Every Text Has Its Use By Date Essay

I think the possibility of each text having an utilization by date is erroneous and I will hence contend against the theme. There are a couple of things which can assist with keeping writings from ever having their utilization by date and thus demonstrating my contention. For instance, messages, for example, Macbeth, can generally be changed marginally and deciphered contrastingly to make them intriguing on numerous occasions, for old and new crowds. Likewise, in light of the fact that a content was composed a significant stretch of time prior doesn’t imply that it still won’t be fascinating, as the occasions and subjects in it can in any case be pertinent to the present time and its happenings. One of the fundamental reasons that demonstrates that messages don’t have an utilization by date is the way that a more seasoned book can include occasions or thoughts that are applicable to present day audiences’ every day lives. A portion of the thoughts investigated in Macbeth are aspiration, blame, avarice, remorselessness, threats among great and fiendishness, the standard of pioneer, the reason for human presence and powerful happenings. These all connection with people groups each day life. For instance, aspiration was a central point in Macbeth and assumes a significant job in for all intents and purposes everyone’s day by day life. In Macbeth it was aspiration that drove Macbeth to submit the demonstrations that he did and in present day times business is turning out to be increasingly more serious in today’s society so accordingly desire, and its ruinous nature, turns out to be a greater amount of an issue. Additionally, the possibility of threats among great and malice, request and clutter and the standard of a pioneer, which are significant segments of Macbeth, are pertinent to the military activity in the Iraq War which has influenced a ton of the world. These and different thoughts intrigue individuals from record-breaking periods as a few, if not all, of these thoughts will influence them. Another fundamental explanation that shows a book doesn’t have an utilization by date is the way that they can generally be appropriated. Allocation is when something old is transformed into something new. For this situation it would be taking an old book and transforming it to suit an advanced crowd, generally by making a film rendition. For instance, in one case the Shakespearean content â€Å"Romeo and Juliet† was transformed into a film that utilized just the plot of the first content and utilized the settings of present day life and an advanced content which permitted the crowd to identify with additional to the film. This is an ideal case of the way that a content which is many years old can in any case be engaging. At the point when a film is appropriated it can speak to a more extensive crowd, as not every person loves or comprehends the style of composing used to compose the first content. In the event that writings are appropriated along these lines they will keep on engaging crowds and subsequently, never wind up having an utilization by date. A film form of a more established book, particularly a Shakespearean one, can be extremely compelling in conveying the first to text to a more extensive crowd. A film form makes the content simpler for the crowd to comprehend as it gives visual pictures to assist them with acknowledging what’s really going on and what the characters are stating, as many individuals wouldn’t completely comprehend what was being said when the early English style of composing, that Shakespeare utilizes, is utilized. New understandings additionally help to keep messages and their film adaptations intriguing to new crowds and crowds that have seen it previously. In Polanski’s rendition of Macbeth Polanski chose to include a scene, which wasn’t in the first content, into the film. He likewise changed the manner in which things occurred in a portion of the scenes, for instance, when Macbeth comes back to the witches, rather than the spirits showing up he sees totally various dreams that give him alerts and forecasts. Another motivation to additionally show that messages don’t have an utilization by date is the point that in light of the fact that a content is old doesn’t mean it’s not engaging or fascinating to present day perusers. Messages, for example, Macbeth and numerous other of Shakespeare’s plays are still viewed as the absolute best plays at any point composed despite the fact that they were composed several years back. Sometimes, crowds may discover these writings fascinating and engaging in light of the fact that they’re written in an old style of English which is not, at this point utilized. At the point when this is the situation it obviously shows that the possibility of writings having an utilization by date as erroneous. Taking everything into account, I imagine that the focuses introduced adequately demonstrate that elegantly composed writings don't have an utilization by date. In the event that a content is elegantly composed it will keep on being esteemed regardless of how old it is. Particularly because of the way that, in light of the fact that a content is old doesn’t mean it’s done fascinating to present day crowds.

