Ludwig Van Beethoven Essays (631 words) - Age Of Enlightenment

Ludwig Van Beethoven BEETHOVEN 1770-1827 Life of Beethoven I. Instruction by and large and in music Beethoven originated from a melodic family, and his initial melodic preparing was under his dad's direction. His dad showed him piano and violin. His general instruction was not proceeded past the primary school. He was for all intents and purposes ignorant in math. II. Self attestation As a young people of 19, in 1789, Beethoven found a way to have himself set at the leader of his family. He requested of for a large portion of his dad's pay to help his siblings. This demonstration of self-declaration means that his character. III. Studies with Haydn A. The principal contact On one of Haydn's outings to London, he met the youthful Beethoven. Beethoven indicated Haydn a cantata and he got Haydn's recognition. The Elector of Bonn paid for Beethoven's exercises and expences in to concentrate with Haydn in Vienna. B. The examinations Beethoven showed up in Vienna in 1792 and read with Haydn for around one year. The course of action end up being a dissappointment to Beethoven. C. The relationship Ostensibly in open the two were genial, yet there were issues with the relationship- - possibly proficient envy caused the issues. D. Different instructors Beethoven went to different instructors when Haydn went to London for the subsequent time. He concentrated with Albrechtsberger, popular as an ensemble executive at St. Stephens in Vienna and the most popular contradiction instructor in Vienna. He at that point considered Salieri, well known in Mozart's life story. Salieri helped Beethoven in combining Italian words with a good soundtrack. IV. Foundation as piano player and writer His first errand in Vienna was to set up himself as piano player and arranger. He accomplished both quickly. A. Nobility He had worked for a court in Bonn so his first contacts were in quite a while. He required money related help from them. B. Open shows Open shows were not yet the lifestyle in Vienna, yet Beethoven began a progression of good cause shows. Later in 1800 he gave his first show for his own advantage. C. Creation 1 His creation 1, Trios for Piano Violin and Cello, were intended to dazzle Viennese society. Every trio is in 4 developments. Beethoven made equality among the instruments in these trios. V. Siblings and Nephew A. Battling with siblings Every one of the three siblings lived in Vienna and they regularly reached boiling point in the road. B. Battling for nephew After his sibling Carl kicked the bucket in 1815 Beethoven felt liable for his nephew Karl. He had little trouble in convincing himself that his sister-in-law was unfit to think about Karl. He went to court mentioning guardianship (he won). VI. Deafness A. The mystery It isn't known without a doubt when he started to go hard of hearing, however he stayed quiet about the reality until 1801 when he composed a Bonn companion about his hopelessly life. B. Heiligenstadt Testament Having moved out of the city for clinical reasons he composed the Heiligenstadt Testament. C. Complete deafness He was thoroughly hard of hearing by 1818. He kept on making until the year out of his passing in 1827. Works of Beethoven ? 9 SYMPHONIES ? 1 OPERA Fidelio ? 32 PIANO SONATAS ? 5 PIANO CONCERTOS ? 16 STRING QUARTETS ? 16 SONATAS FOR ONE INSTRUMENT AND PIANO (CELLO,5; VIOLIN,10; FH,1) The Symphonies ? op.21 Symphony No. 1 in C 1800 ? op.36 Symphony No. 2 in D 1801-02 ? op.55 Symphony No. 3 in E level Erocia 1803 ? op.60 Symphony No. 4 in B level 1806 ? op.67 Symphony No. 5 in c minor 1807 ? op.68 Symphony No. 6 in F Pastoral 1808 ? op.92 Symphony No. 7 out of A 1811 ? op.93 Symphony No. 8 in F 1812 ? op.125 Symphony No. 9 in d minor 1822 Life stories

Basquiat Essay Example | Topics and Well Written Essays - 750 words

Basquiat - Essay Example In spite of the fact that there were attempting circumstances from his youth forward, he figured out how to locate the most proper approaches to counter them and to be precise in his street to notoriety. He painted as a craftsman who never troubled of limitations and he didn't have anything to lose. Basquiat battled against many troubling circumstances throughout his life and rose to achieve acknowledgment constantly 1980 through 'The Times Square Show'. He teamed up with numerous craftsmen of his time, including workmanship authors, guardians, and gatherers, to shape a gathering which later came to be called as the Neo-expressionist development. In spite of the fact that the painter created to be one of the most acknowledged specialists of his time, his companions were stressed over his extraordinary medication utilization, erratic conduct and so on. Before he kicked the bucket at his 27 because of blended medication poisonousness, he had accomplished huge acknowledgment. For a tota l comprehension of the life and masterful works of Basquiat, it is critical to rely upon the credible catalog on him. In any case, the estimation of the visual methods alongside the composed word can't be disregarded. Actually, the visual media has had the option to offer a more noteworthy consciousness of Basquiat's life. Along these lines, however Basquiat has been memorialized through the biopic in 1996 by Julian Schnabel just as the smash hit memoir of Basquiat by Phoebe Hoban in 1998, the previous has a more prominent incentive to the crowd as it offers a total image of the life of the craftsman through different angles, for example, music and the audio cues, the impact of acting, and the other special visualizations. This paper manages an examination between the perusing and the film so as to recommend why the visual portrayal has an unrivaled legitimacy in understanding the life of Basquiat. Through his life story of Basquiat, Phoebe Hoban had the option to make a genuine image of the craftsman's life, yet it was never a total picture to the perusers, the same number of regularly he neglected to identify with the ground-breaking feeling of the perusers. Basquiat is spoken to as the most famous craftsman who neglected to achieve his objectives. Hoban presents the life of this extraordinary craftsman as took advantage of both notoriety and covetousness which were the qualities of the 1980s. Basquiat's life crossed a memorable move in the workmanship world, from Pop to Neo-Expressionism, from hip to publicity. (Hoban) To the biographer, spray painting was just the start for the painter and he before long associated with a New York scene which thought about craftsmanship as a component of the entire cluster of media. 'Craftsmen were stirring up their media,' Phoebe Hoban recommends, and 'music film, painting and design were recombining in imaginative manners' toward the fini sh of 1970s and mid 1980s. (Thompson, 68) According to Hoban, Basquiat's expressive characteristics are a piece of built up African-American tasteful customs. The life story of Basquiat proposes why the craftsman had the option to achieve as an extraordinary painter. Likewise, his contemporary world just as the resulting time frames neglected to perceive the characteristics in Basquiat's artistic creations and to think instead'on his VIP way of life' (Thompson, 69) Similarly, the workmanship development of the time additionally neglected to accomplish a critical effect on the situation. The account Basquiat by Hoban,

Blog Archive Monday Morning Essay Tip Avoiding Dangling and Misplaced Modifiers

Blog Archive Monday Morning Essay Tip Avoiding Dangling and Misplaced Modifiers A dangling or misplaced modifier is a word or phrase that is intended to describe one thing, but actually describes something else because of its placement in a sentence. Misplaced modifiers are a common mistake in MBA application essays and can be very distracting to a reader, in addition to possibly misrepresenting the writer’s intention. Although misplaced modifiers can appear anywhere in a sentence, the most common, most obvious, and (thankfully) easiest to correct are those that occur at the beginning of a sentence. Consider the following examples: As the highest-rated professor at the school, West’s academic writings are primarily analyses of recent developments in tort law. Even after studying all night, the test was still too difficult for John to pass. In the first sample sentence, “the highest-rated professor at the school” is meant to describe West, but it instead refers to “West’s academic writings.” In the second example, we can assume that John was the one who studied all night, but because of the way the sentence is constructed, “the test” supposedly did the extensive studying. To avoid these kinds of confusing constructions, make sure that the first thing you mention after a descriptive introductory phrase is what you want that phrase to describe. To correct our examples here, we could reword them as follows: As the highest-rated professor at the school, West produces academic writings that are primarily analyses of recent developments in tort law. Even after studying all night, John was unable to pass the test. However, misplaced modifiers can appear anywhere within a sentence, when a phrase is juxtaposed with a different part of the sentence than is intended. Consider the following: As I became aware of what I wanted in life, I shared my dream of starting a charitable foundation with my parents. With this wording, the writer is saying that he dreams of starting a foundation with his parents, yet we can safely assume that the writer instead meant that he shared his dream with his parents. To correct this sentence, you could move the misplaced phrase or even reword the sentence to clarify. As I became aware of what I wanted in life, I shared with my parents my dream of starting a charitable foundation. As I became aware of what I wanted in life, I told my parents about my dream of starting a charitable foundation. Always make sure your descriptive phrases are in proper proximity to the elements of your sentence that you want them to modify. Share ThisTweet Monday Morning Essay Tips Blog Archive Monday Morning Essay Tip Avoiding Dangling and Misplaced Modifiers A dangling or misplaced modifier is a word or phrase that is intended to describe one thing, but because of its placement in a sentence, it actually describes something else. Misplaced modifiers are a common mistake in MBA application essays and can be very distracting to a reader, in addition to possibly misrepresenting what the writer had intended. Although misplaced modifiers can appear anywhere in a sentence, the most common, most obvious and (thankfully) easiest to correct are those that occur at the beginning of a sentence. Consider the following examples: As the highest-rated professor at the school, West’s academic writings are primarily analyses of recent developments in tort law. Even after studying all night, the test was still too difficult for John to pass. In the first sample sentence, “the highest-rated professor at the school” is meant to describe West, but it instead refers to “West’s academic writings.” In the second example, we can assume that John was the one who studied all night, but because of the way the sentence is constructed, “the test” is supposedly what did the extensive studying. To avoid these kinds of confusing constructions, make sure that the first thing that is mentioned after a descriptive introductory phrase is what that phrase is meant to describe. To correct our examples, we could reword them as follows: As the highest-rated professor at the school, West produces academic writings that are primarily analyses of recent developments in tort law. Even after studying all night, John was unable to pass the test. However, misplaced modifiers can appear anywhere within a sentence, when a phrase is juxtaposed with a different part of the sentence than is intended. Consider the following: As I became aware of what I wanted in life, I shared my dream of starting a charitable foundation with my parents. With this wording, the writer is saying that he dreams of starting a foundation with his parents, yet we can safely assume that the writer instead meant that he shared his dream with his parents. To correct this sentence, you could move the misplaced phrase or even reword the sentence to clarify. As I became aware of what I wanted in life, I shared with my parents my dream of starting a charitable foundation. As I became aware of what I wanted in life, I told my parents about my dream of starting a charitable foundation. Always make sure your descriptive phrases are in proper proximity to the elements of your sentence that you want them to modify. Share ThisTweet Monday Morning Essay Tips Tags: business school essay grammar MBA application essays

