Biography of John Ford, Oscar-Winning Film Director

John Ford (February 1, 1894 - August 31, 1973) was one of the greatest film directors of all time. He won four Best Director Academy Awards, more than any other director. He is best known for his Westerns, but multiple of his novel adaptations stand among the best films of all time. Fast Facts: John Ford Full Name: Sean Aloysius FeeneyOccupation: Film directorBorn: February 1, 1894 in Cape Elizabeth, MaineDied: August 31, 1973 in Palm Desert, CaliforniaSpouse: Mary McBride SmithSelected Films: Stagecoach (1939), The Grapes of Wrath (1940), How Green Was My Valley (1941), The Searchers (1956)Key Achievements: 4 Academy Awards for Best Director and the Presidential Medal of FreedomNotable Quote: It is easier to get an actor to be a cowboy than to get a cowboy to be an actor. Early Life and Education Born into an Irish immigrant family in Maine, John Ford (born Sean Aloysius Feeney) grew up in a moderately prosperous environment. His father owned saloons in Portland, Maines largest city. Ford was one of eleven children. Many of John Fords subsequent film projects related to his Irish heritage. The young John Ford played football in high school. He earned the nickname Bull for his habit of lowering his helmet as he charged the line. Fords older brother, Francis, left Portland to seek a career in New York in the theater around the year 1900. He was successful and took the stage name Francis Ford. By 1910, Francis moved to California to seek a movie career. After high school graduation, in 1914, Francis younger brother, John, moved to California with the hope of launching his own career. Silent Films John Ford got his start in Hollywood as an assistant in the production of his older brothers movies. He served as a stuntman, handyman, double for his brother, and occasional actor. Despite a contentious relationship between the two, within three years, John was his brothers primary assistant and often operated the camera. By the time John Ford made his debut as a director in 1917, Francis Fords career was on the decline. Between 1917 and 1928, the younger Ford worked on more than 60 silent films. However, only ten of them survive fully intact. For his entire career, John Ford was one of the busiest directors in Hollywood, but the silent years were unusually productive even by his standard. The Lottery Man (1919). Corbis Historical / Getty Images John Ford had his first significant success as a director with the 1924 epic The Iron Horse, about the building of the First Transcontinental Railroad. He filmed it on location in the Sierra Nevada mountains with 5,000 extras, 2,000 horses, and a cavalry regiment. Among the props used were an original stagecoach used by newspaper publisher Horace Greeley and Wild Bill Hickoks pistol. The movie earned an estimated $2 million on a budget of $280,000. Westerns John Ford is best remembered for his Westerns. From the 1930s through the 1960s, he helped design the look and feel of classic Western film. One of his favorite actors, John Wayne, appeared in more than 20 of his films as a featured actor. Wayne was in countless more projects near the beginning of his career performing as an extra. Stagecoach (1939). Moviepix / Getty Images Despite his early success with The Iron Horse, Ford didnt direct any Westerns between 1926 and 1939. However, when he once again returned to the frontier, Ford created what many critics consider one of the best films of all time. Stagecoach appeared in 1939, and the story of mismatched strangers thrown together in the vast emptiness of the West while riding through dangerous Apache territory thrilled audiences. It earned seven Academy Award nominations including Best Picture and Best Director. Thomas Mitchell won for Best Supporting Actor. Orson Welles reportedly studied Stagecoach in his preparations for making Citizen Kane. During World War II, John Ford served in the U.S. Navy Reserve creating wartime documentaries. He won Oscars for two of his films. He was with the U.S. military on D-Day and filmed the beach landing. He was recognized for his bravery during the war after suffering injuries while documenting attacks. American