Symbolism and Setting in The Great Gatsby Essay Example

Imagery and Setting in The Great Gatsby Essay The United States was a land loaded up with different open doors during the 1920s. World War I was finished and a huge number of individuals from everywhere throughout the globe were going to the United States competing for a fresh start. These individuals were totally charmed yet the possibility of The American Dream. The American Dream is the possibility that each United States resident ought to have an equivalent chance to make progress and success through difficult work, assurance, and activity. It doesn't make a difference where you originated from, all you need is an enthusiasm to succeed. This thought assumed a job in The Great Gatsby through the characters, imagery, and settings in the story. The American Dream was a significant piece of the characters in the story. This thought extraordinarily affected their decisions from how they lived to how they carried on. The wealthiest characters were Daisy and Tom Buchanan, and Jay Gatsby. These three accepted they could do anything since they were in a class higher than every other person. They just thought about what was happening right now and never stressed over the outcomes of their activities. They were exceptionally insatiable individuals and just thought about their assets. This goes with the conviction of the American Dream and that you can accomplish anything on the off chance that you set your attention to it. A case of this is the manner by which Tom goes behind Daisy's back with Myrtle Wilson. He does this since he just observes Daisy one of his effects. I initially met Tom Buchanan’s escort. The way that he had one was demanded any place he was known. His colleagues disliked the way that he turned up in mains tream cafés with her and, leaving her at a table, walked about, visiting with whomsoever he knew (Fitzgerald, 27). Notwithstanding Tom and Myrtle being a piece of two distinctive social classes he keeps on observing her behind Daisys back. He couldn't care less about his decisions right now yet they will inevitably cause issues down the road for him in the butt. Consistently Gatsby tosses over the top gatherings to intrigue Daisy We will compose a custom article test on Symbolism and Setting in The Great Gatsby explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Symbolism and Setting in The Great Gatsby explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Symbolism and Setting in The Great Gatsby explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer

Questions Omnibus 2

Questions Omnibus 2 I wrote this in pieces from Cambridge to San Diego, the train from San Diego to Los Angeles, Flight 264 from LAX to Logan Airport, and the fraternity in Boston where Im living for the summer so I apologize if this entry has a bit of an identity crisis, since it didnt really have a stable childhood. It also comes with some abandonment issues, since it took me a bit of time to finish answering all your questions (one all the way from back in November!) and I definitely wrote some other entries in the meanwhile, entries that were prettier or made better jokes or had shinier, more manageable hair. But I spent a little more time with it, on top of a few weeks in therapy, so Im letting this entry make its debut. Please, give it all the love and attention it deserves. Noel and Jeremy both asked a version of: When/why/how did you switch to course 9? How is course 9? Do you like the number 9? In reverse order: I like the number 9 more than the number 4, but less than the number 7. I really like course 9 (Brain and Cognitive Science), because theres a fair amount of flexibility in choosing your classes; you get to pick six electives from any of three categories (Cognitive Neuroscience, Cognition, and Neurocience) on top of a few core requirements, so you can essentially design your major to shift more towards psychology, neurophysiology, artificial intelligence.. etc. I switched from course 5 (Chemistry) to course 9 by getting a form signed (by both the course 5 and the course 9 people it took less than an hour), for a variety of reasons (maybe someday when youre older), in the middle of last semester (October or November, I believe). Carmen queries: emt sounds so exciting, but do you ever really get all the actions? (just traffic accident etc, or is it just to help drunken college students off to the hospital or help a stupid college student who just walked into a pole) HEY. Hey. Just because you walked into a pole DOES NOT imply stupidity. Especially if youre distracted by the thought of taking your first final which you have to make up a day before everyone else because theyre all taking it on a day that you have another final and you cant be bothered to look ahead when youre trying to stick your headphones into your iPod, and I mean, its not like that coat rack was supposed to be in the middle of the sidewalk anyway. Anyway, it really depends on the shift you work. You can definitely work a Tuesday morning 0800 shift (8 AM-12 PM), or even a Thursday afternoon 1600 (4 PM-11 PM), and get nothing, and then you can work a Saturday overnight (11 PM-8 AM) and get three broken