels.This finding is similar to the study conducted by Thorndike in which he asked army officers to classify their soldiers on groups of guidance, intelligence, character and physique. The findings of the study, like in our experiment, showed that there exists a direct interaction among all negative and all positive characteristics and that participants rated more highly the ones that were more physically attractive than those who were not. The result also bolster the work of Eagly. In which is stated that people regularly moulding positive traits to attractiveness and negative traits to less attractive individuals. In our example participants rated the more attractive people with higher IQ levels. Moreover, Chia, Allred, Grossnickle and Lee claimed in their study the existence of some proof that the effects of attractiveness on perceived intelligence may vary between women and men. They found that men and more attractive people would be assessed more positively comparably to women and less attractive people. This finding was supported in our experiment as men and more attractive individuals were rated with higher IQ levels while women and less attractive individuals were rated with lower IQ levels.In conclusion, the insinuation of our findings is that our opinion of others can be defective a s a result of the tendency we have to generalize the personalities of people, or their ability to think based on positive traits they have, in this case, face physical attractiveness.ReferencesChia, R., Allred, L., Grossnickle, W., Lee, G. (1998). The Journal of well-disposed Psychology. Effects of Attractiveness and Gender on the Perception of Achievement Related Variables, 138(4), 471-473.Eagly, A., Makhijani, M., Ashmore, R., Longo, L. (1991). What Is Beautiful Is Good, But A Meta-Analytic Review of Research on the Physical Attractiveness Stereotype, 110(1), 109-113.Langlois, J., Kalakanis, L., Rubenstein, A., Larson, A., Hallam, M., Smoot, M. (2000). Maxims or myths of beauty? A meta-analytic and theoretical review. Psychological Bulletin, 126(3), 390-399. inside10.1037//0033-2909.126.3.390Nisbett, R., Wilson, T. (1977). The halo effect Evidence for unconscious alteration of judgments. Journal Of Personality And Social Psychology, 35(4), 250-256. doi10.1037/0022-3514.35.4. 250Shinners, E. (2009). Journal of Undergraduate Research XII. Effects Of The What Is Beautiful Is Good Stereotype On Perceived Trustworthiness, 1-3.Appendix 1Before the begging of the experiment the experimenter gave the pursuance instructionsIf at any time you feel uncomfortable and coveting to leave the experiment you may do so.If at the end of the experiment you wish your results to be removed, they can be.All results will be kept in confidence.Open the computers, go to My Dundee then to Module Materials then to Workshops then to Research Report and then open the Faces presentation folder.Use the data collection sheet to rate each of the faces and provide an estimated IQ scoreAfter end the experiment we were asked to make sure we have completed all sections of the data collection sheetThe final instruction was to close the PowerPoint and log out of My Dundee.Appendix 2Raw Data