Collect data with a view to estimating population parameters using estimation techniques Essays

Collect data with a view to estimating population parameters using estimation techniques Essays Collect data with a view to estimating population parameters using estimation techniques Essay Collect data with a view to estimating population parameters using estimation techniques Essay Task: You are required to collect data with a view to estimating population parameters using estimation techniques. This should involve taking a random sample as well as calculating and comparing confidence intervals. I have decided to estimate the population parameters for sentence length in 2 different genres of books. I have chosen a horror book and a drama book to see how sentence length varies between them. In theory I would expect the horror book to have much shorter sentences to add suspense whilst I would expect the drama to have longer more descriptive sentences. Method: As it would be too time consuming to record the sentence length for the whole population (the whole book). I am going to use sampling. To try and avoid any bias I will use the random number function on a calculator to find a page in the book and then I will record the length of the first full sentence. I will take a 100 samples for each book as this is enough that I will be able to gain accurate estimates for the population parameters but not use too much time. If by chance 2 the random number function produces a number that has already been used I will simply take the length of the second sentence on that page. The Central Limit Theorem Because I dont know anything about how the population is distributed I have to use the Central Limit Theorem. Even if you dont know how the parent population is distributed the central limit theorem allows you to make predictions as to the distribution of the sample means. Also with a large enough sample the sample mean will be close to the population mean. The central limit theorem says that: * If you take enough samples then the means will be normally distributed. * The mean of the sample means is approximately equal to the population mean. * The variance of the sample mean is roughly the same as the population variance divided by the sample size * The large the sample size the closer the sample mean and variation are to the population mean and variation. X ~ (unknown) (à ¯Ã‚ ¿Ã‚ ½) then X ~ N(à ¯Ã‚ ¿Ã‚ ½/n) Once I have collected the data I will calculate the mean, standard deviation and variance of the sample. When I have figures for these I can estimate the variance and standard deviation of the population. Next I will calculate the standard error which will allow me to calculate confidence intervals for the population. When calculating confidence intervals I will use the tables for the normal function. Data Collection Data For Horror Book Page Sentence Length 217 12 161 11 178 1 200 24 14 13 138 27 38 11 80 3 155 10 43 8 65 20 171 7 96 31 135 8 96 6 128 17 163 12 199 20 41 17 59 18 93 9 173 6 90 12 56 9 100 17 123 40 218 2 110 11 59 21 193 13 20 8 229 41 203 8 126 1 197 10 53 8 83 9 190 10 182 25 203 28 226 5 110 13 196 14 87 7 63 24 42 31 43 1 131 13 185 2 200 25 29 23 194 21 44 4 125 1 51 3 32 25 47 6 194 10 21 16 124 25 221 7 127 5 77 16 56 35 222 4 34 28 141 8 231 8 15 12 30 20 157 12 97 20 131 34 108 21 173 6 75 8 192 4 139 6 100 8 223 31 99 12 118 8 201 24 138 7 230 10 95 21 193 15 147 10 196 12 190 11 170 3 120 27 162 39 123 16 129 9 73 7 208 18 98 5 51 145 11 Data For Drama Book Page Sentence Length 51 19 148 20 234 29 114 18 195 6 313 4 239 19 115 11 10 2 203 9 191 8 118 21 109 10 317 4 217 9 298 9 241 9 10 6 232 10 57 11 114 32 80 11 196 14 49 11 67 9 282 15 280 31 226 18 71 24 315 16 308 5 203 9 226 14 147 38 224 10 236 19 185 18 257 5 317 11 1 29 169 15 66 9 267 17 106 20 232 28 160 37 300 25 322 8 49 21 26 29 276 41 214 15 233 7 131 9 76 8 71 8 317 9 177 5 155 13 266 6 95 5 308 3 93 6 55 8 96 4 311 6 65 9 128 21 288 18 203 4 210 19 166 20 175 14 280 13 249 8 245 19 182 4 312 19 52 23 73 13 221 6 204 12 73 13 189 9 129 25 50 25 230 6 273 22 218 12 31 39 149 28 96 7 48 14 80 18 13 11 167 4 34 23 43 10 94 7 49 16 The first thing for me to do is to find the Mean, Standard Deviation and Variance of the sample I have taken. As it would be extremely time consuming trying to find the exact mean and variance for 100 results I have set up frequency tables which will allow me to work out the mean and variance more quickly. I have chosen quite small class intervals so that the calculations will be as accurate as possible. Drama Book Number of Words Frequency 1- 5 6- 10 11- 15 16- 20 21- 25 26- 30 31- 35 36- 40 41- 45 Number of Words Frequency Mid interval Value F x Miv F x Miv 1- 5 12 3 36 108 6- 10 31 8 248 1984 11- 15 19 13 247 3211 16- 20 17 18 306 5508 21- 25 10 23 230 5290 26- 30 5 28 140 3920 31- 35 2 33 66 2178 36- 40 3 38 114 4332 41- 45 1 43 43 1849 = 100 = 1430 = 28380 Horror Book Number of Words Frequency 1- 5 6- 10 11- 15 16- 20 21- 25 26- 30 31- 35 36- 40 41- 45 Number of Words Frequency Mid interval Value F x Miv F x Miv 1- 5 15 3 45 135 6- 10 31 8 248 1984 11- 15 18 13 234 3042 16- 20 12 18 216 3888 21- 25 12 23 276 6348 26- 30 4 28 112 3136 31- 35 5 33 165 5445 36- 40 2 38 76 2888 41- 45 1 43 43 1849 = 100 = 1415 = 28715 From my frequency tables I have been able to use a number of graphical methods to show the data. I have work out the median of the horror book to be 11 and the drama book to be 12. I have also found the lower quartiles to be at 7 for the horror book and 8 for the drama book whilst the upper quartiles are 19 