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)

Financial Ratio Analysis: Pakistan State Oil Essay

In 2011, company is more liquid than other two years this is due to increase of Rs 983917 in current asset from 2010 to 2011. And in 2011 to 2012 there is decrease of Rs 227300 in current asset. Quick Ratio is high in 2012 because stock-in-trade i.e. inventory decreases by Rs. 6854599 in 2012. Fixed Asset turnover is higher it means company has utilized its fixed assets more efficiently as compare to other period. Debt ratio and debt to equity ratio indicate that Company is more leveraged in 2012 than other periods. This higher leverage in part explains Company’s poor financial performance of 2012 relative to 2011 because the leverage commits Company’s interest payments that must be paid regardless of economic and market conditions. The ratios indicate that Company’s has a higher cost of sales in 2012 than the 2011. In 2012 Company’s has a better liquidity position, with both the current ratio and the quick ratio being higher than other years. In 2012, total assets are higher than other two years and its fixed asset turnover is significantly higher than other year. Alternatively, the poor fixed asset turnover may indicate overcapacity caused by extremely poor forecasts of future sales. Or, the poor ratio may indicate a fundamental inability or inefficiency in using the deployed assets. Keep in mind, though, that the debt ratios used in the ratio analysis above used total liabilities as a measure of debt. In contrast, capital structure analysis focuses specifically on long-term debt in calculating leverage. DuPont System of Financial Analysis: The DuPont analysis is similar with analyzing ratios: Company has an advantage in its leverage ratio in 2012 (Assets to Equity 6.95 compared to 6.26 and 6.89) and in its use of assets in 2010 (Total Asset Turnover of 4.93 compared to 4.19 and 3.9), yet has a poorer return on equity due to its low net profit margin. While one would expect a somewhat lower net profit margin for a firm with a higher leverage ratio (the firm has to pay interest to service the debt that gives the higher leverage ratio). Reference: Â  PSO Annual Report 2012 and 2011

Applied Assignment: Self-Managed Work Teams

Identify and discuss the four most common forms of work teams. Give an example of each and what they do Problem solving teams: This type of team is composed of five to twelve employees. They meet weekly to focus on improvement, whether it is in quality, efficiency, or the work environment. An example of this could be all department heads in a firm that meet on a weekly basis to exchange ideas on how to improve productivity.However, they only make suggestions to the higher-ups, who will then be the one to implement their ideas. Self-Managed work teams: A self-managed team is a group of employees that take the responsibility of a supervisor. Different from the problem solving teams, In that they are the ones that come up with the ideas and are also the ones to Implement them into the work place. They often chose their own members and evaluate each other with in the group.This type of group has not always shown to be positive. In one study It showed higher absenteeism and higher turnove r rates. They have also shown to lack In conflict resolution with in the work place. An example of this type of group could be, student workers in an apartment complex that are hired without a â€Å"manager in place to maintain their schedules and the way they organize their office. They are given a goal or an objective and together they decide how to reach that goal or objective.Cross- Functional teams: This team is composed of employees at a similar hierarchical level that come together to come up with innovative ideas. A cross-functional team is good to come up with new products or new ideas, because having employees from different apartments allows many points of view to be expressed about the success or Implementation of the Idea or product. An example might be the coordination of the marketing department, the accounting department, and the production department, meeting to come up with a new marketing campaign.This way the accounting department can express monetary restrictio n, the marketing department can show its ideas, and the production department can provided input on how much increase in production it can handle. Virtual teams: These teams are comprised of members that are not geographically close but use genealogy to communicate and achieve a common goal. These teams sometimes suffer from lack of social rapport and direct interaction among members. They also tend to share less information, because of that, low levels of virtually in teams results In higher levels of information sharing, but high levels of virtually hinder It.For these teams to work they need to be monitor to make sure that; trust Is established among members, team progress Is monitored closely, and the efforts and products are publicized throughout the organization. An example of this could be, an international company that has members work together to create a universal What are defensive behaviors? Provide three examples of defensive behaviors and explain why an employee would engage in the behavior. Defensive behaviors are reactive and protective behaviors to avoid action, blame, and change.The defensive behaviors of avoiding action include, over conforming, buck passing, playing dumb, stretching, and stalling, The defensive behaviors avoiding blame include, buffing, playing safe, Justifying, scapegoat, and misrepresenting. The defensive behaviors to avoid change are, prevention and self-protection. Defensive behaviors seem to employees to be the way to protect their self-interests, however over time it wears them down. Eventually they know this as the only way to behave and begin to lose trust in other employees, bosses, and even clients.An example of behavior to avoid action, stretching, includes prolonging the progress or the start of an assignment. For example an employee is given the task of creating a proposal that would normally only take a couple of days, they appear to be occupied n other things and take a week to complete. An employee might do this if they do not agree with the idea or process they are producing the proposal for, or if they do not agree with the supervisor's way of asking for the task to be completed.One of the ways a defensive behavior is displayed to avoid blame is scapegoat. This is blaming a negative result on external factors that re not entirely blameworthy. They might take the icy weather for not being able to complete a report. While the weather may have hinder their productivity, most likely one day of bad weather should not eve been the reason that more work was not put into it prior to the bad weather or after the bad weather to still insure that the project was completed on time.To avoid change some employees will act in a way to prevent the action from happening. Maybe the boss is implementing a new computing system that could replace one of the employees. In order prevent it, an employee may act defensively and provide reason after reason why this will not work. They may also act as if they are having a lot of difficulty with the new program to make it seem that the program is hard to use.

