Writing Style of Rita Dove free essay sample

She has received numerous literary and academic honors, among them the 1987 Pulitzer Prize in Poetry and, more recently, the 2003 Emily Couric Leadership Award, the 2001 Duke Ellington Lifetime Achievement Award, the 1997 Sara Lee Frontrunner Award, and many more. Most recently, President Barack Obama presented her with the 2011 National Medal of Arts which made her the only poet with both the National Humanities Medal and the National Medal of Arts to her credit. (University of Virginia) Rita Dove has written many different kinds of poetry. She also wrote books, short stories plays and all types of literature. The specifics of her writing can be seen by analyzing three pieces of poetry that Rita Dove has written. The works In the Old Neighborhood, My Mother Enters the Work Force, and The Bistro Styx are great examples. Through these three works, Rita Dove’s use of home in her poetry, her use of figurative devices such as similes and metaphors, and Dove’s view on children coming of age in different ways will be explored and proven. We will write a custom essay sample on Writing Style of Rita Dove or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page By looking at the poem â€Å"In the Old Neighborhood† a number of things can be inferred from the overall poem. Dove seems to go back in time to view her home as a child from a newly shifting and surreal location. The speakers in Dove’s poems are not usually at ease with their surroundings, and they tend to look upon scenes of home as seen through a distant and dispassionate eye. Dove’s home seems alien to her. Even the flowers are strangers there. Analyzing the poem farther it appears Dove uses her views on home to further alienate from our familiar picture of that typical suburban home. She seems to be talking about the house in a manner that would indicate it is a photographic negative; this emphasizes race as an alienating factor. Dove’s writing usually charts a sense of displacement and this seems to be the case in â€Å"The Old Neighborhood†. In My Mother Enters the Work Force Dove does not use her home theme, but in The Bistro Styx, which is a small excerpt from a works entitled Mother Love, Dove does make references to home. This poem is a recasting of the story of Demeter and Persephone from ancient Greek mythology. In short, Hades kidnaps Persephone from her home, and Demeter, her mother goes insane trying to get her back. Demeter is able to go after Persephone only to find that too late Persephone has already adapted to life in the underworld, and must remain there because she ate the fruit of the dead. Dove’s version is a lot like this, but hers takes place in Paris. It deals with loss of home and a home coming that was not meant to be. Many of Rita Dove’s works deal, approach, define, or scrutinize the ideas of home, while they are equally concerned about the impossibility of arriving there. Like all poets, Rita Dove relies heavily on figurative language to create a vivid and enthralling imaginary world for her audience. As Dove’s poetry is so varied, it is easy to spot any number of types of figurative language she likes to use. After looking through the selections it appears she does not rely heavily on any particular type of figurative language. In the Old Neighborhood makes use of personification and contrasting dark vs. light elements. My Mother Enters the Work Force uses a little personification with rich and descriptive metaphors and even throws in a hyperbole or two. The Bistro Styx is a beautifully worded poem that uses elements of different types of rhyme schemes combined with similes, metaphors, and personification all rolled into a semi-tight package. The reason for the semi-tightness is that Dove feels a weak poem is one that is not left open in at least one way. Dove’s description is very vivid as seen with this simile from The Bistro Styx, â€Å"The Chateaubriand arrived on a bone-white plate, smug and absolute in its fragrant crust, a black plug steaming like the heart plucked from the chest of a worthy enemy†¦Ã¢â‚¬  . Here is a short but memorable hyperbole from My Mother Enters the Work Force, â€Å"†¦traveling the lit path of the needle through quicksand taffeta or velvet deep as a forest†. Figurative language has a direct effect on tone but with the variety of poems that Dove produces it is hard to pin anything like a specific figurative language setter for the tone. It depends on what, and for whom she is writing. Rita Dove uses many different kinds of figurative language and seems to be effective in getting her message across from her different works in different ways. Dove also wrote very heavily on mother/daughter relationships and coming of age stories. In My Mother Enters the Work Force, it is obvious that this person finally has to take on the responsibility of becoming an adult and caring for himself or herself. While this may not be a traditional coming of age type story it still represents a great change for an individual who has never experienced this kind of thing before. In The Bistro Styx, the darker side of the mother/daughter relationship is explored. The poems displays there comes a point when a mother can no longer protect her daughter, and in a sense, she must let her out of the nest. Dove approaches this from both sides of the issue. Demeter, the mother, is insanely worried about her daughter. Persephone is unmindful of her mother’s fear and is off having a great time partying in Paris. Although Persephone is having a great time, what she doesn’t realize is that she can never really return home. The end of the poem symbolizes the mother realizing her daughter’s sexual awakening, and with that the realization that things are out of her control. Dove delves deep into these kinds of relationships in many of her poems, not just the examples given. (afropoets. net) Through these three works examples were explored of Rita Dove’s use of home in her poetry, her use of figurative devices such as similes and metaphors, and her views and themes on children coming of age in different ways. These three elements do not fully encompass all that is Rita Dove. In fact, with a poet as diverse as she is it is hard to pick three main ideas when really they aren’t as main as you might think.  Rita Dove is a complex and fascinating individual who will continue to write her style of poetry for many years to come.

