Branding Essay

â€Å"As a consuming population we have formed deep emotional bonds with our brands, to the extent that they now determine who we are and how we are perceived†. (Isaksen and Roper, 2008). Brands are everywhere we look. They are simply unavoidable. We wake up in the morning: brush our teeth with a brand of toothpaste, use our branded shampoo, put on several brands of clothes and then eat our branded toast. We simply cannot escape from them. So the questions I pose are: Why do we choose the brands we do? What do our brands say about us? Brand ersonality â€Å"refers to the set of human characteristics associated with a brand† (Aaker, 1997). When I talk about brand image or brand personality I am basically asking if this brand were a person who would it be? Or else when we buy these brands what do they represent? Our modern culture has become obsessed with brands so what do they mean? If you buy a BMW people will assume you are rich, if you are seen walking around with a pair of Beats you are seen to be cool. Every product we buy or service we use says something about us whether we want it to or not. Everything comes with an age or has a stigma attached to it. Even the music we listen to and the celebrities we admire have become brands in themselves. Take Kim Kardashian as an example she wasn’t heard of up until 2007 and now she is one of the most famous women on the planet with business ventures such as perfume, clothing stores, a T. V show and over 16 million followers on Twitter she has completely made a brand out of herself. Aaker (1997) suggests that â€Å"the personality traits associated with a brand, such as those associated with an individual, tend to be elatively enduring and distinct†. Such as when you hear Mercedes you think luxury, Guinness is tradition and Chanel is elegance. In colleges all across the country every student not only has the burden of exams and QCA’s but also how they look and it’s the brands they buy that decide this. You will be questioned if you’re not wearing the latest ‘Hollister’ gear or carrying a shiny new ‘iPhone 5’. ‘Hollister’ originated in California in 1922 and is a brand associated with the beach and surfing yet in most schools and colleges it has been turned into popularity contest of who can have the ost or the best or the newest. Brands are completely consuming us and it’s not Just spoilt teenagers anymore it is ranging from everyone from young kids of 5 years old right through adolescents up to adults. Primary school kids are coming home crying because they don’t have the latest brand of lunch box like their friends and middle aged men are going out buying ridiculously expensive phones and cars Just to stay feeling young because they believe that’s what those brands can offer them. They are willing to pay for Just a couple more years of feeling young and on trend. This leads into Bhat and Reddy (1998) and their theory of how brands can be functional, symbolic or both. â€Å"Functional brands satisfy immediate and practical needs. Symbolic brands satisfy symbolic needs such as those for self-expression and prestige, and their practical usage Is only incidental† (Bhat and Reddy,1998). People have taken a brand that was originally meant as functional such as clothing, phones and cars and turned them into something so symbolic that they actually covet them. You keep certain clothes for â€Å"good wear†; spend hours cleaning your car and people Jump ore now to save a talling phone than a talling baby. Bhat and Reddy ( 8) were able to prove this theory through different research groups and methods â€Å"For example, to owners of Harley-Davidson motorcycles, their motorcycle is not Just a mode of transportation†. (Bhat and Reddy, 1998). They have said â€Å"It is an experience, an attitude, a lifestyle, and a vehicle to express who one is† (Aaker,1996). Adolescents are influenced the easiest when it comes to symbolic positioning of brands. â€Å"As cognitive development progresses, adolescents are able to understand the complex ymbolism of brands and their role in defining the self†. Chaplin and Roedder-John, 2005) They want everything theyre friends have and are surrounded by images of celebrities showing off the latest fashions and technology. Several brands are even endorsed by the celebrities they look up to. Young girls are influenced so easily by the â€Å"beautiful people on television† so why wouldn’t they want to buy shampoo that will make their hair look like Cheryl Cole’s hair or make up that will make them look like Beyonc © or even clothes that will make them look like Rihanna. Even teenage boys are seeing images such as David Beckham sprawled across a billboard half naked so why shouldn’t they buy ‘Armani’ boxers to look like him and why shouldn’t they want to drive the luxury car brands like soccer players? Companies continuously aim products at teenagers through different mediums such as television, music, and celebrities. Isaksen and Roper (2008) suggests â€Å"brands which are placed in popular teenage television programs are likely to benefit from a positive image and be popular among adolescent consumers†. Teenagers have become walking brands but t isn’t their fault it is what they are surrounded by. In summary brands have completely taken over our lives. Everyone buys into them whether they mean to or not and we can all pretend to hate them yet they are such a big part of our everyday lives there is no escaping them. Companies have realised this and know exactly how to market their brands to the different markets so we have to accept them. We are influenced by them in ways we don’t even realise. They are part of our society and culture and the fashion of brands is only growing stronger so my final question is which brand are you?

