Translating Since in Spanish

The English word since has several meanings and can function as at least three parts of speech — adverb, conjunction and preposition, and they cant all be translated to Spanish the same way. Following are some of the most common ways of translating since; this is not a complete list, although usually one of these can be used in most situations. Since When Since meaning from a certain time forward: When using a date or time, the preposition desde can usually be used: Nueve periodistas espaà ±oles han muerto en conflictos desde 1980. Nine Spanish journalists have died in conflicts since 1980.Desde hace una hora ya no tengo trabajo. I have been without work since an hour ago.Està ¡n en huelga desde la semana pasada. They have been on strike since last week.Mi madre desde entonces no es lo que era. My mother since then isnt what she used to be. Note that as in the examples above, the present tense of the verb is used even though the action began in the past. When since is used by itself as an adverb, it usually is the equivalent of since then, so desde entonces can be used: No ha llovido desde entonces. It hasnt rained since. Desde que can be used in constructions such as the following: Parece que pasaron 15 minutos y no 15 aà ±os desde que nos fuimos. It seems like 15 minutes have passed and not 15 years since we went away.Desde que trabajà © aquà ­, he tenido muchas oportunidades. Since I started working here, I have had many opportunities.Desde que te vi no puedo dejar de pensar en ti. Since I saw you I cant stop thinking about you. Since Why Since as introducing a reason: When since is used to explain why something is being done or occurring, you often can use one or more of the words or phrases of causation. Other words or phrases can be used in addition to those below: Como porque tengo hambre. I am eating since I am hungry.Como Henry tenà ­a miedo a volar, rehusà ³ ir a Londres. Since Henry was afraid to fly, he refused to go to London.Dado que soy celà ­aco  ¿quà © alimentos puedo injerir? Since I have celiac disease, what foods can I eat?No importa, ya que es sà ³lo un sueà ±o. It doesnt matter, since its only a dream.

BTEC Unit 1 Assignment 2 - 6164 Words

BTEC Unit 1 Assignment 2 Cardiovascular System and Respi ratory System Ho Wai Chin (Jasmine) The Cardiovascular system The cardiovascular system is also known as the circulatory s ystem. It is made up of the heart, blood vessels and blood ce lls. is a network of blood vessels supplying the body with o xygen and nutrients, while removing carbon dioxide and wa ste. Our skin, bones, muscles, lungs, digestive tract, and nervous , endocrine, lymphatic, urinary, and reproductive systems us e the cardiovascular system as a transportation route for dist ribution of nutrients, oxygen, waste products, hormones, dr ugs, etc. (Adams et al, 2010)(Boundless, 2014) Heart The heart is situated in the left-hand side of the chest below the sternum. The†¦show more content†¦The superior vena cava and inferior vena cava are veins t hat receive deoxygenated blood from the body to empty the m into the right atrium of the heart. The superior vena cava receives blood from the upper body while the inferior vena cava receives blood from the lower body. (Adams et al., pg. 22) Pulmonary Artery and Vein The pulmonary artery carries deoxygenated blood from th e right ventricle of the heart to the lungs. It is the only artery in the body that carries deoxygenated blood. The pulmonary vein carries oxygenated blood from the lun gs to the left atrium of the heart. It is the only vein in the bo dy that carries oxygenated blood. (Adams et al., pg. 22) Blood Vessels There are around 96,000km of arteries, arterioles, capillaries , venules and veins in the body that maintains blood circulati on in the body. These blood vessels have different structures due to their functions and the pressure of blood within them. Blood flowing through the arteries appear bright red due to i ts oxygenation. The blood drops off oxygen and takes up car bon dioxide at the capillaries. When it has reached the veins it is much bluer due to its low concentration of oxygen. (Adams et al., pg. 22) Vein Arteries Venuoles Towards the heart Arterioles Capillaries From the heart Image: http:// www.bbc.co.uk/schools/gcsebitesize/pe/images/capillaries.gif Arteries Arteries carry blood from the heart and they carryShow MoreRelatedResearch: Scientific Method and Social Care1464 Words   |  6 PagesAssignment front sheet Qualification Unit number and title BTEC L3 : Health and social care Year 1 Unit 22: Research Methodology for Health and Social Care Learner name Assessor name Nadia Anderson, Shauna Silvera Date issued Deadline Submitted on September 2013 (Individual issue dates set throughout the year) July 2014 (Individual deadline dates set throughout the year) Assignment title Research Methodology for Health and Social Care In this assessment you will have opportunities to provideRead MoreStrategic Management and Leadership Skills1089 Words   |  5 PagesBTEC assignments 2011  ©LAHE This assignment is a part/whole unit assessment activity BTEC – Level 7 Advanced Professional Diploma in Management Studies Assignment Brief UNIT TITLE: Developing Strategic Management and Leadership skills Assignment: Tutor: Date Set: Date of Submission: Instructions: Mr Tayo Tewogbade March 2011 17th April, 2011 Answer all questions Learning outcomes and criteria covered by this assignment 1. 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Fate vs. Free Will in Julius Caesar - 933 Words

In William Shakespeares play, Julius Caesar, two interesting forces, fate and free will, are shown competing for prominence over the other. Fate was exemplified in the many prophecies and omens the characters viewed throughout the play. Free will was the characters abilities to overcome and defeat their fate. Many characters have struggles with the power of their free will overcoming their fate, namely Caesar, Cassius, and Brutus. Although in the end all three of those characters succumb to their fate, Shakespeare shows that there is a delicate equilibrium between the two forces. Of the three men, Caesars fate seemed most obvious to him and to the reader. However, Caesar used his free will in many instances to in large part ignore his†¦show more content†¦This stance is what required Cassius to go through so much effort to persuade Brutus to join the conspirators. He was forced to write fake letters so that Brutus could see a reason to act on Caesar becoming emperor. He also died through a form of apathy brought about by what he thought was his fate. The ghost of Caesar had visited him twice and had affected his rationalization that he told Volumnius I know my hour is come (V. v. 19). Through all three of these characters, Shakespeare has made a point to show that indifference towards fate leads towards permanent consequences, death. In Cassius situation, he was strong until that final point came, where he accepted his final fate. Brutus was never very strong with using his free will, but in the end accepted his fate much the same as Cassius. Caesar was never very strong in using his free will, but chose a nobler route to defying his fate. Thus Caesar declares: It seems to meÂ…it