Free College Essays - Response Essay to Hawthornes The Scarlet Letter :: Scarlet Letter essays

Response to The Scarlet Letter "Confess thy truth and thou shall have eternal rest." I belive that is the moral to be taught in this novel of inspirational love, yet a novel of much sorrow. The impossible became possible in The Scarlet Letter, a story set back in the Puritan Times. In this response, I will give my reactions in writing to different aspects of the novel;the characchters, my likes and dislikes, my questions, and my opinion of the harsh Puritain lifestyle. Hester Prynne, the Reverend Dimmesdale, and Roger Chillingworth each suffered guilt in their own way in the novel The Scarlet Letter. In the beginning of the novel, Hester Prynne should have not suffered the way she did on the scaffold alone. She was forced to be intergated by the high-officials of the town, while holding her little Pearl in arms. Making matters worse, the father of the child was in that very group of officals. She was then sentenced to wear the scarlet letter "A", showing her guilt "externally". Unable to take it off, she was forced to show her guilt to the entire settlement. However, the Reverend Dimmesdale suffered "internally", with a scarlet letter of his own engraved in his mind, and on his chest as well. He felt like he betrayed God, and beat himself in a frenzy to prove his wrongdoing. He often questioned wheather his authority was true or not. Roger Chillingworth suffered the least, because he only failed to reveal the secret that he knew, the father of the child who Hester Prynne was forced to live with. This small restriction to his life forced him to suffer "internally". I had different likes and dislikes in the novel The Scarlet Letter. There were many things that needed to be judged to fit into the given catagories, including; character attitudes, and character decisions. For example, the attitude displayed from the Reverend Mr. Dimmesdale was rather unnapealing to me. There are different ways of settling ones guilt rather than whipping oneself in a closet. The one character whose attitude was appealing to me was that of Pearl's. She showed that mistakes in a relationship often lead to bad situations. Her mischeif and connection to the devil are examples of just those situations. Character decisions played an euqally important role. For example, I thought the descision for Hester not to tell who was the father of Pearl on the scaffold to be very brave, but was wrong.

Psychology Hl Internal Assessment

| Psychology Internal Assessment| An experiment on instruction of free recall and serial recall on memory. | Psychology Higher Level| Name: Vanessa BarthovaCandidate Number: 001457-004School: QSI International School of BratislavaDate of Submission: February 25th, 2013Word Count: 1,997| | | The aim of this experiment was to investigate whether recall of words can be influenced by instructed form of free recall versus serial recall. Since recall for any given item depends upon the position of that item in the series, it was investigated if the type of recall has influence on the primacy and recency effects.The hypothesis predicted that participants in the free recall condition will show a  classic position curve with the recency effect taking place almost equally to the primacy effect, then when compared to participants in the serial anticipation condition where the primacy effect will be dominant. This was based on previous research by Deese (1957), which demonstrated that it is po ssible to alter the form of the serial position curve by instructions as to the method of recall. The DV was number of words recalled and the IV was the fact whether free recall or serial-order recall was instructed.The repeated measures design was chosen. An opportunity sample of 36 participants (N=36) participated. 3 lists of 20 common English words were read out to participants in the control group, all of the lists were instructed for free recall before and after reading of the list. 3 lists of 20 common English words were read out to participants in the experimental group. In the first list free recall was called on for both before the reading of the list and after. In the second list, free recall was called on before the reading, and serial recall was instructed after the hearing of the list.In the third list, serial recall was called on for both before the reading of the list and after The T-test showed the results of the list were significant at a 5% level of significance, s o the research hypothesis that type of instruction affects recall was accepted. Word count: 304 Introduction Cognitive psychology deals with mental processes such as memory. Memory has been studied by psychologists since Atkinson and Shiffrin proposed theory of the multistore model of memory (MSM), which breaks-up memory into different categories.Information is received by sensory stores, and some is passed to short-term memory stores (STS), which can then be passed to long-term memory stores (LTS). Attention is the control process responsible for transfer of information from sensory store to STS. This is supported by many studies that involve serial position effect, showing that when participants are presented with lists of words, they remember first few and last few words and are more likely to forget those in middle.A study, conducted by Murdock (1962) investigates the relationship between serial position effect, position of words on given list, and participant‘s ability to freely recall them. Murdock suggested that early words were put into  long-term memory (primacy effect) because subject had time to rehearse words, and words from the end went into  short term memory  (recency effect). Words in middle had been there too long to be held in STS, due to displacement, and not long enough to be put into LTS, hence they’re forgotten. Glanzer and Cunits (1966) conducted an  experiment introducing the variable of immediate versus delayed recall.They studied separate output of STS, since they introduced a  variable, delayed start of recall, which had a  different effect on long-term and short-term storage, and therefore changed the beginning and end of the serial position curve. Studies of the position curve and memory show that a  delay of thirty seconds (being the time hypothesized that short-term memory lasts for) did not affect the primacy effect which was clearly present, but drastically lowered the amount of words of the recency e ffect. Deese (1957) focuses on serial organization of words.The study showed probability of recall depended upon position of item in the series. It focused on a  new variable, free recall versus serial anticipation, where subject not only had to remember words, but also in correct order. Serial anticipation changes the serial position effect, since when serial anticipation is compared to free recall, it can be noted that the curves are roughly mirror images of one another. The researchers divided their subjects into two groups, those who would freely recall words, and those who would be instructed to recall words in the order they were presented.Findings show that although the total amount of words recalled was close to identical, there was a  change in the serial position curve. In this case, early