Oryx & Crake Summary Essay

Xenotransplantation is the transplantation of living cells, tissues or organs from one species to another such as from pigs to humans ( Medical grafting). Such cells, tissues or organs are called xenografts or xenotransplants. The term allotransplantation refers to a same-species transplant. Human xenotransplantation offers a potential treatment for end-stage organ failure, a significant health problem in parts of the industrialized world and worldwide shortage of organs for clinical implantation. It also raises many novel medical, legal and ethical issues. A continuing concern is that pigs have different lifespans than humans and their tissues age at a different rate. Disease transmission (xenozoonosis) and permanent alteration to the genetic code of animals are a cause for concern. Genetic engineering, recombinant DNA technology, genetic modification/ manipulation (GM) and gene splicing are terms that are applied to the manipulation of genes. It involves the isolation, manipulation and reintroduction of DNA into cells or model organisms, usually express a protein to reach desired effects. Cloning is the process of creating an identical copy of something. Genetic recombination is the process by which a strand of DNA is broken and then joined to the end of a different DNA molecule. A genetically modified organism (GMO) is an organism whose genetic material has been altered using the genetic engineering techniques generally known as recombinant DNA technology. Why Oryx and Crake Was Written â€Å"Every novel begins with a what if and then sets forth its axiom. The what if of Oryx and Crake is simply What if we continue down the road we’re already on? How slippery is the slope? What is our saving graces? Who’s got the will to stop us?† –Margaret Atwood Settings in Oryx and Crake Pre-Catastrophic Society: Games With Virtual Reality And Virtual Violence Society Fixated on Physical Perfection and Longevity, Virtual Elimination Of The Middle Class (produced a gap between rich and poor), Disappearance Of Safe Public Space, People Live In Either Tightly Controlled Compounds Of The Elites Or Dangerous Pleebands, Almost Everything Is For Sale, Medical Advancements, Life Is In The Hands Of Large Corporations, Private Security Forces, Scientific Advancements: Genetic Engineering & Xenotransplant, Technologically Driven, Extreme commercialization and commodification of life and the commodification of human life and sexuality in prostitution and online child pornography. Jimmy and Crake spend a lot of their free time playing online computer games such as Kwiktime Osama (a reference to Osama bin Laden) and Blood and Roses, or watching live executions, Noodie News, frog squashing, graphic surgery and child pornography. Post-Catastrophic Society: Naturalistic society Science vs. Anti-Science â€Å"Please don’t make the mistake of thinking that Oryx and Crake is anti-science. Science is a way of knowing, and a tool. Like all ways of knowing and tools, it can be turned to bad uses. And it can be bought and sold, and it often is. But it is not in itself bad. Like electricity, it’s neutral. The driving force in the world today is the human heart – that is, human emotions. (Yeats, Blake – every poet, come to think of it – has always told us that.) Our tools have become very powerful. Hate, not bombs, destroys cities. Desire, not bricks, rebuilds them.† –Margaret Atwood Plot Summary of Oryx and Crake The protagonist of Oryx and Crake is Snowman, clad only in a bed sheet and a Red Sox cap, who appears to be the last human being on Earth. He’s not entirely alone, however; strange hybrid beasts such as wolvogs, pigoons and rakunks are roaming freely. As well, a group of what he calls Crakers—strange human-like creatures—lives nearby. They bring Snowman food and consult him on matters that surpass their understanding; thus, Snowman comes across as a post-apocalyptic hermit guru. As the story develops, these assorted lifeforms are revealed to be the products of genetic engineering. In flashbacks, we learn that Snowman was once a young boy named Jimmy, who grew up in the early 21st century. His world was dominated by multinational corporations which kept their employees’ families in privileged compounds separated from a global lower moiety of pleeblands. Shortly after Jimmy’s family moved to the HelthWyzer corporate compound (where his father worked a s a genographer) Jimmy met and befriended Glenn (later known as Crake), a brilliant science student. Atwood’s satirical take on current society is presented most pointedly in the jaded activities of these two youths. Jimmy and Crake spend a lot of their free time playing online computer games such as Kwiktime Osama (a reference to Osama bin Laden) and Blood and Roses, or watching live executions, Noodie News, frog squashing, graphic surgery and child pornography. One of Glenn’s favourite pastimes is an online game called Extinctathon, a trivia game which requires immense knowledge of extinct animal and plant species. Using the codenames Thickney (Jimmy) and Crake (Glenn), they both play as teenagers. It is not until they are both in university that Jimmy discovers that Crake has worked his way up to become a Grandmaster. On another trip through the dark underbelly of the Web, they come across an Asian child pornography site, where Jimmy is struck and haunted by the eyes of a young girl. Unknown to Jimmy, Crake is similarly affected by the sig ht of this young girl. Crake eventually finds this girl (or a woman who could be her) and hires her, as both a prostitute and a teacher of the Crakers. Her name is Oryx. Jimmy identifies the haunting memory of the young girl with Oryx, though it is never made clear as to whether or not the two are the same person. Oryx eventually becomes intimately involved in the lives of Jimmy and Crake, and both fall in love with her. Oryx, however, views their relationship as strictly professional and only admires Crake as a scientist and â€Å"great man†. For fun and affection she turns to Jimmy, though her feelings for him are not as clear. The two hide their relationship from Crake, and Jimmy is often plagued with the thought of Crake finding out about his betrayal. Crake uses his prominent position at a biotech corporation to launch a project to create the Crakers. His goal is to create a peaceful society that will live harmoniously with each other and nature. These genetically engine ered humans are leaf-eating herbivores and they only have sexual intercourse during limited breeding seasons when they are polyandrous. Thus, many of the apparent conflicts in human culture are replaced with a mockery of intelligent design. At the same time, Crake creates a virulent genetic pandemic that, apparently, killed off all humans except for Jimmy. Jimmy was unknowingly vaccinated with the intention of acting as a guardian for the Crakers. Thus, Crake represents a mad scientist; he is maddened by the troubled society that he lives in. His rationale is that he is heroically saving intelligent life from an inevitably dying society. In the story’s climax, Crake’s perfected â€Å"hot bioform,† present in one of his company’s products, is activated and spreads throughout the world. When called to account for his actions by Jimmy, Crake kills Oryx by slitting her throat. In rage and panic, Jimmy shoots Crake, resulting in his being left to obsess over his vanished world and unanswered questions. Jimmy contemplates abandoning the Crakers but is constantly haunted by the voice of Oryx, and reminded of his promise to her to watch over them. Though Crake opposed and belittled human religion, Sn owman instills the Crakers with his own invented religion revolving around Crake and Oryx. Oryx becomes the guardian of the animals and Crake the creator god. Crake suffers from unremembered night terrors. During visits, Jimmy hears Crake screaming in his sleep. Crake claims to not remember them. This forms one of the book’s most profound ironies. Crake is a leader in the most advanced (and corrupt) health care system in human history, and Jimmy is unable to save humanity by simply getting Crake’s head examined. At the same time, however, Crake attends a university referred to as Asperger’s U, referring to the university’s high population of incredibly intelligent, socially awkward people, which might suggest that his idea was not the product of insanity or something ‘wrong’ with him, but rather the knowledge that everything else around him was wrong. During Snowman’s journey to scavenge supplies, he is uncomfortable wearing shoes now that his feet have become toughened without them. He cuts his foot on a tiny sliver of glass. Infected by who-knows-what descendant of transgenic experiments, his body cannot fight back, and his leg becomes inflamed.Returning to the Crakers, he learns that three ragged true humans have camped nearby. He follows the smoke from the fire and watches as they cook a rakunk. Uncertain of how he should approach them (Blast them to bits to protect the Crakers? Approach with open arms?) he checks his now unworking watch and thinks, â€Å"Time to go,† leaving the reader to speculate as to what his actions and future will be. Literay Works Coral Ann Howells argues that Oryx and Crake is in some ways a sequel to Atwood’s The Handmaid’s Tale in that it carries the national catastrophe in the earlier novel to global level[5]. A major reference seems to be to the â€Å"Last Man† topos in science fiction, which was inaugurated by Mary Shelley’s The Last Man, also a post-apocalyptic novel, whose main character is the only survivor of a plague that has killed off all other humans. George Orwell’s Nineteen Eighty-Four (1949) had a working title that relates it to Shelley’s book: â€Å"The Last Man in Europe†[6]. Other references, of course, include Shelley’s Frankenstein (1818/1831) as well as Jonathan Swift’s Gulliver’s Travels[7] (1626/1635). Gulliver’s Travels is also the source of one of the two epigraphs and puts emphasis on the claim that the speculation about the near future in Oryx and Crake serves to make a point about the present state of the world. Swift’s speaker as quoted by Atwood says: â€Å"my principal design was to inform you, and not to amuse you† (Oryx and Crake, Epigraph). The second quotation from Virginia Woolf’s To the Lighthouse (1927) refers to the absence of safety in the word, pointing to Snowman’s existence in the world af ter Crake’s catastrophe.