will come (II. ii. 35Ââ€"37). In other words, Caesar recognizes that certain events lie beyond human control; to crouch in fear of them is to enter a paralysis equal to, if not worse than, death. It is to surrender any capacity for freedom and agency that one might actuall y possess. Using all three of their deaths as an example, it seems Shakespeare was showing that free will must be used vigilantly, and if one was to let their guard down, fate will overcome all efforts ofShow MoreRelatedJulius Caesar : Fate Vs. Free1298 Words   |  6 Pagesicons. Others might say Bill Gates vs. Steve Jobs because they were different as apples and oranges, yet they had much in common because they both created and dreamed of the idea of a personal computer. But is it possible that fate vs. free will spark an idea in peoples’ brains? Maybe. This essay will be focusing on that relationship and balance in one famous piece of work. In William Shakespeare’s tragedy, Julius Caesar, Julius Caesar proved that fate and free will maintain a tug-of-war situationRead MoreFate vs. Free Will Julius Caesar Essay844 Words   |  4 Pagesthe play Julius Caesar by William Shakespeare there are two forces at work fate and freewill and throughout the play they are both f ighting for control over man. Fate was shown in the many prophecies and omens that the characters viewed throughout the entire play. Free will as defined in the play is the ability to overcome fate. Although in the end all three of the characters succumbed to their fate, Shakespeare shows again that there is a delicate balance between fate and human free will. Read MoreEssay about Fate vs. Free Will in Julius Caesar922 Words   |  4 PagesShakespeare’s play, Julius Caesar, two interesting forces, fate and free will, are shown competing for prominence over the other. Fate was exemplified in the many prophecies and omens the characters viewed throughout the play. Free will was the characters abilities to overcome and defeat their fate. Many characters have struggles with the power of their free will overcoming their fate, namely Caesar, Cassius, and Brutus. Although in the end all three of those characters succumb to their fate, ShakespeareRead MoreFate vs Free Will in Julius Caesar by William Shakespeare693 Words   |  3 Pagesleads to their fate being a horrific downfall. Julius Caesar by William Shakespeare exposes the conflicting ideas that exist between fate and free will by showing the relationship between Caesar, Brutus, and their wives, and how the decisions Cassius makes effect his fate. Conflicting ideas existed betwee n the spouses and as well as the decisions Cassius make and how they affect him. Fate gives Brutus a chance to change his decision that he made of his own free will about killing Caesar by having PortiaRead MoreThemes Of William Shakespeare s Julius Caesar 2063 Words   |  9 Pages Theme, Mood and Conflict in Julius Caesar Savannah Baine â€Å"Come I to speak at Caesar’s funeral. He was my friend, faithful and just to me. But Brutus says that he was too ambitious, and Brutus is an honorable man .† Mark Antony (Act 3,Scene 2,Line 85). â€Å"Julius Caesar† by William Shakespeare, is a classic play depicting the death of Caesar and the chaos that ensues afterwards. One theme in this play is fate vs. free will, the mood is serious and calm, while the conflictsRead MoreCauses Of The Bloodless Revolution1053 Words   |  5 Pagesparties, influenced by religion, caused a divide in the state and tension levels rose. 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Even though, these works were written by far different authors and in different centuries their similaritiesRead Moresummary of lion and jewel3215 Words   |  13 PagesTHEMES Power and authority Women in society Masculinity Colonialism Culture vs. progress Change Old versus young    Julius Caesar SUMMARY This play is one that contains political intrigue and drama. It opens with a group of commoners celebrating Julius Caesars triumphant return to Rome. This is met with scorn by some Tribunes, who tell them to leave the area. This is the premise to scenes that reveal an ambitious Caesar who is beloved by Roman citizens, but is the envy of many of his friends. ItRead More William Faulkners Use of Shakespeare Essay5388 Words   |  22 PagesReivers. 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The Role Of Maternal Role Attainment Theory - 911 Words

Ramona Mercer developed the Maternal Role Attainment Theory where she identified the four stages of role attainment to better clarify her theory (Noseff, 2014). The four stages include: before pregnancy, formal stage, informal stage, and lastly maternal identity (Noseff, 2014). Before a woman becomes pregnant she will undergo a mind changing perception for her future role (Noseff, 2014). The formal stage occurs after the baby is born and the mother mimics mothering skills taught to by the healthcare professionals (Noseff, 2014). The informal stage occurs when the mothers starts to care for her infant by doing it her own way and using her own judgment (Noseff, 2014). Lastly, maternal identity is then achieved when the mother has progressed through the previous three stages and develops a sense of self-assurance and harmony with her infant (Noseff, 2014). According to Noseff, reaching maternal role attainment is crucial for basic survival needs and mental of the infant and mother (2014 ). Maternal role attainment is a very multifaceted theory due to many variables that play a vital role in obtaining this state of competence (Noseff, 2014). These variables include: maternal age, perception of what the birth experience will be, health status, anxiety, depression, role strain, temperament of the infant, infants health status, social support and mother-father relationship (Noseff, 2014). Post partum depression and maternal identity will be explored throughout this paper. EileenShow MoreRelatedThe s Nursing Theory : Maternal Role Attainment1321 Words   |  6 PagesRamona T. Mercer’s Nursing Theory: Maternal Role Attainment Tiffany A. Walter Benedictine University Ramona T. Mercer’s Nursing Theory: Maternal Role Attainment Ramona Mercer is a well-known nursing theorist who specializes in nursing of the mother and child. Ramona Mercer developed a theory that helps a mother bond with her child/children. This theory is called the Maternal Role Attainment Theory. Bonding between a mother and her child is very important in the development andRead MoreBonding : Maternal Infant Attachment And The Maternal Role Attainment Theory1707 Words   |  7 Pagesblock of a theory. Concepts are necessary components of a phenomenon, which are used to comprehend and be synthesized into a theory or paradigm. (McEwen, M. Wills, E.M.) According to McEwen Wills concept exploration, concept clarification, and concept analysis are three strategies described by Meleis in 2012. These are used in nursing theory, research and practice to develop conceptual meanings. (McEwen, M. Wills, E.M.) This concept exploration paper will focus on Bonding: maternal-infantRead MoreNursing Theory Of Ramona T. Mercer : Maternal Role Attainment880 Words   |  4 PagesNursing Theory of Ramona T. 