film director John Ford (1894 - 1973) in uniform as a Rear Admiral in the United States Naval Reserve, circa, 1957. Â  Pictorial Parade / Getty Images John Fords first movie after his service in World War II was 1946s My Darling Clementine, a Western featuring another of the directors favorite actors, Henry Fonda. He followed it with the so-called cavalry trilogy of movies starring John Wayne. They included 1948s Fort Apache, 1949s She Wore a Yellow Ribbon, and 1950s Rio Grande. Fords next Western didnt appear until 1956. Starring Jeffrey Hunter and rising star Natalie Wood, The Searchers quickly became a classic. In 2008, the American Film Institute named it the Greatest Western of All Time. In 1962, John Ford released The Man Who Shot Liberty Valance starring James Stewart and John Wayne. Many observers consider it the last great Ford film. It was a major success and one of the top 20 moneymaking films of the year. Cheyenne Autumn, the final John Ford Western, appeared in 1964. Unfortunately, it was not a success at the box office and was the most expensive film of the legendary directors career. John Ford directing My Darling Clementine (1946). Bettmann / Getty Images Classic Novel Adaptations Despite his association with Westerns, John Ford didnt win any of his Best Picture Oscars for them. Three of the four awards came with novel adaptations. The fourth wove the feature-length film The Quiet Man out of a short story. The first John Ford film to be nominated for an Academy Award for Best Picture was the 1931 adaptation of Sinclair Lewiss novel Arrowsmith. Ford won his first Oscar for Best Director adapting Liam OFlahertys The Informer in 1935, a tale of the Irish War of Independence. In 1940, Ford took on John Steinbecks Great Depression novel The Grapes of Wrath. It was the directors third consecutive film working with the young actor Henry Fonda. Coming shortly after the end of the Great Depression, the movie was a huge success. It earned Ford his second Best Picture Oscar, and The Grapes of Wrath is often included on lists of the best films of all time. John Fords third Best Director Oscar came a year later with his adaptation of the Welsh mining saga How Green Was My Valley. It famously beat out Citizen Kane for the 1941 Best Picture Academy Award. The movie is a classic working-class drama in the spirit of Fords previous Oscar-winning efforts. How Green Was My Valley (1941). Corbis Historical / Getty Images Fords final Academy Award for Best Director came with a film that his movie company didnt want to make. With pressure from Ford, they funded 1952s The Quiet Man, a short story adaptation set in Ireland starring John Wayne. The worry was unfounded. In addition to winning John Ford an unprecedented fourth Best Director nod, it was one of the top ten moneymaking films of the year. Later Career Despite being dogged by ill health and declining eyesight, John Ford worked well into the 1960s. He completed Donovans Reef, his last film with John Wayne, in 1963. It was Fords final major commercial success, earning over $3 million at the box office. His last feature film, 7 Women, appeared in 1966. It was a story about missionary women in China trying to protect themselves from a Mongolian warlord. Unfortunately, the movie was a commercial flop. The Man Who Shot Liberty Valance (1962). Corbis Historical / Getty Images John Fords final completed project was a documentary on the most decorated U.S. marine titled Chesty: A Tribute to a Legend. It featured narration by John Wayne. Though filmed in 1970, it wasnt released until 1976. Ford died in August 1973. Legacy John Ford continues to hold the record for the most Best Director Academy Awards won with four. He also earned Oscars for two wartime documentaries. In 1973, he was the first recipient of the American Film Institutes Life Achievement Award. In the same year, Ford received the Presidential Medal of Freedom. He wasnt the only person winning awards for his films. John Ford directed a total of four Academy Award-winning acting performances, and ten appearances in his movies earned nominations. Source Eyman, Scott. Print the Legend: The Life and Times of John Ford. Simon Schuster, 2012.

