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Student Booklet p.11 #1g - SAMPLE ANSWERS

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Student Booklet p.11 #1g - SAMPLE ANSWERS

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EAP III - AS - Wk5- Writing - Literature Reviews II

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Secrets Of Successful Teamwork: Insights From Google

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My hero! Jacinda Ardern - New Zealand Prime Minister

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My hero! Jacinda Ardern - New Zealand Prime Minister

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Stephen Colbert: The Newest Zealander Visits PM Jacinda Ardern

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Homework: SB p.13-21(Reading 2 & Speaking)

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Homework: SB p.13-21(Reading 2 & Speaking)

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"This is also a very good video on Feminism and Men’s Rights Movement"

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MEETING THE ENEMY A feminist comes to terms with the Men's Rights movement | Cassie Jaye | TEDxMarin

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Link to Wk 5 - Wednesday: Powerpoint - log in through your UQ email account to access it on ONE DRIVE. If problems, PDF below.

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Link to Wk 5 - Wednesday: Powerpoint - log in through your UQ email account to access it on ONE DRIVE. If problems, PDF below.

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https://uq-my.sharepoint.com/:p:/g/personal/uqsmulc1_uq_edu_au/EY9un83brx5HrTHHvpO-k80B7nF8DPNKNOcOJpvAEoM4Hg?e=B3QXzR

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I can't recommend this TV series enough... Watch them all! So so interesting!

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Asking outrageous, uncomfortable and shocking questions to uncover the truth behind some of the most marginalised and misunderstood Australians.

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I've lived as a man & a woman -- here's what I learned | Paula Stone Williams | TEDxMileHigh

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This is a link that can help you to find that seminal research or chapter that is, now, out of print and difficult to access.

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Internet Archive: Digital Library of Free & Borrowable Texts, Movies, Music & Wayback Machine

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Internet Archive is a non-profit digital library offering free universal access to texts, movies & music, as well as 624 billion archived web pages.

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Source: https://www.bcu.ac.uk/about-us/education-development-service/centre-for-academic-success-student/resources

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Helpful sites for Post grad writing Students

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Blackboard / Main Menu / (scroll down to the very bottom of the screen) EAP III - Module A - Academic Skills

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State a position, then justify it.

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Xtra - Unit 7 Writing Task Sample & tasks

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Speed Friending - Zoom Edition - University of Queensland Union

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Looking for the perfect way to boost your isolation social life? Join us for one of our Speed Friending Zoom sessions

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Task 6: Literature Review - SAMPLE ANSWER (SB p14)

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Task 6: Literature Review - SAMPLE ANSWER (SB p14)

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Week 4 Mod A EAPIII Sample answer literature review

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Homework: p.11-14 Task 2-5

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Speed Reading Courses that can be found through the UQ website (for free?)

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Speed Reading Courses that can be found through the UQ website (for free?)

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Course details

Learn how to improve your reading speed and comprehension. Speed-reading is a skill everyone can benefit from, and this course provides proven techniques to improve how much information you absorb and how fast you absorb it. Paul Nowak, the founder of Iris Reading, first asks you to measure your current reading rate, and explores the reading habits that slow people down. Then he introduces simple techniques for boosting your reading speed and practice drills to reinforce your new skill.

The course then focuses on improving comprehension by understanding how memory works, practicing the "read and recall" method, and breaking down technical terms. The final chapter introduces some advanced tips and strategies for reading different types of media: news and magazine articles, textbooks, technical material, and ebooks.

Instructor

Paul Nowak

Founder & CEO, IrisReading.com

Paul Nowak teaches speed-reading and memory improvement at organizations such as NASA and Google.

Paul Nowak is the founder and program director of Iris Reading, the largest provider of speed-reading training and memory improvement. His workshops have been taught to thousands of students and business professionals in major cities throughout the world. He has been a guest speaker at universities that include Harvard, Stanford, and the University of Chicago. His training programs have been taught to employees of NASA, Google, and a number of other Fortune 500 companies.

See more See less

Skills covered in this course

Viewers of this course

32,207 people watched this course

What they do

University Professor, Research Fellow, Student, Software Developer, and Information Technology Support Specialist

Where they work

Accenture

Tata Consultancy Services

Walmart

McDonald's

United States Air Force

Related courses

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Learn how to improve your reading speed and comprehension. Speed-reading is a skill everyone can benefit from, and this course provides proven techniques to improve how much information you absorb and how fast you absorb it. Paul Nowak, the founder of Iris Reading, first asks you to measure your current reading rate, and explores the reading habits that slow people down.

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A unique social experiment that brings together elderly people in a retirement community with a group of 4-year-olds. Could this encounter between young and old help transform the lives of the elderly?

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Easy access to the most commonly used words in Academia

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The Academic Word List is a useful English resource for lecturers and students.

Averil Coxhead from the School of Linguistics and Applied Language Studies developed and evaluated The Academic Word List (AWL) for her MA thesis. This list is a very useful resource for English for Academic Purposes teachers and learners.

If you have questions about the AWL, contact

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Academic Word List | School of Linguistics and Applied Language Studies | Victoria University of Wellington

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The Academic Word List is a useful English resource for lecturers and students.

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Grammar Extension: Verb + Preposition (with Answers)

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Grammar Extension: Verb + Preposition (with Answers)

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Beware: These are common errors - make sure you proof read your work before handing it in.

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Beware: These are common errors - make sure you proof read your work before handing it in.

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I love to write, but I'm not so crazy about grammar.

Learning about words that dangle, split, and get misplaced isn't my idea of fun.

However, as an English major in college, I had it drilled into my head that poor grammar revealed laziness and a lack of respect for the reader.

It's the literary form of bad manners and exposes the writer as someone who isn't serious about the craft.

If you're an author, particularly a self-published author, you need to do everything possible to win your readers' hearts and minds.

When they are distracted by grammatical errors or confused by the meaning of a sentence, they aren't likely to buy your next book - or finish the one they are reading.

As tedious as grammar may be to those of us who just want to write, it is well worth a few minutes of your time to refresh the basics and make sure you don't fall into one of the problematic grammar traps.

Here are 15 common grammar mistakes that can kill your credibility as a writer:

1. Subject-Verb Agreement Errors

The subject and verb of a sentence must agree with one another in number, whether they are singular or plural. If the subject of the sentence is singular, its verb must also be singular; and if the subject is plural, the verb must also be plural.

Example 1:
Incorrect: An important part of my life have been the people who stood by me.

Correct: An important part of my life has been the people who stood by me.
Example 2:
Incorrect: The two best things about the party was the food and the music.

Correct: The two best things about the party were the food and the music.

2. Sentence Fragments

Sentence fragments are incomplete sentences that don't have one independent clause. A fragment may lack a subject, a complete verb, or both. Sometimes fragments depend on the proceeding sentence to give it meaning.
Example 1:
Incorrect: He gave his mother an extravagant gift after the argument. In spite of everything.

Correct: In spite of everything, he gave his mother an extravagant gift after the argument.
Example 2:
Incorrect: The boys snuck home late that night. Then waited for the consequences.

Correct: The boys snuck home late that night, then waited for the consequences.

3. Missing Comma After Introductory Element

A comma should be used after an introductory word, phrase, or clause. Using a comma gives the reader a slight pause after an introductory element and often can help avoid confusion.
Example 1:
Incorrect: In case you haven't noticed my real name doesn't appear in the article.

Correct: In case you haven't noticed, my real name doesn't appear in the article.
Example 2:
Incorrect: Before she had time to think about it Sharon jumped into the icy pool.

Correct: Before she had time to think about it, Sharon jumped into the icy pool.

4. Misusing The Apostrophe With "Its"

You use an apostrophe with it's only when the word means it is or i t has. Without the apostrophe, it means belonging to it.
Example 1:
Incorrect: I don't believe its finally Friday.

Correct: I don't believe it's (it is) finally Friday.
Example 2:
Incorrect: The cat was licking it's tail.

Correct: The cat was licking its tail.

5. No Comma In A Compound Sentence

A comma separates two or more independent clauses in a compound sentence separated by a conjunction. The comma goes after the first clause and before the coordinating conjunction that separates the clauses.
Example 1:
Incorrect: The man jumped into a black sedan and he drove away before being noticed.