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Orlando 1961 The Dynamic Nurse-Patient Relationship: Function, Process, and Principles. E. Wiedenbach 1964 Clinical Nursing: A Helping Art J. Travelbee 1966 Her theory is based on existential humanity , meaning humans are constantlyRead MoreThe Role Of Supportive Relationships Of The Maternal Caregiver, And Community Violence1560 Words   |  7 PagesWhat is the design and how does the design related to the goals of the study? The design was longitudinal, and this design relates to the goals of the study because the goals of the study were to see the effects of supportive relationships of the maternal caregiver, and community violence had on CU traits within the youth studied. This design was used because it studied the participants over time and has the potential to provide vast information on this subject. 2. How were the participants assignedRead MoreNursing Theory of Imogene King5964 Words   |  24 Pages|Introduction to Nursing Theories | |This page was last updated on  February 21, 2011 | |[pic] | |INTRODUCTION | |Each discipline has a unique focus for knowledge development that directs its inquiry | |and distinguishes it from other fields of studyRead MoreMotivation Essay1262 Words   |  6 Pagesneeds create motives for a particular action (behaviour). Primary motives are hunger, thirst, maternal concerns, avoidance of pain, etc. These motives are involuntary. Then there are secondary motives which play an important role in employee motivation. Examples of secondary motives are: need for achievement, need for power, need for affiliation, need for security, and need for status. Theories of Motivation Maslow’s Hierarchy of Needs: Abraham Maslow suggested that needs of human beingRead MoreIt Is No Secret That Coraline Is A Novel Littered With1270 Words   |  6 Pages It is no secret that Coraline is a novel littered with allusions to feminist theory. Gaiman is a talented multi-platform writer who chose to tackle material feminism and postfeminism in the construct of a children’s book. Many of Gaiman’s texts, Coraline included, present a pilgrimage forward to heteronormative feminine identity. Coraline in particular achieves this narrative by demonizing feminine power. The overwhelming strength of the, phallically depicted, other mother must be vanquished, which

Indian Economy is inbuilt free essay sample

As a student of economics i am really curious to know what recession is? you would shocked to know that i am doing ca n i still want to know the term recession. This word did not attract me until i heard from my lecturer that western countries often face recession whereas in India it did not appear for decades.I remember in the year 2008, Indians faced recessions it was horrifying to learn that many engineers committed suicides because they lost jobs. losing jobs was a new concept for Indians during those days. THIS BECAME MY POINT OF INTEREST. Begining with economic trends, India being developing country should have adversly effected by recession n then depression. But it is not so..why?.. The secret lies in the culture.Indian economy is inbuilt.I salute to my ancestors. We Indians have a unique way of celebrating festivals. oh!.. no not with wine or noise. We will write a custom essay sample on Indian Economy is inbuilt or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Its with sweets,delicacies,perfumes, new dresses,decoratives n flowers. All these are just a part of livelihood,you might be thinking whats that got to do with economy. Firstly observe all those items used in the festivals.These cover up the huge part of market. People in the name of festival purchase all these items. Not many know that in India everyday there is festival the above mentioned items have become necessities.This has made the country a wide market in the world. Spending habits of Indians has made the country to grow in faster pace. MORAL start spending to keep the growth rate high.

Psychology Hl Internal Assessment free essay sample

The hypothesis predicted that participants in the free recall condition will show a  classic position curve with the recency effect taking place almost equally to the primacy effect, then when compared to participants in the serial anticipation condition where the primacy effect will be dominant. This was based on previous research by Deese (1957), which demonstrated that it is possible to alter the form of the serial position curve by instructions as to the method of recall. The DV was number of words recalled and the IV was the fact whether free recall or serial-order recall was instructed. The repeated measures design was chosen. An opportunity sample of 36 participants (N=36) participated. 3 lists of 20 common English words were read out to participants in the control group, all of the lists were instructed for free recall before and after reading of the list. 3 lists of 20 common English words were read out to participants in the experimental group. In the first list free recall was called on for both before the reading of the list and after. In the second list, free recall was called on before the reading, and serial recall was instructed after the hearing of the list. In the third list, serial recall was called on for both before the reading of the list and after The T-test showed the results of the list were significant at a 5% level of significance, so the research hypothesis that type of instruction affects recall was accepted. Word count: 304 Introduction Cognitive psychology deals with mental processes such as memory. Memory has been studied by psychologists since Atkinson and Shiffrin proposed theory of the multistore model of memory (MSM), which breaks-up memory into different categories. Information is received by sensory stores, and some is passed to short-term memory stores (STS), which can then be passed to long-term memory stores (LTS). Attention is the control process responsible for transfer of information from sensory store to STS. This is supported by many studies that involve serial position effect, showing that when participants are presented with lists of words, they remember first few and last few words and are more likely to forget those in middle. A study, conducted by Murdock (1962) investigates the relationship between serial position effect, position of words on given list, and participant‘s ability to freely recall them. Murdock suggested that early words were put into  long-term memory (primacy effect) because subject had time to rehearse words, and words from the end went into  short term memory  (recency effect). Words in middle had been there too long to be held in STS, due to displacement, and not long enough to be put into LTS, hence they’re forgotten. Glanzer and Cunits (1966) conducted an  experiment introducing the variable of immediate versus delayed recall. They studied separate output of STS, since they introduced a  variable, delayed start of recall, which had a  different effect on long-term and short-term storage, and therefore changed the beginning and end of the serial position curve. Studies of the position curve and memory show that a  delay of thirty seconds (being the time hypothesized that short-term memory lasts for) did not affect the primacy effect which was clearly present, but drastically lowered the amount of words of the recency