Supply Chain Risk Management Plan - 1299 Words

Uta Jà ¼ttner, (2005),Supply chain risk management, The International Journal of Logistics Management, Vol. 16 Iss 1 pp. 120 - 141. â€Å"Supply chain risk management is the process of identifying, assessing and controlling threats to an organization s capital and earnings that are caused by the organization s Supply Chain. Companies with supply chain risk management plans in place typically place a chief risk office(CRO) in charge of overseeing the effectiveness of the organization s supply chain management strategy. An effective plan reduces supply chain risk whenever possible and anticipates how the organization could swiftly respond to supply chain disruptions. Supply chain risk management plans should address the many different†¦show more content†¦The issues of Supply chain risk management are derived and structured along three conceptual levels of â€Å"philosophy†,† principles† and â€Å"processes†. The methodology used in the paper is rather still on its conceptual level. The assumptions made in the paper are based on the research that was followed by statistical review of 8 companies that they researched to actualize their assumptions. The paper will be critically evaluated on the basis of methodology, research methods, findings and analysis and the data used to statistically prove the findings. This is a perspective based journal article which revolves around the understanding of business requirements. The journal article basically formulates the research with mixed method research, which means the author has used both qualitative and quantitative research methods to conclude its findings. The findings show a survey to back the assumptions of the author, but still the concept is in vague understanding leaving the researcher difficult to analyze. The paper has an integrated approach to SCRM which could still create research and have further findings on this vast topic. â€Å"Supply chain management (SCM) is the oversight of materials, information, and finances as they move in a process from supplier to manufacturer to wholesaler to retailer to consumer.† The literature review used in this paper is focused on supply chain management and risk management though the business side of the

Analyses The Authorship Of The Research †MyAssignmenthelp.com

Question: Discuss about the Analyses Authorship Of The Research. Answer: Introduction Nurses are expected to demonstrate the competency of reflecting on different health scenarios and critically evaluating best available evidence pertaining to significant clinical questions emerging from practice. For delivering high quality care, nurse is to make judgements about research quality of evidence-based literature through a critical analysis that later on forms the basis for their practice. Critical analysis is to be done on the basis of a framework that mainly analyses the authorship of the research, research aims, research design, applicability of research findings and most importantly the strengths and limitations of the study (Parahoo, 2014). The present paper aims to reflect on a particular health scenario and undertake an inquiry in healthcare research. The PICO question that is considered for the present research is Do stimulants increase academic performance in university students?. The paper would critically analyse two peer-reviewed articles for this purpose and judge the credibility of each. Barriers for the application of this evidence in practice would be highlighted. In addition, Alignment of the research studies with the PICO question would also be analysed. Authorship The research paper under assessment has been jointly written by three authors, Elisabeth Hildt, Klaus Lieb and Andreas Gunter Franke. While Franke and Lieb are from the Department of Psychiatry and Psychotherapy, University Medical Centre Mainz, Germany, Hildt is from the Department of Philosophy. Lieb is the head of the concerned department and Hildt is an expert in Neuroethics. The authors of the research paper declared that there was no competing conflict of interest related to the study findings. Research Aims The research question was does the use of stimulant drugs enhance the cognitive functioning of individuals in relation to achieving better academic or workplace results as well as other purposes? The aim of the research was to understand whether the use of stimulant has an impact on the users life inside the universe as well as outside the university in a positive manner. The researchers, however, did not come up with any hypothesis that was tested through the paper. The researchers were successful in justifying the need for the present study. According to them, there was a dearth of high quality qualitative research that explained some aspects of the reason for some students to use stimulants in context of academics, the impact of the same on users, the advantages brought about and the side effects experienced. The researchers further highlighted that there was an absence of empirical data on the real-life impacts and contextual factors of stimulant use. Design The study had a qualitative methodology and considered an extensive semi-structured interview as the research method. Face-to-face interviews were carried out with the participants. A psychologist along with three interviewers was trained for the research. Each participant was considered for the interview by two individuals. Tape recording of the interview was done. For avoiding loss of information one interviewer was responsible for asking questions while the other noted down the responses to close-ended questions. Transcribing the records verbatim was the analysis process. The transcriptions were analysed in a systematic process with the help of the qualitative approach of inductive category development. Qualitative research methodology helps in extracting valuable information from participants wherein the experiences and feelings can be highlighted. The research aimed at understanding the perceptions of the respondents in response to use of stimulant drugs and thus a face-to-face interview was suitable. Through face-to-face interviews data, the interviewers can assess nonverbal cues given by the respondents and also guide and support them for responding