Correct: The man jumped into a black sedan, and he drove away before being noticed.
Example 2:
Incorrect: She was beautiful and she was happy and she was full of life.

Correct: She was beautiful, and she was happy, and she was full of life.

6. Misplaced Or Dangling Modifier

A misplaced modifier is a word, phrase, or clause that is separated improperly from the word it modifies or describes. Sentences with this error can sound awkward, ridiculous, or confusing. A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence.
Example 1:
Incorrect: While walking on the sidewalk, Mary found a sparkly girl's bracelet.

Correct: While walking on the sidewalk, Mary found a girl's sparkly bracelet.
Example 2:
Incorrect: After finally setting off on the trail, the morning felt more exciting.

Correct: After finally setting off on the trail, he felt the morning was more exciting.

7. Vague Pronoun Reference

A pronoun can replace a noun, and its antecedent should be the person, place, or thing to which the pronoun refers. A vague pronoun reference (including words such as it, that, this, and which) can leave the reader confused about what or to whom the pronoun refers.

Example 1:
Incorrect: When Jonathan finally found his dog, he was so happy. (The dog or Jonathan?)

Correct: Jonathan was so happy when he finally found his dog.
Example 2:
Incorrect: Don felt a lot of anger and bitterness as a result of Marie's decision. This is what ended everything. (What ended everything? Don's anger and bitterness or Marie's decision?)

Correct: Don felt a lot of anger and bitterness as a result of Marie's decision. Her choice ended everything.

8. Wrong Word Usage

There are a variety of words and phrases that are commonly confused and misused in sentences. Misusing these words can change the meaning of the sentence or simply reflect carelessness on the writer's part. There are hundreds of these commonly confused words, so when in doubt, always check the definition and correct spelling of the word.
Example 1:
Incorrect: She excepted his offer to drive her home.

Correct: She accepted his offer to drive her home.
Example 2:
Incorrect: It was a breathe of fresh air to meet someone so genuine.

Correct: It was a breath of fresh air to meet someone so genuine.

9. Run-On Sentence

A run-on sentence occurs when you connect two main clauses with no punctuation.
Example 1:
Incorrect: She tried to sneak out of the house her mother saw her leaving.

Correct: She tried to sneak out of the house, but her mother saw her leaving.
Example 2:
Incorrect: He ran through the field as fast as he could all the while rain was soaking him to the bone.

Correct: He ran through the field as fast as he could. All the while rain was soaking him to the bone.

10. Superfluous Commas

It's a typical writing mistake to throw commas around liberally when they aren't necessary. There are dozens of examples of this error, but here are a few common mistakes.
Example 1:
Incorrect: The woman never went into the city, because she didn't feel comfortable driving in traffic.

Correct: The woman never went into the city because she didn't feel comfortable driving in traffic.
Example 2:
Incorrect: He wants to get a degree in engineering, or medicine.

Correct: He wants to get a degree in engineering or medicine.
Example 3:
Incorrect: Sam knew immediately, what was going to happen next.

Correct: Same knew immediately what was going to happen next.
Example 4:
Incorrect: Old cars, that have been left in a junkyard, are an eyesore.

Correct: Old cars that have been left in a junkyard are an eyesore.
Example 5:
Incorrect: The bouquet of flowers on the table, belongs to Mary.

Correct: The bouquet of flowers on the table belongs to Mary.

11. Lack Of Parallel Structure

Faulty parallelism occurs when two or more parts of a sentence are similar in meaning but not parallel (or grammatically similar) in form. It often occurs with paired constructions and items in a series.
Example 1:
Incorrect: He wanted to learn more about careers in programming, engineering, biochemist, and research scientist.

Correct: He wanted to learn more about careers in programming, engineering, biochemistry, and research science.
Example 2:
Incorrect: The key directives of his boss were clear:

Meet monthly sales quotas.

Aggressive marketing techniques.

Reporting in every day.

Correct: The key directives of his boss were clear:

Meet monthly sales goals.

Practice aggressive marketing techniques.

Report in every day.

12. Sentence Sprawl

A sentence can become a burden to read when there are too many equally weighted phrases.
Example 1:
Incorrect: Jason was planning to attend his friend's wedding on June 30, but at the last minute he found out he had jury duty, so he couldn't attend the wedding, and he felt really guilty about it.

Correct: Unexpectedly Jason was called for jury duty and couldn't attend his friend's June 30 wedding. He felt guilty about missing it.

13. Comma Splice

A comma splice occurs when two separate sentences are joined with a comma rather than a period or semicolon. Writers often create comma splices when using transitional words, such as however, therefore, moreover, nevertheless, or furthermore.

Example 1:
Incorrect: My intention was to take her out to dinner, however I decided not to invite her after all.

Correct: My intention was to take her out to dinner; however, I decided not to invite her after all.
Example 2:
Incorrect: My sisters and I love to go shopping, we then have lunch together when we're done.

Correct: My sisters and I love to go shopping. We then have lunch together when we're done.

14. Colon Mistakes

A colon is used after a complete sentence to introduce a word, phrase, clause, list, or quotation. The colon signals that what follows proves or explains the sentence preceding the colon.
Example 1:
Incorrect: People move to Florida for: the warmer weather, the beach, and the theme parks.

Correct: People move to Florida for three reasons: the warmer weather, the beach, and the theme parks.

15. Split Infinitives

An infinitive is the word "to" with a verb. A split infinitive separates the word "to" and the verb with another word (often an adverb). There are no grammar rules that prohibit split infinitives, but many experts disapprove of them. If the sentence sounds awkward by correcting the split, our rule of thumb is to go with what makes the most sense in the context of your writing and for the ease of reading. (For example, "To boldly go where no man has gone before" would sound awkward and less powerful as, "To go boldly where no man has gone before.")
Example 1:
Incorrect: She tried to quickly finish the book before she had to leave.

Correct: She tried to finish the book quickly before she had to leave.
Example 2:
Incorrect: He wanted to gradually improve his strength by increasing the weight.

Correct: He wanted to improve his strength gradually by increasing the weight.

As a serious author, you want to put your best foot forward with your writing. There are times and reasons to break some of the rules of grammar, but it's wiser to break them knowing what they are and why you should stray.

Whenever you're in doubt about a rule, take a brief moment to look it up. You'll save yourself some embarrassment, and you'll show your readers that you respect language and revere the art of writing well.

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15 Common Grammar Mistakes That Kill Your Writing Credibility

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I love to write, but I'm not so crazy about grammar. Learning about words that dangle, split, and get misplaced isn't my idea of fun. However, as an English major in college, I had it drilled into my head that poor grammar revealed laziness and a lack of respect for the reader.

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Vince, M. (2003) Intermediate Language Practice with Key. Macmillan: Oxford. p. 69-77

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Great resource to check collocations - including dependent prepositions

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Great resource to check collocations - including dependent prepositions

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(with useful links to writing styles)

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Genres in academic writing: Literature reviews

You may be asked to write a literature review. This may either be part of a larger piece of work such as an extended essay, report or dissertation. Or it may be a separate piece of work. If it is part of a report, it may be part of the introduction or it may be a section to itself. If so it usually comes after the introduction and before the methods.

Any study you carry out, whether it is laboratory or library based, cannot depend completely on your own data, but must be situated in a context of what is already known about the topic in question. This context is provided in the literature review.

So firstly you need to read around to find the information and studies that are relevant to your topic.

You must then summarise these studies and cite them correctly. You need to include: who found out what, when, and how this developed the study of the topic.

Remember that the reader will want to know why you have included any particular piece of research here.

It is not enough just to summarise what has been said: you need to organise and evaluate it.

You must also justify its inclusion.

You also review here methods that have been used that are relevant to your own study.

You will finish with a conclusion, explaining the gaps in knowledge that you have identified and how your research will fill these gaps left by previous research.

The main purpose of the literature review is to justify your research. It is not simple to show how much you know about the topic. So do not simply create a laundry list (Rudestam & Newton, 2001, p. 56). You justify your research by by summarising the literature with the intention of showing that there is a gap in the knowledge, which you will fill.