Discuss the dramatic significance of Feste in Twelfth Night

â€Å"Feste is an observer. He sees through people. Though he's a kind of entertainer, who will only perform for money, what he chooses to sing to people is intentionally relevant. People find the truth very hard to deal with: ‘†¦Peace, you rogue†¦here comes my lady'. This story shows people avoiding the truth at every level; Feste's insight† Ben Kingsley on Feste: Twelfth Night by Trevor Nunn Fool. Clown. Words incessantly linked to someone who isn't taken seriously. This is the case with Feste. For example, ‘fool' in King Lear was constantly being threatened with hangings and beatings, but this was only as he was a ‘witty fool'. Again, with Feste in Twelfth Night, who also is threatened with hangings, due to his absence. Feste doesn't fear this threat, and in fact makes a joke of it; mocking Maria and using a sexual pun at the same time, e.g. ‘many a good hanging prevents a bad marriage' This confidence comes from the fact that it wasn't their job to simply provide amusement, but to also make critical comments and provide advice, as Olivia asks him: ‘What's a drunken man like, fool?' and since he is an ‘allowed fool' he was able to say what he thinks, without fear of punishment: ‘there's no slander in an allowed fool'. Feste and Olivia have the most personal relationship, as Feste knew her father. Olivia uses Feste as a friend, advisor and joker. She says ‘Take the fool away†¦y'are a dry fool', signalling she has no use for him as he cant amuse her, but accepts him when he is humorous, ‘†¦doth he not mend?' She seeks out ‘What's a drunken man like fool?' and once answered, she immediately acts on it: ‘Go thou and seek†¦' Feste is connected only to Olivia's household. The audience are told ‘Lady Olivia's father took much delight in him' and after a long journey, it is her household that he retreats to, and her reference to his ‘fooling growing old' gives the impression of him being around for a long time-a time for which they have been friends. Read this – Puns in the Importance But he also has the ability to distance himself from everyone, such as ‘living by the tabor': unsociable, and the way he speaks; ‘I go†¦' ‘I will', ‘I can yield'- he doesn't need assistance. Moreover, he is constantly mocking people with puns and soliloquy-playing the part of the fool-but his interaction is again limited by the way he is always exiting scenes- 1:v, 3:i and 2:iv. As well as being comic, Feste is probably the most perceptive character in the play. He comments on people in ways other characters over look, whether be their appearance or their ‘mind'. For example, in Act ii: iv, he point blank tells Orsino what he thinks of him, saying his ‘mind is very opal' and ‘the tailor make thy doublet of changeable taffeta' (a silk which changes colour). The joke here is Feste telling Orsino that he is very fickle and has a very changeable mood, so changeable that he should have matching clothes. These mood changes echoes lines, ‘Enough; no more†¦' where Orsino sings to us of his love sickness. Feste goes on to say that he is so changeable that he would sail around the world to justify purposeless busyness and courage. Feste hardly knows Orsino, who in turn scarcely knows Feste, but for Feste to cast this view shows his perceptiveness. This view is so accurate, that it leads Orsino to make Cesario go to Olivia's and tell her that his love is ‘more noble than the world'. Furthermore, he suspiciously notices Viola, and is the only one to start suspecting her, ‘send thee a beard' he says, hinting that he knows of her ‘such disguise'. Feste's perception was reinforced in Trevor Nunn's production of Twelfth Night, where- at the end of the play- Feste gives Viola a necklace, A necklace she abandoned in Act 1:ii -on the seacoast, showing he has always known of Viola's situation and was always playing along, again showing his nature. Feste's Language: The sophisticated way Feste speaks allows him to climb the social ladders of Illyria and be able to talk with Lord Orsino, Sir Toby and Fabian. Which becomes significant when he is able to get himself out of situations or even to make other people react, which may otherwise be tricky and use his language skills to make mockery. Such as the ‘the more fool, Madonna, to mourn for your brothers soul†¦' This scene is the first with Feste, and he has proved to the audience that he is nowhere near being a ‘fool'. So far from it, in fact he has proven someone of a higher social status to be one! This echoes the quote ‘there is no slander in an allowed fool': that- even though Olivia is in mourning for her brother and father- fools would be allowed to make these daring jokes. However, Feste has proved two things here, the first is that he is not ‘dry' and the second that he can provide the humour if is someone does ‘minister occasion to him' or invites him to ‘make that good'. Another key figure of Feste's language is his uses of Latin. The few times he talks and refers in Latin are in the presence Olivia or Orsino, again proving his versatility of talking appropriately with people and it also demonstrating his education to the audience. All his Latin sayings convey messages. For example, the first to Olivia: ‘cucullus non facit monachum', referring to an overriding theme in the play; don't judge by outward appearances, prepares her for his foolery. Another Latin reference is to Orisino in Act 5. ‘Primo, secundo, terito is a good play†¦' although simply begging for a third coin he does it in such a manner, that he deserves it. Feste's songs do hold a dramatic function, which change depending on the scene: they hold meaning and are sung for a reason. Such as when Feste asks, ‘would you have a love song or a song of good life?' The choice reflects the audiences' and the characters' mood at this current moment in the play, or as he said in his final song ‘†¦And we'll strive to please you every day.' Feste's songs seem to have a significant meaning, either used to create dramatic effects or represent/ echo his feelings about a situation in a scene. In Act 2, Feste sings ‘Come away, Come away, death†¦', a melancholy song to Orsino about a lover who dies for love, which echoes Orsino's mood and his situation. The listener can read into this as Orsino being the lover and Olivia being the ‘maid', making sense as the lover is ‘slain'. The words that are used mirror what Orsino has already said, such as ‘My part†¦share it' hold similar meaning to that in ‘If music be the food of love†¦' Orsino then immediately acts on the song and tells Viola/ Cesario to go to Olivia's. This is one example of the role of Feste; do we value what he says or laugh at what he says? Orsino valued what he said (we know this as he sends Viola to go to Olivia and tell her ‘that nature pranks her in attracts my soul not her money'). However, after the song is finished, Feste casts a point blank insight of Orsino, which creates tension, especially with the use of words like ‘corpse', ‘pain' and ‘†¦bones shall be thrown'; words that are associated with death. Causing a melancholy atmosphere in the scene. It's as if the song(s) introduced the sadness, and set the way for Orsino and Viola to discuss love, ‘Our shows†¦will' and ‘pang of heart'. Here's a good example of the dramatic significance of Feste- creating tension. With the next scene starting in comedy, the drama in each scene seems heightened due to the immense contrast. Feste's appearance in the play is held off until act 1:iv. His contribution to the play is revealed through: â€Å"Wit, an't be thy will†¦a foolish wit†. Indicating Feste's presence is not