Biography of Hans Bethe

Biography of Hans Bethe German-American physicist Hans Albrecht Bethe (pronounced BAY-tah) was born on July 2, 1906. He made key contributions to the field of nuclear physics and helped to develop the hydrogen bomb and the  atomic bomb used in World War II. He died on March 6, 2005. Early Years Hans Bethe was born on July 2, 1906 in Strasbourg, Alsace-Lorraine. He was the only child of Anna and Albrecht Bethe, the latter of whom worked as a physiologist at the University of Strasbourg. As a child, Hans Bethe showed an early aptitude for mathematics and often read his fathers calculus and trigonometry books. The family moved to Frankfurt when Albrecht Bethe took a new position at the Institute of Physiology at the  University of Frankfurt am Main. Hans Bethe attended secondary school at Goethe-Gymnasium  in  Frankfurt until he contracted tuberculosis in 1916. He took some time off school to recover before graduating in 1924. Bethe went on to study at the University of Frankfurt for two years before transferring to the University of Munich  so that he could study theoretical physics under German physicist Arnold Sommerfeld. Bethe earned his PhD in 1928. He worked as an assistant professor at the University of Tubingen and later worked as a lecturer at the University of Manchester after immigrating to England in 1933. Bethe moved to the United States in 1935 and took a job as a professor at Cornell University. Marriage and Family Hans Bethe married Rose Ewald, the daughter of German physicist Paul Ewald, in 1939. They had two children, Henry and Monica, and eventually, three grandchildren. Scientific Contributions From 1942 to 1945, Hans Bethe served as the director of the theoretical division at Los Alamos where he worked on the Manhattan Project, a team effort to assemble the worlds first atomic bomb. His work was instrumental in calculating the bombs explosive yield. In 1947 Bethe contributed to the development of quantum electrodynamics by being the first scientist to explain the Lamb-shift in the hydrogen spectrum.  At the beginning of the Korean War, Bethe worked on another war-related project and helped to develop a hydrogen bomb. In 1967, Bethe was awarded a Nobel Prize in Physics for his revolutionary work in stellar nucleosynthesis. This work offered insight into the ways in which stars produce energy. Bethe also developed a theory related to inelastic collisions, which helped nuclear physicists understand the stopping power of matter for fast charged particles. Some of his other contributions include work on solid-state theory and a theory of the order and disorder in alloys. Late in life, when Bethe was in his mid-90s, he continued to contribute to research in astrophysics by publishing papers on supernovae, neutron stars,  black holes. Death Hans Bethe retired in 1976 but studied astrophysics and served as the John Wendell Anderson Emeritus Professor of Physics Emeritus at  Cornell University  until his death. He died of congestive heart failure on March 6, 2005 at his home in Ithaca, New York. He was 98 years old. Impact and Legacy Hans Bethe was the  head theoretician on the Manhattan Project  and was a key contributor to the atomic bombs that killed more than 100,000 people and wounded even more when they were dropped on Hiroshima and Nagasaki during  World War II. Bethe also helped to develop the hydrogen bomb, despite the fact that he was opposed to the development of this type of weapon. For more than 50 years, Bethe strongly advised caution in using the power of the atom. He supported  nuclear nonproliferation treaties and frequently spoke out against missile defense systems. Bethe also advocated for the use of national laboratories to develop technologies that would lower the risk of nuclear war rather than weapons that could win a nuclear war. Hans Bethes legacy lives on today. Many of the discoveries that he made in nuclear physics and astrophysics during his 70 year career have stood the test of time, and scientists are still using and building upon his work to make progress in theoretical physics and  quantum mechanics. Famous Quotes Hans Bethe was a key contributor to the atomic bomb used in World War II as well as the hydrogen bomb. He also spent a significant portion of his life advocating for nuclear disarmament. So, it is really no surprise that he was often asked about his contributions and the potential for nuclear war in the future. Here are some of his most famous quotes on the topic: When I started participating in thermonuclear work in the summer of 1950, I was hoping to prove that thermonuclear weapons could not be made. If this could have been proved convincingly, this would of course have applied to both the Russians and ourselves and would have given greater security to both sides than we can now ever achieve. It was possible to entertain such a hope until the spring of 1951, when it suddenly became clear that it was no longer tenable.If we fight a war and win it with H-bombs, what history will remember is not the ideals we were fighting for but the methods we used to accomplish them. These methods will be compared to the warfare of Genghis Khan who ruthlessly killed every last inhabitant of Persia.Today the arms race is a long-range problem. The Second World War was a short-range problem, and in the short range I think it was essential to make the atomic bomb. However, not much thought was given to the time after the bomb. At first, the work was too absorbi ng, and we wanted to get the job done. But I think that once it was made it had its own impulse - its own motion that could not be stopped. Today we are rightly in an era of disarmament and dismantlement of nuclear weapons. But in some countries nuclear weapons development still continues. Whether and when the various Nations of the World can agree to stop this is uncertain. But individual scientists can still influence this process by withholding their skills.  Accordingly, I call on all scientists in all countries to cease and desist from work creating, developing, improving and manufacturing further nuclear weapons - and, for that matter, other weapons of potential mass destruction such as chemical and biological weapons.   Hans Bethe Fast Facts Full Name:  Hans Albrecht Bethe  Occupation: PhysicistBorn: July 2, 1906 in  Strasbourg, Germany (now Strasbourg, France)Died: March 6, 2005 in Ithaca, New York, USAEducation: Goethe University Frankfurt,  Ludwig Maximilian University of MunichKey Accomplishment: Received the Nobel Prize in Physics in 1967 for his work in  stellar nucleosynthesis. Served as head theoretician on the Manhattan Project.  Spouses Name: Rose EwaldChildrens Names: Henry Bethe,  Monica Bethe Bibliography Broad, William J. â€Å"HANS BETHE CONFRONTS THE LEGACY OF HIS BOMB.†Ã‚  The New York Times, The New York Times, 11 June 1984, www.nytimes.com/1984/06/12/science/hans-bethe-confronts-the-legacy-of-his-bomb.html?pagewantedall.Broad, William J. â€Å"Hans Bethe, Prober of Sunlight and Atomic Energy, Dies at 98.†Ã‚  The New York Times, The New York Times, 8 Mar. 2005, www.nytimes.com/2005/03/08/science/hans-bethe-prober-of-sunlight-and-atomic-energy-dies-at-98.html.Gibbs, W. Wayt. â€Å"Hans Albrecht Bethe, 1906-2005.†Ã‚  Scientific American, 1 May 2005, www.scientificamerican.com/article/hans-albrecht-bethe-1906-2005/.â€Å"Hans Bethe.†Ã‚  Atomic Heritage Foundation, 2 July 1906, www.atomicheritage.org/profile/hans-bethe.â€Å"Hans Bethe - Biographical.†Ã‚  Nobelprize.org, www.nobelprize.org/nobel_prizes/physics/laureates/1967/bethe-bio.html.Irion, Robert. â€Å"A Towering Physicists Legacy Faces a Threatening Future.†Ã‚  Science, American Asso ciation for the Advancement of Science, 7 July 2006, science.sciencemag.org/content/313/5783/39.full?rss1.