items have the highest probability of recall (not last), last items second highest (not first), and middle items least. This is due to the fact that when having to remember the words in order, long term stores would be most accurate as those words were most repeated in order. The above findings are important since they gave cognitive researchers an insight into memory processes, and support the multi-store model theory.They show that we remember the beginning, because it is stored in long-term stores, and end, when the short-term storage is not interrupted, but least frequently middle words, as hypothesized by the serial position curve and the primacy and recency effects. This experiment is a  replication of Deese (1957). It uses the distinction of free recall and serial anticipation, to affect the serial position curve and focus on LTS primarily. Aim: investigate effect of the recall of words in free recall, and recall by serial anticipation, and the effect it has on LTS and STS in relation to the serial position curve.Experimental hypothesis (H1): Participants in free recall condition will show a  classic position curve with the recency effect taking plac e almost equally to the primacy effect, and then when compared to participants in the serial anticipation condition where the primacy effect will be dominant. (Free recall: words recalled in any order. Serial recall: words recalled in order they were presented. ) Null hypothesis (H0): There will be no significant difference between recall of words when compared in free recall and serial anticipation situations, or any difference will be due to chance. Method Design:Independent measures design was chosen to eliminate order effect, and to prevent boredom, tiredness, or improvement of skills with performance. Independent variable was used in the same sense, but with slight variation in the form of recall. If the same participants were used, they would know what to learn in the first part, and that would affect the second part of the experiment. One possible disadvantage of this design is that there may be participant variability. For example, participants may vary in memory ability, so the differences between groups may be due to this and not simply to the manipulation of the IV.To avoid participant variability, participants were given two practice lists to memorize, and the mean in these two lists was within two standard deviations, suggesting that the participants had similar memory capacity. Another disadvantage would be participant sabotaging the study, or becoming distracted. This was prevented by eliminating empty lists submitted by participants from results, hanging a sign so that people would not enter the testing classroom, and asking anyone distractive to leave. Ethical considerations were followed, as each participant was briefed before the experiment, and debriefed after it.It was clear that at any time participants had the right to withdraw from the experiment and their anonymity would be protected. Participants were not harmed physically or psychologically, and all signed informed consent form. Independent variable: Whether free recall or serial ord er recall was instructed. (Free recall: words recalled in any order. Serial recall: words recalled in order they were presented. ) Dependent variable: Amount of words recalled. (Frequency of words recalled. ) Participants: Opportunity sampling was used because this was the most convenient and saved time.The target population was IB students at QSI Bratislava with fluency in English. Participants were asked, and those who accepted met in the classroom. The participants were required to have specific English abilities because the experiment was conducted in English. In total, for the experiment we had 11 boys and 25 girls (N=36). Materials: * Consent forms * Standardized briefing and debriefing instructions * 8 lists of 20 different words * Answer sheets * Stopwatch Procedure: Before experiments began, 8 different lists of 20 words were randomly created from a list of 1,000 common English language words.First group of participants (N=18), brought to a quiet classroom, each seated at a desk. Standardized briefing was read out loud, and informed consent was given. Answer sheets were placed face-down on each desk. 1. Subjects were required to recall two practice lists, given with standardized instructions. They were instructed free recall. Each list was read by experimenter at the rate of one word per two seconds, without emphasis, and recall was required immediately after the reading. 2. Participants were divided into control and experimental groups randomly. One group was tested at a time. . Control group was given 3 lists with the same instructions as those for practice lists. After finishing the lists, groups switched locations. 4. Experimental group had the following sequence of instructions: * First list: instructions were same as for practice list. (Free recall is called on for both before reading of the list and after. ) * Second list: instructions before the list were for free recall, and instructions for recall in serial-order were instructed after hearin g. * Third list: instructions were to recall in serial-order were given before and after reading list. . All lists were collected, and both groups were read standardized debriefing together. Second group of participants (N=18) was tested, and same procedure was followed. Results Descriptive: The experiment collected interval ratio data. Therefore, mean and standard deviation were chosen as descriptive statistics. As this study has a focus on the amount of words recalled in different stages of the list, words were classified under four headings: â€Å"Beginning† (words 1-6), â€Å"Middle† (words 7-14), and â€Å"End† (words 15-20), along with â€Å"Total† as summary, for comparison and analysis.From Table 1. it can be deduced that when free recall was instructed and used, participants received similar results over-all ( average of 8. 25 and 8. 75 words), although the results were not dispersed close to the mean. With standard deviations (SD) being differin g and high (3. 31 and 5. 42), this suggests primacy and recency effect. From Table 2. it can be deduced that when participants were expecting to perform free recall, but were instructed serial recall, the performance over-all significantly dropped (averages of 7. 65 compared to 3. 95).Furthermore more words were remembered in the situation of serial recall in beginning, since they were stored in LTS, and therefore their position could be better recalled, suggesting the primacy effect (7. 17 compared to 3. 67). From measures on table 3. it can be deduced that primacy effect is dominant in serial recall, as the mean of words in beginning (9. 00), dropped down in the end words (4. 38). Table 1: Mean recall and Standard deviation of words in A1 and B1 lists (free recall in both). | Beginning words 6 possible words (1-6)| Middle words8 possible words (7-14)| End words6 possible words 15-20)| Total words20 possible words (1-20)| | A1| B1| A1| B1| A1| B1| A1| B1| Mean| 10. 00| 9. 33| 7. 50 | 5. 25| 7. 50| 11. 00| 8. 25| 8. 75| SD| 3. 58| 5. 89| 2. 78| 2. 12| 3. 56| 2. 45| 3. 31| 5. 