merely comic relief through foolish acts and show that the role of the fool requires much intelligence, or being a ‘wise man', ‘a church man' or someone has all their wits about them: ‘I wear not motley in my brain'. Feste's most significant song comes at the end. He is left alone on stage to sing it- that seems unusual as he's always sung for people. The situation might echo his actual feelings present in the song: loneliness, toleration, and rejection. In Trevor Nunn's version, the song was evidently melancholy which I felt this was a good insight as it draws a logical link to pathetic fallacy: ‘the rain it raineth every day' and ‘wind'. The sense of journey through the song is reinforced with links of Viola and Sebastian's journey- which ends in ‘lovers meeting' The meaning of this epilogue suggests that every person goes through life, with its vicissitudes, but he/she must remember that ‘it raineth every day' or there is always unpredictability. Feste's contribution to the themes of love is essential to the understanding of the play's messages. The clown's most profound comments often take the form of song: ‘O mistress mine, where are you roaming?†¦Youth's a stuff will not endure.' It's in this song where we could possibly see Feste uncovering Viola and dictating the whole play. ‘Trip no further, pretty sweeting;' where the ‘pretty sweeting' may be Viola, and the ‘wise man's son' is Feste. If this is so, then it suggests that Viola-Orsino may end up as ‘lovers'. This song is performed due to the requests of Sir Toby for a â€Å"love-song†, which plays on the events of Twelfth Night itself by echoing the cheerfulness of this play and how the uncertainty of ‘what's to come' shouldn't be a negative prospect as ‘in delay there lies no plenty'. Feste foresees events that will occur later in the play, when he speaks of journeys ending â€Å"in lovers meeting,† he hints at the resolution in which characters are married. At the end of the play, Shakespeare provides an epilogue, like other plays, such as A Midsummer Night's Dream and All's Well That Ends Well. However, unlike these, Feste sings it. The song is about Feste growing up, about being tolerating in childhood, rejected in adult hood, unsuccessful in marriage and drunk in old age†¦but nothing really matters, the actors will always try and please- talking directly to the audience. A slight re-iteration of the song: ‘What is love†¦youth's a stuff will not endure', telling the audience that we should enjoy the present because the futures is as unpredictable as the weather: it could be good e.g. Viola-Orsino and Sebastian-Olivia, or it could be terrible e.g. Malvolio. Feste's ability to gain gender specific favour is distinct when encouraging Sir Toby to indulge in ridiculing Malvolio: ‘O no, no, no, no, you dare not' (where an Elizabethan audience would of received ‘no, no, no, no' and ‘yes, yes') -no matter their social status. The reiterating it: ‘four negatives makes your two affirmatives'. His sexual puns, such as ‘he that is well hung†¦' would have gone down well with the men too. Feste can use word play, or puns, at specific points in the play to make the audience laugh or even add to the tension so far. A good example is in Feste's first scene: ‘he that is well hanged in this world needs to fear no colours'. The first interpretation of this pun is the word ‘colours' which can mean enemy or war. So, logically, someone who is already dead can't fear. However, an Elizabethan audience could have heard it as ‘collars' (hangmen's nooses) so they don't fear them. The Elizabethans enjoyed such punning jokes, and with Maria threatening Feste with death, and then Feste making the whole audience laugh, the dramatic significance of Feste is apparent. The role of Feste: Feste's intuition is comparable only to the perception of Viola. As both characters are involved in both houses (Orsino's and Olivia's) they rival each other in their knowledge and putting their wits against each other. Namely Act 3:i, where, they both delight in using word play, ‘a sentence is but a cheveril glove to a good wit-‘ and later Viola saying ‘I understand you sir', showing him that she is just as clever. Viola seems to be the only character that recognises Feste's true intelligence: â€Å"This fellow is wise enough to play the fool†¦quite taint their wit†. Exhibiting Viola's awareness of Feste's ability to read people in order to say the right thing at the right time. Through this keen observation by Viola, she is acknowledging that may seen through her own disguise. Although Feste never openly claims to know of Viola's deceptive dress, it is indicated that he might be on to her: â€Å"Now Jove†¦send thee a beard†. Feste's ability to control the audience becomes apparent wherever Shakespeare wanted to portray thoughts or morals, as he would make Feste tell the audience puns or songs. In Act 1:v, he says: â€Å"many a good hanging prevents a bad marriage† communicates as if you are well ‘hung' then you need not love, and if we look back, to Act 1, the Latin quote refers directly to how Shakespeare felt- therefore reinforcing Shakespeare's values. Therefore, it is possible that Feste was the voice of Shakespeare, and if Shakespeare wanted to make the audience happy, for dramatic effect or other, then he might use Feste to sing a song, When Feste says lines 359-354 in Act 5:i, he quotes the things that Malvolio has said, and a feeling of ‘what goes around comes around' is created. The putting down of Malvolio would of been particularly enjoyed by the audience, because of his puritan no-fun nature, and therefore have a very comical affect for them. The plot in Twelfth Night is convoluted. So fools might of been used in this play; to underline and reinforce important parts of the plot for the audience, and make their songs and folly draw parallels to the play. In Twelfth Night, Feste sings to Malvolio ‘†¦She loves another'. Feste has seen through Malvolio and knows of his affection for Olivia, and crudely tells him there is no likelihood for him, moreover, he already must know of Olivia's affections for Viola. The fool in ‘King Lear' informs King Lear of the goings behind his back, where he is oblivious to them, but even though he is informing the king, the audience may of also received the message. Conclusion: The ‘Twelfth Night' was known as the â€Å"Feast of Fools†, which is very similar to â€Å"Feste the Fool†. Making it extremely significant, as the Feast of Fools was a time where a â€Å"Lord of Ridicule† was appointed. An Elizabethan audience would of received this (intentional) similarity and therefore see Feste as this Lord of Ridicule. If Feste were this lord, then he would become the master of the household, for this short holiday period, and organise dances, folly, pranks and deceptions, in order to entertain the rest of the household. If which case, it would explain Feste's songs, drunkenness and of course dressing up as Sir Topas- all roles similar to that of a fool. Ironically, Feste is the only person not to be seen as the fool. Olivia is the fool, as she has fallen in love with a woman, Orisino is seen the fool, because Viola has tricked him into thinking she is a man. Sir Andrew comes across as the fool because of his foolish remarks, like taking the word ‘ass' literally and believing ‘Pigrogromitus'. Malvolio is the fool for dressing up in ‘yellow†¦cross-gartered' stockings In conclusion, what makes the audience happy is the same thing as that which makes them sad, and Feste accomplishes this flawlessly. With his irony, puns, soliloquy, his songs and criticisms- he directs the play in a moving omniscient manner.