Superb electric cars you should know about

Superb electric cars you should know about 5 coolest electric cars in the world No doubt, electric cars can be called the automobiles of the future. Though a lot of people only start to accept these vehicles, trying to make a step forward from petrol consuming cars. The industry develops greatly and there are a lot of descent representatives among the electric cars range, which will astonish you and will not leave you indifferent. Our nature friendly future welcomes such cars and we suggest you to reveal all design and functionality options of these progressive cars. Tesla Model X A lot of specialists consider this car the coolest for now. Tesla Model X has outstanding design; its Falcon Wing doors give it special elegancy and refinement. The interior attracts its buyers with the windshield, which is panoramic, and touch screen for functions controlling. There are three models of this car available: Model 75D, Model 90D and Model P90D. All of them have two engines and differ in battery capacity and engine power. The car can have five, six or seven seats and its price range is from 132 to 142 thousand dollars. However, Tesla Inc. already plans issue of new breakthrough model in 2019. So, let’s arm ourselves with patience and see what the company has designed for customers and whether it can surprise us. Audi R8 e-tron Cool design of this car can hardly leave someone without interest. Two electric engines, which total capacity reach more than 450 horsepower, make it possible to move with 280 kilometers per hour. Huge lithium-ion battery is located in the bottom of the car and makes it possible to have rides with the 450 kilometers without additional charging, in comparison to 215 kilometers, which could drive its predecessor. The car’s charging station requires only two hours for charging the battery. The functional capabilities and outstanding design make this car a superb model for those, who want to own an electric car. Renovo Motors Coupe Designers of the Renovo Coupe developed design of this car similar to sport car exterior of the 60-70th. The retro style, combined with the classical interior, makes this car unique and not alike others. The classical interior is distinguished by the liquid-crystal control panel and astonishes with its luxury style. Electric engine of the Renovo Coupe has the 500 horsepower capacity and enables to pick-up the speed from 0 to 100 kilometers per hour in 3-4 seconds. The maximal speed of the car equals 194 kilometers per hour, which is quite impressive, taking into account the heavy weight of the car. The approximate price of the car is about 529,000 dollars and for sure it will be available to a limited number of people, but driving this car will be a great experience for any of us. Morgan EV3 The car is made by the British constructors and represents by itself an untypical automobile. You can drive almost 240 kilometers without charging and pick up to 145 kilometers per hour. If you want to be an owner of such unusual car, be ready to spend from 40,000 to 50,000 dollars. The only thing you should bear in mind is that this automobile has no top. So there can be two options, drive this car only when the weather is fine or get adjusted to any weather conditions. Honda CR-Z prototype This electric car is distinguished from the above mentioned cars by its four engines, which together make 450 horsepower.   The car is extremely fast and is designed for sport racings. Thus, in 2015 the car won the 11th place in overall and first in the Exhibition Class at the Pike’s Peak International Hill Climb. However, the idea with four engines is great; it still requires some improvements and modifications. Presumably, Honda will deal with this question in the nearest future. Apparently, these are the coolest electric automobiles nowadays. Unfortunately, they are unavailable for ordinary people, who ride bikes to work or students, who have a lot of concerns with their academic papers and limited budget. Anyhow, follow the latest researches and constructions and you never know, maybe tomorrow you will be driving one of those cuties.

Change Managment Essay Example | Topics and Well Written Essays - 5000 words

Change Managment - Essay Example As the discussion declares  managers today face constant change and they are often exposed to various challenges. Against this background, this paper has been designed to critically analyse the extent to which the concepts of management and leadership impact on the change process in a given organization.  This paper highlights that  change is either unplanned or planned alteration in the mode of carrying out activities or the status quo. Change is about making things differently and in case of planned change, it can be seen that the change activities are goal oriented and they are intentional. Both internal and external factors can necessitate change in a particular organization. The internal factors that can influence change in an organization include human resources issues while external factors include economic, social, political as well as technological issues.   It is important for organizations to conceptualise change as the gap that exists between the current status qu o and the desired objective. In order to achieve this feat, change has to be properly planned and there are many issues that are involved in carrying out this initiative. Drawing from the case given in patch1 attached, it can be observed that managing change is a process that requires concerted efforts especially by the leaders responsible for the change process.  There are quite a number of activities that are involved in change management such as initiating change, planning, action plan as well as stabilising the change results.

Understanding Research in Social Work Essay Example | Topics and Well Written Essays - 1500 words

Understanding Research in Social Work - Essay Example 3) Quality of the article: The article met the conditions of a good research article since it had an abstract or the summary of the methods and findings, background to the study in terms of aims/objectives and justification or rationale for the study. Additionally, he article included a literature review stating what is already known about the topic and gaps in knowledge. 5) Conclusion: Manthorpe, Goodman, Harari, Swift, and Iliffe article was extensive and addressed the objectives of the study. The data reflected the situation for the target population since it entailed interviewing individual as well as groups. The sample was large and thus meaningful inferences on the target population were obtained. Manthorpe, Goodman, Harari, Swift, and Iliffe’s article Smarter Working in Social and Health  Care: Professional Perspectives on a New  Technology for Risk Appraisal  with Older People  focuses on a report by Smarter Working in Social care and Health (SWISH). The report was a feedback on how an information technology system for assessment of old people in the society can be improved. The report suggested that it would be more appropriate to use feedback information obtained from the old people themselves to develop health and social programs for them. The research involved two qualitative studies done in different regions within London that aimed at developing a method that would enable assessment of the information regarding old people to determine those who were at risk. Additionally, the study intended to investigate the applicability of such a method in enriching public sector information and empower the local communities report cases of old people at risk. This p aper is a qualitative analysis of Smarter Working in Social and Health Care: Professional Perspectives on a New  Technology for Risk Appraisal  with Older People. The paper will critically discuss