for the drama book and 20 for the horror book. This tells me that the data for the horror book appears to be more spread out so I would therefore expect it to have a larger variance. Having found the mean of the samples I can say using the central limit theorem that the population means are the same. So the mean sentence length for horror books is 14.15 words and the mean sentence length for drama books is 14.3 words. However the variance obtained for the sample is not the same as that for the population it is a biased estimator. This means the mean of its distribution is not equal to the population value it is estimating. To obtain an unbiased estimator for the variance of the population we can use the formula We can see that this didnt really have that bigger affect on the variance because the value for n was quite large and so n / n-1 was almost 1. In order to calculate the accuracy of your value for the sample mean you can calculate the Standard Error (s.e.). This is the standard deviation of the sample means. This is found using the below formula. We can see that the s.e. for the horror book was 0.937 and for the drama book it was 0.891. This standard error is quite small so I can be quite confident that the actual mean of the populations is equal to that of the sample. A better way of showing how confident I can be in my approximations is to use confidence intervals. Confidence intervals allow you to give a percentage value to how confident you can be that the mean of the population is within certain values. The central limit theorem says that the sample mean is distributed normally when a large enough sample is taken and that the sample mean is equal to the population mean. This means that we can use the tables for the normal function to find out how confident we can be that the population mean is within a certain range. For example when 68% of the graph is shaded (below) we can use the normal tables to work out that the population mean is within + or 1 s.e. of the sample mean. So if you took a sample you could be 68% confident the sample mean was within + or 1 s.e. of the population mean. This can be written as the inequality: However because we dont know the value of we must rearrange this to form the inequality: I am going to use this to calculate 90%, 95% and 99% confidence intervals. The z value for a 90% confidence interval is 1.645 so I can be 90% sure that the sample mean is within 1.645 s.e of the population mean. This means the calculations are: For 95% confidence I found that the z value was 1.96 so you can be 95% sure the sample mean is within 1.96s.e. of the population mean. The z value for 99% was 2.58 s.e Data Interpretation From my calculations I have been able to work out the population parameters for the 2 books. Firstly I found that the mean for Alfred Hitchcock horror book was 14.15 whilst the mean for the drama was 14.3. I found that the population variance was 87.8 for the horror book and 79.3 for the drama book. The confidence intervals I calculated for the horror book were And for the drama book they were Although this supports my prediction that horror books would have less word per sentence I am not actually that confident in this conclusion. This is due to the fact that the confidence intervals for 99% have a large range of 4.84 words for horror books and 3.49 words for the drama book. This means that the actual population mean could be quite different to the sample mean I calculated and so it could be that the population mean for the drama book was actually more than that of the horror book. I also found that that the variance for the horror book was greater than that of the drama book. This is probably because a drama book is likely to keep the same style of writing throughout the book with roughly the same sentence length whereas a horror book is likely to contain parts where there is suspense and the sentences are short and parts where there is description and the sentences are much longer. One of the problems with my findings was that the calculated as means were not whole num ber. It is impossible to have fractions of a word so if you actually round the means to the nearest whole word they are exactly the same at 14. There were a number of limitations with this investigation firstly if I couldnt be that confident that the mean I obtained was that accurate if I wanted to be more accurate I would have to take a lot more samples. For example if I wanted to be 99% sure that the sample mean was within 0.1 of a word of the population mean I would have to take over 58,000 samples (see below) for the horror book and over 52,000 samples for the drama book. Obviously this is highly impractical but it shows how inaccurate my estimate is due to the fact that I took so few samples. Also I only sampled 1 book from each genre so it is difficult for me to accurately say that all books from these genres will be the same. It is possible that different authors with different writing styles will produce different sentence lengths. For example another horror writer may use longer sentences whilst another drama writer might use shorter sentences. So if I was to extend this investigation I would firstly take more samples to ensure greater accuracy which would therefore allow greater certainty in any conclusions drawn. Secondly I would compare a number of different horror books against each other to see if their population parameters were similar or if they varied. Another progression could be to sample a number of horror books by the same author to see if they are at all similar in their population parameters.

