Sports and animals Essay Example for Free

Sports and animals Essay This would explain the large quantity of participants remembering Uganda and chimpanzee, for example, as they are very infrequently used and may have stood out from the more generic words in the table. This may also account for why words like China, cow and swimming were frequently forgotten: they are neither very common nor uncommon in their usage in everyday life, nor are they stereotypical of their respective categories. What is meant by this is if the question was asked name a sport, it is unlikely that the answer swimming would be given, whereas football would be a more likely answer, despite swimming being a relatively common word to encounter. This builds on the idea of categories acting as recognition cues for subsequent words. Also interesting was the distribution of recalls by category: colours were recalled the most frequently (85/120), compared with sports and animals (both 77/120) and, least frequently, countries (64/120). There could be several explanations for this, but it appears to constitute primarily of two factors: the frequency of usage, and the size of the categories domains. For example, colours are frequently used words and there are relatively few words that fall under that category; sports and animals are also categories from which often-used words are drawn, but there are many more words that fit into them than there are for colours; and countries are less frequently-used words. Therefore, a decrease in common usage and an increase in size may lead to proactive interference, causing more confusion and, occasionally, incorrect words to be recalled. This is demonstrated, for example, in that the word America was recalled three times despite it not being on any of the lists (see Appendix 1). In the results from Condition B, there is also evidence that primacy and recency may have occurred. Respectively, green and dog are the first and last words on the grid, and they were recalled by 10 and 9, respectively, of the 10 participants in that condition. No such effect was found, however, in Condition A, suggesting that the order in which words are sequenced has little effect if there is a more significant method of organisation present (in this case, categories). These patterns indicate that organisation is the key factor in remembering information, but at any one time there may be several methods of organisation occurring simultaneously, such as the words semantic categories, the order that the words are written down, and the frequency of the words usage, among others.  This study did, however, have limitations; the most prominent of which is the potential lack of population validity as a result of the relatively small sample size used and the highly restricted age group from which participants were drawn. This could be overcome in future research by widening the target population and using a larger sample in order to identify trends in more detail. In terms of ecological validity, the study uses artificial stimuli to test memory, and naturally occurring stimuli could be used instead in order to observe the effects of organisation on learning in a natural setting and thus improve the ecological validity. There are implications of this study for many aspects of life which involve learning, but particularly education. It has shown that information is better learnt when organised, either upon presentation or as a mental process. The implication of this is that pupils and students may learn information more efficiently through teaching methods involving organising information into structures and providing tasks to do so if the information is not already organised. The former would provide explicit organisation, and the latter would allow individual pupils and students to find their own ways to learn greater amounts of information. Future research might aim to investigate further into the effects of categorisation. This could be done by using a larger list of words or by drawing words from more distinct categories, and observing if, how and how much participants categorise these words; and relating this to the amount of information they remember. A wider target population would also be beneficial. It is often cited that children learn information more efficiently than older adults, and giving participants from the two age groups the same task and comparing the results would provide insight into how the process of learning is different between them, if indeed it is different. To conclude, this study has found no significant effect of organisation of information upon the learning of this information, but organisation cannot be ruled out as a significant factor. It may be the case that organisation upon encoding, rather than presentation, is the factor that determines the storage of the information. This organisation may be in the form of categorisation, but individual differences exist with regard to how this information is organised. Other factors may be how commonly the information is experienced in the given context, and how many recognition cues are available for the information to be recalled. References BOUSFIELD, W.A. (1953). The occurrence of clustering in the recall of randomly arranged associates. Journal of General Psychology, 49, pp. 229-240.  BOWER, G.H., CLARK, M.C., LESGOLD, A.M. WINZENZ, D. (1969). Hierarchical retrieval schemes in recall of categorized word lists. Journal of Verbal Learning and Verbal Behaviour, 8, pp. 323-343.

Essay --

Jonathan Swift was a famous author who combined humor and politics to create many prominent works. He was born in Dublin, Ireland on November 30, 1667. Swift was born prematurely and with Menierà ©Ã¢â‚¬â„¢s Disease, a condition in the inner ear that causes nausea and hearing problems. Because his birth mother couldn’t provide for him, she gave him over to a relative named Godwin Swift. As a child, Jonathan Swift went to Kilkenny Grammar School, which was the best school in Ireland. During elementary and middle school, Jonathan was friends with William Congreve, a future poet and playwright. At the age of fourteen, Swift entered Trinity College in Dublin. Because he didn’t have financial support, he had to drop out after four years, but he still received a bachelor’s degree. After college, Swift moved to his mother’s home in Leicester, England, and it was there where he received his first job. He became Secretary to a retired diplomat, Sir William Temple, staying with him at his home in Moor Park. This was an important event for Swift where he gained some power as a politician. He only obtained this job because he had many family connections, and his relatives had good reputations. At his job at Moor Park, he met Esther â€Å"Stella† Johnson who was 8 years old at the time. They had a long-lasting friendship, and he became a tutor, mentor, and a great friend to her. Soon, Jonathan Swift sought a new occupation, and in 1694, he worked for an Anglican priest. After he worked with the church for about a year, Swift returned to Moor Park and had his old job back. When Sir William Temple grew old, Jonathan Swift was instructed to publish William’s work after his death. Soon, Sir William passed away, and he left Swift  £100 and his unpublished books th... ...s. Gulliver is able to sail to Japan, and from there, he travels back to England. On his fourth and final journey, Gulliver becomes a victim of mutiny and lands in a mysterious land populated by Houyhnhnms, rational-thinking horses who rule the Yahoos, savage humanlike creatures. He becomes great friends with the Houyhnhnms, but when they realize that he physically resembles a Yahoo, they banish him from the island. Jonathan Swift was an Irish satirist, essayist, poet, and cleric who turned political writing into something more riveting and humorous. Although his works were aimed towards the political audience, his writings impacted everyone in Europe in many ways. His combination of genres created a new theme that was admired by many groups of people. Though his work may not be remembered forever, he will remain a distinguished author in all of his reader’s hearts.

