Our Complex Memory System essays

Our Complex Memory System essays What did you do yesterday? What did you do on the same day a year ago? Ten years ago? It is highly probable that you cannot recall what you were doing on a specific date ten years you, you have forgotten. The phenomenon of forgetting is an important topic to investigate as it can give us a further understanding of how our memory systems work. A classic study was carried out by Ebbinghaus (1885) using himself as the subject and nonsense syllables as the material to be learned. He learned 169 lists of 13 nonsense syllables then relearned each list after an interval ranging from 21 minutes to 31 days. He always found that some forgetting had occurred and used the amount of time taken to a relearn the list as a measure of how much had been forgotten. Ebbinghauss results showed that forgetting is rapid at first but gradually slows down. The rate of forgetting is more logarithmic, whereas the relationship between learning and remembering is linear. What is it that causes us to forget? There are two traditional theories of forgetting. One argues that memory traces simply fade away over time, then second suggests that forgetting is the result other learning obscuring or interfering with memory traces. If the memory trace simply decays then the crucial factor in how much is forgotten should be much time has elapsed, the longer the delay, the less is recalled. If forgetting is due to interference however, the crucial factor would be the amount of events that occurred within that time, with more interfering events resulting in more forgetting. It is difficult to separate the importance of time from the importance of intervening events, but as shown in a study by Baddeley and Hitch (1977) it is possible. They asked football and rugby players to recall the names of the teams they had played previously in the season. It was the case that the majority of the players had missed some games and so for one player their game before last ma y have...

Assessment Process Assignment Example | Topics and Well Written Essays - 750 words

Assessment Process - Assignment Example D) In order to complete the second assignment, I worked on making a critical evaluation of what each type of assessment was good for. I studied the good points of each one to see how it should fit into different requirements. This helped me on the assignment N 2 when I had to choose learning objectives and also the type of assessment to be applied. I also made sure that I was using what I had already learnt up till the first assignment. E) What I found useful was for processes such as my learning was examining the different assessments for how they rated for different qualities. I enjoyed checking the lists of criteria to see what "score" each assessment technology method could have in the case where it was being used. What I did not find useful was being asked to choose the learning objectives on the second assignment. There were many that could happen in real life. I think it could have been indicated in the course, which were the really important ones to work on. F) What I found useful in terms of products was some practical experience of making the assessments work. It was good to see that I could design assessments that looked reasonable and useful. What I did not find useful was having to apply the APA format. This looks like something that is very formal. The important information in the paper is already read by the reader, so it seems unnecessary to make it more difficult with APA.I know that I must write in all references and sources to my assignment, but would prefer to do it more simply. Recommendations that you would make G) My recommendation for future students regarding assignment preparation is to take careful note of the course information because this gives a lot of information that is useful for doing the assignments afterwards. Reading more general information on assignments is a good idea as well. You cannot tell maybe if there will be exactly the same assignments but in any case the general information will help. H) My recommendations for future students regarding the course as a whole are to pay attention to the lectures, as there are not very many of them and the course is in general very useful and important. There are specific points in the lectures to understand, so you have to really pay attention to get the most out of it. I would also recommend using the information to do some simulation and not waiting till the assignments are given to you. I suggest also that you experience the assessment yourself. This allows you to get a good idea of how receptive other people will be about having it used on them, and if there are any particular problems to be avoided or resolved in such a case. I) My recommendations for revisions to the course materials and reading lists are to make some allowance for students who do not have English as their first language, like me. It would be nice to find a text that gives good information on the subject, but which makes the language simpler. I would then be able to concentrate more on the real content of the course, not having to take too much time to understand just points of grammar and spelling in the text. J) My recommendatio

Justice in Greek Philosophy Essay Example | Topics and Well Written Essays - 1500 words