The history of National Parks in the United States Research Paper

The history of National Parks in the United States - Research Paper Example This history is also considered as the history of the people who constantly worked hard to preserve and save the land which they loved throughout their lives as United Sates’ residents. The history of United States’ national parks can be traced as far back as the discovery of Yosemite in 1851. The discovery of this place of inspiring beauty elicited events which led to the legislations that were used to protect and preserve land for future generations. White men who were members of an armed battalion entered the Yosemite Valley in 1851 in search of Indians so as to drive them away from their homeland. Those white men then named the valley â€Å"Yosemite†, believing that it was the name of the Indian tribe which lived in that valley. In 1855, James Mason led a group of white men to the discovery of the valley (Gartner 1986). After failing as a gold miner for years, James Mason believed that he could prosper by establishing and running a tourist hotel in Yosemite V alley so as to promote the scenic attractions of California. Four years later, James Mason returned to the same site, but now with a photographer. Later, other writers and artists travelled to the valley and as a result images and word concerning the valley spread fast across the US. This attracted more tourists who were specifically eager to see the beautiful valley by themselves (Gartner 1986). An editor of the New York Tribune called Horace Greeley then wrote about the valley, saying that if the county of California and other relevant authorities do not take care of the safety of the trees in the valley, then he would be sure to deplore it. He perceived that the value of the valley several years later would be very high if care and caution was taken to preserve it. Therefore, the discovery of the valley served as an important path in the history of National Parks in the United States. By late 19th century, actions of the United States to tame the land had come with devastating co nsequences. Entire species of animals had been destroyed and forests had been subjected to outrageous ravage. All these actions were committed in the name of progress. One naturalist named John Muir then expressed his concerns by categorically stating that the great wilds of the United States of America which were once boundless and inexhaustible had now become invaded and destructed completely. Within this period, there were only a handful of concerned Americans who perceived that national parks were the only structures that were considered as the important means to protect the country’s pristine places. A young politician named Theodore Roosevelt was one of the few concerned people as of that moment. Roosevelt was later to become the president of the United States of America and establish five national parks, 51 bird sanctuaries, four national game reserves, 18 monuments and 100 million acres of national forests. In 1890, there were already four national parks established d ue to the concern of the few people who were determined to preserve the environment. Despite the fact that these national parks were under the guard of the army, they were nonetheless subject to great dangers (Albright 1985). Wildlife in the park was constantly killed; park meadows were overgrazed by livestock; tourists provided means for the destruction of rocks and trees through carvings and ancient forests were not spared either. Although the congress had created the

