• One of the largest and most comprehensive human-edited directories in the world. Only higher quality websites will be listed here as each site submitted must be approved by a directory editor.

• Redistribution of wealth is simply the transfer of wealth, property or income from one individual to another. This redistribution is caused by some social mechanism, such as nationalization, charity, taxation, welfare or tort law. Typically the redistribution is progressive, referring to a transfer of wealth from the rich to the poor. Redistribution is sometimes regressive, however, referring to a transfer of wealth from the poor to the rich. The redistribution debate is widely controversial, with both sides arguing a number of different pros and cons for the redistribution of wealth.
• One positive aspect of the redistribution of wealth is that it applies to the human sense of fairness.

  • conclusion 1
• When the disparity between the rich and poor is too large, economic inefficiencies occur. The rich want to stay rich, but without allowing the poor some sort of cash flow the rich cannot stay rich.

  • arguement 2
• Next, redistribution of wealth is good for both the poor and the rich.
• Redistribution can also help contribute to the peace and stability of the nation. As demonstrated with protests such as the Occupy Wall Street movement, when the disparity between the rich and poor is too great society falls out of balance. This leads to social unrest and eventually civil disturbances, looting and even revolutions. Lastly, if redistribution of wealth is constantly scrutinized it can work wonders for society. As long as the money is carefully analyzed and spent, the redistribution can help to eliminate poverty and starvation for a great deal of the population.
• owever, there are also arguments against the redistribution of wealth. First, redistribution works against America's economic system of free capitalism. Government interference and calls for redistribution oppose the fundamental values of capitalism. Also, redistribution may take away from a society's growth opportunities. Redistribution may mean that the rich cannot start new businesses or hire new employees, and ends up hurting the economy.
• Another argument against redistribution of wealth is that it may cause laziness.
• Redistribution is often considered bad because it is a form of forced charity
• hose who argue against the redistribution debate believe that the poor should only receive help from private groups that willingly help the poor, such as the Red Cross and the Salvation Army.

7 more annotations...

• "McStroke" is the ninth episode of season six of the Fox animated comedy series Family Guy. The episode follows Peter as he saves the life of the owner of a fast-food restaurant and the owner gives him a lifetime supply of free burgers. After eating 30 burgers in a row Peter suffers a stroke and tries to take revenge on the restaurant.
• January 13, 2008

• Jeff Dunham: Spark of Insanity (2007)

  Jeff Dunham (Actor), Michael Simon (Director) | Rated: NR | Format: DVD
• 

• Smith, J. D. (Producer), & Smithee, A. F. (Director). (2001). Really big disaster movie [ Motion picture]. United States: Paramount Pictures.
• Writer, W. W. (Writer), & Director, D. D. (Director). (Date of publication). Title of episode [Television series episode]. In P. Producer (Producer), Series title. City, state of origin: Studio or distributor.
• Bellisario, D.L. (Producer). (1992). Exciting action show [Television series]. Hollywood: American Broadcasting Company.

1 more annotation...

• 192.168.1.254

• APA has designed a five-level heading structure (we numbered them to talk about them, but you won’t actually number your headings in your paper). Click the image below to get a close-up view of the new heading style.

• • Proceed through the levels numerically, starting with Level 1, without skipping over levels (this is in contrast to the 5th edition heading style, which involved skipping levels depending on the total number of levels you had—how complicated!).

     
   
  •  

    That first heading won’t be called “Introduction” or be the title of your paper; these are common mistakes. Actually, the first heading will likely be somewhere in the body of your paper. In an experimental study, for example, often the first real heading is the Method section, and it would thus go at Level 1.

     
   
  •  

    Use as many levels as necessary to convey your meaning. Many student papers and published articles utilize two or three levels. Longer works like dissertations may demand four or five.

     
   
  •  

    Need more guidance? Consult the Publication Manual (Chapter 3, Section 3.03) for more examples and explanation. Also look at published APA articles to see how it’s done—APA plans to fully implement the new heading style in its journals by January 2010. 
• 

1 more annotation...

• The example below shows font and indentation formatting for when all five levels are used, including what to do when headings follow one another with no text in between. We have previously explained in detail how to format each level of heading.

