Franz Kafka :: essays research papers

Franz Kafka was different, a man bent on portraying changes everywhere. Kafka was also a man consumed by death, consumed by the fact that he might eventually die. One man who was greatly affected by his fathers negligence of him, and a social deviance about him which held him back from interaction. Such a man was so afraid about what society thought of his writing, that he never widely published his works, and even asked a friend to burn all manuscripts. Not only was Kafka Jewish, he resented this fact. Once Kafka even stated that “Sometimes I’d like to stuff all Jews (myself included) into a drawer of a laundry basket-then open it to see if they’ve suffocated.'; As anyone can see, Kafka was enormously enticed by death, and the fact that he greatly disliked his own cultural status, and even his family. Even though, this man was one accompanied by great wisdom, which was shown in the writing of Metamorphosis. Kafka was a political genius who showed all his political beliefs through his one great work, Metamorphosis. All of the experiences in Kafka’s life are portrayed through Gregor, a person who wished he was dead at the end of Kafka’s words. Distant from the poor, meager, and mostly un-vivacious reality of life and it’s hardships stands one man, Gregor, a provider of financial resources for his family. Such a young man is making his way in society, and the world in general. Through Gregor’s successes, and his almost workaholic attitude, he has suffered into prospering. Prosperity is an awkward word, for it is one which not only describes a persons wealth, though also his downfalls. The great undoing of prosperity shows itself in Gregor as he becomes a monster, one created by Anti-Marxist society. Since Gregor’s is a society which eventually shuns him, and his great mind for one fact. A fact that I wish to prove, through gazing at the society created in Kafka’s mind. However, a fact that has worth in studying because of it’s multi-faceted grooves and perceptions of society. In taking a glance at Kafka’s complex society, one must also see his society as an extension of Gregor. A person must first look at the meaning of Gregor’s name in German, and its derivation into English. The name Gregor is closely associated to “Gregariously';, which refers to a sociable and jovial mindset.

A Response to Macbeth and the Rituals of Tragedy

In both Macbeth and Romeo ND Juliet, the demise of the namesake protagonists is prelude in the early parts of the play. In Romeo and Juliet, the audience Is made aware that the two will die by the chorus In the prologue – the relationship Is called a â€Å"death-marked love† – 1 and this Is done similarly In Macbeth with an apparently saying he would be conquered under certain circumstances – the apparition states, â€Å"Macbeth shall never vanquished be until Great Birdman Wood to high Adenosine Hill Shall come against him†. The tragic genre complicates the ritual of death by laying out a perceived path of success for he protagonists – e. G. Romeo and Juliet to get married, and Macbeth to remain king – which finally leads to their death and therefore provides a prelude to death. The tragedy genre also complicates the space of death due to the nature of the plays – the nature of the plays are so to entertain and this is done thr ough tools such as irony and paradoxes that complicate the space of death, amongst other things.The spaces in which the protagonists die have significant relevance to their development as characters throughout the play. The key characteristic of a Shakespearian tragedy Is death. Coupled with the contrasting story line to the comedies – comedies have an ascending story line, usually ending in marriage, whilst tragedies have a descending story line, usually ending in death – it (death) is the key component that sets the two apart. The tragic genre complicates this ritual through the core fact of it being a genre of stage performance – which by definition, exists to entertain audiences.This paper adopts the view that similarly as Shakespearian comedies reach their crescendo through a marriage, that tragedies reach their crescendo through the death of the/a main hereafter(s). Therefore, just as comedies centre around two lovers trying their utmost to get married â⠂¬â€œ In a Midsummer Night's Dream Lessened and Hermit fled Athens in order to get married – tragedies centre around a protagonist (or protagonists) who try equally as hard to attain that which will never be theirs – Macbeth trying to remain king of Scotland and Romeo and Juliet to get married.Thus, this plot development utilized by Shakespeare must use death in as many ways as is conceivable in order Macbeth to die of a heart attack in the third act. With regards to death being such an integral part of tragedies, A. C. Bradley remarked, â€Å"It is remarkable that almost all the scenes which at once recur to memory take place either at night or in some dark spot†. 3 The complication of death in Macbeth is thus two-fold. Death is built up to be something dark throughout the play, a menacing enigma. However Machete's death brings hope and light, thus contrasting the darkness.This is evident after he is killed when Macadam exclaims, â€Å"Behold where stands the usurper's cursed head. The time is free†. 