Thursday, September 3, 2020

Global Warming. What Are the Human Behaviors which Hasten Global Essay

An Earth-wide temperature boost. What Are the Human Behaviors which Hasten Global Warming - Essay Example Uncovering the earth’s assets, for example, coal, gas and oil likewise drives consuming of non-renewable energy sources which again discharge one the of ozone depleting substances CO. Cutting backwoods and prairies and changing over them into a living spot and use it for cultivating implies letting the put away measures of carbon enter the environment. This is on the grounds that those plants stores carbon and chopping down methods discharging increasingly more carbon. This is known as deforestation. Methane is another hurtful green house gas which is multiple times more impressive than carbon. Methane is fundamentally is discovered submerged particularly when uncovering petroleum derivatives, landfill and spillage of flammable gas. Additionally, methane is found in the digestive organs of herbivorous creatures in this way, increasingly live stock methods more fertilizer and more excrement prompts arrival of methane. It is likewise utilized as the compost in trimming. Another wellspring of methane is gas devouring vehicle which are getting more being used nowadays. Populace is another reason for an Earth-wide temperature boost which implies more individuals requires more food and utilization of more transportation. Vehicles consumes petroleum derivative by expending oil where as to give food to such a huge populace agribusiness is an unquestionable requirement. In twentieth century ranchers began utilizing progressively substance manures and machines. These compound composts are the reason for the improvement of nitrogen.... (Manoj Kumar, A Cooler Climate) Crake’s choice: Crake’s goals behind making the primates are directly as the world truly is by all accounts ecologically crushed and enterprise controlled in future. The researchers will continue investigating human without checking it and straightforwardly use for hereditary treatment which is turning into a danger to the endurance of mankind. As per Crake they simply need to acquire benefits and enthusiasm without giving an idea to the results which will happen to those people. These days, in world such is going on. Atomic weapons are so destroying and bio-items are so hazardous for the endurance of people. Innovation then again is created for the simplicity of human however it is utilized as an apparatus to procure benefits. This world comprises of such a large number of issues like contamination, a dangerous atmospheric devation, numerous pandemic sicknesses, and war like circumstance, financial issues. Crake made primates so as to ma ke this world serene and condition cordial animal that cherishes nature and doesn't hurt one another and there are no such fiascoes. ( Bouson, Bloom, Lin) The way of life of viciousness and erotic entertainment is likewise alarming the world and it is a direct result of the abuse of web. Obscene destinations are turning out to be economically and effectively accessible wherever on the web. Additionally, destinations which shows live inclusion self destruction and gives simple access to pornography locales advances exploitative and moral less individuals. Games on PC are profoundly turning into the wellspring of mass obliterations for the juvenile and youngsters. They appreciate playing such games which in a roundabout way showing them viciousness and taking care of in their brain that how to prevail upon anything by executing or annihilating everything. Except if, they win and exceeds expectations in it, they continue playing with high focuses.

Saturday, August 22, 2020

Keeping History Alive

He accepts that nobody thinks about this spot was at one time the best human advancement between the sweets of Mexico and the North America Attic, nor do they appear to understand that it was America's first city since they fabricated an interstate right tossed the center of it cool as a cucumber. Glen is obviously vexed that Iacocca, being an incredible accomplishment by the Indians, doesn't have the notoriety and regard that Macho Fichu does today. Hodges gives numerous guides to back up his supposition. He discusses the principal individual to compose a point by point account ofCassia's hills, Henry Bracketing. Optional source Henry composed that he was flabbergasted at the size of the hills. He did anyway gripe that his disclosure was generally disregarded when placed in the paper to his companion, previous President Thomas Jefferson. Americans as of now couldn't have cared less about the Indians and there history. Andrew Jackson's Indian Removal Act of 1830 early communicated th at. He additionally discussed Dwight Howard setting up his parkway program. This permitted the thruways to be fabricated right In the center of the mounds.Many classicist have cleaned the territory encompassing Iacocca and Iacocca and have discovered extraordinary things, essential sources/ancient rarities for instance they discovered homes, and human penance locales. Every one of these things simply show that it was an incredible turn of events and human advancement. Hodges likewise talks about his own encounters with Iacocca. At the point when he drives to SST. Louis, he attempts to discover something that shows proof of how incredible of a spot it used to be and to check whether there was a remembrance site of the large hill there. He says that he was stunned to see that the specific spot were the large hill was found was the specific spot were the ewe East SST.Louis connect would have been built. He was astonished this was occurring and when we made an inquiry or two about it he discovered that when archeologists unearthed the parcel they didn't discover a hint of Big Mound, just the processing plants that were worked to have its spot in the nineteenth century. In the wake of scanning for some time, Hodges found an extremely little, poor looking cobblestone dedication an a large portion of a square down Broadway from Mound Street, with a missing plaque and grass developing between the stones. At the point when Glen was there, there was a man showering weed executioner, at the same time, e wasn't from the city.Just someone else who hates to his history go down the channel. Subsequent to perusing this article, I currently totally concur with Glen Hodges. I should concede that I was one of the individuals who had never known about this spot, and it stunned me that it was in SST. Louis, a spot that I have been commonly. I don't think Its correct that the administration is permitting America to construct thruways and organizations on such a holsters milestone. I loathe that America Is doing nothing to Iacocca much progressively then they are at the present time.

Friday, August 21, 2020

When To Use Time Sensitive Salutations [Etiquette Mistakes]

When To Use Time Sensitive Salutations [Etiquette Mistakes] Two members in our Effective Business Writing courserecentlyquestioned why utilizing â€Å"Good Evening† was not best practice for an email greeting. We generally need to connect with our peruser, and shape any archive, including email, from our reader’s point of view, not our viewpoint. With email, when the beneficiary is probably going to peruse the email is more important than when we send it. Great Evening Email Etiquette For instance, on the off chance that you work in London and send an email off at 9:00 P.M. to a partner or client in Los Angeles, the beneficiary would get it 1:00 P.M. Los Angeles time. On the off chance that the principal words your beneficiary peruses are â€Å"Good Evening† while the person sees the sun sparkling and is halfway through the work day, it encourages peruser separate. On the off chance that you don't have a clue when your peruser is going to peruse your email message, pick a period impartial welcome: Dear, Hello, Hi †picking whichever best matches the relationship and reason for your email. (More on appropriatebusiness email salutions.) Utilizing the welcome â€Å"Good Morning† can be especially warm and drawing in, in the event that you are sure your peruser will get your message toward the beginning of the day. For instance, you have a telephone discussion with your peruser toward the beginning of the day (peruser time zone), and guarantee to email a report directly after you finish up the call. For this situation, â€Å"Good Morning† is an extraordinary welcome since it upgrades the association since it is prompt and warm and peruser centered. This equivalent perspective ought to apply to depiction of your exercises. My companion, situated in Seattle, as of late shared that she was quickly concerned when her associate, situated in Glasgow, sent an email to her that started â€Å"I’m appreciating a solitary malt and perusing your proposal†¦Ã¢â‚¬  It was 6:00 P.M. in Glasgow, so a solitary malt was merited and all together, yet it was a touch of jostling from the start read for my companion in Seattle, who was tasting morning espresso at 10:00 A.M. Obviously, any peruser will comprehend with brief reflection, yet we don’t need to require reflection or addressing. We need to connect with our perusers immediately. Peruser centered composing necessitates that we keep substance, association and tone on our peruser, not on our own considerations. Goodbye Use â€Å"Good Morning† and â€Å"Good Night† with care †they are drawing in when you realize your peruser will peruse them at the opportune time, yet will wedge an insinuation of absence of mindfulness for your peruser on the off chance that you miss the time mark. Ace Business Email in ThisEmail Course