Justice in Greek Philosophy - Essay Example Plato, one of the Greek's ancient philosophers, ideally believed that sense-gained knowledge remains impure and confused, and that only the soul that contemplates and turns away from thinking carnally can receive true knowledge. He also believed that only the soul can know real essences of things, acquire knowledge of forms since the world as seen by the eye is nothing short of an imperfect copy (Bakalis, 2005). The immense dialogue in the Republic is opened by questioning the nature of justice. Several definitions of justice are proposed which are found to be inadequate except that at least more emphasis is put on Sophist, Thrasymachus' definition. According to this young man, justice is anything the strongest man decides that it is. Further, he states that whatever is in the strong man's interest is just. This argument is dismissed by Socrates after proving that strong personalities rarely get to know whatever is in their best interest; this cannot be just since justice in itself is a virtuous (Griffin, Boardman & Murray, 2001). Plato had quite a different view of justice; he believed that an answer exists that derives basically from reality's nature. In his republic, justice is defined as wisdom, courage and self-control; something close to righteousness and morality. In Greek, the Republic refers to the character or order of a political society; its regime type or constitution. The republic also refers to the city-state governance in a Socratic dialogue written in 380 BC by Plato. The republic is a most influential work of political theory and philosophy, and is Plato's best work. In fictional dialogues with foreigners, Athenians and Socrates, Plato discusses the meaning of true justice (Griffin et al., 2001). He seeks to establish whether man is happier when just or unjust by imagining a society that is governed by the guardians and philosopher-kings. The dialogue also goes further to discuss the role of philosophers, the place of poetry, the Theory of Forms and the soul's immortality. Plato's Republic is to-date considered in respect of western philosophy to be one of the most influential works. The Republic essentially deals with the subject of how one can live well. This inquiry into how one can live a good life was shaped into two parallel questions: (1) what does an ideal state look like, or what is state justice (2) What makes a just person These questions naturally encompass others such as: how should the state citizen be educated, what arts need to be encouraged, what kind of government should state adopt, who should govern and what rewards should the governor receive, what is the soul's nature and what afterlife and divine sanctions exist (Griffin et al., 2001). The dialogue proceeds to cover almost all aspects of Plato's thought. Platonic thought as described by several central aspects that exist in the dialogue can be summed up into three main points; the nature of justice, the ideal republic and the allegory of the divided line and the cave (which attempt to explain the theory of forms as perceived by Plato). THE IDEAL REPUBLIC According to Socrates, if a person can define what a just state looks like then the person can apply that analogously to the just man. Plato on his part exposes in detail how a state can have wisdom, courage, justice and temperament - four great virtues. In his utopia, Plato divides men

The Lost Generation’s Props Essay Example for Free

The Lost Generation’s Props Essay The significance of the Mr. In and Mr. Out scene toward the end of Fitzgerald’s May Day is that it reveals a last hurrah for Dean and Gordon. For Gordon especially, because he realizes that he will forever be married to Jewell and that suicide is his only escape from this life. The depression of this era, of Gordon not fulfilling his full potential as an artist (his excuse being that he needs to go to art school but doesn’t have enough money to go to art school). It is this idea of potential, of finding identity in post-war America (or in this case during the war) that Fitzgerald’s short story hinges upon. Either man attended Yale and had the best opportunities afforded to them, but their mutually exclusive hate for each other for ending up in the life they have now (their after Yale life, their, not in the war life). Either man’s drunken stupor, their â€Å"In Out† gag is a revelation of lack of identity. Faulkner’s writing style is very colloquial. He gives the reader a real taste of the character, a real dip into the character’s own mind, no matter how fragile, insane, or gritty their subjective reality may be. Hemingway’s language in Hills Like White Elephants is prosy in comparison (although both authors use adjectives with a certain flare). Hemingway’s writing is more obsessed about the environment. Hemingway also uses a fair amount of dialogue to juxtapose the natural elements of the setting of the story. Hemingway is caught up in the movement of things; the movement of the girl looking toward the horizon and the dualism of character and nature. Faulkner doesn’t juxtapose his characters with environment in this fashion, rather he juxtaposes action with characters. Fitzgerald’s character, Gordon Sterret, is a dark and ill man, both in composure and in spirit. Fitzgerald relays this characterization to the reader through use of Gordon’s actions (his continually getting drunk, especially in the presence of Edith whom he may have love, but whom he ultimately falters with). The main action being that he goes with Jewell against his judgment and Dean’s advice and in the end of the story, feeling as though he cannot control his actions and is a pawn of fate, he kills himself thereby exercising the only control over himself that he thinks he has; killing himself. Similar to this Laura’s character in Flowering Judas doesn’t present her will into her life. She allows Braggioni to try and seduce her, and even though she’s tired from her day and doesn’t much care for the man’s attention she doesn’t ask him to leave her alone. She remains proper with her social values as not wanting to offend anyone. This lack of control over her environment reflects Gordon’s own sentiments. Both Laura and Braggioni’s relationship and Gordon and Jewell’s relationship are similar. Jewell and Braggioni are forceful with their personalities on Gordon and Laura. Both endure their partners knowing that the world offers them nothing better, or that they themselves cannot find a way of escape. However, instead of killing herself as Gordon does, Laura inadvertently kills one of Braggioni’s adherents. Thus, she is labeled a murderer. In either case, Laura and Gordon are both characters that feel they are not in control of themselves or the events that occur around them, either a war, or a revolution. Works Cited The Heath Anthology of American Literature, Vol. II, ed. Lauter, et al (Vols. C, D, and E).

