Patient Anxiety from MRI Scans

15 Frequently Confused Pairs of Adjectives

15 Frequently Confused Pairs of Adjectives 15 Frequently Confused Pairs of Adjectives 15 Frequently Confused Pairs of Adjectives By Mark Nichol Some of these similar-looking words do have, among various meanings, the same sense, but their primary definitions are quite different. Know these distinctions: 1. ambiguous/ambivalent: To be ambiguous is be able to be understood in more than one way (or, less commonly, of uncertain identity); to be ambivalent is to express uncertainty or contradictory opinions. (The latter term is also distinct from indifferent, which implies a lack of opinion or concern.) 2. alternate/alternative: To be alternate is to occur by turns or in a pattern that skips from one side to the other, or to provide another possibility; to be alternative is to offer a choice, or to be a variation from a norm. 3. abstruse/obtuse: Something abstruse is, because of complexity, something not easily comprehended; something obtuse is unclear because or careless or imprecise information. (Obtuse also describes someone who is dull or insensitive, or an object that is blunt or round, and alternatively refers to an angle greater than 90 degrees.) 4. arrant/errant: Arrant means â€Å"immoderate† or â€Å"extreme†; errant means â€Å"traveling† or â€Å"being aimless, or â€Å"straying† or â€Å"misbehaving.† 5. celibate/chaste: A celibate person is one who abstains from sex or marriage; chaste is a synonym but can also mean â€Å"modest† or even â€Å"spotless† or â€Å"austere.† 6. climatic/climactic: Climatic refers to climate; climactic applies to a climax. 7. concerted/concentrated: Something concerted has been conducted in a coordinated manner; concentrated means â€Å"focused† in the sense of organizing toward a common goal. 8. desirable/desirous: Something desirable is attractive or advantageous; desirous refers to being driven by desire. 9. disinterested/uninterested: Both terms can mean â€Å"apathetic,† but disinterested also has the sense of â€Å"neutral.† 10. drastic/dramatic: Drastic means â€Å"extreme†; dramatic refers to something suggestive of drama, or emphatic. 11. exceptional/exceptionable: Something exceptional is superior, or rare (it is also employed to refer to those with mental or physical abilities); something exceptionable is offensive or undesirable people take exception to it. 12. extended/extensive: Extended means â€Å"lengthened† (though it is also sometimes used as a synonym for extensive); extensive means â€Å"to a great degree† or â€Å"of a great magnitude.† 13. forceful/forcible: To be forceful is to be strong or persuasive; something forcible is accomplished by using force (though it can mean â€Å"powerful,† too). Forced, meanwhile, refers to involuntary action or something done only with effort. 14. ironic/sarcastic: An ironic statement is one meant to be understood as meaning something other than its literal meaning indicates; a sarcastic statement can be ironic, but the word sarcastic generally refers to something said facetiously to express ridicule. 15. luxurious/luxuriant: Something luxurious is resplendent in luxury; something luxuriant is fertile and lush, though the word may also be used as a synonym for luxurious. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Good At, Good In, and Good With50 Nautical Terms in General UseShore It Up

Annotated Biblography Assignment Essay Example | Topics and Well Written Essays - 1000 words

Annotated Biblography Assignment - Essay Example Researchers asserted that the Malaysian government, in its vigorous effort to uphold community health care for mentally ill patients, must also ensure that those who are proving services be formally educated on how to implement integrated mental community-based health care by addressing the need to immerse them with knowledge on the use of traditional multicultural belief systems specially in â€Å"family caregivers, mental health service users and service providers.† With the dearth of mental health facilities especially in rural region of Malaysia, family caregiving for mentally-ill patients became the primary resort amongst significant number of family caregivers. Researchers further argued that notwithstanding numerous scholarly studies on family caregiving services for mental illness under Western medical healthcare practices but these are not sensitive to the eastern culture of Malays. The need to have a sensitive approach on mental health care delivery pose a challenge for healthcare providers in Malaysia and indeed, the multi-dimensional ways of caregiving should be utilized as for both traditional and scientific approaches of healthcare. The researchers likewise asserted that studies should likewise be expanded to include concern to mental health social work practices. Further, it was noted that while the government recognize the role of the family in according responsible healthcare for their members as part of its culture and tradition, but mental illness care require a multidisciplinary approach too to respond to the behaviours of the patient and professional or institutional support should be highly regarded too, especially when patients are in a dire need of professional medical attention. Severely ill patients necessitate not only the traditional or customary way of mental healthcare but also professional support because mental illness is a broad illness which cannot be simply regarded as simply possession of evil spirit or a moral weaknes s of a patient or God’s formidable punitive way for human being’s excessive immersion to sins. There are scientific bases on mental illness and there are also specific medications that can be optimized to normalize the behaviour of a mentally ill person. Medical expert intervention is also necessary to address symptoms, effects, and impacts of mental illness to persons, especially those that have tremendous tendency to inflict harm to self or those that are possessing violent capacities. Psychiatric help is also essential in understanding the sociological context of mental illnesses. Alpar, G., Hoepman, J-H., Siljee, J. (2011). The Identity Crisis: Security, Privacy and Usability issues in Identify Management, Radboud University Nijmegen: The Sentinels, pp, 1-14. This research is focused on the ‘identity crisis’ emerging from â€Å"substantial security, privacy and usability shortcomings encountered in existing systems for identity management (Alpar, Hoep man, & Siljee, 2011, p. 1).† Substantial research is deemed essential to resolve issues arising from the utilization of information technology where