Tuesday, June 9, 2020

International Business Entry Modes Used By Huawei - 1100 Words

International Business: Entry Modes Used By Huawei (Essay Sample) Content: INTERTIONAL BUSINESSNameCourseProfessorUniversityStateDateThere are different diverse market entry modes that a firm can opt for while penetrating the international market. The choice of entry method is determined by the nature of the industry, institutional views, and the resource availability (Terpstra, 2012). It is also affected by the level of development in the host country regarding technological advancement and the political stability as well as good will. Huawei is a multinational company dealing in information and communications technology (Cavusgil, 2014). It is based in China. China is one of the growing economies of the world which in 2011 saw abolishment on most restrictions on service industry such as telecommunications. Huawei was established in 1987 and has its headquarters in Shenzhen, China. Huawei is a leading telecommunications firm in China and since expanded internationally setting up institutes in almost every part of the world. Some of the entr y methods used by Huawei in the penetrating international market include joint-venture methods, export mode, and contractual methods. PepsiCo, on the other hand, is an American multinational company dealing in soft drinks whose headquarters is in New York. It was established in 1965 and currently operates in over 200 countries worldwide. PepsiCo has penetrated the world markets despite the stiff competition it offered by Coca-cola. Unlike Huawei, PepsiCo has used penetration modes such as franchising and exporting. This shows that different firms use different entry modes and this paper seeks to establish the factors that determine the choice of entry modes by comparing entry modes employed by Huawei and PepsiCo.HuaweiThere are two main factors that influenced the entry modes for Huawei. These were the firm and environmental factors. Firm factors encompass the experience of the firm, strategies employed and the firm-specific advantages. Environmental factors include political, socio -cultural, economic and level o competition. By extension, the government policies of China, firm size, and the corporate policies influenced the choice of the entry mode (Wu and Zhao, 2007).The industrial characteristics of telecommunications also had a great influence on the entry mode choice for Huawei. Information and technology (ICT) products have unique characteristics as compared to other industries, for example, ICT products are dependent on network and cannot work without network. The network has a responding effect when responding to the competition in the market. In ICT industry there are numerous balance points known as zero points in which a firm has to break first so as to penetrate an international market. Huawei's penetration to international markets is largely based on the industry features and the host market environment marked by numerous emerging technologies that enabled Huawei to crack through the balanced points. Huawei was also keen in choosing an entry mode that would easily break the balance points, and for this reason, Huawei adopted different entry modes in different markets of the world (Wu and Zhao, 2007).The fact that China is a developing nation also had an implication for the choice of entry modes used by Huawei. High technology products from developing countries usually experience barriers when entering a developed country. For this reason, Huawei had to keep on demonstrating the technological advancement levels of the host country from time to time.Entry modes used by HuaweiAs mentioned earlier, Huawei used different entry modes in different countries. First, Huawei used joined venture mode in penetrating Russian market. Huawei merged with Russia Telecom and Beto Konzern with the Beto-Huawei to develop the telecommunication market. Huawei chose this mode because of the advantages it enjoyed in terms of research that would help in developing the firms that it merged with since they had the potential of growth but lacked knowle dge. Second, Huawei used export entry mode to penetrate Asia, Africa, and South America. This method was chosen due to the distance from the host country and due to the characteristics of export mode such as low dissemination risks, highly flexibility, and low resource allocation (Wu and Zhao, 2007).Lastly, Huawei employed contractual entry mode for West Europe, North America, and other countries. These are developed countries, and Huawei had to enter into contracts with the existing companies such as Marconi in Europe which could help Huawei sell its products in Europe as Huawei helped Marconi sell their products in China (co-sales mode). Other contractual methods used are co-research and franchising (Wu and Zhao, 2007).PepsiCoContrary to Huawei, PepsiCo's choice of entry modes were less influenced by the environmental factors because of the experiences gathered through the host country. This is attributed to the fact that PepsiCo originates from a developed country. Rather, the en try mode choices were influenced by the level of competition in the industry. PepsiCo experiences tough competition from Coca-cola which is already a well-established firm worldwide, and PepsiCo had to explore entry modes that would enable penetrate the already dominated market. Soft drinks industry in which PepsiCo operates in is quite simpler as compared to telecommunications in which there is interdependence between products and network. This, therefore, means that socio-cultural factors in the international market have little influence on the entry mode applied by PepsiCo as in the case of Huawei in which socio-cultural factors can influence network that affects the products. PepsiCo applies almost the same entry modes in different countries which contrast with Huawei's idea of using different entry modes in different countries. This is further attributed to the host country which has the impact on the capital availability to a firm and thus can set up its plants in a foreign co untry. This is not the case for a firm from a developing country.Entry modes used by PepsiCoPepsiCo employs franchising, joint venturing and exporting. Similar to Huawei, PepsiCo entered the Russian market through forming mergers with Mabel cookies and Lucky snacks. However, PepsiCo chose this method so as to enjoy the advantages of competencies and infrastructure which is opposite to Huawei's case in which the mergers in the new country had fewer competencies although they had good infrastructure. Joint venturing was also used in Brazil and Argentina among other countries. Unlike Huaw...

Sunday, May 17, 2020

Inherent Good and Evil in Lord of the Flies - 1585 Words

Inherent Good and Evil in Lord of the Flies The Lord of the Flies by William Golding is tale of a group of young boys who become stranded on a deserted island after their plane crashes. Intertwined in this classic novel are many themes, most that relate to the inherent evil that exists in all human beings and the malicious nature of mankind. In The Lord of the Flies, Golding shows the boys gradual transformation from being civilized, well-mannered people to savage, ritualistic beasts. From the time that the boys land on the island, both a power struggle and the first signs of the boys inherent evil, Piggys mockery, occur. After blowing the conch and summoning all the boys to come for an assembly, an election is held. I ought to be†¦show more content†¦Many times throughout the book, Piggy is the voice of reason and helps to guide Ralph along that same road if he loses his way. After scolding Samneric for being pessimistic about their fate, Ralph momentarily forgets the reasons why the signal fire is so important. He tried to remember. Smoke, he said, we want smoke. Course we have. Cos the smokes a signal and we cant be rescued if we dont have smoke. I knew that! Shouted Ralph (Golding 172). Ralph begins to lose his initial cheerfulness and enthusiasm and replaces it with disinterest and pessimism. Piggy and Ralph separate themselves from Jack and his tribe and continue to maintain their government. However, when Jack and his tribe kill a pig and invite Ra lph and Piggy to join their feast, the two accept and cannot resist the temptation of the meat. Later on in the celebration, Jack and his tribe perform a ritualistic dance, in which Piggy and Ralph later join. Piggy and Ralph, under the threat of the sky, found themselves eager to take a place in this demented but partly secure society (Golding 152). They realize that the dance fueled the boys to murder Simon, and later deny their participance in it. We left early, said Piggy quickly, because we were tired (Golding 158). Ralph and Piggy recognize the evil in the dance, and know that if the others found out about their participance in it, then the boys would claim that Piggy and Ralph would beShow MoreRelatedWilliam Golding s Lord Of The Flies1456 Words   |  6 PagesHobbes, however, held the belief that mankind is naturally evil and that society needs an absolute central authority to contain this evilness and grant its people with the common protection. Hobbes believes that in a s tate of nature, when there are no rules and everyone is granted equal power, the inherent evil impulses of Man are exposed. One example of a state of nature is in the society described in William Golding’s Lord of the Flies. A group of British boys are thrown on a secluded island withRead MoreLord Of The Flies And Night Comparison Essay822 Words   |  4 PagesThe corruption of mankind is caused by the innate characteristics of sin, chaotic evil, and compulsive urge for wrongdoing. In the novels, Lord of the Flies by William Golding and Night by Elie Wiesel portrays the potential of evil in every person. In Lord of the Flies, a group of schoolboys become stranded on an island and seeks ways to hope for them to survive until they are found and rescued. The lack of resources causes conflicts into who should survive and receive the benefit of these itemsRead MoreMichelle Duan Mrs. MJ English 10 H, per. 3 13 February 2014 A Symbol’s Worth a Thousand1500 Words   |  6 Pagessymbols found in William Golding’s Lord of the Flies. As a group of boys stranded on an island struggle to survive without adult supervision to maintain order, Golding uses a variety of objects to convey their descent from civilization into brutality, violence, and savagery. Of these objects, three hold particular significance. In Lord of the Flies, Golding uses the conch, the signal fire, and the Lord of the Flies to symbolize civilization, hope for rescue, and inner evil while conveying an overall themeRead MoreSocietal Breakdown On The Island1720 Words   |  7 PagesSocietal breakdown on the island in ‘Lord of the Flies’ is due to the inherent evil of man 3.8: Develop an informed understanding of literature and/or language using critical texts. Hypothesis: Societal breakdown on the island is due to the inherent evil of man Jason Carvalho ‘Lord of the Flies’ is the name of William Golding’s historically famous novel, yet it is more than just a title. It is a kind of statement, a way of mocking the very existences of humanity. Reading this book I cameRead MoreThe Lord Of The Flies1468 Words   |  6 PagesThe Lord of the Flies tells the story of a group of English schoolboys marooned on a tropical island after their plane is shot down during a war. Though the novel is fictional, its exploration of the idea of human evil is at least partly based on Golding’s experience with the real-life violence and brutality of World War II. Free from the rules and structures of civilization and society, the boys on the island in Lord of the Flies descend into savagery. Golding’s experience in World War II had aRead MoreBiblical Allusions: Golding ´s Lord of the Flies884 Words   |  4 Pagesunderstand what it is that they want to convey through their literary work. In William Golding’s Lor d of the Flies, Golding utilizes symbolism of places and characters to allude to the Bible. Out of the many references, four significant biblical allusions – title of the novel, Simon, beast, and the island itself – emphasize Golding’s theme inherent sin and evil in mankind. The title, Lord of the Flies, refers to the pig’s head that was placed on a spear and worshiped by the young boys on the islandRead MoreLord of the Flies by William Golding932 Words   |  4 Pages For this essay, I will be discussing two particular themes from a novel called Lord of the Flies by William Golding. Lord of the Flies was written in 1954 after World War II. Ruler of the Flies is a purposeful anecdote about something that many readers can’t really describe. Individuals cant choose precisely what. Its either about the inalienable underhanded of man, or mental battle, or religion, or personal inclination, or the creators emotions on war; however William Golding was in the NavyRead More Lord of the Flies and Human Nature Essay708 Words   |  3 PagesLord of the Flies and Human Nature Throughout Lord of the Flies, Golding shows his views of the inherent evil of humans. He shows how humans can be in such a savage state, practically mimicking the way of life of their prehistoric ancestors. He exemplifies this with acts of carnage carried on by the young stranded children. It all started with a slight urge to hunt down a pig and then continued on to murdering another human being. Golding shows his views best at the end of the book with the boysRead MoreWilliam Golding s Lord Of The Flies1444 Words   |  6 PagesInterviewer Let’s talk about William Golding and his most famous book, Lord of the Flies, in which a group of British schoolboys - aged from around 6-12 - become stranded on an island, and quickly begin their descent into chaos. Today, I am joined by literarian and William Golding expert, Lara Caglar. Expert Hi, Vanessa, it’s a pleasure to be here Interviewer Together, we will be discussing the question on everyone’s minds, what happened to Golding that led him to have such an incredibly negativeRead MoreLord of the Flies and World War Ii1737 Words   |  7 PagesSteiner Many things such as social and political environments can impact literature. British involvement in WWII directly influenced Goldings novel, Lord of the Flies. As all authors use their life and times as reference points in their works, Golding drew heavily on sociological, cultural, and military events. Lord of the Flies is an allegorical parallel to the world, as Golding perceived it. The island, the boys, and many other objects and events described in his work represent Goldings view

Wednesday, May 6, 2020

Don Crow Laws Segregation Laws And Using Music As An Civil...