42| N| 18| 18| 18| 18| 18| 18| 18| 18| Table 2: Mean recall and Standard deviation of words in A2 and B2 lists (free recall in A2 list, serial recall asked in B2 list after memorization process). | Beginning words 6 possible words (1-6)| Middle words8 possible words (7-14)| End words6 possible words (15-20| Total words20 possible words (1-20)| | A2| B2| A2| B2| A2| B2| A2| B2|Mean| 11. 50| 7. 17| 5. 00| 2. 25| 7. 33| 3. 67| 7. 65| 3. 95| SD| 1. 22| 2. 23| 2. 62| 1. 67| 3. 01| 4. 32| 3. 60| 3. 39| N| 18| 18| 18| 18| 18| 18| 18| 18| Table 3: Mean recall and Standard deviation of words in A3 and B3 lists (free recall in A3 list, serial recall in B3). | Beginning words6 possible words (1-6) | Middle words8 possible words (7-14)| End words6 possible words (15-20| Total words20 possible words (1-20)| | A3| B3| A3| B3| A3| B3| A3| B3| Mean| 9. 33| 9. 00| 7. 38| 1. 00| 10. 00| 4. 38| 9. 10| 4. 55| SD| 4. 08| 6. 26| 3. 16| 0. 93| 1. 90| 5. 15| 3. 18| 5. 0| N| 18| 18| 18| 18| 18| 18| 18| 18| Inferential: T-test was chosen since the experiment tested difference between frequency of words remembered between various lists, and the way they were stored (by observing the primacy and recency effect), with the comparison of control lists to experimental. T-test was chosen because it is more powerful, and shows whether they have significant differences. Advantages are that it works well with two means—its good for ratio data, such as in this experiment. Disadvantage is that results are assumed to come from a  normally distributed population.This test is good to use when the population mean and standard deviation are unknown, and 2 separate groups are being compared, that is why it was chosen over other tests. Table 4. This table presents a comparison between the first and last 6 words of each experimental list, comparing the significance of primacy and recency effect on recall . List:| Primacy (average # of words recalled)| Recency (average # of words recalled)| Significance? | B1| 9. 33| 11. 00| The two-tailed P value = 0. 5003 This difference is considered to be not statistically significant| B2| 7. 17| 3. 67| The two-tailed P value = 0. 542 This difference is considered to be not quite statistically significant. | B3| 9. 00| 4. 38| The two-tailed P value = 0. 0805 This difference is considered to be not quite statistically significant. | Table 5. This table statistically states the p value of comparisons between different sections of control tests to experimental tests. Comparing lists| First words | Middle words| Last words| Over-all| A1 vs. B1| P value = 0. 8174 This difference is considered to be not statistically significant. | P value = 0. 0901This difference is considered to be not quite statistically significant. P value = 0. 0756This difference is considered to be not quite statistically significant| P value = 0. 7266This difference is consider ed to be not statistically significant. | A2 vs. B2| P value = 0. 0019 This difference is considered to be very statistically significant. | P value = 0. 0252 This difference is considered to be statistically significant. | P value = 0. 1189 This difference is considered to be not statistically significant. | P value = 0. 0021 This difference is considered to be very statistically significant. | A3 vs. B3| P value = 0. 9152This difference is considered to be not statistically significant. | P value is less than 0. 0001 This difference is considered to be extremely statistically significant. | P value = 0. 0439 This difference is considered to be statistically significant| P value = 0. 0024   This difference is considered to be very statistically significant. | Lists of A1 and B1 (both free recall), had P-value of . 7266, so the difference is not statistically significant. A2 and B2 lists (control both free-recall versus instructions before the list were for free recall, and after list instruction for serial-order), had P-value of . 021, so the difference is statistically significant. A3 and B3 lists (control free recall versus serial recall), had P-value of . 0023, meaning difference is statistically significant. The difference between free recall and serial recall list had a  value lower than the significance chosen of P= 0. 05, we rejected the null hypothesis and accepted the experimental hypothesis. Graph 1. This graph maps out all the 6 lists (3 control and 3 experimental), in order to visually represent the primacy and recency effects of each list. DiscussionThis experiment observed relationship between frequency of recall per item and order of emission in immediate recall. Previous research has shown that as sequence is introduced into material to be recalled by free recall, serial position curve changes from free recall of disconnected items to recall by serial anticipation. This suggests that its possible to alter the form of serial position curve by method of recall. For the experimental lists, Deese (1957) had averages of 3. 69 in second list, and 4. 33 in third, similar to this experiment, performance in first list was highest, as it was in free recall.Performance in second list was worst, as it was unexpected serial recall. In third list serial recall was expected, hence it was higher than second list, but lower than first, as free recall is more efficient than serial, confirmed by previous research. In this experiment when participants recalled lists using free recall, similar amount of words was recalled (8. 25 and 8. 75), implying the two groups are comparable. Second experimental list showed significantly decreased performance (7. 65 and 3. 95), the P-value being 0. 0021 with 5% significance.This could be due to unexpected instruction of serial recall. Third experimental list suggests loss in total number of items recalled with anticipated serial order, compared to free recall (9. 10 and 4. 55). However, primacy effec t is dominant to recency effect (9. 00 to 4. 48), with P-value 0. 0439, suggesting change of position curve from that characteristic of free recall to that of serial anticipation. It seems reasonable to conclude that form of serial position curve in free recall is dependent on order of emission of items in recall.If recall is completely unstructured (free recall), items are recalled in order of strength, and last items, on average, are recalled first, as suggested Murdock 1962. This experiment further supports that if serial recall is induced, items are recalled in order and the first items are most frequently recalled, supporting the experimental hypothesis. The results of this study support the findings of Deese 1957, confirming correlation between frequency of recall per item, list position and position in recall found in previous experiments.Results are consistent with findings of Deese as it can be noted that the primacy effect is dominant in the serial recall compared to the f ree-recall conditions. It also supports the multi-store memory model of Atkinson & Schiffrin because it can be seen that the memory is composed of long-term and short-term stores, due to a significant difference between the amount of words recalled from the beginning, middle, and end of the list. One limitation is that most participants were IB-diploma students so they were probably trained in remembering terms.Additionally, generalization could be a problem because of the participant’s age range of 16-19 years compared to the original experiment with the age range of 18-54 years. The similar average in free recall lists of both conditions (8. 