Monday, September 30, 2019

Practice Math

1. The nth term of an arithmetic sequence is given by un = 5 + 2n. (a) Write down the common difference. (1) (b) (i) (ii) Given that the nth term of this sequence is 115, find the value of n. For this value of n, find the sum of the sequence. (5) (Total 6 marks) 2. A sum of $ 5000 is invested at a compound interest rate of 6. 3 % per annum. (a) Write down an expression for the value of the investment after n full years. (1) (b) What will be the value of the investment at the end of five years? (1) (c) The value of the investment will exceed $ 10 000 after n full years. i) (ii) Write down an inequality to represent this information. Calculate the minimum value of n. (4) (Total 6 marks) 3. (a) Consider the geometric sequence ? 3, 6, ? 12, 24, †¦. (i) (ii) Write down the common ratio. Find the 15th term. (3) Consider the sequence x ? 3, x +1, 2x + 8, †¦. IB Questionbank Maths SL 1 (b) When x = 5, the sequence is geometric. (i) (ii) Write down the first three terms. Find the co mmon ratio. (2) (c) Find the other value of x for which the sequence is geometric. (4) (d) For this value of x, find (i) (ii) the common ratio; the sum of the infinite sequence. (3) (Total 12 marks) . Clara organizes cans in triangular piles, where each row has one less can than the row below. For example, the pile of 15 cans shown has 5 cans in the bottom row and 4 cans in the row above it. (a) A pile has 20 cans in the bottom row. Show that the pile contains 210 cans. (4) (b) There are 3240 cans in a pile. How many cans are in the bottom row? (4) IB Questionbank Maths SL 2 (c) (i) There are S cans and they are organized in a triangular pile with n cans in the bottom row. Show that n2 + n ? 2S = 0. Clara has 2100 cans. Explain why she cannot organize them in a triangular pile. 6) (Total 14 marks) (ii) 5. Ashley and Billie are swimmers training for a competition. (a) Ashley trains for 12 hours in the first week. She decides to increase the amount of time she spends training by 2 hou rs each week. Find the total number of hours she spends training during the first 15 weeks. (3) (b) Billie also trains for 12 hours in the first week. She decides to train for 10% longer each week than the previous week. (i) (ii) Show that in the third week she trains for 14. 52 hours. Find the total number of hours she spends training during the first 15 weeks. (4) (c)In which week will the time Billie spends training first exceed 50 hours? (4) (Total 11 marks) IB Questionbank Maths SL 3 6. The diagram shows a square ABCD of side 4 cm. The midpoints P, Q, R, S of the sides are joined to form a second square. A Q B P R D (a) (i) (ii) Show that PQ = 2 2 cm. Find the area of PQRS. S C (3) The midpoints W, X, Y, Z of the sides of PQRS are now joined to form a third square as shown. A W Q X B P Y S R Z D C (b) (i) (ii) Write down the area of the third square, WXYZ. Show that the areas of ABCD, PQRS, and WXYZ form a geometric sequence. Find the common ratio of this sequence. 3) IB Questi onbank Maths SL 4 The process of forming smaller and smaller squares (by joining the midpoints) is continued indefinitely. (c) (i) (ii) Find the area of the 11th square. Calculate the sum of the areas of all the squares. (4) (Total 10 marks) 7. Let f(x) = log3 (a) x + log3 16 – log3 4, for x > 0. 2 Show that f(x) = log3 2x. (2) (b) Find the value of f(0. 5) and of f(4. 5). (3) The function f can also be written in the form f(x) = (c) (i) Write down the value of a and of b. ln ax . ln b (ii) Hence on graph paper, sketch the graph of f, for –5 ? x ? 5, –5 ? y ? , using a scale of 1 cm to 1 unit on each axis. (iii) Write down the equation of the asymptote. (6) (d) Write down the value of f–1(0). (1) IB Questionbank Maths SL 5 The point A lies on the graph of f. At A, x = 4. 5. (e) On your diagram, sketch the graph of f–1, noting clearly the image of point A. (4) (Total 16 marks) 8. Let f(x) = Aekx + 3. Part of the graph of f is shown below. The y-inte rcept is at (0, 13). (a) Show that A =10. (2) (b) Given that f(15) = 3. 49 (correct to 3 significant figures), find the value of k. (3) (c) (i) (ii) (iii) Using your value of k, find f? (x).Hence, explain why f is a decreasing function. Write down the equation of the horizontal asymptote of the graph f. (5) IB Questionbank Maths SL 6 Let g(x) = –x2 + 12x – 24. (d) Find the area enclosed by the graphs of f and g. (6) (Total 16 marks) 9. Consider the function f(x) = px3 + qx2 + rx. Part of the graph of f is shown below. The graph passes through the origin O and the points A(–2, –8), B(1, –2) and C(2, 0). (a) Find three linear equations in p, q and r. (4) (b) Hence find the value of p, of q and of r. (3) (Total 7 marks) IB Questionbank Maths SL 7 10. Let f (x) = 4 tan2 x – 4 sin x, ? a) ? ? ? x? . 3 3 On the grid below, sketch the graph of y = f (x). (3) (b) Solve the equation f (x) = 1. (3) (Total 6 marks) IB Questionbank Maths SL 8 11. A city is concerned about pollution, and decides to look at the number of people using taxis. At the end of the year 2000, there were 280 taxis in the city. After n years the number of taxis, T, in the city is given by T = 280 ? 1. 12n. (a) (i) (ii) Find the number of taxis in the city at the end of 2005. Find the year in which the number of taxis is double the number of taxis there were at the end of 2000. (6) (b)At the end of 2000 there were 25 600 people in the city who used taxis. After n years the number of people, P, in the city who used taxis is given by P= (i) (ii) 2 560000 . 10 ? 90e – 0. 1n Find the value of P at the end of 2005, giving your answer to the nearest whole number. After seven complete years, will the value of P be double its value at the end of 2000? Justify your answer. (6) (c) Let R be the ratio of the number of people using taxis in the city to the number of taxis. The city will reduce the number of taxis if R ? 70. (i) (ii) Find the value of R at the end of 2000.After how many complete years will the city first reduce the number of taxis? (5) (Total 17 marks) IB Questionbank Maths SL 9 12. The function f is defined by f(x) = 3 9 ? x2 , for –3 < x < 3. (a) On the grid below, sketch the graph of f. (2) (b) Write down the equation of each vertical asymptote. (2) (c) Write down the range of the function f. (2) (Total 6 marks) IB Questionbank Maths SL 10 13. Let f (x) = p ? 3x , where p, q? x ? q2 2 + . Part of the graph of f, including the asymptotes, is shown below. (a) The equations of the asymptotes are x =1, x = ? , y = 2. Write down the value of (i) (ii) p; q. (2) (b) Let R be the region bounded by the graph of f, the x-axis, and the y-axis. (i) (ii) Find the negative x-intercept of f. Hence find the volume obtained when R is revolved through 360? about the x-axis. (7) (c) (i) Show that f ? (x) = 3 x 2 ? 1 ?x ? 2 ?1 ? 2 ?. (8) (ii) Hence, show that there are no maximum or minimum points on the graph of f. IB Questionbank Mat hs SL 11 (d) Let g (x) = f ? (x). Let A be the area of the region enclosed by the graph of g and the x-axis, between x = 0 and x = a, where a ? . Given that A = 2, find the value of a. (7) (Total 24 marks) 14. Two weeks after its birth, an animal weighed 13 kg. At 10 weeks this animal weighed 53 kg. The increase in weight each week is constant. (a) Show that the relation between y, the weight in kg, and x, the time in weeks, can be written as y = 5x + 3 (2) (b) (c) (d) Write down the weight of the animal at birth. (1) Write down the weekly increase in weight of the animal. (1) Calculate how many weeks it will take for the animal to reach 98 kg. (2) (Total 6 marks) IB Questionbank Maths SL 12