Throughout the late 19th century, African Americans did not have the same rights as white people, which led towards the establishment of Jim Crow laws. Jim Crow laws segregated blacks from whites in a political, educational, and social setting, which created unfair treatment towards people of color. In Devil in the Grove, four African American boys, known as the Groveland Boys, were falsely accused of raping a white woman in Florida, which was known as the Groveland case. Thurgood Marshall, who was a part of The National Association of Advancement for Colored People (NAACP), helped to solve the Groveland case, as he was an advocate in fighting against Jim Crow segregation. The labor force, vigilante groups, and legal precedents led towards the establishment of Jim Crow policies by segregating black people from white people in public areas. African Americans contested these policies by creating legal organizations that overturned cases supporting segregation laws and using music as a way to protest against the Jim Crow policies. In the labor force, there was pressure and unfair treatment towards African Americans, which was a foundational element in establishing Jim Crow laws. Gilbert King wrote, â€Å"McCarthy learned that whites in Groveland (who accounted for about 60 percent of the town’s population of one thousand) were tolerant of blacks, as long as they continued to work in white-owned citrus groves. ‘The Negroes do most of the work around here’† African Americans wereShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesHistory Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by Michael Adas for the American Historical Association TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania

Integration of My Health Record Systemâ€Free samples for Students

Question: Discuss About The Integration Of My Health Record System? Answer: Introduction The selected organization Headspace provides health care objectives to the youth generation (aged 12 to 25). Depression and anxiety has been found in the young generation, which often lead to suicidal tendencies (Rickwood et al., 2014). Psychologist can help the patients to learn from their suicidal tendencies and make them get better. The current funding on the making of a software, which will be able to record the patients story for the first time and can be shared with all the doctors who will be treating the patient (Liu, Huang Liu, 2015). Such a software requires extensive use of cloud resources and secure form of data integration. The report further discusses about the different aspect of the project that is being developed by the organization with specific analysis of the problems, capabilities and the benefits of the project system. Approach on the development of the System The approach to be taken to create the My Health Record system is using a Cloud Server for storing the information on the patients (Coates Howe, 2014). The patient comes to the organization for the first time and registers himself or herself into their system. The in house psychologist takes a session with the patient and with his or hers consent record the story of the patient. The video is uploaded to the cloud server of the organization and a copy is provided to the patient. The video is available to the psychologist of the hospitals who have tied up a partnership with Headspace (Allison, Bastiampillai Goldney, 2016). The use of cloud server is being said because the technology has gained recent appreciation from many IT industries. The integration of a cloud server is a onetime process but the maintenance of such servers require technical expertise. Problems that might be faced The problems with the My Health Record system that can occur is about the security of the videos and documents that are kept on the server of the organization (Amos, 2017). The cloud security measure is the main point of concern for any organization using a cloud server. The data about the patient is highly confidential details, which are only shared with the organization upon stating that the organization will be keeping the details confidential, and under no circumstances will the details be disclosed to anyone without proper credentials (Sultan, 2014). Capabilities of the system being developed Upon using such project integration with the organization there will be a downfall of the suicidal tendencies that are mostly seen in the young generation (Fahmi Nasution, 2017). The major aspect of the procedure is keeping up with the latest trend of using information system in the organization. The use of cloud will help the organization to save up the space required for storing of the paperwork and the documents related to the patient. Keeping the documents in paper format can create a hassle for the organization to search the records of the patient when the patient is to be transferred to another doctor. Keeping the details on the cloud, sharing the details among the doctors will be an easier procedure. The doctor will be able to study the findings and the problems of the patient from the viewpoint of a fellow doctor. This will speed up the procedure and can help the patient to recover on a fast pace (Li et al., 2013). Benefits of the system The benefits of using a cloud based system server for this type of project is the reduction is the time taken to diagnose the patient by the different doctors who are allocated to the respective patient (Kaur Chana, 2014). The doctors who will be diagnosing the patient also share the details, which were recorded during the patients first visit to the organization, on the cloud for successful viewing. Upon referring the patient to another doctor, the doctor can view the story clipping beforehand and will be able to readily start diagnosing the patient as soon as he or she comes for the session. The security on the cloud can be used to keep the information safe from hacking and keeping up with the non-disclosure management between the patient and the doctor (Barua, Lu Shen, 2013). Conclusion To conclude this report, it can be seen that the organization related to the project, Headspace could continue developing the project. By following the guidelines, which has been discussed in the report the organization will be able to successfully, gather the required objective it has set for the project development. Integration of such a software will be a better step forward for the young patients who are being treated with suicidal tendencies. Sharing the finding and the story of the patient will speed up the process of diagnosis and eventually can treat the patient to a full recovery. The use of a modern technology like the cloud based system and data encryption will be helpful to provide confidentiality of the patients data record. References Allison, S., Bastiampillai, T., Goldney, R. (2016). Australias national youth mental health initiative: Is headspace underachieving?. Australian and New Zealand Journal of Psychiatry, 50(2), 111-112. Amos, A. (2017). Youth mental health and mental wealth: reaping the rewards. Australasian Psychiatry, 25(2), 103-103. Barua, M., Lu, R., Shen, X. (2013, December). SPS: Secure personal health information sharing with patient-centric access control in cloud computing. In Global Communications Conference (GLOBECOM), 2013 IEEE (pp. 647-652). IEEE. Coates, D., Howe, D. (2014). The importance and benefits of youth participation in mental health settings from the perspective of the headspace Gosford Youth Alliance in Australia. Children and Youth Services Review, 46, 294-299. Fahmi, F., Nasution, T. H. (2017). Smart cloud system with image processing server in diagnosing brain Business dedicated for hospitals with limited resources. Technology and Health Care, 25(3), 607-610. Kaur, P. D., Chana, I. (2014). Cloud based intelligent system for delivering health care as a service. Computer methods and programs in biomedicine, 113(1), 346-359. Li, M., Yu, S., Zheng, Y., Ren, K., Lou, W. (2013). Scalable and secure sharing of personal healthcare records in cloud computing using attribute-based encryption. IEEE transactions on parallel and distributed systems, 24(1), 131-143. Liu, J., Huang, X., Liu, J. K. (2015). Secure sharing of personal health records in cloud computing: ciphertext-policy attribute-based signcryption. Future Generation Computer Systems, 52, 67-76. Rickwood, D. J., Telford, N. R., Parker, A. G., Tanti, C. J., McGorry, P. D. (2014). Reply headspace-Australia's innovation in youth mental health: who are the clients and why are they presenting?. The Medical journal of Australia, 200(8), 454. Sultan, N. (2014). Making use of cloud computing for healthcare provision: Opportunities and challenges. International Journal of Information Manage