Shakespeare In Love -Combination of Romantic Comedy and Shakespearean T

Shakespeare In Love -Combination of Romantic Comedy and Shakespearean Tragedy William Shakespeare once told us, "All the World’s a Stage" —and now his quote can be applied to his own life as it is portrayed in the recent film, Shakespeare In Love. This 1998 motion picture prospered with the creative scripting of Tom Stoppard and Marc Norman and direction of John Madden. The combined effort of these men, on top of many other elements, produced a film that can equally be enjoyed by the Shakespeare lover for its literary brilliance, or for the romantic viewer who wants to experience a passionate love story. This movie begins in the year 1593 when there are two playhouses in London (The Curtain Theatre and The Rose Theatre) that are competing with one another for playwrights and audiences. The Rose Theatre hires Shakespeare (played by Joseph Fiennes) to write the comedy, "Romeo and Ethel the Pirate’s Daughter", in a drastic attempt to bring in some cash. William agrees to write this piece, but also offers it to the Curtain Theatre, seeing where it will be of more profit. The only trouble is, he is currently suffering a severe case of writer’s block that can only be cured by finding himself a muse. The character of Viola (played by Gwyneth Paltrow) is first seen at The Curtain Theatre where she is captivated by the performance of Shakespeare’s "The Two Gentlemen of Verona," while the rest of the audience seems bored. She is currently being urged to marry Lord Wessex, but wants to marry for love. She wants to have real love, "love as there has never been in a play." She is inspired, however by the theatre and especially by the works of Shakespeare. Will anxiously looks for the woman who will become his muse, and immediatel... ... him to write the greatest love tragedy of all time, not the greatest love comedy (70)." Shakespeare in Love is an incredible literary work that holds both truths and fantasies about Shakespeare’s life, along with a beautiful romance story. It is what David Denby calls "an exciting literary-erotic entertainment (19)." Whether one is in the mood for a romantic comedy, a Shakespeare tragedy, or just an all around excellent film, Shakespeare in Love is a great choice. The stage has your life now Mr. Shakespeare. Works Cited Bloom, Harold. Interview. "Bloom the Bardolator." By Yahlin Chang. Newsweek.   Ã‚  Ã‚   February 1999: 64. Denby, David. "The Movies." The New Yorker. January 1999: 19. Grant, Emound, ed. The Motion Picture Guide. New York: News Am., 1999. Stoppard, Tom. Interview "The Scene Stealers." By Elizabeth Gleick London. Time. January 1999: 70-1.