Sunday, September 29, 2019

Consider the role of Iago in act III scene 3 and show how Shakespeare portrays Iago, and the effect he has on Othello

Iago is one of Shakespeare's most unforgettable desperados. In Act III scene 3 Iago's feelings are driven by a passion of such intense strength that, even though we might understand his motives, it is difficult to feel that anything other than pure evil could compel him to such extremes of behaviour as a result. We also see Iago taking a powerful, sadistic delight in the damage which he causes throughout the scene, and how he has a cancerous effect on Othello and his relationship with Desdemona. Iago manipulates the perceptions of other characters with great skill, using lies which contain sufficient truth. He is an opportunist, and takes advantage of anything. ‘Ha! I like not that.' Iago plants a seed of guilt, which he nurtures throughout the scene. He advocates that the figure he has seen leaving cannot be Cassio, because he is a respectable and worthy man who would not stoop to such a sneaking and fraudulent kind of behaviour. By suggesting that an action, which might seem innocent, may in reality conceal something altogether more suspicious, Iago cleverly hints that Cassio has a guilty conscience. The effectiveness of the compound word ‘guilty-like' used by Iago puts an element of doubtfulness and apprehension in Othello. At the beginning of the scene there is an open, playful, loving relationship between Othello and Desdemona: ‘Tis as I should entreat you wear gloves, Or feed on nourishing dishes, or keep you warm,' This flirtatious discussion is the last time we see love and contentment between Othello and Desdemona. ‘Excellent Wretch' This is Othello's last statement of happiness. The words show an eternal world of love and lust; Othello loves Desdemona deeply. From that moment on Othello suffers a torment of jealousy; his happiness is being ate away by the covetousness seed that Iago has planted. Iago is a fine judge of character: he knows what people like and what makes people irritated and infuriated. ‘Did Michael Cassio, When you wooed my lady, know of your love?' Iago is prodding Othello. He is not giving him a straight answer, and this deeply exasperates and annoys Othello. Iago uses good tactics to form a sense of culpability and doubt in Othello. Iago's hesitations frighten Othello. In a performance of this scene, the actor playing Iago should put prominence and emphasis on ‘think' as this would create an impression of guilt. ‘Men Should be what they seem' This statement is ironic. If Iago was what he seemed he would be good, trustworthy and loyal, but he is not. He is iniquitous and impious. He is able to put on false front. Iago is a consummate dissembler. Iago has now begun to plant a seed of hesitation and uncertainty in Othello. ‘As where's that palace, whereinto foul things Sometimes intrude not?' Iago articulates how the purest spirit may still endure from foul things. This echoes exactly what is happening in this scene. Iago is pouring his foul, evil poison into the mind of Othello. This causes Othello to doubt what is really happening. No matter how many dreadful things Iago says, Othello is left with the abiding belief that he knows more terrible things than he has been told and is trying to diminish the upset because of his honest friendship and regard for him: ‘Though I perchance am vicious in my guess†¦' Iago again uses the extremely effective tool of appearing to be very reluctant in speaking ill of others whereas at the same time managing to advocate that he knows much more which would cause distress to Othello if he were to know the truth ‘Who steals my purse, steals trash; 'tis something, nothing; ‘Twas mine, 'tis his, and has been slave to thousands: But he that filches from me my good name Robs me of that which not enriches him And makes me poor indeed.' Here we see the effect Iago has had on Othello. Iago has threatened Othello in his most defenceless area: his reputation. Iago is very dexterous. He tells Othello that his reputation is everything. This is the opposite of what he said to Cassio, telling him that his status was not everything. Iago then ingeniously tells Othello to be aware of being jealous, to hide his jealousy. This cunningly plants the thought of being covetous in his mind. Iago is again taunting Othello. He is building up his heat-oppressed mind. ‘Thou dost conspire against thy friend, Iago,' Othello knows that Iago is keeping something terrible from him. Shakespeare uses dramatic irony. Othello says that Iago is plotting against him by not telling him his thoughts, but Iago is telling Othello his thoughts whilst at the same time plotting against him. Iago is getting Othello emotionally prepared for what he is planning to inform him. Iago uses good psychology by keeping Othello at a distance by not expressing his thoughts to him. ‘Ha!' Othello's short, sharp speeches portray the effect Iago has had on him, emotionally. It shows the state of mind that Iago has reduced Othello to. Othello has been emotionally reduced. This shows that Iago is gaining the ascendancy. The roles have swapped. Iago is now the more dominant of the two. Iago introduces the word ‘cuckold'. He explains to Othello that it is better to know Desdemona is having an affair compared to not knowing and the torment of a man who is infatuated but insecure, who suspects his wife but continues to love and adore. Iago is again taunting Othello. He is purposely building up an element of doubt and suspicion in Othello. At this point Iago assumes he has convinced Othello that Desdemona is having an affair with Cassio, but things go wrong. Othello tells Iago that he is not going to doubt Desdemona until he sees it and therefore if he does, Othello can then prove that Desdemona is disloyal and unfaithful. For a short period of time this throws Iago off track. Up until now Iago has just dropped hints. This has not worked to his best advantage. Now he becomes much more direct and focused and attempts an innovative, diverse approach. Although we condemn and depreciate Iago's malevolence, it is very difficult for us not to admire his skill and creativity. ‘I speak not yet of proof†¦ Look to your wife, observe her with Cassio' Iago skilfully twists his words so that the fact of Desdemona's deceitfulness and dishonesty appears not to be in question. Iago tells Othello of his innocence and ingenuity of Venetian customs. ‘I know our country disposition well' This further persuades Othello to believe his lies by pointing out how Desdemona has already deceived her father in marrying him. This echoes Brabantio's final words in Act I scene 3. ‘She had deceived her father, and may thee.' Iago reminds Othello this at the best possible time, when he is feeling at his most vulnerable. Iago tells Othello how Desdemona is exceptionally good at deceiving people, as she did it to her own father. This is also ironic as Iago is a skilled dissembler, and yet is accusing Desdemona of also being a consummate dissembler. Othello is reduced to single utterances, which show he is losing confidence and has something on his mind. It shows the impact Iago is having on him. Again, it illustrates to us that Iago is now the much more dominant of the two and is gaining control. Othello's diminutive