Tuesday, April 21, 2020

The Physical Education Teacher’s Role free essay sample

This essay will discuss the roles of a teacher in Physical Education, how their motivational practices and teaching styles can influence lifelong participation, how the different key stages of the National Curriculum for Physical Education (NCPE) affect the role of a teacher in their aims aim to promote health and lifelong participation, as well how government strategies have affected teacher practice. Although there is no specific for Lifelong Participation (LLP), Vanreusel (1997) suggests the basis of participation can be described as an activity that raises pulse and is enjoyable in nature. By continuing this from early childhood all the way through to adulthood and the later years of life, it establishes the lifelong link with participation in physical activity. A Physical educationalist can help promote a healthy active lifestyle and recruit people to the notion of participating for the rest of their lives by providing quality teaching and essentially through the use of motivational theory, which shall be touched upon later in the essay. We will write a custom essay sample on The Physical Education Teacher’s Role or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many people group physical activity and physical education together. Physical activity is the movement of bodily parts that result in heart rate increase and expending of energy. There are differing types of physical activity, such as low, medium and high levels of intensity. These can be further grouped in to the type, such as individual and team based or recreational and competitive (Shimon, 2011). Hilton and Bramham (2008) propose physical activity can constitute non-sporting alternatives that still provide pleasure and fitness gains, such as walking the dog or gardening. They finish with the notion of sport and exercise being two ‘significant and meaningful forms of an overarching, generic concept’ (Hilton and Bramham, 2008: p167). In essence, it is a teacher’s role to maintain high levels of physical activity throughout a session, whilst also educating students through the physical. As cited in MacNamara et al. (2011) the UK Department of Education and Science pronounced in 1992 that promoting physical development and capability that ensured lifelong involvement via competitive and non-competitive physical activity was physical education’s purpose. Using the work of Shimon (2011) to help define Physical Education, he proposes by using physical activity as a process of learning, we mature the mind and body. Physical education plays a part in the holistic educational progression by aiding the development of children and adolescents in a physically active environment. Jenkinson and Benson (2009) summarises the subject of physical education, suggesting it is a tool to provide opportunities for learning of the physical and through the physical. It is also instrumental in developing domains such as psychomotor and cognitive. Shimon (2011) articulates that physical education is the only area of a school curriculum that focuses on lifelong skill acquisition and development. In addition to this, because the importance of quality instruction within the school setting has now intensified, the occupation should not be taken lightly. It is recognised that school based physical education programmes are pathways for children to acquire knowledge to lead healthy and active lifestyles (Wuest, 2006; Gao, Lee and Harrison, 2008). Teachers have a mandatory two hours a week of physical education that is expected to be high in quality. This can be achieved by engaging students’ personal emotions, resulting in intrinsic motivation to absorb knowledge and thrive in the learning environment. By providing a positive environment, it impacts on student’s motivation to continue involvement with sport and physical activity. NCPE The introduction of the National Curriculum for Physical Education in 1992 is seem as the biggest attempt of change to school based physical activity in England and Wales (Curtner-smith et al, 2001). Reasons for this relate to a shift in governmental thought in the direction they wanted physical education to head in. Previously, physical education was about improving athletic ability, a more military style approach. This meant that teachers predominantly required a good skills knowledge-base, with the primary role of helping students throw further, jump higher and run faster. A shift in focus meant teachers were being asked to develop students holistically, such as improving personal, social and communication skills (Mawer, 1993). The role of a teacher had altered due to the change in emphasis, and was now required to involve students in decision making processes, as this could help such cognitive abilities such as problem solving (Goldberger and Howarth, 1993). By helping the students appreciate the knowledge being passed on to them, it can have a positive effect regarding extra-curricular participation, potentially resulting in a festering love for sport and activity that will last a life time. Curtner-Smith et al (2001) argue that after a few years, the government intervened with the aims of the NCPE, which differed from views of the original task force and had now opted to head back towards a more performance based agenda. With another change in emphasis, confusion could be caused for teachers. Assuming teachers had made efforts to evolve their thinking and styles concurring with the new roles implemented by the original NCPE, this move could have triggered frustration for the teaching public. Despite these assumptions, data collected in two separate studies by Curtner-smith and colleagues (Curtner-Smith et al, 2001 and Curtner-Smith and Hasty, 1997) had shown the introduction of the NCPE had little or no effect on teaching behaviours. Direct styles of teaching remained common-place during the starting years of its implementation. This suggests that the sample of teachers had failed to adapt their roles for the benefit of their students. A central theme within the curriculum has been to encourage teachers to plan, deliver then evaluate sessions. This allows for critical reflection of performance. Teachers can assess what they are doing right, in terms of promoting the aims of the NCPE, and also where they are going wrong, i. e. are the students not engaging? Does the learning environment have the right ‘motivational climate’? Teaching styles Teaching styles in physical education found distinction thanks to the ‘Spectrum’ model proposed by Mosston (Mosston and Ashworth, 2002) many years ago. Mosstons Spectrum has been highly successful in underpinning the conceptualisation of teaching styles in many PE domains across the western hemisphere (Sicilia-Camacho and Brown, 2008). The ‘Spectrum’ was a timely notion as the need for a model on teaching styles was emphasized by Mawer (1993) after the inception of the newly formed NCPE in 1992. He suggested that a variety of approaches to teaching were required as teachers were now required to form professional relationships built on respect and coherence however primarily because of the terminology used in NCPE policy texts, which included â€Å"‘setting goals,’ ‘exploring and selecting outcomes,’ ‘refining’, ‘adapting’, ‘improvising’, ‘describing’, ‘comparing and contrasting’, ‘analysing’, ‘judging’ and ‘reviewing’† (p. ). With a broader scope of achievement for pupils, styles differing from those previously more reproductive in nature (teacher-centred) required evolution to a more productive in nature (learner-centred) (Curtner-Smith et al, 2001). Failure to implement such procedures could have resulted in the probable inability of a) teachers to facilitate the required learning wanted by the government, because of a more autocratic approach, where teachers would tell, shout and demand things from a student rather than ask questions regarding improvement or improvisation, and b) pupils to achieve the personal and social skills, as well as problem solving abilities proposed by following the NCPE (Mawer, 1993). Hall (2004) suggests that having a PE department geared towards the same goals and outcomes regarding the ‘Why? ’, ‘What? ’ and ‘How? of PE teaching will lead to a successful educational programme because of the understanding teachers garner for their roles. These practices form high standards of teaching and help provide year on year continuity in classrooms, sports halls and playing fields throughout many schools that have optimised these ideals. Methods of providing high quality, inspirational teaching in the physical environment consist of non-stop, challenging and enjoyable activities. Teachers who appreciate the important part they play in a child’s education can help form confidence and motivation in youths, which provides a platform for lifelong participation. If children are to reap the benefits of a healthy active lifestyle during our school years, in to the remainder of their adult life, Caune et al (2012) view it as an important factor that schools and teachers establish a lasting impression regarding the significance of lifelong participation to students. This is achieved by teachers educating and motivating students to engage in term-time physical education as well as extra-curricular activities, which can help prepare them for a life of physical activity (Corbin, 2002). Methods of further involvement for the recommendation of extra-curricular activities can be simply asking students if they are currently participating in any. Also, by researching local sports teams and opportunities to become involve in extra physical activity, a small bulleting could be produced and introduced to students, providing contact numbers or websites, thus allowing them to take responsibility of the situation regarding participation. These club links can provide greater positive exposure to sport, motivating young people to remain in physical activity after they have left school. Motivation When looking at lifelong participation, it is simple to see the underpinning philosophy of what is required from a person to participate in an activity for the duration of their life, motivation (Caune et al, 2012). Concerns have been raised over the past decade or so, regarding the low level of physical activity participated in by the younger public. As a result, the motivation of students has come to the forefront of investigative research, prompting many scholars to look at the setting of physical education (Caune et al, 2012). While Roberts (1992) offers a complex definition, suggesting that â€Å"motivation and achievement behaviour are manifestations of cognitions and thought processes within dynamic social contexts† (p. vii). A more user-friendly definition is provided by Shimmin (2011), that motivation are the feelings of want and desire that push us to act on something. By applying this to physical education, he then draws on many factors that can influence a student’s reason for participation; interest in a task, belief in own ability as well as striving to improve ability are but a few. Furthermore, the numerous identities possessed by young people indicate learning can be achieved in a variety of ways and means (MacDonald, 2002), thus requiring many different strategies to provide the environment to do so for each and every child. Learning and motivation go hand in hand. When motivation is provided by a teacher within the learning environment, it facilitates engagement. While it is impossible to make people motivated to learn, it is possible to affect the ‘motivational climate’ of a learning environment using motivational theories and strategies (Shimon, 2011). Physical educationalists should always remain enthusiastic, engaging and confident. A teacher lacking in confidence will be the demise of all thoroughly planned sessions, clearly because a student will have little or no faith in what he is being told by his teacher if they are not seen to be confident in their delivery. By assessing the situation and monitoring how your students are engaging with your lessons using a certain theory or strategy, you can plan sessions and alter feedback and body language to suit the needs of individuals, thus potentially increasing motivation. Theories can be considered as a toolbox, where by if you identify a problem, you can go back to the toolbox (theoretical framework) and provide a solution with the available tools. Self-Efficacy Self-efficacy is a motivational theory related to expectations, which is situation specific. When considering a task in hand, students consider confidence in their own ability before undertaking a task. Roberts (1992) speaks about adaptive and maladaptive achievement behaviours in this strand of motivational theory. When weighing one’s situation up, if they consider their ability is high enough to achieve a positive outcome, then adaptive behaviours occur. This is where individuals are fully committed, consider the task worthy of effort and will persist until completion. Maladaptive achievement behaviours occur at the opposite end of the confidence ladder. When fear of failure, due to perceived ability, is rife students usually avoid effort and perseverance. This is critiqued and applied concisely by Gao, Lee and Harrison (2008), who give key factors behind how self-efficacy is produced. They suggest the procedure is a complicated cognitive process of four key areas; past mastery experience (have I been successful with this action before? ), vicarious experience (am I as capable as the person I am seeing complete the task? ), verbal persuasion (Is the teacher breeding confidence in me? Using positive reinforcement and/or attribution theory), and somatic, emotional states (is the student feelings anxious or nervous about the situation or in the environment? ). The model combines the managements of confidence and expectations. Analysing the concluding paragraphs of Gao, Lee and Harrison (2008) I can summarise that by applying theory to practice and creating realistic yet relatively high expectancy goals for individuals can avoid creating a sense of incompetence. To differentiate for a mixed ability group, it would be sensible to have a low starting threshold, where success is guaranteed, thus giving every child positive past mastery experiences (the starting point of self-efficacy). Using a student with low ability for group demonstration can positively affect a whole class, as it breeds confidence in that individual, as well as impacting the vicarious experiences of the rest of the group. For stimulus response to be effective, praising students is not enough. It is imperative that value is added by specifically stating how they achieved success, such as â€Å"that was a good jump because your knees were bent and then you drove through your heels and fully extended your knees and hips†. By stating the positives outcomes at the start of a program which students are about to commence, it can help develop a vested interest, adding perceived value to task or outcomes. It is important to realise that motivation is borne from self-efficacy, not vice versa. Government Efforts Green (2002) infers efforts in the UK made by the government to encourage lifelong participation and promote health, the supposed main role of school based physical activity, are visible by way of policies produced from the government (see, for example, DOH, 1999; NAO, 2000). This is backed up by Flintoff’s (2003) assumptions that since the start of the 1990’s, the younger public has had an emphasis progressively placed on them regarding UK sport policy. The early 1990’s reoccurs as a turning point in the government’s emphasis towards sport in schools, with Collins and Butler (2000) proposing no real investment had been made before this time, reverberating solid policy commitments from the Labour government with both Major and Blair at the helm. Flintoff (2003) also states the reasons for this as being a rise in levels of childhood dormancy, resulting in issues such as obesity. The government further acknowledged that an interest in other activities outside of sport and physical activity are an important factor behind drop-out rates and increasing levels of inactivity (DCMS and Strategy Unit, 2002). Coupled with a shortage in international success, the government has reacted by aiming an excess of policies and initiatives geared towards young peoples and increasing their participation levels. They have also produced announcements which commonly refer to PE as vital in educating and providing prospects for young people to gain independence in activity for the rest of their lives (Harris and Penney, 2000). Houlihan (2000) argues the value of producing so many policies and initiatives, as this has led to the saturation of ‘policy space’. He suggests that public policy is now a congested field, where each member is challenging for position over implementation of future issues. Another significant implication of ‘policy space’ progressively running out, it can lead to issues of individual policies becoming inter-reliant, whereby the effects of one policy can produce implications for the functioning of other policies (Houlihan, 2000), having an adverse effect on achieving their aims, which in some cases are increasing lifelong participation. One such policy, the School Sports Co-ordinator (SSCO), was a multi-departmental design. It linked with the Government’s efforts to create combined thinking, â€Å"in this case between sport (the Department of Culture, Media and Sport, DCMS) and education (the Department of Education and Skills, DfES)† (Flintoff, 2003. p232). The purpose of the role was to create opportunities in sport, by developing links between the physical education delivered in schools and the local sports clubs belonging to the broader community. The government has made efforts to bring teachers to the forefront of developing the strategies for SSCO, which appears a sensible decision, as they are the deliverers on the front line of the initiative. If the School Sport Co-ordinator programme is to achieve the aims set out, then professionals taking the post will require adequate knowledge of young people, the different motivational practices and be able to positively change attitudes towards physical activity (Flintoff, 2003). When given greater opportunity to experience a wider range of activities during younger life, this can have a positive effect in increasing lifelong participation as I shall look at in the next section. Early learning experiences Work from Kirk (2005) debates that while early learning experiences are critical to continuing involvement in physical activity, only a select few groups of the population are exposed to quality experiences in both schools and community clubs. Those lacking exposure to such experience range from youths with a lower socioeconomic background, girls and the young disabled. In contrast to young people from a higher socioeconomic background, boys and the able bodied, the aforementioned groups miss out on quality experiences, potentially affecting introduction to a rich volume of sports and activities that could impact lifelong participation. Kirk (2005) later suggests primary schools are inadequately equipped to give children the competency, insights and inspiration to progress in to secondary schools with the ambition to be involved in sports for the rest of their lives. A lack of quality early learning experiences in primary schools leaves little chance of the specialist PE teachers in a secondary school to impact on young student’s transition of learned knowledge to adults positively. Green (2004) reiterates Kirks (2004) thoughts that the PE, School Sport and Club Links strategy (PESSCLS) strategy ultimately failed, i. e. failed to raise participation rates of youths and linking school sport to outside clubs, due to the powers that implemented the role never had a solid research base from which to create an agenda for the position. Therefore teachers in the position were never fully able to fulfil the roles that they potentially never realised they were given. Consequently, the large scale investment by the UK government only had marginal bearing. Because of this, achieving the desired outcome of impacting on the bulk of the school-age population’s, through the use of teachers in a community based role, continuity with lifelong physical activity was debatable. Fairclough, Stratton and Baldwin, 2002) It is widely believed that active participation in sports during youth is an important prerequisite for adult involvement in sports (Yang et al, 1996; Green, 2010; Vanreusel et al, 1997). A quantitative study from Scheerder et al (2006) indicated that sport experiences and social background characteristics only partially explain the sport participation behavior of adults, whereas participation during adolescence is a better predictor of adults involvement in sports than educational level or arental socioeconomic status In the sports socialization process. Twilight adolescent sports involvement, along with the school program in which an adolescent is involved, appears to be a central role in the involvement of sport during later life. It is shown age is a significant factor of participation levels in physical activity, with national statistics suggesting there is a heavy decline when reaching the age of 45 and beyond (ONS, 1999). In spite of this, a notably active minority of over 45’s remain committed to vigorous physical activity well in to later life and for the remainder of their good health. Green (2010) suggests this can be attributed to a positive childhood participation in physical activity, usually deriving from a school’s physical education programme, and the impact of the deliverers. These past tendencies are a good evaluator of how a person will participate during later life (Roberts, 1996) Socialization Vanreusel et al (1997) offer insight to the long-term socialization process within sport, suggesting it is an on-going and complex process. Yang et al (1996) cites school as early starting point for this process, acknowledging the evolution, leaning and ingestion of skills, values, norms, self-perceptions, identities and roles. This suggests that primary school teachers, who are not specially trained for delivering physical education as a subject, will be a catalyst for the levels of activity or inactivity of their students. It can be argued that involvement in sport is not just a starting point of sport socialization but can be considered a by-product of it. Longitudinal studies (Vanreusel et al. 1997, Yang et al, 1996) have shown that strong links exist regarding the amount of physical activity during childhood and early teen years directly correlate with levels of physical activity in to adulthood. They also propose that the definitive years, that impact the sport socialization process, are the late adolescent years (16-19). This data then shifts the emphasis towards the importance of secondary school PE teachers, who are directly trained to deliver the subject of physical education, and the important role they play in the lifelong participation of the students they engage with on a weekly basis for a substantial amount of time, usually 5 years. Patters of inactivity are formed in this period that follow people throughout the rest of their lives (Vanreusel et al, 1997). Seefeld, Malina and Clark (2002) propose that ersisting with the extensive socialization process that ensues when involved with sport and physical activity during childhood and adolescence can be credited towards adult participation. They also discuss that persistence should not be on a sole of few activities, but a wide range of activities. It is the richness of early learner’s sport socialization that is important. This array allows a young person to experience many different actions and environments, usually provided by the PE teacher, which permits choice. This is where it becomes the teacher’s responsibility to provide exposure to many different sports. Although the NCPE provides guidelines on what should be taught, competent teachers are in a position and should possess the ability to differentiate activities and relate obscurer sports to more mainstream ones (Bocarra et al, 2008). The transition between adolescence and adulthood is a predominantly decisive time in relation to lasting participation. Roberts and Brodie (1992) support this with claims that as we reach adolescents and progress through to adulthood, lifestyles lean towards a reduced number of favoured pastimes that have been retained, increasing pressures on teachers to be a catalyst for lifelong participation. Conclusion After discussing at length the roles a physical education teacher plays in promoting lifelong participation and active lifestyles, as well as factors affecting their potential to do so, I can conclude that PE teachers play an extremely critical part in the facilitation of lifelong participation. There have been disputes over the effectiveness of physical educationalists in the UK regarding the success of promoting lifelong participation. Kirk (2002) claims very little evidence exists suggesting lifelong participation has been promoted during the time in which a national curriculum has been provided. Further to this, Kirk (2002), cited in Green, Smith and Roberts (2005), places blame towards a lack of similarity regarding the predominantly sports orientated physical education programmes and the lifestyle activities of adults. This is contended by Green, Smith and Roberts (2005) who say it is apparent in nature that sport and physical activity is engrained in present-day youth culture, citing the use of physical education programmes and the range of activity provided by the teachers that have developed comprehensive sporting repertoires and how this as helps promote healthy lifestyles. As touched upon earlier, motivation is another important subject, as it forms the basis behind all actions and desires that consistently appear in somebodies life. I have cited the motivational theory of self-efficacy as an ideal framework in which to build upon. By positively impacting the self-efficacy of a student, via the four components I mentioned earlier (past mastery, vicarious experiences, verbal persuasion and emotions), it can develop the intrinsic motivation required for prolonged engagement. Despite all the other sections of this essay I have critiqued towards the role a physical education teachers plays in promoting lifelong participation and an active lifestyle, I place motivation at the top of the totem when analysis the factors towards lifelong participation.