Relationship between western European countries and others Essay

Relationship between western European countries and others - Essay Example Relationship between western European countries and others The European countries, thus, looked down on China since they were at a better position in the industrialization sector, despite China’s size, wealth and high population. John Barrow, the writer of Travels in China contributed to how different writers and citizens of Western Europe thought about China. He made them view their country as superior, because, he reasoned that although in the past China was more developed, the Western Europe in the 1800s had grown to be more industrialized and had advanced more in technology. He emphasized that the education offered in Western Europe was of higher quality than in China because the Chinese did not learn algebra, Chemistry and geometry. The decline of the Qing dynasty, economic growth and China’s defeat by the western powers seemed to reinforce the thought that the country was better than China. The British realized that China’s military had not developed during the opium war due to use of smoke and lack of expertise in using firearms. This led to a more degraded image of China. Although China had invented the compass, gunpowder and printers, it did not advance on these new inventions. Their lack of admitting that the Europe was more developed and; therefore, declining to embrace the technological change, showed China’s inability to embrace change.James Mill, a writer of the History of British India book influenced greatly how the western Europeans viewed the Indians. Basing his argument on Scotsmann Grant views, he argued that the Indians were deficient in education, technology, science, civilization and medicine.2. He argued that although Indians had invented handcraft, there was little advancement made in improving their inventory2. Their poor learning systems did not involve teaching of sciences e.g. anatomy and their teachings in mathematics were not fit for any civilized person. There was belittlement of the Indians discoveries in the mining of iron ore. They described the activity as negligible because it carried out on small scale. They considered it destructive and imperfectly done. There was ridicule on the cotton textiles the Indians produced. The character traits associated to them were dishonesty and morally decayed2. The collapse of the Mughal Empire emphasized these traits together with their lack of masculinity. Although Indians had built buildings similar to the Europeans, the Europeans still considered India barbaric and uncivilized due to lack of roads and pipes. However, this made them pass the lowest set social development stage by the Europeans. The Europeans called the Indians barbaric because of the medicine they took, which they said was not fit for the civilized. Mill created an impression that the Indians were unwise because they spent their time playing chess and hunting tigers unlike the Britons who spent their time and resources in trading and developing their empires. They had poor military weapons as compared to the British although the Europeans did not take into consideration that Indians adopted the Europeans training methods and arms. The thinking of the Western Europeans as better than the other countries made it gain more power and superiority in the world. Europeans based their superiority on how righteous a country was in terms of religion in the past, but this changed

Presentation Essay Example for Free

Presentation Essay As a matter of introduction, I would provide the students with all relevant information concerning the topic in question and thereafter introduce the use of graphic organizers. Firstly, I would let the students be in pairs and assign them a task which will require the two to discuss. I would henceforth combine several pairs of the students to form a small group for purposes of discussion. Thereafter, I would join the small groups to form the whole class and therefore let them work as a class. The first step of teaching the students helps them to learn all the required concepts before they are allowed to master the concepts through graphic organizers (Danford, 2006). Step two which has given two students the chance to read through their books and hence gather information. The sub-groups on the other hand helps the students to compare any information they came up with and therefore be able to decide what was the required information. Given that the groups will have drawn a conclusion, the whole class shall benefit when the results are read by different leaders of the small groups. Finally, I would request the students to all write a report individually which shows their masterly level. The next step in my plan would be to help the students be able to attain the objectives of the lessons as per the requirements. This I would help the students to achieve the right information for the specific class. Graphic organizers would be best to use where I would allow the students to identify the required concepts of the lesson. Most students would be able to assimilate all the information about a specific lesson only when they are given a brief summary which contains the objectives of the lesson (Adams, 2007). Therefore, graphic organizers would help me to summarize all the required concepts for students to understand easily. With this I would let the students know that the objectives of the specific lesson are summarized in the graphic organizer. The following is an example of a graphic organizer that highlights on events which depend on certain inputs and specific requirements for the output to be as desired. The above graphic organizer has elaborated on how the required results of the task would not be got without the input which has to go through certain processing to attain the required specification. Michael (2004) observed that this type graphic organizer helps the students during their revision to spot the necessity of specific requirements for the output to be as desired. Students shall hence be in a position to formulate several relating questions especially on the requirements for the output to be as specified. Mostly the graphic organizer will hence be of help to the students especially in identifying the right flow of the required process before they get the final result.

Gonorrhea Essay -- essays research papers

Gonorrhea   Ã‚  Ã‚  Ã‚  Ã‚  We chose the bacterial disease gonorrhea. We were not able to find when the disease was discovered or who discovered it.   Ã‚  Ã‚  Ã‚  Ã‚  Gonorrhea is a bacterial disease that is an infection caused by gonoccocus bacteria. This bacteria is round shaped and can live only in dark, warm, moist places. These places would include; inside your body, cervix, penis, throat, and rectum. It usually involves the urethra in males, and vagina, cervix, and fallopian tubes in females.   Ã‚  Ã‚  Ã‚  Ã‚  For 2-9 days there are no symptoms of Gonorrhea. Then some do occur. There can be frequent burring urination and thick green-yellow discharge from the penis or vagina. Also, there may be rectal discomfort and discharge, joint pain, a mild rash, or sore throat and swollen glands. For men, the opening of the penis may be red and sore. Symptoms of gonorrhea show up more in males than in females, in fact, about half of the women with gonorrhea have no symptoms. Effects of this disease could include; gonococcal eye infection, blood poisoning, infectious arthritis, pelvic inflammatory disease, epididnmitis, endocarditis, sexual impotence in men, and infertility in women. Also, pregnant women can infect unborn babies.   Ã‚  Ã‚  Ã‚  Ã‚  Gonorrhea can be diagnosed by tests that include blood studies. There could be laboratory cultures and microscopic analysis of the discharge from the reproductive organs, rectum, or throat....