Pornography Read and focus on the instruction Essay

Pornography Read and focus on the instruction - Essay Example For example, piracy threatens music industry if it is left without monitoring and other legal measures. This indicates that there should be moral and legal issues to govern copyright (Bouchoux 108). Mostly, people who benefit from the program are the composers. Therefore, increasing the use of technology can enhance the knowledge of internet users. In this regard, strict laws and encouraging morality are the best ways to prevent music piracy and protect intellectual property by upholding copyright laws (Crane and Matten 24). Music industry, for example, creates a number of employment opportunities for those who are interested in that sector or operating entertainment joints. As an economic venture, the musicians and music producers believe that the technologically driven products have a future in the competitive market due to increasing preference for online products. The music industry is capital intensive and if the products is free on internet, then those who engage in this activi ty for economic gain will not benefit. Therefore, music should not be free on internet to make sure that the musicians benefit from their effort (Kelly 81). Since the children who are below the recommended age, sometimes those less than twelve years could have access to internet; they might access the pornographic pictures with pronounced impacts on the child’s psychology. Indeed, such psychological changes might not conform to the societal norms and could ruin the development of the child. Question 2: critical analysis of hard-core art Focusing on the â€Å"hard-core art† film, it is evident that internet pornography is a real impediment to the virtuous practices in the society. In fact, it is addictive, thus wipes out the ethical values among the youths in the society. Since these groups of people are considered as the future of the society, actions that could significantly alter their morality have to receive a major opposition from the different groups of people (B laxill and Eckardt 107). Culturally, sexual actions are regarded as sacred and should be exposed unnecessarily, mostly to the children. However, with the use of internet, controlling the children’s access to such pornographic actions might be difficult, because they could access them through mobile phones, cyber cafes, video CDs, which are easily within their reach (Blaxill and Eckardt 112). With increased accessibility to internet pornography, the children might start engaging in prostitution, which have adverse effects on their lives. This is because; there has not been any mechanism to detect the age of the internet user, thereby making it difficult to bar the children from accessing them. Some of the impacts of engaging in prostitution at an early stage might cause include, dropping out of school, contracting sexually transmitted infections and erosion to the moral practices of the people (Crane and Matten 48). In this regard, it is necessary to note that such practices a re not desirable, thus it is the responsibility of the person and other members of the society to eliminate them. Therefore, the fight on internet pornography is justified (Hughes and Kroehler 97). Increase of online bullying has raised a lot of concern among the internet users in both developed and developing countries. Notably, the people’s awareness of its prevalence in many internet sites has significantly increased, and