noses and a barely concious drunk. I will say that because we only serve the MIT campus (which covers both the campus in Cambridge and the fraternities in Boston) we get a significantly smaller amount of calls than professional ambulance services get, but were certified just as they are, and we run pretty much the same as they do. (My last post about MIT-EMS was here.) Kevin wants to know: How is the food at MIT? The food at MIT is solid. And I mean that in the sense that we have good food, not in the sense that youll starve if you just got your wisdom teeth removed. (Weve got Jell-O.) I really like the falafel in the student center, and we just got a Subway this year, and I have a pretty good relationship with Stata Center sandwiches. I think the thing that makes college food so bad in general, though, is that it suffers from a lack of variety no matter how expensive their meal plans are, which is why living so close to Boston (and having Campusfood.com) is so great. Especially living in Boston Ive got UBurger, Ankaras froyo, Fins sushi, and Shaws groceries all on my doorstop, and Im right by the T so I can just hop on the train in Kenmore and go basically anywhere short of Rhode Island for dinner. Why? Whatd you have for dinner? Your moms home cooking? THATS WHAT I THOUGHT. Anon is curious: Kind of off topic, but out of random curiosity, what is the font that you guys keep using in your images? Gill Sans, in caps. Sh1fty says: (in response to this entry) favorite home appliance? Standing mixer. I bake to destress. favorite allotropic form of carbon? Hmm.. is it dull to say graphite? (No pun intended.) Josh joshes: Favorite Mythbuster? Not the one with the hat. Favorite Organic Compound? Epoxides. Theyre chemistrys fat man. And most importantly: Favorite Muffin? Bran muffins. Specifically, this one. But hey, congrats on getting in! And also, turning the dome into a muffin, I guess? Steph scrutinizes: Favorite shoes? I just bought these awesome Nike Airs about a month ago: They dont match with anything. Its great. Favorite Book? Like picking a favorite child, but I just reread The Amber Spyglass by Phillip Pullman, am currently reading David Sedariss new book When You Are Engulfed in Flames. (His Princeton commencement address is probably my favorite story thus far.) How long you can hula hoop? Long enough. Anon asks: I have a totally unrelated question: I noticed in one of the dorm videos that some people living in the dorms had pets. So, are we allowed to keep our pets on campus?  See, theres this cat that kind of owns me Depends on the dorm. Certain floors in certain dorms, e.g. EC, Random, Senior, and Bexley, are already cat-friendly and have their own rules about bringing new pets in; in order to make a floor cat- or dog-friendly (although Im not sure if any dog-friendly floors actually exist), you need to approve it with everyone on the floor, your GRT (like an RA, the graduate student that lives on each floor and serves as a liason between the floor and the housemasters), and other members of the administration first. You can also try to convince your GRT to get you a cat or dog and keep it in their apartment, which doesnt require paperwork. (Were getting new GRTs next year, who have an adorable dog, and although some people on the floor are allergic theyve cleared it to keep the dog in the apartment only.) As far as other dorms, youre generally safe with the kinds of pets that can be kept in your room, like hamsters, or rocks, or your roommate. Judy H ponders.: Anyways, would you say Harvard classes are less demanding than those at MIT? Is it easier to get a good grade because of grade inflation?? Its really difficult for me to answer this question, partially because Ive taken all my classes at MIT save for just two classes at Harvard, so I cant really be called an expert on the Harvard grading system. One of the classes I took appeared to be on the easier end of the spectrum for Harvard, and the other appeared to be on the much harder side and neither of them were humanities classes; so really, I have a pretty bad sample size. Kind of like trying to describe a couple hundred course meal after eating the soup and salad. Basically, I cant make any sweeping generalizations, but the two classes that I took were graded pretty differently from classes Ive taken at MIT. anton questions: Harvard and MIT have different academic calendars. Has that posted any challenge for you in taking classes at Harvard The only challenge it posed was the one time MIT had a four-day weekend, and Harvard did not, and everyone made fun of my lab partner Nina and I for having to work while they all had a big party. We laughed back at them while we had a two-week reading period before finals, and Nina and I went outside to sit in Killian Court sipping fruity beverages while everyone else was running around frantically having hernias over final projects. If you take a class at Harvard in the fall, there is the schedule conflict that MIT has its fall semester finals before winter break, and Harvard has them after, so you take finals both before and after although I think theyre changing this next year. ekim implores: Japanese is attendence-mandatory?  