to the questions (Holloway Galvin, 2016). However, close-ended questions restrict data collection since respondents are not given a chance to provide complete ideas and thoughts. Misinterpretation of a question might be unnoticed (Parahoo, 2014). The inductive approach in data analysis is helpful in condensing raw information and establishing subsequent connections between the research objectives and study findings. The participants were 18 healthy University of Mainz students, without any psychiatric disorder, who reported the non-medical use of illicit stimulants for academic performance enhancement purposes. Findings a.Based on the transcript of the study, six categories pertaining to the life context of use of stimulant for academic enhancement purpose were highlighted: Context of stimulant use beyond academic performance enhancement, Subjective experience of enhancement, Timing of consumption, Objective academic results, Side effects, Pressure to perform. The study revealed that enhancement of academic performance with the use of stimulant is not a segregated phenomena aiming solely at the enhancement of cognitive ability for better academic results. Multidimensional life contexts ar associated with it that is of much relevance. Strengths and weaknesses The study is valuable in providing valuable information on the utilisation of stimulant drugs by university students. Limitations of the study include participant bias leading to the study being not representative for the complete student population. Further, spontaneous answers were received during the interview. Lastly, no particular conclusion was drawn regarding the impact of the intake of stimulant in healthy individuals. Authorship The research article has been penned down by four researchers whose expertise have been mentioned in the paper; however, their qualifications and affiliations have not been mentioned. The authors declared the absence of conflicts of interest throughout the research. Research Aims The research question addressed by the study was what is the relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes among college students?. The aim of the study was to assess the relationship existing between nonmedical use of prescription stimulants (NMUPS), and executive functioning (EF) and academic outcomes among a population of college students from five different regions of the United States. The two hypothesis for the study were as follows- Students reporting deficits in EF when measured with the Barkley Deficits Executive Functioning Scale (BDEFS) show more chances of reporting nonmedical use of prescription stimulants in contrast to students reporting average EF skills. NMUPS alters the association between academic performance and EF in a positive manner. The researchers highlighted that previous research had pointed out the relationship between individuals with EF deficiencies and intake of prescription stimulants. Research was also present that indicated that a considerable proportion of college students in the US were nonmedically using prescription stimulants. However, there was no significant study that considered carrying out an investigation of the association between NMUPS and EF among the college student population. Design The research considered a quantitative research methodology wherein three measures were addressed. These were the Stimulant Survey Questionnaire (SSQ), Barkley Deficits in Executive Functioning Scale (BDEFS for Adults) and Grade Point Average (GPA). Each participant was required to complete a demographics questionnaire in addition to it. Descriptive statistics were used for data analysis. For testing the first hypothesis, an independent samples t-test was carried out which had one dichotomous independent variable and one continuous dependent variable. For testing the second hypothesis, the researchers conducted ANOVA test in which two dichotomous independent variables were included along with one continuous dependent variable. For measuring effect size, Cohens d was used. The quantitative methodology considered for the study was justified in alignment with the purpose of establishing the relationship existing between nonmedical use of prescription stimulants (NMUPS) and executive functioning. As opined by Nieswiadomy and Bailey (2017) quantitative research study enables a broader examination of the research topic. In addition, it permits greater accuracy of results and enhanced objectivity. A correlational study design was chosen that has the drawback that it is only effective in uncovering a relationship between the variables and not in coming up with a conclusive reason for the same (Richardson-Tench et al., 2016). The participants were 308 undergraduate students from six different public of diverse regions of the United States. 73.4% of the participants were female. Findings About 18% of the respondents reported that they nonmedically used prescription stimulants, while the rates were similar between that of male and female. The major reasons for NMUPS had a relationship with academics. Moreover, participants reported knowing other individuals engaging in NMUPS for academic purposes. The study proved the hypothesis that students with a considerable level of EF deficit showed more chances of taking NMUPS. Students with EF deficits had lower GPAs than those having normal EF. Strengths and weaknesses The main strength of the study was a large sample population that enhanced the generalisation of the study. However, there were some limitations to it such as convenience sampling technique and gender bias. Further, since there was voluntary participation, the sample might not have been a true representation of the population under scrutiny. Lastly, no causal inferences on the relationship between the variables of interest could be established. Barriers for the application of evidence in practice- In the present case, Wasim is a 29-year-old male university student who has knowledge about the use of stimulant drugs that his peers are known to take for enhancement of academic purposes. His decision is to be guided by the evidence gathered by undertaking the research on the concerned topic. The primary finding from the above pool of evidence is that use of stimulant drugs has no precise