Planning to Work Efficiently Essay Example for Free

Planning to Work Efficiently Essay This activity is concerned with the way that you plan work for your team. You should: * Identify the targets set for your team, including the indicators that will be used to measure these targets * Identify which, if any, of these targets is related to efficiency and/or effectiveness * Use one planning technique to plan a job activity in your workplace and explain how you would monitor the planned job activity. * Explain why the supply chain is so important in delivering results and meeting your customer requirements. Mike Pevitt Bolton College mission statement Bolton College works with a wide range of public and private sector organisations, including the ‘Bolton Family’ of public sector organisations, to meet the education and training needs of Bolton, its geographical, cultural and business communities. The College seeks to contribute to the education and training needs of the region and sub-region and, in relation to some niche markets, it will play a national and international role. We will support social and economic regeneration and contribute to measurable business success and community cohesion through the provision of flexible, innovative and responsive high quality training opportunities, working in partnerships with employers, local communities, key agencies and training providers. We will create a high quality learning organisation which captures outstanding practice including a culture of continuous improvement, by providing inspirational, cutting edge teaching and learning which is responsive to the needs, interests and experience of all learners and leads to success. We will widen participation and increase access to lifelong learning opportunities in education and training at a variety of locations and assist all our learners to reach and maximise their full potential and progress in their learning and employment. Key performance indicators for the college and department are retention, achievement and success of the students, Functional skills feeds into all of these targets for the college as a whole and now also individual department who use the services of the  functional skills area. The current targets are set out below: Ret Ach Success Under19 Long 1 89% 93% 83% Long 2 89% 93% 83% Long 3 87% 93% 81% The above targets are set for all teams within the college, this year the Functional Skills team have similar targets with the added support from other college departments to encourage qualifying students to attend, enrol and work towards passing their Functional Skills exam in Maths and English at the appropriate level for that student ranging from Entry Level 1 to Level 2. The aim of the Scheme of work is to enable the subject to be taught in a logical planned manner, to make the lessons interesting for both the student and the lecturer and to ensure that the correct resources in place to aid teaching and learning. The scheme of work will also assist in the retention of students on the programme by also allowing them access to their planned year of study and regular assessment to measure attainment and learning. So it is essential that as a team we can plan the scheme of work and lesson plans together and allocate various duties to members to gather resources or research new resour ces and report back to the rest of the team at regular monthly meetings. Planning At the start of the college year the Functional Skills team will met before the start of the first term to plan the forthcoming year’s scheme of work and effective lesson plans that all members can follow and be able to deliver the same programme to all learners whatever department they are in or their ability. The process involves the gathering of resources and planning a logical scheme of work which follows a dedicated learning process to enable the team and most importantly its students to achieve at their given ability level. This process can be perfectively demonstrated in the following Gantt chart. Development of Functional Skills maths staff scheme of work and lesson plans. The scheme of work is developed with regards the college targets and the Ofsted new inspection Framework standards so that we can deliver a well-balanced logical course to the college students to enable them to progress to their ability level and obtain the qualification. All targets set are SMART :- S specific, significant, stretching M measurable, meaningful, motivational A agreed upon, attainable, achievable, acceptable, action-oriented R realistic, relevant, reasonable, rewarding, results-oriented T time-based, timely, tangible, track able A goal would be to hold a weekly project meeting with the key members of the functional skills team or to organise and run a continuous test programme throughout the completion of the general scheme of work. Weekly meetings are monitored and progress is measured against each member of the teams own target areas. The team leader will also monitor on a daily basis using email to ensure that the members are on track and are not falling behind on what they have to do, The scheme of work has to be completed to enable the college supply chain to be maintained for other departments who use the functional skills team to deliver at least two hours a week of functional skills maths to those departments’ learners at the appropriate level. The general scheme of work and lesson plans will enable the other staff members to step in if a colleague is off for any reason they will know exactly what lesson should be delivered that week because they will be delivering the  same one to their usual classes. This means that the learner does not miss out on their lessons and will also enable them to achieve, this will also impact on that department as functional skills now forms part of their own performance criteria so a seamless delivery can only assist in the attainment of the department success.