answers show he is reading into what Iago is saying. This also emphasizes our sense of Othello's significant theatrical status as an ‘outsider', someone so unfamiliar with the Venetian customs and society that Iago's lies will seem conceivable, and who will accept as true the suggestion that all Venetian women routinely commit treachery and betrayal. Iago is not only an expert at manipulating people, but also at manipulating words. ‘I think she's honest' Iago ingeniously picks up on words and fills them with hesitation and doubt. Othello reacts to this by leaving the stage. This shows us that the poison, which Iago planted, is now spreading. Iago has a cancerous effect on him. Iago then continues to provoke uncertainty and suspicion in Othello by putting forward the idea that it was un-natural in Desdemona for choosing Othello. She refused proposals from men who were from her own country, men of the same race, and in the same rank as her, and she chose Othello instead. Iago takes a risk. He implies that Desdemona is un-natural and lustful, as she has chosen someone older than her and someone not of the same race. We can see the dramatic impact Iago has had on Othello. In Act III Scene 3, Othello is bursting with love for Desdemona ‘ Excellent Wretch!' Now Othello is asking himself ‘Why did I marry?' This shows how successful Iago has been bringing down Othello's happiness. He has taken his height of happiness and filled it with covetousness, distrust and jealousy. Iago has done all this without any proof, which shows that he is a brilliant operator. He has taken Desdemona's goodness and corrupted it into a vice of loyalty. Iago has a deep knowledge of the human psyche and is smartly and ingeniously able to manipulate feelings- for his benefit. Iago has convinced Othello that Desdemona has committed adultery because of his race and because he does not have a smooth engaging conversation like some other men have. ‘This fellow's of exceeding honesty' This is the first soliloquy given to Othello. This allows us to see the inner workings of Othello, which have been unable to be seen until now. The correspondence between the outward appearance and inner reality begins to break down. Othello dwells upon what he has come to see as his deficiencies in the eyes of others. Desdemona may well see him as a black man and who has few civilised graces of more sophisticated men. Desdemona enters and is concerned her husband is not well. Othello is unwell, but not in the way Desdemona thinks, for he is sick of spirit, not of body. Othello has convinced himself he's been ‘abused' and his only relief is to despise her. There is a total contrast between the contentment and delight in Desdemona and the tormented and tortured soul of Othello. Iago mentions the prospect of providing Othello with ‘proof'. Yet in no circumstances proof has been impending, and still Iago is able to skilfully able to compose characters to act and feel guilt and suspicion to act with certain proof on many occasions. Iago sees innocent things and turns them into acts of guilt and causes suspicion in people. This allows him to move the criteria for Desdemona's remorse and guilt onto such a modest thing as a handkerchief. ‘I will in Cassio's lodging lose this napkin, And let him find it.' In Iago's soliloquy he reveals the key to his success, in proving that Desdemona's adultery is in no doubt. It is Othello's weakness, which will bring out his destruction. ‘The mines of sulphur' This gives us the image of hellfire. Iago is often connected with the powers of hell, evil and torture. Othello re-enters. This shows he is confused and has a perplexed state of mind. ‘I slept the night well, was free and merry; I found not Cassio's kisses on her lips.' Iago obtains a sinister, evil, malicious enjoyment from the torture and torment he has caused Othello. He has turned the loyal Othello into a confused, eager man who has been totally consumed by jealousy and melancholy. Othello has been deduced. He says goodbye to a peaceful mind. The repetition of ‘farewell' shows the completeness of his loss. But the sad thing is he has lost nothing. Yet he does not know that. We see a human being rapidly destroyed by another human. Othello is declining and emotionally becoming bitter, almost approaching insanity. ‘I think my wife be honest, and think she is not, I think thou art just, and think thou art not' Othello is waving between suspicion and loyalty as he struggles with himself to determine the truth. In choosing between Desdemona and Iago, it is Othello's inability to accept his own potential for love and trust which destroys him. This is an important turning point for Othello. Othello's vision of himself and his wife excludes such compromise, and so when Iago offers Othello ‘proof' he is savage in the passion with which he believes her to be guilty. What we see here is evidence of Iago's mastery of intrigue and deception. ‘Give me a living reason, that she's disloyal.' Iago has put himself in an awkward situation. Iago's bombardment has an effect on Othello. He has awakened Othello's wrath and if he cannot support his suggestions of Desdemona's infidelity he will pay dearly for it. Othello is now desperate to be certain, that he seems almost keen to pounce upon Iago's account as true. This is ironic, as the roles of the characters are briefly changed, when Iago comments on Cassio speaking in his sleep. Othello is convinced of Desdemona's betrayal and Iago who is arguing in support for Cassio, ‘it was but his dream'. Othello has now overtaken Iago's plotting and sweeps the action along. Iago is unable to give Othello proof, so Iago cunningly makes proof sound dirty so that Othello will not ask any further questions. The image Iago paints in Othello's mind is repulsive, sordid and disgusting. Iago uses animal images to describe the action of Cassio and Desdemona together. This is significant as he is again reducing beauty to a disgusting act. He reduces the sex act to a bestial and foul level. ‘Do not rise yet.' Iago kneels with Othello as they swear a ‘sacred vow' to seek ‘black vengeance' against Desdemona and Cassio. As Iago's work on Othello begins to stoke up a furnace of jealousy and his sense of wronged honour, we see a change in Othello's behaviour. We also see how the language of Iago and Othello has been interchanged with the roles. Iago is now clearly the master in the relationship, as the villain speaks of vows to heaven. Othello, using language more appropriate to that of Iago, says of Desdemona: ‘Damn her, lewd minx'. His effectiveness as a character in the play rests upon the way he is seen differently by the other characters, who see loyalty, honesty and trustworthiness, and by the audience, who see a malevolent, who manipulates others with the intention of completely destroying them. Iago is portrayed as a self-admiring, vicious, weak, cruel and arrogant character that is only able to achieve his ends through the weakness of others. He is not merely a symbol of iniquity and malevolence, but is much more. The malign Iago turns Othello, from a noble, heroic, loving innocent man and destroys him. Iago falls prey to the same suspicion he generates in Othello and, through controlling the plot for most of the scene, moves Othello towards his cynical view of the world.