effect. Deese (1957) focuses on serial organization of words. The study showed probability of recall depended upon position of item in the series. It focused on a  new variable, free recall versus serial anticipation, where subject not only had to remember words, but also in correct order. Serial anticipation changes the serial position effect, since when serial anticipation is compared to free recall, it can be noted that the curves are roughly mirror images of one another. The researchers divided their subjects into two groups, those who would freely recall words, and those who would be instructed to recall words in the order they were presented. Findings show that although the total amount of words recalled was close to identical, there was a  change in the serial position curve. In this case, early items have the highest probability of recall (not last), last items second highest (not first), and middle items least. This is due to the fact that when having to remember the words in order, long term stores would be most accurate as those words were most repeated in order. The above findings are important since they gave cognitive researchers an insight into memory processes, and support the multi-store model theory. They show that we remember the beginning, because it is stored in long-term stores, and end, when the short-term storage is not interrupted, but least frequently middle words, as hypothesized by the serial position curve and the primacy and recency effects. This experiment is a  replication of Deese (1957). It uses the distinction of free recall and serial anticipation, to affect the serial position curve and focus on LTS primarily. Aim: investigate effect of the recall of words in free recall, and recall by serial anticipation, and the effect it has on LTS and STS in relation to the serial position curve. Experimental hypothesis (H1): Participants in free recall condition will show a  classic position curve with the recency effect taking place almost equally to the primacy effect, and then when compared to participants in the serial anticipation condition where the primacy effect will be dominant. (Free recall: words recalled in any order. Serial recall: words recalled in order they were presented. ) Null hypothesis (H0): There will be no significant difference between recall of words when compared in free recall and serial anticipation situations, or any difference will be due to chance. Method Design: Independent measures design was chosen to eliminate order effect, and to prevent boredom, tiredness, or improvement of skills with performance. Independent variable was used in the same sense, but with slight variation in the form of recall. If the same participants were used, they would know what to learn in the first part, and that would affect the second part of the experiment. One possible disadvantage of this design is that there may be participant variability. For example, participants may vary in memory ability, so the differences between groups may be due to this and not simply to the manipulation of the IV. To avoid participant variability, participants were given two practice lists to memorize, and the mean in these two lists was within two standard deviations, suggesting that the participants had similar memory capacity. Another disadvantage would be participant sabotaging the study, or becoming distracted. This was prevented by eliminating empty lists submitted by participants from results, hanging a sign so that people would not enter the testing classroom, and asking anyone distractive to leave. Ethical considerations were followed, as each participant was briefed before the experiment, and debriefed after it. It was clear that at any time participants had the right to withdraw from the experiment and their anonymity would be protected. Participants were not harmed physically or psychologically, and all signed informed consent form. Independent variable: Whether free recall or serial order recall was instructed. (Free recall: words recalled in any order. Serial recall: words recalled in order they were presented. ) Dependent variable: Amount of words recalled. (Frequency of words recalled. ) Participants: Opportunity sampling was used because this was the most convenient and saved time. The target population was IB students at QSI Bratislava with fluency in English. Participants were asked, and those who accepted met in the classroom. The participants were required to have specific English abilities because the experiment was conducted in English. In total, for the experiment we had 11 boys and 25 girls (N=36). Materials: * Consent forms * Standardized briefing and debriefing instructions * 8 lists of 20 different words * Answer sheets * Stopwatch Procedure: Before experiments began, 8 different lists of 20 words were randomly created from a list of 1,000 common English language words. First group of participants (N=18), brought to a quiet classroom, each seated at a desk. Standardized briefing was read out loud, and informed consent was given. Answer sheets were placed face-down on each desk. 1. Subjects were required to recall two practice lists, given with standardized instructions. They were instructed free recall. Each list was read by experimenter at the rate of one word per two seconds, without emphasis, and recall was required immediately after the reading. 2. Participants were divided into control and experimental groups randomly. One group was tested at a time. . Control group was given 3 lists with the same instructions as those for practice lists. After finishing the lists, groups switched locations. 4. Experimental group had the following sequence of instructions: * First list: instructions were same as for practice list. (Free recall is called on for both before reading of the list and after. ) * Second list: instructions before the list were for free recall, and instructions for recall in serial-order were instructed after hearing. * Third list: instructions were to recall in serial-order were given before and after reading list. . All lists were collected, and both groups were read standardized debriefing together. Second group of participants (N=18) was tested, and same procedure was followed. Results Descriptive: The experiment collected interval ratio data. Therefore, mean and standard deviation were chosen as descriptive statistics. As this study has a focus on the amount of words recalled in different stages of the list, words were classified under four headings: â€Å"Beginning† (words 1-6), â€Å"Middle† (words 7-14), and â€Å"End† (words 15-20), along with â€Å"Total† as summary, for comparison and analysis. From Table 1. it can be deduced that when free recall was instructed and used, participants received similar results over-all ( average of 8. 25 and 8. 75 words), although the results were not dispersed close to the mean. With standard deviations (SD) being differing and high (3. 31 and 5. 42), this suggests primacy and recency effect. From Table 2. it can be deduced that when participants were expecting to perform free recall, but were instructed serial recall, the performance over-all significantly dropped (averages of 7. 65 compared to 3. 