How does that work? What happens if you miss a class? The attendance-mandatory policy works by grading our speaking ability on a daily basis, and youre permitted to drop two daily grades, so if you miss a class you just drop that days grade. Note that most all other MIT classes are not attendance-mandatory, and the ones that are may have a different policy. another12 inquires: The mom keeps saying the east is more formal than northern california- but Ive got packing issues. The airlines are limiting us. How do I get a 70 pound amp east? Ship it, if its worth it to you! DO I really need to pack a suit/nice jacket and stuff? If you want to go to formals, interviews, or kick it with Susan Hockfield, yes. How much to calculate for the cold, beyond 19 pair of socks? I suggest long underwear, but it doesnt really start getting bitterly cold until around Thanksgiving. You can buy some of the heavy stuff around Boston if its too much to pack, See this entry for more on packing. Sam says: Cramp spray?  For realio?  Kamber, my birthday is only 8 months away. Forget it, Spam, I already bought you a beard comb. Actually, Im pretty sure you shaved, but whatever, you can use it for the back of your head or something. Also, could you remind me and the vast MITblog community what youre doing this summer, again? Only for you. Im living in Boston with my room/floormates from freshman year, working in my lab (taking MRIs of the visual word form area), studying for the MCATs, beating the ultimate set list in Rock Band, taking a photo class, exploring Bostons little cafes, and falling asleep a lot in public places. More on this later! More questions, more answers. Leave a message after the beep.

Manual of Operation for Bakery - 2858 Words

Table of Contents Page I. Introduction 3 Background of the Business 4 II. The Cinnamon with Peotraco Icing product 5 A. Product Description 5 B. Raw Materials 5 C. Technical Specifications 6 III. Cinnamon Production Area 6 A. Physical Layout 6 B. Location 7 C. Basic Facilities 7 D. Equipment 8 E. Repairs and Maintenance 8 IV. Staffing 8 V. General Sanitary Standards 9 VI. Processes A.†¦show more content†¦The bread is made up of flour, sugar, lard, saf, salt, chocolate and water while the Icing is made up of peotraco or powdered sugar and evaporated milk. B. Raw Materials Raw materials particularly those which are used in the production of the Cinnamon with Peotraco Icing such as flour, lard, saf, peotraco, and sugar, are purchased from the closest supplier in the area. Their supplier is only four blocks away from the production area given the fact that their supplier is the owner’s younger brother. All of these are purchased on a weekly basis. The placement of order is made through a phone call. Right then the supplier delivers the order a day after the placement. Since the owner has a well established good and deep relationship with their supplier, they did not find it necessary to check the packages if it is in the right quality, weight and amount. At the same time the mode of payment is through a credit term which is one month. They order in bulk but on credit, in order for them to reorder necessary raw materials they must pay first their credit and the next order placed is on credit too. Raw materials are stored in the storage area, near the baker’s room. It is for accessibility and ease in transportation from one area to the other. Also they make sure that the storage area is dry to ensure storability. C. Technical Specifications The given ingredient is for 1 kilo, the owner stated that 1 kilo dough will generate two trays ofShow MoreRelatedManual of Operation for Bakery2872 Words   |  12 PagesI. 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Supply chain flexibility is not easy to grasp and put into real practice, the foremost reason is the diverse environmentRead MorePayroll System Related Studies1800 Words   |  8 PagesThrough this change the researcher will design a proposed system for Robles Bakery that would therefore answer the needs or the establishment in their method of giving in their employee’s salary. The purpose of this is to make their way of computing the payroll easier. Background of the Study Robles Bakery was established on June 21, 1985, by Mr. Mario Larcia at 50 M. Paulino Street San Pablo City Laguna. Robles Bakery was came from the owner’s surname, Mr. Ruperto Robles. It aims to produce andRead MoreIntegrated Business Operations : Starbucks Coffee Shop5392 Words   |  22 PagesIntegrated business operations – In this type of franchise the company is combined with two or more operations but operates as a single business unit. It is a type of collaboration which offers cost savings and will also result into increase in efficiency. Single product or Service Operations- In this type of franchise, the franchisee would only be answerable for running one business. However he or she would be extremely involved with all of the daily operations of the business. Example: Starbucks

Family Values and Structures in the Middle East Essay