4 This implicates not only death but also the play as a whole. Previous deaths in the play, such as that of King Duncan and Banquet, were done for reasons of self-gain and self- preservation respectively on behalf of Macbeth. However Machete's death was done for the betterment of the kingdom of Scotland. This complicates the ritual of death in the context of the play by providing it with another dimension.As Bradley remarked, the play in general is dark and the deaths preceding Machete's were dark, by virtue of the already-mentioned reasons behind them. This creates a ritual – a series of actions or type of behavior regularly and invariably followed – 5 of death for the play and therefore the killing of Macbeth, which has been established as not being dark as it ushered out his tyrannical rule, complicates that ritual. This complication relates to the point raised in paragraph two, whereby it can be seen that the complica tion itself exists for the improvement of the play as a spectacle.For example, Macbeth might have been murdered by his wife so that she may gain power, instead of by Macadam to restore order. This complication of the ritual of death is also evident in Romeo and Juliet whereby he deaths prior to Romeo and Gullet's come as a result of the feud between the Montague and the Capsules. Romeo and Gullet's death does not come out of that feud but out of love for each other. This was similarly the case in Macbeth, as his death came not out of self-gain or self-preservation, but out of necessity for the kingdom of Scotland.Their death (Romeo and Juliet) ultimately stops the rivalry between the two families, as Machete's death stopped the war and his rule. In both instances, we see the final death in a contrasting light to preceding deaths, with an equally contrasting effect. Naturally, the role of Shakespeare as the author is significant as the protagonists themselves shaped their deaths in b oth Romeo and Juliet and Macbeth. Not only did they create the figurative space which allowed for them to die, but also the literal space where they died was of their own creation.Shakespearean role in this could be more direct than it initially appears. It draws substantially from the context of the period and place, when and where his plays were originally performed. Romeo and Juliet was first stages at the Theatre', which was in an area described as being, â€Å"less object to London Jurisdictions†, 6 and this therefore allowed for Shakespearean creativity to blossom – Shakespeare later moved to the Globe, in an area described as a â€Å"fairly lawless environment†. Shakespeare staging his plays away from the gaze of effort and this has been translated into the tragic genre. In Macbeth, Macbeth seems to go increasingly further out of his realm of what is acceptable and what is not and his actions appear Juxtaposed to his character – this is evident in his internal struggle to kill King Duncan, â€Å"We will proceed no further in this business/ He hath moored me of late†. 8 One could perceive this as Macbeth leaving the Jurisdiction of his former self into one that is more, for want of a better word, evil.One sees Macbeth becoming increasingly lawless and does things regardless of authority – the fact that he is king does not mean that he should not respect other forms authority. In this regard, Macbeth – as well as Romeo and Juliet, who do so more directly – creates his own space of death, contrasting to the deaths preceding his own e. G. King Duncan was murdered in his bed. Contrasting this, Macbeth actively creates the environment he finds himself in when he loses his life by virtue of wanting to remain king.This is also seen in Romeo and Juliet whereby the love of both main characters sees them willingly choose to meet in the Capsule tomb, which has significance as two youths from both families lost their lives prematurely in a place in existence in order to remember the dead – the death of Romeo and Juliet however, is something both families would rather forget (and this ultimately sees the feud come to an end). This complicates the space of death, for we are lead to believe n both plays that death does not have a set space. However in both plays, Macbeth and Romeo and Juliet set their space of death up on their own accord.These instances are when Macbeth, along with his wife, decides to kill King Duncan and when Romeo and Juliet decide to run away. In conclusion, it can be seen from the points raised that the ritual of death is complicated through Shakespearean insertion of the final, perhaps most important death at the end of his tragedies. This final death is contrasted to the deaths that precede it through factors such as motive, repercussions and space. The issue of space and its complication draws its roots from the actual staging of Shakespearean plays on the ou tskirts of London, where the law had less influence.Figurative comparisons can be drawn from this as one could relate Shakespearean willingness to be away from or above the law to the protagonists in the two plays. What is wholly evident though, is that similarly with death, the notion of space does not remain constant throughout the play. Macbeth, who can be considered the false king, being killed in the castle whereas King Duncan, the true and original king, being killed in he bed of another man raises the issue of space and how Macbeth created his own and King Duncan did not.