95). Furthermore more words were remembered in the situation of serial recall in beginning, since they were stored in LTS, and therefore their position could be better recalled, suggesting the primacy effect (7. 17 compared to 3. 67). From measures on table 3. it can be deduced that primacy effect is dominant in serial recall, as the mean of words in beginning (9. 00), dropped down in the end words (4. 38). Table 1: Mean recall and Standard deviation of words in A1 and B1 lists (free recall in both). | Beginning words 6 possible words (1-6)| Middle words8 possible words (7-14)| End words6 possible words 15-20)| Total words20 possible words (1-20)| | A1| B1| A1| B1| A1| B1| A1| B1| Mean| 10. 00| 9. 33| 7. 50| 5. 25| 7. 50| 11. 00| 8. 25| 8. 75| SD| 3. 58| 5. 89| 2. 78| 2. 12| 3. 56| 2. 45| 3. 31| 5. 42| N| 18| 18| 18| 18| 18| 18| 18| 18| Table 2: Mean recall and Standard deviation of words in A2 and B2 lists (free recall in A2 list, serial recall asked in B2 list after memorization process ). | Beginning words 6 possible words (1-6)| Middle words8 possible words (7-14)| End words6 possible words (15-20| Total words20 possible words (1-20)| | A2| B2| A2| B2| A2| B2| A2| B2| Mean| 11. 50| 7. 17| 5. 00| 2. 25| 7. 33| 3. 67| 7. 65| 3. 95| SD| 1. 22| 2. 23| 2. 62| 1. 67| 3. 01| 4. 32| 3. 60| 3. 39| N| 18| 18| 18| 18| 18| 18| 18| 18| Table 3: Mean recall and Standard deviation of words in A3 and B3 lists (free recall in A3 list, serial recall in B3). | Beginning words6 possible words (1-6) | Middle words8 possible words (7-14)| End words6 possible words (15-20| Total words20 possible words (1-20)| | A3| B3| A3| B3| A3| B3| A3| B3| Mean| 9. 33| 9. 00| 7. 38| 1. 00| 10. 00| 4. 38| 9. 10| 4. 55| SD| 4. 08| 6. 26| 3. 16| 0. 93| 1. 90| 5. 15| 3. 18| 5. 0| N| 18| 18| 18| 18| 18| 18| 18| 18| Inferential: T-test was chosen since the experiment tested difference between frequency of words remembered between various lists, and the way they were stored (by observing the primacy and recency effect), with the comparison of control lists to experimental. T-test was chosen because it is more powerful, and shows whether they have significant differences. Advantages are that it works well with two means—its good for ratio data, such as in this experiment. Disadvantage is that results are assumed to come from a  normally distributed population. This test is good to use when the population mean and standard deviation are unknown, and 2 separate groups are being compared, that is why it was chosen over other tests. Table 4. This table presents a comparison between the first and last 6 words of each experimental list, comparing the significance of primacy and recency effect on recall. List:| Primacy (average # of words recalled)| Recency (average # of words recalled)| Significance? | B1| 9. 33| 11. 00| The two-tailed P value = 0. 5003 This difference is considered to be not statistically significant| B2| 7. 17| 3. 67| The two-tailed P value = 0. 542 This difference is considered to be not quite statistically significant. | B3| 9. 00| 4. 38| The two-tailed P value = 0. 0805 This difference is considered to be not quite statistically significant. | Table 5. This table statistically states the p value of comparisons between different sections of control tests to experimental tests. Comparing lists| First words | Middle words| Las t words| Over-all| A1 vs. B1| P value = 0. 8174 This difference is considered to be not statistically significant. | P value = 0. 0901This difference is considered to be not quite statistically significant. P value = 0. 0756This difference is considered to be not quite statistically significant| P value = 0. 7266This difference is considered to be not statistically significant. | A2 vs. B2| P value = 0. 0019 This difference is considered to be very statistically significant. | P value = 0. 0252 This difference is considered to be statistically significant. | P value = 0. 1189 This difference is considered to be not statistically significant. | P value = 0. 0021 This difference is considered to be very statistically significant. | A3 vs. B3| P value = 0. 9152 This difference is considered to be not statistically significant. | P value is less than 0. 0001 This difference is considered to be extremely statistically significant. | P value = 0. 0439 This difference is considered to be statistically significant| P value = 0. 0024   This difference is considered to be very statistically significant. | Lists of A1 and B1 (both free recall), had P-value of . 7266, so the difference is not statistically significant. A2 and B2 lists (control both free-recall versus instructions before the list were for free recall, and after list instruction for serial-order), had P-value of . 021, so the difference is statistically significant. A3 and B3 lists (control free recall versus serial recall), had P-value of . 0023, meaning difference is statistically significant. The difference between free recall and serial recall list had a  value lower than the significance chosen of P= 0. 05, we rejected the null hypothesis and accepted the experimental hypothe sis. Graph 1. This graph maps out all the 6 lists (3 control and 3 experimental), in order to visually represent the primacy and recency effects of each list. Discussion This experiment observed relationship between frequency of recall per item and order of emission in immediate recall. Previous research has shown that as sequence is introduced into material to be recalled by free recall, serial position curve changes from free recall of disconnected items to recall by serial anticipation. This suggests that its possible to alter the form of serial position curve by method of recall. For the experimental lists, Deese (1957) had averages of 3. 69 in second list, and 4. 33 in third, similar to this experiment, performance in first list was highest, as it was in free recall. Performance in second list was worst, as it was unexpected serial recall. In third list serial recall was expected, hence it was higher than second list, but lower than first, as free recall is more efficient than serial, confirmed by previous research. In this experiment when participants recalled lists using free recall, similar amount of words was recalled (8. 25 and 8. 75), implying the two groups are comparable. Second experimental list showed significantly decreased performance (7. 65 and 3. 95), the P-value being 0. 0021 with 5% significance. This could be due to unexpected instruction of serial recall. Third experimental list suggests loss in total number of items recalled with anticipated serial order, compared to free recall (9. 10 and 4. 55). However, primacy effect is dominant to recency effect (9. 00 to 4. 48), with P-value 0. 