LOP Effect on Memory Types

LOP Effect on Memory Types Memory and its complexity involve systematic processes intent on successfully accessing and retrieving information (Atkinson, Shiffrin, 2016). The depth in which people process external information contributes to memory formation (Craik Lockhart, 1972). Moreover, the capacity for people to remember acquired knowledge depends on attention level, encoding level, and rehearsal level in which the information was processed (Craik Tulving, 1975). types of memory (implicit and explicit) along with the level-of-processing (LOP) involved in each. There is two types of memory implicit and explicit memory. Implicit memory can be described as habitually executing tasks that do not require intentional recall (Schacter, 1987). It has been suggested that implicit memory begins to develop in early infancy and remains constant in terms of improvement or deterioration through the progression of life (Và ¶hringer et al., 2017). Explicit memory can be described as intentionally executing tasks that require critical thinking and relies on the ability to recall (learned or experienced) information (Ullman, 2004). Explicit memory begins to develop after implicit memory and has a prolonged emergence (Richmond Nelson, 2007). Both types of memory are crucial and each serves a purpose (Sun, 2012). Adding depth to the type of memory is practical in terms of improving peoples memory. For shallow processing, stimuli are analyzed regarding sensory characteristics. On the other hand, deep processing is involved with the analysis regarding the meaning of the stimuli (Galli, 2014). Material processed while interpreting the meaning behind it is better for explicit memory than items processed using shallow operations at any level of depth. As a result, the characteristics of shallow and deep LOP are associated with the significance of the memory. The deeper the LOP, the easier the information could be recalled. The shallow LOP involves superficial aspects of stimuli and leads to the formation of a fragile memory. Conceptually-driven task and perceptually-driven task performance both depend on previously learned information pertaining to the stimuli in the task (Schwartz Yovel, 2016). Perceptual information can be described as physical aspects of the stimulus such as color while conceptual information can be described in terms of the stimulis purpose or meaning (Schwartz Yovel, 2016). Conceptual tests show implicit memory effect implying that only conceptually driven tests can affect the LOP. Perceptual reasoning only takes effect under explicit memory thus has no effect as far as LOP is concerned (Craik Tulving, 1975). In determining factors with LOP effect, studies show that only implicit triggers have an association with LOP thus concluding that only conceptually driven tests can show significant LOP effects. Major criticism on LOP and memory has been accounted by Craik (Craik Lockhart, 1972). Suggestions made that the conceptual framework of memory has advantages as it directs attention to the mental events and processes (Craik Lockhart, 1972). However, the issue of LOP has posed major difficulties, as retention ability is a function of depth and spread of processing (Craik Tulving, 1975). It offers no suitable criteria for indexing either depth or spread of the encoding. Craik also argues that encoding depth and spread appears to affect the retrieval ability to recall but are irrelevant in the determination of retrieval strategies. Both explicit and implicit memories have core functions in human functioning (Richmond Nelson, 2007). Different tests are carried out based on the two memories to determine their relationship with LOP. LOP should show strong effect with the explicit memory than implicit memory (Craik Lockhart, 1972). LOP is high for explicit memory as compared to implicit memory (Richmond Nelson, 2007). The hypothetical analysis aimed to determine the number of words remembered under the two models (Craik Lockhart, 1972). Deeper LOP should allow for remembrance of many words as opposed to shallow LOP. The purpose of the current experiment was to examine the LOP effect on the type of memory. It was hypothesized that deep LOP would result in the greater recall of words that were previously presented to participants during the deep LOP task compared to shallow LOP in both implicit and explicit memory. The main effect would occur and individuals in the deep LOP would remember more words in comparison to individuals in the shallow LOP and the outcome of LOP would be greater in the explicit memory task compared to implicit memory. It was further hypothesized that a dissociation between LOP and type of memory interaction effect would occur as deep LOP having a greater effect on the explicit condition. Method Participants Participants in the experiment consisted of 242 psychology students, 46 were male and 196 were female. The age in years amongst participants ranged from 19 years old to 60 years old (M = 25.22). Of the participants, 5.8% were Asian, 10.7% were African-American, 19.4% were Caucasian, 59.5% were Latino and 4.5% identified with other. All participants were english speakers, drafted within the San Bernardino area in California, and were considered a convenient sample. No incentives were given to participants. All participants were treated in accordance with the Ethical Principles of Psychologists and Code of Conduct (American Psychological Association, 2002). Materials A computer compatible with Microsoft powerpoint software and testing booklets was needed. The computer program included two types of orienting tasks (shallow and deep LOP). Each oriented task included 10 positive words and 10 negative words (see Appendix1). Shallow LOP task contained 20 words, 10 were positive, 10 were negative, half were presented in red and half were presented in green. The deep LOP task