Saturday, September 28, 2019

Environmental Problem And Solution Research Paper

Environmental Problem And Solution - Research Paper Example The most common and damaging greenhouse gas is carbon dioxide, also called CO2. Unfortunately, we are currently destroying the best known carbon regulators- plants. Deforestation not only impedes carbon capture, but the dead and decayed flora further releases CO2 into the environment. As the climate keeps getting warmer the various species in their respective ecosystems are exposed to threatening adaptability challenges as a result of which their number and diversity is rapidly on decline. A proper understanding and control of CO2 is pivotal to prevent an unstoppable catastrophic warming of the Earth. Environmental Problem and Solution For the purpose of better understanding the alarming situation we are in, I have picked a news article from BBC News, Washington by Jane O’Brien, 4 November 2010, â€Å"The World’s longest running carbon dioxide experiment†. One of the most pressing challenges on global warming is the fact that nobody exactly knows how the earth wi ll react to the progressive climate change. This article provides an insight to some of the most imperative concerns about the effects of global warming, and some hypothetical suggestions of handling it. Every year the rising sea levels engulf humongous hectares of land thereby threatening the existence of heavily populated coastlines (Sarwar & Khan, 2007). Other impacts of global climate change include melting glaciers, stronger storms, higher floods, less snow north and more drought south (IPCC, 2007). Several greenhouse gases are responsible for climate warming, but CO2 forms the herculean contributor as the concentration of the other gases is much lower. The buildup of CO2 in the atmosphere is mainly from the combustion of fossil fuels in car, factories and electricity production (Miller, 2004). In the longest running CO2 experiment, carried out on the shore of Maryland’s Chesapeake Bay, scientists have created a unique salt marsh that simulates the situation of the futur e (O’Brien, 2010). One characteristic of CO2 is that it acts as a fertilizer on some plants making it grow appreciably faster, building new soil and hence tacking the problem of rising sea levels. The scientists in this study have tailored the condition our planet will be exposed to by the year 2100 by setting up a patch of marshland and covering it with atmospherically controlled CO2 chambers which have roughly double the CO2 content of what we have today. However other environmental peril like pollution can have a huge dampening effect on the growth promoting property of CO2. Another aspect which this living laboratory has exploited is the susceptibility of the marsh to a variety of weed, Phragmites australis. The growth of this plant is fortified by high CO2 levels. The expeditious growth of such unwanted flora can displace the native habitats and the organisms which populate it. A better understanding of how these ecosystems behave under altered condition would help in pl anning the future. Being enlightened of the increasing CO2 levels, we can be prepared to control the invasive species like Phragmites australis, which thrive on CO2 and degrade the biodiversity of the ecosystem. Another aspect of these invasive plant species is that they may help counterbalance the problem of soil erosion. Having cognizance of this dual purview it can be decided whether or not to allow these plant species to thrive. Discussion The ongoing CO2 experiment began in 1987 with the aim of examining the

Friday, September 27, 2019

Applying Self-Directed Learning and Transformational Learning Article

Applying Self-Directed Learning and Transformational Learning - Article Example ch Nesbit, Leach and Foley (2004) described these non-traditional adult students are less likely to be easily satisfied and more opinionated than their younger counterparts, that demand for better quality university provision is seen vital (p. 90). Specifically, this paper focuses on the application of three concepts: self-directed learning, transformational learning, and experiential learning, that for years, have been consistently acknowledged relevant to adult education. Adult Learning in College In the past, adult learning usually takes place in informal and non-formal settings. An adult, which may not have been able to finish high school or which may have failed to enter or finish college, sees the need to augment this educational deficiency with non-formal vocational education in order to gain skills necessary for employment. However today, â€Å"the increasing demands for professional services of high quality† (Marsick 1998, p. 119) rendered earlier adult learning insuf ficient, causing an increasing number of adults going through formal college education. As Jarvis (1995) rightly observed: â€Å"Because change is so rapid, it is necessary for individuals to keep learning, so that they should not become alienated from the culture that engulfs them† (p. 3). To be more concrete, â€Å"Individuals in the workforce are expected to keep abreast with all the technological changes that occur in their place of work† (Jarvis, 2004, pp. 13-14). This increasing adult participation in colleges has dramatically altered higher education institutions in terms of organization, program offerings and curricula, that adult education today is taking much academic interest, particularly in terms of adult learning. As Slotnick, et al. (1993) suspected in their study, some college... This essay analyzes that according to Paul (1996) experiential learning takes its root from the traditional apprentice model in response to the wide demand in the 19th century to incorporate practical learning in formal education, which was dominated then by abstract learning. The importance of integrating experience in learning is greatly influenced by John Dewey in the US. This has practically gained its impetus after WWII, with the returning US war veterans’ desire to pursue their education which was interfered by the war.  This essay analyzes that according to Paul (1996) experiential learning takes its root from the traditional apprentice model in response to the wide demand in the 19th century to incorporate practical learning in formal education, which was dominated then by abstract learning. The importance of integrating experience in learning is greatly influenced by John Dewey in the US. This has practically gained its impetus after WWII, with the returning US war veterans’ desire to pursue their education which was interfered by the war.   The rich experiences of adult learners can be rich learning resources in adult learning in colleges, but experiential learning can be truly a defining feature of adult learning, if learning does not sole rely on this, but instead makes use of this in combination with the other two learning concepts. As such, adult learner’s experiences would be understood to be value laden that reflecting on it could bring the adult learner to a deeper understanding of his/her life experience.

Thursday, September 26, 2019

European Union Competition Law Essay Example | Topics and Well Written Essays - 1750 words

European Union Competition Law - Essay Example It is evidently clear from the discussion that the process has to be facilitated by EU vertical agreements and guided by the Competition law between the local distributors and the producers seeking new markets. The efficient distribution accompanied with proper after and pre-sales support makes part of pro-competitive process which ends up benefiting consumers. However, the vertical agreements between distributors and producers may also lead to the continuation of market partitioning and act as barriers to new entrants whose presence would have intensified the market competition and resulted in a declining pressure on prices. Thus the vertical agreements between distributors and producers can therefore be used in a pro-competitive way so as to promote the market’s efficient distribution and integration. The differences in prices among Member States that still exists offer incentives for new companies to access markets and also form barriers against new competition. This trend is as a result of the vertical agreements and constraints being pro-competitive in most cases. Enforcement priorities, modernization and more focus being put on effects has led the Competition Law actions to shy away from such agreements and lean towards restrictive practices which it considers being more serious. Since the enactment of Regulation No. 1/2003 as well as the prior notification requirement abolition, the EU Competitive Law decisions regarding vertical agreements have been almost non-existing concerning the Court of Justice litigation on this issue. 3. Following this premises, and without including the developments of major case laws in the adaptation of the new vertical agreement framework, the Law had correctly assumed that the Regulation No. 2790/1999 had come up with a system that was working smoothly. Consequently, the Regulation No. 330/2010 gave a full exemption to particular vertical agreement categories included with new guidelines4. Vertical agreements that ar e normally concluded between limited market power companies and lack competition hardcore restrictions are normally alleged to be pro-competitive and hence are covered by generalized exemption. Cross agreements which do not qualify according to exemptions do not face automatic prohibition but included as considering the vertical agreements beneficial effects, the undertakings and turnover should not undergo different treatment. Resale Price Maintenance (RPM) The EU Competition law has had remarkable impacts on vertical agreements including the way it affects the RPM5. Most lawyers and economist have argued that the Competition Law has had pro-competitive effects on RPM in relation to vertical agreements. The Supreme Court had a take in this during the Leegin case where it ruled to its favor but with a weak majority. The Competition Law has had both anticompetitive and pro-competitive affects on RPM but the situations leading to pro-competitive effects have proved to be of great sign ificance to vertical agreements. In a situation where there the RPM is strict, free-riding problems can be easily overcome in situations where pre-sale services are offered to consumers by retailers and go ahead to impact such services on the price6. In a similar situation, another retailer may resolve on doing away with the pre-sale services, hence ends up bearing the additional costs but supplies goods at a price that is reduced by taking advantage of the other retailers move to provide pore-sale services. In other