impact on the relationship between executive functioning and academic performance. Though the studies have been successful in highlighting that an association exists between intake of a stimulant drug and academic performance, the causal effect had not been established. The study by Hildt et al., (2014) concluded that there lies a substantial amount of discrepancy between objective academic results and subjective experiences of the students in relation to intake of stimulant drugs. The research by Munro et al., (2016) inferred that the intake o f prescription stimulants have no ability to alter the connection between executive functioning and academic performance. The study findings are not to be considered as supreme, and thus the applicability to the present scenario is not justified. Further research is needed for establishing the relationship between stimulant drug intake, cognitive and executive functioning deficiency and academic outcomes. These studies need to be longitudinal is design, and a larger population would be beneficial for generating results that are applicable to the wider population. In addition, further studies must consider data on academic performance gathered from reliable sources and not those that are self-reported. Alignment of research studies with the PICO question- The PICO question being addressed in the present paper is Do stimulants increase academic performance in university students? The first research paper did not address the PICO question appropriately since it only highlighted the existence of multidimensional factors that guided an individual to intake such stimulants in life context. The second study addressed the PICO question appropriately. The research indicated that use of stimulants did not necessarily enhance academic performance in university students. Conclusion It is important to understand the applicability of the research findings in relation to a clinical scenario so that translation of research from theory to practice is prominent. The above critical analysis of evidence was beneficial for adjudging their applicability to real life scenarios. The analysis helped in gaining insights into how research findings are to be considered for application in practice. The present research and critical analysis of articles gave a broader view of the impact of stimulant drugs on lives of university and college students as well as the primary context in which this population consider taking these drugs. Both the studies pointed out the fact that students perceive intake of these drugs for their academic betterment. However, there was no indication of the extent to which these drugs influence academic performance in colleges and universities. The lack of objective data is the drawback. Further research is warranted to establish the truthfulness of the clinical question under evaluation. References Hildt, E., Lieb, K., Franke, A. G. (2014). Life context of pharmacological academic performance enhancement among university students - a qualitative approach. BMC Medical Ethics, 15(1), 23-23. doi:10.1186/1472-6939-15-23 Holloway, I., Galvin, K. (2016).Qualitative research innursing and healthcare. John Wiley Sons. Munro, B. A., Weyandt, L. L., Marraccini, M. E., Oster, D. R. (2017). The relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes. Addictive Behaviors, 65, 250-257. doi:https://dx.doi.org/10.1016/j.addbeh.2016.08.023 Nieswiadomy, R. M., Bailey, C. (2017).Foundations of nursing research. Pearson. Parahoo, K. (2014).Nursing research: principles, process and issues. Palgrave Macmillan. Richardson-Tench, M., Taylor, B., Kermode, S., Roberts, K. (2016). Inquiry in health care (5th [ACU] ed.). South Melbourne, Australia: Cengage Learning.

Cost and Overhead Costs free essay sample

Colorscope 1. Why would any customer, let alone large advertising agencies and departmental stores, go to Colorscope rather than go to large printers listed in Exhibit 3? Before desktop publishing became popular, Colorscope had a competitive advantage through its expensive proprietary computer equipment that could produce complicated print special effects. Colorscope had also been able to build strong relationships with valuable customers through the years and had a good reputation for providing high quality work in its field. Another reason why Colorscope could compete with the large printers was the high fragmentation of the pre-press industry. This was due to the fact that most pre-press companies focused on just a few print products (e. g. catalogs, newspapers or coupons) and had strong specialized expertise in these. Because of that, Colorscope could provide higher quality than the large printers in the fields where it had specialized. Before the dawn of desktop publishing, which led to commoditization of the services, competition was more based on quality than on price. We will write a custom essay sample on Cost and Overhead Costs or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a small agency, it is also probable that Colorscope could be more flexible in meeting specific demand and provide more tailored services to the few customers it served, compared to the large printers which would have a bigger and more bureaucratic organization. 3. What you have done above is a â€Å"full-cost† analysis. This is in contrast to a â€Å"direct-cost† analysis that ignores overhead costs. Is full cost the right metric for job profitability and customer profitability? What assumptions are we making about the variability of overhead costs when we do a â€Å"full-cost† analysis? By allocating the overhead costs to jobs and customers there is an implicit assumption that these are variable with the cost driver. In reality, some of the overhead costs are fixed, at least in the short run. One benefit of using full cost is that the price charged for jobs needs to recover all costs in order for Colorscope to be profitable in the long run. As overhead costs are incurred to support customer/job activities there is also a benefits received relationship. Finally, revealing the full overhead costs can motivate job representatives to examine how overhead costs are planned and controlled. Even though these costs are fixed in the short run, it is likely that they can be managed in the long run.