Sex Education And Sexual Education - 1253 Words

Would you rather have public schools teach sexual education classes, or teach abstinence education classes? Pregnancy rates in America are slowly decreasing, but are still extremely high. According to K. F. Stanger-Hall (2011), Pregnancy rates in America are more than double the rates of other countries with 72.2% per 1000 girls between the ages of 15-19 becoming pregnant. The best way to lower teen pregnancy is to teach about prevention in schools with sex education or abstinence classes. Teenagers need to learn about sex so that they will be prepared for life situations, know how to use contraception, and refrain from going through pregnancy before the teen is ready for a child. Sexual Education is more effective and is a better option to teach about. Sexual Education Sex education classes teach students about what sex is and how to have sex safely. This provides a comfortable place for teenagers to learn about safe sex without feeling embarrassed. Students need to learn about contraception, STDs, and how sex is healthy and normal. If the schools do not teach about sex, the students will learn about sex from other teenagers who do not know what they are talking about. According to J. Walker (2004), learning about sex in high school will prepare the teenagers that are going to have sex at that age anyways and also prepare the teenagers for when they are adults that are getting married. Abstinence would be effective, but not all students are going to abide by thisShow MoreRelatedSex Education And Sexual Education991 Words   |  4 PagesCountless avenues shape our knowledge of sex; whether its teachers, parents, media, or other sources. At some point most individuals receive an account of sex education. These lessons, connections, and knowledg e we acquire impact our ideas about sex. The subject of my interview, whom we’ll refer to as Jessica, was no exception. Jessica is a 21-year-old, who grew up in a small, conservative North Carolina town. The public schools she attended taught sex education from an abstinence perspective and usedRead MoreSex Education And Sexual Education884 Words   |  4 Pagesâ€Å"After a while, sex became a reality. It’s a lot harder to abstain when you’re actually in the moment, faced with that decision† (Stevens). Individuals encounter the reality of coming face to face with the temptations of intercourse; over time it becomes harder to sustain from joining the system. Students devour lust, but do not know how to control themselves and sex education provides substantial advice. With this in mind, sex education provides preparedness, answers questions, and creates awarenessRead MoreSexual Education And Sex Education1762 Words   |  8 Pagesimportance of sexual ed ucation and describe differences and similarities in some of the research done on this topic. Having sexual education available to youth is the key in reducing the number of unwanted situations in the sexual health of the individuals. Teaching adolescents about sex is beneficial because they become aware of consequence that might follow specific actions. This is a chance to ensure adolescents take safer routes when deciding to become sexually active. Youth sexual education has beenRead MoreSex Education And Sexual Education Essay1326 Words   |  6 Pagesalways affected the essence and teaching of sex education in the United States in different ways. Various sexual education methods exits, however comprehensive and abstinence-only programs are the most commonly know in public schools. Although many schools in the United States prefer to give an abstinence-only lecture, the results shown proof that these programs are ineffective because it simply does not fit the reality we live in , comprehensive sex education works better, and they do not offer honestRead MoreSexual Education And Sex Education1358 Words   |  6 PagesDo Not Have Sex, You Will Get Pregnant Die (Mean Girls) What if a rapist was coming at someone? Do kids know what to do besides lie on the ground and cry? What if a teenager had an unplanned pregnancy? Do they know their options about abortion or adoption or keeping the baby? Will young adults know the results of their choices? Sexual education teaches all of the following, and kids in the curriculum are more likely to defend themselves in a plot when they were approached by a stranger (â€Å"TeachingRead MoreSex Education And Sexual Education1632 Words   |  7 Pagessystems in the United states have been implementing sexual education into classrooms. Arguments are abundant when dealing with such fragile situations and there are many advantages and disadvantages of sexual education being taught in the public schools. It seems that most parents are either strongly for or against sex education classes, but there are a few parents that are on both sides. In fact, there are more parents that support sex education classes. However, there ar e pros and cons that mustRead MoreSex Education And Sexual Education1365 Words   |  6 PagesSex education is and always has been lacking in our country. An increase in sexual education would be greatly appreciated from almost everybody, especially with how high the sexually transmitted disease rate has raised in the past twenty years. Sex education can be used to teach young people how to have safe sex and show them the scary truths of sex that they are never taught otherwise. To lower STD rates and raise pregnancy awareness in younger people, schools and parents should be teaching childrenRead MoreSex Education And Sexual Education948 Words   |  4 Pagescomprehensive sex education taught in schools. One the other hand, the opponents believe that the reason for this decline is the sex education classes that teach about not having sex. Even when most schools are teaching abstinences only sex education about sixty-six percent of high school students says they are sexually active . Which concludes that the abstinences only sex education is not working and is not the proper way of teaching sex education in schools. Not teaching proper sex education may resultRead MoreSex Education And Comprehensive Sexual Education1609 Words   |  7 PagesLet s talk about sex. Stances on comprehensive sexual education vary, whether it be from religious beliefs or past experiences, different views are held throughout. It is in the interests of society in general... for every secondary school pupil to be in receipt of sexual education† (Cumper 16). The phrase ‘it’s better to be safe than sorry’ applies heavily on the topic of sex education, the idea of a pregnant and STD ridden 15 year old tends to frighten a million times more than the thought ofRead MoreSex Education : Comprehensive Sexual Education972 Words   |  4 PagesSex Education Comprehensive sexual education has long been a contentious issue within the United States of America. Owing largely to America’s history and culture, sexual education has long been stigmatized as unnecessary involvement in the private life, or even misattributed to rising rates of pregnancy and sexually transmitted infections. A U.S. review article, however, poses the opposite argument – â€Å"The overwhelming weight of evidence reveals that sex education which discusses contraception

The House Bill 476 The Health Care Facilities Act, And...

Introduction House Bill 476 (H.B. 476) is being reintroduced to amend Public Law 130, Number 48, also known as the Health Care Facilities Act, of the Pennsylvania Consolidated Statutes, to provide professional nurse staffing standards that address patient safety and the delivery of quality nursing care to patients. Adverse patient outcomes have been correlated with insufficient levels of professional nurse staffing. H.B. 476 appoints hospitals responsible to ensure safe and conducive environments for patient care through the use of nurse driven staffing committees. H.B. 476 was introduced to the General Assembly of Pennsylvania on February 17, 2015 by primary sponsor Mauree Gingrich alongside 48 cosponsors. The chief objective of†¦show more content†¦In Support of House Bill 476 Professional Nurse Staffing Standards Inadequate professional nurse staffing levels integrate many social, ethical, economic, and political considerations which can directly impact patient quality outcomes. Requiring hospitals to utilize staffing committees to assign safe professional nurse staffing standards to each unit, reduces the risk for adverse patient measures. High-quality empirical research found a correlation between the professional nursing staff and the quality of patient outcomes (Mason, Leavitt, Chaffee, 2012). By implementing H.B. 476, safer nursing care can be provided and excellence in patient outcomes can be achieved. From a social perspective, H.B. 476 may help narrow the widening gap in supply verse demand of professional nurses needed in acute care settings. Nurses experience high levels of burnout, emotional exhaustion, depersonalization, and lack of personal accomplishment when compared to other health care professionals (Khamisa, Peltzer, Oldenburg, 2013). The authors relate such high levels of burnout in nurses to the emotional strain they encounter from providing direct personal care to sick and dying patients. Consequently, this has a direct impact on job satisfaction and nurse retention. A survey by the American Nurses Association (ANA) found 74% of nurses proclaim acute or chronic effects of stress and overwork