Sunday, March 15, 2020

Incorporate These 15 Practices into Your Life to Find Success

Incorporate These 15 Practices into Your Life to Find Success We all have a tendency to stay close within our comfort zones. But what if the biggest growth potential and rewards are just beyond that zone? Or even way beyond it? Here are 15 ways to question your idea of what is normal, and how to expand both that concept and your comfort zone, and make a major difference in the course of your life.1. Question everythingTake nothing for granted. Be like the toddler always asking why. Keep searching for answers and examine norms from every angle. You never know what you might find.2. Be painfully honestBeing the most honest you have ever been is incredibly uncomfortable. It feels alien to tell 100% of the truth. If you’re burning to say something (good or bad) to someone in your life, you’ll never know the value that could be reached by saying it until you try. Start with a letter if the idea of a conversation freaks you out.3. MeditateEspecially when you’re busy, carving out time to sit and do nothing except breathing can mak e you feel insane. But the benefits far outweigh the perceived (negligible) costs. Sometimes, by stopping, you’ll greatly enhance your ability to keep going.4. Learn to be an early riserIt might sound awful, or you might not be a â€Å"morning person,† but imagine what you could get done if you got up extremely early, say 5am, when everyone else is asleep and you have the world to yourself. Begin your day in productive silence.5. Create thingsEveryone fancies themselves a creative person, but it’s so easy to choose Netflix and wine instead of a creative project when we come home from a long day. Persist and find yourself a creative outlet, then nurture it with diligence!6. Save your moneyStart keeping track of every penny you spend. Do this for a few months. Try paying for everything in cash, which will really drive home how much you’re spending. Once you cut the excess, you’ll be shocked at what you can save.7.  Give back to those in needVolunte ering can make you feel less self-centered, less hopeless, and like you’re part of something bigger. Don’t underestimate the value of community outreach.8. Maintain your fitnessKeep track of what you eat and what exercise you do. It may seem annoying and time-consuming, but it’s a great way to see the good vs. harm you’re doing to your body so you can make changes accordingly.9. Eat wellNutritious food helps you perform better. Limit your diet to food that has actual nutrition: lots of organic vegetables, lean proteins, healthy fats, etc. It’s better to be a weirdo about your food and to outshine the competition than to blend in at parties and be sluggish or unhealthy all your life.10.  Work on your speaking skillsPublic speaking is a daunting thing, but learning to do it adds an invaluable skill to your toolbox. Everyone is scared of it at first. Take small opportunities to cut your teeth and when you really need to stand up in front of a crowd, you’ll be ready.11. Talk to people who interest youIntrigued by someone? Strike up a conversation. What do you have to lose? Worst case scenario: rejection. Best case: a new friend! And rejection is a normal part of life, so there is nothing for you to fear.12. Put away your phoneTake a digital detox every now and then, let your mind wander and mull over projects and problems. Also, put it away in social settings. Constantly checking or looking things up is just plain rude.13. Focus your efforts on one thing at a timeDon’t try all the things at once. Pick one at a time and commit to mastering that thing. Once you’re there, feel free to pick another. The road to mastery is accomplished one task at a time. Intention and attention are important.14. Set scary goalsStretch your limits by setting goals you’re not sure you can reach. Pick something harder and scarier and more uncomfortable than you’ve ever done and give yourself a year to do it. This mig ht be as simple as attempting to run 7 miles when you’ve hardly ever run 1. But the experience of channeling your physical and mental reserves to get it done is almost always worth it.15. Get help if you need itTherapy might be the number one most uncomfortable thing to do. It’s an exhausting chore to examine your own biases, defenses, motivations, and those of the people in your life. But it always gets you closer to the truth. And can lead to all sorts of breakthroughs in the short and long term.