25 and 8. 75) indicates that participants performed relatively similar. This may be because students were similar in age and were all IB students. An improvement in a future experiment is to use a larger age range such as Deese 1957. Also the fact that most participants were not native in English language could affect results.Furthermor e although independent measure was chosen, participants did not have same lists, which might have had an effect on the participants’ ability to memorize the words. It can be noted that means of the free-recall conditions are differed, which indicates that participants remembered some lists better than the others. A modification could be that the control and experimental group would get the same word lists in order to make the comparison more reliable. Although all participants were not tested at same time, all procedures were followed for both groups, so that they would have comparable results.Lastly, artificiality is a problem because of the experimental method. However, seeing as the experiment was conducted in a classroom, this can be considered a natural environment. Researchers are discussing to what extent results on memory like these can be relied on. One modification is to use words the sample is familiar with such as party, and cell-phone, instead of horse and person . Nonetheless, replications of the study by Deese (1957) have demonstrated the clear effect of using concrete words on recall, and thus we can rely on these results.In conclusion, the results attained in this experiment are consistent with cognitive theories about memory processes such as MSM, and the primacy and recency effects. Therefore this experiment concluded that words using free recall are better recalled than of serial recall. This is probably due to us having access to both long-term and short term memory. In serial order, one mainly knows the position of words stored in long-term memory. However, the researchers did not study whether people would perform better if they could not easily associate with the words, nor strategies used in memorization.This is a possible topic for further research. References Atkinson, R. C. ; Shiffrin, R. M. (1968). Chapter: Human memory: A proposed system and its control processes. The psychology of learning and motivation (Volume 2). New Yor k: Academic Press. pp. 89–195. Murdock B. The Serial position effect of free recall. Journal of Experimental Psychology 1962, Vol. 64, No. 5, 482-488. Glanzer M. and Cunitz A. Two storage mechanisms in free recall. Journal of verbal learning And verbal behavior (Volume 5). 351- 360. 1966 Deese, J. Serial Organization in the recall of disconnected items. Psychological reports. 957, 3, 577-582. Southern Universities Press. Appendices Appendix 1. Informed consent: Informed Consent Form IB Psychology Experiments I give my consent to participate in the IB Psychology experiment about memory run by Vanessa Barthova and Katarina Hlavata on December 13, 2012. I have been informed about the nature of the experiment. I understand that my participation is voluntary. I may withdraw from the study at any time and request that my data not be used in the experimental results. I have the right to a debriefing about the general results of the study and I may obtain my individual results upon r equest.I give my consent knowing that all aspects of my participation will remain confidential and that I will not be subjected to any harm or deception. I understand that the experiment has potential benefits. The aim of all IB Psychology experiments is to improve cognitive processing skills in areas such as memory, perception, problem-solving, and attention. ____________________ _________________ Student Name Date Appendix 2. Standardized briefing: Welcome everyone! Thank you for allowing time to participate in this experiment on memory.The other researcher will distribute an informed consent form that we will ask you to sign your agreement. If at any time you should change your mind do know that you are entitled to withdraw from this experiment. Please listen carefully and do not talk to any of the other participants. Furthermore, do not look at any papers on the table until instructed to do so. You will then be read 2 practice lists of words, and 3 additional lists of words, tha t you are to memorize hen you will be asked to write down all the words you recall on the paper in front of you.Turn the paper over when instructed to. If you have any questions you are more than welcome to ask one of the researchers. Standardized debriefing: The aim of this experiment was to investigate if the type of recall had effect on the words recalled, as seen through their position in the list. Group A was the control group, which had free recall after all the lists, meaning that they just wrote down all the words remembered, in any order. Group B on the other hand, had instructed serial recall on two lists, meaning that they had to try to recall the words in the order that they were read.Previous research has shown that in free recall, you have the highest ability to memorize the first and last words of the list. The first words are repeated by you when you try to memorize them, so they are stored in your long term memory. The last words were just recently heard, so you hav e them stored in short term memory, for easy recall. When serial recall is instructed, mostly the words remembered correctly are the first words, because they were stored in long term stores, most likely in order, due to memorization through repetition.If you wish to know the full results of the experiment or have any further questions you are more than welcome to leave your e-mail. Thank you once again for your participation. Appendix 3. Lists of words: Practice 1: (aka #1) 1. bus 2. reply 3. love 4. person 5. eight 6. sentence 7. need 8. old 9. cat 10. sleep 11. brother 12. newspaper 13. snow 14. sharp 15. water 16. apple 17. box 18. grass 19. lady 20. king Practice 2: (aka #2) 1. Kitchen 2. Juice 3. Potato 4. Monkey 5. Moon 6. Window 7. Village 8. Children 9. Horse 10. Mouse 11. Friend 12. Read 13. Weather 14. Train 15. City 16. Eye 7. Bone 18. Picture 19. Wild 20. Joy Control 1: (aka A1) 1. Cook 2. Home 3. Heavy 4. Prison 5. Evening 6. Ocean 7. Star 8. Wash 9. Heart 10. Dance 11 . Alone 12. Knock 13. Never 14. Pink 15. Story 16. Today 17. Wheel 18. Leg 19. Sand 20. Color Control 2: (aka A2) 1. Even 2. Die 3. Cup 4. Hat 5. Milk 6. Orange 7. Piano 8. Needle 9. Job 10. Gun 11. Fish 12. Hall 13. Basket 14. Ask 15. Circle 16. Tree 17. News 18. Mud 19. Knee 20. Sport Control 3: (aka A3) 1. Toe 2. Work 3. Young 4. Gum 5. Shop 6. Pillow 7. Sky 8. Hotel 9. King 10. Listen 11. Heaven 12. Open 13. Nature 14. Cheese 15. Enemy 16.Computer 17. Brown 18. Forest 19. Air 20. Corn Experimental 1: (aka B1) 1. Jelly 2. Face 3. Good 4. Active 5. Clean 6. Heart 7. Iron 8. Shell 9. Rice 10. Pull 11. Nose 12. Map 13. Office 14. Ring 15. Uncle 16. Yard 17. Zoo 18. Room 19. Pink 20. Old Experimental 2: (aka B2) 1. Rich 2. Rent 3. City 4. Eye 5. Cat 6. Open 7. Now 8. Left 9. Ice 10. Head 11. Gold 12. Female 13. Dish 14. Bird 15. Clock 16. Ear 17. Duck 18. Hurt 19. Life 