Gladiator: Critical film essay Essay

Ridley Scott’s Gladiator is the critically acclaimed 2000 film starring Russell Crowe which won forty-eight awards, including a BAFTA for best film. Gladiator depicts the tale of Maximus Decimus Meridius and his struggle against the might of the Roman Empire and the vicious gladiatorial arenas. Throughout Scott’s masterpiece are a wide range of filmic techniques in the visual and auditory channels that collaborate in enunciating the overall narrative. The opening sequence is a prime example that uses Mise-en-scene, lighting, costume and film speed to enunciate the key scene. The opening scene begins with some historical information that introduces the audience into the scene and sets up the narrative. Scott informs his audience on the vast scale of the Roman Empire, â€Å"One quarter of the world’s population lived and died under the Caesars.† The emphasis is on â€Å"and died† in order to set the scene for the incoming battle. The Universal and Dre amWorks logos are in a sepia colour. This colour informs the audience that the film is set in the past due to it being used for old photographs and ink. The historical information is accompanied by calming, serene music which leads to the first view of the protagonist. Scott has made use of coloured lighting, incorporating gold (which is representative of the wealth the Roman Empire had) in many scenes throughout the film. The colour gold is an interesting choice because it represents peace and riches which could also be a reference to the Roman afterlife Elysium. Scott has used Mise-en-scene in the first shot of the protagonist, brushing his hand in the corn field. Although the audience are only presented with an extreme close up shot of his hand; they learn about his character through Scott’s control of what appears in the frame. The audience sees a wedding ring on his hand and so learn that he is a family man. The critic John Gibbs also comments on Mise-en scene, â€Å"the contents of the frame and the way they are organised.† During the close-up of the protagonist’s hand, the audience can hear a diegetic sound of the wheat blowing. A non-diegetic sound of children playing and soothing music can also be heard which again tel ls the audience he is a family man with something to loose. The consonant tone of music and golden cornfields set up an idyllic scene of calmness which instantly contrasts when the frame cuts to a harsh, cold and dark Germanic battlefield. The camera uses a medium close up of Maximus’s face which reveals the emotions of a tired soldier. Maximus catches a glimpse of a red  robin which symbolises his near return home to the summer and his family. The robin’s red breast could also be a signifier of the forthcoming bloodshed. When Maximus moves on to greet his army a long shot is used which displays him walking alone. The theme of isolation comes into play which also recurs throughout the film. As the battle scene draws near, a high angle long shot is used to display the mighty Roman army. Costume is used a great deal in Gladiator and adds to the films authentic feel. A medium close up shot is used for the first time on Emperor Marcus Aurelius which shows him wearing rich clothing and surrounded by knights. This scene only lasts a few seconds but the audience discover he is a man of importance through costume. Moreover, Scott wanted Maximus to appear as a strong character that holds high authority as an important character. This is achieved through costume as Maximus’s armour is bigger than all other characters and has different insignias weaved into it. The costume for the barbarian army is rather contrasting to that of the Roman Empire. The barbarians are dressed in rugged cloth which suggests they are not nearly as advanced or wealthy as the Roams who wear steel armour. A Critical Introd uction to Film highlights the importance of costume, â€Å"Costume provides information about time and place, but, more importantly, they express social milieu and personal style.† At 04:41 the barbarian leader steps forward from his army and lunges the head of the Roman messenger into the swampy ground and disrespects the Roman army. This is a casual chain of events that help drive the plot forward, â€Å"Film narration moves forward by a succession of events linked in a casual chain.† It is evident that the Roman army will fight now and Maximus kneels down to run dirt through his hands which is a recurring motif. The motif shows the spiritual side of Maximus, he asks the gods to fight beside him. As Maximus kneels down the audience are given a Point of View shot through Maximus staring into a dog’s eyes. The dog symbolises the brute force of Maximus and suggests he is a wild character. As Gladiator mounts his horse the music quickens and a non-diegetic drum beat begins to enunciate the battle scene. The music increases pace as the battle almost begins which heightens audience’s tension and excitement. As the battle begins a wave of Roman arrows are dispersed and computer generated imagery showcases a variety of special effects. A long range establishing shot on a high angle displays the dest ruction that the Roman Empire is unleashing. As  Gladiator rides with his cavalry there is an array of fast cutting shots that last a few seconds each. The fast paced shots give the audience a battle like feel with exaggerated sound effects of swords clashing and explosions. Maximus demonstrates his leadership role by shouting commands like, â€Å"Stay with me† and â€Å"Hold the line† . After the establishing shots of the battle Scott includes scenes that are more subjective to Gladiator. The gory battle follows Maximus as he enters a slow-motion phase that displays his disorientated point of view of the battle and a montage of his men fighting. Furthermore, the dog also engages in battle which suggests he is strong and independent like Gladiator. Ridley Scott’s Gladiator incorporates brilliant techniques that contribute in enunciating the opening sequence. These techniques are things such as the use of costume which generates an authentic feel and camera speed which demonstrates a terrifying battle. A strong use of Mise-en-scene shows how the narrative develops through camera lighting and casual chains in the plot.