How Mass Media Affects Youth Culture

â€Å"Educators are challenged more seriously than ever before to teach young people to evaluate media more critically and to grow in taste and discrimination as they use media in school and at home. † What is it like to grow up in today's world? How are children and young adults affected by the movies and television programs they see, the radio programs and recordings they hear, the newspapers, magazines, and books they read? Modern technology has made possible a wealth of shared experience undreamed of even 50 years ago. This environment reflects fully, though sometimes in a warped fashion, life itself  including good and evil, beauty and ugliness, charity and violence. It is difficult or impossible to shield young people from experiences reflect ing the adult world when communications sys tems infiltrate our homes and become so much a part of everyday living. The concerns of thoughtful adults as to the possible effects of media on young and old citi zens range from the mo re obvious ones to those more subtle. There are fears as to the content of media: violence, lawlessness, breakdown in moral values, and tawdry and explicit sex, for example. There are other fears as to the general effect of a  television-dominated society in which viewers tend to be passive and nonassertive, young people have little time for other experiences, and parents use television as a â€Å"safe† baby-sitter.A proper assessment of the influence of mass media on young people continues to be one of the significant challenges to educators and parents today. Research in this area invariably reveals the difficulties in arriving at sound conclusions due to the complexity of causal relationships. One critic has questioned the findings of all experi mental research in this area because of the impossibility of ever having a defensible control group. The influence of mass media on adults is closely related to their influence on young peo ple, and just as difficult to study. Th e positive values in today's mass media are also significant.Young people today, without leaving home, can hear the world's best music and witness superb musical performances, see outstanding drama and dance programs, hear EDUCATIONAL LEADERSHIP political and governmental leaders of the nation and the world analyze major issues of the day, and learn of scientific advances and problems. Mass media bring information, inspiration, and  enrichment that potentially improve the quality of our living. Nicolas Johnson, formerly of the Federal Communications Commission, has studied the media environment for many years.In 1971, he concluded that television is â€Å"the single most powerful intellectual, social, cultural, and political force in history. † He also found that most Amer ican families use television as â€Å"the major source of knowledge and values. † Dorothy Broderick, a library educator, has written that media do much more than provide information. She says, â₠¬Å". . . they do have an im pact and influence upon behavior and attitude  formation, even though it is still impossible to isolate in research the precise nature of such influence. â€Å"Access to Television Has Increased While all forms of communication affect learning and living, the influence of television seems most challenging. Television most nearly represents real experience and is clearly a part of the environment of most young people in the United States. Access to television has increased remark ably. Breslin and Marino reported that while less than one percent of all American families owned television sets in 1948, by 1976, 98 percent of  American homes had at least one television set, and 25 percent had two or more.The facts about usage of these sets encourage serious consideration of television's influence. The average child in this country will have used 22,000 hours in viewing television by the time he or she enters high school. Gerbner and Gross re ported that nearly half of the 12-year-olds stud ied averaged six or more hours a day viewing television.Summarizing research on the impact of television, George Comstock wrote in 1975 that children typically view television for several years before entering first grade, that the time spent  with television increases during elementary school years, and that young black people, those from lower socioeconomic levels, and those lower in â€Å"While all forms of communication affect learning and living, the influence of television seems most challenging. † Photo: Michael D. Sullivan academic achievement and I. Q. spend more time viewing television than do other young people. In 1971, it was reported in B roadcasting Yearbook that the average TV set was on six hours a day in the United States. The number of viewers using each set during these hours was not determined.Wilbur Schramm reported in 1965 that by the sixth grade children spend 79 percent of their viewing time watching adult progra ms. Many adults are known to spend time viewing cartoons and adventure programs intended for children. To determine the experience that children or young adults have through television, one must con sider the whole range of television programs, in cluding those intended chiefly for adults: news shows, comedies, variety shows, cartoons, motion pictures, documentaries, serious drama, sports events, music, advertisements, and other types shown on commercial, public, and political pro  grams.The current concern about effects of violence and crime as depicted on television was highAPRIL 1978 527 reality and fantasy, use of violence to sell prod ucts, and censorship. † Dr. Richard E. Palmer, a president of the American Medical Association, has said that tele vision violence is â€Å"a mental health problem and an environmental issue. † He feels that large ex posure to violent content may distort a child's perceptions of the real world and adversely affect his psychological development. Action for Children's Television (ACT) is a national citizens' organization to upgrade the  quality of children's T. V.In 1976, among their â€Å"Bent Antennae Awards† were the â€Å"Getting Away with Murder Award† to broadcasters who use violence to attract child viewers and the â€Å"Nero Fiddles While Rome Burns Award† to broadcasters who talk about the need to reduce TV violence while continuing to air brutal and sadistic programs. While there is serious concern about the in fluence of television on young people, there is much controversy over what to do about it. One person with a plan for action is Richard E. Wiley, who, as Chairman of the Federal Communica tions Commission (FCC), spoke to the National  