                                                                   

  Anxiety Made Visible: Multiple Reports of Anxiety and Rejection Sensitivity

  Our study investigated anxiety and rejection sensitivity. In particular, we examined how participant self-ratings of state and trait anxiety and rejection sensitivity would differ from the ratings of others, namely, the close friends of participants.

  Literature Overview

  Anxiety and rejection sensitivity are two important facets of psychological functioning that have received much attention in the literature. For example, Ronen and Baldwin (2010) demonstrated....

  Method

  Participants

  Participants were 80 university students (35 men, 45 women) whose mean age was 20.25 years (SD = 1.68). Approximately 70% of participants were European American, 15% were African American, 9% were Hispanic American, and 6% were Asian American. They received course credit for their participation.

  Procedure

  Recruitment. We placed flyers about the study on bulletin boards around campus, and the study was included on the list of open studies on the Psychology Department website. To reduce bias in the sample, we described the study as a “personality study” rather than specifically mentioning our target traits of anxiety and rejection sensitivity.

  Session 1: Psychiatric diagnoses. During the initial interview session, doctoral level psychology students assessed participants for psychiatric diagnoses. Eighteen percent of the sample met the criteria for generalized anxiety disorder according to the Structured Clinical Interview for DSM–IV Axis I Disorders (First, Gibbon, Spitzer, & Williams, 1996).

  Session 2: Assessments. All participants attended a follow-up session to complete assessments. Participants were instructed to bring a friend with them who would complete the other-report measures.

  Self-report measures. We first administered several self-report measures, as follows.

  State and trait anxiety. Participants took the State–Trait Anxiety Inventory for Adults (STAI–A; Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1983), a 40-item self-report measure to assess anxiety.

  Rejection sensitivity. Participants took the Rejection Sensitivity Questionnaire (RSQ; Downey & Feldman, 1996), an 18-item self-report measure that assesses rejection sensitivity.

  Other-report measures. We also included other-report measures to obtain independent sources of information about participants’ levels of anxiety and rejection sensitivity.

  State and trait anxiety. We adapted the STAI–A so that questions referred to the target participant rather than the self.

  Rejection sensitivity. We adapted the RSQ so that questions referred to the target participant rather than the self.

  Results

  State and Trait Anxiety

  State anxiety.

  Self-report data. For state anxiety, participant self-report data indicated that participants were significantly less likely....

  Other-report data. For state anxiety, other-report data indicated that friends of participants were significantly more likely....

  Trait anxiety.

  Self-report data. For trait anxiety, participant self-report data indicated that participants were significantly less likely....

  Other-report data. For trait anxiety, other-report data indicated that friends of participants were significantly more likely....

  Rejection Sensitivity

  The results for rejection sensitivity paralleled those for anxiety, demonstrating that....

  Discussion

  Strengths and Limitations

  Some of the strengths of our research were....

  Directions for Future Research

  In the future, we hope that researchers will consider multiple sources of information when making assessments of anxiety. We also recommend....

• Important notes on formatting your headings:

   

  

   
    
  • The title of the paper is not in bold. Only the headings at Levels 1–4 use bold. See this post for a clarification on when to use boldface.
   
  • Every paper begins with an introduction. However, in APA Style, the heading “Introduction” is not used, because what comes at the beginning of the paper is assumed to be the introduction.
   
  • The first heading comes at Level 1. In this paper, the first heading is “Literature Overview,” so it goes at Level 1. Your writing style and subject matter will determine what your first heading will be.
   
  • Subsequent headings of equal importance to the first heading also go at Level 1 (here, Method, Results, and Discussion).
   
  • For subsections, we recommend that if you are going to have them at all, you should aim for at least two (e.g., the Literature Overview section has no subsections, whereas the Method section has two Level 2 subsections, and one of those Level 2 sections is further divided into three sections, etc.). Again, the number of subsections you will need will depend on your topic and writing style.
   
  • Level 3, 4, and 5 headings are indented, followed by a period, and run in with the text that follows. If there is no intervening text between a Level 3, 4, or 5 heading and another lower level heading following it, keep the period after the first heading and start the next heading on a new line (e.g., see “State anxiety” and “Trait anxiety” at Level 3 in the Results section, which are immediately followed by lower level headings and text). Begin each heading on a new line; do not run headings together on the same line.