20. Leaf Experimental 3: (aka B3) 1. Music 2. Police 3. Shirt 4. Army 5. Copper 6. Hungry 7. Nature 8. Power 9. Red 10. Tooth 11. Glass 12. Bridge 13. Dream 14. Fox 5. Nose 16. Machine 17. Rock 18. Smile 19. Work 20. Brother Appendix 4. Answer sheets, cut into strips of separate lists. # 1 #2 A 1 A 2 A 3 B 1 B 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. B 3 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Appendix 5. Scrip for experiment / Standardized Instructions: Instructions: # 1 * â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † # 2 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you.You have a minute and a half. † DIVIDE GROUPS: â€Å"Now we are going to separate into two groups. A and B. I will draw the names of members in each group randomly from a hat. Group A: ________. Group B: _______. (Record names on board) GROUP B, please exit the room and wait in the UR room and do not go anywhere else. We will come get you in a few minutes. A 1 * â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. † (5 sec pass) * Read list (5 sec pass) â€Å"Now write down all the words that you can remember from the list I hav e just read on the paper in front of you. You have a minute and a half. † A 2 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. A 3 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † THANK YOU GROUP A, THAT IS ALL. PLEASE EXIT THIS ROOM AND WAIT IN THE UR. WELCOME GROUP B, DO WE HAVE EVERYBODY? (check list on board) LET US BEGIN. B 1 â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † B 2 * â€Å"I am going to read you another list of words. Again, you are to listen to this list very carefully and remember as many words as possible. Do not write anything down nor turn your paper around until you are told to do so. (5 sec) * After the list was read * (5 sec) â€Å"This time I want you to try to remember the words exactly in the order in which I read them on the paper in front of you. You may turn it around. You have a minute and half. † B 3 * â€Å"I am going to read you another list of words. Listen very carefully and remember as many words as possible, in the order that they are presented. Do not write anything down until you are told to do so. † (5 sec) * Read list * (5 sec. ) â€Å"Write down the words exactly in the order in which I read them. You have a minute and half. † GET GROUP A AND DEBREAF. Appendix 6. Raw Data:These tables summarize the position in the list of a words, and frequency recalled. Practice lists: Practice #1|   | | Practice #2|   | | Word #| Frequency| | Word #| Frequency| | 1| 32| | 1| 31| | 2| 24| | 2| 25| | 3| 29| | 3| 21| | 4| 14| | 4| 19| | 5| 15| | 5| 17| | 6| 14| | 6| 17| | 7| 13| | 7| 18| | 8| 16| | 8| 15| | 9| 20| | 9| 17| | 10| 8| | 10| 18| | 11| 14| | 11| 12| | 12| 12| | 12| 6| | 13| 16| | 13| 12| | 14| 13| | 14| 7| | 15| 9| | 15| 13| | 16| 13| | 16| 13| | 17| 9| | 17| 12| | 18| 8| | 18| 14| | 19| 21| | 19| 13| | 20| 13| | 20| 20| | Total participants| 36| | Total participants| 36| | Control lists: A1 |   | | A2|   | | A3|   |Word # | Frequency| | Word #| Frequency| | Word #| Frequency| 1| 17| | 1| 13| | 1| 13| 2| 10| | 2| 11| | 2| 14| 3| 9| | 3| 13| | 3| 12| 4| 8| | 4| 11| | 4| 6| 5| 7| | 5| 10| | 5| 6| 6| 9| | 6| 11| | 6| 5| 7| 11| | 7| 5| | 7| 11| 8| 4| | 8| 8| | 8| 5| 9| 5| | 9| 5| | 9| 10| 10| 8| | 10| 6| | 10| 7| 11| 12| | 11| 3| | 11| 12| 12| 6| | 12| 0| | 12| 4| 13| 7| | 13| 8| | 13| 5| 14| 7| | 14| 5| | 14| 5| 15| 3| | 15| 7| | 15| 9| 16| 5| | 16| 5| | 16| 7| 17| 5| | 17| 6| | 17| 10| 18| 10| | 18| 5| | 18| 12| 19| 11| | 19| 8| | 19| 10| 20| 11| | 20| 13| | 20| 12| Total participants| 18| | Total participants| 18| | Total participants| 18|Experimental Lists: B1|   | | B2|   | | B3|   | Word #| Frequency| | Word #| Frequency| | Word #| Frequency| 1| 18| | 1| 11| | 1| 16| 2| 15| | 2| 5| | 2| 17| 3| 8| | 3| 8| | 3| 8| 4| 7| | 4| 7| | 4| 6| 5| 5| | 5| 7| | 5| 6| 6| 3| | 6| 5| | 6| 1| 7| 8| | 7| 1| | 7| 1| 8| 3| | 8| 2| | 8| 1| 9| 3| | 9| 2| | 9| 1| 10| 4| | 10| 1| | 10| 0| 11| 5| | 11| 3| | 11| 0| 12| 7| | 12| 6| | 12| 1| 13| 8| | 13| 1| | 13| 1| 14| 4| | 14| 2| | 14| 3| 15| 13| | 15| 1| | 15| 2| 16| 7| | 16| 0| | 16| 0| 17| 13| | 17| 3| | 17| 1| 18| 9| | 18| 0| | 18| 6| 19| 13| | 19| 10| | 19| 6| 20| 12| | 20| 8| | 20| 14|Total participants| 18| | Total participants| 18| | Total participants| 18| Appendix 7: Graphs of serial position curves, for each control and experimental list. A1 list B1 list In this comparison, we can notice that both the primacy and recency effects are present. These two groups were the same in the fact that both were instructed free recall, and only difference between them was the participants and the words they had to memorize. As we can notice, the lines are not exactly the same, as natural variations occur, but according to the Student T-Test these two groups are not statistically different, so the difference is by ch ance.However, we still see the fall in number of words recalled in the middle ( words 6-14), which had on average 2 words recalled (out of 8), while the first had around 5 (out of 6) , and the last around 4 (out of 6). A2 list B2 list A2 list is the control for B2, where in the A2 free recall was instructed, while the B2 had implied free recall before the list was read, and then instructed serial recall. This list (B2), had a predicted drop in frequency of words memorized, as the participants did not expect to memorize in order, so over-all panic lead to overall performance loss.As we can see, the total average recall in A2 list of 8 words, dropped down to 3 in the B2 list. However, although of the poor preset, we can see that the primacy effect is starting to be much stronger (average of 7 words compared to 4), whereas in the control. A3 list B3 list These two graphs differ in the fact that in the A3 list, free recall was instructed, whereas in the B3 list serial recall was instruc ted. Noticeably there is a drop in the frequency of middle words remembered, from an average of 7 words remembered (out of 8) in the control A3 list, to only 1 word remembered in B3, with serial recall.Appendix 8: The mean, standard deviation and the P-value was used by performing a T-test on this website:  http://www. graphpad. com/quickcalcs/ttest1. cfm ——————————————– [ 1 ]. In Atkinson and Shiffrin 1968 [ 2 ]. In Murdock 1962 [ 3 ]. In Glanzer and Cunits 1966 [ 4 ]. In Deese 1957 [ 5 ]. In Deese [ 6 ]. See Appendix 2 [ 7 ]. See Appendix 2 [ 8 ]. See Appendix 1 [ 9 ]. See Appendix 3 [ 10 ]. See Appendix 4 [ 11 ]. See Appendix 5 [ 12 ]. See Appendix 5 [ 13 ]. See Appendix 2

Accident essay