The Secession Of 1860 Could Not Be Blamed On One Event Or...

Part 1:The secession of 1860 could not be blamed on one event or idea. The conflict was due to decades of tension and conflict as Americans struggled to create systems of law governance that balanced out the interest of individuals, states, and the federal government. One of the major reasons was due to slavery, which has been an important topic in politics. As early as 1775 all colonies allowed slavery but as the years came, the North and South started to divide. Around 1820 the North had either banned slavery or began gradual emancipation programs, such as free labor. The states remained agricultural but went through an industrial period. They created a diversified economy as they invested more on cities, factories, and forms of transportation. In contrast, the South invested more in agriculture increasing their reliance of slaves labor. One of the main reasons agriculture rised in the South was due to the expansion of the cotton plantations. Between 1820 and 1840 growing numbers of white mostly in the North began to express their concern. Abolitionist insisted in freeing slaves because they believed it was morally wrong. Colonization’s on the other hand believed that slaves should be relocated to Liberia. They did not believe that an interracial free society could survive. The South viewed all anti-slavery ideas as a threat to their society and the stability of their economy. They argued that slavery was protected in the constitution and any interference was a matter ofShow MoreRelatedThe Manipulation of the Public by a Small Group of Southern Fanatics as the Cause of the Civil War1632 Words   |  7 PagesThe Manipulation of the Public by a Small Group of Southern Fanatics as the Cause of the Civil War The American Civil War can be blamed on many reasons, one of which could be the strategy of the Southern extremist group, the ‘fire eaters’ they claimed that the Southern way of life was in danger of an abolitionist attack and was going to happen imminently. There were some very influential politicians from the South in this radical group, such as WilliamRead MoreBiography of Abraham Lincoln2539 Words   |  10 Pagesyears in Nolin Creek but by the age of two his father, in search of better farming land, moved them a few miles away to Knob Creek. Lincoln’s family was against slavery even though at one time his family had owned slaves. They gave up that practice before Lincoln was born and his family even left their church to join one that supported antislavery. When young Abraham was old enough, he began helping his father with all the farm work and he too shared in the belief that owning slaves was wrong. Lincoln’sRead MoreLong Fuse Notes Essay7198 Words   |  29 Pageswhile there is nothing wrong with the topic being widely discussed, historians should be careful in using research and analyzing historical topics. The introduction outlines the sources of the conflict that later was known as the Great War. All of the events: hostilities between the great powers, competition for the sea, and expansionism: were what has led to that conflict. But Lafore also argues that no cause can be singled out as the most important, because they all contributed to the relations betweenRead MoreSix Point Movement in Bangladesh6246 Words   |  25 Pagestwo subjects: Defence and Foreign Affairs, and all other residual subjects should be vested in the federating states. 3. Two separate, but freely convertible currencies for two wings should be introduced; or if this is not feasible, there should be one currency for the whole country, but effective constitutional provisions should be introduced to stop the flight of capital from East to West Pakistan. Furthermore, a separate Banking Reserve should be established and separate fiscal and monetary policy