Hamilton county judges Essay Example for Free

Hamilton county judges Essay Hamilton County judges try thousands of cases per year. In an overwhelming majority of the cases disposed, the verdict stands as rendered. However, some cases are appealed, and of those appealed, some of the cases ae reversed. Kristen DelGuzzi of The Cincinnati Enquirer conducted a study of case handled by Hamilton County judges over the years 1994 through 1996 (The Cincinnati Enquirer, January 11, 1998). Shown in Judge.xls are the results for 182,908 cases handled (disposed) by 38 judges in Common Pleas Court, Domestic Relation Court, and Municipal Court. Two of the judges (Dinkelacker and Hogan) did not serve in the same court for the entire three-year period. The purpose of the newspape’s study was to evaluate the performance of the judges. Appeals are often the result of mistakes made by judges, and the newspaper wanted to know which judges were doing a good job and which were making too many mistakes. You are called in to assis in the data analysis. Use your knowledge of probability and conditional probability to help with the ranking of the judges. You also may be able to analyze the likelihood of appeal and reversal for cases handled by different courts. Managerial Report Prepare a report with your rankings of the judges. Also, include an analysis of the likelihood of appeal and case reversal in the three courts. At a minimum, your report should incluse the following: a. The probability of cases being appealed and reversed in the thee different courts. b. The probability of a case being appealed for each judge. c. The probability of a case being reversed for each judge. d. The probability of reversal given an appeal for each judge. e. Rank the judges within each court. State the criteria you used and provide a rational for your choice.

The Roles of WWI and WWII in International Politics Essay -- History W

Throughout the field of international politics, many things forward the change of thinking and many cause futile argument and heated debate amongst international relations theorists and politicians alike, but none do this more than the subject of war. War has long been on the minds of the greatest thinkers the world has known, from Aristotle’s â€Å"A Treatise on Government† (322BC) through, Machiavelli, Da Vinci to more recent thinkers and philosophers of our time. Theories have clashed violently over the subject and no other wars have had such a significant impact as World War I or World War II. They have become staple points for debate, and the basis’ of theories themselves, not just for war, but for the eventualities of other world-changing factors. The question of which war has had more impact on thinking about International Politics has puzzled intellectuals since the Second World War commenced. Not like many would think, at the end of World War II, simply the advent and prospect of another ‘Great War’’ immediately changed opinion. Realists sat smugly back as Liberal Internationalists ideals were thrown out. The questions began. How has the start of this war altered our previous ideals? How will it change world opinion? How on earth are we going to win another war? And the questions never stop, to this day, we evidently are still discussing the outcomes and impact of each World War, and of their collective impact. Unlike many of the great debates throughout International Politics, there is no ‘general consensus’ to subscribe to on this subject of thought. You may still freely choose World War II or shown here, World War I, and find plentiful evidence to shape and back up your theory, that â€Å"The Great War† had a greater impac... ...ations Theory. Routledge Goldmann K., 1994 Logic Of Internationalism - Coercion and accommodation. Routledge Gray C. S., 2007. WAR, PEACE AND INTERNATIONAL RELATIONS. An Introduction to Strategic History. Routledge Griffiths M. 1992. Realism, Idealism and International Politics - A reinterpretation. Routledge Morgenthau H., 1948. Politics Among Nations. New York, Knopf Nye S. J. Jr. and Keohane O. R., 1971. Transnational Relations and World Politics. Harvard University Press Rengger N. J., 2000. International Relations, Political Theory and the Problem of Order. Routledge Sheffield, G., 2001. Forgotten Victory: The First World War - Myths and Realities. Headline Review Wendt A., 1999. Social Theory of International Politics. Camebridge University Press Waltz K., 198.1 The Spread of Nuclear Weapons: More May Better. Adelphi Papers, Number 171 The Roles of WWI and WWII in International Politics Essay -- History W Throughout the field of international politics, many things forward the change of thinking and many cause futile argument and heated debate amongst international relations theorists and politicians alike, but none do this more than the subject of war. War has long been on the minds of the greatest thinkers the world has known, from Aristotle’s â€Å"A Treatise on Government† (322BC) through, Machiavelli, Da Vinci to more recent thinkers and philosophers of our time. Theories have clashed violently over the subject and no other wars have had such a significant impact as World War I or World War II. They have become staple points for debate, and the basis’ of theories themselves, not just for war, but for the eventualities of other world-changing factors. The question of which war has had more impact on thinking about International Politics has puzzled intellectuals since the Second World War commenced. Not like many would think, at the end of World War II, simply the advent and prospect of another ‘Great War’’ immediately changed opinion. Realists sat smugly back as Liberal Internationalists ideals were thrown out. The questions began. How has the start of this war altered our previous ideals? How will it change world opinion? How on earth are we going to win another war? And the questions never stop, to this day, we evidently are still discussing the outcomes and impact of each World War, and of their collective impact. Unlike many of the great debates throughout International Politics, there is no ‘general consensus’ to subscribe to on this subject of thought. You may still freely choose World War II or shown here, World War I, and find plentiful evidence to shape and back up your theory, that â€Å"The Great War† had a greater impac... ...ations Theory. Routledge Goldmann K., 1994 Logic Of Internationalism - Coercion and accommodation. Routledge Gray C. S., 2007. WAR, PEACE AND INTERNATIONAL RELATIONS. An Introduction to Strategic History. Routledge Griffiths M. 1992. Realism, Idealism and International Politics - A reinterpretation. Routledge Morgenthau H., 1948. Politics Among Nations. New York, Knopf Nye S. J. Jr. and Keohane O. R., 1971. Transnational Relations and World Politics. Harvard University Press Rengger N. J., 2000. International Relations, Political Theory and the Problem of Order. Routledge Sheffield, G., 2001. Forgotten Victory: The First World War - Myths and Realities. Headline Review Wendt A., 1999. Social Theory of International Politics. Camebridge University Press Waltz K., 198.1 The Spread of Nuclear Weapons: More May Better. Adelphi Papers, Number 171