Family Values and Structures in the Middle East At the end of our program, classes are ending, and events are winding down, but emotions remain powerful. We will all face reentry, and deal with it in different ways, and Im sure that all of us are thinking about what this means personally. I do not know what the first thing is that may come to your mind when you think of home. Maybe you are scared that your little sibling took over while you were gone, and you will have to resolve this in a civil manner. Or, it could be that you are really looking forward to the mashed potatoes that mom is going to make, just the right way. In our circumstance, however, it is likely that you just cant wait to get home and wash your clothes†¦show more content†¦The family is what engulfs and reflects these aspects of a society. It is affected by the political beliefs of a country, and it also reflects the social and economic standpoints in a society, most specifically womens status. As we recently learned from Dr. Carmocolias, kinship, or t he family, is one of the two oldest and most important institutions in the world (religion is the other), and I find it quite interesting, because I found the most significant correlation between the two. Two main aspects that I found most influential on the family were religion, and foreign influence, and I will now summarize my findings in Turkey, Morocco, Egypt, and Greece. Turkey is a prime example of the division between urban and rural family life. This is a country that was greatly impacted by its rich history. The influx of Europeans, due to the commercial treaty of 1839, marked a period of rapid urbanization that changed family structures and brought opportunity for women in the workforce (Duben, 7). One point I concluded here was that the change in household structure mirrored the change in family structure. The European value of independence was adopted by urban upper-class families, and this later showed in the architecture of the homes (Duben, 201). Family life in rural Turkey is still traditional, and maintains, for the most part, the patriarchal system. I interviewedShow MoreRelatedEssay on Mtv Arabia1329 Words   |  6 PagesAmerican and Australia. MTV is one of the most successful channels to expand globally and remain true to their brand image. One of the main reasons why they become very successful with the expansion was that the channel adopted a decentralized structure and gave commercial and creative autonomy to their local employees. They are aware of the cultural differences in each region in the globe, they intelligently used their local staff to break the cultural boundary and present MTV to the people. OneRead MoreMtv s Global Management Team Essay905 Words   |  4 Pagessupply media to the world’s youth had no limitation. 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The Effects of Memory Improvement by Saying Words Aloud Free Essays

string(78) " the early memory processing, as cited by Reynolds amp; Malley \(2008\)\." This experiment proposes to study the effects of memory improvement by reciting and saying the words out loud to oneself. Participants will be assigned to either two different types of conditions and will then be required to recall the information of words as best as they can. It is assumed that a higher level of generating the targeted words into memory is improved when readers say the words out loud to themselves. We will write a custom essay sample on The Effects of Memory Improvement by Saying Words Aloud or any similar topic only for you Order Now Thus, the hypothesis concluded is that people who say words out loud after reading them are expected to improve their memory in retaining information. The Effects of Memory Improvement by Saying Words Aloud Whenever a person thinks, sees or hear words that are needed later on for remembrance, most of us would automatically try to retain the information by methods of imagery, recitation and elaboration to bring it more meaning in their understanding of the definition of those words. Words and languages are interrelatedly connected and associated with memory. Historically, memory is a complex system which began in primitive organisms that stores an assorted array of fragments that grows more indispensable as we advance through the years. In terms of retaining memory, humans have extraordinary abilities to accumulate a huge amount of knowledge, but they do not always be able to retrieve or gain access to the parts that have since long been forgotten. Since words serve as a medium to communicate and interact with other people, it is a natural part of daily life that people will say certain words out loud in order to effectively convey particular messages or to recall specific information. According to Macleod et al. 2010), saying a word out loud or at least mouthing it, improves memory function by increasing its distinctiveness, i. e. making it unusual compared to others. The fact that producing a word aloud, which is relative to simply reading a word silently, improves explicit memory (Hourihan amp; MacLeod, 2010). The past studies done on the effects of mouthing or vocalizing words to an extent of memory recall often yield consistently similar results in which those who have recited the information out loud were bein g reinforced to maintain that information for a longer term. Physically moving