Un-Answered Issues With Social Awareness Essay Topics Revealed

Un-Answered Issues With Social Awareness Essay Topics Revealed The social justice issues can be classified below a list of social policy difficulties and social awareness problems. For instance, a Visionary leadership it's necessary once the organization is coping with drastic alterations or when it's required a reversal of direction. Social awareness provides you with the ability to comprehend and reply to the requirements of others. It is the responsibility of every citizen of any nation to spread all the information, which could give better way of life. In general, you can observe that writing a persuasive essay isn't a brain surgery. At the exact same time, it's a wonderful persuasive essay idea. Topics for cause and effect essay could possibly be variable, but the paper presupposes that the author should do plenty of analyses and discover the root of the problem under review, the explanations for it and the resultant outcomes. Deciding on the correct topic for a persuasive speech is occasionally not such an easy issue to do as it might appear. Year round school isn't a good idea. Special education teachers must have a very good comprehension of children with autism, as a way to teach them correctly. Students have an inclination of postponing their assignments on account of the distractions caused by their fun life. Every student needs to be made to learn to code. There's, naturally, a limit on the range of pages even our very best writers can produce with a pressing deadline, but usually, we can satisfy all the clients seeking urgent assistance. Even the very best writer on the planet cannot compose a high-quality academic paper the evening before it's due. Sure, with this kind of a huge number of topics to select from, picking just one may be challenging. Should you look around, you will observe social difficulties that affect society every single day. Life is far better than it was 50 decades ago. College is for a high degree of study. Students ought to be permitted to pray in school. They lead busy lives and often forget about an upcoming deadline. Children should be asked to read more. Kids need to be able to vote. Parents should speak to kids about drugs at a youthful age. Parents of bullies should need to pay a fine. Argumentative essay is about arguing and debating on a subject, which is debatable. Abortion needs to be legalized. You have to have skills to compose a great essay. Racial profiling is imperative. Getting the Best Social Awareness Essay Topics Many events reported in the mainstream or societal media are related to a wide array of current social troubles. Bloggers ought to be regulated. Let's say you think that Mexican-American relations must be improved. Following are various sorts of essay topics for students that are categorized in many sections so you can easily chose the topic in accordance with your need and requirement. The intent of assigning an essay to middle school students is to make awareness and permit them to develop writing skills. They should be allowed to listen to music during prep time. Every student should learn a minumum of one foreign language. Students in sports teams should attain a particular grade point average as a way to play.