A possible structure is:
Literature Review
(See Ridley, 2008 for more information)

See also:

Writing Functions: Describing;

Writing Functions: Examples;

Writing Functions: Evaluating;

Writing Functions: Reporting;

Writing Functions: Reasons;

Writing Functions: Supporting;

Writing: Summary;

Writing Functions: Comparing;

Writing Functions: Concluding;

Writing Functions: Generalising;
Writing Citation Introduction

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You may be asked to write a literature review. This may either be part of a larger piece of work such as an extended essay, report or dissertation. Or it may be a separate piece of work. If it is part of a report, it may be part of the introduction or it may be a section to itself.

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Listening p.15-17 (for in class use) - If tech fails.

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Listening p.15-17 (for in class use) - If tech fails.

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This example shows how a literature review from a PhD thesis can be analysed for its structure, purpose and content.

Three sections of the thesis are analysed to show the:

relationship between the introduction and the literature review

structure and purpose of dedicated literature review chapters

inclusion of literature review in other chapters of the thesis.

Overview of thesis (introduction)

This introductory section is less than two pages long.

The first paragraph:

states the overall objective of the thesis

defines the introduced term

provides broad motivation for interest in the area

introduces the sections of the thesis that will address the overall objective.

The other paragraphs describe the content and purpose of each section of the thesis.

Literature review

The literature review is made of up of two chapters.

Chapter 1: Literature review of relevant research

The overall goals of this chapter are to firstly establish the significance of the general field of study, and then identify a place where a new contribution could be made.

The bulk of the chapter critically evaluates the methodologies used in this field to identify the appropriate approach for investigating the research questions.

Establish research territory

"Approximately 77,000 individuals are arrested in the United States each year based primarily on eyewitness testimony (ref.). ... Given the pivotal role that eyewitness testimony plays in some trials, it is important to establish whether or not the jury's faith in this testimony is warranted."

Establish significance of research territory

"One study has shown that eyewitness errors are the most common cause of false convictions (ref.). Almost all innocent individuals exonerated by DNA evidence had been convicted primarily as a result of erroneous eyewitness evidence (ref.) Consequently, a great deal of research has focussed on the unreliability of eyewitness testimony (refs.)."

Establish research niche - discusses what has been found then identifies a gap and points out the inconsistency of results

"The current thesis examines the third way that postevent misinformation may be encountered: through other witnesses. This area has been surprisingly neglected until recently, as the majority of the literature on eyewitness testimony has focussed on the effect of questions and media reports containing misleading information."

Motivate the next part of literature review

"Yarmey and Morris (1998) suggest that, 'The capricious results among these investigations are probably due to methodological differences and variability in subject matter' (p. 1638). To appreciate the effects of co-witness information on eyewitness reports, we must examine, in detail, the different methodologies that have been used to investigate this topic."

Further justify the need to investigate the impact of social influences on memory

" Traditionally, researchers in memory have aimed to keep procedures free from contamination, such as other people's memories (ref.). However, such a narrow focus may not fully explain how people remember (ref.). Because such 'contamination' is common to memory, understanding its effects enables greater knowledge of memory itself (ref.). ... Therefore, instead of intentionally avoiding the social aspects of memory, they should be explored in their own right."

Review the chronological development of research in this area (a chronological approach may not always be appropriate)

Discuss one key paper at a time and for each paper:

describe methods and key findings

identify weaknesses in the method or limitations in the findings

discuss how the next researchers tried to address these problems.

" While the above studies provide valuable information regarding the social aspects of memory, caution needs to be exercised before applying these results to the judicial area. One should not assume the results obtained from studies using stories and word lists as stimuli can be generalised to forensic contexts." ... "That is, the differences found between individuals and groups could simply be due to the participants giving their reports for a second time ..." ... " A limitation of this research on collaborative memory is that the memory of groups is compared with that of individuals. ... group performance should not be compared with individual performance but rather with 'nominal groups' comprised of pooled, non-redundant data from the same number of people tested individually."

Overall conclusion or summary that states why a particular methodological approach has been chosen

"... Most research involving the Experimentally Induced Information methodology seeks to identify the influence of misinformation presented by one witness to another, and therefore the assumption is made that discussion between witnesses is a detrimental process. It may therefore be advantageous to also investigate the effects of co-witness information using Natural Discussion Groups as this methodology has high ecological validity. However, few studies have used this methodology, and those that have, have yielded mixed findings. Therefore, future investigation using the Natural Discussion Group methodology would be helpful to better understand the effects of discussion on memory."

Chapter 2: Theoretical explanations of memory conformity

Establish a reason for this chapter and state the purpose

"While the misinformation effect is a well-established phenomenon, 'what remains in dispute is the nature of a satisfactory theoretical explanation' (ref.). ... Therefore, in order to understand why memory conformity occurs, we must draw from both cognitive research on memory and social research on conformity. In this section, relevant cognitive and social theories are discussed in order to (1) explain the occurrence of memory conformity and (2) describe factors that influence memory conformity."

Introduction/overview of the structure of the review

"Four distinct explanations have been offered for the memory conformity effect: (1) ... The empirical evidence relevant to each of these explanations is reviewed in this section."

Discuss each of the four explanations using the following structure:

definition

when it might happen

supporting evidence

limitations of the explanation (this is the 'critical' part of a critical review).

" Whilst normative social influence may explain the conformity that occurs in ..., it is an unlikely explanation for memory conformity that may occur when people give individual statements following discussion in the absence of their co-witness. ( Then reason why)"

Compare explanations and draw synthesised conclusions

"The suggestion that memory conformity is a result of biased guessing is similar to the informational influence explanation because in both instances ... However, the distinguishing feature between the two explanations is that ..." ... "Whilst biased guessing may account for the misinformation effect that occurs in some instances (refs.), research suggests that it is not the only reason for the occurrence of the misinformation effect. ( Supporting evidence) ... This suggests that the misinformation effect may be due at least partially to memory impairment, rather than just biased guessing."

Summarise what has been learned from the review of the four current theoretical explanations

Identify which explanations are likely to be valid in explaining the results of experiments conducted for this thesis

Aim to resolve theoretical uncertainties

"Informational influence, biased guessing, and modification of memory may help to explain why memory conformity occurs when participants are tested individually, as they are in the studies presented in this thesis. ... The research presented in this thesis compares these alternative explanations to determine which best explains memory conformity in individual recall following co-witness discussion. ( Why this is important to do)"

Discuss methodological issues in achieving aim

"One way to determine whether memory conformity occurs because of biased guessing is to ..." "Experiments described in this thesis (Studies 5-7) include a warning for some participants about possible misinformation in an attempt to determine whether participants report misinformation because of informational influence or memory change."

Introduce another question of interest and review what has been found so far

" Whist it has been shown that in some circumstances many people tend to conform to the opinions of others, we also know that some people are able to resist conforming in some situations. For example, ... This section of the literature review examines factors influencing whether or not a person is likely to conform that are (1) in the situation, and (2) within the individual."

Clarify the relevance to the thesis

"Although the experiments described in this thesis do not attempt to manipulate and test the factors that influence conformity, they are used to help understand the results obtained and consider implications of the findings."

Chapter 5, Study 3: Co-Witness Contamination

This chapter has the following structure:

The introduction introduces the particular study to be reported on, and includes a three-and-a-half page literature review.

The literature review in this chapter:

links back to the relevant general findings of the earlier literature review chapters

briefly reviews the broad motivation for this study

identifies that two previously used methodologies in this field will be compared to resolve questions about the findings of previous studies which had only used a single methodology

uses previous literature to generate specific hypotheses to test

reviews additional literature to provide a justification for a second objective to be investigated in the study reported on in this chapter.

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This example shows how a literature review from a PhD thesis can be analysed for its structure, purpose and content. Three sections of the thesis are analysed to show the: relationship between the introduction and the literature review structure and purpose of dedicated literature review chapters inclusion of literature review in other chapters of the thesis.

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Speaking: Hedging p2-3
Clarification; Inferring attitude p3-4
Sorry an addition to the homework: Speaking: Getting an opportunity to speak SB p14
A. Pros and Cons of Group work.
Please read the ideas about group work and be ready to discuss which you agree with more as well as the Questions 1 & 2 about your experience of group work.

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Good advertisement from Thai insurance company

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Good advertisement from Thai insurance company

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Best Inspirational Advertisement Ever | Thai Life Insurance Ad (TVC) |  “Unsung Hero”

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Discussion Questions

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ICTE UQ Chorus. 648 likes · 36 talking about this. The ICTE-UQ Chorus is a choir of international students studying at the University of Queensland, St Lucia campus. We rehearse on Mondays in room...