0439, suggesting change of position curve from that characteristic of free recall to that of serial anticipation. It seems reasonable to conclude that form of serial position curve in free recall is dependent on order of emission of items in recall. If recall is completely unstructured (free recall), items are recalled in order of strength, and last items, on average, are recalled first, as suggested Murdock 1962. This experiment further supports that if serial recall is induced, items are recalled in order and the first items are most frequently recalled, supporting the experimental hypothesis. The results of this study support the findings of Deese 1957, confirming correlation between frequency of recall per item, list position and position in recall found in previous experiments. Results are consistent with findings of Deese as it can be noted that the primacy effect is dominant in the serial recall compared to the free-recall conditions. It also supports the multi-store memory model of Atkinson amp; Schiffrin because it can be seen that the memory is composed of long-term and short-term stores, due to a significant difference between the amount of words recalled from the beginning, middle, and end of the list. One limitation is that most participants were IB-diploma students so they were probably trained in remembering terms. Additionally, generalization could be a problem because of the participant’s age range of 16-19 years compared to the original experiment with the age range of 18-54 years. The similar average in free recall lists of both conditions (8. 25 and 8. 75) indicates that participants performed relatively similar. This may be because students were similar in age and were all IB students. An improvement in a future experiment is to use a larger age range such as Deese 1957. Also the fact that most participants were not native in English language could affect results. Furthermore although independent measure was chosen, participants did not have same lists, which might have had an effect on the participants’ ability to memorize the words. It can be noted that means of the free-recall conditions are differed, which indicates that participants remembered some lists better than the others. A modification could be that the control and experimental group would get the same word lists in order to make the comparison more reliable. Although all participants were not tested at same time, all procedures were followed for both groups, so that they would have comparable results. Lastly, artificiality is a problem because of the experimental method. However, seeing as the experiment was conducted in a classroom, this can be considered a natural environment. Researchers are discussing to what extent results on memory like these can be relied on. One modification is to use words the sample is familiar with such as party, and cell-phone, instead of horse and person. Nonetheless, replications of the study by Deese (1957) have demonstrated the clear effect of using concrete words on recall, and thus we can rely on these results. In conclusion, the results attained in this experiment are consistent with cognitive theories about memory processes such as MSM, and the primacy and recency effects. Therefore this experiment concluded that words using free recall are better recalled than of serial recall. This is probably due to us having access to both long-term and short term memory. In serial order, one mainly knows the position of words stored in long-term memory. However, the researchers did not study whether people would perform better if they could not easily associate with the words, nor strategies used in memorization. This is a possible topic for further research. References Atkinson, R. C. ; Shiffrin, R. M. (1968). Chapter: Human memory: A proposed system and its control processes. The psychology of learning and motivation (Volume 2). New York: Academic Press. pp. 89–195. Murdock B. The Serial position effect of free recall. Journal of Experimental Psychology 1962, Vol. 64, No. 5, 482-488. Glanzer M. and Cunitz A. Two storage mechanisms in free recall. Journal of verbal learning And verbal behavior (Volume 5). 351- 360. 1966 Deese, J. Serial Organization in the recall of disconnected items. Psychological reports. 957, 3, 577-582. Southern Universities Press. Appendices Appendix 1. Informed consent: Informed Consent Form IB Psychology Experiments I give my consent to participate in the IB Psychology experiment about memory run by Vanessa Barthova and Katarina Hlavata on December 13, 2012. I have been informed about the nature of the experiment. I understand that my participation is voluntar y. I may withdraw from the study at any time and request that my data not be used in the experimental results. I have the right to a debriefing about the general results of the study and I may obtain my individual results upon request. I give my consent knowing that all aspects of my participation will remain confidential and that I will not be subjected to any harm or deception. I understand that the experiment has potential benefits. The aim of all IB Psychology experiments is to improve cognitive processing skills in areas such as memory, perception, problem-solving, and attention. ____________________ _________________ Student Name Date Appendix 2. Standardized briefing: Welcome everyone! Thank you for allowing time to participate in this experiment on memory. The other researcher will distribute an informed consent form that we will ask you to sign your agreement. If at any time you should change your mind do know that you are entitled to withdraw from this experiment. Please listen carefully and do not talk to any of the other participants. Furthermore, do not look at any papers on the table until instructed to do so. You will then be read 2 practice lists of words, and 3 additional lists of words, that you are to memorize hen you will be asked to write down all the words you recall on the paper in front of you. Turn the paper over when instructed to. If you have any questions you are more than welcome to ask one of the researchers. Standardized debriefing: The aim of this experiment was to investigate if the type of recall had effect on the words recalled, as seen through their position in the list. Group A was the control group, which had free recall after all the lists, meaning that they just wrote down all the words remembered, in any order. Group B on the other hand, had instructed serial recall on two lists, meaning that they had to try to recall the words in the order that they were read. Previous research has shown that in free recall, you have the highest ability to memorize the first and last words of the list. The first words are repeated by you when you try to memorize them, so they are stored in your long term memory. The last words were just recently heard, so you have them stored in short term memory, for easy recall. When serial recall is instructed, mostly the words remembered correctly are the first words, because they were stored in long term stores, most likely in order, due to memorization through repetition. If you wish to know the full results of the experiment or have any further questions you are more than welcome to leave your e-mail. Thank you once again for your participation. Appendix 3. Lists of words: Practice 1: (aka #1) 1. bus 2. reply 3. love 4. person 5. eight 6. sentence 7. need 8. old 9. cat 10. sleep 11. brother 12. newspaper 13. snow 14. sharp 15. water 16. apple 17. box 18. grass 19. lady 20. king Practice 2: (aka #2) 1. Kitchen 2. Juice 3. Potato 4. Monkey 5. Moon 6. Window 7. Village 8. Children 9. Horse 10. Mouse 11. Friend 12. Read 13. Weather 14. Train 15. City 16. Eye 7. Bone 18. Picture 19. Wild 20. Joy Control 1: (aka A1) 1. Cook 2. Home 3. Heavy 4. Prison 5. Evening 6. Ocean 7. Star 8. Wash 9. Heart 10. Dance 11. Alone 