Oedipus Rex †a Christ Figure Essays - 1020 Words

Oedipus Rex – a Christ Figure Sophocles’ famous tragedy, Oedipus Rex, perhaps â€Å"the most important and influential drama ever written† (â€Å"Sophocles† 717), presents in the person of Oedipus the model of a good ruler, a humanely intelligent and vigorously active leader, a man who earlier saved his adopted city Thebes from disaster. Is Oedipus an alter Christus besides? The numerous parallels between the figure of the king Oedipus and the figure of Christ in the Scriptures prompts the reader to ask the above question. For example, in the opening lines of the drama, Oedipus greets the crowd of suppliants (including old men, boys and children) waiting at his palace doors with the words: â€Å"My children,†¦show more content†¦In Mark 2:24: the Jewish priests, representing the people, came to Jesus: â€Å"And the Pharisees said to him, ‘Look, why are they doing what is not lawful on the sabbath?’ In Mark 8:11: â€Å"The Pharisees came and began to argue with him, seeking from him a sign from heaven, to test him.† Mark 10:2: â€Å"And Pharisees came up and in order to test him asked, ‘Is it lawful for a man to divorce his wife?’ Pharisees played such an important role as the representatives of the Jewish people that they are mentioned more than 12 times in the gospel of Mark alone. In Oedipus Rex the people come to seek help from their king because they are afflicted: â€Å"Armed with his blazing torch the God of Plague /Hath swooped upon our city emptying /The house of Cadmus, and the murky realm /Of Pluto is full fed with groans and tears.† Likewise in the Scriptures the people come to Jesus because they are afflicted with various ills. In Luke 17:12: â€Å"And as he entered a village, he was met by ten lepers, who stood at a distance. . . .† Luke 7:22 mentions in summary form some of the people who have come to Jesus for help: â€Å"And he answered them, ‘Go and tell John what you have seen and heard: the blindShow MoreRelatedHow to Read Literature Like a Professor1408 Words   |  6 Pagesordinary and the monstrous. -Sex: Evil, lust, seduction, temptation, danger. Evil has been related to sex ever since the serpent tempted Eve. -Exploitation: using other people to get what we want, placing our desires above others. Vampires and other figures are used where someone grows by weakening someone else. Connections: -The Scarlet Letter by Nathaniel Hawthorne: Hester wearing the scarlet letter A is a perfect example of exploitation. By making her weaker, idealistic society grows stronger.Read MoreOedipus Rex And Master Harold And The Boys1803 Words   |  8 Pagesclass, of Oedipus Rex by Dudley Fitts and Robert Fitzgerald and Master Harold and the boys by Athol Fugard, you we learned that the two main characters from the stories story had a very similar characteristics from each other. They both shared personal faults with each other and short temper , great pride in themselves and both characters were treated like a master from the people around them this was because they were given that idea from the people around them. In the both play, Oedipus Rex and MasterRead More The Effective Use of Imagery in Hemingways The Old Man and the Sea2796 Words   |  12 Pageswhile the most obvious are Santiago-as-Christ, others exist as well. Arvin Wells, for example, provides a Santiago-as-Cain analogy: Repeatedly, [Santiago] addresses the fish as brother. . . Yet, at the same time, he is relentlessly determined to capture and kill the marlin, as Cain killed his brother (59). Wells furnishes another provocative analogy by equating the fish as Christ and Santiago as the crucifier. During the battle, Santiago exclaims, Christ . . . I did not know he was so big .Read MoreHow to Read Lit Like a Prof Notes3608 Words   |  15 Pagesor overwhelmed by it anyway. iv. Job: facing disasters not of the character’s making and not the character’s fault, suffers as a result, but remains steadfast v. The Flood: rain as a form of destruction; rainbow as a promise of restoration vi. Christ figures (a later chapter): in 20th century, often used ironically vii. The Apocalypse—Four Horseman of the Apocalypse usher in the end of the world. viii. Biblical names often draw a connection between literary character and Biblical charcter. 8. HanseldeeRead MoreHumanities Test4641 Words   |  19 Pagesdellearte specialize in? 6.   What is satire? a literary genre or form, although in practice it is also found in the graphic and performing arts, or a literary technique that attacks foolishness by making fun of it. 7. ( T or F ) The prophecies in Oedipus Rex turn out to be wrong. True 8. One actor on stage, speaking his private thoughts aloud is an example of: Soliloquy 10. Satire does what: 11.   Only the opening sentence survives of : Aristotles essay on comedy pg 236 12.   ( T or F ) SatireRead MoreRay Bradbury s Fahrenheit 4514443 Words   |  18 PagesDimmesdale is the most famous person in Boston. He is a man of God and is loved by the people. In contrast, Hester Prynne was shunned by the community for the sin of adultery. Chapter 14 – Yes, She’s a Christ Figure, Too Mayor Orden from The Moon is Down is a good match for Foster’s criteria of a Christ figure. He is the Mayor of a small town that gets invaded. However, he does not view this as a defeat. He is humble and does not view himself above the people; he lets them make their own decisions. HeRead Moretheme of alienation n no where man by kamala markandeya23279 Words   |  94 Pagesï » ¿ANTIGONE KEY LITERARY ELEMENTS SETTING This tragedy is set against the background of the Oedipus legend. It illustrates how the curse on the House of Labdacus (who is the grandson of Cadmus, founder of Thebes, and the father of Laius, whose son is Oedipus) brought about the deaths of Oedipus and his wife-mother, Jocasta, as well as the double fratricide of Eteocles and Polynices. Furthermore, Antigone dies after defying King Creon. The play is set in Thebes, a powerful city-state north of