How would you reconcile one strand of the literature which says that Essay

How would you reconcile one strand of the literature which says that culture is a unifying force in organisations with another s - Essay Example A crucial driving force for sustainable organisational development is cultural diversity based on employees from different societies and ways of life. â€Å"By valuing cultural diversity, organisations can prevent segregation and fundamentalism, and promote innovation† (Bhattacharya, 2010, p.86) and creativity. Further, diversity is a key human resource strategy; hence, organisations comply with legislation and also drive business success through selection and retention of talent. Organisational agility built on stability and reconfigurability helps businesses to effectively and rapidly respond to increasingly dynamic environments caused by technological, political, and economic change. As opposed to strong unitary cultures, the emergence of organisational subcultures with similar values as the dominant culture, has been found to increase the functional agility of firms (Boisnier & Chatman, 2002). Similarly, countercultures with a pattern of values and philosophy rejecting tho se of the organisation (Schermerhorn, 2006) serve to increase corporate creative diversity. Thesis Statement: The purpose of this paper is to correlate two approaches; one which views culture as a unifying force in organisations, and the other which values organisational subcultures and countercultures as a source of creative diversity. Organisational Culture Promotes and Unifies Diversity To encourage cultural diversity, it is essential for organisations to endorse culture as the set of spiritual, material, intellectual and emotional characteristics of a social group. Culture includes social mores, value systems, traditions and beliefs. It creates identity, social unity, and a knowledge-based economy. The diversity of cultures in an organisation should be respected through mutual tolerance, communication and cooperation. This is possible through ensuring an organisational environment of reciprocal trust, understanding, solidarity, and intercultural exchanges. Efficient management o f a diverse workforce and pooling of their collective efforts, leads to increased creativity, organisational proficiency and competitiveness. Cultural diversity expands the range of options available for each employee, and promotes organisational development through economic growth. Bhattacharya (2010) supports this view, and observes that cultural diversity promotes â€Å"a more satisfactory intellectual, emotional, moral, and spiritual existence† (p.86) for all members. On the other hand, diversity does not necessarily result in increased organisational effectiveness. Although it is widely acknowledged that cultural diversity leads to several potential benefits to an organisation, it would be necessary to pursue those benefits to realize them. Additionally, â€Å"the challenges presented by diversity may negatively impact organisational performance unless properly managed† (Trefry, 2006, p.568). With globalisation, increasing communication and information technology, various organisations grow into world-wide networks, or establish units spanning multiple nations. Kellner (2002) theorizes the globalisation process as ‘cultural homogenization’ employing the transmission of capital, commodities,

Wednesday, September 25, 2019

Total Quality Management Research Paper Example | Topics and Well Written Essays - 2000 words

Total Quality Management - Research Paper Example I. INTRODUCTION History OF TQM Basically, TQM is widely considered to be a management philosophy which revolves around improving the quality of products and myriad processes running within an organization prior to launching a product in the market. The term TQM refers to managing and maximizing quality at every level so that employee engagement could be raised, a wide collection of talented ideas could be formed, costs could be reduced by running processes based on short time periods, and top-quality products could be introduced in the market which would better adapt to the customers’ needs. The concept of TQM operates on the principle that everyone is involved in preparing a certain product and not any product can be considered the result of many efforts made by the top management. It operates on the principle that everyone, from grass-root level to authoritative level, working for an organization should be involved in the product-preparing process, so that everyone could be credited with success and glory and no big feat could be called a one-man’s achievement. ... ues within an organization and did not lay any stress on improving their quality in contrast to the philosophy of TQM, which lays stress on improving and managing the quality of every single process and relation within an organization. So, it remains a reality that TQM offers a much wider approach for looking at things in order to work upon their quality so that the product quality could be improved consequently. According to (Business Performance Improvement Resource 2011), though the roots of TQM can be traced back to early 1920s when the business focus was shifted more towards product quality control, it was in Japan during 1940s when this huge business concept was nurtured and polished in the more vivacious and realistic way. It was then that the focus shifted from product quality control alone and widened tremendously and ultimately, such a business management philosophy was introduced in the form of TQM which could be applied to every level from employee engagement and committe d management to quality products and customer satisfaction. Some critics also suggest that the roots of TQM are found embedded in the statistical theory which was applied to the management of product quality and focused on identifying the quality problems and relied mainly on quality control professionals. It was when the Japanese products began to be perceived as cheap imitations that the industrial leaders in Japan launched a program to produce high-quality products and later titles this program as TQM which ultimately became a whole philosophical domain. In the later years, the concept of quality control and management widened even more and the idea of overall quality control became the front theme of Japanese movement. The idea of the quality never stops at the management level or at

Monday, September 23, 2019

Live Music Event Essay Example | Topics and Well Written Essays - 3000 words

Live Music Event - Essay Example A survey was conducted to determine the target audience and also the most appropriate music category. The youths and women form the bulk of live music audient at 50% and 77.3% respectively. The event organizers used four promotional approaches; Facebook, posters, flyers and promotional videos. The financial objective was achieved, because the event achieved a profit of $142. The 229 Venue was established in 1965 at the International Students House. The facility was refurbished in 2007, and presently it has superior music equipment and systems. They key players during the event were; the audience, performers, and the event organizers. The event was guided by legal considerations, because all the parties adhered to the conditions set by the booking form. The promotional and organizational activities were successfully conducted based on a time schedule, from January 2, 1015 to February 12, 2015. The event was generally successful. The report discusses an urban even. The event was conducted at the 229 venue, located along the Great Portland Street in London. The music event took place on February 13, 2015, between 8pm and 11pm. The theme and title for the event were referred to as "Fresh out of Urban." The theme was very effective in illustrating the urban environment that influenced the acts (Lebrecht 2009). The event also resonated adequately with the London youths, who were the key target audience for the show. The events management team conducted a research survey, with the aim of identifying the entertainment market needs. The survey provided adequate information, which was successfully utilized during the event and artist management. The urban music genre was found to be very attractive to the mostly youthful population in London. Eight acts expressed interest to perform during the â€Å"Fresh out of Urban† event. However, only six managed to perform. The music acts that performed are; Pedro, Nata lie May, Tosin and Temi, JDX, Cazz Bang, Sizel