The ability to distinguish and memorise the items

Abstract The experiment seeks to measure the ability to distinguish and memorise the items one saw. There were sixty-seven participants all of them third year students who take the course Advance Topics in Cognition laboratory. Age and sex were not considered as variables and as such were ignored in the analysis of the results.Advertising We will write a custom research paper sample on The ability to distinguish and memorise the items specifically for you for only $16.05 $11/page Learn More The experiment was to use simple objects that might confuse the participants and be tricky to remember (high in conceptual distinctiveness) and some that would be easier to remember (or low in conceptual distinctiveness). Participants would be presented with items and then they would be asked if they have seen the item before in the experiment (old item) or haven’t (new item). Introduction Human memory accesses or scans items in memory in a short-term old-new r ecognition memory task as proposed by Sternberg in the Sternberg paradigm. Different people scan their memory in different ways with different results with others being better than others in the scanning process (Sternberg, 1966). The participants were presented with list of items and they were to identify if the item presented was from a previously presented list or if it was a new item. This was to give a result and enable a probe on the habits of the human brain in analysis and scanning of items and memory of the same. The standard result having been declared by Stenberg, suggested that the mind scans all items in the mind to figure out whether the new item belongs to an old list of to a new list, hence, the more the items the more the response time needed to figure out. This is whether the target list is new or not. This leads to exhaustion of the brain a factor which further reduces the time needed to respond to the item. Limited capacity parallel access theory and familiarity- based decision making theory have similar results with Sternberg’s RT. The exhaustive search shows consistent results with the mean RT too. Limited capacity parallel access theory however differs in that it assumes that the items are accessed simultaneously but the memory comparison rate decreases as the set size increases. The simultaneous access causes the brain to reduce the effective time taken to compare the item with the items on the other lists.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, the familiarity-based decision making theory the participants compare the target item to a global composite of all the items in memory; if the familiarity or similarity of the target to this composite memory reaches some threshold then the participants will identify whether the item belongs to the old list or it belongs to the new list (Nosofsky, 2011). Should we obtain standard results in the experiment as of the above theories, it will indicate that the basic underlying architecture of memory access does not vary between the different item types (James, 2001). If the slope sizes are different then this means that accessing the different items has different â€Å"costs†, either in terms of the time necessary to scan each item (i.e., a serial exhaustive model account), the capacity limitation placed on the rate of processing (i.e., a parallel model account) or the rate at which memory for individual items decreases with an item’s lag or its position on the list (i.e., a familiarity-based account). Method Participants The total number of participants was 67, that is, all the 3rd year students enrolled in the Advanced Topics in Cognition Laboratory classes. Apparatus Participants were tested in groups on lab computers running a MATLAB-based experiment designed using the Psychophysics toolbox (Brainard, 1997; Pelli, 1991). Stimuli Objects used included items which were low in conceptual distinctiveness [earrings, fish hooks, salt pepper shakers, child sip cups, computer keys, jack-o-lanterns, keyboards, microwaves) or high in conceptual distinctiveness [car fronts, juices, mp3 players, road signs, bill money, cigarette packs, coins, muffins] or ProcedureAdvertising We will write a custom research paper sample on The ability to distinguish and memorise the items specifically for you for only $16.05 $11/page Learn More The experiment started by displaying to the participants the various items of study. They were given 500ms to view the items and scan them in their memory. After that, they would be asked to present the items they had scanned (saw during the first procedure), for this they were given 1000ms with 200ms break after each presentation. The memory set was varying in a range of 1 to 5. After the final study item was presented to the participant, an asterisk was placed fo r 1000ms to signal that the next digit presented was the test probe . The item then had to remain on the screen until the participant made a response. This however was marked by as asterisk to indicate that more time was needed by the participant to identify the item. One was required to identify the item being presented to them if they had seen it before they would press the left button but if they think it was a new item then they would press the right button. Results There were 67 participants but only 53 tests were regarded for analysis. This is because 12 of the data files were lost due to the computer error and 2 of the participants results were cancelled after they were found to be less than the average accuracy of all participants 3 x the standard deviation minus. The major analysis was to focus on size 2 to 5 and as such we had trials which were had RT that were less that 200msec or greater than 3 x the std + the average of each of the investigated conditions. 