Socrates Definition Of The Good Life Is Being Able To Fulfill

Socrates definition of the good life is being able to fulfill the â€Å"inner life† by inquiring and expanding the mind to the greatest extent possible. Socrates would agree with the good life being more important than life itself. If today’s society was asked the question regarding which one is more important, my guess will be that not many will even be able to differentiate. It will be a very controversial discussion with a lot of bias opinions. David Hume is one of the philosophers who would disagree with Socrates. Socrates proposed his idea of the good life in his encounter with Crito which was written by Plato. In Plato’s Five Dialogues Crito had planned Socrates escape from jail and all he had left to do was convince Socrates to go with†¦show more content†¦If he were to escape then he would be causing more harm to himself as he would lose all self-respect and dignity. Socrates was against the escape plan and he gave really good reasons to why he d isagreed with Crito. Socrates was not guilty for his accusation. If he were to escape then everyone would think otherwise. Socrates said his occupation as a philosopher was following what the gods commanded. Therefore, living life without practicing philosophy would not be worth it. There was only one way to define the good life, and that is a life of knowledge. I have to agree with the good life being more important for human beings however, I think that in today’s society there is more than one definition or understanding to what the good life is. Socrates made it clear that the good life is a life filled with knowledge and wisdom. In today’s society the good life would be defined as the American Dream. The American Dream is just a way of measuring the so called happiness of life with tangibles. In that aspect I completely disagree. I have been working at a country club for almost three years now and I can see why so many people have that misconception. I personally agree with Socrates. The good life is one filled with knowledge not money or any other assets. Working at the country club has showed me the side of life I never want to be part of. Everyday I am surprised with what I see. The members at the country club seem to have defined happiness withShow MoreRelatedThe Apology Is Plato s Retelling Of Socrates s Trail1599 Words   |  7 Pageshe portrays Socrates as a confident, but almost haughty, and reasonable man. The main philosophical themes that Plato presents through Socrates are wisdom, justice, and his purpose in the community. 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As Socrates is often used as a mouthpiece for Plato’s ideas about the world, one cannot be sure that theyRead MoreEssay on Platos Theory of Human Nature1029 Words   |  5 PagesPlatos Theory of Human Nature In my opinion, Socrates’ analysis of human nature is very true as it ultimately brings us his definition of justice. I agree with his theory of human nature but not his social-political theory. In order to understand Plato’s theory of human nature and his social-political theory, we must examine each one of them closely. Plato believed that no one is self-sufficient enough to live individually. Human beings are not created equally; some of us are born wiserRead MoreAristotle And Socrates And Aristotles Definition Of Happiness1157 Words   |  5 Pagescontentment in their life regardless of circumstances. Happiness is the end of every desire, after which nothing is desirable. Socrates believes that happiness is a concept of morality and the stable state of ones’ mind, which is non-dependable on the material goods, resources and circumstances. Whereas Aristotle in the Nicomachean Ethics, states that â€Å"happiness depends on our self†, where both the material satisfaction and internal satisfaction is required to relish the human life in a happy way. BothRead MoreThe Apology Written By Plato Essay919 Words   |  4 PagesApology Written By Plato, is a detailed account of the trial of Socrates, who was a great philosopher in Athens. Socrates was brought to trial based on charges of â€Å"corrupting the youth† and â€Å"not believing in the gods† (23d). The people of Athens believed So crates was corrupting the youth because they simply did not understand his method of inquiry, which consisted of Socrates teaching them to question what they thought to be true. 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Nutrition Essay - 1206 Words