Marketing Analysis Marketing And Pr Worlds - 760 Words

Marketing and PR worlds are vastly related but somehow still are kept separate. There seems to be an un-crossable DMZ line we just cannot transverse. No matter how many times we group the two into the general â€Å"integrated marketing† void, there is a politically correct animosity between the two; at least in the scholastic circles. The marketing department takes us PR folk for airheads who just don’t have the mind-works for numbers and business crunching. We on the PR team secretly call the other side uncultured brutes (how dare they communicate as they do without considering all the repercussions! UGH!). Marketers are good-for-nothings who throwing vast budgets away on advertisements and promotions with no real savviness. PR fairies have a knack for evaporating on the spot the minute anyone mentions measurement or ROI. Say ‘KPI’ in any PR discussion and you will either be met with looks of confusion or disgust (dependent on how much real world experienc e the person boasts, of course). End of day, we are just as different as cats and dogs, though we refuse to admit that we serve the same purpose. Perhaps it’s time to put these school yard fights aside – we have much to learn from one another.Here is a short reference guide I put together to help us better understand the other side: PUBLIC RELATIONS One of our greatest weaknesses comes from measurement – or lack thereof. We are hard pressed when asked for our financial contribution in the grand scheme of things. How do weShow MoreRelatedThe Roles of Marketing and Public Relations in Modern Organizations1808 Words   |  7 Pagesconcerning the roles of marketing and public relations in modern organisations. Marketing professionals seem inclined towards incorporating publicity – traditionally controlled by public relations – within marketing strategies, while public relations (PR) practitioners seek more influence over marketing in a relational, counselling and policy-making role. With the birth of Integrated Marketing Communications (IMC) or Integrated Communications (IC), the lines between marketing and public relations areRead MoreShift Communications : A Top Tier Marketing Firm1337 Words   |  6 PagesCommunications is a top-tier marketing firm, comprised of over one hundred smart, creative and sassy p rofessionals in offices from its headquarters in Boston, to San Francisco, to NYC, and Austin. Put simply, Shift seeks, builds and converts new audiences capable of driving business expansion for consumer, media and technology companies. These companies are among the big and the small, from traditional brands to innovative startups. 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The â€Å"Marketing Career Guide† (2016) discloses that the marketing field attracts driven people who like to strategize, identifyRead MoreThe Independent Film Pr Company s Mission941 Words   |  4 PagesExecutive Summary Our Independent Film PR Company’s Mission is to provide informed, media-savvy public relations services based on film industry knowledge, as well as a real understanding of the issues that affect our clients with a genuine enthusiasm for what we do. With the use of our effective digital marketing services such as providing support for independent filmmakers with distribution strategies, utilizing search engine for marketing campaigns and working with the actors about their mediaRead MorePublic Relations Is The Practice Of Managing The Spread Of Information Between An Individual1321 Words   |  6 Pagespolitical decisions. It focuses on the image of a company, and is responsible for initiating and maintaining good relationships amongst all parties involved. PR professionals strive to present their client in the best light possible so the client may achieve its goals. In the business world, Public Relations is often confused with Marketing and Advertising, and today even other communications professionals use the terms interchangeably.However, Public Relations has the unique position that itRead Moremanage the marketing process1361 Words   |  6 PagesBSBMKG603B Manage the marketing process ASSESSMENT 1 1. Marketing activities: Any activities that a business or organization undertakes to build brand awareness are known as marketing activities. Even in a time period in which it is easier to create robust marketing materials than ever, the irony is that the larger number of resources means that the competition is only getting stiffer every day. 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Definition â€Å" the means by which a company can understand how it relates to the environment in which it operates... ..the means by which a company can identify it’s own strengths and weaknesses as they relate to opportunities and threats† The marketing plan servesRead MoreThe Eminent Scientist And Nobel Prize Winner Sir Peter Medawar1117 Words   |  5 Pagesform in which they are communicated to learned journals are notorious for misrepresenting the processes of thought that led to whatever discoveries they describe. You will have read (and maybe even written) many case histories describing marketing success stories. In your opinion, does the Medawar comment also apply to them? If so, what would be a more accurate description of such a process? (Please avoid the purely theoretical and abstract as far as possible.) â€Å"There are three kinds

Hamlet as a Renaissance Man. Understanding Essay Example For Students

Hamlet as a Renaissance Man. Understanding Essay Because of the ministrations of word limit, this essay will confine its exploration to the character of Hamlet himself to exemplify the plays reflection of the Italian Renaissance. Hamlet is set up as a spirit of Renaissance against what Machiavelli would have seen as medieval Northern barbarism. Hamlet has received a humanist education which he recurrently demonstrates, and which he extends by virtue of his own intellect through his experience. Classical allusions, similes and metaphors litter his speeches and dialogue as evidence of his extensive reading of the classical authors and his earning on how to use them to exemplify as all the humanist writers do. He also takes great pleasure in the players speech from a classically- styled play which pleased not the million caviar to the general concerning heroism in the Trojan War, whereas Polonium finds it too long. He clearly has a thirst for knowledge and learning, being reported as an avid reader; and he is free and independent enough to apply his own Judgment to what he reads, as he does with the slanders in al. I. Above all, Hamlet has read Pico Della Miranda on the Dignity of Man, and has faith in the power of free will and reason. Thus the highest praise he can confer on his dead father is He was a man, take him for all in all. In al. Ii he expounds, What a piece of work is a man! How noble in reason, how infinite in faculty, in form and moving how express and admirabl e, in action how like an angel, in apprehension how like a god the beauty of the world, the paragon of animals! And in IV. V he asks, What is man, If his chief good and market of his time Be but to sleep and feed? A beast, no more. Sure, he that made us with such large discourse, Looking before and after, gave us not That capability and godlike reason To fuss in us unused. Now, whether it be Bestial oblivion, or some craven scruple Of thinking too precisely on the also indicates Hamlets very human problem and a very real consideration for the humanists and humiliatingly trained public men of the Renaissance. He has to apply the education he has received, and his reason, to the real world and the vita dative, not merely to philosophical contemplation. In attempting to do this he actually applies the respected Renaissance quality of prudence, which is why Hamlet is often accused of indeed thinking too precisely on the event. As Giovanni Reclaim rote, It does not please me to act hastily in any matter, but rather to do everything prudently and afar taking thought. In Ill. Ii Hamlet admires Horopito for his ability to move through life applying cool Judgment rather than intemperate passion. Hamlet is reported in the play as having been a perfect Castigation courtier, and he also demonstrates qualities which Machiavelli advised for princes, so that he was likely, had he been put on,] To have proved most royal. As Aphelia says, Hamlets is a noble mind, that he is The couturiers, soldiers, scholars, eye, tongue, sword, The expectancy and rose of the fair state, The glass of fashion and the mould of form, The observed of all observers and that he has a noble and most sovereign reason and the unmatched form and feature of blown youth. Just as his speech demonstrates his classical erudition, so it does too his wider education, showing him comfortable in playing with language and grammar, writing for a play and for statecraft, and within the areas of music, plays and acting, history, theology and religious doctrine, morality, the art of warfare, sailing and ship terminology, law, medicine, hunting and sports, gardening, and more. He has a talent for comedy and is witty and entertaining when he wants to be. He despises Claudia and, for much of the play, his mother, but he always treats both with courtesy in public (except in the extremities of the night of the play within the play). He treats all his social inferiors, except those who betray him, with equal generous courtesy, and he is beloved of his inferiors. His letter to Horopito and his beating of the much-praised Alerts at fencing show that his knowledge is not merely theoretical, but that he is also and brilliant in practice. Hamlet's words EssayHe, like Horopito, seems to be interested in the sciences as well his speculations on the essence of man, on the meaning of life and death, on the psychology of guilt and more. He is a Prince, a scholar, a swordsman, a thinker, a wit, a lover? , a poet, an observer, a man of action (despite what some people say about him), and more. Find where in the play you can find the attributes of the Renaissance man in Hamlet There are plenty of them. Hamlet: The Transition from Medieval to Renaissance Man In Shakespearean play Hamlet as a whole there are several Renaissance traits and references to e. . Classic antiquity, classical Greek and Roman stories, historical events, characters, etc. But what may be even more interesting to look at, are the qualities in the character of Hamlet that make him a Renaissance man. Expected of Hamlet to revenge his father), but the fact that Hamlet is in many ways a Renaissance character, containing Renaissance attributes, creates a gr ave clash in arms of mentality, worldview, and views of human nature, which causes a lot of tension and catastrophe throughout the play when Hamlet is in despair and acts quite ambivalently. All of Hamlets rational reflections illustrate some of the important characteristics of the Renaissance man, e. G. The humanist philosophy. There are several clear statements of the humanist ideas about the uniqueness and extraordinary abilities of the human mind and the respect of mankind, the right of men, for instance in 2nd act, scene 2, where Hamlet asks: What a piece of work is a man, how noble in reason, how infinite in faculties. Hes speculating on the meaning of life and death (as we read it in the To be or not to be-soliloquy as well), hes considering the psychology of guilt he constantly doubts the essence of man. Hamlet is a Prince, a man of action, but at the same time a thinker, a lover, a poet, etc. In the To be or not to be-soliloquy, he moreover refers to an unknown afterlife The undiscovered country, which can be seen as a great change from the medieval belief that people either went to heaven or to hell. In the soliloquy, we also see how Hamlet is in constant consideration of the consequences of his acts, etc. Moreover, just the fact that he considers to commit suicide (that he contemplates to break with Gods rules and the norm that only God could give and take life) is a strong deviance from the norms reigning at medieval time; actually from even Renaissance norms. Hes considering to break the Great Chain of Being! Scholars actually agree that Hamlet reflects the coexisting skepticism that existed in Renaissance humanism. Hes challenging the view that man was Gods greatest creation, made in Gods image hes constantly questioning everything. Moreover, he doesnt Just accept the fast that Claudia takes over the throne after his murdered brother. Hes challenging anything that has got to do with the natural hierarchical structures maintaining political power. All this shows the ambivalence of the Renaissance mentality: that everything is ordered in systems, and that there are certain things that cant be violated but at the same time theres a strong belief in the free will. To sum up: Were dealing with quite a deviance from the norms reigning at medieval time at several passages, but Hamlet is generally hard to put in a box and classify as purely Renaissance.