Describe the cognitive processes required when preparing for examinations

Introduction The aim of the present paper was to investigate and discuss the cognitive processes involved in the preparation for exams. The paper covers the background of cognitive psychology, discussing the separate faculties of cognitive processing. It then goes on to discuss the specific faculties of attention and memory, as these were two fundamental mechanisms included in the literature when taking into account the learning and memorisation of information. Discussion about the cognitive processes involved in attention and memory is incorporated in to the paper, and suggestions on how students can use cognitive techniques to enhance the performance of these cognitive processes whilst preparing for exams are subsumed. The paper concludes with the suggestion that the working memory model as proposed by Baddeley & Hitch (1974) is the main cognitive process involved in exam preparation. The term â€Å"cognition† is derived from the Latin word â€Å"cognoscere† which when translated in to the English language, denotes the meaning â€Å"to know†. Hence, cognitive psychology is concerned with the scientific study of human cognition. Processes such as perception, learning, judgement, decision making and memory are some of the mechanisms that constitute as cognitive ability. The fundamental aim of researchers in the field of cognitive psychology is to establish how individuals acquire and apply knowledge and information to and from their environments (Lu & Dosher, 2007). Knowledge through perception is attained by way of the five senses where different aspects of the information such as form and motion represent various different features of the stimuli (Livingstone & Hubel, 1988; Ungerleider & Mishkin, 1982; Julesz, 1971). The purpose of learning is to improve the response of the individual to their environment (Kandel, 1976; Estes, 1969). Thus, thr oughout the psychological literature on cognitive processing, emphasis has been based on the effect of prior experience and procedural knowledge on an individual’s performance (Roediger, 1990). The attention function of the cognitive process manages information so that the mind operates efficiently without becoming overloaded. This is done through selective processing, whereby certain pieces of information are elected for processing. Additionally, the attention faculty may also manage the intake of simultaneous pieces of information by dividing and distributing the resources applied to them (Broadbent, 1957; Posner, 1980; Treisman, 1969). The judgement and decision making faculty of cognitive processing is required for the individual to effectively perform a voluntary behaviour. The choice that the individual makes may be driven by implicit or explicit judgement and selection, implicating that the individual may have a conscious or unconscious cause for their decision (von Ne umann & Morgenstern 1944; Luce, 1959). Yet, the most developed aspect of cognitive psychology and the study of cognitive processes is the faculty of memory. Memory studies place considerable emphasis on investigating the methods in which memories are acquired, stored and retrieved. Research provides indication that the capacity of memory is divided to perform separate duties such as retaining information about the environment, procedures, skills and running the working memory mechanism (Cowan, 1995; Dosher, 1999). The essay at hand endeavours to discuss which cognitive processes are employed during preparation for an exam, with specific references to the attention and memory functions of the brain, as these are the two functions that go hand in hand when retaining and recalling information (Cherry, 2014). The aptitude to process information selectively through attention, and retain information in a way in which is accessible through the working memory are two imperative aspects of c ognitive capacity. While evidence indicates that attention plays little role in the maintenance of information encoded in the memory (Fougnie, 2008), it has been suggested that there are strong links between the working memory and attention faculties of the cognitive mind during the encoding and manipulation process of knowledge acquisition (Cherry 2014; Fougnie, 2008). Theoretical models of the working memory commonly describe a role for attention. However, between these different models, the exact role for attention has not been agreed on and remains vaguely unclear, thus debates about which processing stage that attentional selection occurs (Fougnie, 2008). The most widely accepted model of memory is the Working Memory Model proposed by Baddeley and Hitch in 1974. In this model, attention is the mediator between sensory memory and the central executive, where sub functions such as the phonological store and the visuospatial sketch pad, two short term memory stores, hold short ter m auditory and visual information respectively. These are known as the ‘slave systems’ and provide evidence as to how humans are able to multitask. According to the working memory model, the information from these slave systems are then transferred back to the central executive whereby they are encoded in the long-term memory (Fougnie, 2008). These findings provide an outline to which cognitive processes occur during exam preparation, where students attempt to retain information that they will later on retrieve. Yet, further research suggests that learning and retaining information for exams may be a more complex procedure than those outlined by memory models (Hill, 2009). Ebbinghaus (1885) investigated the method in which the retention and forgetting of information occur. The establishment of the forgetting curve provided insight into how memories dissipate over a period of time (Groome, Brace, Dewart, Edgar, Edgar, Esgate, Kemp, Pike & Stafford, 2006). Similarly, Bart lett’s Story Recall experiment (1932) lent insight to the notion that information is required to hold semantic value in order to be remembered (Groome, et al., 2006). Thus, according to Hill (2009), the most effective ways for students to memorise information for their exams is through repetition, elaboration and organisation. To further elaborate on the suggestions of Ebbinghaus (1885), Bartlett (1932) and Hill (2009), researchers proposed several studies in sustenance. Ebbinghaus (1885) further stated that in order to avoid forgetting and enhance memory, repetition was significantly valuable. Making use of the ‘mind’s voice’, the phonological loop, the cycle of learning and accurately recalling strengthens the memory, thus making exam preparation easier as less