Nutrition TTH 10-11:30 May 1st, 2012 Diet study essay Weight and activity level My body mass index or BMI is 18.8 which is in the normal weight category. I have always been on the smaller side for my entire life and I have never had a doctor tell me my weight is an issue or I am malnourished. I use to play baseball but I quit a few years ago but I have started to play racquetball on occasion. I then started doing a work out program for a project in school I followed it for about a month. I normally do about 60 to 90 minutes of moderate-intensity exercise a week. I do not do any vigorous-intensity workouts. I also do not do any muscle strengthening activities. According to my iprofile my DRI or daily recommended intake was 2462†¦show more content†¦I could also start eating a bowl of Honey Nut Cheerios for breakfast everyday. Seafood I did not eat any seafood I typically do not eat a lot of it. My source of omega 3 fatty acids come from beans. On day one I had zero percent omega 3s, on day two I had 51.8 percent, and on the third day I had 25 percent of my daily intake. Dietary Fiber My recommended DRI for fiber is 38g a day and on day one I consumed 20g of fiber, day two I had consumed 22g, and on day three I had taken in 22g again. I had fallen short on my daily fiber intake over the three days of my diet study. To increase my fiber I could eat some carrots for a snack in the afternoon or have an apple or orange with my breakfast in the mornings. I could also have some pinto beans with dinner to increase my fiber or I could eat oatmeal for breakfast and increase my fiber intake even more by putting chopped fruit in the oatmeal. Vitamins and Minerals On my first day I was low in just about all of my vitamins and minerals but on day two I had the correct levels of thiamin and I had eaten more iron, niacin, and vitamin B6 than my recommended DRI. 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Swot Analysis of Starbucks Free Essays

Management 303 SWOT Analysis of Starbucks Corporation Section I – Organizational History / Mission Statement In 1971, Starbuck’s opened its first location in the touristy Pikes Place Market in Seattle. The Starbucks name is derived from the coffee-loving first mate in the novel, Moby Dick. The logo, a two-tailed mermaid encircled by the stores name, continues with the theme and background of the name. We will write a custom essay sample on Swot Analysis of Starbucks or any similar topic only for you Order Now From the beginning, Starbucks prides themselves on not only providing their customers with high-quality whole bean coffees, but also with providing them with an inviting atmosphere. The mission statement, â€Å"to inspire and nurture the human spirit – one person, one cup, and one neighborhood at a time†, is seen today in the more than 15,000 locations in more than 150 countries. Section II – Strengths and Weaknesses In my opinion, the top two strengths of Starbucks is their strong brand image associated with their high-quality coffee and their committed and strong workforce. Their top two weaknesses in my opinion are their high premium prices and lack of internal focus. Strength 1 – Strong Brand Image According to G Serrano, â€Å"The strongest attribute that consumers associate with the Starbucks brand is its being known for specialty/gourmet coffee. Starbucks is a widely-recognized brand. Its top-of-mind recall is high. It is both a household name and a buzzword. † By becoming a household name people go to Starbucks to get the â€Å"Starbucks Experience†. This means that Starbucks has made their stores so inviting that people actually get up early in the morning, grab the paper or a good book and drive down to the local Starbucks and basically just chill out. They provide an optional light snack, a good cup of coffee, free Wi-Fi and the comfort of your own home. Being highly recognized for all of the above qualities has contributed in the growth and expansion of their many locations throughout the US and abroad. This is a huge strength in that that being on top of the market share pretty much ensures that no matter what they will continue to stay on top because of their branding and their popularity. Strength 2 – Committed and Strong Workforce Not only does the coffee drive customers to Starbucks, but the dedicated employees who care about their jobs and their customers do as well. Starbucks thinks so highly of their employees, they call them â€Å"partners†. The partners are the ones who create the atmosphere that makes the customers feel the way they do about Starbucks. As Hammers stated in her â€Å"Workforce Management† piece, â€Å"The company’s rich benefit blend keeps turnover low and employee satisfaction high. And that’s why it’s the Optimas Award winner for Quality of Life. As business owners and managers, our job is to make sure that our employees or partners, for that matter, are happy and well-trained. When this happens, as it has with Starbucks, it outwardly shows to the clientele and it makes them want to come back time and time again. Weakness 1 – High Premium Prices Starbucks is a premium brand that commands premium prices. As competitive pressures increase, the c ompany could be undercut by lower price rivals such as McDonalds or Duncan Donuts. Recession or downturn in the economy, like we are facing now, affects consumer spending. If Starbucks continues to increase prices over the next few years in the face of increasing coffee prices, there could be a downside to their forecast. In this highly competitive market and with less disposable income to spend, consumers turn to lower priced venues and competitors. † Starbucks should look into some sort of cost saving efforts when it comes to the coffee beans that they buy. I know they are known for their premium brands, but with prices on the steady increase something Weakness 2 – Lack of Internal Focus Starbucks has grown by leaps and bounds over the past decade or so. They seem to be consumed with growing their market share by increasing the amount of locations they have within the states as well as abroad. Serrano states just this point in saying â€Å"The growth strategy was not really the failing point. In fact, this augured well for the company’s bottom line. What the company’s executives failed to see was the fact that if it wanted to saturate the market, its product and service offerings were not really meeting the characteristics of the market. That is why the market perceived Starbucks as merely concerned with growth in the number of stores and profits. The wide potential market base did not see Starbucks as concerned with their needs. † Starbucks goes through a lot of effort to get the opinions of their partners and their clients. They even have a board of people who read the queries on a monthly basis to see where improvements can be made. Since they are putting in all the effort, they need to follow through and start listening to the very people that give them their profits. Expanding will do no good if you don’t have any customers. The more they neglect what their partners and customers are saying, the more they are going to lose touch. Section III – Opportunities and Strengths In my opinion, the two biggest opportunities for Starbucks are increasing their CRM and database marketing and expanding into new product lines. Strength 1 – Increasing CRM and Database Marketing One of the greatest opportunities for Starbucks is to increase their CRM and Database Marketing. At the moment Starbucks just asks you what you want, you pay for it, they make your drink and you are on your way. In order to better serve their clients and give back to them, they could come up with some type of rewards program. Many large retailers and food chains have already begun these programs. This would help them stay in touch with their clients by sending them emails of upcoming events, new drinks and new offers. They could also attach a rewards program for the customers who have a daily addiction to their drinks. This basically becomes a win-win situation for not only Starbucks but for their customers as well. Strength 2 – Expanding Product Lines and Services We all know that Starbucks has the best selection of coffees around. Unfortunately, that is all they do. I think one of the greatest opportunities for them would be for them to expand their food line to go along with their drinks. Seeing that they are open all day long and into the night, they could benefit greatly by developing a larger lunch line. They currently have small salads and finger sandwiches at some of their locations. By increasing their menu they could also increase their profits. This would help give them a competitive advantage of other cafes along the same lines as them. How to cite Swot Analysis of Starbucks, Papers