Graduate School Adviser vs. Mentor Whats the Difference

The terms mentor and adviser are often used interchangeably in graduate school.  Duke Graduate School  notes, however, that while the two overlap, mentors  and advisers serve very different roles. They both help graduate students move forward in their studies. But, a mentor encompasses a far wider role than an adviser. Adviser vs. Mentor An adviser may be assigned to you by the graduate program, or you may be able to pick your own adviser. Your adviser helps you select courses and might direct your thesis or dissertation. Your adviser may or may not become your mentor. A mentor, however, does not simply provide advice on curriculum issues, or what courses to take. The late  Morris Zelditch, an American sociologist  and emeritus  professor of sociology at Stanford University, defined the six roles of mentors in a 1990 speech at the Western Association of Graduate Schools. Mentors, said Zelditch, act as: Advisers, people with career experience willing to share their knowledgeSupporters, people who give emotional and moral encouragementTutors, people who give specific feedback on your performanceMasters, in the sense of employers to whom you might be apprenticedSponsors, sources of information about, and aid in, obtaining opportunitiesModels of the kind of person you should be as an academic scholar Note that adviser is only one of the roles that a mentor might play during your years at graduate school and beyond. A Mentors Many Hats A mentor facilitates your growth and development: She becomes a trusted ally and guides you through the graduate and postdoctoral years. In science, for example, mentoring often takes the form of an apprenticeship relationship, sometimes within the context of an  assistantship. The mentor aids the student in scientific instruction, but perhaps more importantly, socializes the student to the norms of the scientific community. The same is true in the humanities; however, the guidance is not as observable as teaching a laboratory technique. Instead, it is largely intangible, such as modeling patterns of thought. Science mentors also model thinking and problem-solving. The Advisers Important Role This in no way minimizes the importance of an adviser, who, after all, may eventually become a mentor. College Xpress, an educational publisher focusing on college and graduate school, notes that an adviser can  guide you through whatever graduate school difficulties you might encounter. If you are allowed to chose your adviser, College Xpress says that you should choose wisely: Start looking around in your department for someone who has similar interests and has achieved professional success or recognition within their field. Consider their standing in the university, their own career achievements, their network of associates, and even their current group of advisees. Make sure that your adviser will have the time to help you plan your academic career in graduate school. After all, the right adviser might eventually become a mentor. Tips and Hints Some may say that the difference between adviser and mentor is just semantic. These are usually students who have been lucky enough to have had advisers who take an interest in them, guide them, and teach them how to be professionals. That is, without realizing it, they have had adviser-mentors. Expect your relationship with your mentor to be professional but also personal. Many students maintain contact with their mentors after graduate school, and mentors often are a source of information and support as new graduates enter the world of work. 1 Zelditch, M. (1990). Mentor Roles, Proceedings of the 32nd Annual Meeting of the Western Association of Graduate Schools. Cited in Powell, R.C.. Pivo, G. (2001), Mentoring: The Faculty-Graduate Student Relationship. Tucson, AZ: University of Arizona