The Policy about Open Educational Resources on the Commonwealth of Learning

Source monitoring involves thinking about our memories, it involves the processes in ascertaining the origins of our knowledge and making decisions about what sources the knowledge or memories The WritePass Journal

Source monitoring involves thinking about our memories, it involves the processes in ascertaining the origins of our knowledge and making decisions about what sources the knowledge or memories Introduction (2425) Source monitoring involves thinking about our memories, it involves the processes in ascertaining the origins of our knowledge and making decisions about what sources the knowledge or memories Introduction (2425)Method (1,397)ParticipantsMaterialsProcedureDesignEthicsResults (516)DiscussionBibliographyRelated Introduction (2425)    Human memory is far from perfect, often; we see somebody we ‘know’ in the street but can’t for the life of us think where we know them from. This is basically a mistake within our memory systems; more specifically it is a ‘source monitoring error’. Source monitoring involves thinking about our memories, it involves the processes in ascertaining the origins of our knowledge and making decisions about what sources the knowledge or memories are from (Johnson, Hashtroudi Lindsay, 1993). For example, source monitoring processes help us to decide whether we saw an event or whether we were simply told about it, whether we found important facts from a reliable source or a glossy magazine. Source monitoring errors may occur when someone is familiar with something (be it a person, place, event etc.) but misplaces the source of where that familiarity is from. For example one may see a person in the street whom one would not normally see in the street, the person may seem familiar to you, but you cannot place where you know them from. This familiarity, once placed with recollection will provide recognition of why one finds a particular person, place or event familiar. As with the person in the street, this problem is likely to arise when the subject is out of context, hence the ‘butcher-on-the-bus’ phenomenon (Yovel et al 2004). Familiarity does not help us out until it is combined with information such as spatiotemporal context of an episode, in which the memory was acquired, this will then aid recollection. When we are thinking about memories we undergo heuristic (automatic or unconscious) judgement processes in order to locate, effectively, where we know something from without making any conscious effort. Reality monitoring helps us know or realise what memories are internally generated (what memories are thoughts) and what memories are externally derived (what memories are of events that actually happened). Johnson et al (1993; 1997) build on Johnson and Raye’s (1981) reality-monitoring framework in order to produce a source monitoring framework that suggests that source monitoring is a combination of, different attributes or characteristics of memories and judgement processes which help to discriminate between different memories and types of memories (Johnson et al, 1993; Johnson, 1997). Source monitoring distinguishes between all the different internal thoughts; between different externally derived events and also between internal and external sources (e.g. dreaming about som ething, waking up and thinking it had actually happened) (Johnson et al 1997). By ‘source’ it is meant the general conditions under which a memory was acquired, i.e. the contexts of the event, how and when it was witnessed. Furthermore, source attributions are made, according to the source monitoring framework, to different degrees of confidence and specificity which depend on the quality and quantity of information available at the time of initial experience. Johnson et al also point out that among other things, information available, criteria used to determine the source of a memory and task demands of attributing a source are all important factors (Johnson 1993). When we are making judgements about memories (through a judgement process) we attribute source monitoring. Source monitoring takes into account different kinds of information, or different attributes, about memories in order to complete the task of locating the source of a given memory. Different characteristics of the memory that monitoring is based on are; perceptual information (acquiring sensory information), contextual information (spatial information and information about your surroundings at the time), semantic information (information about language use), affective information (emotions) and cognitive detail (thoughts or information that may have been acquired) (Johnson et al 1993, Johnson 1997). According to the source monitoring framework there are several factors which determine the ease and accuracy of identifying a source; the first is the type and the amount of   these different characteristics of the memory that monitoring is based on. The second is how distinctive t hese characteristics are from source to source, two sources with similar characteristics will be harder to distinguish from each other. The last factor is the effectiveness of the decision processes; richly detailed memories have unique attributes which enable decision processes to be effective (Johnson et al 1993). Although most source monitoring decisions are indeed made in this heuristic or automatic manner, sometimes, more strategic processes are required to gather the appropriate information in order to avoid detrimental effects or situations. As well as heuristic processing, systematic or more ‘controlled’ processing is sometimes used (Johnson et al 1993). This more extended version of source monitoring processes is more complex. There may be other reasons or factors for you deciding, for example, what particular event occurred and when. Sometimes other beliefs, specific memories or general knowledge may have to be accessed in order to evaluate what you believe to be the source of your target memory (the memory you are trying to find the origin of). For example you may recall an event where a friend told you a story at a certain party; however other information about that friend being away travelling that year may lead you to recall that it could not have been that friend but must have been another. Evidence that source monitoring involves memory characteristics is shown by comparing memories for perceived and imagined events. Events that are actually perceived have more perceptual and contextual detail, hence if a large amount of perceptual information is found; it is easier to make a source monitoring decision on that particular memory (Johnson et al 1993). One study that supports this framework is Johnson et al (1988), he asked participants to rate real events and dreamt or imagined events and rate them on memory characteristics, participants rated actually perceived events as having clearer temporal and spatial information and more perceptual information (Johnson et al 1993). Evidence that memories are attributed to sources by processes during the source monitoring procedure is shown by Raye, Johnson and Taylor. In their studies they used two different strategies to compare features of memories for internally generated and externally perceived events finding that given stric ter instructions, participants are more selective about what information they need to preserve (Raye, Johnson Taylor 1980). Evidence, through developmental research, that reality monitoring, external source monitoring and internal source monitoring are different classes of source monitoring problems is supported in poor performance on one but not another situation. As Hashtroudi found, older adults can be impaired in internal external source monitoring but not in reality monitoring (Hastroudi et al, 1989). Source monitoring can also be linked in with a range of other psychological and day to day phenomenon; such as; old-new recognition (Ferguson et al 1992), direct and indirect tests of memory (Richardson-Klavehn Bjork, 1988), eyewitness testimony (Loftus, 1979) and misattribution of familiarity (Johnson Foley 1984). Although source monitoring can be applied in these different ways (automatic and controlled) and are used in every day life, there are indeed ways in which source monitoring errors can occur as seen with the example of the person in the street, in Jacoby’s False Fame effect and also through dà ©j vu . These inevitable source monitoring errors can incur practical, social and emotional consequences (Johnson et al 1993) and can happen in a number of ways. For example a source monitoring error may result in you telling a joke to someone who originally told you the joke, a source monitoring error may also result in accidental plagiarism that could have been easily avoided. Peters et al (2007) has shown that people who have ‘memories’ or beliefs about abnormal or implausible life events, commit an increased amount of source monitoring errors or in other words they make more source monitoring errors by ‘misclassifying familiar non famous names as famous names†™ (Peters et al 2007, p162) in the false fame task than people who do not have these memories or beliefs. (Peters et al 2007). Peters et al (2007) specifically tested people who claimed to have ‘hypnotically induced previous life memories’ against a control group (Peters et al 2007, p163). Furthermore, Clancy et al (2002) found that people who claim to have experienced alien abduction or claim to have memories of such abductions, tend to falsely recall and recognise critical lure words that they have not been presented with (Clancy 2002) in the DRM paradigm (Deese 1959; Roediger McDermott 1995). One particular phenomenon related with source monitoring errors evolved in 1989. Jacoby et al compiled a paper containing studies that showed what he called the False- Fame effect (Jacoby Woloshyn, 1989). During a false fame task participants are shown a list of non-famous names to read aloud and are told that all of the names are non famous. Later, the participants are presented with the same (old) non-famous names mixed with different (new) non-famous names as well as actual famous names and ‘fame judgements’ are made on each name. In general, findings show that old non-famous names regularly get judged as famous due to a source monitoring error wherein the participant has misattributed the familiarity of a name, the correct source of the name would be from the initial list studied however the participant has incorrectly judged the name to be famous due to familiarity and a source monitoring error combined. After being explicitly told that the names studied within the study stage are non famous names, the act then, of naming a non famous name as famous at test, must be a source monitoring error. Jacoby’s false fame effect is also evidence that the past can be used to influence present performance without intervention of conscious recollection. If conscious recollection was indeed present, the participant would remember that they saw the non famous name earlier in a study stage and locate that as the source of the memory, and not think to themselves ‘I recognise that name therefore it must be famous’. In Jacoby et al’s (1989) study, the unconscious influence of memory is due to divided attention as Jacoby tested participants on the false fame test in full vs. divided attention groups.   