contained 20 words all presented in black. The experimental booklets included instructions for completing the test along with a consensus form for participants to mark giving consent to the experiment, a designated area containing several common traits used to identify or describe participants demographics in terms of gender, age and ethnicity. The experimental booklets included a distracter task of fill-in the blanks by beginning with the number 725 and counting backward by threes until all blanks were filled. The booklets designed to evaluate shallow LOP contained a word stem com pletion task. The word stem task contained partial words that were presented during the computer task. Participants were instructed to recall the words and complete the word stem. The booklets designed to measure deep LOP contained blank spaces and participants were instructed to fill in the blanks relying solely on the ability to recall the words presented to them on the computer task. The last piece of material provided participants with the debriefing statement and contact information for the corresponding coordinator. Procedure All participants were first invited to participate in the experiment. They were randomly assigned to one of four groups (DLEM, DLIM, SLEM, SLIM). Participants were placed in an environment without distractions while they carefully read the instructions. If they were in agreeance, participants were asked to mark the informed consent sheet and fill in the demographic information that best described them. Once participants were ready to begin, they initiated the start of the computer task. On the computer screen, participants were asked to respond to the given stimuli as fast as possible without the ability to regress and given two practice rounds. The participants in groups DLEM and DLIM were presented with deep LOP stimuli on the computer. While, participants in groups SLEM and SLIM, were given shallow LOP stimuli on the computer. Following the computer task, participants had to complete the distracter sheet. The final step to the packet was for either measuring implicit memory (parti cipants had a word stem completion task) or for measuring explicit memory (contained blank spaces for participants to fill in the blanks). Before participants departed they were handed a copy of the debriefing statement and simultaneously thanked for their participation in the study. Design A two-factorial design was implemented for the current study. The independent variable in the experiment was the LOP and qualifies as a categorical, qualitative variable with two levels (shallow and deep). The other independent variable of the experiment was the type of memory and qualifies as a categorical and qualitative variable that contained two levels (implicit memory and explicit memory). The dependent variable was the number of words correctly completed or correctly recalled meaning it was a quantitative variable. The main effect of the LOP on the total number of words completed or recalled correctly and the interaction effect between LOP and the type of memory on the total number of words completed or recalled correctly. A two-way analysis of variance (ANOVA) was used to examine significance (p t-test to further examine significance (p Results The purpose of the current study was to examine LOP and types of memory with the intention to measure the difference between deep LOP and shallow LOP. It was expected that participants in deep LOP would recall more words than participants in the shallow LOP. The study found that there was a significant main effect of LOP, F(1, 238) = 68.05, p = .000, this had a large effect size (Np2=.22).This means that deep LOP (M = 5.24) was better at word recall when compared to shallow LOP (M = 2.88). There was a significant interaction effect between LOP and type of memory, F(1, 238) = 12.51, p Np2 = .05). The effect of the deep LOP was greater on explicit tasks (M = 6.00) when compared to implicit tasks (M = 4.34). While shallow LOP had a greater effect on implicit tasks (M = 3.03) compared to explicit tasks (M = 2.73). Furthermore, two t-test showed that deep LOP was significantly better for explicit tasks, t(124) = 8.38, p t(114) = 3.32, p Figure 1). This means that participants in deep LOP remembered more words in comparison to participants in shallow LOP as expected. Discussion The purpose of the experiment was to establish whether different LOP would have an influence on types of memory. The LOP examined were shallow LOP and deep LOP along with the type of memory implicit and explicit memory. It was hypothesized that deep LOP would have a higher amount of recalled words compared to shallow LOP in terms of implicit memory and explicit memory. The results show the effect of deep LOP was greater on explicit tasks in comparison to implicit tasks this illustrations clear distinction with shallow LOP resulting with a greater effect on implicit tasks compared to explicit tasks. Additionally, it was further hypothesized that a dissociation would occur as an interaction effect between LOP and type of memory the results were as expected and the effect was greater at deep LOP and was reflected in the explicit condition. The current experiment expected that more words would be recalled at the deep LOP. The logic behind the hypothesis was that tasks involving deep LOP would require interpretation of the stimuli. As a result, in order to correctly interpret stimuli, individuals must concentrate on the task. Consequently, inciting deep LOP would force participants to pay more attention and would result in higher number of recalled words for the deep LOP task compared to the shallow LOP task. Deep LOP provides an opportunity to learn because it demands attention and if undivided attention is given to a task the deeper the LOP (Treisman, 1964). It was further hypothesized that a dissociative interaction effect