Geology Volcanoes&Earthquake Assignment1 Assignment

Geology Volcanoes&Earthquake Assignment1 - Assignment Example They occur in clusters and linear chains all over the world. Regardless of few exceptions to this rule, most take place in lines that are curved, as opposed to circular ones. The two common patterns that they form called the ring of fire and the mid-ocean ridges (Oxlade 12). Plate tectonics explain the movement of plates around the earth but are different from continental drift. They elucidate why ocean basins are in existence. The earth’s crust, according to the theory of tectonics, occurs in two forms: continental crust and oceanic crust. The latter is rigid, dense, and brittle as opposed to continental crust. It breaks into separate slabs also known as plates (McKay, â€Å"Plate Tectonic Settings† 1). On the other hand, many rocks that have conjoined over billions of years or geologic time make the continental crust. They are less dense, and can deform or change much easier explaining their complication and uncertainties. Summing it all up, hot gases and material emanate from the mid-oceanic ridges while cool material goes down at subduction areas, and it is at the plate boundaries that volcanoes take place (McKay, â€Å"Subduction Zones† 1). Volcanoes erupt as fresh magma from the center of the earth rises up through weak areas or zones and consequently reaching the crest of ridges to develop novel oceanic crust. This process referred to as seafloor spreading, took place many years ago, and it led to long mid-oceanic system of ridges (McKay, â€Å"The Basics of Plate Tectonics† 1). The website, blackboard learn, is a modernized platform that offers easy access, navigation, organization, and illustration of learning material. The site’s contents are well organized, and students can easily follow the direction of the course without supervision, assistance, or any trouble. What makes the educational portal even better is the systematic organization of classes

Use of Technology and Social Media in Preaching Assignment

Use of Technology and Social Media in Preaching - Assignment Example Use of Technology and Social Media in Preaching Preachers and listeners hold and express doctrines of the Spirit with huge disparities. However, the absence of the power of God reduces the delivery of the sermon to a sad repeat. Preaching is also description and address. In a properly understood narration, the story of Jesus must carry and express word of address to listeners. Preaching is done intentionally to he listeners and as such the indicative mood carries the importance in its bosom. Likewise, speaking that takes to the hearers but does not possess content of faith is not preaching. Finally preaching is both private and public. It is private in the sense that the process of preparation creates a strong sense of ownership to the preacher (Johnston 2011, 108). In his book, Giving Blood, The Art and Craft of Interactive Preaching, Leonard Sweet’s fundamental questions addresses the kind of communication style best reverberates in a social and technological world. This social world is depicted by platforms of Twitter, G oogle, ipads/phones and Facebook best abbreviated as TGiF. Sweet takes a thorough analysis and tries to find out whether this communication mode is deductive, inductive, and abductive or is just something else. For instance, Twitter handle offers an avenue for better discipleship and offers a platform for ministry. Important to note about twitter is the categorical principle of followership because it fundamentally involves who you are following and who your followers are. This social platform is a constant reminder that every happening does not entirely depend on leadership but rather on followership. Followership involves two orientations namely: who am I following and who is following me. Just like apostle Paul said, â€Å"Follow me as I follow Christ†, twitter provides an avenue where one constantly reframes himself. This reframing is especially geared towards conforming to acts performed by Jesus including being gracious, forgiving, loving and acting as a discipler who h elps his flock (Sweet 2008, 157). Social platforms offer great quotes that have an impact on a multitude of crowds. An analogy is depicted that if one is unable to say a statement in everyday’s words, then probably he or she does not comprehend it. As such, the platforms provide unique channels where one is able to eloquently state the message that reaches out. The gospel is expressed with immediacy and terseness on a number of teachings that Christ advocated or. Social network sites basically involve the simple stuff every common human being is able to connect with even at personal levels. Social media offers a common ground for global undertakings throughout the world and even in churches and parishes across the world. Through the social media, questions on whether the listeners or partakers of the message connect with the global community are addressed. Additionally, under common global concern, the listeners of the messages are encouraged to act as mirrors to others and l ead by example. It is also through the social sites that a preacher may find social solitude. By this a preacher is shut off his undertakings while simultaneously giving back to the society without hiding. Therefore, Sweet advocates for the use of social media in preaching and this is in tandem with the above mentioned reasons (Sweet 2008, 136). Another great piece of work by Leonard Sweet is the book Viral: How Social Networking Is Poised to Ignite Revival by Leonard Sweet. This book equally plays a fundamental role in addressing the role

Role of religion in Paleolithic era Essay Example | Topics and Well Written Essays - 500 words

Role of religion in Paleolithic era - Essay Example Religion defined the boundaries between the evil and the code. This means that every life revolved around religion as faith and a creed to the universe. This paper analyses the context of religion in the Paleolithic period citing specific examples. As a discussion platform, the paper will also explain the function of religion in the same regime. Religion defined the impressive accomplishment in the Paleolithic era. This elaborated the origin and existence to life with a detailed coverage of the creator of the universe. The context also highlighted expectations within the societal setting for every mankind (Judge & Langdon, 211). The belief of human existence allocated specific mandates and roles for a given community. Religion defined the existence of mankind in the Paleolithic era as a lifestyle. The early population believed in devotion and sacrifice dedicating life to observing a given religion. Christianity as doctrine served as the cornerstone of family establishment. The moral teaching revolved around a religious aspect where the spiritual holiness depicted a given lifestyle. Religion also acted as a moral regulatory to influence and condemn behaviors (Judge & Langdon, 171). Religious leaders acted as mediators between the living and the spiritual world. The context of religion depicted a given direction for any society in the Paleolithic period. Religion defined individual endurance to achieve a higher divine calling in the Paleolithic period. The early nations obtained a spiritual calling from exercising true religious morals and behavior. The society respected the spiritual community that also acted as the higher rank of a community. A given communal decision relied on the outcome of the religious society and group. Religion acted as the moderate between parties. In the first instances, religion connected man and god, while in the second instance religion united different communal parties. The religion also served as a companion to the early

Selected Articles in Finance Term Paper Example | Topics and Well Written Essays - 750 words