Jacoby Woloshyn’s (1989) False-Fame Effect is a good way to show source monitoring errors (Jacoby Woloshyn 1989). A second phenomenon that is often seen to be related with source monitoring errors is when something may seem so familiar that you feel as though you have experienced it before, be it a place, a conversation or an event. This phenomenon is also to do with familiarity and is the familiar feeling of dà ©j vu. Due to the nature of dà ©j vu it has proved hard to study the phenomenon, however recent neurological advances have thought that dà ©j vu could potentially, at any one time, be down to one of the following; a slight and brief change in speed of transmissions; a short split in perceptual information causing the (present) experience to seem as though it is two different experiences or the presence of unconscious familiarity without the conscious recollection of the source of the familiarity. Dà ©j vu literally means ‘already seen’, Neppe (1983) described dà ©j vu as â€Å"any subjectively inappropriate impression of familiarity of a present experience with an unde fined past† (Brown, 2003, p394). Brown (2004) also described dà ©j vu as a ‘jolting confrontation between our subjective sense of familiarity and our objective evaluation of unfamiliarity’ (Brown, 2004, p256). The dà ©j vu experience is often seen as another example (as well as the false fame effect) where the source of ‘familiarity’ is not recollected, and so is essentially a source monitoring error. Kusumi (2006) states that dà ©j vu is caused by ‘comparable present experience and past experiences’ (Kusumi, 2006, p303). If one realises that they are experiencing or that they have experienced dà ©j vu it is because reality monitoring helps one to confirm that an experience is new even though it feels familiar, however at the time of dà ©j vu it is likely that one does not know they are experiencing it. Jacoby 1989 shows that the past can be used to influence present performance without the intervention of conscious recollection and with source monitoring errors. This study remains in sync with this notion as participants are shown a set of stimuli and then shown again later knowing that they have previously seen a selection of the stimuli and know that those specific stimuli are non-famous. Therefore if they are to label an old non famous stimulus as famous their performance has been influenced by the past without conscious recollection. If the participants had consciously recollected where they recognised the stimulus from then they would have known they already saw it, remember correctly that they had been told it was non famous and then at test, they would have labelled the stimulus correctly as non-famous rather than incorrectly as famous. Jacoby also shows that he has produced this effect of unconscious influences through the help of dividing attention. The earlier mentioned examples are a few ways in which the false fame test has been manipulated, or tested combined with different factors; the present study aims to explore into combining the false fame test with alternative stimuli that is; it will try to see if the same effects are seen when the participants look at actual images of faces on a computer screen rather than reading out words (names in word form). This study will also look into the question of whether people who experience the phenomenon of Dà ©j vu frequently do worse when tested on the false fame paradigm than people who do not experience it as often (frequency of dà ©j vu is defined by answers of the Inventory of Dà ©j vu Experiences Assessment (IDEA). This is believed to be an appropriate next step to take into research about source monitoring errors and who is more susceptible to making these errors. The hypothesis is ‘Are people with higher frequency dà ©j vu encounters more susceptible to False Fame t ests?’ My predictions include that errors made on a false fame test will relate to frequency of dà ©j vu. That is, people who experience dà ©j vu more frequently will be more susceptible to false fame and therefore make more fame judgement errors at test, than people who experience dà ©j vu infrequently or less frequently. This is due to †¦.****************Another prediction is that old non famous faces will be judged wrongly as famous more often than new non famous faces due to unconscious influence of the past combined with source monitoring errors. A third prediction is that both the factors of frequency of dà ©j vu and also the type of face presented will have an overall joint affect on source monitoring errors and people will be more susceptible to false fame. Method (1,397)    Participants The total number of participants tested was 76; 64 females and 12 males. The participants’ ages ranged from 18 to 44, the mean age was 20.17 years with a standard deviation of 2.96 indicating that most of the ages are close to the mean. The participants were recruited from the University of Lincoln by advertisement of the study through email and recruitment via word of mouth; participants reading Psychology were enticed by a credit point which would in turn allow them to access the student pool during their own Independent study. All of the participants were either undergraduate students at the university reading various courses or otherwise involved with the university. The participants were placed into groups, after testing, based on the frequency of dà ©j vu experienced, established by the Inventory for Dà ©j vu Experiences Assessment (IDEA). Group 1 were participants who in general, encounter a low frequency of dà ©j vu and group 2 are participants who encounter a high frequency of dà ©j vu. Materials To conduct the experiment 60 images of non-famous faces and 30 famous faces were presented over three different displays for the first and third stage of the experiment combined. All the faces were cropped to a grey scale, chin to forehead, ear to ear section of each face in order to try to eliminate anything recognisable other than the face e.g. clothing, setting, body language, hair style and colour. These faces were all cropped to a width of 10cm to try to ensure that they were all roughly equal sizes and recognition would not be due to over or under sized images. The images were presented to participants using a presentation file with Microsoft PowerPoint 2010 on a plain black background via a 15.6† HD screen. For the second part of the experiment the participants were given the first part (part A) of the Inventory of Dà ©j vu Experiences Assessment (IDEA) to fill in. The IDEA is a 24 part questionnaire designed to capture qualitative information about dà ©j vu experiences. The questionnaire is comprised of 2 sections; A and B consisting of 9 and 14 items respectively. Participants completed the first half of the questionnaire as a distracter task in between study and test, this then indicated whether participants experienced dà ©j vu often or not very often. The second part (part B) of the IDEA was given to participants who revealed a high frequency of dà ©j vu experienced in the first part and more specifically the first question. Procedure Each participant was greeted and given a consent form to read, sign and date. Once this was completed the participant was prompted to ask any questions he or she may have had. The participants were then given instruction to carry out the first, study stage of the experiment. This involved a timed presentation of 30 faces to which the participant was asked to make an age judgement on each face by stating ‘over’ if the participant believed the face to be over 25 or ‘under’ if the participant believed the face to be under 25. This age judgement ensured deeper encoding of the faces by the participants and each face appeared on the screen in front of the participant for 3 seconds. During the study stage, one of two study presentations, containing 30 different non famous faces each, were used and assigned to participants where, for one study presentation, old non famous faces in the test presentation would be new non famous faces when the second study presentation was used. This first section of the experiment lasted approximately 90 seconds. ***CHECK***After the presentation the participants were explicitly told that all of the faces t hey had just seen were non famous. The participants were then handed the first part of a 2-part, 23-item questionnaire to be completed and given back for the second stage of the experiment. This part of the questionnaire was to be filled out by everyone partly as a distracter task between study and test stage but also for the information about dà ©j vu experiences, the first half of the questionnaire lasted about 3 minutes.***CHECK*** The third part of the experiment was the test stage in which participants were again shown a timed presentation (each face appearing once again for 3 seconds) of the 30 previously seen faces from the study stage, a new set of 30 non famous faces and a further 30 famous faces randomly mixed all together to make a presentation 90 faces big. An effort was made in attempt to find faces that participants would hopefully recognise as famous but would not know the accomplishment that had led them to fame straight away without systematic processing. The participants would not have time to be able to think about this however as the presentation would very quickly move onto the next face for them to judge. Instructions read to participants at this point were very careful and precise. The participants were asked to state famous for a face that was ‘even vaguely familiar’ to them, participants were told that none of the famous faces that they would see would be as famous as someone like David Beckham but that a famous face would be famous on some level even if it was to a really low degree. The participants were asked to state out loud ‘famous’ if they recognised the faces as famous or ‘non famous’ if they did not recognise the face as famous. The experimenter noted the answers on a previously made checklist for all participants. Due to the counterbalance of faces in the first study stage, half the participants were seeing new non famous faces that the other half would see as old non famous faces. After completion of the last stage of the experiment, participants were debriefed, thanked, awarded with their credit point and could then leave. Design The design consists of one unrelated (or between) subjects factor, frequency of dà ©j vu with two levels; low frequency of dà ©j vu and high frequency of dà ©j vu. The design also consists of one within (or related) subjects factor, type of face; with two levels; old non famous faces (that the participant had previously seen) and new non famous faces (that the participants had never seen before). Due to this a two-way mixed repeated measures ANOVA was computed to determine whether people who experience a higher frequency of dà ©j vu are more susceptible to making source monitoring errors with in a false fame task. A related t-test was also carried out on the scores obtained from famous faces, i.e. the number of famous faces that were actually judged (correctly) as famous to determine any differences of famous faces correctly being judged as famous between the two groups of high and low frequency of dà ©j vu.    