Friday, February 28, 2020

Sources of Software Assignment Example | Topics and Well Written Essays - 250 words

Sources of Software - Assignment Example A verifiable and demonstrable commitment to total satisfaction rate and support will be the main facet in the assessment of vender qualifications. The term for this Request for Proposal will be 5 years. This proposal is renewable for 6th and 7th year. The proposal will not be limited to, services all labor and the materials needed for the completion of this project. Proposal shall include all costs of insurance, licensing fees, labor, agreements, and other costs reasonably important to complete this project (Porter-Roth, 2002). The agenda to this RFP must be issued and authorized in writing by the college. Any agenda that alter the RFP documents by deleting, adding, or correcting it contents will be given before the proposal receipt dates. The below attached scheduled is anticipated for this project. The schedule may change depending on the Proposals results. The final schedule will be established before contracting with the winning

Wednesday, February 12, 2020

The Issue of the Negative Externalities of the Profit Maximization Aim Essay

The Issue of the Negative Externalities of the Profit Maximization Aim of the Big Corporations - Essay Example In this essay, he is against the big corporations which exploit the community in order to raise their profits, and condemns their motives and actions, accusing them of selfishness and non-humanitarianism; therefore his reputation instigates the reader to accept his blatant accusations and emotional appeals, thus the way a reader would read this essay. He bases his claim on the pieces of evidence from law pertaining to different illegal acts in the American society, proceeds on to include the numerical figures of the houses and villages that have been uprooted due to the tyranny of the big corporations, furthermore he states the abnormal profit figures generated by GM.  Ã‚   The main focus of his essay is on pathos since it is obvious that he is using sensitive terms such as ‘destroys Parma, moral, kills, illegal, hazardous, rights’ etc., in order to appeal to the emotions of the readers and arouse their sensitive side. To some extent he also makes use of ethos, since he has a reputation of speaking the blatant truth, and people usually respect him for his honesty and blunt opinion on any issue (IMDB, 2010), in addition to this, he also states that his film â€Å"Roger and Me† has been viewed by all bottom-line feeder, but this is a argue that is subjective in nature, and not at all being backed by evidence, this is a logical fallacy known as ‘hasty generalization’ since Moore is claiming that all people of the mentioned group have seen the movie. Moore has made other logical fallacies in this essay as well, such as the use of emotionally loaded terms, which makes the basis of this work has a ‘pathos’ approa ch. Furthermore, he has overly simplified the matter, since the way he has presented the argument for making the point of selling crack and corporation actions  appear on equal footing seems to be very simplified, while it actually might not be the case, since selling of crack would not affect the economy and health of the people the same way as other matters.

Friday, January 31, 2020

The Impact of Sunk Opportunity and Accounting Costs Assignment

The Impact of Sunk Opportunity and Accounting Costs - Assignment Example This means that for there to be an opportunity cost, there ought to be more than one form of option of financial based decision that needs to be made. Again, for there to be opportunity cost, there ought to be the weighing of the number of options available before selecting the best fitting or most profitable of the choices (Adams, 1997). Based on the outline given about opportunity cost above, there is a scenario that was experienced within my department that can be given to fit the meaning and implication of opportunity cost. There was a time that the company acquired new equipment and machinery to be used for heavy duty logistics purposes. The machinery was considered advanced and exotic to what had already been used within the company over the years. It was therefore important that the human resource department in which I belonged to at the time take steps towards getting people to operate and run the new machinery. At the time, there were known experts in a neighboring country who had adequate knowledge and experience in the use of the machinery. The first option for the company was therefore to import these skilled workers and employ them to be regular staff of the company. Among other things, the cost for doing this was to include the travel expense on these people, an international salary quotation that was to be given to them, expatriate benefits, and residential allowances. The other alternative was to train some of the existing employees to take up this role. The training was to last for 6 month s. The cost involved here however included time spent on not using the machinery immediately while these people were receiving training, the fee for the training program, and extra allowance for increased responsibility. Because there were costs involved in each of these cases, it was classified as an opportunity cost. Upon careful consideration, the company settled to go for option one, which was to

Thursday, January 23, 2020

Chaucers Canterbury Tales - Suppression and Silence in The Reeve’s Tale :: Reeves Tale Essays

Suppression and Silence in The Reeve’s Tale  Ã‚   Such comments as, â€Å"I pray to God his nekke mote to-breke† quickly reveal that the ver-bal game of â€Å"quite† involves much more than a free meal to the Reeve in â€Å"The Canterbury Tales† (I 3918). This overreaction, which grabs the attention of the audience and gives it pause, is characteristic of the Reeve’s ostensibly odd behavior, being given to morose speeches followed by violent outbursts, all the while harboring spiteful desires. Anger typifies the Reeve’s dialogue and his tale, which begs the question why. It appears to be a reaction to the Miller’s insults, but they are not extreme enough to provoke such resentment. He seem-ingly has no hesitation in articulating his bitterness, yet he and his story are as much marked by suppression as expression. Silence resounds as loudly as any noise in the Reeve’s Prologue and Tale. The reader is as puzzled by his utterances as the lack of them: his sudden sermon on death is matche d by the quietness of two couples copulating in a small room of five, none of which are able to hear what the others are doing. The reality is that the behavior of the Reeve and the characters in his tale are not random or unaccountable. The Reeve is continually si-lenced by other pilgrims and himself, which is paralleled in his tale, and in turn suppresses his emotions, which leads to even more explosive conduct.   I. Characterization   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In order to appreciate the melancholic and serious temperament of the Reeve, it is nec-essary to view him in comparison to other characters, as Chaucer intended. The identities of the pilgrims are relative. They are characterized by their description in the General Prologue, but not fully developed until they are seen in contrast to the pilgrim they are â€Å"quiting.† As the Miller’s personality is developed by his dissimilarity to the Knight, so is the Reeve by the Miller. Therefore Robin’s enjoyment of life shows just how little Oswald receives from the same. For instance, the Miller’s large frame and excessive drinking show his delight in small pleasures. The Reeve, however, is â€Å"a sclendre colerik man† who controls his beard and hair (in opposition to the unruly strands that grow on a wart on the miller’s nose) as manipula-tively as the accounts of the farm on which he works (I 587). The Miller ma stered the bag-pipes for entertainment in his spare time while the Reeve trained with more practical tools: â€Å"In youthe he had lerned a good myster: He was a wel good wrighte, a carpenter† (I 614).