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Here are some great workshops you can sign up for to stay connected

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Here are some great workshops you can sign up for to stay connected

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Activities

Join our activities to help you practise your English and make new friends! There are activities currently available online and on campus. The calendar is updated each session.

Register

To view the full list of activities and register:

Calendar

You can also view a PDF version of the Activities Calendar.

Explore Online

Find more things to do and explore UQ and Australia online.

UQ Life

Discover activities at UQ on campus and online at: life.uq.edu.au

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Join our activities to help you practise your English and make new friends! There are activities currently available online and on campus. The calendar is updated each session. To view the full list of activities and register: You can also view a PDF version of the Activities Calendar.

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Listening: the history of advertising (SB p.9)

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Listening: the history of advertising (SB p.9)

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The History of Advertising in 60 Seconds

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The Hidden Agenda of Advertising

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Adam Ruins Everything - The Hidden Agenda of Commercials | truTV

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Interesting TED talk connected to this week's topic

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Interesting TED talk connected to this week's topic

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What if there was no advertising? | George Nimeh | TEDxVienna

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When tech troubles arise in class, here is something you can access while things are getting sorted.

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When tech troubles arise in class, here is something you can access while things are getting sorted.

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And an Vocabulary EXTENSION ACTIVITY, if you wish.

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Academic Skills HOMEWORK for NEXT WEEK (6th April)

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Academic Skills HOMEWORK for NEXT WEEK (6th April)

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Monday:Homework Due 6th April, 5pm.  Edited Summaries from Writing – Paraphrasing p.9-13

Wednesday: Homework Due by 8th April, 8am.
* Writing – Paraphrasing p.9-13
* Listening – The Media #1(Traditional Mass Media) &
#2 p.4-5 (The future of the newspaper industry)

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Hardi's recommendation!

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India Awakes with Johan Norberg - Full Video

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New words in class

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Article Hai found pdf file

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p.2-3 Student AS Booklet

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Following points distinguish primary and secondary data:

Image credits © Gaurav Akrani.

1. Meaning, example, and definition,

2. Data's originality,

3. Need of adjustment,

4. Data sources,

5. Type of data,

6. Methods used to collect data,

7. Obtained data's reliability,

8. The time consumed,

9. Need of investigator,

10. Cost effectiveness,

11. When are the data collected?

12. Capability to solve a problem,

13. Suitability to meet the requirement,

14. Bias or personal prejudice,

15. Who collects the data? And

16. Precaution before using the data.

Now let's compare primary and secondary data on the above sixteen points.

1. Meaning, example, and definition

Primary data are fresh (new) information collected for the first time by a researcher himself for a particular purpose. It is a unique, first-hand and qualitative information not published before. It is collected systematically from its place or source of origin by the researcher himself or his appointed agents. It is obtained initially as a result of research efforts taken by a researcher (and his team) with some objective in mind. It helps to solve certain problems concerned with any domain of choice or sphere of interest. Once it is used up for any required purpose, its original character is lost, and it turns into secondary data.

One must note that, even if the data is originally collected by somebody else from its source for his study, but never used then the collected data is called primary data. However, once used it turns into secondary data.

Imagine, you are visiting an unexplored cave to investigate and later recording its minute details to publish, is an example of primary data collection.

Wessel's definition of primary data,

"Data originally collected in the process of investigation are known as primary data."

Secondary data, on the other hand, are information already collected by others or somebody else and later used by a researcher (or investigator) to answer their questions in hand. Hence, it is also called second-hand data. It is a ready-made, quantitative information obtained mostly from different published sources like companies' reports, statistics published by government, etc. Here the required information is extracted from already known works of others (e.g. Published by a subject scholar or an organization, government agency, etc.). It is readily available to a researcher at his desk or place of work.

Assume, you are preparing a brief report on your country's population for which you take reference of the census published by government, is an example of secondary data collection.

Sir Wessel, defined secondary data in simple words as,

"Data collected by other persons are called secondary data."

Another definition of secondary data in words of M. M. Blair,

"Secondary data are those which are already in existence and collected for some other purpose than the answering of the question in hand."

Primary data are collected by a researcher (or investigator) at the place or source of its origin. These are original or unique information.

A researcher (or investigator) does the collection of secondary data from already existing works of others. These are neither originals nor unique information.

The primary data collection is done to accomplish some fixed objective, and obtained with some focus in mind. Hence, it doesn't need any prior adjustment before getting used to satisfy the purpose of an inquiry.

Secondary data collected are truly the work of someone else done for some other purposes. It is not focused to meet the objective of the researcher. As a result, it needs to be properly adjusted and arranged before making its actual use. Only after proper adjustment, it can be accustomed to some extend for achieving the aim of a researcher.

Primary data are collected systematically through following activities:

1. By conducting surveys,

2. Taking in-depth interviews of respondents (These are individuals who give necessary information to the interviewer),

3. Through experimentation,

4. By direct observations,

5. Ethnographic research (It primarily involves the study of an ethnic group of people and their respective culture),

6. Focus groups,

7. Participatory research, etc.

The collection of secondary data is from internal and external published sources.

Internal sources of secondary data are:

1. Company's accounts,

2. Sales figures,

3. Reports and records,

4. Promotional campaigns' data,

5. Customers' feedback,

6. Cost information,

7. Marketing activities, so on.

External sources of secondary data include:

1. Data published by country's central, state and local governments,

2. Data even published by foreign governments,

3. Publications released by international organizations (like the IMF, WHO, ILO, UNO, WWF, etc.) and their subsidiary bodies,

4. Reports prepared by various commissions and other appointed committees,

5. Results of research work published by research institutions, universities, subject scholars, economists, etc.,

6. Books, newspapers, and magazines,

7. Reports and journals of trade unions, industries, and business associations,

8. Information released by a central bank, stock exchanges, etc.,

9. Public libraries,

10. Archives, Directories, Databases, and Indexes,

11. Old historical records,

12. Online websites, blogs, and forums.

Note: Sometimes, though rarely, even unpublished information still available in office records can also be used for secondary data.

Primary data provide qualitative data. It means it gives information on subjective quality-related features like look, feel, taste, lightness, heaviness, etc., of any object or phenomenon under research or inquiry.

On the contrary, secondary data, provide quantitative data. In other words, it gives information about an object or event in a numerical, statistical and tabulated form like in percentages, lists, tables, etc.

6. Methods used to collect data

Methods used to collect primary data are as follows:

1. Observation, experimentation and interview method,

2. The direct personal investigation,

3. The indirect oral-investigation,

4. Information collected through schedules and questionnaires (sets of questions) via enumerator's (a survey personnel involved in counting and listing) method and mailing method,

5. Information obtained from correspondents or local sources,

6. Some other minor methods:

1. The analysis of the content,

2. Consumer panels,

3. Use of mechanical devices,

4. Pantry audits,

5. Distributor or store audits,

6. Projective Techniques (PT),

7. Warranty cards, etc.

The main methods used to collect secondary data are:

1. Desk research methods,

2. Search on the Internet,

3. Going through media generated by consumers and their groups, so on.

7. Obtained data's reliability

Primary data are more reliable than secondary data. It is because primary data are collected by doing original research and not through secondary sources that may subject to some errors or discrepancies and may even contain out-dated information.

Secondary data are less reliable than primary data. It is so, since, based on research work done by others and not by the researcher himself. Here, verification of published information cannot be always confirmed accurately as all references used may not be available or mentioned in detail.

Reliability of primary data comes at the expense of time it consumes. It is because its collection goes through the following steps:

1. First, the researcher makes a sample (i.e. List of respondents to approach).

2. Then he prepares a questionnaire (i.e. Containing a set of questions to be asked to respondents).

3. Later, he appoints and trains a team of field interviewers who are supposed to interview the respondents.

4. Finally, the researcher has to analyze the collected data by interviewers and draw a conclusion from it.

Accomplishment of the above procedure is not a quick task, is a time-consuming one.

On the contrary, collection of secondary data consumes less time compared to primary data. It is because secondary data collection is mostly made without interviews as follows:

1. Here, a researcher relies heavily on ready-made data and collects it from internal and external published sources (see the point no.4).