Sunday, September 22, 2019

Job Analysis, Descriptions and Specifications Case Study

Job Analysis, Descriptions and Specifications - Case Study Example Job analysis can be conducted using qualitative tools such as interviews with existing clients or quantitative tools such as surveys or comparison to similar job roles in the competitive job market at other companies. Once parameters of the skills and knowledge needed to perform a job have been identified, it becomes easier for HR professionals to determine new pay categories that are competitive or directly in-line with job role function. New performance appraisals can also be developed to help human resources track performance of the employee in this job to determine whether goals are being met based on research findings. The entire process can be research intensive, however it helps leadership understand each job role and have a form of documentation available that helps the business identify with strengths or weaknesses of the job or how to better allocate resources if redundancies between job roles are identified. Job Analysis Driving Job Descriptions After conducting research, the skills, knowledge and abilities needed to successfully perform the job are documented. This could include educational credentials or the mental and physical needs of the job, depending on the environment and the complexity of the role. For example, research might indicate that typing speed of at least 60 words per minute is required to manage multi-tasking activities in the job, therefore the new job description will indicate that interviewers should be looking for people with high manual dexterity and speed. Either through observation, interviews or other measurement tools, the description is designed to best fit what has been discovered about the skills needed to accomplish the job tasks successfully. Pay grades are then determined based on what has been identified related to skills and the job role. Job analysis would also determine whether performance goals are being met properly based on research findings about job role. Tasks that have been identified are then listed on th e description with essential functions and duties related directly to the research results. Job Analysis and the VA Case There was a great deal of redundancy in the VA case, involving nurses and doctors that were performing the same tasks, as was identified through the research study and the interviews. This showed there was a need for restructuring at the organization. From the study: â€Å"Based on the high levels of overlap†¦there appears to be a tremendous opportunity to reallocate work more efficiently† (Best, Hysong, Pugh & Suvro, 2006, p.304). If the organization had used more detailed job analysis, these redundant activities could be identified and streamlined in a single job function. For example, if the nurses and the physicians were routinely documenting patient medications, then implementation of a new electronic system for one-time entry could be implemented. Job analysis would show what specific roles were overlapping and then restructure each job title, ba sed on description, in a way that was more efficient. Only through internal research, either observational or through interviews, could job titles be more narrowly defined to avoid overlapping duties. The complexity of t