1.24% of the trials were removed using this method. Within each set size, we then compute the median RT for each set size x condition (high v/s low conceptual distinctiveness) x probe (present v/s absent) condition. Set size 1 was excluded from further analysis due to a lack of meaningful RT differences between the probe present and probe absent trials. Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The High CD condition replicates the standard observed lag functions (e.g., Monsell, 1978) The Low CD condition does the same but there is a slight increase in RT for long lists at lags 2 and 3. Note that because the probe’s lag position was not controlled but was just randomly allocated from trial to trial, there are markedly fewer trials at this point (N ~= 85) than at other points (e.g., lag 1, set size 1, N ~= 400). Consequently, the observed lag effect is not significant. Presentation The questions in the questioner were open ended and difficult terms were defined to enhance the understanding of the questions. Simple and easy to conceptualize language was used in designing the questions. This was in a bid to enhance a clear understanding on the side of the respondent regardless of their literacy level. Data obtained from the report was presented in form of tables and graphs. This was done to enhance ease in understanding as well as conceptualization of the results obtain ed. Tables and graphs aided in the summarization of information since they presented them in the simplest form possible (Little, 2011). The briefing of results widened the scope of individuals able to access as well as understands the results. The complexity and tediousness that come with reading large volumes of text is thus reduced. A lot of information can hence be obtained by only a glance at the tables and graphs. Discussion If the experiment gets results that are not concordant with the Stenberg result then this would provide a strong evidence against the above three mentioned theories. The standard Sternberg result is unable to adjudicate between these theories. The slope of the set size function can still provide insight into how different types of stimuli are accessed or into how different clinical populations access items in memory (e.g., people with mental retardation have steeper set size slopes than people without mental retardation, Harris Fleer, 1974). This lab exper iment will focus on the former by comparing lists of items which are conceptually similar and lists of items which are conceptually distinct. In the present experiment, we compare old-new recognition performance for conceptually similar and conceptually distinctive items by using the Sternberg paradigm and varying a) the set size presented on each trial, b) whether the probe is present or absent on each trial and c) the category of items presented on each trial (i.e., either conceptually distinctive or conceptually similar items will be presented on each trial). We are specifically interested in whether a) both types of items result in the standard Sternberg result and b) whether the slope of the set size function is equivalent between both types of items. References Baym, V. (2008). Accurate forced-choice recognition without awareness of memory retrieval. Learning and memory , 454-459. Beins, B. (2004). Research Methods: a tool for life. Michigan: Pearson/Allyn and Bacon. Brandon, K. (2011). Electron Nursing Documentation as a Strategy to Improve Quality Care. Journal of Nursing scholarship , 154-162. Bruke, J. (2009). Report writing. New York: Cengage. Course, O. U. (2008). Thinking Critically. New York: Open University Worldwide. Covey, S. R. (2003). 7 Habits of Highly Influential People. New York: Hay House Incorporated. Daniel, P. (1991). Videotoolbox Software for visual psychophysics. Transforming numbers into movies , 437-442. Government, A. (2000, June 3). Tertiary Education Quality and Standards Agency Act 2011 . Retrieved from Comlaw: https://www.legislation.gov.au/ James, W. (2001). Psychology: The briefer Course. New York: Courier Dover Publications. James, W. (2007). The Principles of Psychology. New York: Cosimo. Johnson, T. (1971). A note on the identifiability of parallel and serial precessess. Perception Psychophysics , 161-163. Little, N. (2012). Activation in the nueral network responsible for categorization and reflection parameter. Procee dings of the national Assembly , 333-338. Little, N. (2011). Short-Term memory Scanning Viewed as Exemplar-Based Categorization. Psychological Review , 280-315. Myers, D. G. (2009). Psychology In Modules. New York: Worth Publishers. Nairnei, J. S. (2010). Psychology. Chicago: Cengage Learning. Nevid, J. S. (2007). Psychology: Concepts and Applications. Chicago: Cengage. Patrick Mcneill, S. C. (2009). Research Methods: Third Edition. Chicago: Cengage Learning. Phil, R. (2010). Experiment in Psychology. Chicago: Prentice Hall. Ruth, R. (1978). A theory of Memory Retrieval. Psychological Review , 50-108. Susan, S. (1966, August). High-speed scanning in human memory. Science , 652-654. Weiten, W. (2010). Psychology: Themes and Variations. Chicago: Cengage Learning. White, L. (2008). Foundations of Nursing. Chicago: Cengage Learning. William m., J. P. (2006). Research Methods Knowledge Base. 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East Timor essays