2. He depends on already analyzed and concluded data by someone else to get an understanding of his subject topic or research interest.

3. He doesn't waste time appointing field interviewers and waiting for their data.

He saves his precious work hours, and, as a result, it takes him less time to collect secondary data.

Collection of primary data needs availability of trained researchers or investigators. Further, they also need to be adequately supervised and controlled.

If the availability of trained investigators and cost involved in hiring them is a problem, then in such a case, secondary methods of data collection are recommended. Its data collection doesn't need to hire them.

Primary data collection needs the appointment of a team that mainly comprises of researchers, field interviewers, data analysts, so on. Hiring of these experts and other additional costs, demands more funds to be allocated to complete research work on time. For this reason, it is a costly affair.

The secondary data collection doesn't require the appointment of such a team. Here, since no experts hired, cost is minimized. As a result, it is very economical.

11. When are the data collected?

Collection of primary data starts when secondary data seems insufficient to solve problems associated with the research. The researcher first uses secondary data, if he finds that collected information from secondary sources, is inadequate, only then decides to collect primary data.

The secondary data collection is the priority and economical choice for most researchers to solve an identified problem or answer objects of inquiry. Here, most information extraction is done and if some information is unavailable only then a decision to conduct primary research is taken.

12. Capability to solve a problem

Primary data are fresh (new), original (unique), more accurate (almost correct), verified (confirmed), satisfies a requirement (as needed), up-to-date and current (latest). It gives the required information. For this reason, it is more capable of solving a problem.

Secondary data, on the other hand, may be less accurate or riddled with errors or discrepancies, not directly related (inconsistent) and even outdated (not latest). It gives only supporting and not the required information. As a result, it is less capable of solving a problem.

13. Suitability to meet the requirement

Primary data are suitable to meet the objects of inquiry because these are collected using systematic methods.

Collection of secondary data may or may not fulfill the actual requirement of a researcher.

14. Bias or personal prejudice

There is a possibility of personal prejudice or bias creeping in while collecting primary data because of the direct involvement of an investigator.

The possibility of prejudice is absent in secondary data because the information is not collected at first hand and, for this reason, is not subjected to any bias.

15. Who collects the data?

A researcher (an investigator) or his appointed agents collect the primary data.

Anyone, other than those who gather primary data collects secondary data.

16. Precaution before using the data

The primary data collection is done systematically by a researcher himself or his agents as instructed with great care, requirement, planning, organization and followed by verification of the obtained information. It is less likely that such a well-processed data is subject to errors.

For this reason, no extra precautions are necessary while using primary data.

On the other hand, secondary data, since collected by others for different purposes may be inconsistent (not as required), outdated, unverified, subjected to any errors or mistakes, etc. As a result, immense care must be taken while one is considering using it. If used without precaution, it may have an adverse impact on the quality of one's research and affect its credibility to a great extent.

We can conclude that any data remain data, whether termed as a primary or secondary. What classifies it from one another is the degree of detachment from its source and how it is being collected (whether as first-hand or second-hand) and used.

Any data become primary if it is first gathered by collecting agency, and the same data becomes secondary if it is used later by the rest of the world.

For example, data collected by an election commission are primary for it, and the same set of data is secondary for all except it.

Thus, Secrist lucidly describes this as follows,

"The distinction between primary and secondary data is one of the degrees. Data primary in the hands of one party may be secondary in the hands of others."

References used and suggested reading for deeper understanding:

1. Research Methodology: Methods and Techniques; by C. R. Kothari.

2. Research Methodology: Data Presentation; by Dr. Y. K. Singh.

3. Research Methodology: by Dr. C. Rajendar Kumar.

4. Research Methodology and Statistical Analysis (for M. Com); by S.C. Aggarwal and S.K. Khurana.

5. Statistics for Economics and Indian economic development; For Class 11; by T. R. Jain and V. K. Ohri.

6. Statistics for Economics; Class 11; by Dr. D. P. Jain.

7. International Business; 4th Edition; by Les Dlabay, James Scott.

8. Marketing Research: An Applied Orientation; 5th Edition; By Naresh K. Malhotra and Satya Bhushan Dash.

9. Marketing Research: Methodological Foundations; 10th Edition; by Gilbert A. Churchill, Jr and Dawn Iacobucci.

10. Office Organization and Management; 2nd Edition; by S. P. Arora.

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difference between primary and secondary data in 16 points

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Difference Between Primary and Secondary Data in 16 points

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Following points distinguish primary and secondary data: Image credits © Gaurav Akrani. Meaning, example, and definition, Data's originality, Need of adjustment, Data sources, Type of data, Methods used to collect data, Obtained data's reliability, The time consumed, Need of investigator, Cost effectiveness, When are the data collected?

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Student Booklet p. 7 Table of Contents - full article below.

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You will need to sign into your UQ email address in order to access this link.

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Full Documentary of Listening Task in Week 2 - Academic Skills

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Full Documentary of Listening Task in Week 2 - Academic Skills

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Globalisation is Good - Johan Norberg on Globalisation(full video)

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Based on our discussion of whether cultural characteristics are affected by the climate they inhabit.

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Climatic warmth and national wealth: some culture‐level determinants of national character stereotypes

Robert R. McCrae , Antonio Terracciano , Anu Realo, Jüri Allik

Abstract
National character stereotypes are widely shared, but do not reflect assessed levels of personality traits. In this article we present data illustrating the divergence of stereotypes and assessed personality traits in North and South Italy, test hypotheses about the associations of temperature and national wealth with national character stereotypes in 49 cultures, and explore possible links to national values and beliefs. Results suggest that warmth and wealth are common determinants of national stereotypes, but that there are also idiosyncratic influences on the perceptions of individual nations. Published in 2007 by John Wiley & Sons, Ltd.

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This article is a U.S. government work and is in the public domain in the U.S.A.

A part of this work was presented at the 113th Annual Convention of the American Psychological Association, August 2005, Washington, DC, and at the 115th Annual Convention of the American Psychological Association, August 2007, San Francisco.

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Climatic warmth and national wealth: some culture‐level determinants of national character stereotypes

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This article is a U.S. government work and is in the public domain in the U.S.A. A part of this work was presented at the 113th Annual Convention of the American Psychological Association, August 2005, Washington, DC, and at the 115th Annual Convention of the American Psychological Association, August 2007, San Francisco.

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This is one of several segments asking Trump supporters their opinions about different topics. This one is their views on "Trump's impeachment".

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This is one of several segments asking Trump supporters their opinions about different topics. This one is their views on "Trump's impeachment".

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It might be difficult to understand at times, but try to uncover the problems with their arguments when you can. Post any questions of comments you have in the "comments" below.

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Jordan Klepper - Are Trump Supporters Happy About Impeachment? | The Daily Show With Trevor Noah

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This is talking about motivation rather than happiness but raises some interesting points.

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This is talking about motivation rather than happiness but raises some interesting points.

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RSA ANIMATE: Drive: The surprising truth about what motivates us

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The article Stacey mentioned in class today... about money and happiness

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The article Stacey mentioned in class today... about money and happiness

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Full reading time: 15 minutes.
Introduction

It's a cliché that "you can't buy happiness", but at the same time, financial security is among most people's top career priorities. Moreover, when people are asked what would most improve the quality of their lives, the most common answer is more money. What's going on here? Who is right?

A lot of the research on this question is of remarkably low quality. But there have been some recent major studies in economics that allow us to make progress. In particular, we now finally have survey data from hundreds of thousands of people all around the world. We've sifted through the best studies available to figure out what's really going on. The truth seems to lie in the middle: money does make you happy, but only a little. And this has many important implications about trade-offs you face in your life and career.

Summary of main points

Recent surveys of hundreds of thousands of people, in over 150 countries, show that richer people report being more satisfied with their lives overall, but that the richer you become, the more money you need to increase your satisfaction further. This is because people spend money on the most important things first. Someone earning $100,000 per year is only a little more satisfied than someone earning $50,000. The best available study found that each doubling of your income correlated with a life satisfaction 0.5 points higher on a scale of 1 to 10.

If you look at how 'happy' people say they are right now, the relationship is weaker. One large study found people in countries with average incomes of $32,000 were only 10% happier with their lives than those in countries with average incomes of just $2,000; another within the US could find no effect above a $40,000 income for a single person.