It was my 13th birthday. I decided to celebrate my birthday at the Cage, a soccer pitch, with my new friends, including my best friend, Stung Grunts. His name sounds like, â€Å"strong†, which is indeed true. Once, he was able to move this big table by himself to the other end! Isn’t it amazing? The people in the soccer pitch that I had rented were filled with emotions. We knew that there are exciting hours waiting for us. However, I had different plans. Every alternate day in my school whenever my friends, including Strung Grunts, and I went to the school field to play soccer, my friends would always praise Strung Grunts saying, â€Å"Hey!Strung! You are the best soccer player! You rock! † I curled my upper lip to keep myself from speaking. My mind was whirling with thoughts that only made me assume the worst. The feeling of jealousy was slowly growing in me; filling my blood, making my eyes go dark, and my mouth become a straight line. I knew that this was the time when I could do something to Strung Grunts and make sure that he does not play soccer for the rest of his life. I decided to hurt him indirectly. However, a million of thoughts ran through my mind at that point of time. Should I really cause him pain? Isn’t he my best friend? Is it wrong?Or is it right? Shouldn’t I train myself to become a better soccer player than him? I was in a dilemma. However, my jealousy got the better of me. Rather than thinking whether my act is right or wrong, I spent the time thinking what I shall do to him. Suddenly, an idea struck my mind. There were still 10 minutes left before we planned to start playing a game of soccer. Everybody went to the washroom to get a shower before playing except me. Strung Grunts left his boots outside the washroom before entering. Within a flash, I quickly went near the washroom, tied the laces of both the shoes together and fled from the washroom. minutes passed. Everyone came out of the washroom. It was very wet and slippery outside the washroom. My heart was thumping and pounding hard. A chill ran down my spine. Strung Grunts went on to put on his shoes without realising what had happened. When he took his first step itself, he slipped and fell down with a â€Å"thud†. Three, two, one†¦ Ahhhhhhhhhh!!! , Strung Grunts shouted out loud as our ears became almost deaf. A flood of tears gushed down his ashen pale cheeks staining the floor. He tried moving both his legs but he was not able to do so. All of us came to him frantically, including me, and gathered around him.We quickly informed this news to his mother as soon as possible. Within a flash, his mother came down to the pitch, horrified and bloodcurdling. I was informed that he fractured each of his legs. Moreover, the doctor advised him not to engage in any activity that requires the use of his legs for the next six months. Till now, everyone thinks that the slippery floor was the main cause of his accident. Howeve r, only I knew the truth. The scar which I have on my heart is invisible to anyone but more painful than anything I have ever felt. I would like to tell him the truth but I think it is not the right time yet, what about you?

Storey’s Three Comopnent Model

Moving on to the second part of the question looking at Storey’s , â€Å"Three Component Model† and how useful it is in identifying the key characteristics of successful growth businesses. Most of the small businesses do not grow beyond their classification as a micro firm, very few of the small firms rise to become a medium-size enterprise, and even fewer rise to become large companies in the future. Storey (1994) has identified three key components in the analysis of the growth of the small firms, they are influenced by the characteristics of the entrepreneur, the characteristics of the organization; and the types of strategy associated. Various different characteristics of each component can lead to a different type of growth within the SME. The characteristics of the entrepreneur are widely accepted as the vital ingredient that influences growth. For example, the personal goals of an entrepreneur are likely to influence why a business was started in the first place, as well as the strength of the firm’s growth orientation once it was established. Storey’s places less emphasis on personality per se and more on the personal characteristics which influence access to resources. These include * Motivation: This is likely to be the most indispensable and essential action or a commitment by the entrepreneur which makes a considerable difference in the growth of the enterprise. * Previous management experience: Earlier knowhow of organizing people and processes is important in maintaining growth. * Demographics of the entrepreneur: This is essentially with regard to the personality traits of the entrepreneur viz. Age and Education. These two traits can influence the growth of the firm, Entrepreneurs with higher educational qualifications are more likely to find high-tech and knowledge-based firms which in turn can be linked with higher growth rate of the firm. * Team management over individual management: Access to a wide range of resources, skills, experiences, advice and other resources is important to growth. A group of entrepreneurs are more liable to have the attributes wanted than just one person. Alongside these characteristics are more personal ones. Owners have a need to be independent and want to be their own managers. They believe that they can control and change the environment within which they work, to their benefit. They are often high achievers and are looking for recognition of their success. † (Burns, 2001). The characteristics of the enterprise also have an influence on its growth prospects: Ownership and Legal form: A limited company is more likely to grow than a sole trader or partner ship. Limited companies offer greater goodwill thereby attracting more customers and resources that it needs to accelerate its growth. It is also possible that as the companies develop they acquire a limited liability status so that the legal form is a result of growth. Firms Age: Younger firms tend to grow more and faster than the existing old firms, which reflects the need of the younger firm to attain a significant level of ‘critical mass’ to survive in the marketplace. Firms Size: Small firms find it very hard to grow to level of the bigger firms, as they lack the resources, skills and competitive edge. One of the main reasons being the entrepreneurs with a micro-firm do not wish to grow because of the reasons stated above. â€Å"Management devolution is essential for growth as it becomes impossible for the entrepreneur to manage on their own. Those firms that recruit experienced managers from larger firms are likely to be more successful. † (Storey, 1994). Storey’s review of area where management strategy may influence the growth of small firms includes: Introduction of new products: Companies cannot rely on a smaller product or service range for growth. They continuous innovation in the form of new products and services is a key to growth. This also includes modification of the existing products. Sharing of Equity: Willingness to share equity with external individuals or organizations was identified in small firms that actually achieved high rates of growth. Market position: Adopting defined niche markets is a key ingredient for the growth of the company

Blood Disorders