would occur between LOP and type of memory with deep LOP having a greater effect on explicit memory. The logic behind the hypothesis is that dissociations are to be expected between conceptual and perceptual tasks (Weldon, Roediger, Beitel, Johnston, 1995). Moreover, unlike explicit memory, previous research has distinguished that aging has a small effect on implicit memory (Parkin, 1993). This means that it is possible for implicit memory to remain constant with permanency prevailing while explicit memory declines through the progression of age (Và ¶hringer et al., 2017). Such studies indicate that there are dissociative characteristics between processes and dissociative characteristics between the types of memory. The experimental results were expected. However, limitations of the experiment manifested in the form of intangible measures. Such measures include the difficulty of separating the depths of processes and systems. For instance, explicit memory also involves conceptual processes (Weldon et al., 1995). Future research must contribute to the formation of fixed stages of processing with corresponding thresholds. Doing so would mean a framework that theorizes on the overlapping of interaction between mental processes and types of memory. The current experiment could have implications in the mental health field. As mental disorders interact with types of memory much like amnesiac patients showing little impairment on implicit memory while demonstrating impairment on explicit memory (Warrington Weiskrantz, 1970). The experiment can aid in the interaction LOP could have on memory related mental disease. Such as a study involving diagnosed Alzheimers patients, which reported that Alzheimer patients showed little impairment in implicit test (Scott, Wright, Rai, Exton-Smith, Gardiner, 1991). Exercising procedures that incorporating implicit memory should help and improve mental state, however, because of the nature of the disease the benefits could be brief (Scott et al., 1991). In closing the current experiment has provided valuable information and insight into LOP and memory. The results indicate that deep LOP of explicit tasks could aid in memory improvement for explicit tasks and could be essential for critical thinking and strategic decision making when using this type of memory. References American Psychological Association. (2002). Ethical principles of psychologist and code of conduct. American Psychologist, 57, 1060-1073 Atkinson, R. C., Shiffrin, R. M. (2016). Human memory: A proposed system and its control processes. In R. J. Sternberg, S. T. Fiske, D. J. Foss, R. J. Sternberg, S. T. Fiske, D. J. Foss (Eds.), Scientists making a difference: One hundred eminent behavioral and brain scientists talk about their most important contributions (pp. 115-118). New York, NY, US: Cambridge University Press. Challis, B.H. Brodbeck, D. R. (1992). Level of processing affects priming in word fragment  completion. Craik, F. I. M., Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal Of Verbal Learning Verbal Behavior, 11(6), 671-684. doi:10.1016/S0022-5371(72)80001-X Craik, F. I. M., Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal Of Experimental Psychology: General, 104(3), 268-294. doi:10.1037/0096-3445.104.3.268 Galli, G. (2014). What makes deeply encoded items memorable? Insights into the levels of processing framework from neuroimaging and neuromodulation. Frontiers In Psychiatry, 5 doi:10.3389/fpsyt.2014.00061 Parkin, A. J. (1993). Implicit memory across the lifespan. In P. Graf, M. J. Masson, P. Graf, M. J. Masson (Eds.), Implicit memory: New directions in cognition, development, and neuropsychology (pp. 191-206). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc. Richmond, J., Nelson, C. A. (2007). Accounting for change in declarative memory: A cognitive neuroscience perspective. Developmental Review, 27(3), 349-373. doi:10.1016/j.dr.2007.04.002 Schacter, D. L. (1987). Implicit memory: History and current status. Journal Of Experimental Psychology: Learning, Memory, And Cognition, 13(3), 501-518. doi:10.1037/0278- 7393.13.3.501 Schwartz, L., Yovel, G. (2016). The roles of perceptual and conceptual information in face recognition. Journal Of Experimental Psychology: General, 145(11), 1493-1511. doi:10.1037/xge0000220 Scott, L. C., Wright, G. K., Rai, G. S., Exton-Smith, A. N., Gardiner, J. M. (1991). Further evidence of preserved memory function in Alzheimers disease. International Journal Of Geriatric Psychiatry, 6(8), 583-588. doi:10.1002/gps.930060806 Sun, R. (2012). Memory systems within a cognitive architecture. New Ideas In Psychology, 30(2), 227-240. doi:10.1016/j.newideapsych.2011.11.003 Treisman, A. (1964). Monitoring and storage of irrelevant messages in selective attention. Journal Of Verbal Learning Verbal Behavior, 3(6), 449-459. doi:10.1016/S0022- 5371(64)80015-3 Ullman, M. T. (2004). Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92(1-2), 231-270. doi:10.1016/j.cognition.2003.10.008 Và ¶hringer, I. A., Kolling, T., Graf, F., Poloczek, S., Fassbender, I., Freitag, C., Knopf, M. (2017). The development of implicit memory from infancy to childhood: On average performance levels and interindividual differences. Child Development, doi:10.1111/cdev.12749 Warrington, E. K., Weiskrantz, L. (1970). Amnesic syndrome: Consolidation or retrieval?. Nature, 228(5272), 628-630. doi:10.1038/228628a0 Weldon, M. S., Roediger, H. L., Beitel, D. A., Johnston, T. R. (1995). Perceptual and conceptual processes in implicit and explicit tests with picture fragment and word fragment cues. Journal Of Memory And Language, 34(2), 268-285. doi:10.1006/jmla.1995.1012 Appendix # (Title for it) HAPPY WORDS: Kindness, Intelligent, Wisdom, Hero, Lucky, Creative, Pleasure, Beauty, Calm, Success SAD WORDS: Hate, Ugly, Poverty, Anger, Murder, Pain, Disaster, Slavery, Damage, Awful Placed above Figure 1: Table

Classical vs Baroque Era Music

Baroque PeriodMusical texture during the Baroque period was also polyphonic and/or homophonic. Composers used melodic patterns to evoke certain moods. The use of text depiction continued. Rhythmic and melodic patterns are repeated throughout the composition. With the addition of instruments and the development of certain musical techniques such as basso continuo, music during the Baroque period became more intriguing.Composers during this period were more open to experimentation and improvisation. Major and minor scales and chords were used during this time. Baroque music has unity of mood throughout the composition. Rhythm is also more constant. Rhythmic and melodic patterns tend to be repeated, although beats are more pronounced and there are also pitch changes within a composition. Even the dynamics tends to stay the same for most of the piece, but sometimes there is also an alternation of dynamics.Classical PeriodThe themes within a movement of a Classical composition have more c ontrast of mood and it can change either gradually or suddenly. The rhythm is more flexible and there are at times sudden pauses and changes in beats. Music is more melodic and often homophonic. A change in dynamics is gradual. The piano became a popular instrument during this period and composers showcased the instruments’ capabilities. This period also signaled the end of the basso continuo. Instrumental compositions usually had 4 movements and each movement may consist of 1 to 4 themes.SimilaritiesIn both the Baroque and Classical periods, composers were strongly tied to, connected to, and employed by the court of a Royal or Noble family of some sort, or a church. Mozart was employed by the Emperor of Austria, and Bach was employed by several different chapels in his lifetime. These wealthy patrons, establishments or families usually provided  for the composers welfare and lifestyle.Baroque and Classical music both share basic functional harmony that is not very adventur ous in modulation, however, the mid to late Classic period begins to show signs of harmonic exploration to a wider degree. Some Baroque progressions are not commonly found in Classical music, however.Forms of the Baroque laid ground for many periods to come. Techniques and styles were not forgotten as the Classical period came to noticeable rise around the death of Bach. Composers still wrote famous and striking operas, concertos, masses, and sonatas Aspects of Classical era opera are: all of the words are sung, the style of singing must be powerful enough to project the words and music throughout the opera house, words are often not in English, and the plots of operas are usually shortened, because more time is required to express a thought in music than simply speaking.Also, Classical opera requires the suspension of realities that affect any drama. For example, a change of scene most likely means that a large amount of time has passed between these two scenes within the opera. Th e purpose of Classical opera is not to imitate reality, but rather heighten it to a degree that is not bound by logic. It appeals to the imagination of the audienceThe music of an opera consists of recitatives, arias, and choruses. The chorus usually participates on stage from behind the main characters.Several traditions exist about the type of voices and the characters portrayed. The heroine and hero usually a soprano and tenor, and the villain or authority figure is often a bass.Two types of operas were important during the Classical period: opera seria and opera buffa. Opera seria was the traditional tragic opera that often featured stories about ancient Greek and Roman heros and gods. Opera buffa (comic opera) was filled with fun and frivolity. It was written in  vernacular languages, and used humorous dialogue and sometimes included popular tunes.Homophonic texture was mostly used, with only occasional counterpoint. New forms developed for individual movements: sonata-allegr o, theme and variations, rondo, and minuet and trio.Niccolà ² Piccinni, Christoph Willibald Gluck, and Wolfgang Amadeus Mozart were three well known opera composers during the early Classical era. Famous pieces that they wrote included: La buona figliuola, Orfeo ed Euridice, and La finta giardiniera, respectively.

Calculating Correlation Values for Categorical Data

Calculating correlation values for categorical data In order to find the correlation values for the fields in our data set, The Pearson Correlation Coefficient was used. This requires that the data in both fields be quantitative. But what if we were looking to calculate the correlation on two given fields that were say, numerical and categorical, or even both categorical. The Point Biserial coefficient is a special case of The Pearson Correlation Coefficient; it is a branch of PCC although they are mathematically equivalent.It is used when one field has quantitative data and the other has categorical values, specifically categorical data that can only be one of two options for example gender. To calculate the PBC the data is divided between the two values of the dichotomous data, where the two values of this field are given the values 0 and 1. The distribution of the data will in general show the frequencies for each value and can be used to show how well two fields are correlated.Sp earman’s Rank Order Coefficient is a method of estimating correlation between data that is nominal and importantly must be ordered. It checks how well the relationship between the two fields can be described using a monotonic function Another method for calculating the correlation is the Chi squared Test, this requires data to be classified and frequencies worked out in a table. From this table the correlations can be determined using the Chi Square Test, this works on any pair of nominal or categorical fields

How to Speak English With an American

How to Speak English With an American Speaking English is not only about using proper grammar. To use English effectively, you need to understand the culture in which it is spoken. Here are a number of important tips to remember when speaking English in the United States. American English Points to Remember Most Americans only speak English: While it is true that more and more Americans speak Spanish, most Americans only speak English. Dont expect them to understand your native language.Americans have difficulties understanding foreign accents: Many Americans are not used to foreign accents. This requires patience from both of you! Conversation Tips Speak about location: Americans love to talk about location. When speaking to a stranger, ask them where they are from and then make a connection with that place. For example: Oh, I have a friend who studied in Los Angeles. He says its a beautiful place to live. Most Americans will then willingly talk about their experiences living or visiting that particular city or area.Talk about work: Americans commonly ask What do you do?. Its not considered impolite (as in some countries) and is a popular topic of discussion between strangers.Talk about sports: Americans love sports! However, they love American sports. When speaking about football, most Americans understand American Football, not soccer.Be careful when expressing ideas about race, religion, or other sensitive topics: The United States is a multi-cultural society, and many Americans are trying very hard to be sensitive to other cultures and ideas. Talking about sensitive topics like religion or beliefs is often avoided in order to be sure not to offend someone of a different belief system.   Addressing People Use last names with people you do not know: Address people using their title (Mr, Ms, Dr) and their last names.Always use Ms when addressing women: It is important to use Ms when addressing a woman. Only use Mrs when the woman has asked you to do so!Many Americans prefer first names: Americans often prefer using first names, even when dealing with people in very different positions. Americans will generally say, Call me Tom. and then expect you to remain on a first name basis.Americans prefer informal: In general, Americans prefer informal greetings and using first names or nicknames when speaking with colleagues and acquaintances. Public Behavior Always shake hands: Americans shake hands when greeting each other. This is true for both men and women. Other forms of greeting such as kissing on the cheeks, etc., is generally not appreciated.Look your partner in the eye: Americans look each other in the eyes when they are speaking as a way of showing that they are sincere.Dont hold hands: Same-sex friends do not usually hold hands or put their arms around each other in public in the United States.Smoking is out!!: Smoking, even in public places, is strongly disapproved of by most Americans in the modern United States.

Child ByTiger essays

Child ByTiger essays Child By Tiger by Thomas Wolfe is a story about a black man, Dick Prosser, and the life he lived being a black man living in the South. Although the story isnt fully based on racial issues, Dick still suffers racial oppression. For example, the fight with Lon Everett, and having to sit outside of the white church during services. Eventually, after trying for so long to remain calm and be accepted by society, he goes crazy on a killing rampage. Child By Tiger shows a complete loss of innocence reguarding Prosser. He was once an incredible black man that had many talents most blacks didnt have. All Dick wanted was to be accepted by society but after he had tried so hard and so long he cant bear it anymore and that is what causes his sudden reuption of violence. Prosser transforms from being the lamb- very innocent creature, into a tiger by the end of the story- hence the title. In the short story "The Child by Tiger," Thomas Wolfe uses Dick Prosser's situations and lifestyles to enforce his belief that Dick's outburst of slayings stem from an unresolved search for acceptance among the whites, blacks, and even God. The white race takes advantage of Dick's abilities; however, they cannot accept him as one of their own because pre-set stereotypes inhibit inter-racial relationships. Mr. Sheppardton proclaims, "That Dick was the best man he'd ever had, the smartest darky that he'd ever known." But even "the smartest darky" cannot partake in the white man's world. This truth evidences itself regarding church attendance. The chauffeur of the Sheppardton family, Dick must "come up to the side door of the church while the service [is] going on...and stand there humbly and listen during the course of the entire sermon." Dick is not allowed to even enter the church proudly and listen to the service; he has to stand outside and experience the sermon from a distance...

Theater Essay Example | Topics and Well Written Essays - 250 words - 1

Theater - Essay Example A man who suffers from congenital analgesia, a condition where he is unable to feel any form of pain falls in love with a woman and realizes that bruises and lacerations aren’t the only form pain that the human body could experience. The character’s exploration of pain and love is not only heart-warming but gives a close association between emotions and how they affect the well-being of our body. It shows how love repairs the character’s body and discusses a very novel concept in this short story titled â€Å"this hurts†. By the end of Steve’s story, his condition is miraculously healed as he falls in love and begins to experiences pain that he was medically unable to feel. The story could have given greater depth to Steve’s and his lover’s character but the fact that the play had eight more stories it is quite understandable as to why the plot wasn’t only superficially elaborated upon. All in all â€Å"Almost, Maine† is a well-written play that requires immense aptitude for its production and the director and actors did a wonderful job in bringing together all these exquisite notions in one

Apple company Essay Example | Topics and Well Written Essays - 2500 words

Apple company - Essay Example The following are financial ratios for APPLE INCLUSIVE for the year ending 2012, 2013, and 2014. Horizontal analysis compares how a company runs its operation across different segments in different years, and emphasizes on cash allocation and generation (Bull, 2008). While vertical analysis compares the amount allocated to an item against the total that was available in a given year. The current assets for APPLE INCLUSIVE rose by 27.1%; in 2013 and dropped to 18.8% in 2014. It was a result of decrease of short-term investments by 38.8%. Total liabilities increased by 44.2% in 2013 and rose by 107.9% in 2014. It was as a result of the abrupt increased current liabilities by 64.6%. The total stockholder’s equity rose by 5% in 2013 and decreased by 6% in 2014. The revenue for the year ending 2014 increased by 17% but the cost of production too increased by 27% making the net income to decrease by 6%. The value of current assets rose by 35% in 2013 and dropped to 32% in 2014. The value of long term investments decreased from 56% in 2012 to 52% in 2014. Current liabilities moved increased by 7%; this is because of increased account payable by 49%. Gross profit for APPLE INCLUSIVE decreased from 43.8% in 2012 to 38.5% in 2014. The reason to this can be blamed on the increased cost of goods from 56.1% in 2012 to 61.4% in 2014. The net income was impacted by the above increased in cost of production, resulting in a decrease by 5.1%. Profitability ratios are a reflection of how a company is efficient in generating income. These ratios are â€Å"seductive† to investors; an investor would like to know how profitable is the corporation before they decide to invest. Everyone expects to value for their money. From the above ratios, it might look contradicting how the two ratios give a different interpretation of the financial performance of APPLE INCLUSIVE. Profit margin shows the net