Moreover, some and maybe even most of this relationship is not causal. For example, healthier people will be both happier and capable of earning more. This means the effect of gaining extra money on your happiness is weaker than the above correlations suggest. Unfortunately, how much of the above relationships are caused by money making people happier is still not known with confidence.

Once you get to an individual income of around $40,000, other factors, such as health, relationships and a sense of purpose, seem far more important than income. So our recommendation is not to focus on earning more than this (insofar as you want to become happy, anyway).

However, you may gain from earning more than that if: you have dependents, you care about money more than other people, or you live in an area with an unusually high cost of living.

Giving money to someone living on $1,000 per year in the developing world will do far more to improve their lives than giving the same amount to someone earning $25,000. The correlations above suggest that it will be about 25 times more valuable. If you want to help people, this is a major reason to focus on international poverty rather than helping the relatively poor in richer countries.

Giving some money to charity is unlikely to make you less happy, and may well make you happier.

Are richer people more satisfied with their lives?

Thinking about it for a moment, you'd expect that the richer you are, the more extra money you need to further increase your happiness.

If you're earning $10,000 a year, and you get an extra $1,000, you're probably going to use it on something pretty important, like making rent, which will make a big difference to your happiness. But if you're earning $100,000 per year, you'll hardly notice an extra $1,000. Maybe you'll just use it to eat out a bit more. In other words, you'd expect the relationship to be diminishing. If you draw out a graph of income against happiness, it'll look a bit like the graph below. This is what every economist, philosopher and psychologist who works on this topic expects to see.

At some point you end up spending money on stuff that doesn't make much difference. For example:

(That's literally a roll of toilet paper made of gold that some people bought.)

The interesting question is how fast that happens. It may be that at middle-class incomes extra money still makes you significantly happier. Or perhaps after that point extra income has no discernible impact at all.

One way to figure this out is to ask lots of people all around the world how much they earn and how satisfied they are with their lives. A typical question of this kind from the 'World Values Survey' is:

"All things considered, how satisfied are you with your life as a whole these days?: 1 (dissatisfied) - 10 (very satisfied)."

In the 70s and 80s, it was widely thought by psychologists that after a certain point, there was no relationship between income and life satisfaction, at least in wealthier countries.

Today, larger and more rigorous studies haven't borne out that result. As you get richer, you need a lot more money to make you more satisfied, but there's no maximum level of income beyond which more seems to contribute nothing.

The best study we could find is this one by famous economists Betsy Stevenson and Justin Wolfers. It draws on polling data from hundreds of thousands of people in 166 countries and found that people in richer countries reported being more satisfied with their lives than those in poorer countries, and that within a country, richer people also reported being more satisfied than those with lower incomes.

As you can see, this survey found a clear straight-line relationship between income and happiness both within and between countries. The lines are straight rather than curved because each increment on the bottom of the axis indicates a doubling of income.

Roughly, what this means is that if you double your income, you gain about half a point on a scale of 1 to 10 of life satisfaction. More precisely, this is a called a logarithmic relationship.

Note that this is just an association at this point - we discuss whether higher income is actually causing people to become more satisfied below.

According to this survey data, a typical person with a household income of $2,000 rates their life satisfaction at around 4.2 out of 10. A typical person with a household income of $64,000 rates their life satisfaction at 7.2 out of 10.

In the past, with only inconsistent polls available in a small number of countries, this relationship was much less clear, causing researchers to think there was no relationship between satisfaction and income. For more on the controversy about this today you can skip to Appendix I.

OK, but are richer people happier?

There's more evidence for a maximum useful level of income if instead of asking people how their life is going overall, we ask them how they feel right now or felt yesterday.

For instance, this study by Nobel prize winners Daniel Kahneman and Angus Deaton, relied on a phone poll that asked hundreds of thousands of Americans how they felt in the following ways:

Positive affect - "were you happy yesterday?"

Low stress - "did you feel stressed yesterday?"

Not blue - "did you feel sad yesterday?"

Ladder - "how satisfied are you with your life overall?"

Here's the result:

Again, the scale at the bottom doubles with each increment.

You can see that the "ladder" of life satisfaction is roughly straight all the way up, just as we found before.

However, the other three lines start to flatten around $50,000, and are completely flat by $75,000. This means that extra income had no relationship with how happy, sad and stressed people felt after this point.

Moreover, note that this is $50-75,000 of household income. That's equivalent to an individual income of more like $26-40,000 if you're single and not supporting kids.

Not all studies find that money stops having any impact. For example, another enormous data analysis by Daniel Sacks, Justin Wolfers and Betsy Stevenson found that happiness continued to improve in countries with higher incomes - or at least there was no clear levelling off (see figure below).

People in richer countries were more likely to recall feeling 'enjoyment' or love yesterday, and less likely to experience 'depression', or 'physical pain' despite being older (see the figure below).

People in richer countries were also a bit more likely to report being consistently treated with respect, having good tasting food, smiling or laughing a lot, and being free to choose how they spend their time (see the figure below).

But simply scanning the data you can see that these associations, while real, are quite weak considering the enormous range of income across the sample. Raising income 16-fold, from $2,000 to $32,000, moved reported happiness from 3.0/4 to 3.3/4. A 64-fold increase in income, from $500 to $32,000, increased the probability of recalling feeling enjoyment or eating tasty food yesterday from around 60% to 80%. A 64-fold increase in income only raised the likelihood of feeling 'love' yesterday from 63% to 73%. Much of our everyday human experiences are just not affected much by money. In other words:

In other studies we looked at, overall life evaluation always showed the strongest relationship with income. If you ask people how happy they feel today, or felt yesterday the relationship becomes more tenuous.

What can make sense of these results?

We guess the key factor is the one we noted at the beginning - you take the best opportunities to invest in your happiness first, so as you get more money, it becomes harder and harder to buy more happiness. Eventually the effect of additional income of happiness becomes negligible relative to other factors.

There could be other reasons for a weak relationship. For instance, one way to earn more money is to work longer hours in a job few other people want to do. Maybe the unhappiness caused by these extra hours at work offsets whatever you gain from the extra income. It's a case of mo' money, mo' problems.

There's some evidence for this idea. This meta-analysis of over 100 studies found only a very weak relationship between pay and job satisfaction. Some kinds of jobs are low-paying precisely because they are satisfying. For example, if teaching weren't fulfilling, salaries would have to be higher to convince enough people to become teachers.

Another factor is that we readily adapt to having more money. If you only have champagne once a year, it's a special occasion. But to quote more Biggie, if "we sip champagne when we thirst-ay", it's no big deal. This is called the " hedonic treadmill". This is particularly true when we spend money on material goods, like fancy clothes, which we quickly get used to. Moreover, we persistently underestimate how much we can adapt, so expect money to matter more than it does.

However, there are some things we can't adapt to, which explains why there remains some relationship between income and happiness even among the rich. One example is that long commutes make people unhappy - and they never get used to them (see the figure below). More money can also help you have more interesting, varied experiences and relationships, which are important too.

How come life satisfaction seems to increase more steeply with income than day-to-day happiness? Here's a likely explanation. If someone asks you whether you are in physical pain, it's easy to check and give a meaningful answer. But if someone asks you on the phone how satisfied you are with your life, all things considered, on a scale of one to ten... it can be hard to say. As you don't really know how satisfied you are on average, and you have to answer quickly, people are inclined to substitute in its place a related question that is easier to answer. A natural option is 'how much money am I making relative to others?', or 'how well is my career going?'. This widely observed phenomenon is called attribute substitution by psychologists.

In this respect experience sampling is superior because it avoids a range of possible biases in people's perception and recollection of their life. Nonetheless, life satisfaction passes several tests for being a good psychological measure (for example, it is stable over time and predicts future behaviour) so shouldn't be disregarded.

So would making more money make you happier?

So far we've just looked at the correlation between income and happiness, but correlation doesn't imply causation. As Stevenson and Wolfers remark:

We should note that we have focused on establishing the magnitude of the relationship between subjective well-being and income, rather than disentangling causality from correlation. The causal impact of income on individual or national subjective well-being, and the mechanisms by which income raises subjective well-being, remain open and important questions.

It could be that there's some other factor that causes both happiness and income. If this is true, boosting your income won't boost your happiness. For instance, maybe healthier people are both happier and able to earn more because they have more energy. Or maybe happiness increases your income because happier people make better colleagues.