or acting out the words by means of vocalization would involve certain electrical muscle movement so that information sent to the brain are known to increase mental response, thus it has its relativity on the ‘generation effect’. This generation effect refers to an enhanced memory encoding by which a participant has better memory improvement by being involved in its creation or by acting it out. By vocalizing â€Å"out loud†, recitation in past research by Foley et al. (1983) as cited in Dodson amp; Schacter (2001) had participants to hear and say words out loud. Reciting words out loud would naturally be one of the most effective method for review because it employs more of the senses than any other review technique (imagery, auditory). For instance, in Schacter et al. ’s (1999) study, when students were reviewing notes or tests immediately after class by means of vocal recitation, they yielded higher scores in memory improvement because not only will they be consolidating the new information, but also it strengthens the neural traces made to the brain. It ‘provides a basis for employing a distinctiveness heuristic during the test. (Dodson amp; Schacter, 2001). Reciting words out loud to understand the message conveyed by a sentence or paragraph would only then have a higher chance of that information moving on into the long-term memory, as most verbal information goes first in the short-term memory. When information is rehearsed aloud, part of it goes into our long-term memory. The most recent research done by Hourihan amp; Mac Leod (2010) found that reading words aloud during study explicitly improves memory compared to reading a word silently and this is called ‘the production effect’. The researches hold that the production effect is that by saying words aloud would make them distinctive and better recognized than words which are read silently, which will be easier to forget. This distinctiveness is not available for the words read silently (Hourihan amp; MacLeod, 2010). The production effect has its basis on the generation effect whereby reciting words out loud produce a certain distinctiveness as done by a series of experiments by Macleod et al. , (2008). Moreover, a study done by Strain, Patterson amp; Seidenberg, (1995) as cited in McKay et al. (2008) found that words containing high imageability (e. g. house, chair, elephant) are proposed to have stronger representations in semantic memory. However, past researches found contrasting results compared to Hourihan amp; MacLeod’s. Research done by Maisto et al. (1977) as cited in Mohindra amp; Wilding (1980) in a free recall tests found that saying each word out loud three times had impaired their memory performance when subjected to expected recall. This study is further supported by Folkard amp; Monk (1979) as cited in Mohindra amp; Wilding (1980) where they suggested that articulating words impaired free recall. In view of these findings which yielded contrasting or relatively different results in relation to vocalizing words out loud, it can be explained that participants were using a strategic reading process when reading the words aloud, since it does not normally involve the conscious recall of information (MacLeod amp; Masson, 2000) as cited in McKay et al. 2008). There is also a claim that a potential issue in difference of these researchers’ results could be in the time criterion whereby participants shift the influence of certain words to a different semantic pathway (Strain et al. , 1995, as cited in McKay et al. , 2008). However, recent research done by Reynolds amp; Besner (2008) suggests that contrary to the view that by vocalizing words out loud is entirely an automatic memory encoding, it in fact requires some form of attention. Previous research was investigated further where participants were exposed to reading lexicon and pseudo homophones aloud that required the use of central attention. In research done by Blais amp; Besner (2007), repetition of words of lexical representations suggests longer persistence in the early memory processing, as cited by Reynolds amp; Malley (2008). You read "The Effects of Memory Improvement by Saying Words Aloud" in category "Papers" It was discussed earlier that possibly the mere action of vocalizing words for memory recall will encourage memory improvement at a higher level, thus making a person to be able to better retrieve previous information if need be (Macleod et al. 2010). In another study, Kappel, Harfard, Burns amp; Anderson, (1973) gave another possible explanation on the advantage of reading words out loud, indicating that serial voiced recall were found to be superior for the later positions, and these results replicates previous experiments done by Murray (196 6) and Conrad amp; Hull (1968). However, Kappel et al. , (1973) proposed that the results reported suggest that differences in participants’ level of processing information to memory between saying out loud and reading silently. Similar to the researches done by Macleod and Hourihan (2010), our proposed study focuses in determining whether reading and saying words out loud would have an effect on people’s memory improvement and recall when acquiring new