Intercultural Communication Issues

Question: Discuss about the Intercultural Communication Issues. Answer: Introduction Multicultural communication is key in international business. Developing skills for managing intercultural communications is necessary for companies going international such as Amys company(Varner 2000, p.50). To succeed in international business, entrepreneurs must design intercultural competences, and strategies such how to employ a diversified workforce(Beckers Bsat 2014, p.145). Equally, creating trustful relationship is also important in international business. Intercultural Communication Issues Expanding business into the Chinese market requires Amy to understand their verbal and nonverbal cues(Fall et al. 2013, p.413). Besides, the growth in technology and internet makes cross-cultural communications key for companies expanding internationally(FernndezSouto, Gestal Pesqueira 2015, p.235). Some of the key issues that will affects Amy expansion into include: Language barrier. Non-verbal differences. Power distance. High context vs. slow context culture. Language Barrier Amy will face language barrier challenges as she expands into Chinese market(Cotton 2015, par.4). She only understands English and a majority of people in China speak Chinese. To succeed in her first meeting, Amy should identify a bilingual interpreter. Once the company establishes itself in China, it should focus on employing individuals who are proficient in various languages(Pikhart 2014, p.952). Nonverbal Differences There is considerable distinction between individualist and collectivist cultures in terms of intercultural communication(Kutz 2013, p.66). Individuals from the above cultures use gestures and eye contact differently. It is important for Amy to address her nonverbal cues before her first meeting with Chinese business associates. She needs to understand that Chinese consider too much gestures as being rude. In Australia, prolonged eye contact is considered straightforwardness and honest, but in China it is considered as being rude (Maude 2011, p.43). High Culture vs. Low Context Culture This refers to how individuals thoughts, feelings, and upbringing affect the manner in which they conduct themselves in different cultures(Mattock 2003, p.54). Australia is a low culture context while China is a high context culture (Gudykunst 2003, p.45; Brink Costigan.2015, p.10). Businesses in Australia are individualistic, meaning the decisions are based on facts. Likewise, trust between business people is valued. High culture countries such as China value interpersonal relationship (Norales 2006, p.45). Continuation Business individuals from China emphasize on developing personal relationship before signing a contract. Additionally, they are concerned with group success rather than individual success(Norales 2006, p.45). Given these differences, it will be difficult for Amy to negotiate her business deal. For instance, Amy might focus on getting the deal done, and the foreign partner might not be happy with her actions. In essence, the foreign partner might consider Amy as someone who aims to fulfill her selfish interest. Summary and Conclusions Cultural diversity is essential for Amy to succeed in Chinese Market. Additionally, intercultural communication determines the success or failure of the company in any international market. For this reason, Amy needs to have detailed information regarding nonverbal and verbal distinctions between Australia and China. Ability to communicate effectively with individuals from distinct cultures is key in succeeding in international markets, to be precise China. Continuation For instance, effective use of verbal and nonverbal cues will eliminate incidents of miscommunication. China considers it a taboo to unintentionally offend someone using body language. In this case, Amy should always use open-handed gestures to communicate with her international partners. She should also shun from utilizing ok symbols, index finger, and thumbs up and down. Recommendations To succeed in the Chinese market, Amy should do the following: vMaintain an open mind in situations that are unfamiliar to her. vBe alert on how individuals form distinct cultures interact. vBe ready to adapt and learn in any new environment. vDemonstrate reliability and consistency. References Beckers, A, Bsat, M., 2014. An Analysis of Intercultural Business Communication. Journal of Business Behavioral Sciences, 26(3), pp. 143-153. Brink, K, Costigan, R., 2015.Oral Communication Skills: Are the Priorities of the Workplace and AACSB-Accredited Business Programs Aligned?', Academy Of Management Learning Education, 14(2), pp. 205-221 , G., 2015. The Importance of Cross-Cultural Business Communications. Viewed from, https://www.eonetwork.org/octane-magazine/special-features/theimportanceofcrossculturalbusinesscommunications Fall, L, Kelly, S, MacDonald, P, Primm, C, Holmes, W., 2013. Intercultural Communication Apprehension and Emotional Intelligence in Higher Education: Preparing Business Students for Career Success. Business Communication Quarterly, 76(4), pp. 412-426. Fernndez-Souto, A, Gestal, M, Pesqueira, A., 2015. Business and Intercultural Communication. Procedia Economics and Finance, pp. 233-237. Gudykunst, W. B., 2003. Cross-cultural and intercultural communication. Thousand Oaks [u.a.], Sage Publ. Kutz, K., 2013. Barriers to cross cultural communication. New York: Grin Verlag. Mattock, J., 2003. Cross-cultural communication. London: Kogan Page Limited. Maude, B. , 2011. Managing Cross-Cultural Communication: Principles and Practice. Basingstoke : Palgrave Macmillan Norales, F. O. (2006). Cross-cultural communication: concepts, cases and challenges. Youngstown, NY, Cambria. Pikhart, M 2014. Implementing New Global Business Trends to Intercultural Business Communication. Procedia - Social And Behavioral Sciences, 152, ERPA International Congress on Education, ERPA Congress 2014, 6-8 June 2014, Istanbul, Turkey, pp. 950-953. Varner, II 2000. The Theoretical Foundation for Intercultural Business Communication: A Conceptual.