A Good Man is Hard to Find Hard Essay Example For Students

A Good Man is Hard to Find Hard Essay A Good Man is Hard to Find I think that Flannery OConnors short story A Good Man is Hard to Find is written partially in order to convert people who have not yet fully accepted the Christian faith. OConner, herself being a strong believer in Christianity, probably thought that writing this story will help make people who arent really living by the Christian rules to seriously consider doing so. Flannery OConnor was deeply concerned with the values and the direction of the youth at the time. She believed that Christ was no longer enough of a priority to the people of her generation. ;A Good Man is Hard to Find; is representative of Flannery OConnors concern for the priorities and values of the 1940s. An example of this, in ;A Good Man is Hard to Find,; involves the grandmothers strong, southern heritage. She dresses with the intention that anyone who finds her dead on the road will know she was a lady, and she is always telling stories of southern gentlemen courting her. Then, the Misfit, whom she knows is of quality, southern blood, shoots her and her family, despite her belief in southern hospitality. Grandma is a woman who believes in God, but it seems that her belief isnt really strong up until her confrontation with the Misfit. From what I understand, most of her works follow a similar pattern. The main character(s) are in some kind of trouble and at the end they see the light of Gods ways and have their redemption. Christians have often criticized her works for being immoral but in actuality she uses these extreme situations and portrayals to express the power of God in a positive light. The immoral character of the Misfit is very skillfully portrayed, as is the enlightened character of Grandma. Most of the characters in A Good Man is Hard to Find and, probably her other works, go through some kind of methamorphosis, a change in their views of the world and in their perceptions about life and death. Such character in this particular story is Grandma and, in my opinion, the Misfit. I think that the Misfit is constantly experiencing a deep inner struggle and this is revealed in his conversation with Grandma. Of course, OConners skillful portrayal of his helps the reader to detect some obscure details of the Misfits behavior, which are key elements in determining the Misfits state of mind. Those details are his gestures, his speech, and his thoughts. Maybe, in a way, the Misfit represents the new generation of young and religiously misguided people, and Grandma symbolizes the old generation, which has grown somewhat distanced from religion. In my opinion this is a take on the missionary concept. Someone in the storyline is converted to stronger faith in God, and also there is a form of conversion of the reader by the author. Flannery OConnor probably hoped to provoke her readers and to make them re-consider their own spiritual notions and ideals. All said, A Good Man is Hard to Find is an exceptionally well-written short story with both tension and provoking religious content. The ending doesnt come as much of a surprise, though, it still is good for a short story. The plot may be a bit illogical when given more thought, but overall this is an exciting and interesting work, which can be enjoyed by non-Christian readers as well. .