12. Knock 13. Never 14. Pink 15. Story 16. Today 17. Wheel 18. Leg 19. Sand 20. Color Control 2: (aka A2) 1. Even 2. Die 3. Cup 4. Hat 5. Milk 6. Orange 7. Piano 8. Needle 9. Job 10. Gun 11. Fish 12. Hall 13. Basket 14. Ask 15. Circle 16. Tree 17 . News 18. Mud 19. Knee 20. Sport Control 3: (aka A3) 1. Toe 2. Work 3. Young 4. Gum 5. Shop 6. Pillow 7. Sky 8. Hotel 9. King 10. Listen 11. Heaven 12. Open 13. Nature 14. Cheese 15. Enemy 16. Computer 17. Brown 18. Forest 19. Air 20. Corn Experimental 1: (aka B1) 1. Jelly 2. Face 3. Good 4. Active 5. Clean 6. Heart 7. Iron 8. Shell 9. Rice 10. Pull 11. Nose 12. Map 13. Office 14. Ring 15. Uncle 16. Yard 17. Zoo 18. Room 19. Pink 20. Old Experimental 2: (aka B2) 1. Rich 2. Rent 3. City 4. Eye 5. Cat 6. Open 7. Now 8. Left 9. Ice 10. Head 11. Gold 12. Female 13. Dish 14. Bird 15. Clock 16. Ear 17. Duck 18. Hurt 19. Life 20. Leaf Experimental 3: (aka B3) 1. Music 2. Police 3. Shirt 4. Army 5. Copper 6. Hungry 7. Nature 8. Power 9. Red 10. Tooth 11. Glass 12. Bridge 13. Dream 14. Fox 5. Nose 16. Machine 17. Rock 18. Smile 19. Work 20. Brother Appendix 4. Answer sheets, cut into strips of separate lists. # 1 #2 A 1 A 2 A 3 B 1 B 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. B 3 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Appendix 5. Scrip for experiment / Standardized Instructions: Instructions: # 1 * â€Å"Do not write an ything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † # 2 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † DIVIDE GROUPS: â€Å"Now we are going to separate into two groups. A and B. I will draw the names of members in each group randomly from a hat. Group A: ________. Group B: _______. (Record names on board) GROUP B, please exit the room and wait in the UR room and do not go anywhere else. We will come get you in a few minutes. A 1 * â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. † (5 sec pass) * Read list (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † A 2 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. A 3 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † THANK YOU GROUP A, THAT IS ALL. PLEASE EXIT THIS ROOM AND WAIT IN THE UR. WELCOME GROUP B, DO WE HAVE EVERYBODY? (check list on board) LET US BEGIN. B 1 â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † B 2 * â€Å"I am going to read you another list of words. Again, you are to listen to this list very carefully and remember as many words as possible. Do not write anything down nor turn your paper around until you are told to do so. (5 sec) * After the list was read * (5 sec) â€Å"This time I want you to try to remember the words exactly in the order in which I read them on the paper in front of you. You may turn it around. You have a minute and half. † B 3 * â€Å"I am going to read you another list of words. Listen very carefully and remember as many words as possible, in the order that they are presented. Do not write anything down until you are told to do so. † (5 sec) * Read list * (5 sec. ) â€Å"Write down the words exactly in the order in which I read them. You have a minute and half. † GET GROUP A AND DEBREAF. Appendix 6. Raw Data: Total participants| 18| | Total participants| 18| | Total participants| 18| Appendix 7: Graphs of serial position curves, for each control and experimental list. A1 list B1 list In this comparison, we can notice that both the primacy and recency effects are present. These two groups were the same in the fact that both were instructed free recall, and only difference between them was the participants and the words they had to memorize. As we can notice, the lines are not exactly the same, as natural variations occur, but according to the Student T-Test these two groups are not statistically different, so the difference is by chance. However, we still see the fall in number of words recalled in the middle ( words 6-14), which had on average 2 words recalled (out of 8), while the first had around 5 (out of 6) , and the last around 4 (out of 6). A2 list B2 list A2 list is the control for B2, where in the A2 free recall was instructed, while the B2 had implied free recall before the list was read, and then instructed serial recall. This list (B2), had a predicted drop in frequency of words memorized, as the participants did not expect to memorize in order, so over-all panic lead to overall performance loss. As we can see, the total average recall in A2 list of 8 words, dropped down to 3 in the B2 list. However, although of the poor preset, we can see that the primacy effect is starting to be much stronger (average of 7 words compared to 4), whereas in the control. A3 list B3 list These two graphs differ in the fact that in the A3 list, free recall was instructed, whereas in the B3 list serial recall was instructed. Noticeably there is a drop in the frequency of middle words remembered, from an average of 7 words remembered (out of 8) in the control A3 list, to only 1 word remembered in B3, with serial recall.

Edgar Allan Poe, The Tell

Edgar Allan Poe, The Tell-tale Heart Essay The Tell-Tale Heart was written by Poe in 1843 when he was just 34 years of age, 6 years before his death. This is a very sinister story which reflects the narrators immense emotions towards the mans eye, and drives the narrator to murder him. In the story, Poe describes the eye as the eye of a vulture a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees very gradually I made up my mind to take the life of the old man, and thus rid myself of the eye forever. (Poe 542-543) The belief of the evil eye goes all the way back to ancient times in Greece and Rome, and still exists today in some parts of India. Defined as unexplainable sicknesses and misfortunes transmitted by merely looking at another person usually without intention by someone who is envious, the narrator of the story says that it was not the old man who vexed me, but his Evil Eye. Did Poe have knowledge of this extraordinary belief? It is very possible that he could have, although that might put a new twist into the story itself. Maybe the narrator who is trying to tell us that madness is not the only thing striving him to kill the old man, is telling the truth. He may be killing the old man to get rid of his evil eye. (Lucky) (Poe 543) Poe as a young man had an enormous amount of misfortunes, which may have drove him to write about the man with the glass eye. According to Grolier Encyclopedia Online, both Poes parents had died before he reached the age of 3, so he was thrown into a foster home where he grew up living an uneventful life not liking his foster parents. As he got older, he went to college and picked up a bad gambling habit, and went far into debt. His wealthy foster father, John Allan, then refused to pay for his education, and also broke off his engagement with his childhood sweetheart, Sarah. Edgar was a very indelible person, and may have taken his misfortunes too personally, driving him to write soliloquies of hideous drama. There may have been a time in his life where he wanted to or had killed someone, and he decided to write about the incident. The beating heart that the narrator hears in The Tell-Tale Heart, could be referring to the guilt that he would have or had placed on himself by murdering a man.