Ethics During testing all relevant ethical issues surrounding the study, delineated by the BPS guidelines were regarded. The participants were all given a consent form to read, sign and date to prove that they had given their informed consent in to taking part. Informed consent was given to make sure participants were not tricked into anything they were not aware of; false or misleading information was not given to participants simply to gain consent; withholding slight information for purpose of study that will not negatively affect the participant in any way is different to deceit. Within the consent form they were informed that they had the right to withdraw from the study at any time and that their partaking was completely voluntary. Throughout testing and afterwards all information about participants was kept completely private and confidential as the Data Protection Act (1998) requires. All data gained was kept anonymous and no results attached to identities were exposed in any way. Participants were assigned codes in cases of withdrawal or if the participant needed to contact the experimenter for other reasons. During the study participants were not exposed to any kind of risk or anything that would make them feel uneasy, stressed or anxious. After the whole study was complete, participants were debriefed and any information not thoroughly explained before the testing due to purpose of study was explained. Debriefing also ensured that participants were still happy to be included as research and that they could now withdraw if they were not. Participants took away the consent and debrief forms with information about how to withdraw is they so wished after they had left the room. Results (516) For each subject the proportion of famously judged faces (the number of old non famous faces judged as famous, the number of new non famous faces judged as famous and the number of actual famous faces judged as famous) was calculated as a function of dà ©j vu frequency. These data are shown in Table 1.   Response times were not recorded. Table 1. Mean proportion of scores (incorrectly judged fame) of all three types of face in both high and low groups of frequency of dà ©j vu. From the table it is obvious that more errors were made on judgements given for old non famous faces than new non famous faces in both groups of low and high frequency of dà ©j vu experienced. This result on its own is in continuation with other false fame tasks that have revealed non famous but already seen faces (names in other cases) to be judged as famous regardless of participants being told explicitly that the faces are non famous (Jacoby et al 1989, Bartlett et al 1991, Peters et al 2007more?) On average, both groups of frequency of dà ©j vu judged approximately half the amount of actually famous faces, (Mean =0.52 for both groups) as famous. The mean proportions of scores also show that the number of errors for old non famous faces were indeed higher in the high frequency dà ©j vu group than the low, suggesting my hypothesis may be true, however further analysis has shown that difference to be non significant. The results of the Mixed Repeated Measures ANOVA treating the frequency of dà ©j vu (Group) as the between subjects factor and the type of face shown (Type) as the within subjects factor, showed the interaction between Group and Type to be not significant [F (1, 74) = 7.624; p = 0.007] indicating that the frequency of dà ©j vu experience had no direct effect on incorrectly judging old or new non famous faces as famous. The interaction was calculated in order to find out the effect of both factors together on fame judgements. This being a main prediction of the research question leads to a null hypothesis to be taken. The analysis of variance failed to reveal an overall effect of Group [F (1, 74) = 0.179; p = 0.673], indicating that the overall proportion of incorrect fame judgements did not differ between low and high frequencies of dà ©j vu experience, (one tailed). A main effect of test (Type) was found [F (1, 74) = 45.393; p 0.001(p=0.00)] showing that incorrect fame judgements were greater in judgement of old non famous faces than new non famous faces (one tailed); this is still in continuation with other, previous research. The famous faces judged as famous had the same mean proportion across both Groups, those who experience dà ©j vu at a low (SD=0.20) and high (SD= 0.17) frequency indicating that there is no difference in correct fame judgements of famous faces between the two Groups. An unrelated t-test showed that any difference there may be between scores was not significant [t (74) =0.000; p=1.000] as 1.000 is greater than 0.05. Discussion The amount a face was judged as ‘famous’ was measured (see table 1.) for each of the three types of face; famous, old non famous and new non famous and in each of the groups; high frequency of dà ©j vu experience and low frequency of dà ©j vu experience. This was in order to find out if people who experience a high frequency of dà ©j vu are more susceptible to false fame, i.e. will they make more incorrect judgements or source monitoring errors during the task. The proportions of means suggested at first that people who experience a higher frequency of dà ©j vu are indeed more susceptible to a false fame task. Further analysis was carried out and an interaction calculation between group and type in order to find out whether people do indeed do worse on a false fame test if they experience higher levels of dà ©j vu showed that they do not. Therefore a null hypothesis rejecting my hypothesis is to be taken showing that people with higher levels or frequencies of dà © j vu experience do not necessarily do worse on a false fame test that uses faces as stimuli as opposed to names in word form. A calculation on the effect of group showed that the factor of whether people experience high or low frequencies of dà ©j vu does not affect how many errors are made. In other words no significant difference was found in the number of incorrect fame judgements, or source monitoring errors, between the two groups. This is contrary to the prediction that people in the higher frequency of dà ©j vu experience will do worse at the false fame test and obtain more incorrect fame judgements on old non famous faces than people in the low frequency dà ©j vu groups. However people in this high frequency of dà ©j vu experience group did, on average, make slightly more incorrect fame judgements (Mean=0.30) than people in the lower frequency of dà ©j vu group (Mean=0.27 ). A calculation on the main effect of test was found, showing that people made more source errors or incorrect fame judgements on old non famous faces than new non famous faces which is in keep with Jacoby et al’s false fame experiment (1989) and also confirms my prediction that old non famous faces will be judged wrongly as famous more often than new non famous faces due to unconscious influence of the past combined with source monitoring errors. In other words people were more likely to judge a face as famous if they had already seen it regardless of the fact that they had been explicitly told that the faces they had seen in the study stage were all non famous faces. talk about – past influence, familiarity no recollection and source monitoring error combined. As already stated my hypothesis did not turn out to be true and people who experience high frequencies of dà ©j vu were not more susceptible to false fame in this experiment, however if the same experiment was to be carried out with the original stimuli, i.e. using words instead of faces plus similar groups the outcome may be desirable. This may be due to the fact that the original test had been used and been successful in the past. People who are more ****well travelled etc***** are more susceptible to the false fame test therefore people who experience dà ©j vu may be too. (is it people who experience dà ©j vu are oftern wel travelled etc or is it people who do bad on false fame task I think its dà ©j vu In which case that is wrong Overall my results do support other false fame tests such as Jacoby et al (1989), Peters et al (2007)†¦ Bartlett et al 1991 find all examples I can where false fame effect are shown; intro? http://en.wikipedia.org/wiki/Source-monitoring_error http://psiexp.ss.uci.edu/research/papers/memory/KelleyJacoby.pdf http://scholar.google.co.uk/scholar?q=false+fame+studieshl=enas_sdt=0as_vis=1oi=scholart Findings of my experiment What it shows What it supports Possible reasons for results   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   e.g. different instructions relationships of anything use of distractor tasks links to current experiment further research in area evidence of false fame effect    Older adults more likely to call old nonfamous names famous in fame judgement task, however dà ©j vu is observed less frequently in older adults which adds a reason to the point that people who experience dà ©j vu more oftenwould not be more susceptible to the false fame task.    Bibliography Brown, A. S. (2003). A Review of the Dà ©j vu experience. Psychological Bulletin, 129, 394-413. Brown, A. S. (2004). The Dà ©j vu Illusion. Current directions in Psychological Science, 13(6), 256-259 Ferguson, S., Hashtroudi, S. Johnson, M. K. (1992). Age differences in using source-relevant cues. Psychology and Aging, 7, 443-452. Hashtroudi, S., Johnson, M. K., Chrosniak, L. D. (1989). Aging and source monitoring. Psychology and Aging, 4, 106-112. Jacoby, L. L., Woloshyn, V. (1989). Becoming Famous Without Being Recognised:Unconscious Influences of Memory Produced by Dividing Attention. Journal of Experimental Psychology, 118, 115-125. Johnson, M. K., Foley, M. A., (1984). Differentiating fact from fantasy: The reliability of children’s memory. Journal of Social Issues, 40(2), 33-50. Johnson, M. K., Hashtroudi, S., D. Lindsay, S. (1993). Source Monitoring. Psychological Bulletin, 114, 3-28. Johnson, M.K. (1997). Source Monitoring and Memory Distortion. Philosophical Transactions: Biological Sciences, 352 (1362) 1733-1745. Kusumi, T. (2006). Human metacognition and the dà ©j vu phenomenon. In K. Fujita S. Itakura- (Eds.) Diversity of Cognition: Evolution, Development, Domestication and Pathology, (pp 302-314). Kyoto University Press. Loftus, E. F. (1979). Eyewitness Testimony. Cambridge, MA: Harvard University Press Peters, M. J. V., Horselenberg, R., Jelicic, M., Merckelbach, H. (2007). The false fame illusion in people with memories about a previous life. Consciousness and Cognition 16, 162-169. Richardson-Klavehn, A. Bjork, R. A. (1988) Measures of memory. Annual Review of Psychology, 39, 475-543. Yovel, G., Paller, K. A. (2004). The neural basis of the butcher-on-the-bus phenomenon: when a face seems familiar but is not remembered. NeuroImage, 21, 789- 800. psywww.com/resource/apacrib.htm