Selected Articles in Finance - Term Paper Example For example the CAC 40 Index gets its name from the 40 top stocks dominating the French stock exchange. The index rises and falls in line with the volume of stocks traded and the prices at which the trades are made. When the trend of prices is falling, the market is said to be bearish and when the trend of prices is rising, the market is said to be bullish. Like a business cycle with its peaks and troughs, the stock market also has similar tendencies (www.abcsofinvesting.net). The article by Joe Weisenthal dated 27 Sep 2010 claims that Apple and Microsoft have broken the Stock Market indices. He bases his claim on the Nasdaq 100 index and states that it gives a weight of 20 percent to Apple, and 80 percent to all the other stocks. Similarly it is claimed that the DJIA gives too much weightage to Caterpillar and since it is trading at three times the value of Microsoft, the DJIA is similarly affected. This also impacts on the value of Exchange Traded Funds of ETF, which track the valu e of an index. Michael Corkery in his article of 04 August 2011 comments on the failure of city municipalities in the wake of the financial crisis that has swept America and states that cities like Central Falls in Rhode Island are benefitted by a new State Law that places bondholders ahead of other claimants. Its principal problem remains the pension payments that are due to retired workers. On the other hand, the head of the workers union feels cheated that bondholders are being given a preference over workers in this connection (Corkery, 3). Besides firing workers and raising taxes to create funding, municipalities are now being assisted by firms like New York’s Class Green Capital Partners who not only help cities mortgage their public buildings but also part of the bond proceeds to help promote energy efficiency, which also helps them get around some restrictions regarding public building mortgages. However their opponents maintain that it is just a way to cover deficit financing (Corkery, 3). Raice and Smith in their piece covering technology stocks as of 04 August 2011 write that the lackluster market is making firms reconsider offering their IPOs right now. The US Government too is considering cashing in its share of 26.5 percent of GM owned stock as the auto manufacturer’s stock has performed poorly. Meanwhile there is lack of investor demand and shares of newly floated IPOs like Pandora and LinkedIn –down 22% and 17% respectively- are also taking a beating (Raice & Smith, 1). Talking about interest swap deals, some 700 business entities in Pennsylvania alone had made such deals in the wake of rising interest rates in 2003 and beyond. Under such a deal, the bank would pay them a higher fixed interest rate while the businesses paid back the bank a lower, floating rate of interest. But this scheme backfires when market interest rates begin falling, and the price to get out of such deals can also be prohibitive. Addressing the partic ular case of State College of Pennsylvania, the college had agreed to a swap of $58 million with Royal Bank of Canada in 2007 at a fixed rate of 3.884 percent, while it paid RBC

Market Efficiency In The Presence of Extermalities Essay

Market Efficiency In The Presence of Extermalities - Essay Example Most positive economists admit the existence of barriers to competition. As such markets are incomplete given the imperfect information relayed to the consumer. Nevertheless, general equilibrium analysis is often utilized to as a theoretical tool to approximate reality. Market efficiency is rather a controversial concept that has attracted strong views, partly in regards to differences about what it really means on one hand, and on the other hand on investor approaches to investing. It is an economic concept that investigates the effects of allocation of scarce resources towards the well-being of the entire participant within a given economy. An efficient market is a market scenario where commodity prices reflect all information available (Fama 383). The degree of efficiency lies in the type if information incorporated into the prices and the speed with which such information are reflective of the market prices (Jensen 96). The question as to whether markets are or are not efficient is central to investment decisions. In a scenario where markets are efficient, commodity price signals provide the best investment appraisal criteria, and the appraisal process itself justifies the market price levels. Under circumstances of inefficient markets, commodities prices deviate from their true values, and the process of investment appraisals utilizes approximate bench marks in obtaining the viability of investment decisions. Valuation under efficient market conditions yields ‘higher’ returns to certain investors, given the capacity to spot mistakes of under-valuing or over-valuing investment decisions (Fama 396). In essence, an efficient market condition is one in which market prices are reflective of true estimates of investment decisions (Jensen 101). Implicitly, and contrary to the popular view, efficiency of markets does not imply that commodities prices prevailing in the market must equal the true value at all time. All that is needed are unbiased commod ities prices, that is to say, prices can randomly deviate from their true value. Under these circumstances therefore, no one group of investors should consistently, with certainty, find their investment strategy running in tandem with market prices. As stated above, the definitions of market efficiency are linked up with information available to investors that are subsequently reflected in commodity prices. Strictly speaking, market efficiency assumes perfect information, for the public and private investors, which is then reflected in the market prices. This implies that investors with precise information on the running of the market will be able to beat the market inefficiencies (Fama 402). Given that the specificity which market efficiency is defined, it is extremely unlikely that markets will be efficient to all investors always. However, it is very possible that a given market (for example the New York Stock Exchange) will be efficient with regards to an average investor. The p ossibilities and the impossibilities also extend to certain markets as well as to different investors. This is because tax rates are different in different markets scenarios, and so are the costs of business transactions, which confer competitive advantages on certain investors relative to others. In essence, no group of investors can consistently utilize a common investment strategy and emerge victorious. There has to be variations with elements of lose to one or two

Abortion Legalization Importance Essay Example | Topics and Well Written Essays - 1500 words

Abortion Legalization Importance - Essay Example Recently, extreme opponent of pro-choice group, Joe Walsh, a representative of Illinois, argued that advances in technology and sciences have eliminated the need for abortion to save the lives of women. He claimed that the pro-choice activists are using the health issues of the mother as a tool to defend the abortion favoring policies. However, the statement issued by the American College of Obstetricians and Gynecologist explained that abortion is necessary in many critical situations of pregnancy in order to save the life of mother. Several situations such as, infections, cases of preeclampsia, heart failure, very high blood pressure lead to the only choice of abortion to save the life of mother. Despite advanced technology and development of science, in many of such cases abortion can’t be avoided. In a way, legalization of abortion helps in such critical cases and medical community is morally and legally justified to perform abortion in order to save the life of mother.As many physicians refuse to perform abortion, the number of safe abortions services is gradually decreasing in many places. Despite legislation of abortion, due to the lack of proper health services, inadequate knowledge of the law, social stigma, and lack of health information, many women undergo through unsafe abortion in clinically unhygienic and unsafe conditions. It is estimated that over 22 million of the world’s annual 47 million abortions are unsafe, and almost 30% of it results in serious medical complications.