Wednesday, January 15, 2020

Linguistics and Language Essay

What will be covered in this class? †¢ How do we produce and recognize speech? †¢ How do we perceive words, letters, and sentences? †¢ How do we learn and recall information from texts? †¢ How can we improve texts to make them easier to understand? †¢ How does the brain function to process language? †¢ What are the causes and effects of reading disabilities? †¢ Is there language in other species? Central themes in psycholinguistics 1) What knowledge of language is needed for us to use language? Tacit (implicit) knowledge vs. Explicit knowledge  Ã¢â‚¬ ¢ tacit: knowledge of how to perform something, but not aware of full rules †¢ explicit: knowledge of the processes of mechanisms in performing that thing 2) What cognitive processes are involved in the ordinary use of language? How do we understand a lecture, read a book, hold a conversation? Cognitive processes: perception, memory, thinking, learning Some definitions of basic components of language: Semantics: The meaning of words and sentences Syntax: The grammatical arrangement of words in a sentence or phrase Phonology: The sound pattern of language Pragmatics: How language is used in a social context  Examples from psycholinguistics Parsing garden path sentences The novice accepted the deal before he had a chance to check his finances, which put him in a state of conflict when he realized he had a straight flush. 1) The defendant examined by the lawyer turned out to be unreliable 2). The evidence examined by the lawyer turned out to be unreliable The process of parsing is the process of making decisions The effect of prior knowledge on comprehension The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell. After the procedure is completed, one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more, and the whole cycle will then have to be repeated. However, that is part of life. Bransford & Johnson, 1973 Recall: No context: 2. 8 idea units out of a maximum of 18 Context afterwards: 2. 7 idea units Context before: 5. 8 idea units Child language development How many words do you know? Hint: Dictionary has about: 450,000 entries Test high school graduates: How many words do they know? About 45,000 english words About 60,000 including names and foreign words. The average six year old knows about 13,000 words. Learning about 10 words per day since age 1. (One every 90 minutes) How much do we have to teach children to learn language? Do you have to teach a child to walk? Is it the same way of learning a language? My teacher holded the baby rabbits and we patted them I eated my dinner A brief history of psycholinguistics Wilhem Wundt (early 1900s) Interest in mental processes of language production †¢ Sentence as the primary unit of language †¢ Speech production is the transformation of complete thought processes into sequentially organized speech segments. Behaviorism (1920s-1950s) †¢ Rejected the focus on mental processes †¢ Measurement based on objective behavior (primarily in lab animals) †¢ How does experience (reward and punishment) shape behavior? B. F. Skinner: Children learn language through shaping (correction of speech errors) Associative chain theory: A sentence consists of a chain of associations between individual words in the sentence What’s wrong with the behaviorist approach? Noam Chomsky (1950s – present) 1) Colorless green ideas sleep furiously 2) Furiously sleep ideas green colorless. 3) George picked up the baby. 4) George picked the baby up. Almost every sentence uttered is a new combination of words The Poverty of stimulus argument: There is not enough information in the language samples given to children to account for the richnes and complexity of children’s language The pattern of development is not based on parental speech but on innate language knowledge Linguistic Diversity vs. Linguistic Universals Linguistic diversity There appears to be a lot of diversity among languages Even within languages there is diversity When are two languages different? We speak the same language if we can understand each other  Exceptions: Norwegian and Swedish Cantonese and Mandarin Dialects within languages: The myth of pure language How/why do languages change? Why does there seem to be a â€Å"correct† English? Members of the dominant (most powerful) sub-culture tend to speak one dialect and may punish those who do not Linguistic Chauvinism Belief that one’s own language/dialect is the best of all possible languages Black English Vernacular (BEV) Study by William Labov Interviewed African-American street youth You know, like some people say if you’re good an’ sh*t, your spirit goin’ t’heaven . . . ‘n if you bad, your spirit goin’ to hell. Well, bullsh*t! Your spirit goin’ to hell anyway, good or bad. [Why? ] Why? I’ll tell you why. ‘Cause, you see, doesn’ nobody really know that it’s a God, y’know, ‘cause I mean I have seen black gods, white gods, all color gods, and don’t nobody know it’s really a God. An’ when they be sayin’ if you good, you goin’ t’heaven, tha’s bullsh*t, ‘cause you ain’t goin’ to no heaven, ‘cause it ain’t no heaven for you to go to. †¢ Place holders: â€Å"There† vs. â€Å"It† in the copula †¢ Copula: â€Å"Is†, â€Å"Was† optional †¢ Negatives: â€Å"You ain’t goin’ to no heaven†. BEV just as linguistically complex as Standard American English We don’t see/understand the complexity in other languages Moral: All languages seem to permit as wide range of expressions as others Linguistic Universals What is in common with all languages? Sentences are built from words based on the same physiological processes †¢ All languages have words †¢ All humans have ways of making sounds. †¢ Languages tend to use a small set of phonemic sounds †¢ Phoneme: The minimal unit of sound that contributes to meaning How many phonemes in a language? †¢ English: 40 phonemes †¢ Range: Polynesian 11 to Khoisan 141. Discreteness Messages in human language (e. g. speech sounds) are made up of units of which there is a discrete (limited) number Arbitrariness The relationship between meaningful elements in language and their denotation is independent of any physical resemblance between the two. Words do not have to look or sound like what they describe Openness †¢ New linguistic messages are created freely and easily †¢ Languages are not constrained in a way so that there are a limited number of messages that can be created. †¢ Linguistic Productivity: The ability to understand and create an unlimited number of sentences. The question studied by psycholinguists is â€Å"how to characterize and account for the creativity to construct and create an infinite number of sentences given the limited capabilities of the human brain† Duality of Patterning Language involves relating two different kinds of patterns or forms of representation †¢ A phonological system †¢ A semantic system These two systems use very different types of codes, although there is a phonological representation for each item in the semantic system Phrase structure Information on how a sentence is grouped into phrases. The quiet boy ate the red apple A set of Phrase Structure rules: PS 1 S (sentence) ————-> NP + VP PS 2 NP (noun phrase)————-> det + (adj) + N PS 3 VP (verb phrase) ————-> V +NP PS 4 N (noun) ————-> boy, dog, man, book PS 5 V (verb) ————-> ate, broke, kissed PS 6 adj (adjective ————-> quiet, red, happy, wormy PS 7 det (determiner) ————-> a, the We use â€Å"lexical-insertion rules† to put words into the structure. Phrase-structure rules provide a good account of phrase-structure ambiguity. They are broiling hens Morphology Morphology is the component of grammar that builds words out of units of meaning (morphemes) A morpheme is the smallest meaningful unit of language How many morphemes? bird firetruck undereducated unmicrowaveability Insights from American Sign Language (ASL) Unlike speech, signs are expressed in visual or spatial form Do a lot of the same grammatical concepts hold? Arbitrariness ASL possesses iconicity signs can represent objects or actions to which they refer. However, the degree of iconicity has declined over the years Duality of Patterning signs are composed of smaller elements that are meaningless Example: 3 parameters †¢ 19 values of hand configuration. †¢ 12 values of place of articulation †¢ 24 values of movements Meaningless patterns can be combined in various ways to from ASL signs. What about â€Å"openness† and â€Å"discreteness† within ASL? Transformational Grammar (Chomsky 1950s) Language: an infinite set of well-formed sentences Grammar: A finite set of rules that generates sentences in the language How do we know that a grammar is a good theory of language? Three criteria: Observational Adequacy: A grammar is observationally adequate if it generates all acceptable sequences and no unacceptable sequences. Descriptive adequacy: A grammar must also explain how a sentence relates to other sentences that are similar & opposite in meaning. The ball was caught by John John caught the ball The ball was not caught by John Explanatory adequacy It is possible for multiple grammars to attain observational and descriptive adequacy. Which is the correct/best one? Children learning language are presented with many samples of language and must determine the grammar from these samples. There must be some innate language constraints that help children determine the correct grammar. There exist Linguistic Universals that are common to all languages. The fact that there are similarities in languages is based on the fact that languages are determined by the nature of the mental structures and processes which characterize human beings A Grammar must explain the role of linguistic universals in language acquisition Deep and Surface structure Deep structure: The structure of the sentence that conveys the meaning of the sentence. Surface Structure: The superficial arrangement of constituents Deep structure ambiguity: A single surface structure that is based on two different deep structures Flying planes can be dangerous. Phrase structure rules would not be able to account for the differences in meaning Sentences can have similar phrase structure, although their underlying structure is different: John is easy to please John is eager to please Sentences can different surface structure, but similar deep structure Arlene played the tuba The tuba was played by Arlene Transformational Grammar A two part process to derive a sentence 1) Use Phrase-structure rules to generate the underlying tree structure (deep structure) 2) Apply a sequence of transformational rules to the deep  structure to generate the surface structure of the sentence Transformations occur by adding, deleting or moving constituents John phoned up the woman John phoned the woman up Phrase structure approach: Two different rules VP –> V + (particle) + NP VP –> V + NP + (particle) Each sentence is derived separately, using different phrase structure rules. Transformational grammar approach: One rule V + particle + NP –> V + NP + particle John phoned up the interesting woman John phoned the interesting woman up John phoned up the woman with the curly hair John phoned the woman with the curly hair up. Restrictions on transformations The particle-movement transformation can not be applied to pronouns John called them up *John called up them Example 2: Passive transformation NP1 + V + NP2 –> NP2 + be + V + en + by + NP1 Arlene played the tuba The tuba was played by Arlene Psychological Reality of Transformational Grammar If using language is a process of converting the deep structure to the surface structure, then the number of transformation rules applied should affect how long it takes to process a sentence. However, experiments do not consistently show that this holds true Current theories of grammar Lexical-Function Grammar  Made up of three components: a constituent structure, a functional structure, and lexical entries Constituent Structure: Similar to phrase structure Functional Structure: All the information needed for semantic interpretation John told Mary to leave Bill Predicate tell (subj, obj, V-comp) Tense Past Subj John Obj Mary V-comp predicate leave subj Mary obj Bill Lexical Entries Lexical entries contain information about: †¢ the forms of the word †¢ the kinds of sentences into which they fit, †¢ arguments and semantic roles Mary kissed John John was kissed by Mary Entry for â€Å"kiss† includes underlying semantic structure  kiss: (agent, patient). Forms of the word kiss: agent = subject: patient = object (be) kiss: agent=object: patient = subject Major significance of LFG Most of the explanation of how we