East Timor essays East Timor is located on the small island of Timor (slightly smaller than Maryland). This land is situated between Indonesia and Australia. The other half of the island is Indonesias province of West Timor. This small territory of East Timor is currently under a U.N. transitional government with total sovereignty scheduled for 2002-2003. The past of East Timor has been littered with Imperialism. Starting mid 1500s when Portugal colonized the territory through Japanese occupation during WWII, and again a return to Portuguese rule. Then in the wake of Portuguese de-colonization and civil war, a brutal military occupation by its new neighbor Indonesia. In 1509 the Portuguese arrived in the area of East Timor. They established their first settlements there in 1633. During the time before 1859 these two colonial powers signed a treaty establishing a boundary that divided Timor into the Dutch controlled west and the Portuguese controlled east. During Portuguese control many members of the native population where enslaved. In 1910 a rebellion of native peoples was suppressed after an n 18-month war for independence. During WWII The Empire of Japan occupied the Island of Timor. The Japanese also occupied all of the surrounding islands of Indonesia. During the occupation there was brutal fighting and nearly 40,000 East Timorese where killed in the struggle. After Japanese forces withdrew at the end of the war, rebellion broke out in Indonesia and in east Timor. Indonesias revolt against the Dutch was extremely successful ending in Indonesias independence. While in east Timor the rebellion was quickly and brutally put down by the Portuguese military. The Portuguese would remain in control until 1975 (despite U.N. calls for self-determination) when Portugals government was overthrown by its own military, which began a process of de-colonization. It is during this time that...

Developing Yourself As A Supervisor Assignment Example | Topics and Well Written Essays - 1000 words

Developing Yourself As A Supervisor - Assignment Example An excogitation of this notion is imperative to comprehend what is required to develop oneself as a supervisor. Leadership involves much dynamic roles to be played by supervisor in order to achieve the goals both effectively and efficiently. Leadership or leading is more about influencing people through examples rather than merely exercising authority over them. Bateman-Snell (2003, p15) delineate the term as, "Leading is stimulating people to be high performers. It is directing, motivating, and communicating with employees, individually and in groups. Leading involves close day-to-day contact with people, helping to guide and inspire them toward achieving team and organizational goals. Leading takes place in teams, departments, and divisions, as well as at the tops of large organizations". The above definition subtly enkindles an approach towards people-management. It reflects that a leader in true sense is a people-player, being capable of driving people to achieve high standards of performance through proper direction, communication and motivation. In order to be successful as a leader, the supervisor needs to be capable of determining a 'direction' to be followed, 'communicates' the goals to the team members and then 'motivates' them to accomplish those goals in the most desirable manner. Motivation plays a key role in ... He nurtures the environment for development, creates an atmosphere of contribution and drives the willingness of subordinates to work by reconciling the organisational benefits to their personal welfare. Horner (1997, p274) further elaborates this point as, "leaders understand what people value, they can impact people's actions by defining what behaviours will produce desired outcomes". Hence, the leader directs and motivates the people after developing a sound understanding of his team members and their personal desires. Therefore, leadership does not only lie in setting goals, having a vision and identifying direction for competitive advantage, rather in order to be a successful supervisor one needs to identify his people's needs and coordinate their efforts through personal qualities. Mastrangelo, Eddy and Lorenzet (2004, p435) state that, "effective leaders engage in both professional leadership behaviors (e.g. setting a mission, creating a process for achieving goals, aligning processes and procedures) and personal leadership behaviours (e.g. building trust, caring for people, acting morally)". The crux of this concept is that both personal and professional calibres of leadership cannot be termed as innate, as these qualities can be acquired and developed consistently through practice and experience. However, the question lies in a leader's own desire to understand people and exert effort to inspire them. As understood, the focus of leadership is people and an effective management of people is the key to effective leadership. Heifetz and Lauries (1997, 46), "Before putting people to work on challenges doe which there are no ready solutions. A leader must realize that people can learn only so much so