Hills Like White Elephants Analysis Essay Example

Hills Like White Elephants Analysis Paper The bar that the characters are seated at tell a lot about their relationship and what the e time period was like. Hemingway starts off by saying, On this side there was no shade and no trees and the Snyder 2 station was between two lines of rails in the sun. This means that they are hi ding from the light, otherwise known as Gods judgment and societys opinion. In this time period d abortion was not acceptable and they do not want to be judged. The American and Gig are state d outside of the bar because the inside is representing society. They do not want society or anyone e knowing about their conflict. In addition to the bar, the author also uses the train to portray the decision the eye will make. The train and its direction used in the setting represents change. The train the y are supposed to get on is an express train coming from Barcelona and going to Madrid, but we never really find UT if they take the train. Either way the train goes, which means having the a abortion or not, their relationship will change. Hemingway also states that the train only stops for t woo minutes which symbolizes the short time they have to make a decision. Since they only have a quick time to make up their mind, whichever way the train goes it will cause a major turn in their relationship. Either decision they make they are scared for their relationship. Both the authors and characters view and portrayal of the setting are very IM portent in this story. Every element in the setting has a symbol that adds more detail to t e story. We will write a custom essay sample on Hills Like White Elephants Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Hills Like White Elephants Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Hills Like White Elephants Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The reference to the hills in the beginning of the story gives us the first idea that s he is pregnant. Also, the bar gives us a lot of background on society and peoples opinion in t hat time. Although these elements were critical to the story, the train is the most important became use it shows us what a big difference a quick decision can make. Hemingway symbolized every diet ail through his use Of setting.

Typography and Square Brackets Essay

Typography and Square Brackets Essay Typography and Square Brackets Essay - Harvard Style Referencing 2008 Contents Page No. 1. Why do I need to reference my work? 3 1.1 So tell me briefly how it works 3 2. Referring to an author’s viewpoint in your text 4 2.1 Single and multiple authors – summarising and quoting 4 2.2 Author published 2 items in the same year 5 2.3 Author is an organisation (corporate authors) 5 2.4 Author’s name not given 5 2.5 Secondary referencing (authors quoting other authors) 5 3. Writing your reference list for printed texts - general notes 6 3.1 Books with one or more authors 7 3.2 Works by one author, translated/edited/commented on (etc.) by another 7 3.3 Chapters in edited books 8 3.4 Journal articles 8 3.5 Conference proceedings and single conference papers 9 3.6 Government or other Official Publications 9 3.7 British Standards 10 3.8 Theses 10 3.9 Unpublished (informal) works, including handouts 10 4. Referencing films, illustrations, maps, music and sound 11 4.1 Films and videos 11 4.2 Illustrations – physical and computer generated 11 4.3 Maps 11 4.4 Published music and recorded sound 12 5. Referencing electronic sources - general notes 13 5.1 Home pages on the web 14 5.2 Entire documents or services 14 5.3 Specific parts of documents or services 15 5.4 Contribution to an item within an electronic document or service 16 5.5 Electronic journals – the entire publication run 17 5.6 Electronic journals – whole issues 17 5.7 Electronic journals – articles and other contributions 18 5.8 British Standards 18 5.9 Bulletin boards, discussion lists and messaging systems 19 5.10 Individual electronic messages and phone calls 19 5.11 Television programmes, contributions and advertisements 20 6. Referencing unrecorded sources 22 7. Example of a reference list 23 8. Further help 23 1. Why do I need to reference my work? ï‚ · Good referencing enables readers to find any publication referred to in your document quickly and easily – which gives you credibility. ï‚ · If you don't do it, your work is immediately downgraded in value. ï‚ · If you do it badly, you lose respect (and easy marks). ï‚ · If you intend doing research, you either use a proper referencing system or change careers. ï‚ · In short, it's important - and this guide will help you to get it right. Wolverhampton mainly supports the Harvard referencing system, but other systems do exist. Check with your School for the one they recommend. Whatever style you use, it is important to be clear, consistent and correct, making sure you include all the relevant details. 1.1 So tell me briefly how it works If you summarise, refer to, or quote from an author's work in your document, you must acknowledge your source, otherwise you are guilty of plagiarising (a form of cheating). In Harvard, you do this by putting these brief details before or after your quote: Author's surname, followed by the publication year of the document in round brackets E.g: Stollery (1997) But your readers will need more information if they want to look at that source personally. So you put the extra details in a reference list – usually placed at the end of a chapter, or at the end