Expo 67 (1967 International and Universal Exposition) Essay

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HRMT19020 - Managing Organisational Change - Assignment Example Employees resist change because of the comfort they derive from the known and the fear of the unknown that accompanies such change. Anxiety on the effects of change on the employee’s performance, position, relationship with other employees and a number of job related factors (Hede and Bovey, 2001a). True value food processing company through its senior manager has indicated their desire to change the operational mode and the conditions upon employment. According to Chan Baker, the company plans to introduce multi-skilling for its employees especially the non-salaried employees to improve the company’s profitability and efficiency. Multi-skilling is the development of a single employee by training him/her on different areas of operations within an organization. An organization that adopts multi-skilling practice gives preference to employees who have a wide range of skills or knowledge that can enable them work in different. Multi-skilled employees are a big asset to an organization as they increase productivity, efficiency and innovation in an organization. This approach also reduces the need for the organization to employee more people, which is cost ineffective, and generally unproductive (Hede and Bovey, 2001b). ... The section managers in the organisation are also expected to show some level of resistance to the plans of the senior manager. This report highlights some of the approaches that Mr Baker can adopt to ensure that he counters such cases of resistance adequately without interfering with the operations of the processor. It finally provides detailed consultancy advice on how best Mr Baker can manage this important organisational initiative and reaps great results from the changes. Each approach provided will be explained using relevant examples, which can be safely applied to the situation at hand. Background information and case study Implementing this program at true value food processing company will obviously generate resistance from s number of employees. Such resistance to this kind of change will retard any progress towards implementing this policy. As a custom across many countries and economies across the world, employees focus in one area of expertise and perfect their skills i n such areas. It is rare to find a graduate who can operate a bakery, make the dough and be able to service the machines at the same time. Multi-skilled employees are however required to be able to address different tasks as need may arise even those that outside their professions. Employees who are already working with true value processing plant will therefore resist any attempt to employ others who are considered as multi-skilled. This is because most of them fear they may lose their positions because of redundancy in the organization. Multi-skilled employees increase the levels of redundancy and they can be used as a viable reason to lay off some members of the

Law Enforcement Today Essay Example for Free

Law Enforcement Today Essay The individuals that work in the field of law enforcement today are presented with issues and concerns unlike any faced by those of the past. The changing face of crimes and criminal activity in this country and around the world are at the root of many of these challenges. In this country, the most significant issue is the shift to a more multicultural society. There are also concerns regarding police corruption, use of deadly force, racial profiling and the job hazards of policing in an increasingly dangerous world. The way police agencies enforce the laws and work to provide a safe environment to those they serve has perhaps never been more complex than it is today. The new threat of terrorism only exacerbates the issues and adds a new element to an already difficult situation for law enforcement officials in America. The United States today is full of citizens from a number of different ethnic backgrounds and different religious and cultural beliefs. In any field where your job is to provide a service to the public, it is important to have a basic understanding of the people you serve. The same is true for those who work in law enforcement, but because of the nature of their duties, it is an issue for serious concern. The multicultural shift in America means that there is more representation of various minority groups, all of whom have differing historic relations with those in law enforcement, and often times an unfavorable one. Whether these groups are newly represented in American society or have been part of the society for generations, most often there is a history of unfair or unequal treatment under the law that is difficult for parties on both sides of the issue to overcome. This lies at the core of the problems with police-community relations (PCR). In order to serve the public to the best of their abilities, those whove taken the oath to do so need involvement from the community they represent, a community that seems to be ever changing. The idea of providing new training and policies to address the concerns of the sworn officers, and the public at large, in regards to ethnic understanding is growing. Many officials in the position of management have adopted training procedures to help address the concerns of both the officers they employ and the general public they serve. The importance of this cant be underestimated. Policing in America today has grown to be a global issue with the spread of terrorism. Law enforcement agencies on the local, state and federal level have a new reliance on one another in the fight against terrorist activity and having an understanding of the changing culture around them is vital at all levels. Never before, in the history of law enforcement in this country, has there been such a comprehensive collaboration between the three levels of policing agencies. The world as we know it changed on September 11, 2001 and that change is still occurring today. Anti-terrorism efforts are no longer limited to agencies on the federal level. In the wake of 9/11, the federal government formed the Homeland Security Agency whose prime objective is to protect the country from possible terrorist acts. The process of gathering intelligence regarding terrorism is global. British intelligence relies on shared intelligence from the U.S. and vice versa. It therefore only makes sense to include state and local authorities as well. Over recent years, officials have taken a more proactive approach on these levels by providing anti-terrorism training to local and state law enforcement officers. The officials in the department of Homeland Security now work more closely with state and local departments in anti-terrorism initiatives because they realized that in most instances, these departments are the first line of defense. The changes in the NYPD following the 9/11 attacks signaled the beginning of a national network of law enforcement agencies working together in the fight against terrorism. In response to this new domestic threat, training programs have been implemented to educate officers on the state and local levels on how to help prevent attacks from terrorists. But another important element of the fight is how to respond should an attack occur. The local and state authorities  must have the knowledge required to help stabilize the community after an attack. Their efforts also entail coordinating evacuations and providing initial emergency medical care. The anti-terrorism initiatives have also become part of a how a law officer goes about performing his or her daily tasks. Many agencies assign officers to patrol possible targets such as important landmarks, transportation systems such as trains and ports of entry, and also nuclear power plants. An increased police presence is visible at places where large crowds gather for public events like sporting events, parades and public speeches. Any intelligence the local agency obtains is shared with officials in Homeland Security, and any intelligence Homeland Security gains with respect to a specific municipality, it is shared with that police department as well. Today, the face of the criminal and the activities in which they engage has changed. So too has the procedures, practices and policies of the various law enforcement agencies around the country changed. The task of protecting and serving for law officers has never been more important, or difficult. But with an increase in community involvement through efforts to promote better PCR, and the collaborative efforts of the local, state and federal law enforcement agencies, the task at hand is achievable by those committed to making the world around us just a little bit safer, one day at a time. WORKS CITED Schmalleger, F. (2011). _Criminal Justice Today: An Introductory Text for the 21st Century._ Prentice Hall.

Death Of A Salesman :: essays research papers

Death of a Salesman - Willy Charley says something in Arthur Miller’s Death of a Salesman that sums up Willy’s whole life. He asks him, "When the hell are you going to grow up?" Willy’s spends his entire life in an illusion. He sees himself as a great man that is popular and successful. Willy exhibits many childlike qualities. Many of these qualities have an impact on Willy’s family. His two sons Biff and Happy pick up this behavior from their father. He is idealistic, stubborn, and he has a false sense of his importance in the world. Willy is like an impetuous youngster with high ideals and high hopes. Children always have high hopes for their future. They all want to be astronauts or millionaires. Willy always believes he can achieve that kind of success. He never lets go of his wasted life. He dreams of being the man who does all of his business out of his house and dying a rich and successful man. Furthermore, Willy also dreams of moving to Alaska where he could work with his hands and be a real man. Biff and Happy follow in their father’s footsteps in their lofty dreams and unrealistic goals. Biff wastes his life being a thief and a loner; furthermore, Biff, along with happy try to conjure up a crazy idea of putting on a sporting goods exhibition. The problem with Willy is that he never grows up and deals with his obstacles. Willy is also a very stubborn man. He is like a little child that wants to do something their way even though they know that another option would be the wiser choice. Charley practically sets a potential job into Willy’s lap and he refuses it. Willy just was fired and needed a job. He refuses one. Willy is too stubborn to let go of his old job and take a new one. He still believes that he is at the top of his profession. When Willy does not get his way he acts just as a child would. He has tantrums such as when he basically challenged Charley to a fight after he told him to grow up. Biff is also stubborn like his father. He never gives up being a child. He steals and lies. Biff cannot handle being ignored, so he steals a pen. Willy’s childlike stubbornness hampers him throughout his life.