Math Studies Sl Internal Assessment

Dependency of a Boxer’s Win rate on Reach and Gender Antonio Paolo Gomez Candidate No. 003902-006 Northbridge International School Cambodia Math Studies Internal Assessment Word Count: 1655 Statement of Task3 Plan3 Data4 Math Processes5 Simple math processes:5 Pearson’s Correlation Coefficient r:7 Chi-Square8 Discussion/Validity10 Conclusion10 Works Cited11 Statement of Task Boxing is a very well known sport around the world, where two disciplined athletes face off in a ring, trading blows until one of them submits or until judges decide a winner.The sport revolves around throwing blows with their fists, and to organize said athletes, their characteristics are measured, and their accomplishments are recorded. Before a fight is held, a fighter’s profile is summarized, mentioning the person’s height, weight, reach, and their win/loss record. All of what is mentioned is said to play a big part in the flow of the match. The purpose of this investigation is to determine if there is a relationship between a boxer’s reach and his winning rate. The data that will be taken will be professional boxers’ measured reach and their counts of wins and losses for winning rate.The measurement of a boxer’s reach is used to determine how far he can extend his punch. The measure of boxers’ reaches and their records of wins and losses will be used to determine if reach is one of the larger factors that affect an athlete’s chances in a match. Plan The investigation will include data gathered from professional boxers, which are their reach and their counts of wins and losses. The data that will be collected can be collected from official sites online, which have brief profiles of athletes’ measurements. I will be using official sites since they tend to be up to date and have accurate and legit information.The amount of data collected will consist of 30 athletes, half of whom are male and half are female. The data wi ll be collected from official boxing sites such as BoxRec. com, which contains the profiles of numerous official boxers and their measurements, which includes their reach and wins and losses. The data for one athlete will consist of his reach and his win/loss record. I will attempt to avoid any professional athletes that are relatively new to the professional stage, so I will be looking at boxers with around at least five years of experience.Once the data has been acquired, the data will be analyzed using different mathematical processes. A scatter plot will be used to plot out said data. The correlation coefficient r will be calculated. The   test of independence will be used to determine if there is a dependency between a boxer’s gender and winning rate. Data | Males| | Boxer| Reach (cm)| Win Rate (%)| 1| 170| 90. 00| 2| 173| 96. 77| 3| 183| 96. 88| 4| 194| 88. 57| 5| 183| 87. 88| 6| 207| 92. 31| 7| 177| 94. 29| 8| 183| 72. 34| 9| 201| 100. 00| 10| 198| 95. 24| 11| 198| 8 0. 77| 2| 179| 86. 21| 13| 179| 89. 29| 14| 183| 87. 88| 15| 180| 89. 66| | Females| | Boxer| Reach (cm)| Win Rate (%)| 1| 165| 89. 47| 2| 161| 86. 67| 3| 167| 66. 04| 4| 166| 75. 00| 5| 162| 81. 25| 6| 168| 93. 33| 7| 163| 76. 47| 8| 162| 75. 00| 9| 159| 88. 46| 10| 167| 86. 21| 11| 176| 80. 95| 12| 171| 83. 87| 13| 168| 82. 61| 14| 166| 78. 95| 15| 169| 90. 48| From the scatter plot using both male and female sets of data, we can predict that the calculated correlation would be weak and that a boxer’s win rate weakly correlates with his/her reach.This can be seen as the data points are spread and plotted quite far from the line of best fit. Math Processes Simple math processes: Average: Males * Reach in centimeters: 170+173+183+194+183+207+177+183+201+198+198+179+179+183+180=2788 2788/15= 185. 8666667 cm * Win rate in percentage: 90. 00+96. 77+96. 88+88. 57+87. 88+92. 31+94. 29+72. 34+100+95. 24+80. 77+86. 21+89. 29+87. 88+89. 66= 1348. 09 1348. 09/15= 89. 87% Average: Fema les * Reach in centimeters: 165+161+167+166+162+168+163+162+159+167+176+171+168+166+169= 2490 2490/15= 166 cm * Win rate in percentage: 89. 7+86. 67+66. 04+75+81. 25+93. 33+76. 47+75+88. 46+86. 21+80. 95+83. 87+82. 61+78. 95+90. 48=1234. 76 1234. 76/15=82. 32 Average: both genders * Reach in centimeters: 2788+2490=5278 5278/30=175. 93 cm * Win rate in percentage: 1348. 09+1234. 76= 2582. 85 2582. 85/30= 86. 095% We can see a small difference in win rate between the genders, with male boxers having a higher win rate by about 7%. We can see a bigger difference between the reach of the two genders but this would most likely be because men tend to grow and develop their bodies naturally larger than women.Standard Deviation: Reach: Males: Sx=170-185. 872+173-185. 872+183-185. 872+194-185. 872†¦180-185. 87215 Sx=10. 626 Females: Sx=165-1662+161-1662+167-1662+166-1662+162-1662†¦169-166215 Sx=4. 163 Both Genders: Sx=170-175. 932+173-175. 932+183-175. 932+194-175. 932†¦169-175 . 93230 Sx=12. 798 We are able to see that the standard deviation is greater for the male boxers female boxers. We can assume that the pieces of data from the men are spread farther from the mean as compared to the data from the women. This means that in regards to the data collected, female boxers seem to be closer n their measured reach as compared to the males. The standard deviation for both groups surpasses the calculated standard deviation for the separate male and female groups, meaning that as a whole range of data, the reaches recorded altogether are even more spread out from the average as compared to the genders separately. Standard Deviation: Win rate: Males: Sx=90-89. 