Week 3 Homework Aib Problems

Problem 1 The following data were obtained from a project to create a new portable electronic. ActivityDurationPredecessors A5 Days— B6 Days— C8 Days— D4 DaysA, B E3 DaysC F5 DaysD G5 DaysE, F H9 DaysD I12 DaysG Step 1: Construct a network diagram for the project. Step 2: Answer the following questions: (15 points total) a)What is the Scheduled Completion of the Project? (5 points) b)What is the Critical Path of the Project? (5 points) c)What is the ES for Activity D? (1 points) d)What is the LS for Activity G? (1 points) )What is the EF for Activity B? (1 points) f)What is the LF for Activity H? (1 points) g)What is the float for Activity I? (1 points) Problem 2 The following data were obtained from a project to build a pressure vessel: ActivityDurationPredecessors A6 weeks— B6 weeks— C5 weeksB D4 weeksA, C E5 weeksB F7 weeksD, E, G G4 weeksB H8 weeksF I5 weeksG J3 weekI Step 1: Construct a network diagram for the project. Step 2: Answer the follow ing questions: (15 points total) a)Calculate the scheduled completion time. (5 points) )Identify the critical path (6 points) c)What is the slack time (float) for activity A? (1 points) d)What is the slack time (float) for activity D? (1 points) e) What is the slack time (float) for activity E? (1 points) f) What is the slack time (float) for activity G? (1 points) Problem 3 The following data were obtained from a project to design a new software package: ActivityDurationPredecessors A5 Days— B8 Days— C6 DaysA D4 DaysC, B E5 DaysA F4 DaysD, E, G G4 DaysB, C H3 DayG Step 1: Construct a network diagram for the project.Step 2: Answer the following questions: (15 points total) a)Calculate the scheduled completion time. (5 points) b)Identify the critical path(s) (6 points) c)What is the slack time (float) for activity B? (1 points) d)What is the slack time (float) for activity D? (1 points) e) What is the slack time (float) for activity E? (1 points) f) What is the slack ti me (float) for activity G? (1 points) Problem 4 The following data were obtained from an in-house MIS project: ActivityDurationPredecessors A5 Days— B8 Days—C5 DaysA D4 DaysB E5 DaysB F3 DayC, D G7 DaysC, D H6 DaysE, F, G I9 DaysE, F Step 1: Construct a network diagram for the project. Step 2: Answer the following questions: (15 points total) a)Calculate the scheduled completion time. (5 points) b)Identify the critical path (6 points) c)What is the slack time (float) for activity A? (1 points) d)What is the slack time (float) for activity D? (1 points) e)What is the slack time (float) for activity E? (1 points) f)What is the slack time (float) for activity F? (1 points)

Analysis Of Departure By Alexandra Felix - 1008 Words

De ·par ·ture; the action of leaving, typically to start a journey. The word departure meant something different in the story Departure by Alexandra Felix. Divorce, something very hard to go through and sometimes it may be for the better. Many hard decisions have to be made during the process of divorce but are they going to be the right ones? As the mom sneaks downstairs in the middle of the night and is getting ready to go out the door, a surprise greets her and said something that may have impacted the whole situation. The story Departure is not a flash fiction according to the class requirements. The length and the plot play a big role in the flash fiction requirments. According to our class fiction requirements, a flash fiction should†¦show more content†¦Through the text we have in infer a lot and there were many clues in the story that helped us infer that this story was about divorce. We have to infer the conflict and what the character are like. They must be not getting along at this point in life because she is doing something behind his back and the mom thinks he has also done things behind her back. The same things go with the dialog. Although there is not much dialog in the story, when there is, it is really meaningful and it serves a good purpose in the story and it helps advance the plot. If there was no dialog the story would not have ended up the way it did. For example, â€Å"‘He laughs. Momma, you forgot me already! I think if the little boy would never had asked to hell her a joke, the moms view on leaving wouldnt have changed. This piece of ev idence left the reader with a lot questions and things that we had to infer. According to the class requirements, inference and dialog follow the requirements but others dont. Inference and dialog fit the flash fiction requirements, but does irony and theme? More flash fiction requirements that have to be present in the story are theme and irony. In the story Departure, there is one theme but it comes in at the end of the story when the son tells the joke. When a kids says