Lily, a 4-year-old Caucasian female, has she been complaining of being tired all the time. She is pale and is a picky eater. Her mother is a single mom with a small budget to feed a large family. Lily eats only pasta, breads, and hot dogs, and she drinks only artificial fruit punch. Lily has iron deficiency anemia. Infants can be infected from the time of birth from certain forms of anemia. Certain forms of anemia are hereditary.When girls are not getting the proper amount of iron in their diet then they may become iron deficiency. There are many different symptoms of iron deficiency anemia but the most common are swelling of the tongue, drying of the lips, and eating and craving ice. Lily’s mother cannot afford the proper food filled with iron so the best thing that she can buy for Lily is foods and drinks that have vitamin C in it, such as orange juice. * * Davon is a 5-year-old African American male who has just moved to Chicago, and he is visiting his new pediatrician for a kindergarten physical.His mother tells the nurse that she carries the sickle cell trait and wants Davon screened for it. Davon may have the sickle cell trait. I would say that it would be hard to determine if Devon has a blood disorder because he has no symptoms. I do think that Devon is at risk of having sickle cell. Sickle cell is a disease that is inherited. African-Americans are at greater risk for the disease than any other ethnic group. Sickle cell is caused by genetic abnormality. It is diagnosed by a blood test. The blood test measures the amount of abnormal sickle hemoglobin.Sickle cell can be treated by medications such as pain medications, anti-inflammatory medications, and antibiotics for infection. * * Spencer has noted over the past several weeks that he is having more bruises, or ecchymosed, all over his body. After coughing this morning, he noticed tiny red marks all around his eyes. Spencer has thrombocytopenia. I would say that Spencer is at risk for thrombocytop enia. Some symptoms for thrombocytopenia are easy or excessive bussing, prolonged bleeding from cuts, and bleeding from the gums or nose.You can diagnose thrombocytopenia through a physical exam and a blood test. Sometimes no treatment is necessary for thrombocytopenia because the problem heals on its own. However in some cases treatment may be necessary for the underlying cause or perhaps a blood transfusion from loss of blood. Thrombocytopenia could be prevented by treating the underlying causes that may cause thrombocytopenia. When having any type of blood disorder the best way to stay healthy is by keeping a healthy diet and seeing your physician regularly. * * * * * Sources: 1) WebMD 2) Mayo Clinic * * Blood Disorders Blood disorders describe problems associated with blood components such as red blood cells, platelets, enzymes, plasma and white blood cells. The characteristics of blood disorders depend on the real blood disease. Blood disorders can also be associated with hereditary characteristics whereby some disease causing organisms are transferred from parents to children. Blood disorders or diseases lead to continuous bleeding in case of an injury and poor blood clotting. Blood diseases result from abnormalities in blood itself or defects in blood vessels.The three given cases in this paper relates to various blood disorders associated with lifestyle, genetics and injuries. The first case of four years Amy, who complains of tiredness al the time and eats pasta, breads and hot dogs, and drinks artificial fruit punch, is a case of anemia. Amy is a pale and picky eater and her mother is single and cannot afford to feed large family so it means that her daughter consumes unbalanced diet. Anemia is a blood disorder whereby the number of red blood cells is insufficient to supply enough iron to body parts (Hadorn Ernst, 1961).Iron deficiency is the main cause of anemia and children are vulnerable to this disorder. Main characteristics of anemia include fatigue, slow healing of wounds, weakness, drowsiness and dizziness. Amy complains of being tired all the time and this is one of the main symptoms of anemia. The blood disorder is diagnosed through examination of blood sample and in many cases; the red blood cells are small and pale. Anemia is treated by iron tablets and consumption of vegetables such as spinach and foods rich in iron.Anemia in this case of Amy can be prevented through consumption of well balanced diet and avoiding any circumstances that can lead to excess bleeding such as injuries. In the case of Marcus, a five-year-old African American male whose mother wants the nurse to screen his son for trait is a case of hemochromatosis. It is a case of hereditary blood disorder that has been transferred from mother to son. Hemochromatosis is one of the common hereditary blood disorders that make body tissues to absorb too much iron. Being a hereditary disorder, hemochromatosis is known to develop from dietary iron intake (King E.John, 2002). The blood disorder leads to severe iron overlap in children and young adults. It is caused by defect in HFE gene responsible for controlling amount of iron observed from food. Children who inherit the defective gene from one parent become carries of the disease but may not develop it. Symptoms of hemochromatosis include joint pain, abdominal pain, and fatigue and heart problems. The blood disorder is diagnosed by collecting information concerning family history, physical examination and routine blood tests.Hemochromatosis is treated by controlling the amount of iron getting into the body through phlebotomy process. Prevention of hemochromatosis is very technical as it is a hereditary disease transferred from parents to children through genetics. However, it can be prevented by protecting the body from excess iron. In the case of Richard, he is likely to have thrombosis as is analyzed in his body condition of numerous bruises and tiny red marks around his eyes. Thrombosis is clotting of blood vessels because of blood clot that blocks a vein or artery. Blood clot is caused by damage of blood vessel or changes in blood flow.Symptoms of thrombosis include numerous bruises, swelling of body parts and red spots as a result of blood clot (Wood M. Stephen, 1997). Physical examination of body parts is the best alternative for thrombosis diagnosis. The blood disorder is treated by an anticoagulant that allows thinning of blood. Thrombosis can be prevented through wearing of pressure stockings and use of blood thinners. References Hadorn Ernst, 1961, Developmental Genetics and Lethal Factors, Methuen, Ursula Mittwoch. King E. John, 2002, Mayo Clinic on Digestive Health, Mason Crest. Wood M. Stephe n, 1997, Conguering High Blood Pressure, Perseus Books. Blood Disorders Lily, a 4-year-old Caucasian female, has she been complaining of being tired all the time. She is pale and is a picky eater. Her mother is a single mom with a small budget to feed a large family. Lily eats only pasta, breads, and hot dogs, and she drinks only artificial fruit punch. Lily has iron deficiency anemia. Infants can be infected from the time of birth from certain forms of anemia. Certain forms of anemia are hereditary.When girls are not getting the proper amount of iron in their diet then they may become iron deficiency. There are many different symptoms of iron deficiency anemia but the most common are swelling of the tongue, drying of the lips, and eating and craving ice. Lily’s mother cannot afford the proper food filled with iron so the best thing that she can buy for Lily is foods and drinks that have vitamin C in it, such as orange juice. * * Davon is a 5-year-old African American male who has just moved to Chicago, and he is visiting his new pediatrician for a kindergarten physical.His mother tells the nurse that she carries the sickle cell trait and wants