information. The hypothesis of our proposed experiment is that adults, who vocalize new information aloud is expected to have higher memory improvement and better recall of information, thus have the highest number of correct answers in the test as indication of their reading the story out loud during the experiment. Based on past researches, I am taking the side with the assumption that saying words aloud can aid in memory improvement to gather information during other reviewing or learning new knowledge, as such an act would require a certain amount of cognitive effort, thus enabling adults to improve their memory technique on learning tasks at hand. Methods Participants As many as 200 participants from schools and offices will be recruited in this study. All participants will include both English speaking males and females and should be between the ages of 18 to 30 years old. All participants will be divided into two categories, each receiving a story in the English language of an average English proficiency level. It should be estimated that the total number of males and females selected are approximately equal in number. The participants will not engage in any other experiments beforehand. Design In this experiment, we will be using a 1 (memory improvement or performance) x 2 (participants recite the story out loud or does not recite the story out loud) independent design. The first independent variable (IV) is the participants’ memory improvement and their ability to remember certain information in the story. For this proposed experiment, the operational definition of reciting the story out loud is where a participant vocally recites aloud a story as they read and comprehend the story at the same time. The dependent variable (DV) is the vocal recitation of the story either the participants read it out loud, or to just read the story silently. Materials The materials to be used in this experiment include administrative letters sent out to the participants informing them of the research and what is expected of them. Procedural materials include the sheets of paper containing the story, test papers with 30 fill-in-the-blank questions, experimenters’ scripts and a stopwatch to keep track of time. The sheets of paper which contains the story to be later recalled by the participants will be a short story that is in English and contains approximately 1000 words. It is entirely fictional and unique, therefore it is not in any way affiliated to share any resemblance or similarities to stories the participants would have known in the past i. e. fairytales or well-known childhood stories. Thus, we expect the participants to be reading and learning about new information based on the fictional story given. This is done so as to reduce any extraneous variables that may interfere with the results of the experiment. The test papers consist of 30 fill-in-the-blank questions that require the participants to answer by recalling information based on the story provided. This format is chosen to avoid any possibility that participants may get the correct answer by chance of lucky guesses. The experimenters’ scripts will contain the standard instructions for the experimenters to read out to the participants when conducting the experiment. Procedure Participants will be randomly assigned to 1 of 2 rooms. In each of the rooms, it is expected to have approximately similar ratio of male and female participants so as to avoid gender directed outcomes and to maintain neutrality. Participants will be led into the room by the experimenter and be asked to take a seat. They will then be briefed on the experiment and will be required to sign two consent forms, one of which is to be kept for themselves and the other, for the research copy of the experimenter. In Room 1, each participant will be provided with a sheet of paper containing the fictional story to be read out loud by the participants. The following instructions will be read out to them: â€Å"You are required to read the fictional story provided out loud. You are highly encouraged to vocalize your words aloud at your own pace. † In Room 2, each participant will be provided with a sheet of paper containing the fictional story. The instructions read will be as follows: â€Å"You are required to read the fictional story given silently. You are not allowed to vocalize your words by reading the story out loud. You will read the story silently at your own pace. † The experiment will take 25 minutes for the participants to take time to read the story. After they read the story, each participant will be given a surprise fill-in-the-blanks test. The test consists of 30 questions relating to the fictional short story that they had to read earlier. Participants will be given 20 minutes to answer the set of questions. Their answer sheets will then be collected and the participants will be thanked for participating in the research. Statistical Analysis This experiment will use an independent t-test to calculate the results of the experiment. This test will be used because this study has only 1 IV with 2 levels (1Ãâ€"2) and uses between-subjects design, in which the participants will experience different levels of the IV. References Besner, D. , O’Malley, Shannon, amp; Robidoux, S. (2010). On the Joint Effects of Stimulus Quality, Regularity, and Lexicality When Reading Aloud: New Challenges. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(3), 750-764. Retrieved June 16, 2010 from PsychARTICLES database. Dodson, Chad S. amp; Schacter, Daniel. L. (2001). If I Had Said It, I Would Remember It: Reducing False Memories with a Distinctiveness Heuristic. Psychonomic Bulletin amp; Review, 8 (1), 155-161. Retrieved June 14, 2010 from http://pbr. psychonomicjournals. org/content/8/1/155. full. pdf Hourihan, Kathleen L. amp; Macleod, Colin M. (2008). Directed Forgetting Meets the Production Effect: Distinctive Processing is Resistant to Intentional Forgetting. Canadian Journal of Experimental Psychology, Vol. 62, No. 4, 242-246. Retrieved June 14, 2010 from PsychARTICLES database. Kappel, S. , Harford, M. , Burns, V. amp; Anderson, N. (1973). Effects of Vocalization on Short-Term Memory for Words. Journal of Experimental Psychology, 101(2), 314-317. Retrieved June 16, 2010 from PsychARTICLES database. MacLeod, C. , Gopie, N. , Hourihan, K. , Neary, K. , amp; Ozubko, J. (2010). The Production Effect: Delineation of a Phenomenon. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(3). 671-685. Retrieved June 16, 2010 from PsychARTICLES database. McKay, A. , Davis, C. , Savage, G. , amp; Castles, A. (2008). Semantic Involvement in Reading Aloud: Evidence from a Non-Word Training Study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(6), 1495-1517. Retrieved June 18 from PsychARTICLES database. Reynolds, M. , amp; Besner, D. (2008). Contextual Effects on Reading Aloud: Evidence for Pathway Control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(1), 50-64. Retrieved June 14, 2010 from PsychARTICLES database. Wilding, J. , amp; Mohindra, N. (1980). Effects of Subvocal Suppression, Articulating Aloud and Noise on Sequence Recall. British Journal of Psychology, 71(2), 247. Retrieved June 18, 2010 from Academic Source Premier database. How to cite The Effects of Memory Improvement by Saying Words Aloud, Papers

Special Program in the Arts and Basic Education Curriculum Essay Example For Students

Special Program in the Arts and Basic Education Curriculum Essay Their Influence in the Achievement and Attitude of Students Towards Mathematics Ma. Christina B. Balsams The study investigated the achievement and attitude towards mathematics of the second year high school students in the Special Program in the Arts and the Basic Education Curriculum in Gingko City Comprehensive National High School, Gingko City. The answers to the following problems ever sought: The comparison of the mathematics achievement of the students when they are grouped according to Special Program in the Arts and the Basic Education Curriculum; the comparison of the mathematics achievement Of the students in the Special Program in the Arts and in the Basic Education Curriculum when they are grouped according to their mathematics ability level; and the comparison in the attitude Of the students towards mathematics in the Special Program in the Arts and in the Basic Education Curriculum. The descriptive research method was used in the study. A 30. Tem validated achievement test was used to determine the level of achievement of the dents; while the go-item mathematics attitude scale of Awaken (1979) was used to determine the attitude of the students toward mathematics. The sixty -eight respondents were the second year students enrolled in the Special Program in the Arts and the Basic Education Curriculum. Ability grouping of the students was based trot their final grades in mathematics during first year. We will write a custom essay on Special Program in the Arts and Basic Education Curriculum specifically for you for only $16.38 $13.9/page Order now Two groups were identified the high ability group and the average ability group. High ability students were those students whose grades ranges from and above, while the average ability students were those whose grades ranges from 80 to 85 (Depend memo # 79 s. 2003). The data gathered were interpreted and analyzed using the mean, standard deviation, t-test and the two-way analysis of variance (NOVA)_ The following findings were revealed. There was a significant difference in the mathematics achievement between those second year high school students in the Special program in the Arts and those high school students in the Basic Education curriculum. Although both groups have very satisfactory performance in mathematics, a difference was observed in their mean scores favoring the second year high school students from the Special Program in the Arts. There was a difference in the mathematics achievement of the second year high school students in the Special Program in the Arts and the second year high school students I the Basic Education Curriculum when the students oeuvre grouped according to their mathematics ability level. There was no difference in the attitude of the students in the Special Program in the Arts and the students in the Basic Education Curriculum towards mathematics. The students in both groups have favorable attitude towards mathematics.