872+96. 77-89. 872+96. 88-89. 872+88. 57-89. 872†¦89. 66-89. 87215 Sx=6. 67 Females: Sx=89. 47-82. 322+86. 67-82. 322+66. 04-82. 322+75-82. 322†¦90. 48-82. 32215 Sx=6. 995 Both Genders: Sy=90. 00-86. 0952+96. 7-86. 0952+96. 88-86. 0952+88. 57-86. 0952†¦90. 48-86. 095230 Sy = 7. 8087 We can s ee from the calculated standard deviations that the standard deviation for the win rate of males and females are close to each other, meaning that both have pieces of data that are similarly far from the calculated mean. In regards to all data recorded regardless of gender, the standard deviation is found to be slightly higher, meaning that the pieces of data for both genders are slightly farther from the mean as compared to the separate gender groups of data. Subject| Reach| Win Rate| xy| | 170| 90| 15300| 2| 173| 96. 77| 16741. 21| 3| 183| 96. 88| 17729. 04| 4| 194| 88. 57| 17182. 58| 5| 183| 87. 88| 16082. 04| 6| 207| 92. 31| 19108. 17| 7| 177| 94. 29| 16689. 33| 8| 183| 72. 34| 13238. 22| 9| 201| 100| 20100| 10| 198| 95. 24| 18857. 52| 11| 198| 80. 77| 15992. 46| 12| 179| 86. 21| 15431. 59| 13| 179| 89. 29| 15982. 91| 14| 183| 87. 88| 16082. 04| 15| 180| 89. 66| 16138. 8| 16| 165| 89. 47| 14762. 55| 17| 161| 86. 67| 13953. 87| 18| 167| 66. 04| 11028. 68| 19| 166| 75| 12450| 20| 162| 81. 25| 13162. 5| 21| 168| 93. 33| 15679. 44| 22| 163| 76. 47| 12464. 1| 23| 162| 75| 12150| 24| 159| 88. 46| 14065. 14| 25| 167| 86. 21| 14397. 07| 26| 176| 80. 95| 14247. 2| 27| 171| 83. 87| 14341. 77| 28| 168| 82. 61| 13878. 48| 29| 166| 78. 95| 13105. 7| 30| 169| 90. 48| 15291. 12| sum| 5278| 2582. 85| 455634| average| 175. 9333| 86. 1| 15187. 8| Pearson’s Correlation Coefficient r: Covariance: x-x(y-y)n or xyn-x y x=175. 93 y=86. 095 xy=455634. 04 455634. 0430=15187. 80133 15187. 80133-175. 9386. 095=41. 10789 Correlation: r=SxySxSy Sxy=41. 10789 Sx=12. 798 Sy=7. 8087 41. 1078912. 798(7. 8087)=. 411344119 r=. 411344119 r2=. 1692039842Correlation coefficient r is calculated to be very weak, meaning that reach and win rate show very little correlation and that a boxer’s reach is not a big factor of his or her chances of victory. With low correlation between a boxer’s reach and win rate, I will now see if gender is a factor of an athlete’s win rate by calculating chi squared. Chi-Square Observed Values | Numerical| Numerical| Total| Category| A| B| A+B| Category| C| D| C+D| Total| A+C| B+D| N| Calculating Expected Values | Numerical| Numerical| Total| Category| (A+B)(A+C)/30| (A+B)(B+D)/30| A+B| Category| (C+D)(A+C)/30| (C+D)(B+D)/30| C+D|Total| A+C| B+D| N| Intervals have been decided by average of the winning rates of the two genders. (82. 32+89. 87)/2=86. 095 Observed Data Values | Win rate > 86%| Win rate ? 86%| Total| Male| 2| 13| 15| Female| 9| 6| 15| Total| 11| 19| 30| Calculated Expected Data Values | Win rate > 86%| Win rate ? 86%| Total| Male| 5. 5| 9. 5| 15| Female| 5. 5| 9. 5| 15| Total| 11| 19| 30| Degrees of Freedom Df=(Rows-1) (Columns-1) (2-1)(2-1) = 1 ?2=fo-fe2fe fo = Observed Frequency fe = Expected Frequency ?2=1-323+7-7. 527. 5+7-4. 524. 5+5-323+8-7. 527. 5+2-4. 524. 5 Chi Square Value Table o| fe| fo-fe| (fe-fe)^2| (fo-fe)^2/fe| 2| 5. 5| 3. 5| 12. 25| 2. 227272727| 13| 9. 5| -3. 5| 12. 25| 1. 289473684| 9 | 5. 5| -3. 5| 12. 25| 2. 227272727| 6| 9. 5| 3. 5| 12. 25| 1. 289473684| | | | sum:| 7. 033492823| ?2= 7. 033 Degrees of freedom= 1 Significance level= 5% 5% significance is used because it is the most common level of significance used. HO= Gender and win rate are independent of each other H1= Gender and win rate are dependent of each other The ? 2 critical value at 5% significance with 1 degrees freedom is found to be 3. 841. The ? 2 value is greater than the critical value: 7. 33>3. 841, the null hypothesis is rejected and it can therefore be assumed that a boxer’s win rate is dependent of his or her gender. Discussion/Validity The investigation carried out to observe the correlation of Win rate and reach and win rate and gender has a few limitations that have affected the outcome of the results. One limitation is that although it is taken into account the reach of each boxer, their size and weight places them in different classes for professional fights. This means that f ighters would normally be fighting people that have similar size, and theoretically, similar reach.With similar reach between two fighting boxers, the outcome of an athlete’s history of fights really could have been affected by other factors such as tactics and strength. Another limitation would be the fact that all of the collected pieces of data are all of high win rates. In boxing records and leagues, if there is a boxer who has won 90% of his matches, there should also be a boxer who has lost that many of his matches as well. The collected data covers 30 pieces. This is done to supply a large amount of data, enough to give reasonably accurate results.Half of the data gathered covered male boxers and the other half covered female for the purpose of investigating the dependency of win rate on gender with chi squared. One limitation in regards to the genders, is that there is no co-ed boxing, meaning that females and males do not compete with each other and are separated int o two genders for boxing matches. Although there is no specified threshold for winning rates in boxing, the intervals decided in the chi squared tables can be justified as the below and above averages for the average win rates of the two genders.Conclusion The found ? 2 value of 7. 