time will be required to re-learn the material, hence why revising for exams more than once improves recall (Hill, 2009). Moreover, in favour of Bartlett (1932), it has been found that information possessing semantic value is recalled more efficiently (Craik & Tulving, 1975; Ley, 1978). It may be hypothesised that the explanation of is deduced to the attention function of the working memory selecting meaningful information in order to enhance the individual’s performance based on prior learning and experience. Based on these findings, mnemonics may be suggested as an effective revision tool, since associating information with vivid visual imagery and words has proven enhanced recall (Bower, 1972). Furthermore, presenting information in a structured manner in which meaning is conveyed has been found to facilitate recall (Hill, 2009). By grouping or ordering materials in an organised manner, the individual will take advantage of the mind’s existing method of representing information semantically, thus making the information easier to encode and retrieve through memory. For example, Ley et al (1978) found that presenting medical information to patients in an organ ised and structured way improved their recall up to 25%. Thus, it is suggested that students adequately organise their learning materials in a semantic manner in order to prepare for their exams in the most resourceful way. Although the literature has provided rich evidence to support the notion that the memory and attention faculties play a major role in exam preparation, there are also relevant limitations in need of addressing. The working memory model has been criticised as being invalid, as when new studies propose findings that do not fit with the current working memory model, the working memory model is modified in order to accommodate the new findings. This makes it difficult to falsify the model or replace it with a new one, and indicates that any research findings based on the working memory model are void (Neath & Nairne , 1995). Moreover, the findings of Ebbinghaus (1885) have been questioned, as the subject of his study was himself. Without any objective findings, resea rchers believe the results of the forgetting curve to be unreliable (Hill, 2009). Despite these criticisms, later research based on both the working memory model and the forgetting curve has successfully uncovered new findings on the cognitive processes involved in memory (Groome, et al., 2006). In conclusion, the findings in the literature have lent ample support to the notion that exam preparation heavily relies on the cognitive processes of attention and memory. The literature has indicated that these two faculties work conjointly in order to achieve long-term memory. Studies on the Working Memory Model have identified the specific roles of the two cognitive processes, and the literature has provided further support on how the working memory model is vital in exam revision through detailed descriptions of these functions. Studies on memory retention and forgetting have implicated that repetition, elaboration and organisation are the key skills that an individual needs to employ whist preparing for exams in order to maintain an optimal memory capacity for the revised information. Regardless of the limitations associated with the research done on memory, the working memory model still stands as a strong representative for the cognitive process involved in exam preparation. References Baddeley, A.D. & Hitch, G.J. (1974). Working memory, in G.H. Bower (Ed.), The Psychology of Learning and Motivation: Advances in Research and Theory. Vol. VIII. 47-90, New York: Academic Press. Bartlett, F.C. (1932). Remembering. Cambridge: Cambridge University Press. Bower, G.H. (1972). Mental imagery and associative learning. In L. Gregg (Ed.), Cognition in Learning and Memory, 51-88. Broadbent, D. E. (1957) A mechanical model for human attention and immediate memory. Psychological Review, 64. 205-215. Cherry, K. (2014). Top 10 Memory Improvement Tips. Retrieved from: http://psychology.about.com/od/cognitivepsychology/tp/memory_tips.htm Accessed: 12/03/14 Craik, F.I.M. & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology, General, 104. 268-294. Cowan, N. (1995) Attention and memory: an integrated framework. New York: Oxford University Press. Dosher, B.A. (1999) Item interference and time delays in working memory: Immediate serial recall. International Journal of Psychology Special Issue: Short term/working memory, 34. 276-284. Ebbinghaus, H. (1885). Uber das Gedachtnis. Untersuchungen zur experimentellen Psychologie. Leipzig: Dunker & Humbolt. Estes, W. K. (1969) Reinforcement in human learning. In J. Tapp (Ed.), Reinforcement and behavior. New York: Academic Press. Fougnie, D. (2008). The Relationship Between Attention and Working Memory. New Research on Short Term Memory. 1-45. Groome, D., Brace, N., Dewart, H., Edgar, G., Edgar, H., Esgate, A., Kemp, R., Pike, G. & Stafford, D. (2006). An introduction to cognitive psychology. Processes and disorders. Second Edition. East Sussex: Psychology Press. Hill, G. (2009). AS & A Level Psychology Through Diagrams: Oxford Revision Guides. Oxford: Oxford University Press. Julesz, B. (1971). Foundations of cyclopean perception. Chicago: University of Chicago Press. Kandel, E. R. (1976) Cellular basis of behavior: An introduction to behavioural neurobiology. San Francisco: W. H. Freeman. Livingstone, M.S. and Hubel, D.H. (1988) Segregation of form, colour, movement and depth: Anatomy, physiology and perception. Science, 240. 740–749. Ley, P. (1978) Memory for medical information. In Gruneberg, M.M., Morris, P.E. & Sykes, R.N. (eds) Practical Aspects of Memory. London: Academic Press. Lu, Z.L. & Dosher, B.A. (2007). Cognitive Psychology. Scholarpedia.2(8), 2769. Luce, D. R. (1959) Individual choice behavior; a theoretical analysis. New York: Wiley. Neath, I. & Nairne, J.S. (1995). Word length effects in immediate memory: Overwriting the trace decay theory. Psychonomic Bulletin and Review, 2, 429-441. Posner, M.I. (1980). Orienting of attention. Quarterly Journal of Experimental Psychology, 32, 3-25. Roediger III, H. L. (2002) Processing approaches to cognition: The impetus from the levels-of-processing framework. Memory, 10. 319-332. Treisman, A. M. (1969) Strategies and models of selective attention. Psychological Review, 76. 282-299. Ungerleider, L.G. & Mishkin, M. (1982) In D.J. Ingle, M.A. Goodale, & R.J.W. Mansfield (Eds.). Analysis of visual behavior. Cambridge, MA: MIT Press. von Neumann, J. & Morgenstern, O. (1944). Theory of Games and Economic Behavior, Princeton, NJ: Princeton Univ. Press.