Association of Secondary School Principals in 1976.Wiley rejected the idea that a high level of TV violence can be justified because it presents a realistic view of the world. He said, â€Å"Few, if any, of our citizens in the real world w ill be ex posed to the levels of violence comparable to those which appear on television almost every week. † Wiley feels that specific governmental regu lations in this â€Å"highly sensitive First Amendment Citizens Demonstrate Concern Area† would not be desirable. Instead, he sug that the FCC â€Å". . . can play a constructive While research goes on, many citizens have gests  and more appropriate role at this point by focus recently demonstrated their concerns.The Na ing increased industry attention on the issue and tional P. T. A. ‘s Television Commission has held a by encouraging the consideration of self-regula series of eight regional â€Å"hearings† on â€Å"Television tory reforms. † and Violence† that encouraged parents and teach as well as ers to consider seriously the content usage of television. Based on these hearings, in Family Viewing Plan which 505 persons testified, the Commission has The â€Å"Family Viewing Plan† is an example of warned that concerned citizens may propose eco  nomic boycott of TV products advertised on the type of self-regulation suggested.The three shows that feature violence. Other concerns were major networks and The Television Code Board â€Å"stereotyping both by race and sex, inferior role of The National Association of Broadcasters models for youth, reduced discrimination between adopted the plan to set aside the first three hours lighted recently in the trial in Miami, Florida, of 15-year-old Ronney Zamora, accused of robbing and killing his 82-year-old neighbor. The defense attorney presented the unusual defense that the  boy is innocent because his addiction to television violence has caused insanity.How may violence on television affect young people? What should be done about it in a coun try that believes in freedom of communication and the rights of its citizens to the free flow of information and ideas? Based on years of research, Albert Bandura has conclu ded that â€Å"children can and do acquire new response patterns through observation and imitation, without the need for external reinforce ment or even rehearsal or practice. † The SurgeonGeneral's Advisory Committee on Television and Social Behavior supported the view that â€Å"†¦Ã‚  a steady stream of brutality on television can have a powerful adverse effect on our society and particularly on children.†This report represents a significant effort to discover the effect television has on children today. Thoughtful researchers have raised such questions as these: Are young people who are unusually attracted by the violence and aggres sion on television generally abnormally aggressive personalities themselves? Is it only those young people who are disordered themselves who tend to imitate or â€Å"act out† the violent acts depicted on television?Does the content of television ser  iously affect young people s perceptions of the world they live in, its ch allenges, satisfactions, problems, and values? 528 EDUCATIONAL LEADERSHIP (6 to 9 p. m. ) of evening prime time' for material suitable for the entire family to view together. Wiley feels that his recommendation of such a plan, as Chairman of FCC, does not constitute governmental censorship, since he was only rec ommending voluntary action and making sugges tions for program improvement.He feels the new policy encourages those involved in the industry to develop exciting and worthwhile programs  Ã¢â‚¬Å"without the needless concomitant of violent and sexual excess. † Wiley's speech was criticized by many in his audience, among them Joseph F. Lagana, Super intendent of Northgate School District, Pitts burgh, Pennsylvania and George lannacone, Su perintendent of Vernon Township Public Schools, Vernon, New Jersey. They wrote â€Å"an opposing view† that was published in NASSP Bulletin, January 1977. They felt that the position of the FCC and the Family Viewing Plan â€Å" are not com patible with the social conditions of our modern society, fragmented families and institutions, and  the post-industrial youth culture.† They said that the Family Viewing Plan inaccurately assesses the status of parent-child relationships so that it will have little impact on our â€Å"youth viewing popula tion. † Lagana and lannacone suggest that most par ents are not aware that the Family Viewing Plan exists. They feel that it is erroneous to assume adults can or want to regulate or monitor tele vision viewing for their children and that parent and youth viewing patterns are often incompat ible because of different interests and schedules and the accessibility of several television sets in  and outside the home. More fundamentally, they challenge Wiley's concept of the role of the FCC as â€Å"socially irre sponsible† because they feel the FCC â€Å"is the reg ulating arm of our government. â€Å"It is their recom mendation that the FCC develo p â€Å"a television council composed of educators, legislators, and behavioral scientists to create programs that are compatible with healthy human growth and de velopment. † In monitoring television programs beyond the Family Viewing Plan, the FCC is seen as a facilitator and moderator and not as a con trolling agency. The National Citizens Committee for Broad  casting ranked programs according to content of violence. As might be expected the â€Å"cops and robbers,† â€Å"private eye,† and action-packed shows ranked very high.But, surprisingly, â€Å"The Won derful World of Disney† ranked fairly high (more violent than â€Å"The Blue Knight† series) and â€Å"Donny and Marie† was around the middle of the scale, more violent than â€Å"Happy Days,† â€Å"Executive Suite,† or â€Å"Maude. † A Gallup poll found that 71 percent of the public in the United States think television is too violent, yet many of the most viol ent programs continue to draw the largest number of viewers.The National Observer reported, â€Å"A lot of peo ple seem to be having it both ways . . . deploring it to the pollsters and enjoying it at home. Most of them will have to turn off TV's gun-play be fore the networks will consider disarmament. † Meanwhile, back to the schools. Clearly, they cannot control the total environment of students. Educators are challenged more seriously than ever before to teach young people to evaluate media more critically and to grow in taste and discrimi nation as they use media in school and at home. The media specialists in the schools should be valuable partners in this endeavor. JTi.