If these other connections exist, and they probably do, making an effort to earn more money won't increase your happiness as much as you'd hope from the above correlations alone.

So, if the question is "if I earn more money, will I be happier?", then the relationship is likely weaker than what we've seen above.

And the relationship above was already pretty weak: If you already earn over $40,000, then you need to gain an extra $40,000 per year just to gain 0.5 on a 10 point scale of life satisfaction. You can expect little if any noticeable effect on day-to-day happiness, stress or sadness. That's a lot of income for a limited gain.

What about the possibility that people who earn more are happier because of their money, but this is counteracted by them having to work longer hours in less pleasant jobs? If that's what's going on, winning the lottery would make you happier, but choosing a higher paying job wouldn't.

So, what about lottery winners? When people write about income and happiness they always mention this study that supposedly shows lottery winners were no happier a year or two after winning. This would be good evidence that there's almost no relationship between income and happiness, even if you could get the money without having to do any extra work.

However, we went and read the original study, and found that actually the lottery winners were happier - they reported their happiness as 4 (out of 6) compared to 3.82 for the control group.

But the real problem is that the study had a tiny sample: there were only 22 winners. This was so small - and the control group so inappropriately selected - that the authors themselves didn't believe they had yet discovered much. Unfortunately, the story was too good for people to bother fact checking.

(This is also the paper you might have heard cited saying paraplegics are no less happy than anyone else - this is nonsense for the same reason. In fact paraplegics rated their general happiness as 2.96, much lower than others.)

Newer studies with larger samples have generally found that lottery winners seem a little better off - at least after their family and friends stop asking them for money. Unfortunately, it's hard to say much because i) the samples are usually small, ii) the winnings are often also small, and iii) the outcome measures all differ from one another, and from the papers above.

So in the end, what evidence we can get about lottery winners supports what we already thought: more income makes you happier, but only a little.

How do these figures apply to me?

The figures above are based on surveying a cross-section of people in a country. To customize the $40,000 threshold for yourself, you might want to make the following adjustments:

The $40,000 figure was from 2009. Due to inflation, it's more like $45,000 in 2016.

Add $20,000 per dependent who does not work that you fully support.

Add 50% if you live in an expensive city (e.g. NY, SF), or subtract 30% if you live somewhere cheap (e.g. rural Tennessee). You can find cost of living calculations online, like this one.

Add more if you're especially motivated by money (or subtract some if you have frugal tastes).

Add 5-10% in order to be able to save enough for retirement (or however much you personally need to save in order to be able to maintain the standard of living described above). It's true the people in the surveys above were saving for retirement, but we suspect not enough.

The average college graduate in the United States earns $77,000 per year over his or her life, while the average Ivy League graduate earns over $110,000. The upshot is that if you're a college graduate in the U.S. (or a similar country), then you'll likely end up well into the range where more income has almost no effect on your happiness.

Are there exceptions to this general rule?

The story might be different if you care about money more than most people. If that's true there could be opportunities to gain money that wouldn't be worth it for most people, but are for you.

There's empirical support for this. A small percentage of people say making money is a top priority for them at the start of their careers, and these people do turn out to be significantly more satisfied if they go on to make a lot of it. Maybe this is because they enjoy spending money more than others, or maybe it's just that checking their income is how they track their success. Unfortunately, people whose main goals require earning money are also less satisfied with their lives on average.

If you want to support more financial dependents, you will need to earn more before the income-happiness relationship weakens in the way described above. Likewise, if you live somewhere with an unusually high cost of living, you can scale up the figures at which money stops helping. Finally, if your friends are becoming wealthy and you want to continue to socialise with them in expensive places, money may also be more valuable for you, though we don't know of any specific studies on this.

Conversely, if none of those apply, extra income may do even less for your happiness than these aggregate surveys suggest.

How much does income matter relative to other factors?

If you're educated and in a rich country then there are other factors that will affect your happiness and satisfaction much more than extra income.

Ball & Chernova calculate that for the median single individual, the happiness boost produced by marriage is matched only by a 767% increase in absolute income, or by an increase in relative income from the 50th to the 88th percentile.

They also found the boost associated with moving from a health rating of 3 to 4 (when health is scored from 1 to 5) is matched only by a 6,531% increase in absolute income, or by a move from the 50th to the 100th percentile in relative income.

Being widowed (as a woman) or losing your job (as a man) appears to reduce life satisfaction by about 0.5 points, on a scale of 1-7. Using our estimates above, this would be the same as having your income fall or rise by two thirds.

Having a close friend become happy also seems to increase your chance of being happy a great deal (at least 10%).

What does this mean for your career choice?

We think the message is clear: if you want a satisfying career, once you're earning above about $40,000, don't focus on earning more money. Instead, focus on the factors we recommend in our article on how to find fulfilling work.

This is widely accepted by experts in the field. For instance: Timothy Judge, professor of management at the University of Notre Dame, suggests that if you ultimately care about having a job that's satisfying:

You would be better off weighing other job attributes higher than pay.

(Though note the possible exceptional conditions above.)

What does this mean for having a positive impact on the world?

Money can go much further in the poorest countries. It's clear that higher incomes benefit people in serious poverty. If the relationship between income and satisfaction is logarithmic, or even more sharply declining, you need 50-100 times as much money to increase the satisfaction and happiness of an educated American as that of someone in the poorest billion people.

This is one of the main reasons we think that if you want to help people alive today, it's important to focus on the effects your actions have on those in the developing world. That's true whether we're talking about giving to charity, enacting policy reform, or setting up a social enterprise. Their welfare is simply much more responsive to changes in income.

You may have greater knowledge of your local community, but that's probably not enough to make up for the fact that your resources could go one hundred times as far if you focus on the very poorest people. And fortunately there is high quality research you can rely on to know what really works in the developing world. One of the top opportunities is just directly giving money to the very poor.

If you gave money to charity, would it make you more satisfied or less?

The results above suggest that if you're a professional in a rich country, having a lower income won't make you much less happy. As a result the personal costs of donating to charity are also likely small.

Moreover, donating money is not at all the same as not earning it in the first place. Someone with an income that's low relative to what they aspire to may feel unsuccessful, and therefore unsatisfied with their life. But if you earn a good salary and donate a big chunk, you probably won't feel that way. On the contrary - you'll see yourself as successfully striving to make your mark on the world.

There's considerable evidence that acts of altruism make us happier, more satisfied and even healthier. This includes acts of charity, as well as other ways of helping people such as buying gifts for friends and family.

This means that donating money could easily make you happier than spending it on yourself.

For instance:

Imagine the following scenario. You are a participant in a psychological experiment: you are given an envelope containing a small sum of money, which you are asked to spend within 24 hours. The experimenter can assign you to one of conditions: she can require that you spend the money on yourself (paying a bill or buying yourself a treat) or she can require that you spend the money on others (buying a present for someone or donating the money to charity).

...the experimenters found that subjects in the prosocial spending condition reported greater happiness after spending their windfall than did those in the personal spending condition. This was not an isolated result. Dunn et al. also conducted a longitudinal study of 16 employees at a Boston based company who received a profit-sharing bonus, finding that those who devoted more of their bonus to prosocial spending experienced greater happiness as a result of spending their windfall; a cross-sectional study of a representative sample of Americans also found greater prosocial spending correlated with significantly greater happiness, while personal spending turned out to be unrelated to happiness.

Aknin et al. examined survey-data from 136 countries gathered by the Gallup Organization, to see whether ratings of subjective wellbeing were positively correlated with donating to charity. Controlling for household income, it was found, in 122 of the 136 countries, that there is a positive correlation between subjective wellbeing and answering Yes to the question 'Have you donated money to charity in the last month?' On average, it was found, "donating to charity has a similar relationship to subjective wellbeing as a doubling of household income."

We worry that last effect is confounded by religion: membership of a church both predicts charitable giving and higher welfare. But the evidence is good that giving away money will lower your subjective well-being significantly less than not having it in the first place.

The bottom line

You have probably heard both from people who say earning a good income is both incredibly important, and not important at all. As is often the case when you look carefully at the evidence, the truth seems to be somewhere in between.

Unfortunately, existing research is not good enough to say for sure what impact a randomly assigned increase in income has on someone's welfare. Hopefully more thorough research on lottery winners will answer this question in the future. But until then we at least have a lot of data on how people who earn both a lot and a little report feeling about their lives.

If you're poor, having even small amounts of extra money is associated with significant gains in welfare. People in very poor countries report low levels of satisfaction with their lives, though their day-to-day happiness is surprisingly resilient.

But most of our readers are university graduates in rich countries, the group that is least likely to benefit from higher income. For them, making a meaningful contribution to their society and having good relationships with friends and family are likely to do them more good than a higher paying job. Inasmuch as earning more means sacrificing these things it's a very questionable trade.
If you'd like to learn more about how to have a career that makes you both happy and fulfilled sign up to our newsletter and we'll update you on our latest research each month.
You can also continue reading our guide to finding a career that makes you truly happy.

Appendix I - But I've always been told we just look at relative rather than absolute income?

This remains the source of some controversy, but we think the answer is that we care about both absolute and relative income.

You may have heard of the 'Easterlin Paradox': why don't people get much happier when their country becomes richer? The popular explanation in the 70s and 80s was this: people are briefly happy when their income rises, and happier when they are richer than others around them, but don't value it in the long term when their country as a whole becomes richer.

The findings in the post above cast serious doubt on whether there is any paradox to explain. People in richer countries are somewhat more satisfied.

But Easterlin, who is now 90 and has spent much of his life studying this apparent paradox, was not convinced by this data. He published two papers in response, attempting to show that how quickly a country gets richer doesn't correlate with how quickly it gets satisfied. Easterlin believed the error being made by others was:

In the present analysis we demonstrate that these conflicting results arise chiefly from confusing a short-term positive happiness - income association, due to fluctuations in macroeconomic conditions, with the long-term relationship. We suggest, speculatively, that this disparity between the short and long-term association is due to the social psychological phenomenon of "loss aversion".

In response, Wolfers and Stevenson updated their paper to look at how economic growth relates to satisfaction growth over the longest timescales they could analyse. Examining the figures in their paper, the two do seem to move together, though there's a lot of other variation. This is to be expected. When you try to relate growth rates in two things, there is a lot of room for measurement error: in baseline income, final income, baseline satisfaction, and final satisfaction. You measure all of these imperfectly, creating a lot of noise that obscures any shared movement they have. Furthermore, no one claims economic growth is the only, or even most important thing, determining shifts in happiness.

Wolfers and Stevenson explain the disagreement this way:

...you should never confuse absence of evidence with evidence of absence. Easterlin's mistake is to conclude that when a correlation is statistically insignificant, it must be zero. But if you put together a dataset with only a few countries in it - or in Easterlin's analysis, take a dataset with lots of countries, but throw away a bunch of it, and discard inconvenient observations - then you'll typically find statistically insignificant results. This is even more problematic when you employ statistical techniques that don't extract all of the information from your data. Think about it this way: if you flip a coin three times, and it comes up heads all three times, you still don't have much reason to think that the coin is biased. But it would be silly to say, "there's no compelling evidence that the coin is biased, so it must be fair." Yet that's Easterlin's logic.

Nobel Prize winner Angus Deaton, by contrast, finds some evidence that relative income matters for 'happiness', but doesn't for satisfaction. He comments:

The most famous [unresolved puzzle] is the Easterlin paradox that in spite of the positive effect of income on life evaluation and on happiness, there appears to have been little effect of economic growth. That there is a paradox at all has been robustly challenged by Daniel Sacks, Betsey Stevenson, and Justin Wolfers (2012), and Easterlin's counter-evidence rests heavily on long-run Chinese data of dubious comparability. This literature typically does not make the distinction between evaluative and hedonic measures that is so important here.

As an aside, one paper attempts to explain the failure of Chinese happiness to rise with reference to much higher air pollution.

This question isn't fully resolved, but we're more convinced by Wolfers and Stevenson's latest (draft) paper on the topic, which shows a combination of positive and neutral relationships and offers several explanations for why others have not found the same results. The arguments come down to methodological details that are tricky to explain, so if you'd like to explore them I recommend reading the discussion section of the paper.

There's also a common sense argument that we find compelling: if richer countries are more satisfied than poorer ones, which seems to be the case, it would be remarkable if countries didn't get eventually more satisfied after they got richer, whatever the cause of the relationship between them. I suspect past studies were just not good enough to pick up the effect.

Unfortunately almost all of this appendix concerns income and satisfaction. Given that the income and happiness relationship is weaker to start with, it wouldn't surprise me if the unpleasant aspects of economic growth, such as pollution, made economic development a pretty ineffective way to increase day-to-day happiness - at least until countries had been wealthy long enough to fix up those problems and invest their higher income in other changes that make them happy. Unfortunately, the data on this question is more limited and hasn't been the focus of so much research.

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Everything you need to know about whether money makes you happy - 80,000 Hours

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Full reading time: 15 minutes. It's a cliché that "you can't buy happiness", but at the same time, financial security is among most people's top career priorities. Moreover, when people are asked what would most improve the quality of their lives, the most common answer is more money. What's going on here?

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11.30am, Wednesday, 25th Mar, 2020.
https://uqz.zoom.us/j/711964803

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Learning Outcome: Reading - Synthesizing information from different sources.          [Module A-Week 1- AS booklet p.8-9 Reading 1: Can Money Buy Happiness?]

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Learning Outcome: Reading - Synthesizing information from different sources.          [Module A-Week 1- AS booklet p.8-9 Reading 1: Can Money Buy Happiness?]

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https://docs.google.com/document/d/1Wh9grSaD5_ksL_M12_BhYX2rLUZ7wcLIEICtt0t43GU/edit?usp=sharing

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EAP-AS-Wk1-Reading 1 - Can Money Buy Happiness

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Learning Outcome: Speaking - Participating in a Discussion [Discussion Questions - Happiness] 

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Learning Outcome: Speaking - Participating in a Discussion [Discussion Questions - Happiness] 

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https://classroom.google.com/u/1/w/NTU4MDkwNDYyMTJa/tc/NTU4MTU3NTY5NzNa

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Learning Outcome: Reading - Understanding Context of a Text [See: Module A-Week 1- AS booklet p.4-8 Reading: Wealth and happiness]

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Learning Outcome: Reading - Understanding Context of a Text [See: Module A-Week 1- AS booklet p.4-8 Reading: Wealth and happiness]

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This Powerpoint (can be converted into a PDF if you wish) guides you through the next 50 mins in 10 minute chunks.
1 slide for each 10 mins.
https://docs.google.com/presentation/d/1tD6I5Cy3dk2QIWagDDvIdp0hyO8_Uojdbl3-dWBZM-U/edit?usp=sharing

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Discussion (Warm Up) - p.4 Reading - just

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Discussion (Warm Up) - p.4 Reading - just

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https://docs.google.com/document/d/1qTytqbXNyD8j5fk4ezGH5fXrh0nbXCPWLi7sHYyASwo/edit?usp=sharing

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Academic Skills (AS) - Thursday, 26th March, 2020
Meeting ID: 442-818-319
Link: https://uqz.zoom.us/j/442818319

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Academic Skills - Wed, 25th March: Lesson Plan

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Academic Skills - Wed, 25th March: Lesson Plan

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Click this link to do the quiz.
https://forms.gle/kQkKH6XMndXWenb88

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https://quizlet.com/_87sou3?x=1jqt
Click on this link to practice essential vocabulary in how to use Zoom software for online classes.

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Study with Quizlet and memorise flashcards containing terms like join a meeting, share, chat and others.

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Click here to join our Welcome Introduction page. (Students will upload their photos whenever they like, possibly before class, and we will discuss in breakout groups during class. Click this link and remake to use for yourself)
https://padletuq.padlet.org/s_mulcahy2/ba6v1svya8t9

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This document helps you with zoom set up.
https://drive.google.com/file/d/1e_PldzAqPYUgGzmEq23I8b0xSZtHzGNP/view?usp=sharing

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Please complete your profile before Thursday.
https://forms.gle/qgWhP1Dn3xTpG6VQ7

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This questionnaire is to help your teachers understand more about you. Please answer the questions below.

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https://padletuq.padlet.org/s_mulcahy2/kmmxg1wwhmhz
Students will do this in breakout rooms with one scribe and one goal per group.