Low and High incidence disabilites and gifts and talents Essay

Low and High incidence disabilites and gifts and talents - Essay Example This second website is also informative and gives brief information regarding behavioral and emotional disorder. This website was through Council for Exceptional Children. From this website I learned that substantial behavioral deficits or excesses are shown by those pupils with emotional and behavioral disturbances. Both terms relate to the behavioral patterns that substantially depart from others expectations. Recently, "behavioral disorders" has acquired prefer over "emotional disturbance" for labeling more exactly which further results in more determined decision making as well as fewer negative intensions. This website is also informative and can be used for professional information regarding emotional and behavioral disturbances (Behavior Disorders/Emotional Disturbances). This third website provides detail knowledge about low incident disabilities. From this website I understand that for providing free and proper education to pupils with disabilities, classification of learners in incident terms would be useful. Within this type of system, those pupils with most common disability might be more suitably helped by regional schools; however, pupils with comparatively uncommon disabilities might not find extremely qualified personnel or enough resources. As for providing good information about high incident disabilities, this website can be used for professional purpose (What are low-incidence disabilities?). Generally, at any particular period all of the disabilities that are included in Low-incidence disabilities don’t exceed 1percent in population that is school-age. Every pupil with low-incidence disabilities feel commonness: thus such pupils are hard to help in recent regional school programs. This website is informative and therefore used as for professional purpose (Watts, 2010). This last website provides knowledge about ADHD (Attention Deficit Hyperactivity Disorder) and gift and talent. This website generally explains the

Research proposal about special education Major P.H.D program

About special education Major P.H.D program - Research Proposal Example For this purpose, the researcher has formulated the research aim and objectives that have been stated below: The research aims to state the importance of special education at the PhD level along with highlighting its importance in creating a difference in the society by supporting and guiding students with special needs. For this purpose, few research objectives have been designed stated below. The literature review is aimed to present an understanding over the literature written in the context of special education highlighting its relevance and importance along with its benefits in the social environment. The idea is form an understanding that will help in gaining knowledge about special education along with its worth and importance as adding value in the personal and professional setups. Special education is meant for students with special needs covering individual differences in a systematic manner. It involves individually or group planned objectives, teaching procedures and useful and innovative interventions designed to help students to attain higher level of understanding leading to self sufficiency (Swan, Morgan, 1993). Special education can be offered within a school, college or community with the prime motive of paying focus on special needs of students. Special needs may include challenges with learning, physical disabilities, emotional and mental disorders and developmental disorders. Education can be offered to anyone using classroom setting or sharing of knowledge. However, special education demands more of a systematic and compassionate approach as students’ special needs often reduce their ability to learn independently and thus thwarting their progress in the learning phase (Goodman, 1990). Special education requires more of a compassionate app roach that cannot be offered in a general classroom setting. With social stigma attached with special education, it is

Women in Early Psychology Essay Example | Topics and Well Written Essays - 1750 words