Acquiring the Human Language-Playing the Language Game

1.What arguments in support of language as an innate ability are brought up in the film? This video is about a great mystery; how do children acquire language without seeming to learn it and how do they do so many things with so little life experience. 2.Explain the ambiguity of the question asked by Jill de Villiers to both children and graduate students: â€Å"When did the boy say he hurt himself?† Why is this question ambiguous and why is it interesting to note that this question is ambiguous? Question was â€Å"When did the boy say he hurt himself?† and there are 2 answers to this question. If focus on When said, the answer is â€Å"in the bathtub.† However when it focus on When fallen, the answer is â€Å"climbing the tree† And it is very interesting because they found that children will give only 1 answer when given unambiguous sentence â€Å"When did the boy say HOW he hurt himself†, â€Å"in the bathtub.† By this experiment, we can conclude that a child must have some kind of knowledge of syntactic structure because nobody had ever taught the child about this. 3.List some of the fundamental questions regarding language learning/language acquisition that are discussed in the film and explain how are linguists trying to answer these questions. (What questions do linguists ask and what kind of evidence do they look for to answer them?) The original theory on how languages are learned was it is learned by imitation. However, linguists found that child not only imitate adult but produces brand-new sentences. And the fundamental questions were raised, if we don’t learn by imitation, how do we learn? So linguists try to prove that acquiring language is different from learning other things by some experiments. 4.Mention some of the evidence in the film presented as evidence AGAINST the imitation theory of language learning. Child can produce brand-new sentence and they make errors. They can understand quite complex sentence in early age. 5.The film (Chomsky) claim that acquiring language is different from kinds of learning. What does he mean? It means we seem to learn language with different say from leaning other difficult things such as playing the trumpet and riding bicycle. It is not learned by practice, or by imitation. 6.What proof is there that analogy is not the explanation for first language learning? With the sentence â€Å"I painted the red barn†, we can substitute color word, and it is acceptable. If we switch the last two words, it is still acceptable. So by analogy, child will extend this to other verb â€Å"see† and create new sentence. â€Å"I saw a read barn.† And a concept of analogy doesn’t work for switching last two words, since I saw a bard red is broken sentence. And also, with sentence â€Å"Taro ate† it means he ate something but this something is not his shoes or hat. Another proof that analogy is not the explanation of first language learning is the verb â€Å"grow† can mean differently in the sentence such as â€Å"John grows tomatoes† and â€Å"John grows.† Analogy is wildly broken and cannot explain first language learning. 7.Observe the details of the experiment with the 16-month old babies who are shown Cookie Monster and Big Bird. Explain the experiment’s design, including the question posed by the researchers and the conclusions they reach regarding children’s acquisition of syntax based on the results of this study. The experiment design is showing two films simultaneously to babies. And asks to find the same scene with the explanation, Cookie monster washing Big Bird and Big Bird feeding Cookie Monster. The questions behind the study was will the child look more at the screen that matches the language that they are hearing. And the result surprisingly show that they understand the order of the information. 8.An extended section of the film discusses how children learn new words. Explain the point(s) illustrated by the following examples: -The child who calls his own dog â€Å"Nunu†, then applies the word Nunu to several other things (another dog, cow, slippers, salad) : Overgeneralization – â€Å"The Gavagai Problem† (the big rabbit on a billboard) : Assumption – Child labeling an item a flimmick, a closed flimmick and a spud : Child expects object labels to refer to the whole object – Children discussing the meaning of the word â€Å"alive† and the one child deciding that a car must be â€Å"alive† A child picks out a category that is relevantly alike 9. The film moves to Papua New Guinea (home of 750 languages spoken by 3,000,000 people) and discusses language universals and then Universal Grammar. -What aspects of language are candidates for language universals? Subject, Object, Verb – What are examples are presented in the film as evidence of Universal Grammar? There are certain kinds of mistake that children never seem to make. (ex. What did you eat your egg and?) 10. Explain what Chomsky means when he says that â€Å"all children are pre-programmed in advance of experience; they know fixed, invariant structural principles of language†. Capacity to learn language is deeply engraved in the mind and children are not taught language, they just do it.

Memo regarding the current salary of the CEO

Memo regarding the current salary of the CEO The main issue presented within the memo involves the current salary of the present CEO (James) and whether it is in line with standard salaries for CEOs within companies of the same size and within the same market as PDQ.Advertising We will write a custom essay sample on Memo regarding the current salary of the CEO specifically for you for only $16.05 $11/page Learn More The author of the memo contends that based on the performance of the company, the current average salary rate for CEOs within the industry which is $300,000 and the supposed fact that workers at the company dislike James that replacing the current CEO is a matter of great urgency given that his lackluster performance and high salary are detrimental towards the growth and performance of the company. Reasons given The CEO’s salary is too high During his tenure the company has experience significant drops in performance Workers at the company supposedly do not like him He is rich, thus he would not feel the need to work hard He has a low level of performance In order to make the company better a new CEO would be needed Ambiguous Phrases There are several ambiguous phrases that piqued my interest within the memo. The first emphasized the current wealth of the CEO as detrimental towards his performance. The second emphasized on the need to replace him despite the lack of sufficient evidence and third involved an argument involving incentivized performance and compensation which was highly ambiguous given that various studies state otherwise. Descriptive Assumptions The memo explains that it is usually the case that the average salary for a CEO within a company of PDQs size is $300,000 and that due to the financial crisis most companies have actually frozen or cut back on CEO salaries due to lower profits. While this particular aspect of the memo is valid, the memo takes a strange turn stating that James must be fired on the basis of his supposedly lackluster perfo rmance (which the memo does not present sufficient evidence on), the fact that he is wealthy and would supposedly not work for the best interests of the company (similarly has no basis), the fact that the workers at the company supposedly dislike him (has not been confirmed with verifiable facts from the union) and on the fact that he has a high salary which is not commensurate with industry standards (considering the fact that it was based on a contract it should not be an issue). Fallacies in Reasoning While the memo was quite extensive in its use of a variety of statistics in order to properly frame its arguments, it made several assumptions that lacked sufficient evidence to actually prove to be accurate. First off, towards the end of the memo the author makes the following assumption regarding salaries and compensation: everyone in the Human Resources field knows that â€Å"pay for performance† is the most effective compensation method. The creation of this particular st atement is versed in such a way so as to connote a certain degree of factual appropriateness to what was stated. This means that it was created to make people assume that pay for performance is the most effective method by stating that it was a well known practice within the field of human resources.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In reality studies such as those by Goh Gupta (2010) have shown that pay for performance is actually one of the least effective methods of compensation (Goh Gupta, 2010). This finding has been backed up by several other studies and shows that the author of the memo was presenting an assumption as a fact. Examining the Evidence The author of the memo connects the failing performance of the company with the supposedly lackluster performance of the CEO. This particular argument in light of the circumstance is rather strange given the fact that the drop in company performance coincides with the 2008 financial crisis which resulted in considerable performance drops for nearly all corporations within the U.S. The memo fails to show any solid proof of corporate mismanagement by the CEO and merely presents an assumption based on data which has been proven to be outside of the control of the CEO. Not only that, it was stated early on that the increase in the CEOs salary was based on a pre-negotiated contract which should void any arguments regarding subsequent salary increases. While there was sufficient evidence to justify the lowering of the CEOs salary given the financial crisis, there is insufficient evidence to justify firing him. Based on an evaluation of the presented evidence, it can be seen that it is severely lacking in terms of actually showing that the current CEO of the company should be fired and is indicative of a lack of sufficient foresight and research into the performance of the CEO and largely consists of pure speculation and assumptions. Rival Causes The memo in certain sections elaborates on the need to replace the CEO with someone that is more hardworking and willing to do what is necessary. This creates the idea that the present CEO is not hardworking and is in fact lazy. This is rather ambiguous given the fact that the author of the memo fails to show any solid evidence regarding this particular fact and is evidence of a certain dislike by the author for the CEO given that he continually emphasizes firing James. Deceptive Statistics The statistics are definitely deceptive since the CEO had pre-negotiated salary increases that were not dependent on company performance. Not only that, the drop in company performance was not due to mismanagement but was a direct result of the financial crisis. The CEO should actually be commended for ensuring that the companys performance loss was kept to a minimum. Information that has been omitted The most obvious information that has been om itted is whether or not the CEO has been doing a good job despite the adverse circumstances that the company finds itself in as a result of the financial crisis.Advertising We will write a custom essay sample on Memo regarding the current salary of the CEO specifically for you for only $16.05 $11/page Learn More There is no information whatsoever indicating factors relevant to what initiatives he has successfully employed, what cost savings measures were carried out during his tenure, how has he helped to reduce the losses of the company and how has he responded to the adverse market situation. All of this information is relevant given the arguments being presented by the author but it is in fact missing which creates a certain degree of ambiguity regarding the fairness of the way in which the CEO is being portrayed. Reasonable Conclusion that can be Derived Based on the way in which the memo was created which emphasized on the supposedly lackluster perform ance of the CEO without sufficient evidence and the way in which the arguments were formulated to emphasize several negative qualities about the CEO and the need to fire him despite the fact that this was not the original intent of memo shows that the Senior HR manager has negative feelings about James and is actively attempting to have him removed despite the insufficient evidence proving the CEO’s inadequacy. Reference List Goh, L., Gupta, A. (2010). Executive Compensation, Compensation Consultants, and Shopping for Opinion: Evidence from the United Kingdom. Journal Of  Accounting, Auditing Finance, 25(4), 607-643.