Ethics in the journalism Essay Example for Free

Ethics in the journalism Essay Ethics in the journalism sector is not a new issue of debate. Journalism ethics has been described as a dysfunctional ethical discourse by Iggers (as cited by Mccabe, 1999). The role of media is always very important in manufacturing the consent of people and develops a view regarding any particular issue. However the way news is collected, compiled and presented is always a question of debate. Citizens get the information regarding the social problems. The media has the capacity to bring the change. The traditional media is based on the maturity of the information, published news and different other subjects. Media has moved from its traditional role of observer to the change agent within the society (Mccabe, 1999, p. 199). The role of technology in media presentation has been very crucial in the recent past. The information is available easily on the website. â€Å"The Internet blurs traditional categories like professional versus amateur, published versus unpublished, and public versus private. Existing rules for the ethical conduct of human subjects research that rely on these categories are thus difficult to extend to this new medium. † (Bruckman, n. d. ) Information available on the various websites makes it convenient and handy. However, the reliability of information available at this source is questionable. The referencing of the sources from which information has been obtained and how the credit has been given is always important in order to maintain the ethical standards of the journalism in this internet age.

The Origins Of Opera

The Origins Of Opera ITALIAN OPERA is both the art of opera in Italy and opera in the Italian language. Opera was born in Italy around the year 1600 and Italian opera has continued to play a dominant role in the history of the form until the present day. Many famous operas in Italian were written by foreign composers, including Handel, Gluck and Mozart. Works by native Italian composers of the 19th and early 20th centuries, such as Rossini, Bellini, Donizetti, Verdi and Puccini, are amongst the most famous operas ever written and today are performed in opera houses across the world. Dafne by Jacopo Peri was the earliest composition considered opera, as understood today.[1] Peris works, however, did not arise out of a creative vacuum in the area of sung drama. An underlying prerequisite for the creation of opera proper was the practice of monody. Monody is the solo singing/setting of a dramatically conceived melody, designed to express the emotional content of the text it carries, which is accompanied by a relatively simple sequence of chords rather than other polyphonic parts. Italian composers began composing in this style late in the 16th century, and it grew in part from the long-standing practise of performing polyphonic madrigals with one singer accompanied by an instrumental rendition of the other parts, as well as the rising popularity of more popular, more homophonic vocal genres such as the frottola and the villanella. In these latter two genres, the increasing tendency was toward a more homophonic texture, with the top part featuring an elaborate, acti ve melody, and the lower ones (usually these were three-part compositions, as opposed to the four-or-more-part madrigal) a less active supporting structure. From this, it was only a small step to fully-fledged monody. All such works tended to set humanist poetry of a type that attempted to imitate Petrarch and his Trecento followers, another element of the periods tendency toward a desire for restoration of principles it associated with a mixed-up notion of antiquity. By the end of the 17th century some critics believed that a new, more elevated form of opera was necessary. Their ideas would give birth to a genre, opera seria (literally serious opera), which would become dominant in Italy and much of the rest of Europe until the late 1700s. The influence of this new attitude can be seen in the works of the composers Carlo Francesco Pollarolo and the enormously prolific Alessandro Scarlatti. During the eighteenth century artistic and cultural life in Italy was heavily influenced by the aesthetic and poetic ideals of the members of the Accademia dellArcadia. The Arcadian poets introduced many changes to serious music drama in Italian, including: the simplification of the plot the removal of comic elements the reduction of the number of arias a predilection for plots drawn from ancient Classical or modern French tragedy, in which the values of loyalty, friendship and virtue were extolled and the absolute power of the sovereign was celebrated By far the most successful librettist of the era was Pietro Metastasio and he maintained his prestige well into the 19th century. He belonged to the Arcadian Academy and was firmly in line with its theories. A libretto by Metastasio was often set by twenty or thirty different composers and audiences came to know the words of his dramas by heart. In the 1600s comic operas were produced only occasionally and no stable tradition was established. Only in the early years of the 18th century was the comic genre of opera buffa born in Naples and it began to spread throughout Italy after 1730. Opera buffa was distinguished from opera seria by numerous characteristics: the importance given to stage action and the consequent need for the music to follow the changes of the drama, emphasising the expressiveness of the words the choice of singers who were also excellent actors able to perform the drama convincingly a reduction in the use of scenery and stage machinery and in the number of orchestral players the use of a small cast of characters (at least in the short form of comic opera known as the intermezzo) and simple plots, a good example being Pergolesis La serva padrona libretti inspired by commedia dellarte, with realistic subjects, colloquial language and slang expressions as far as singing was concerned: the complete rejection of vocal virtuosity; a tendency to an incorrect pronunciation of the words; the frequent presence of rhythmic and melodic tics; the use of onomatopoiea and interjections. In the second half of the 18th century comic opera owed its success to the collaboration between the playwright Carlo Goldoni and the composer Baldassare Galuppi. Thanks to Galuppi, comic opera acquired much more dignity than it had during the days of the intermezzo. Operas were now divided into two or three acts, creating libretti for works of a substantially greater length, which differed significantly from those of the early 18th century in the complexity of their plots and the psychology of their characters. These now included some serious figures instead of exaggerated caricatures and the operas had plots which focussed on the conflict between the social classes as well as including self-referential ideas. Goldoni and Galuppis most famous work together is probably Il filosofo di campagna (1754). The collaboration between Goldoni and another famous composer Niccolà ² Piccinni produced another new genre: opera semiseria. This had two buffo characters, two nobles and two in between characters. The one-act farsa had a significant influence on the development of comic opera. This was a type of musical drama initially considered as a condensed version of a longer comic opera, but over time it became a genre in its own right. It was characterised by: vocal virtuosity; a more refined use of the orchestra; the great importance given to the production; the presence of misunderstandings and surprises in the course of the drama. Glucks reforms Opera seria had its weaknesses and critics; a taste for embellishment on behalf of the superbly trained singers, and the use of spectacle as a replacement for dramatic purity and unity drew attacks. Francesco Algarottis Essay on the Opera (1755) proved to be an inspiration for Christoph Willibald Glucks reforms. He advocated that opera seria had to return to basics and that all the various elements-music (both instrumental and vocal), ballet, and staging-must be subservient to the overriding drama. Several composers of the period, including Niccolà ² Jommelli and Tommaso Traetta, attempted to put these ideals into practice. The first to really succeed and to leave a permanent imprint upon the history of opera, however, was Gluck. Gluck tried to achieve a beautiful simplicity. This is illustrated in the first of his reform operas, Orfeo ed Euridice, where vocal lines lacking in the virtuosity of (say) Handels works are supported by simple harmonies and a notably richer-than-usual orc hestral presence throughout. Glucks reforms have had resonance throughout operatic history. Weber, Mozart and Wagner, in particular, were influenced by his ideals. Mozart, in many ways Glucks successor, combined a superb sense of drama, harmony, melody, and counterpoint to write a series of comedies, notably Cosà ¬ fan tutte, The Marriage of Figaro, and Don Giovanni (in collaboration with Lorenzo Da Ponte) which remain among the most-loved, popular and well-known operas today. But Mozarts contribution to opera seria was more mixed; by his time it was dying away, and in spite of such fine works as Idomeneo and La Clemenza di Tito, he would not succeed in bringing the art form back to life again. [edit] Instrumental music The dominance of opera in Italian music tends to overshadow the important area of instrumental music.[27] Historically, such music includes the vast array of sacred instrumental music, instrumental concertos, and orchestral music in the works of Andrea Gabrieli, Giovanni Gabrieli, Tomaso Albinoni, Arcangelo Corelli, Antonio Vivaldi, Luigi Boccherini, Luigi Cherubini and Domenico Scarlatti. (Even opera composers occasionally worked in other forms-Giuseppe Verdis String Quartet in E minor, for example. Even Donizetti, whose name is identified with the beginnings of Italian lyric opera, wrote 18 string quartets.) In the early 20th century, instrumental music began growing in importance, a process that started around 1904 with Giuseppe Martuccis Second Symphony, a work that Malipiero called the starting point of the renascence of non-operatic Italian music.[28] Several early composers from this era, such as Leone Sinigaglia, used native folk traditions. The early 20th century is also marked by the presence of a group of composers called the generazione dellottanta (generation of 1880), including Franco Alfano, Alfredo Casella, Gian Francesco Malipiero, Ildebrando Pizzetti, and Ottorino Respighi. These composers usually concentrated on writing instrumental works, rather than opera. Members of this generation were the dominant figures in Italian music after Puccinis death in 1924.[8] New organizations arose to promote Italian music, such as the Venice Festival of Contemporary Music and the Maggio Musicale Fiorentino. Guido Gattis founding of the periodical il Piano and then La rassegna musicale also helped to promote a broader view of music than the political and social climate allowed. Most Italians, however, preferred more traditional pieces and established standards, and only a small audience sought new styles of experimental classical music.[