033 rejects the null hypothesis, that Win rate for boxers is independent of their gender and accepts the alternative hypothesis, that a boxer’s win rate is dependent of a boxer’s gender. The extent of this calculation is affected by the nature of the data collected. The data that was collected for males and females consisted of high win rate percentages, and in boxing, when there is an individual who has won 70% of his matches, there is sure to be an athlete who has lost 70% of his matches as well.The investigation shows that there is a very low correlation between reaches and win rate for boxers regardless of their gender. This outcome could have been affected because of one of the mentione d limitations above, where boxers of similar size and weight are placed in the same class and fight, so reach becomes less of a factor for victory as compared to strength, speed, and tactics. Works Cited Boxrec Boxing Records Ratings. 4 November 2012 . Boxrec. Boxrec Boxing Records.

Learning and Memory

Learning and Memory Jessica A. Rountree, Brenda Bejar, Lisa Jackson, Derek Delarge PSY340 November 14, 2011 Dr. April Colett Learning and Memory On the surface learning and memory are connected easily. When an individual learns to walk, they retain the information in the memory. The learning process is something that happens every day. As human beings we are programmed to learn life lessons, and retain them in our memory. The memory keeps pictures, smells, experiences, and tastes for us to learn how to live our lives. Learning is the experiences we have, and memory stores this information (Pinel, 2009). It is as simple as that. However, researchers have found how the brain functions while retaining memory. A closer look into learning and memory one find’s it is not quite that simple. The brain, although protected by the skull, is a fragile organ. A blood clot, a blow to the head, or drug use can damage the brain enough that learning is stunted, and memory does not exist. For an individual who cannot remember 20 years of their life due to a car accident is going to experience psychological damage as well. It is not just the absence of memory itself, but the fear as well. Learning and memory are something that the majority of individuals take for granted. There are those that can learn, yet not retain memory. Amnesia patients often can retain motor skills, a learned skill, however, cannot recall memories. Memory and learning deficits affect an individual to life’s core. Depending on what type of deficit is occurring learning and memory may not be related. Retaining the ability to walk means learning is still in place, however not knowing what you had for breakfast is memory. Knowing how to eat is a learned response to feeling hungry. The mind works the knowledge presented to it. Whether that knowledge is carried properly thought the process of the brain is a different story. An individual can experience death so many times they learn it is a part of life. However, it is the memory that betrays us. Learned information leads to memories. Long-term potentiation (LTP) shows facilitation of synaptic transmissions following an electrical stimulation at a high frequency. This study was done mostly on rat hippocampus. The hippocampus is where the process of learning and memory take place. During research on rats it was found that the co-occurrence of firing presynaptic and postsynaptic cells must fire at the same time to induce LTP (Pinel, 2009). Hebb’s postulate for learning is the assumption this co-occurrence is physiologically necessary for learning and memory. He states the axon of cell A nears cell B and excites it. This closeness talks part in firing. Growth processes or metabolic changes take place in both cells (Pinel, 2009). Even to the smallest molecule learning and memory are intertwined with one another. Misfires of these cells can cause poor learning and retention. Researchers would not know the extent of the unique relationship between learning and memory if not for the rat experiments. What makes learning possible is also what makes memory possible. The neurons take information to the hippocampus where it is divided, processed and stored. In Pavlov’s conditioning experiment, he learned that a conditioned response can be created from memory (Pinel, 2009). Given the limits on information processing capacity, the specific details encoded and retrieved in memory come at the expense of other details. Comparing the types of details and processes that individuals from one culture prioritize over others offers insight into the type of information given priority in cognition, perhaps reflecting broader cultural values. The properties of memories and the types of memory errors people commit offer a window into the organization of memory. In terms of types of memory errors, if people falsely remember conceptually related, but not phonologically related items, it suggests that the meaning of the information is critical to the organization of memory, whereas phonological information is not (Chan et al. 2005). Information can be encoded not only in terms of its precise properties (e. g. , remembering the unique perceptual features of an item) but also in terms of its gist, or general thematic properties (e. g. , a category or verbal label). One example of highly specific memory representation comes from the literature on priming. Priming occurs when prior experience with an item facilitat es a response. Its effects are implicit: they do not rely on conscious recollection the item encountered