Marcus Mill s Article On Connotations And Connotation

1. Stuart Mill’s article on Denotation vs Connotation emphasizes the meaning of words which are a way for us to communicate with one another. He had his own theory on this article. His view on the meaning of words was that there was a distinction between the connotation and the denotation of a term. There are two kinds of descriptive values according to Mill. Denotation is the literal meaning of a term whereas connotation is the idea or feeling that the word implies; the conceptual representation of it. For example he states, â€Å"The word white denotes all white things, as snow paper, the foam of the sea, etc., and implies, or in the language of the schoolmen, connotes, the attribute whiteness. The word white is not predicated of the attribute, but of the objects, snow, etc.; but when we predicate it of them, we convey the meaning that the attribute whiteness belongs to them† 167). What Mill is implying is that the term â€Å"white† it characterizes the thing denoted by the expression. When we say the word â€Å"white† we think of these other things (snow, paper, wedding dress, white flowers) because they are defined as the color white. For instance, take the word home. The connotation of the term â€Å"home† would be a place of warmth, comfort, affection etc. â€Å"She feels like home†. It means that the person gives us a comforting vibe in which we can rely on to feel peace within ourselves. How it is denoted; the place where one lives (family members) for a certain period of time. It isShow MoreRelatedRastafarian79520 Words   |  319 Pagesby the early 1930s. The emergence of Rasta during that period corresponds with so much that was happening around the world. Rastas could tell that social unrest in Jamaica was going to lead to a movement away from colonial rule and, having heard Marcus Garvey speak of the importance of Africa to black people in the New World, found in his remarkable success as a leader of thousands in the United States quite an amazing thing. Those who would presage the arrival of Rastafarianism also witnessedRead MoreStrategic Human Resource Management View.Pdf Uploaded Successfully133347 Words   |  534 PagesPrentice-Hall, Inc. A Pearson Education Company Upper Saddle River, New Jersey 07458 Compilation Copyright  © 2003 by Pearson Custom Publishing All rights reserved. This copyright covers material written expressly for this volume by the editor/s as well as the compilation itself. It does not cover the individual selections herein that first appeared elsewhere. ii Permission to reprint these has been obtained by Pearson Custom Publishing for this edition only. Further reproduction by anyRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesMBA−10 General Management California College for Health Sciences MBA Program McGraw-Hill/Irwin abc McGraw−Hill Primis ISBN: 0−390−58539−4 Text: Effective Behavior in Organizations, Seventh Edition Cohen Harvard Business Review Finance Articles The Power of Management Capital Feigenbaum−Feigenbaum International Management, Sixth Edition Hodgetts−Luthans−Doh Contemporary Management, Fourth Edition Jones−George Driving Shareholder Value Morin−Jarrell Leadership, Fifth Edition Hughes−Ginnett−CurphyRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore