The Effect Of Semantic Category Psychology Essay

The Effect Of Semantic Category Psychology Essay Tuving, suggested that in order to attain good memory banks, one way of retrieving information is to organize words that have a relationship with one another. For example, clustering words together in one category could help achieve better recall, rather than words that are randomly mixed. Clustering could help re-organize memory, therefore, attaining information more effectively. The aim of this study was to replicate Cofer, Bruce, and Reichers (1966) experiment of presenting semantic category instances in blocked lists. This method was used and it was predicted that memory for words will be superior, when words are visually blocked by semantic category, as opposed to being blocked randomly. This hypothesis was fully supported. Thus, the null hypothesis, there will be no difference when words are blocked by semantic category or blocked randomly across categories, was rejected. An unrelated design was used and opportunist sample of 40 1st year psychology undergraduates at City Univer sity took part in the experiment. The independent variable, blocking by semantic category had two levels. Half of the participants were assigned to the first level of the independent variable, blocked by semantic category. They were presented with six blocks of related category list words, which consisted of six related instances in one category. The second half of the participants was assigned to the second level of the independent variable, blocked randomly. The participants were presented with six blocks of listed words of randomly mixed instances, of several categories. The dependent variable was memory for words that were visually presented. The memory for words was measured under each condition, by the mean score of the written free recall, out of 36 words correctly remembered, after a 90 second period. The results indicated that people in the blocked by semantic category condition recalled more remembered words, with a mean score of 24, than those in the blocked randomly cond ition. The blocked randomly condition mean score were much lower; their mean score was 19. It was therefore concluded that this current research was very consistent with Cofers et al (1966) findings that clustering related words together in one category could help re- organize memory, so information could be attained more efficiently. Introduction: word count: 824 According to Kalat (2009) memory is organized by a complex network of interrelated neurons within the brain; that can hold millions of pieces of independent data. It is this ability of our mind to store detailed, organized memories of past experiences that makes us capable of learning. These experiences stored in the form of memories help us learn from mistakes, protect us from danger, and achieve the goal that we set, by harnessing the power of our memory. We are better able to learn life lessons that help us avoid mistakes in the future, based on our own past, and the malfunction of others. Tulving (1972) recognized that individuals had two types of long-term memory, episodic and semantic memory. According to Tulving (1972) episodic memory is autobiographic, which is a memory system that consists of episodes of individuals past experiences, of particular objects. Normally these objects are stored in our long term memories and can be retrieved, at any given time. For example, remembering loved ones, or a representation of a meaningful event, or even what one might eat for breakfast, are all forms of episodic memories. Semantic memory however, is referred to the memory of meanings, and understandings. Eysenck and Keane (2000) suggested one way of thinking about memory organization is coding. Semantic memory could be held for a few minutes or several years. This model suggests that some information is stored and coded visually. Yet to gain access to our memory banks and retrieve relevant pieces of information, is trying to gain access to our memory banks of the learned inf ormation. One way of achieving this, is with organization and practice. Craik and Tulving (1972) described this as deep semantic processing in their levels of processing approach. They suggested that when a particular stimulus is processed, we need to concentrate on word meanings to help aid our memory banks as opposed to paying too much attention to visual and phonemic features. When people use this approach for a particular task or even revision for exams in real life, empirical evidence has shown that deep semantic processing could even be achieved when one is not trying to remember, as demonstrated by Craik and Tulving (1975), incidental task. In order to attain good memory banks, one way of retrieving information is to organize words that have a relationship with one another. For example clustering words together in one category could help achieve better recall, rather than words that are randomly mixed. Clustering could help re-organize memory, therefore, attaining information more effectively. Gross (2005) suggested that while poor memory can sometimes be the result of a mental handicap or disability, it most often has to do with a lack of attention or inability to concentrate, poor listening skills, and other types of bad habits. Fortunately, you can re-train yourself with proper habits to develop and fine-tune your memory. The basic tool for developing better memory is the clustering technique. There has been many experiments that have demonstrated this particular organization for attaining memory. One study was Bousfeilds (1953) experiment; words that were placed into categories were more accurately remembered than a list of unrelated words. Another particular study conducted by Cofer, Bruce, and Reicher (1966). They identified that presenting semantic category instances in blocks actually increased recall. The remembered words of instances of one category, was much higher than the recall of the blocks of instances of the randomly mixed categories. Subsequently, this current study replicates Cofer, et als (1966) clustering technique experiment. The independent variable was the presentation of blocking by semantic category. There were two levels of the independent variable, blocked by semantic category, and blocked randomly. The manipulation of the independent variables was the way the participants corresponded to the presentation of 36 words, grouped into six blocks of six words. Half of the participants were assigned to the first level of the independent variable, blocked by category. The participants were presented with six blocks of listed words, consisting of six instances of one category. The second half of the participants was assigned to the second level of the independent variable, blocked randomly. The participants were presented with six blocks of listed words of randomly mixed instances, of several categories. The dependent variable was memory for words that were visually presented. The memory for words was measured under each condition, by the mean score, of the written free recall, out of 36 words correctly remembered, after a 90 second period. If the reasoning behind Cofer, et al s (1966) experiment was correct then we can then expect that memory for words will be superior, when words are visually blocked by category, as opposed to when they are blocked randomly. This is the experimental hypothesis and is directional, as it predicts the results. However, if Cofer, et als (1966) experiment cannot be explained, then there will be no difference in recall when words are blocked by semantic category, or blocked randomly across categories. Design: word count 215 The independent variable was the presentation of blocking by semantic category. The first level of the IV was, blocked by category, and the second level, blocked randomly. The manipulation of the independent variables was the way the participants corresponded to the presentation of 36 words grouped into six blocks of six words. An unrelated sample design was used. The advantage of this design was that both samples were seeing the same materials (words). However, the disadvantage of the design was individual differences. To control for this, random assignment to conditions to one of the two levels of the independent, (refer to appendix for allocation). Half the participants were assigned to the first level of the IV, blocked by category. They were presented with six blocks of listed words, consisting of six instances of one category. The second half of the participants was assigned to the second level of the IV, blocked randomly. They were presented with six blocks of listed words of randomly mixed instances, of several categories. The dependent variable was memory for words that were visually presented. The memory for words was measured under each condition, by the mean score of the written free recall, out of 36 words correctly remembered after a 90 second. Participants immediately recalled the words after the presentation. Participants: word count 72 In total there were 40 participants. 34 females and 6 male participants were 1st year psychology undergraduates at City University. Participants ranged in age from 18-40, with a mean age of 21-22. Each participant was currently taking part in a laboratory course in the social sciences building. Therefore the sample used was an opportunist one. However, due to the sample design, random allocation to conditions was very relevant due to individual differences. Apparatus and Materials: word count 215 Each participant was presented with a plan sheet of A4 sized paper. The experimenter, Dr. Stuart Menzies, randomly allocated half the participants material that consisted of either 36 nouns that were presented visually together into six blocks of listed words on one page. Each block consisted of six instances of one category. This condition was the first level of the independent variable and was named the blocked by category group. The other half of participants were randomly given, 36 nouns that were also visually presented together into six blocks of listed words on one page. This time however, each block consisted of randomly mixed instances of several categories. This condition was the second level of the independent variable, and was referred to as the blocked randomly group. (Please refer to the apparatus and material section for the blocked lists categories, in the appendix). The response mode was the written free recall of the remembered words after a 90 second period. The ti me was monitored by a stop watch. Participants immediately recalled the words in any order after the presentation (refer to appendix, instructions and words lists). The results were taken away and recorded by the experimenter, who noted them down on a data sheet. (See results section in the appendix for the raw data sheet,). Procedure: word count 252 The experimenter handed out material in a random fashion to participants. A list of 36 nouns were visually presented in six blocks, consisting of either six instances of one category on one sheet of sheet of paper, or randomly mixed instances of several categories on one sheet of paper. Blocked by semantic category consisted of six instances of one category. This condition became the first level of the IV. Randomly blocked categories consisted of randomly mixed instances of one category. This condition became the second level of the IV. The experimenter verbally translated the instructions of the task ahead, (please refer to apparatus and material section for instructions in the appendix). The dependent variable, memory for words was measured under each condition, by the mean score of the written free recall, out of 36 words correctly remembered. Each participant had 90 seconds to remember as many words from the six blocked lists. A stop watch was used to count down the time, after t he 90 second period expired, the experimenter then informed the participants to stop! Both word lists from the two conditions were taken away. Immediately after the presentation the participants were then asked to note down all of their remembered words in any order that they preferred. The experimenter had given a further 90 seconds to recall the remembered words. The written free recall scores was recorded, and measured by experimenter. The mean score of the two calculated differences were then obtained, (please see the mean scores in the appendix). Results: word count 313 The dependent variable was memory for words that were visually presented. The memory for words was measured under each condition, by the mean score of each condition of the written free recall, out of 36 words correctly remembered, after a 90 second period. Table 1 shows the difference of the mean scores of the two conditions, blocked by category and blocked randomly. The results indicated that more people in the blocked by category had remembered more words in the six blocks of listed words, consisting of six instances of one category, than the randomly blocked category lists condition.. (Refer to the results section in the appendix for the raw data, graph of the mean scores, and the full calculations of the Mann -Whitney U test). Memory for words visually presented. Measured by the written free-recall-score X/36 words Table. 1 Blocked by category condition Blocked Randomly condition Mean Spread Range 24 15-33 18 19 13-27 14 Mean score from the two calculated differences Since the samples were unrelated and can be ranked on an ordinal scale, a Mann Whitney U test was employed. A 1 tailed test was employed because the experimental hypothesises was directional. Using the statistical formula and tables, obtained from QM PS1007. Runyon and Haber (1976) The Mann -Whitney U test indicated N1=20, N2 =20 participants, Uobs = 0, p = 0.05 (1 tailed test). Ucrit = 138 =p= .005. Since the Uobs Discussion: word count 688 The aim of this study was to replicate Cofer et als (1966) experiment of blocked presentation, of presenting category instances in blocked lists. This method was used and the prediction that memory for words will be superior, when words are visually blocked by semantic category, as opposed to whose words are blocked randomly, was fully supported. Thus, the null hypothesis, there will be no difference when words are blocked by category or blocked randomly across categories, was rejected. The results indicated more people in the blocked by category condition recalled more remembered words, with a mean score of 24 than those in the blocked randomly condition. The blocked randomly condition had much lower recall scores; the mean score was 19. Eysenck and Keane (2000) suggested that gaining access to our memory banks is best applied through organization. Tulving, (1972) recognized that there are two memory system for long term memory. One is semantic memory and the other is episodic. Semantic memory, as mentioned in the introduction, is referred to the meanings and understandings of general objects based in the world we live. Semantic memory could be held for a few minutes or several years. This model suggests that some information is stored and coded visually. Yet to gain access to our memory banks and retrieve relevant pieces of information, is actually gaining access to our memory banks, of the learned information. One way of achieving this, is with organization and practice. Summarizing the previously learned literature has helped to illustrate how memory could be obtained and re- trained by applying clustering techniques for memory organization. This could be just some of the possibilities of why the blocked by category condition had produced a much higher recall of remembered words, than the randomly blocked condition. It would seem from the results of Bosfeilds (1953): Cofer, et als (1966) and this current study could be achieved by organization. Semantic memory does liked to be organized, and if this organization is not in sight, then the less likely it is, for us to attain good memory banks for recall. Consequently, Cofer, et als (1966) experiment identified that presenting category instances in blocks, actually increased recall, and the remembered words of instances of one category was much higher than the recall of the blocks of instances of the randomly mixed categories. Therefore, this current study was very consistent with Cofer, et als (1966) findings. The data suggests that there was an overall majority of recalls made in the blocked by category condition. Thus, there were some methodology limitations in this current study. Individual differences was a concern however, randomization to conditions was effective. However, larger randomized controlled trails could provide more definitive evidence, the bigger the population, the better the results would indicate, (Miller, 1984). A number of caveats need to be noted regarding this present study. Firstly, there was the unrepresentative sample, such as more females than males, and the unlimited range of ages. This study could be improved by having an equal amount of males and females and a wider range of ages. Further research may want to look at gender differences in clustering. Females may attain a good memory compared to men and vice versa. Also this study could also be improved by implementing more conditions, for example, blocked by category, followed by blocked randomly. Blocked randomly, followed by blocked by category. This could be achieved by comparing the related samples with both blocked presentations to find out if organization for words in categories is better than mixed word instances in memory recall. Another limitation could be that more time is needed to encode the words more effectively. Practice may help participants encode more information. With more time added several conditions could be c ompared. The blocked by category could have two or three conditions but with new participants each time. Each of the conditions could have varied times to encode the blocked category lists. One condition could have two minutes; the next condition could have three. The same procedure could then be applied to the randomly blocked condition. All of the mean scores could be compared to establish whether time has an impact on clustering words together. A further limitation could be the use of the stopwatch to time the participants. The time may not have been entirely accurate. Participants may have had more or less time to encode the information presented to them, or to recall the words. This could have confounded the findings. To control for this, future research could perhaps use a large digital clock counting down the time left. Many memory experiments find out if clustering is effective for memory recall. According to Tulving (1972), clustering could help re-organize memory, therefore, attaining information more effectively. The findings of this study have a number of important implications for future practice. Psychologists could perhaps look at children of different ages. The experimenters could investigate when memory organization emerges. This could help provide an insight to when our organization for memory begins. Words could perhaps be visually presented to children in the form of animal characters which are either related or not related. The children could then recall the remembered animal characters. If the children recall more of the related animal characters, than the unrelated characters, then this may determine when organization for memory begins. Another reasonable approach is to look at whether organization for memory declines with age. Youths and pensioners could be compared to see which ag e group has a better organization for words. It can be concluded that organization of memory does aid semantic memory. The research literature has shown effective techniques such as clustering words together to help aid our memories. The results of this current study did show that memory is aided well, if our organization of words is structured. References Bousfield, W. A. (1953.) The occurrence of clustering in the recall of randomly arranged associates. Journal of General Psychology, 49, 229-240. Cofer, C.N., D.R. Reicher, G. M. (1966) Clustering in free recall as a function of certain methodological variations. Journal of Experimental Psychology, 71, 858-866. Craik, F.I.M. Tulving, E. (1975) Depth of processing and the retention of words in episodic memory. Journey of Experimental Psychology, 104, 268-294. Eysenck, M, W. Keane, M, T. (2000) Cognitive Psychology- a students handbook. Psychology Press. Gross, R. (2005) Psychology -The Science of mind and Behaviour. Typeset by GreenGate publishing services, Tonbridge Kent. Miller, S. (1984.) Experimental Design and Statistics. London, Typeset LTD. Kalat, J. W. (10Eds,), (2009). Biological Psychology. USA: Wadsworth, Cengage Learning. Tuving, E (1972) Episodic and semantic memory. In E. Tuving W. Donaldson (Eds.), Organization of Memory. London: Academic PressAppendices: Table of context Page Appendix 1: Design section: P12 Allocation to conditions. Appendix 2: Apparatus and Material section: P13 Instructions, word lists. Appendix 3: results section: P15 Raw data graph showing mean scores Appendix 4: Mann- Whitney U test: P17 Full calculations Appendix 5: Stimulus and response: P19 Participant 9, recalled words Appendix 1: The table below is showing the allocation of participants (Ps) to conditions. 15 females and 6 male participants were 1st year psychology undergraduates at City University. Each participant was currently taking part in a laboratory course in D112 of the social sciences building at City University. Therefore, the sample used was an opportunist one. Because there were two unrelated samples, an independent measures design was employed. Blocked by category condition Blocked randomly condition P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19 P20 P21 P22 P23 P24 P25 P26 P27 P28 P29 P30 P31 P32 P33 P34 P35 P36 P37 P38 P39 P40 Ps =20 Ps =20 Appendix 2 Your investigation The aim of you experiment is to investigate whether presentation of category instances to participants in a blocked or in a randomly mixed fashion affects recall. You are thus attempting a replication of the study by Cofer, Bruce and Reicher (1966), and the basis of their finding and the other evidence mentioned above it would seem appropriate to state a directional (one tailed) hypothesis. State the null hypothesis as well. Remember that both the aims and the hypothesis need to be formally stated in a very clear and specific manner at the end of the introduction section of you report. Employ an independent groups design, with at least 10 participants in each of the two conditions (the larger you overall sample size the better). The dependent variable (the measure) will be the number of words correctly recalled. The independent variable (the manipulation) will have two levels corresponding to the different ways of presenting words to participants in two conditions. Describe the two conditions and any controls against confounding variables. Remember that, apart from the manipulation of the independent variable, everything should be held constant (standardized) across the two conditions of the experiment. Materials consists of 36 words (6 from each 6 categories) presented visually together as 6 blocks (lists) on one page; each block consisting of either instances of one category or randomly mixed instances of several categories. Condition A Condition B Apple Tulip Chair Apple Buttercup Cabbage Banana Buttercup Bed sofa Bed Giraffe Pineapple Rose Wardrobe Snake Cauliflower Wardrobe Orange Carnation Table Aeroplane Pineapple Lily Lemon Pansy Sofa Pea Elephant Motorbike Pear Lily Desk Carnation Pansy Lemon Dog Potato Car Ship Parsnip Lion lion Pea Bus Table Rose Chair Elephant Cauliflower Train Onion Desk Pea Monkey Cabbage Aeroplane Car Orange Bus Snake Parsnip Motorbike Tulip Monkey Dog Giraffe Onion Ship Banana Train Potato Instructions in a moment you will be asked to turn over the sheet of paper in front of you. On this sheet will be 36 words. You will have one and a half minutes in which to try and memorize all the words. After this period of this time the words will be removed. You must then immediately recall as many of these words as you can. Write them down on the piece of paper in any order you like. Results section should contain: Summary descript statistics comparing the two samples ( ie measures of central tendency nad dispersion, and perhaps graphs/charts) Summary of inferential statistics analysis by an appropriate test for the two independent samples ( e.g. Mann Whitney U Test ). The observed value of the statistic must be compared to a critical table value in order to determine its significance. Statement of the decision to retain or reject the null hypothesis will conclude the results section. Remember that both the raw data (individual scores) and all statistic calculations and formulae must appear in the separate Appendix (at the end of the report). They must not appear in the results section Appendix 3: Raw data Blocked by semantic category Participants Written free recall x/36 Blocked free recall randomly Participants Written Free recall x/36 P1 13 P2 30 P3 27 P4 26 P5 21 P6 22 P7 17 P8 21 P9 24 P10 24 P11 15 P12 25 P13 15 P14 28 P15 18 P16 19 P17 20 P18 15 P19 21 P20 27 P21 22 P22 21 P23 21 P24 26 P25 18 P26 17 P27 18 P28 29 P29 20 P30 23 P31 17 P32 33 P33 22 P34 21 P35 22 P36 23 P37 22 P38 29 P39 13 P40 20 Data of raw scores obtained from written free recall scores. Chart showing the two differences of mean scores between the two levels of the independent variable. The graph above shows the differences in mean scores for the two levels of the independent variable. The blocked by category condition showed that more participants recalled more words than the blocked randomly condition. Appendix 4 Full calculations of the Mann-Whitney U test Free -Recall Mann-Whitney U Test Blocked by Category Rank1 Blocked Randomly Rank2 N=20 N=20 13 1.5 30 19 27 20 26 13.5 21 13 22 8 17 5.5 21 6 24 19 24 11 15 3.5 25 12 15 3.5 28 16 18 8 19 3 20 10.5 15 1 21 13 27 15 22 16.5 21 6 21 13 26 13.5 18 8 17 2 18 8 29 17.5 20 10.5 23 9.5 17 5.5 33 20 22 16.5 21 6 22 16.5 23 9.5 22 16.5 29 17.5 13 1,5 20 4 R 1 = 210 Mann -Whitney U Test calculations U = N1 N2 U = 2020 + 400 + 400+210-210=400 N1N2-U = Uobs = (0) U = 400 = 400 400 = 0 Uobs = 0 = Ucrit = 138 = p =0.05 (1 tailed test) Since Uobs Reference: Runyon and Haber (1976)

Suez Crisis :: Middle East History

Suez Crisis The Suez Crisis marks major shift in the power relations of western Europe, signalling the rising importance of cold war politics in international crises, The Crisis has a big impact on Canada and our peace keeping ability's.Lester Pearson's idea to stop the crisis hepls show that we are a peacefull nation. Firstly, The Suez Crisis began on 26 July 1956, when United States' decision to withdraw its offer of a grant to aid the construction of Egypt's Aswan High Dam, Egyptian President Gamal Abdel Nasser nationalized the Suez Canal.(1) The governments of Britain and France secretly began planning for an invasion of Egypt. Israel soon was doing its own invasion planning, completing its final plan on 5 October. After several international mediation efforts had failed, Britain and France agreed in mid-October 1956 to undertake a joint intervention in Egypt. Aware of the upcoming Israeli plan to invade the Sinai, French officials suggested that a France-British force could enter Egypt and separate the combatants, while actually seizing control of the entire Suez waterway.(2) On 26 October, the United States learned of Israel's military mobilization, and President Dwight Eisenhower sent the first of two personal messages to Israeli Prime Minister Ben Gurion asking that Israel do nothing to end anger the peace. In the Mediterranean on the 28th, the U.S. Sixth Fleet was placed on alert.(3) Undeterred by U.S. diplomatic maneuvering, Israeli forces began attacks in Egypt on 29 October.The canal had many useful reason like trading, and to to have Nassar take control of stopped any other country from trading with country's like Isreal and this also stopped isreal from exporting their goods. No one predicted Nasser's nationalization of the Suez Canal on July 26,1956.(4) Four interconnected events prepared the way for Nasser's greatest moment: the Evacuation Treaty of 1954, the Baghdad Pact, the Czech arms deal, and the Aswan Dam negotiations. Nasser began a diplomatic campaign to restore Egyptian dignity and get the British out of Egypt. The British planned to create a Middle Eastern collective security organization similar to that of NATO and SEATO to protect their interests in the region. The US supported the idea but would not consider joining any such agreement. The Presiden t traveled to Egypt in 1953, because be believed Britain should consider Egypt for the base of the organization.(5) He quickly realized that neither Nasser nor his people would ever consent to such a deal. Suez Crisis :: Middle East History Suez Crisis The Suez Crisis marks major shift in the power relations of western Europe, signalling the rising importance of cold war politics in international crises, The Crisis has a big impact on Canada and our peace keeping ability's.Lester Pearson's idea to stop the crisis hepls show that we are a peacefull nation. Firstly, The Suez Crisis began on 26 July 1956, when United States' decision to withdraw its offer of a grant to aid the construction of Egypt's Aswan High Dam, Egyptian President Gamal Abdel Nasser nationalized the Suez Canal.(1) The governments of Britain and France secretly began planning for an invasion of Egypt. Israel soon was doing its own invasion planning, completing its final plan on 5 October. After several international mediation efforts had failed, Britain and France agreed in mid-October 1956 to undertake a joint intervention in Egypt. Aware of the upcoming Israeli plan to invade the Sinai, French officials suggested that a France-British force could enter Egypt and separate the combatants, while actually seizing control of the entire Suez waterway.(2) On 26 October, the United States learned of Israel's military mobilization, and President Dwight Eisenhower sent the first of two personal messages to Israeli Prime Minister Ben Gurion asking that Israel do nothing to end anger the peace. In the Mediterranean on the 28th, the U.S. Sixth Fleet was placed on alert.(3) Undeterred by U.S. diplomatic maneuvering, Israeli forces began attacks in Egypt on 29 October.The canal had many useful reason like trading, and to to have Nassar take control of stopped any other country from trading with country's like Isreal and this also stopped isreal from exporting their goods. No one predicted Nasser's nationalization of the Suez Canal on July 26,1956.(4) Four interconnected events prepared the way for Nasser's greatest moment: the Evacuation Treaty of 1954, the Baghdad Pact, the Czech arms deal, and the Aswan Dam negotiations. Nasser began a diplomatic campaign to restore Egyptian dignity and get the British out of Egypt. The British planned to create a Middle Eastern collective security organization similar to that of NATO and SEATO to protect their interests in the region. The US supported the idea but would not consider joining any such agreement. The Presiden t traveled to Egypt in 1953, because be believed Britain should consider Egypt for the base of the organization.(5) He quickly realized that neither Nasser nor his people would ever consent to such a deal.

Wordsworth, Social Reform Literature, and Politics of the 1790s Essay

Wordsworth, Social Reform Literature, and Politics of the 1790s The historical mix of social fictions in England and France at the end of the 1780s greatly impacted the literature of the period. Tom Paine's The Rights of Man (1791) and Edmund Burke's Reflections on the Revolution in France (1791) were the two most widely read works that spurred a decade long debate on how the nation of England was to be governed and by whom. As a young man during this period, William Wordsworth formed part of the circle of writers who fought for the Republican cause of democracy and its ideals. Similar to the poet William Cowper, Wordsworth's early poetry contributed to a larger framework of social reform literature that the publisher Joseph Johnson promoted throughout his career from the late 1770s until his death in 1809. Some of Wordsworth's early prose works mark what he was to later reflect upon in his poem, "Lines Written a Few Miles above Tintern Abbey, on Revisiting the Banks of the Wye During a Tour, 13 July 1798". "Tintern Abbey" reminds Wordsworth's readers of the solitude and "sad perplexity" (61) that its author experiences five years after his dreams of a democratic republic and love for Annette Vallon are dashed by France's Reign of Terror and war with England. He recounts: Five years have passed; five summers, with the length Of five long winters! . . . . . . . And so I dare to hope, Though changed, no doubt, from what I was when first I bounded o'er these hills, . . . Flying from something that he dreads than one Who sought the thing he loved. (1-2, 66-67, 72-73)[1] "Tintern" suggests Wordsworth's wish to move beyond the sentiments and views he once held, as reflected in his unpublishe... ... a friend of Benjamin Franklin, Joseph Priestley, and Horne Tooke; Mary Wollstonecraft listened to Price's occasional political sermons, and was influenced by his view that all people were entitled to equal education. Todd, Janet. Mary Wollstonecraft: A Revolutionary Life. London: Weidenfeld & Nicholson, 2000: 59-61. 4. Edmund Burke. Reflections on the Revolution in France (1790), in, Paul Keen, (ed. compiler). Reading (at) the Limit of the Bourgeois Public Sphere. Burnaby: Simon Fraser University Publishing, 1999: 145. 5. Ibid, 147. 6. Tom Paine is referring to William the Conqueror, quoted by E. P. Thompson in, The Making of the English Working Class. Middlesex: Penguin Books Ltd., 1963: 94-95. 7. Ibid, 94. 8. Christopher Hill. "The Norman Yoke," in Intellectual Origins of the English Revolution Revisited. New York: Oxford University Press, 1997: 361.

The Significance of ?Xenia? Essay -- essays research papers

The Significance of â€Å"Xenia† Ancient Greece is known for its beautiful theaters and its skilled poets. One of the most famous ones at that time and famous even now is Homer. Nobody knows who he actually is but the works that he has created are far more than magnificent. The Odyssey and The Iliad are two poems that turned into myths, have actually been accepted as part of the history of the Greeks. The Odyssey is a story about a hero from the Trojan War who struggles to get home to his family and when he finally does he faces the suitors who he fights and defeats with the help of the gods and his son who he hasn't seen for around twenty years. The gradual development of the plot, the actual, end of the book is easily noticed. A big role in that development plays hospitality or as Homer calls it the xenia. Odysseus' journey on his way back to his island Ithaca contains numerous details about hospitality and what it is to be a good or a bad host. His voyage is based on the kindness and the warmth of the people . There are gods and humans, and giants that do not appreciate the hero but he deals with them and we meet with the actual plot of the story, his homecoming. Warmth and kindness are presented within every visit described in the book. Homer draws a very good picture of how guests are welcomed, what entertainment they are given and the way they are send on their way. The picture is filled with kindness and warmth. We could say that the kind of hospitality presented in the book is hardly seen today. The different steps of welcoming some one are really interesting. The host is bathed and fed right after his arrival no matter who he is. Hosts do not really present the question that identifies their guest until later on, after he has been well rested and entertained. A great example of this is when Telemachos and Athene, in the body of Mentor, visit Nestor. When Nestor sees the two men he has never seen before he has a feast with his sons and companions. In the sight of the strangers they all stand up and greet them. The first thing that is done is to find a place for the two guests on the table and to feed them. â€Å"When they had satisfied their appetite and thirst, Nestor, the Gerenian charioteer, said: ‘Now that our visitors have eaten well, it is the right moment to put some questions to them and enquire who they are?†(Book#3line ... ...e, son, and servants they abuse for so long. "You dogs!’ he cried. ‘You never thought to see me back from troy. So you fleeced my household; you raped my maids; you courted my wife behind my back though I was alive- with no more fear of the gods in heaven than of the human vengeance that might come. One and all, your fate is sealed.†(Book #22, lines 35-40) These are the words of Odysseus, mad with the destruction the suitors have caused to his home. He kills them all, right before they are about to eat. He kills Antinous right when he is about to drink from the wine. The suitors do not deserve the food that is being served to them because of their cruelty towards the host ,the hostess and their disloyalty to him and Ithaca The Odyssey is a book that grabs its reader with its story about Odysseus and his final homecoming. There would be no homecoming or he would have been home too late to save his wife and son from the â€Å"arrogant " suitors if there was not the good hospitality of the people he visits. Everybody Odysseus meets on his way has helped the story progress by their bad or good hospitality. Therefore xenia plays a very significant role in the plot of the story.

Are Computers a Hindrance?

Write about the following topic:Some people consider computers to be more of a hindrance than a help. Others believe that they have greatly increased human potential. How could computers be considered a hindrance? Give reasons for your answer and include any relevant examples from your own experience. Write at least 250 words. Look at the words or phrases in capitals. Correct your version where necessary. It is easy to understand why some people believe that computers are more of a hindrance than a help. Operations such as obtaining a refund or changing a ticket tend to be fairly straightforward without the aid of a computer, yet once one is involved, the process can become time-consuming, complex and prone to errors. In an office environment, it can sometimes seem that for every hour saved by computers, at least set of problems caused by a system malfunction. Another consideration is that, over-enthusiastic use of computers in the home has the potential to divert large amounts of free time away from activities such as socialising, tasking exercise or having dinner with your family. Spending a lot of leisure time looking at a computer monitor screen could perhaps achieving other goals in life, such as being healthy and socially integrated. However, it would be simplistic to assert that computers have a generally negative impact. There have been enormous advences in communications, medicine, design, education and numerous fields of human endeavour. Nowadays, virtually the entire sum of human knowledge is as far away as the nearest internet point. Computers have brought about a profound change in the way most people inthe developed world live. (Although it should not be forgotten that the majority of the inhabitants of this planet have never so much as touched a computer keyboard. ) The benefits of computers undoubtedly outweigh the disadventages. The question is not whethercomputers help or hinder, but whether people always use their huge potential in a sensible and responsible way?

Porter Five Forces Analysis

gatekeeper five forces analysisis a manakin for application analysis and business dodge development formed byMichael E. usherofHarvard Business Schoolin 1979. It draws uponindustrial organizationeconomicsto make five forces that determine the competitive colour and therefore prepossessingness of a market place. attractiveness in this context refers to the overall intentness positiveness. An unattractive industry is one in which the combination of these five forces acts to drive downhearted overall profit skill.A very unattractive industry would be one approaching splendid emulation, in which available win for all sloppeds atomic number 18 driven to conventionality profit. Five forces Threat of recent competition Profitable markets that yield high returns go out attract new soakeds. This results in many a(prenominal) new entrants, which eventually will diminish profitability for all firms in the industry. Unless the door of new firms can be obtu set out byincumb ents, the abnormal profit rate will tend towards zero (perfect competition). * The universe ofbarriers to doorway(patents,rights, etc. The most attractive segment is one in which entry barriers argon high and exit barriers are low. Few new firms can tuck and non-performing firms can exit easily. * Economies of product differences * reproach equity * Switching tolls orsunk bells * Capital requirements * approaching to distri scarcelyion * Customer loyaltyto conventional brands * Absolute cost * Industry profitability the more than profitable the industry the more attractive it will be to new competitors. Threat of permutation products or serve The existence of products outside of the realm of the mutual product boundaries increases thepropensityof customers to switch to alternatives.Note that this should not be confused with competitors similar products hardly entirely different ones instead. For example, tap pee top exe concussionive be considered a fireman for Coke, whereas Pepsi is a competitors similar product. Increased merchandise for drinking tap water might shrink the pie for both Coke and Pepsi, whereas change magnitude Pepsi ad would likely grow the pie (increase purpose of all soft drinks), albeit while liberal Pepsi a larger slice at Cokes expense. * emptor propensity to succour * relation back outlay performance of substitute vendeeswitching costs * Perceived train ofproduct differentiation * Number of substitute products available in the market * easiness of substitution. Information-based products are more prone to substitution, as online product can easily regenerate material product. * Substandard product * forest depreciation Bargaining cause of customers (buyers) The negotiate power of customers is also described as the market of outputs the ability of customers to put thefirmunder pressure, which also affects the customers predisposition to price changes. Buyer submergence tofirmconcent ration ratio * grade of dependency upon alive channels of distribution * Bargaining leverage, specially in industries with highfixed cost * Buyer switching costs carnal knowledge tofirmswitching costs * Buyer information availability * Availability of alive substitute products * Buyerprice sensitivity * Differential advantage ( peculiarness) of industry products * RFM abridgment Bargaining power of suppliers The bargaining power of suppliers is also described as the market of inputs. suppliers of raw materials, components, labor, and services (such as expertise) to thefirmcan be a pedigree of power over the firm, when there are few substitutes. Suppliers may refuse to scarper with the firm, or, e. g. , charge excessively high prices for unique resources. * Supplier switching costs comparative tofirmswitching costs * Degree of differentiation of inputs * Impact of inputs on cost or differentiation * Presence of substitute inputs * Strength of distribution channel * Supplier concentration tofirmcon centration ratio * Employee solidarity (e. g. labor unions) Supplier competition ability to forward vertically integrate and cut out the BUYER Ex. If you are making biscuits and there is only one soul who sells flour, you have no alternative but to buy it from him. Intensity of competitive aspiration For most industries, the intensity of competitive competition is the major determinant of the competitiveness of the industry. * sustainablecompetitive advantagethrough change * Competition between online and offline companies * Level ofadvertisingexpense * Powerfulcompetitive outline * Flexibility through customization, volume and mutation

Organising And Delegating In The Work Place Essay

AC.1.1 rationalise the importance of making effective and efficient custom of spates accomplishments while intend a aggroups operate to light upon an objectives. Organizing is a function of arranging people and resources to work towards goals. To achieve those goals in effective and efficient manner it is primary(prenominal) to do a good beledge of the police squads skills. Lack of motivation in the squad, dismay of undervaluation or poor attitude could fail the goals and on the some separate hand enthusiasm, motivation and relentn responsibleness stinker dally winnerful results in reaching the goals. In other(a) words the companys objectives fundament be failed if the wrong item-by-item is chosen for the assign. passenger vehicle is a soul who chooses the right someone, bring the descents that atomic flake 18 suitable for their skills and proficiencies. To do so an objectives set out to be clear and SMART Specific they atomic number 18 clearly un derstood and no misunderstanding is realizable Measurable any i go throughs whether they have hit them or notAchievable they argon realistic with teams capabilitiesRelevant they logically fit to the presidential termal necessarilyTimed have a target construe to be completed.AC.1.2 explicate how to identify the appropriate person for an activity in the employment. It is very of import to have right people on staff to the success of an organization using a skills matrix get out confirm the skills, knowledge and interest of the team members. cleverness matrix is a simple visual lance to control and monitoring of skills level. It displays all problems and skills required at work. It in addition displays current team members and their current office level for each task. Skill matrix is apply to establish all skills required in an atomic number 18a, it quick highlights available skills and future requirements. Skill matrix shows tuition needs, its effectiveness. It is a twenty-four hour period to day programmening light beam to use skills where they argon most needed as well to organize adequate cover for holiday and sickness.This skill matrix shows the team members individually and as a whole team. It shows who needs tracking and what they need to postulate entirely also who tramptrain them. The power grid also shows that sharing and combining across team we can ruin a deeper pool of resources. We can easily shift resources to help in other beas when work accumulates. Cross training and shifting furnish individual to develop skills, gives product line satisfaction. AC.1.3 Explain how valet resource political programning can be utilise to assure output and quality in the employment Workforce planning in a plow designed to integrate and anticipate for enceinte resources to an organizations needs. It is a systematic process for identifying, acquiring and developing employees to meet the needs of the business.In my workplace. In my workplace human resources planning can be divided into hebdomadly/daily planning and bulky planning. By long term planning I mean events that we have over the year rallies, gatherings, or Christmas parties. We know incisively when those events will take place, we know approx number of guests and this is how we plan our staff demand. We applyt take holidays those times, sometimes we employ some a great deal staff to cover demand.By weekly planning I mean rotas that argon created every week so everybody knows what days they ar working but also I make sure that in that respect is adequate staff for the day. As morning atomic number 18 quiet we dont need so many staff and then late afternoons and evenings are very busy we need more staff. I also use daily rotas as human resource planning. Every day I plan using section rota who is having what section e.g. desk-seating customer, who is doing till, who is serving in a bar also I plan what side crafts have to be through with(p ) and who is pass to do them.AC.2.1 Explain how to delegate tasks effectively.Delegation is one of the most important management skills. Delegation saves time, develops people and motivates. On the other hand poor deputation can cause frustration, de-motivates other staff and fails to achieve the tasks. How to delegate tasks effectivelyDefine the task. Describe exactly what you want through.Pick the right person geminate the requirements of the job to the abilities of the person. Explain the reason why the task needs to be make, its importance, and possible complications that can occur. classic standards. Agree on the standards that will be employ to measure the success of tasks completion. fixedresources necessary to complete the task. It may require funds, training, advice and other resources. Agree deadlines. Agree when to job must be finished and how its going to be checked and controlled. Support and communicate. Inform others what is going on, involve to call on the ca rpet about the job, to ask questions about the job and how much they understand it. Feedback on results.AC.2.2 Describe the benefits of empowerment in the workplace Employee empowerment is defined as bragging(a) employees a degree of autonomy and responsibility for decision-making. The benefits are reduced absenteeism. Absenteeism is a result of employee boredom with their job as they dont belief in person connected to the company. Empowered employee feels valued and challenged which results in job satisfaction consequently absenteeism decreases. bring down employee turnover. Employees often march on because they feel not valued. Empowerment increases employees value, understanding their constituent in companys success. They are do to reach their personal and companys goals, to develop their capabilities. In result empowering reduces desire to leave the job. Reduced turnover reduces companys fund to uncovering and train new employees.Employee satisfaction. In companies where e mployees are disposed(p) power to identify problems, run a risk solution, make important decisions have responsibilities they feel empowered. They rate their satisfaction as high that leads to higher level of loyalty. Satisfied employees brings come apart quality of the products or services. Increased productivity. Empowered employees bring their own ideas solutions or methods of work that company can benefit from. Companies can benefit saving money by allowing suggestions and making changes in procedures. Morale. Giving responsibilities, position employees in charge of their own projects and results of their action increases their morale. Employees know that their ideas, concepts matters for the success of the company they put more driving force in their tasks, work more efficiently.A.C. 2.3 Identify barriers to military commission and how these can be catch up with Not enough time. Managers theorize about delegating jobs when the work overwhelmed them. They think its to la te to delegate as they have to find appropriate person, train that person and explain the task. When the job is done they dont feel that urgency. To overcome that problem managers should find time to find person, train and inthe long run when it gets busy once again manager can delegate the job and localize on other higher tasks. Losing control. Managers can feel that by delegating they are loosing control. Good federal agency to overcome that fear is to frequently communicate with the person to whom task was delegated check the progress, ask if any keep back is needed. it can help decrease that fear and give some sense of control. Lack of entrust.Some managers dont trust that the team or individual will do the task. Managers should let person/ team to do the job, make mistake and learn from it. make mistakes is very good opportunity to learn emend productivity or finding new solution, ideas. AC.2.4 Explain a technique that can be apply to monitor the outcomes of delegation in a workplace A manager after delegating needs to make sure that the delegated task is being done correctly and effectively before its accomplishment. He must review and monitor progress checking regularly, giving support. Manger should inform about deadlines and established checkpoints. By checking in manager can learn if the person needs any support, has everything needed to finish the task also can learn about the progress. Manager should not interfere too much to the work they delegated as this may imply lack of trust in the other person.There are number of methods used to monitor the outcomes e.g. observation, productivity/data output, feedback from other members, customers etc. The technique I use in my workplace ( restaurant) is mostly observation/inspection and office check. As working in a restaurant we have some hygiene standards that we have to follow. hot chocolate machines, glass washer, soft drinks dispensers have to be cleaned every day/shift. The only way I can mo nitor the progress/ accomplishment is by discover if the job is done according to those standards i.e. appropriate detergents are used, if the surfaces are wiped, removable parts washed. I also use a spot check as a method of monitoring.I check tables if they are clean (no stains) if the condiments are stocked up. There are also some side jobs, housekeep jobs interchangeable dusting, spot sweeping and general cleaning which I can inspect later after theyre done. As we are restaurant our purpose is to administer customers when they arrive. If we get busy all of those side jobs/ housekeeping jobs have to be put aside and we are focusing on customers. This is why it is very impregnable to monitor those side jobs their progress, or accomplishment, sometimes they are not finished, or not being done at all. I have to be fictile when it comes to check theprogress. We wont start day if some jobs wont be done or done properly, but there are also jobs that can be skipped.