The Power of Pythons String Templates

The Power of Pythons String Templates Python is an interpreted, object-oriented, high-level programming language. It is easy to learn because its syntax emphasizes readability, which reduces the expense of program maintenance. Many programmers love working with Python because- without the compilation step- testing and debugging go quickly.​ Python Web Templating Templating, especially web templating, represents data in forms usually intended to be readable by  a viewer. The simplest form of a templating engine substitutes values into the template to produce the output.   Aside from the string constants and the deprecated string functions, which moved to string methods, Pythons string module also includes string templates. The template itself is a class that receives a string as its argument. The object instantiated from that class is called a template string object. Template strings were first introduced in Python 2.4. Where string formatting operators used the percentage sign for substitutions, the template object uses dollar signs. $$ is an escape sequence; it is replaced with a single $.$identifier names a substitution placeholder matching a mapping key of identifier. By default, identifier must spell a Python identifier. The first non-identifier character after the $ character terminates this placeholder specification.${identifier} is equivalent to $identifier. It is required when valid identifier characters follow the placeholder but are not part of the placeholder, such as ${noun}ification. Outside of these uses of the dollar sign, any appearance of $ causes a ValueError to be raised. The methods available through template strings are as follows: Class string. Template(template): The constructor takes a single argument, which is the template string.Substitute(mapping, **keywords): Method that substitutes the string values (mapping) for the template string values. Mapping is a dictionary-like object, and its values may be accessed as a dictionary. If the keywords argument is used, it represents placeholders. Where both mapping and keywords are used, the latter takes precedence. If a placeholder is missing from mapping or keywords, a KeyError is thrown.Safe_substitute(mapping, **keywords): Functions similarly to substitute(). However, if a placeholder is missing from mapping or keywords, the original placeholder is used by default, thus avoiding the KeyError. Also, any occurrence of $ returns a dollar sign. Template objects also have one publicly available attribute: Template is the object passed to the constructors template argument. While read-only access is not enforced, it is best not to change this attribute in your program. The sample shell session below serves to illustrate template string objects. from string import Template s Template($when, $who $action $what.) s.substitute(whenIn the summer, whoJohn, actiondrinks, whaticed tea) In the summer, John drinks iced tea. s.substitute(whenAt night, whoJean, actioneats, whatpopcorn) At night, Jean eats popcorn. s.template $when, $who $action $what. d dict(whenin the summer) Template($who $action $what $when).safe_substitute(d) $who $action $what in the summer

1.Its not just about the fuel - The challenges of sustainability Essay

1.Its not just about the fuel - The challenges of sustainability facing the car industry - Essay Example Governments are offering incentives in order to propagate sustainability goals. However, there has been a shift towards outsourcing manufacturing to developing economies from developed ones. This implies that competition is rife in the automobile industry. Additionally, this model stretches the supply chain across geographies, thus increasing greenhouse gas emissions in production. Sustainability goals may be perceived negatively by auto investors, who may think of them as additional expenditures. Engineering skills are dwindling in the developed world with several innovation decisions being made in outsourcing nations; regrettably, most are not committed to sustainability. Tax regimes and complex human resource systems may be a force to reckon with in the sustainability agenda. Small and medium enterprises are also involved in the supply chain, especially those which provide small automotive parts. Some of them find it difficult to access finance for their work. Incentives for research and development especially with regard to collaboration with other parties may be difficult. Certain governments have led the way in supporting automobile manufacturers and consumers in making sustainable car choices. Consumers are also learning about their role in enhancing intelligent mobility, as environmental concerns do not just end at manufacturing. Several manufacturers are now prioritising environmental issues in production. A number of them want to improve their internal combustion engines. This ensures that waste recovery takes place in production. Additionally, they facilitate the integration of electric machines and combustion engines, thus minimising utility. Environmental issues have also led to innovation in enhancing the energy storage of automobiles and the material production of those items. Lightweight manufacture of products is becoming a key manufacturing goal. However, the