Davon screened for it. Davon may have the sickle cell trait. I would say that it would be hard to determine if Devon has a blood disorder because he has no symptoms. I do think that Devon is at risk of having sickle cell. Sickle cell is a disease that is inherited. African-Americans are at greater risk for the disease than any other ethnic group. Sickle cell is caused by genetic abnormality. It is diagnosed by a blood test. The blood test measures the amount of abnormal sickle hemoglobin.Sickle cell can be treated by medications such as pain medications, anti-inflammatory medications, and antibiotics for infection. * * Spencer has noted over the past several weeks that he is having more bruises, or ecchymosed, all over his body. After coughing this morning, he noticed tiny red marks all around his eyes. Spencer has thrombocytopenia. I would say that Spencer is at risk for thrombocytop enia. Some symptoms for thrombocytopenia are easy or excessive bussing, prolonged bleeding from cuts, and bleeding from the gums or nose.You can diagnose thrombocytopenia through a physical exam and a blood test. Sometimes no treatment is necessary for thrombocytopenia because the problem heals on its own. However in some cases treatment may be necessary for the underlying cause or perhaps a blood transfusion from loss of blood. Thrombocytopenia could be prevented by treating the underlying causes that may cause thrombocytopenia. When having any type of blood disorder the best way to stay healthy is by keeping a healthy diet and seeing your physician regularly. * * * * * Sources: 1) WebMD 2) Mayo Clinic * *

Sony Coursework Example | Topics and Well Written Essays - 8250 words

Sony - Coursework Example The diverse product and brand line of Sony Corporation makes it one of the most versatile entertainment businesses in the world, aiming to satisfy a vast portion of the target market (Sony, 2014). Despite the fact that Sony Corporation’s research and development initiatives differ from that of other businesses in the industry. Unlike its competitors, Sony utilizes its research and development initiatives to diversify the product offering and at the same time, keep the business portfolio flexible in order to cover up the loss of one business from the profits of other businesses. Due to the environment established within the organization that promotes long-term commitment with the organizational goals and objectives, employees consider it an honor to serve the conglomerate for a longer period. The management at Sony Corporation is also responsible for supporting and motivating newly hired employees and interns to put their best efforts towards making the business the most successful business in the world (Global Data, 2014). The business structure of Sony Corporation stands on the different pillars termed as Strategic Business Unites (SBU), which is a multidivisional format of carrying out business practices in the modern world. By operating these SBUs, Sony Corporation aim at adopting a diversification strategy at corporate level and further divide the SBUs in 3 levels of business communication flow which are as following: These entire 6 SBUs of Sony Corporation have further sub-divisions that are responsible for taking care of different aspects of production and marketing of different products. It should be noticed here that each sub-division of Sony Corporation is interlinked from the viewpoint of shared products and services but the sub-divisions nothing in common with each other. The headquarter of the business in Tokyo is primarily responsible for looking after the financial and business level aspects of each SBU, but the SBUs

What does it mean to be free What is Individual Freedom Essay

What does it mean to be free What is Individual Freedom - Essay Example There are some people who feel obliged to take accountability of family members and communal affairs. People should pursue their dreams regardless of what others perceive about it in order to realize full joy in life. Individual autonomy has different meaning to different people. What a person thinks is fine, may be perceived differently by other people. People should pursue their own decency regardless of other people’s opinion. For example, in Bellah (3), Brian believes that personal autonomy is attained when a person is able to accomplish individual dreams. For example, those who want to pursue success in trade, their joy becomes absolute the moment they are able to achieve that vision. Relatives or communal commitment should not hinder a person from achieving his or her life happiness. For example Brian had to put extra effort after he got married in order to sustain his family. He used to burn the midnight oil so that his family could have a decent living. According to hi m, family commitments made him sacrifice his personal independence. However, autonomy means doing what one desires without limitations (Bellah, 167). Without money Brian could not be able to enjoy nice trips or meet successful people in life. However, Brian later came to realize that he could not achieve full joy in life without family affection. Being able to provide for the family and achieve other essential things in life is a great victory. Regardless of the means used to acquire wealth, being able to provide for the family, such as paying school fees for the children and providing magnificent building, amounts to personal independence. With material possessions, people can do what they want at their own will (Bellah, 21). The dilemma occurs when it comes to gauging the level of achievement attained in a particular moment, and in appraising it with previous success or relating to what others have achieved. However, there is no need to contrast your victory with others, but the m ost essential consideration is your ability to achieve what you purposed to achieve in life. People should put effort towards helping their families and the society. The success of the community in which individual comes from also determines their victory (Bellah, 8).This is because, individuals and the society are reliant on each other. A person should contribute towards success of the society. In the same way, the community will also influence individual’s victory in one way or the other. Also, taking care of the family makes the person feel esteemed. Similarly, an individual draws happiness from the family and the society. For example, Joe engaged in activities of the society and his pleasure was in helping the public (Bellah, 54). Those organizations which are interested in satisfying the public will always ensure they give back to the community. They will design community activities and ensure they succeed. People who come from successful families or societies feel conte nted, and such contentment is what makes a person free. However, it is difficult to compare different communities or families to determine which family or society provides better satisfaction than the others. What matters are not comparing oneself with others but to be contented with own situation and work towards improving existing conditions. Those who find fulfillment in their own victory rather than communal tends to be deceitful. They can deprive the community of its resources to enrich themselves (Bellah, 63).