Another Chance Of Life Essay -- essays research papers

Another Chance of Life Can there be another you? The answer is no, but by human cloning you can reproduce an offspring that grows into an exact genetically double of you. All of us want to prolong the lives of our loved ones and have a healthy newborn baby. Many infertility couples wanted to have a baby that is genetically theirs, not from adopting a child from a different family background. In the cloning technology, eggs or sperms would not be needed to be conceived by a person because any cell would do. One parent contributes DNA, making the child almost an identical twin. He or she would differ from the parents much more than identical twins differ from each other. In many parts of the world, human cloning is banned. For example, Canada's new Human Reproductive and Genetics Technologies Act made it illegal to clone human embryos, research on human embryos later than 14 days after conception, and the creation of embryos for research purposes alone. This act will make it more difficult for the estimated 280,000 infertile couplesin Canada to obtain domestic assistance in having a genetic child of their own. Human cloning should not be banned because it has many promising benefits to infertility couples and to the basic research for treatment of various diseases. Most people would not want to clone themselves. Those people think a human clone resembles the person it is made from. The genes do not form our character and so identical twins would never get 100 percent ident...

own ethic :: essays research papers

I'd never really thought of placing my own ethics in this site but as several people have asked to this list, I thought "Well, why not?" I began like most people, with a basic concept of being honest, and over the years added to this 'code of ethics' and refined it to what it is right now. Often I have found myself doing things just because I "have always done it this way", not thinking to mention it as part of my ethics when speaking on the subject. And then their are times when I look this over and have a new thought to add to the list. So this was an interesting topic to work on, when I had to actually write such things down in detail. So if you are like me, a long time practitioner, try it... write down your code of ethics. You may find there is more to them than you ever realized. Enjoy! -------------------------------------------------------------------------------- Before each and every Reading I might do, no matter how quickly they come, I will make sure my space has been cleared and re-dedicated... sacred. I will view each Querent as an individual and owed an individual Reading and response, based on that special individuality of theirs. I will not use canned, routine responses repeated by rote. Before starting a Reading, I will make sure the Querent understands fully what I can offer them in the way of service, the fee, and answer any questions they have. ..... Because of my own special circumstances, I will make sure the Querent knows they have 10 days to be satisfied with their Reading, before they need to pay me, and if not satisfied, no payment is required. However, no further Readings will be done for this Querent, either. I will be clear that a Tarot Reading is not meant to replace the Querent’s own good judgement and common sense! I will be clear that Tarot is not ...fortune telling... that I can interpret probabilities, but that the future is a fluid thing and constantly changing. Even by having a Reading done for themselves, the Querent has changed the future to some extent and can willfully change it even more, if they so desire. I will be totally honest with the Querent, without being brutally honest. I will do my best to be tactful, understanding, compassionate, and kind. I will end all Readings, even not so nice ones, on a positive note.

Early Childhood Education Observation Essay -- Classroom Observation E

While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom. Introducing myself to Mrs. Smith the classroom teacher, and Mrs. Brown the teaching assistant; I explained that I will be observing the classroom. Mrs. Smith informed me that the name of the program is County Unified School District First 5 Pre K Academy, there are 12 elementary, 7 schools that have this program; a goal of the program is to have the other 5 elementary schools with the program. They are also part of a few other programs that make this program possible for the students: Color Me Healthy, CATCH, and First 5. Each of these programs have a high impact on the program, they help in their own subject of the program. This Pre k program is offered to students’ age 4-5 years old, and it is based on a first come first served basis. Walking through the classroom observing at what is available; I see a storage area for the students to put their backpacks and jackets right when they are to walk through the door. There is the first aid backpack, evacuation procedures, scheduled drills date, school calendar and important dates at the front by the door which is also their emergency exit. Mrs. Smith pointed me to the direction of where there will be information about the program and the pr... ...nvironment the children are in is a safe area that is provide with security and first aid. I really enjoy learning the policy about late pick, this really informed me more also on the word abandonment. Works Cited "CATCH Early Childhood Physical Education." Introduction (n.d.): 1. Print. "First 5 San Bernardino." Complaint and Grievance Procedures (n.d.): 1. Print. Healthy, Color Me. "SPARK." Introduction to Spark Early Childhood (ec) (n.d.): 1-4. Print. "Observation Essay." Observation Essay: Outline, Format, Structure, Topics, Examples. N.p., n.d. Web. 21 Apr. 2014. "Pre-K Academy - HUSD Family Resource Center." Pre-K Academy - HUSD Family Resource Center. N.p., n.d. Web. 21 Apr. 2014. Sorte, Joanne Author. Nutrition: Promoting Wellness. Boston, MA: Pearson, 2014. 446-53. Print. Tardiness and Late Pick-up (n.d.): 1. Print.

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