previously. Although people respond to different examples of the same item (e. g. , a different picture of a cat) more quickly than to unrelated items, suggesting facilitation from prior exposure to a related item, the benefit is smaller than it is for a repeated presentation of the original item (Koutstaal et al. , 2001). The functions of the brain are well known for the control of the functional memory and learning and how the two have become interdependent. When individuals begin to stimulate the memory is when the learning occurs. Stimulating learning incites memory. With the knowledge at the center of the attention, it is imperative to stimulate the brain through lifelong learning so that one can start to achieve longevity and quality of life (Khorashadi, 2010). The brain is the organ is responsible for what we refer to as the mind. The basics of the mind are feeling, thinking, wanting, learning, behavior and memory. Memory is the fundamental mental process of the brain. If  as  humans if we  not have memory then we are  capable of simple reflexes and stereotyped behaviors. There are two different types of memory the declarative memory and the non-declarative memory. The examples of a declarative memory are semantic memory, which is the general memory, and the episodic memory, which is the detailed memory. Then the non-declarative memory is the skilled learning, priming and conditioning. Memory and learning are the most studied subjects within the field of neuroscience. Memory is a behavioral change caused by experiences, and learning is a process that is acquired by memory. Memory makes it possible to obtain pervious learning skills. There are different types of  memory along with learning. Memory has temporal stages; short, intermediate, and long. The successive processes capture, store and retrieve information within the brain. There are different parts of the brain that process different aspects of the memory. It is known that a patient that suffers from amnesia will become memory impaired. With the two types of amnesia retrograde and anterograde the loss or inability to form memories will occur. With learning there are also different types the non-associative learning associative learning. These different types of non-associative are known as the habituation, which is a decreased response to repeated presentation of a stimulus. The distribution that is the restoration of a response amplitude after habituation. Then there is the sensitization that increases responses to most stimuli. There is also the associative learning that involves the relations between events. Classical conditioning is the neutral stimulus paired with another stimulus that elicits a response. The instrumental or operant conditioning is association is made between the behavior and the consequences of one’s behavior (Okano, 2000). Learning and memory are interchangeable processes that rely on each other. When memory-related neurons fire in sync with certain brain waves memories last. Theta oscillations are known to be involved in memory formation, and previous studies have identified correlations between memory strength and the activity of certain neurons, but the relationships between these events have not been understood. Research shows that when memory-related neurons are well coordinated to theta waves during the learning process, memories are stronger. When memory-related neurons in the brain fire in sync with certain brain waves, the resulting image recognition and memories are stronger, than if this synchronization does not occur (CSMC, 2010). In society, he or she widely accepted the necessity to be a lifelong learner if one is to thrive in today’s rapidly changing, economy, and technologically global society. Today’s economy ushers in adjustments and transitional challenges at several levels, and lifelong learning viewed as the vehicle that will empower individuals to meet and adapt to the challenges of today’s technological society according to (Jarvis, 1992). Too often today the knowledge and skills obtained from previous life experiences has become insufficient to respond to technological and economy question of today. The lack of accord that lies between an individual’s external world, and internal biographies that has been gathering over one’s lifetime, is a point of disjuncture. This is the point in one’s life that ushers in and ideal time, and condition for higher learning (Jarvis, 1992). A decision an individual must make at this point with a response to this disjuncture. An individual must decide to further their education to keep up with technology, or proceed with life as normal. With the ever-changing world of technology today it is only a matter of time before the point of disjuncture becomes inevitable. The traditional theory of the human brain was that it was a fixed and limited system, and it would develop its potential at the younger years of life. The theories insist that neurons were finite and could not regenerate. The contrast with the animal research has proven that new brain cells can be born in the hippocampus region responsible for new learning and memory. With this revelation the individual pursuit of activities that will foster brain health by developing neuron connections that underlie learning and experiences. Learning is imperative to human, and brain health. It is also imperative to quality of life. Today intuitions have financial incentives for people to continue lifelong learning has become a part of several health care programs. It is imperative that