Business Prospective Of Midlands Fox Cafe †MyAssignmenthelp.com

Question: Discuss about the Business Prospective Of Midlands Fox Cafe. Answer: Introduction The report is based on the business prospective of Midlands Fox Caf based in Ontario, Canada. The Caf has a long history as it was founded by Mr. Robertson Mills in the year 1972 in 1662 Lockhart Drive in the city of Barrie, Ontario. The beginning was not easy for the business as it was severely criticized for opening such a caf which had wild animals at its disposal. Several Animal lovers and organizations raised their concerns and enquired upon the business. However the business came out with flying colors as because they were able to convince the authorities that the animals were just pets and were taken utmost care of. The fox caf in the mentioned area is the only such caf of the state and also one of the very few among the number of animal Cafes in the North American country of Canada. The presence of the Fennec foxes which are too much cute in their appearance attracts a large number of customers in the caf. Business Activities The mentioned cafe has the aim to serve the customers the best possible products and services that meets all the needs of the customers (Dunning 2014). It has been recently voted as the best animal caf of Canada. The cafe boasts of clear screens to showcase the exquisite location where they are based. The mentioned eating house has a seating capacity of around 50 persons and arrangements are there to safely play with the fennec foxes. Apart from these the cafe ensures that the animals are treated in a proper way so that they do not face any problems. Business Products The main products sold by the caf are the number of snacks and food products. The foods served to the consumers include burgers, sandwiches, butter bread, tea, coffee, cold coffee and a variety of cookies and snacks. There are also provisions for supplying the people with cold drinks. The eating house serves its consumers beer on public holidays and on the time of Christmas (Dunning 2014). Getting the Fox Fennec foxes are a variety of fox that is found in Sub Saharan Africa. It is famous mostly for its unusually long ears which add up to its cute quotient (Cavusgil et al. 2014). The fox is considered to be a pet according to the Canadian Laws and thus it helps the organization to keep them as pets in the caf. The organization has acquired the pets from a African Fox conservation company which is engaged in preserving the foxes and keeping the fox population of the continent stable (Armstrong et al. 2015). Marketing Strategy and Competitive Advantage: Sole Business Being the only Fox cafe in Toronto the mentioned cafe enjoys a high degree of competitive advantage over its rivals (Knudstorp et al. 2017). The mentioned caf in Ontario has kept the competitive advantage of the organization by following some simple steps which are; The cafe has kept the exotic species of Fennec fox in their business workplace which has made the caf more and more attractive to the people of the country. The company has focused mainly on positioning than prospecting. The following process will burn the company as it is an easier process to position one company as the leading force in the market or an expert in the business (Knudstorp et al. 2017). The main aim of the company is to focus on the choice and likings of the people. Therefore the company has to ensure that they can develop a strong team to focus on the needs of the customers. A proper strategic planning is one of the main aims of the company as it believes that having a proper planning helps to make the caf one of the best in the business Target Market The cafe has a niche market of mainly the college goers and the teenagers. It has a special customer area for serving the young couples. The snacks and food items offered to the customers differs in price (Wheelen et al. 2015). As mentioned earlier the company has a variety of different foods at its disposal starting from snacks and cookies to pizzas and burgers. The price ranges from $5 to$ $50. The company has adapted a cost effective strategy which helps to attract more and more customers to the caf. The cost effective strategy is the best for the young generation that believes in saving rather than unnecessary spending (Jeong et al. 2017). SWOT Analysis STRENGTHS OPPURTUNITIES Unique Concept(Fennec Fox) Close to two main colleges and school Proper maintenance of the caf and huge experience of the present Management Unique food items Capability to attract customers from the universities and colleges Capability to attract the niche group of customers Desire to expand Capability to build a brand equity WEAKNESS THREATS Absence of a proper customer base Animals need protection Starting cost much higher Problems with the customers Lack of business expansion Focusing on the animals rather than the food and people New threats as opening of new cafes Table 1- SWOT Table Source- (As created by the author) Analysis Strength- The unique concept of keeping fennec foxes in display and playing with them under proper guidance is a boon for the organization as it is a totally new concept which attracts large number of people to the caf (Hoischen et al. 2014). The location of the caf is also a huge advantage for the organization as because the caf is situated in front of some large universities and colleges, thus attracting young college goers and other persons to visit the caf (Shim and Kim 2016). The huge experience and the proper maintenance of the caf help to run the business smoothly. Last but not the least the unique and vast range of food items serves as one of the main strengths of the company. Weakness- The absence of loyal and trusted customers is certainly a great weakness of the cafe as absence of loyal customers does not help the cause of the organization. The animals need special protection and thus it leads to the rise in the start up costs of opening the caf. The customers also try to cause harm to the animals which disturbs the smooth running of the organization. Opportunities- The capabilities of the cafe to attract customers from university and creating a niche market for its unique food product is one of the largest opportunity that the company can avail to be the best in the business (Parker et al. 2015). The desire to expand and build brand equity is another main opportunity that can be undertaken to ensure success. Threats- The absence of the expansion of business has been a constant threat since its start of operations from the year 1972. The lack of expansion shuts downs the business opportunities (Choi et al. 2014). The focus is too much on the animals and thus sometimes the quality and quantity of the foods are compromised. Last but not the least the slow rise of different cafes has made it vulnerable to external threats. References Armstrong, G., Kotler, P., Harker, M. and Brennan, R., 2015.Marketing: an introduction. Pearson Education. 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Parker, C., Carey, R., De Costa, J. and Scrinis, G., 2015. The Hidden Hand of the Market: Who Regulates Animal Welfare Under a Labelling for Consumer Choice Approach?. Shim, H. and Kim, D., PNV Co., Ltd., 2016.Animal healthcare device and healthcare method using same. U.S. Patent Application 15/073,893. Wheelen, T.L., Hunger, J.D., Hoffman, A.N. and Bamford, C.E., 2015. Strategic Management And Business Policy: Globalization, Innovation, and Sustaibility, Global Edition.