Saturday, September 21, 2019

The Benefits and Downsides of Intermingling Languages Essay Example for Free

The Benefits and Downsides of Intermingling Languages Essay While bilingualism has always been an object of interest and thorough research for scientists of various fields, mixing languages had been, until the last few decades, cast aside as its defective by-product. However, recent linguistic studies show that intermingling languages should not be considered an ill-conceived overlapping tendency that implies carelessness and a improper use of language, but a linguistic phenomenon with its own intricate rules and purposes. The addition of objectivity towards this subject has enabled linguists to describe in length the downsides and benefits of intermingling languages. None of the pros and cons can be treated with absolute certainty as language mixing itself is often subject to different interpretations. The term ‘intermingling languages’ is sometimes replaced with ‘code switching’ or ‘code mixing’, and the latter two treated as synonyms, although their meaning differs in multiple aspects. Code switching implies that the alternation between languages takes place after longer periods of time. Since code-switch mostly occurs at a clause or sentence boundary, it is referred to as intersential switching. According to the Sridhar brothers (1980) code mixing comprises of changing languages after shorter utterances within a single sentence, and can therefore be considered intrasential. Unlike code switching, it is not accompanied by a shift in speech situation. Code mixing also differs from borrowing, which is a less comprehensive form of using multiple languages in a short period of time. Code mixing, unlike borrowing, is not necessarily caused by a lexical gap in the host language. Neither are the mixed elements limited to a collection of terms accepted by the speech community. The mixed sequences are longer than single words (as is immanent to borrowing), but they are not always assimilated into the base language according to usual grammatical rules. The greatest difference of the two linguistic devices is probably the fact that code mixing is inevitably the result of bilingualism, however, borrowing can also occur in monolingual speech. (Sridhar Sridhar 1980) Despite the availabilty of aforementioned precise definitions numerous studies use code/language switching, mixing and intermingling synonymously without notable deficiency in the results, since these definitions tend to not hold a high level of importance when it comes to analysing the reasons, benefits and downsides of mixing languages. Contrary to popular belief, code mixing is not necessarily a sign of improperly acquired languages or inability to switch from bilingual to monolingual mode. Instead, the contradicticting mixing occurs when the usage of a single language no longer efficiently conveys meaning that is appropriate to a certain situation. According to Crystal (1987 cited in Rezaei Gheitanchian 2008) the benefits of code-switch become apparent when solving co mmunication problems in three types of situations. The most obvious reason for a switch in languages being the difficulty in expressing oneself due to a deficiency in the base language. This shortage of a lexical item may come about because the expressed concept has no equivalent in the culture of the other language, or simply because of a momentary inability to remember said term in the host language. This type of code switching is especially prone to happen when the speaker is upset, tired or distracted in some manner. Work related mixing also falls into the ‘lexical gap’ category. For example, code switching becomes a useful tool when individuals lack the appropriate jargon while speaking about a particular topic. One may mix languages when talking about work because the technical terms associated with work are only known in one language. The second important cause in switching is the wish to ensure social belonging. An individual my want to express solidarity with a particular social group. In this case rapport is established between the speaker and the listener if the latter responds with a similar switch. Code mixing may also be used to exclude people from a conversation: for example, when travelling companions switch to their native language when mentioning things they do not wish to convey to the surrounding people; or when bilingual parents mix languages to keep their monolingual children from understanding private conversations. Thirdly, the reason for switching may be result of the wishing to convey one’s attitude towards the listener. Whereas monolinguals can express attitudes by means of variation in the level of formality in their speech, bilinguals have an extra device in this situation – code switching. When two bilinguals are accustomed to communicating in a fixed language, switching to the other is thought to create a special effect. This idea suggests that code switching can be used as a socio-linguistic tool, that aids bilinguals to emphasi se a particular point in a sentence. While these benefits have been pointed out only during the last few decades of language studies, the downsides of code switching have always been an emphasised parallel to bilingualism research. The most common allegations have been the inability to fully comprehend either language; delays in thinking, speaking and understanding; language pollution and deterioration. The notion that intermingling languages is a results of insufficient knowledge of either of the languages, their grammatical structures and syntax, can be dismissed with the aid of the Equivalence Constraint by Poplack: â€Å"Codeswitches will tend to occur at points in discourse where juxtaposition of L1, and L2 elements does not violate a syntactic rule of either language, i.e., at points around which the surface structures of the two languages map onto each other.† (1979 cited in Sridhar Sridhar 1980). This means that when the two languages have very different syntactical rules, the mixing is done in a way tha t switches occur in those parts of the sentence that allow the presence of a foreign word without causing grammatical discrepancies. However, when this is not possible the following principle of linguistics minimises the incongruity of the situation: â€Å"Dual Structure Principle: the internal structure of the guest constituent need not conform to the constituent structure rules of the host language, so long as its placement in the host sentence obeys the rules of the host language. † (Sridhar Sridhar 1980) Another problem associated with intermingling is the claimed time delay that occurs in switching. However, Gollan and Ferreira (2009) suggest that bilinguals switch languages only when non-dominant language responses are easily accesible and the switching does not occur with the price of accuracy, or if the switches improve accuracy. Furthermore, if the switches are not forced, bilinguals can actually make up for some of the costs linked with language mixing, including the small costs in time. The uncertainties that bilinguals experience when expressing emotions can also be considered a problematic asp ect of language mixing. The common belief that emotions conveyd in the mother tongue have the most strength and sincereness, implies that code switching somehow lessens the truthfulness of one’s emotions. In contrast, Grosjean (2008) points out that the notion of bilinguals always expressing their emotions in their first language is a myth. The opposite can be true when a childhood in one language lacked affection or had an abundance of distressing events – in that case, the second language may be used more often as it has stronger reaffirming emotional tones. Despite the emergence of the previous pattern, there are instances where a person might benefit more from using an emotionally less-dominating language. For example, code switching is sometimes strategically used in psychological counseling. This can be accounted to the usefulness of speaking in a second language when trying to distance oneself from emotional events. Language switching becomes a defence mechanism because of usaging a language that is not associated with such a broad range of emotions (often L2). (Altarriba Santiago Riviera 1994 as cited in Altarriba, Heredia 2001). Language mixing is an important aspect of bilingualism, and a natural occurence the conversations of bilinguals. Some linguists see it as a polluting factor which indicates the lack of language proficiency. This notion is supported by findings alike the apparent delays that switching has shown to occasionally cause in speech formation and comprehension. The claim of language mixing resulting in improper use of syntax has been counteracted with proving the well-formed and grammatically correct unwritten rules of code switching. Therefore, most of the downsides of code mixing have either not found enough proof or are minimised by counteractive processes. Analysing the reasons for language mixing has enabled us to point out its benefits. Intermingling may be induced by a simple lack of a lexical term, the need to build rapport with a fellow bilingual, a wish to restrict the conversation from surrounding monolinguals or the necessity to convey a different tone or opinion towards what is being expressed. When the problemic conditions that triggered code switching are solved this linguistic devices proves its usefulness. Keeping these notions in mind, it is easy to agree with practitioners, who despite some downsides, see language mixing as an inevitable linguistic occurance that enhances communication rather than decreasing its quality. Intermingling strengthens the content and the essence of the message, thus becoming an important social funtion of communicating. References Altarriba, J. and Santiago-Rivera, A.L. 1994. Current perspectives on using linguistic and cultural factors in counseling the Hispanic client. Professional Psychology: Research and Practice, 25, 388–397. Altarriba, Jeanette and Heredia, Roberto R. 2001. Bilingual Language Mixing: Why Do Bilinguals Code-Switch? Current Directions in Psychological Science, 10: 15, 164-168. Crystal, D. 1987. The Cambridge Encyclopedia of Language. Cambridge University Press: Cambridge. Gollan, Tamara H. and Ferreira, Victor S. 2008. Should I stay or should I switch? A cost-benefit analysis of voluntary language switshing in young and aging bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35: 3, 640-665. Grosjean, Francois. 2008. Studying Bilinguals. Oxford and New York: Oxford University Press. Poplack, S. 1979. Sometimes I’ll start a sentence in Spanish y termino en Espanol: Toward a typology of codeswitching. Linguistics, 18: 7-8, 581-618. Rezaei, Seyyed Hassan Seyyed and Gheitanchian, Mehrnaz. 2008. E-proceedings of the International Online Language Conference (IOLC), 61-67. Sridhar, S.N. and Sridhar, Kamal K. 1980. The Syntax and Psycholynguistics of Bilingual Code Mixing. Canadian Journal of Experimental Psychology, 34: 4, 407-416.

Friday, September 20, 2019

An Effect of Mood-induced Emotions on Forgetting

An Effect of Mood-induced Emotions on Forgetting An effect of mood-induced emotions on forgetting non-retrieved personal autobiographical memories Demet Ay Abstract Retrieval-induced forgetting (RIF) will be investigated with emotional material. Autobiographical memory as a material for presented paradigm gains importance in terms of its emotional component. There are controversial findings about effect of emotional valence on RIF effect between psychological disorder people and control group. While having inhibitory deficit disorder might be related to less RIF effect for negative stimulus, present study also aims to find positivity bias toward emotional component autobiographical memory. Keywords: Retrieval-induced forgetting, emotion, autobiographical memory An effect of mood-induced emotions on forgetting non-retrieved personal autobiographical memories Moods have an influence on several psychological construct like verbal task performance (Gray, 2001), false memories (Storbeck Clore, 2005). Another crucial thing that mood impact on is what we remember (Blix Brennen, 2012) and forget (Bauml Kuhbandner, 2007) from our past. Not only remembering events from one’s personal life but also the fact that which memories and in what ways are forgotten gain importance in recent years (Barnier, Hung, Conway, 2004). Forgetting specific events from our past can be either intentionally or unintentionally, as it names suggested directed forgetting and retrieval-induced forgetting, respectively (Barnier et al., 2004). Retrieval-induced forgetting (RIF) is firstly investigated by Anderson, Bjork, and Bjork (1994). They define the problem of forgetting not in terms of capacity or real forgetting problem but accessibility problem because of retrieving some of items more than the others. To test which items not to be retrieved, they use retrieval-induced paradigm in which is composed of three special phase. In the original version of paradigm, they use word and associative cues such as fruit, vegetables, or car brands. Participants are first exposed to word pairs with specific cue and then they are shown half of items from one of the presented cue and then tested to retrieve all items. Consistent finding for different material among several studies show that practicing particular item inhibits sharing cue item therefore it is less likely remembered than unpracticed category (Murayama, Miyatsu, Buchli, Storm, 2014, for review). RIF effect has been demonstrated for different materials such as lexical c ues (Bajo, Gomez-Ariza, Fernandez, Marful, 2006), pictures (Ford et al., 2004), videos (Miguelez Garcia-Bajos, 2007) and so forth. Effect of emotion on retrieval-induced forgetting has two main questions (Bauml, Pastà ¶tter, Hanslmayr, 2010). First is about current emotional state of participants. Retrieval practice of either positive or neutral emotion-induced participants tend to forget more non-practiced and shared cue items than negative mood induced participants (Bauml, Pastà ¶tter, Hanslmayr, 2010; Bauml and Kuhbandner, 2007). Bauml and Kuhbandner (2007) find empirical evidence for negative state effect in which exposing negative mood during retrieval practice results in lacking of inhibition. Therefore, they remember more non-practice material from practiced category. Neither emotional material nor autobiographical memory gain rather little attendance but Barnier and his colleagues (2004) are firstly attempted to use one’s personal memory as a material for RIF paradigm recently. However, there are controversial findings about an effect of mood on unintentional forgetting resulting from retrieval practice. For example, Barnier and his colleagues (2004) find that participants tend only to forget neutral stimulus, words, rather than emotional positive and negative one when they manipulate participants’ reported autobiographical memory as positive, neutral, and negative. In other words, retrieval-induced forgetting effect occurs only for neutral stimulus. Another consistent finding about remembering or forgetting emotional stimuli and investigating intensity of each stimuli show similar results with above mentioned experiment (Kuhbandner, Bauml, Stiedl, 2009). However, Harris, Sharman, Barnier, and Moulds (2010) find positivity bias tow ard emotional material of autobiographical memory with dysphoric patients. Hauer and Wessel (2006) also find consistently positivity bias in which means remembering more positive memory than negative memory with an addition of classic RIF effect in their first experiment. Since RIF effect is considered as resulting from inhibition (see Storm Levy, 2012, for review), examining the effect for people who have mood-induced disorders like post-traumatic stress disorder (PTSD, Amir, Badour, Freese, 2009) and major depression (Groome Sterkaj, 2010) is crucial to investigate effect of mood on RIF effect. Amir and his colleagues (2009) implement the paradigm to PTSD group and either non-trauma exposed group or trauma exposed group. They find the difference between both of control groups and PTSD group in a way that PTSD patients cannot have an ability to inhibit irrelevant material so they do not demonstrate RIF effect. In line with this background, elicited autobiographical memories by participants with regard to each emotion-induced words getting from PANAS (Watson, Clark, Tellegen, 1988) will be used as manipulation across participants and it will hypothesized that memories included negativity will be more impacted from RIF effect based on Harris and colleagues (2010) and Wessel and Hauer (2006) findings. Dependent variable of presented study will be the fact that which material will be remembered and which of them will not be retrieved. Further analysis will be made in terms of emotional ingredients of each emotion. Since population attending this experiment does not have any mood-related disorder, lack of inhibition for positivity will be less expected. Method Participants Participants will be recruited from Yeditepe University psychology undergraduate students by the flyer. Mean age of them will be most probably in between nineteen and twenty-two. Each participants report their past history about the fact that whether they experience mood-related disorder in any part of their life. No one reports such experience. And none of the participants have taken memory course since then. Informed consent will be taken from them and they will be debriefed about an aim of the experiment at the end. Materials Modified version of retrieval-induced paradigm which is investigated by Anderson and his colleagues (1994) will be used in this experiment. Modification was made by Barnier and his colleagues (2004) in order to make it applicable to autobiographical memory. In terms of this procedure, participants’ own past memory that is elicited by them will be used as material. They are willing to report memory in terms of emotional words not just like happy or sad but further higher-order emotions like shame and guilty. Since there are extreme controversies about theory of emotion (Ortony Turner, 1990), affective statements in positive and negative affect scale (PANAS, Watson et al., 1988) in the context of Turkish statements (Genà §Ãƒ ¶z, 2000) will be used as category-cue. Turkish version of scale is consisted of twenty affective statement, ten is closed to positive remaining is closed to negative emotional statements, and each participants will be required to elicit a memory for each emotion-included words. These memories will be used as a material for retrieval-induced paradigm. For control condition, each participant will also elicit two memories in terms of give no valence random word. Since I have enough number of participants, differences between these random words will not be a problem. Procedure Experiment will consist of four distinct phase based on Barnier and his colleagues (2004) experiment in which firstly investigate autobiographical memory in the RIF paradigm. Elicitation phase will involve that memories will be recorded for each participants orally by using audio recorder. Participants will be required to answer five wh- questions specifically. These recording will be transferred into written type by blind people. Rest of the experiment will be conducted a week after from elicitation phase. Deception will take place by saying the fact that an aim of the experiment is to investigate emotional valence of past memories of university students. Learning phase of the experiment will take place individually. Each participant will be shown their own memories elicited a week ago. During retrieval practice phase participants will be half of either exposed to closed-to-positive valence word’s memory or vice versa randomly. Name of each variable will be used as Anderson a nd his colleagues (1994) used. At the final phase of the classic retrieval-induced paradigm, each participant will be asked to retrieve all memories. At the end, emotional intensity of each category cue and elicited memories will be collected by 5 type likert scale. Expected results In the first place, relative emotional intensity among each triggered words will be rated to participants by five likert-type scale by attributing 1 to extremely negative valence and 5 to extremely positive valence after experimental paradigm will be done. Furthermore, relative emotional intensity of each autobiographical memory will also be rated by participants. Results will be expected in a way that hypothesis is constructed. Series of one way analysis of variance (ANOVA) will be used to test hypothesis. To begin with, randomly assigned elicited memories in terms of category cue will be manipulated. Each cue will be analyzed within themselves. Finally, closed-to-positive and closed-to-negative memories (10 for each) will be compared to each other. Positivity bias will also be expected consistent with Hauer and Wessel (2006) finding. Discussion Retrieval-induced forgetting can be said that it has functional importance in terms of different situations such as psychological disorders (Amir et al., 2009). They found lack of inhibition for negative emotional material in PTSD patients. This finding suggests that if neurological basis of RIF can be reliably investigated then PTSD can be figured out by this method. Present study also aims to find specific effect of emotional autobiographical memory on inhibition in which is regarded most probably as reason for RIF (Storm Levy, 2012). Investigating an effect of emotion on any construct is one of the hardest but crucial questions. Result of this experiment will give rise to further questions into the field in a way that how each specific emotion-included material affects unintentional forgetting for people. Neurological basis of the RIF as a phenomenon is recently investigated with functional magnetic resonance imaging (fMRI, Kuhl, Dudukovich, Kahn, Wagner, 2007), and electrophysiological methods (Hellerstedt Johansson, 2014). According to Johansson and his colleagues (2007), ERP studies should shed light first possible correlates of ERP with regard to RIF, and inhibitory mechanisms with regard to individual differences on RIF scores. Further studies about neurological basis of RIF should be accounted for possible specific location activation during retrieval practice in terms of emotional content of the material. I expect special amygdala activation during retrieval practice when negative-correlated stimulus is presented. Reference List Amir, N., Badour, C. L., Freese, B. (2009). 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