American Football and High School

ballFootball is life. football change everything. i started playing football when i was eleven years old. but before that, my father want me to play basketball. it was not nice playing basketball for me because i do not fit on these game. Here comes football which was introduce to me by may childhood friend. we always play a small sided game in our village and then i found out that i was good on it. so i trained to play football. i have been playing football for six and a half years and now, i am in college. ut football here in the Philippines is not well organize and they do not recognize it. i do not want to end my career as a football player and i do not want to end my career as a football player with no good things happened. my dream, is to go to a country that organize football and to be a professional football player like the the young super star Cristiano Ronaldo and the like. God gave me a gift to play football and the skill to play football so i am going to use it to work an d train hard to make may dreams come true.My family can not afford to send me abroud to play football or to enroll me in to a football school. so i am just hoping that miracle could happen and a school or somebody would conact me and offer me a full scholarship or to sponsor me in to a football school . My contact number is09065885273  or you can email me at  [email  protected] com if you know someone who could help me please tell them about my situation and contact me. Becoming a professional football player is a dream of many young men around the country.While many dream of the opportunity only a few get to make it a reality. If you're serious about being a football player and think you have what it takes, keep reading. To become a professional football player, you'll not only need be very good at playing football, but also to think strategically and make the best use of your talent. There are things you can do in both high school and college to boost your chances of being a ble to join a league, including developing your skills, knowing how to perform for scouts, and choosing the right school for your skill level.You may want to consider putting together a press kit to send out to college and league recruiters. If you're having trouble getting schools or leagues interested in you, you might want to work with a  sports agent  as well. If you can't get into the  National Football League  (NFL) or United Football League (UFL) immediately, then it's important to try to keep playing in another one, like the Canadian Football League (CFL) or  Arena Football  League (AFL); or a semiprofessional league. Pre-College Experience While you're in high school, it's essential to develop your physical skills and play as much as possible.Most college football players are scouted from high school teams, and getting a scholarship to play football is seen as a good indicator of talent. You can also join local football leagues and camps to help develop yourself physically and build your sports resume. Make sure to find out what scouts in your area or college of choice are looking for — common criteria include  agility, jump height, the amount of weight you can bench press, and your 40 yard dash time. If possible, try to make highlight videos of yourself to send to  coaches  and schools, and attend any college football camps that you can.You should also start considering which colleges you want to go to while you still have a few years of high school left. Most professional leagues tend to recruit from bigger schools, but if you think you'll be in over your head or won't get any playing time, then look at smaller schools where you know you can excel. If you do end up needing to go to a smaller college, then try to choose one that's near a bigger college that gets a lot of scouts, as recruiters will be more likely to visit your school if they're already in the area.You can start looking for open tryouts at this time. Though mos t college football teams send personal invitations before allowing players to try out, some hold open tryouts for anyone interested. You can check out the teams’ official websites to keep updated on any information, such as the dates, venues, and other requirements and documents needed for enlistment. If you start getting a lot of media buzz or interest from colleges, you should make sure you understand the recruiting process in your country.In the US, college football recruiting is done under the National Collegiate Athletic Association's (NCAA) guidelines, which include regulations on the ways, times, and frequency with which college recruiters can contact players. They also detail the legal aspects of National Letters of Intent (NLI), which is a legally binding agreement in which a high school student agrees to play for a specific college for at least one year. If you don't get any invitations or scholarship offers, then you can try to go to a school that plays in a lower division and work your way up, or you can try to join a ollege team as a walk on. College Experience Once you're in college playing for a team, you should continue to hone your physical skills. Look for players on professional teams who are in the position you want to play, and try to get to the point where you can match their playing statistics. You should develop your sense of teamwork and character as well, as this is an important aspect to many league scouts. It's important to have a good relationship with your coach too, since many coaches know scouts and having a good recommendation from them can make a big difference in whether you get chosen or not.Similarly to when you were in high school, try to play as much as you can and generate media buzz, especially if you're from a smaller school or one that plays in a lower division. If a scout does visit your school, it's crucial that you are on your best behavior before, during, and after practice. Besides the physical aspects, sc outs look for things like how you treat your teammates, what your relationship with your coach is like, how energetic you are during warm ups, and whether or not you have a good attitude. If you get scouting feedback that's negative, use it as an opportunity to improve.You should start thinking about what league you want to join, and educate yourself about their recruiting process and what specific things they look for in players. Though many college players hope to be drafted by the National Football League (NFL), if that doesn't happen immediately you shouldn't give up. Keep playing for any league you can so that you can keep yourself in top shape and you won't have gaps in your playing experience. Press Kit Whether you're in high school or in college, you can often benefit by having a resume or press kit that you can send to teams you want to play for.Your resume should include your basic information, the position you play for, and your accomplishments as a football player. A pre ss kit, on the other hand, can include copies of articles where you or your team had been previously mentioned, photographs, and even a CD that contains a video of some of your best performances on the field. All these will help you stand out among other candidates and increase your chances of becoming a professional football player. It is important that you follow up on your submissions by calling or sending e-mails, to express your sincerity and to keep track of our application status. Working with an Agent You may also want to find your own sports agent who will help establish your career as a professional football player. An agent often has connections with football teams and can represent and endorse you as a competent and valuable player. He or she keeps your best interest at heart by being involved in contract and  salary  negotiations, finance management, and even in monitoring your practice schedules. In this way, you can focus on honing your football skills without hav ing to worry much about the legal and financial issues that come with being a professional athlete.How to Become a Professional Football Player Answer This Question Report as Glamorousbulb:1 year ago Join your high school football team. The road to football stardom usually begins in high school. Scouts regularly check standout high school seniors, and performing well in high school is what leads to a college scholarship. Then, know and understand the game. You can't hope to be a professional football player if you don't understand how the game works from all sides. It's not just important for you to know your position, but all the positions on the field and how they work together to create the game. Next, practice.Become the best at whatever your position is. There are thousands of boys around the country who are vying for the same opportunity so the more you practice the better your chances of being a standout at your position. Also, land a scholarship to a D-1 school. If you follo w Steps 1 through 3 then you will position yourself to get that all-important scholarship. If you don't get a scholarship, attend a D-1 university and walk onto the team. This makes it a lot harder to become a professional football player but your chances will be better than sitting at home uneducated. Become a standout on your college team.However you make it onto the team you want to make sure you're one of the star players of that team. This means applying Steps 2 and 3 to your college career. Get an invite to the Combine and impress the scouts. If you've been a standout on the college team and garnered some All-American honors you may be asked to the Combine. This is your chance to impress the scouts who are responsible for drafting for the pro teams. While not getting invited doesn't mean you won't be in the NFL, it definitely increases your chances. Lastly, sit back and wait to be drafted. Your dream of being a professional football player is around the corner.

U.s. -led Interventions During World War II - 1586 Words

Since World War II, America has often been considered and called upon to serve as the world’s policeman. But is it a role we have performed effectively – and perhaps more importantly, is it one that we should continue to play? With opinion polls showing the American people’s overwhelming reluctance to serve a military role in foreign countries, it is time to consider whether the title of â€Å"world’s policeman† is one we should keep. Studying American interventions in the world since WWII offer some lessons and insights into both America’s desire – and ability – to police the world, and leads to the unavoidable conclusion that we are the only nation capable of preventing the all-too common atrocities, genocides and acts of aggression that destabilize continents and create untold human suffering. Of the dozens of times America has chosen to get involved in foreign countries in the last 60 years, several stand out as obvious successes, including U.S.-led interventions in Korea, Kosovo and Lebanon. In addition, there are several well-known examples of seeming failure, as well as numerous outright refusals to become involved in the affairs of another nation. Each of these – successes, failures and refusals to act – help to answer the important question of what role America should assume in coming decades. Kosovo, a region in Yugoslavia, was one example of America’s success in policing atrocities, acts of aggression and humanitarian crisis created by foreign governments. In 1997,Show MoreRelatedThe End Of The Great War1518 Words   |  7 PagesIt is the Second World War, which had the greater impact on America’s place in the world and elevated the country to have a status of Superpower. However this would not have been the case without the consequences of the First World War and America’s reluctance to drop its policy of isolationism as a result of this. James Cronin comments, â€Å"the ending of the Great War was the occasion for perhaps the grandest vision, though it’s implementation would largely fail†¦World War II offered another chanceRead MoreLumumba s Alliance With The Soviet Union1016 Words   |  5 Pagesshortly thereafter and was tortured before being sent to Katanga to death. His death sparked an international outrage with demonstrations b eing held in New York and London. (Nzongola-Ntalaja 69). On 21 November 1961, the UN took a more proactive stance during the Congo Crisis with Resolution 169. This resolution gave the UN military forces the right to use all the force necessary to maintain law and order and assist the central government of the Congo. It also vehemently rejected the Katanga government’sRead MoreUnited States Foreign Affairs Between 1914 and 19451289 Words   |  6 PagesThe evolution of the United States’ foreign relations between 1914 and 1945 can be described as a turbulent teenager coming into her own; a coming of age. In the early portions of the three decades, like most teenagers, the U.S. was solely focused on herself and on rare occasion looked outside her own door to see how the lives of her neighbors and family (Europe) were being impacted by events. There is a belief that so goes Wilson, so goes the United States foreign policy. This can likely be saidRead MoreThe World s Foreign Policy1593 Words   |  7 PagesAs the world turned over into the 20th century the threat of war could be seen throughout European countries. Tensions arising from alliances, the arming of nations, and the deep seated hatred still present from past loses were all too present. 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The Korean War began on June 25, 1950 when the North Korean People’s Army poured across the 38th parallel, a border between South and North Korea, to attack South Korea. The size of the war quickly grew as it began to involve countries like China, SovietRead MoreThe Cold War And The Soviet Union1122 Words   |  5 Pages The Cold War was a state of political hostility between the U.S and the Soviet bloc, the most powerful nations in the world. The two countries fought together as allies in World War II but toward the end of the War the two nations competing ideologies and visions of the post War prevented them from working together. The Cold War was by far the biggest threat to human existence the world has ever seen, although their was never any declaration of War between the two competing nations, the SovietRead MoreThe United States During World War II1248 Words   |  5 Pagesrepresentation of the workforce. Over time major world events have changed this unique economy. 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