older Americans understand that learning is a healthy activity, not only for the brain, but for physical, emotional, and Spiritual, conditions as people age. . The learning and memory process is more delicate than individuals believe. However, the brain is an organ that can be exercised. It is important to remember to try to learn new things, and keep the brain moving. The brain and the mind are connected physically, and metaphysically. In order for the mind to be at ease, the brain has to function normally. Without normal brain function, an individual can experience depression. This depression can cause a slowing of the firing process causing false memories. The biological function of learning and memory are connected with one another in a delicate balance of connectivity. An electric charge between one neuron and another incites learning, and readies the memory. Perspective can change our learning process. An individual tends to learn something that interests them, rather than something that does not. The interest in the activity sends a stronger signal to the brain. This strong electric current incites the learning process, which makes memorizing the task much easier. This is why it is a strong belief that learning and memory are created by cells becoming close enough to respond to each other. An interest jump-starts this process. A healthy mind achieved through learning can reduce the affects of Alzheimer’s patients. More proof that as long as the brain is stimulated learning and memory can still take place. Reference Cedars-Sinai Medical Center (2010, March 24). When memory-related neurons fire in sync with certain brain waves, memories last. Retrieved November 14, 2011 from http://www. brandeis. edu/gutchess/publications/Gutchess_Indeck. pdf Chan, J. C. , McDermott, K. B. , Watson, J. M. , & Gallo, D. A. (2005). The importance of material-processing interactions in inducing false memories. Memory & Cognition, 33, 389–395. Jarvis, P (1912) Paradox of learning on becoming and individual in society. San Francisco: Jossey-Bass Publisher. Khorashadi, M. (2010). Differential effects of estrogen on memory processes and learning strategies: A selective review of animal studies. Mcgill Science Undergraduate Research Journal, 5(1), 24-29 Koutstaal, W. , Wagner, A. D. , Rotte, M. , Maril, A. , Buckner, Okano, H. (2000). Pnas. Retrieved from http://www. pnas. org/content/97/23/12403. full http://www. pnas. org/content/97/23/12403. full Pinel, J. (2009). Biopsychology (7th edition). Boston, MA: Allyn and Bacon. R. L. , & Schacter, D. L. (2001). Perceptual specificity invisual object priming: Functional magnetic resonance imaging evidence for a laterality difference in fusiform cortex. Neuropsychologia, 39, 184–199. Learning and memory The goals of the course are to provide students with foundational knowledge in behave viral neuroscience which includes contemporary theoretical issues and research methods, to encourage studs nuts to think now, and into the future, about the role of the nervous system in all psychological processes, to beg in to develop the ability to read and interpret original research articles in behavioral neuroscience and to practice CE writing skills. Lectures: Regular attendance at lectures is required. Textbook reading assignments are meant o provide additional breadth and background for the material discussed in lecture.It is assumed that the assigned readings will be completed before class. Exams: Your comprehension of the lecture and reading materials will be assessed by 3 exam s and a final exam. Exams will be in multiple choice format. Together they will comprise 75% of the final grade. The final exam will be given on FRIDAY 12/11/2009 from 8:00 – 11:00 AM. This is the only time the final exam will be given. Exemptions from taking the exam at the scheduled time will only be gar need under college and university exceptions (e. G. , no more than three exams in one day), or to students who have serious illness or family emergencies.Therefore, please plan accordingly. Article Summaries: One goal of the course is to build foundational knowledge in behavioral neuroscience , including contemporary theoretical issues and research methods. While we will discuss the results of many r search studies, we will also read and discuss original research articles in order to give you a fuller appreciation f or the theoretical issues and search methods. You will be required to read each article and to write a brief (no more than one page) narrative summarizing the article.The articles will be available via Blackboard and w ill be announced in class and on Blackboard. Grades on summary papers comprise 10% of your final grade. Neuroscience in the Media Paper: Another goal of th e course is to encourage students to think now, and into the future, about the role of nervous system in all psychological processes. To encourage such broader thinking, each SST dent will be required to iscuss an example of â€Å"physiology in the media† (movies, television, music, magazine nest, newsprint, etc).This term paper will discuss and critique an example of physiology in the media with r preference to original scholarly research articles on the topic. The Media Watch paper will comprise 15% of the final grade and is due on December 4th 2009. To facilitate the Neuroscience in the Media paper project, a b rife description of the media example that will be the basis for your paper is due on October 7th and a bill graphs of original research articles for the topic is due on November 6th.