process language is based on the lexicon (where we store information about words) . Government-Binding Theory or Universal Grammar Chomsky’s view of innate grammatical mechanisms. In GB theory, grammar is modular. Grammar due to interaction of several independent subsystems, or modules. Each module is fairly simple and performs part of the task But all modules interact in order to constrain the rules made by the other modules in the grammar. Implications We all inherit a universal grammar that can be set to different parameter values. These parameter values correspond to different languages. As we get experience with a language, we acquire these parameter values, and thus the language upon which it is based. Research methods in Psycholinguistics How do we observe, collect information on phenomena related to psycholinguistics? Naturalistic Observation Observing information in a non-experimental setting Slips of the tongue Phonological switching: Crushing blow –> Blushing crow semantic replacements: blond eyes for blond hair. Language Acquisition The use of language over time Data from naturalistic observation Rich, but hard to analyze Controlled experiments Goal: test an empirical hypothesis Hypothesis: A chapter will be easier to understand if each section starts with a summary of what will be said. Independent Variable: Variable that is manipulated to test the hypothesis. Dependent Variable: Variable representing the behavior we want to measure Control Variables: Other variables we need to control in order to see the effect of the independent variable Subjects: Who is going to participate in the experiment? Analysis: How do we know if there are differences bewteen the two chapters? The Human Information Processing System What psychological mechanisms are involved in using language? The Sensory store Processes incoming information from the environment †¢ Individual sensory stores for each sense †¢ Information retained for a short duration The visual sensory store Experiments by Sperling (1960) X M R K C N J P V F L B The partial report technique Auditory sensory store Experiment by Darwin, Turvey & Crowder (1972) 3 digits or letters auditorally presented to each ear and center at the same time. What is the use of the sensory store? It maintains information long enough so that we can do additional processing to it. Working memory or short term memory (STM) STM used to describe the fact that it holds information for a short time, while working memory refers to the processing capacity. STM works as a temporary holding place for intermediate decisions. Limited in size. Chunking Working memory: there is a limited amount of processing capacity that you can use as you perform a problem Long term memory Knowledge of how to do things, things we have learned, grammar rules, personal memories. All knowledge that is not active. Information that becomes active is retrieved from LTM and put in STM. Anything we learn is first processed in STM and some of it is put into LTM Episodic vs. Semantic Memory distinction Semantic memory †¢ Organized knowledge of words, concepts, symbols and objects. motor skills, general knowledge, spatial knowledge , social skills. †¢ All information is organized semantically, but not tagged based on when it was learned. Episodic memory †¢ Holds traces of events specific time and place. †¢ Memory of personal experiences. Interaction between semantic and episodic memory. What does the organization of the information processing system have to do with language processing? Pattern Recognition Parsing/understanding sentences in working memory This is a long sentence and yet somehow you can keep it all in working memory The organization of Long Term Memory That cat plays really cool jazz Serial vs. Parallel Processing Serial processing: One process working at a time Parallel Processing: Multiple processes working at a time In a serial model of language processing, individual modules would work one at a time to process the information. A parallel model would say that the processes happen at the same time. Parallel models as neurally inspired models of cognitive processes Top-Down vs. Bottom-Up processing Cognitive processing occurs at levels Bottom-up processing is done in such a way that all processing occurs starting from the lowest level processes and proceeds onto the higher level processes Higher level processes do not influence any of the processing done at the lower levels Top down processing: Information at the higher levels influences processing at the lower levels. Advantages and disadvantages of Top-Down processing Automatic vs. Controlled processes We have a limited amount of processes that we can do at a time. Controlled processing: Processes that require a substantial amount of cognitive processing. Automatic processing: Processes that do not require a substantial amount of cognitive processing. The role of practice in automatic processing The Stroop effect Putting it all together: Cognitive processes in action The novice accepted the deal before he had a chance to check his finances, which put him in a state of conflict when he realized he had a straight flush. The Internal Lexicon How are words stored? What are they made up of? How are word related to each other? How do we use them? Internal lexicon The representation of words in long term memory Lexical Access: How do we activate the meanings of words? Aspects of Meaning Reference: The relationship between words and things in the world Things in the world are referents of a word My dog has fleas My dog is from Mars But not all reference can be mapped to concrete things Abstract words: Love, Justice, Equality Non existent objects: Unicorn, Martians Meaning is not restricted to the real world, but also imaginary worlds Sense: The relationship of a word with other words in the language Student at NMSU vs. Undergraduate at NMSU Synonymy (same meaning) Car Automobile Antonymy (opposite meaning) Happy Sad Incompatibility (do the words contradict each other? ) John is happy vs. John is sad Hyponymy (are they part of the same class? ) A dog is an animal, Bowser is a dog, Denotation vs. Connotation Denotation: The objective meaning of the word Connotation: The aspect of the meaning beyond its explicit meaning Bachelor Spinster Hungry Starving The Mental Representation of Meaning The representation of the meaning of a word is based on the semantic features of that word. We acquire the meaning of a word by learning its semantic features Children make semantic mistakes Verbs of possession. We understand more than the meaning, we have knowledge of the relations between these words sold vs. paid give vs. receive lose vs. find Prototypes: Some members of a category are better instances of the category than others Apple vs. pomegranate What makes a prototype? More central semantic features What type of dog is a prototypical dog What are the features of it? We are faster at retrieving prototypes of a category than other members of the category Semantic Networks. Words can be represented as an interconnected network of sense relations †¢ Each word is a particular node †¢ Connections among nodes represent semantic relationships Mental models: A model/understanding of how the world works and how pieces of textual information fits in with it. John is sitting in a chair. That chair is on a table. The table is blue and round. John has red hair. The structure of the Internal Lexicon How do these pieces of semantic information relate to each other? Semantic verification task An A is a B An apple is a fruit A robin is a bird A robin is an animal A dog has teeth  A fish has gills A fish has feathers An apple has teeth NMSU is in New Mexico Harvard is in California Use time on verification tasks to map out the structure of the lexicon. Models of the Lexicon Collins and Quillian Hierarchical Network model Lexical entries stored in a hierarchy, with features attached to the lexical entries Representation permits cognitive economy Testing the model Sentence Verification time Robins eat worms 1310 msecs Robins have feathers 1380 msecs Robins have skin 1470 msecs A category size effect: Subjects do an intersection search Problems with Collins and Quillian model . 1) Effect may be due to frequency of association 2) Assumption that all lexical entries at the same level are equal The Typicality Effect Which is a more typical bird? Ostrich or Robin. A whale is a fish vs. A horse is a fish Major conclusions of the model: 1) If a fact about a concept is frequently encountered, it will be stored with that concept even if it could be inferred from a more distant concept. 2) The more frequently encountered a fact about a concept is, the more strongly that fact will be associated with the concept. And the more strongly associated with a concept facts are, the more rapidly they are verified. 3) Verifying facts that are not directly stored with a concept but that must be inferred takes a relatively long time. Spreading Activation Models (Collins & Loftus) †¢ Words represented in lexicon as a network of relationships †¢ Organization is a web of interconnected nodes in which connections can represent: categorical relations degree of association typicality Retrieval of information †¢ Spreading activation †¢ Limited amount of activation to spread †¢ Verification times depend on closeness of two concepts in a network Context effect in spreading activation models Present either: Murder is a crime or Libel is a crime Then get verification time for Robbery is a crime Subjects faster when they see Murder than Libel. Why? Advantages of Collins and Loftus model †¢ Recognizes diversity of information in a semantic network †¢ Captures complexity of our semantic representation †¢ Consistent with results from priming studies Lexical Access What factors are involved in retrieving information from the lexicon? Semantic Priming Meyer & Schvaneveldt (1971) Lexical Decision Task Prime Target Time Nurse Butter 940 msecs Bread Butter 855 msecs Evidence for associative spreading activation. Ratcliff and McKoon (1981) Subjects study and memorize The doctor hated the book Task: â€Å"Was this word from the sentence you memorized? † Prime Target Time None Book 667 msecs Doctor Book 624 msecs Word Frequency Does word frequency play a role in lexical access? Lexical Decision Task: gambastya, revery, voitle, chard, wefe, cratily, decoy, puldow, raflot, oriole, vuluble, booble, chalt, awry, signet, trave, crock, cryptic, ewe, himpola mulvow, governor, bless, tuglety, gare, relief, ruftily, history, pindle, develop, gardot, norve, busy, effort, garvola, match,sard, pleasant, coin, maisle. Lexical Decision is dependent on word frequency Eyemovement studies: Subjects spend about 80 msecs longer fixating on low-frequency words than high-frequency words Morphological Structure So we strip off the prefixes and suffixes of a word for lexical access? Decision = Decide + ion Lexical Decision Tasks: Prime Target Time Nurse Butter 940 msecs Bread Butter 855 msecs Evidence for associative spreading activation Ratcliff and McKoon (1981) Subjects study and memorize The doctor hated the book Task: â€Å"Was this word from the sentence you memorized? † Prime Target Time None Book 667 msecs Doctor Book 624 msecs Word Frequency Does word frequency play a role in lexical access? Lexical Decision Task: gambastya, revery, voitle, chard, wefe, cratily, decoy, puldow, raflot, oriole, vuluble, booble, chalt, awry, signet, trave, crock, cryptic, ewe, himpola mulvow, governor, bless, tuglety, gare, relief, ruftily, history, pindle, develop, gardot, norve, busy, effort, garvola, match,sard, pleasant, coin, maisle. Lexical Decision is dependent on word frequency Eyemovement studies: Subjects spend about 80 msecs longer fixating on low-frequency words than high-frequency words Morphological Structure So we strip off the prefixes and suffixes of a word for lexical access? Decision = Decide + ion Lexical Decision Tasks: Presented subjects with a sequence of words to study Examined the probability of recognizing words over 14 days Performance systematically decays over time Negatively accelerated decay. Bahrick (1984) Student’s retention of spanish-english vocabulary items from 0 to 50 years Power law of decay Review on the internal lexicon Aspects of meaning: Reference and Sense Denotation and Connotation What is the mental representation of meaning? Models of the Lexicon Hierarchical Network Model Spreading Activation Model What factors are involved in retrieving information from the lexicon? Semantic Priming Word Frequency Morphological Structure Lexical Ambiguity Retention of lexical items.