Women in Early Psychology - Essay Example The purpose of this research is to document, evaluate and make visible the diversity and excellence of women's contributions to the subfield emerged in the form of child psychology. How and in what circumstances women pioneers cascade in the field and what motivated them to devote their significant contributions towards child psychology are the concerns that not only enabled contemporary psychologists to acknowledge the broadening of framework within which women sought knowledge in context with child psychology, but these are the issues which no doubt laid the foundation for the integration of women's contributions into children works. Therefore, this paper is a brief effort to seek and analyze the extent to which contemporary psychologists complement earlier work so as to provide a brief synopsis of examining the careers and contributions of women psychologists since the inception of child psychology as a science in the late nineteenth century. Women's entry into psychology is though associated with a myriad of overlapping and interweaving social and economic factors shaping American culture in the early nineteenth century. ... women to enter into psychology include the events of world wars, the great depression and its social and economic aftermath, while the civil rights movement and the resurgence of the women's movement in the 1960s and 1970s were also the factors responsible for provoking awareness among women. Many early male psychologists believe that the credit of entering women in this field goes to feminists because early feminists who organized the 1848 Seneca Falls Convention intended equality for women. But since political realities oppose and led this notion to exploit the rhetoric of the reform movements, it was decided by the bureaucrats that in order to maximize voting (which was needed badly at that time) women could stand near the ballot box to watch the children casting vote at the ballot box (O' Connell & Russo, 1988, p. 9). Later with the help of feminist reform movements when women were given access to higher education, better conditions of employment and equal political rights, the emphasis on child welfare increased and was accompanied by a societal and professional approach. This trend led women to be more professional resulting in the emergence of women's contribution towards psychological science, which served as a tool to access higher education. Working along political school of thought, with such approach women started contemplating the role of the 'motherhood' in context with a scientific line of work that required intelligence and training in order to produce healthy generation. Thus, motherhood along with the collaboration of science initiated a unique service of child welfare that suggested a framework behind women's higher education and that was to encourage women's participation in the world of child psychology. The Contribution of Stella

The Effect Of Semantic Category Psychology Essay

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

Harrison Ainsworth Rookwood :: essays research papers

In the early nineteenth century, an interest in criminals and the common highwayman arose in Europe. Many magazines in London, such as Bentley’s Miscellany, Fraser’s Magazine, and The Athenaeum featured sections that were reserved for stories about highwayman and their numerous adventures. The growing interest in the subject inspired many authors to write about the various exploits of popular criminals and highwayman. Some prominent examples of this type of novel were Edward Bulwer’s Paul Clifford (1830) and Eugene Aram (1832); Charles Dickens’ Oliver Twist (1838-39) and Barnaby Rudge (1841); and William Harrison Ainsworth Rookwood (1834) and Jack Sheppard (1839-40). Several of these novels were based upon famous crimes and criminal careers of the past (Eugene Aram, Dick Turpin in Rookwood, and Jack Sheppard); others derived from contemporary crime (Altick, 1970, p. 72). Although many authors chose to base their stories on criminals, William Harrison Ainsworth’s Rookwood and Jack Sheppard are two of the best examples of the theme of ‘crime and punishment’ in the nineteenth century.   Ã‚  Ã‚  Ã‚  Ã‚  Ainsworth started his writing career as a writer of Gothic stories for various magazines. Gothic elements are included in Ainsworth’s novel: the ancient hall, the family vaults, macabre burial vaults, secret marriage, and so forth (John, 1998, p. 30). Rookwood is a story about two half-brothers in a conflict over the family inheritance. The English criminal who Ainsworth decides to entangle in Rookwood was Dick Turpin, a highwayman executed in 1739. However, echoing Bulwer, Ainsworth’s explanation for his interest in Dick Turpin (like Bulwer’s explanation in his choice of Eugene Aram as a subject) is personal and familial (John, 1998, p. 31). Though the basis of the novels seem similar, Ainsworth treated Dick Turpin in a different way than Bulwer treated Eugene Aram. Ainsworth romanticizes history, but basically sticks to the facts (as far as he knew them). Perhaps more importantly, Ainsworth does not pretend that the Turpin he invents is the real Dick Turpin, nor does he attempt to elevate Turpin’s social class status (John, 1998, p. 32). Ainsworth recalls lying in bed listening to the exploits of ‘Dauntless Dick’, as narrated by his father. Despite Ainsworth’s infatuation with the criminal, the real Turpin was no more interesting a character than an ordinary cat burglar. Besides highway robbery, his affairs included stealing sheep and breaking into farmer’ houses, sometimes with the aid of confederates; and he took a turn at smuggling (Hollingsworth, 1963, p. 99). Although Turpin appears in a considerable part of the novel, he really has no effect on the plot. He stole a marriage certificate, but the incident was not important