First World War Bachelor Essay Example | Topics and Well Written Essays - 1250 words

First World War Bachelor - Essay Example The war was won by the Allied Powers and the results of the defeat of the Central Powers resulted in their dismantling. Germany had a particular bad shape after the war with the controversial Versailles treaty. It lost is overseas empire and new states such as Czechoslovakia, Estonia, Finland, Latvia, Hungary and Yugoslavia were created in Europe. The war was fought on land, sea and fir the first time in air. This war resulted in great devastation resulting in the deaths of more that nine million soldiers in the various battlefields, much more millions in the civilians who perished. As a result of the war people's life changed dramatically as the optimism which came with the many changes in the early 1900's was completely lost. Those who had fought in the war became what is known as "the Lost Generation" as they never fully recovered from the effects of the war and their experiences in the war was unlike any thing anyone had thus far experienced. The years after the war saw Europe mourning with memorials being erected in thousands of villages and towns Though many think that the outcomes of the Second World War, contributed to the present world situation, it is the events which happened as a result of the First World War, which give the real answer to many of the tension existing in today's political scenario. These events have been expertly analyzed and set forth in the works of David Fromlin and Hew Francis Anthony Strachan . iii. David Fromkin David Fromkin is well-know for his book A Peace to End All Peace (1989). In this book, he brings out the role played by European policy in the Middle East between the years, 1914 ad 1922. This book traces the event which led to the dissolution of the Ottoman Empire. When this empire broke down, tremendous changes took place in the Middle East. Most people think that the border around the Middle eastern states of Iraq, Syria, Jordan were always there, but according to David Fromkin this notion is wrong because these states were created primarily out of the European policy (made by the joint hands of countries Britain, France, Russia, Greece, and in a way America. in 1922). He brings out the key events which were part of this policy in the book. This policy sought to find new expansions for the European powers of the time and to carve up the fallen Ottoman Empire after the First World War. They wanted to establish their influence in the Middle East as they had done with other countries with which they had fought and won over. Events in the Middle east at that time, led Britain to get into the ottoman empire, but they made a series of mistakes, which led them to endure an long-drawn out war in this region. A new government in the meantime had come into Britain and it's decided that once they had got through the war in the Middle East, they would carve it up as they always did with spoils of a wars. At this point not only Britain but also European leader felt that the Jewish community had the power to control events in several countries. They wanted an alliance with the Jews and wanted to use their influence to their advantage. The result of this saw Britain making overtures to Jewish Zionism by issuing the Balfour Declaration in

Determining Your Perfect Position Paper Essay Example | Topics and Well Written Essays - 1500 words - 1

Determining Your Perfect Position Paper - Essay Example However, as challenging as the position of leader might be, it can be best fulfilled by an employee who has a lot of experience working for the organization. If the restructure allows them to assume this position then along with the problems, the perks of this job will also be great. Deciding on a specific style of leadership will be a difficult task, thus it is best to switch on the situational leadership role. The advantage of such an approach is its ability to be highly effective. It switches the need to choose one specific style and try to run every part of the organization in that mode. This will allow a larger number of people under different departments to be efficient and effective under the leadership of one individual. By using various different modes the leader can ensure the full participation of each member in their team. The most important aspect of this method is the motivation and capability of the employees. The leader needs to recognize three forces when dealing with his employees when involved in this situation: the force of the situation, forces in the follower and the forces of the leader (Tannenbaum and Schmidt). Authoritarian approach is one of the most empowering and extreme forms of leadership used. Here the leader uses his high level of power to control their team members. The employees aren’t allowed to express their opinion about any decision made by the leader. They have to agree to it without making any suggestions. This has to be done even if the employee has an idea that will be of great use to the organization. However, this mechanism was flawed; many people resent being treated with such control. This can lead to many employees choosing to be absent rather than appearing for work or even a staff turnover. The benefits of teamwork are lost as the most experienced employees choose to leave the team. This method is useful and is still a preferred mode because the control ensures all the work is done. This leadership

A thank you letter for being granted a Union County College Scholarship Essay

A thank you letter for being granted a Union County College - Scholarship Essay Example This has been occasioned by the realization that to be able to complete my course training, I would have to take three years. This scholarship will help me be able to pay my tuition fees to be able to complete my academics. This scholarship will help me during my internships. The scholarship will also help me complete my college tuition fees and hence be able to graduate. Completion of my studies which will be facilitated by the scholarship will enable me to secure employment in nursing which is my area of interest. I will therefore be able to offer quality services to the patients and demonstrate my skills and knowledge that I have gained during my course of study. This will help me derive personal satisfaction from my work and ensure better services to the patients. Union County College Foundation. UCC Tips for Scholarship Thank You Letters. 2010-2011, Available at: http://www.ucc.edu/Media/Website%20Resources/images/PayingForCollege/2010-2011%20documents/ThankYouTips.pdf. Retrieved on: November 22