Certain unknown wire Essay Example for Free

Certain unknown wire Essay To find out how resistivity changes as the length of wire is changed, and to find out the resistivity of a certain unknown wire. Equipment   Power Pack Ammeter Voltmeter   Crocodile clips   Wire   Metre rule Thermometer Method 1. Measure the diameter of wire using a micrometer, taking measurements in 3 different places along wire and take an average. 2. Take a piece of wire which is 100cm long, and attach t a metre rule. 3. Connect up wire to a power Pac, ammeter and voltmeter using crocodile clips and wires, to produce a circuit. 4. Vary the length of wire used in circuit by moving croc clips along the wire at 10cm intervals. 5. Record in a table the voltage and current for each of the 10cm intervals. 6. Find the resistance of wire for each recorded length, using the formula R= V/I 7. Repeat the whole method 3 times and find the average resistance of each length of wire. 8. Measure the temperature of the room with the thermometer and note this down. 9. Use the average diameter to calculate the cross-sectional area using A= ? (d/2)2 10. Plot resistance (y-axis) against length (x-axis). Draw in the line of best fit. 11. y=mx+c R= (? /A i length) + 0 Use gradient ? /A to calculate resistivity (? ). Safety. Safety was one of my top priorities. I was cautious when measuring the voltage of the wire incase it became very hot. The voltage was not increased to above 2V as this would probably burn my hands or the metre rule, due to the heating effect of wire. Preliminary test It was necessary to carry out a preliminary test in order to familiarise with using the equipment, and also to help realise mistakes, so that they wouldnt affect the real experiment. The experiment was set up as said so in my method. Preliminary Results Length of wire (m) Average resistance (? ). My results show me that as the length of the wire increases so does its resistance. In my actual experiment I will get 3 sets of results and calculate average in order to obtain precise readings. I found that I should use a low voltage in order to keep the heat generated as low as possible. Using a very high voltage could have burnt the wire or the lab unit. During the experiment the wire heats up, this causes more collisions between the electrons and the atoms as the atoms are moving into the path of the electrons. This increase in collisions means that there will be an increase in resistance. So to eliminate this extra resistance I will have to turn the power pack off after a while to let the wire cool down. I would also need to ensure that the crocodile clips were placed in the exact positions on wire e. g. 10, 20 cm etc. this would ensure reliable and more exact results. All these will have to be taken into account and will help me to minimize errors when calculating the resistivity of my unknown piece of wire. Prediction I predict that as the length of the wire increases, so too will its resistance. If the length of the wire is increased then the resistance will also increase as the electrons will have a longer distance to travel and so more collisions will occur. Due to this the length increase should be proportional to the resistance increase. So if the length is doubled the resistance should also double. This is because if the length is doubled the number of atoms will also double resulting in twice the number of collisions slowing the electrons down and increasing the resistance. My graph should show that the length is proportional to the resistance. Resistance means the property of anything to constrict the flow of electrons (a current). The electrons that carry the energy within the metal wire collide with obstacles (atoms) inside the wire and change direction. (The atoms in the wire are obstacles to the electrons. ) This is known as scattering. This causes electrical resistance. Therefore, I can predict that the electrons will collide with the atoms, when the atoms have more energy, more often. The graph that I am expecting should look something like: Theory We define the resistance of a material as resistivity. 2 factors affect the resistance of a conductor are its length and its cross-sectional area. Resistance ? Length (Doubling length doubles resistance) Resistance ? 1 Area (Doubling the cross-sectional are halves the resistance) Resistivity can be measured using ? = AR L And R= ? L A Where: R = resistance P= Resistivity constant L= Length A=Area To find ? I am going t plot a graph of R against L. The gradient of the graph will allow me to calculate ?. The equation of the straight line is y= mx + c As the line will go through the origin c =o Therefore y= mx The Resistance will be the y-axis and Length will be the x-axis. Therefore:- R= mi L As R= ? L The gradient of this is ? /A (excluding R and L) A So.. m=? /A ?= mA The area will be found by measuring the wires diameter and using the formula A=? (d/2)2 Section B- Results L (cm) VThe diameter of the wire was found using a micrometer. 1/mm 2/mm 3/mm Average/mm 0. 19 0. 19 0. 19 0. 19 Minimising Errors To minimise errors the following precautions were taken:   Method completed 3 times so that averages could be calculated. All results taken at same time so that temperature changes do not affect resistance Micrometer used to measure diameter of wire, as it can measure small distances accurately Meter ruler used to measure wires length accurately. Power pack was turned off to cool inbetween readings so that the wire did not get hot and thus affect the reliability of my results at each value.   I also tried to minimise human error in the experiment, such as putting the crocodile clips on the exact lengths and recording the readings on the ammeter and voltmeter accurately. Section C- Analysis Calculation The cross sectional area of the wire is calculated using: A= ? (d/2)2. So my value for resitivity of the wire according to my results is 39 i 10-8 My prediction was correct because I got a straight line on my graph and this shows that the length is proportional to the resistance and as the length of wire increases so does its resistance. I believe my experiment was good because Section D- Conclusion Analysis of errors Error in the area of the wire 1/mm 2/mm 3/mm Average/mm Range/mm 0. Possible sources of error Systematic errors   There may be inaccuracies in the measuring equipment. Its possible that the micrometer may have been damaged and may not have read the thickness of the wire accurately.   There may have been an error in measuring the location of the crocodile clips, and this may have lead to inaccurate results.   The voltmeter takes a small amount of current from the wire Random errors The temperature of the wire and the room may have lead to increased or decreased resistances.   Thickness of the wire would not be constant, this would lead to different resistance values in different parts of the wire. Unknown material of wire   The power supply may not have been constant. Improvements   Errors in meters- use 3 different meters to check current, and voltage values   Location of crocodile clips- use pointers instead of clips to get accurate measurements Some current flows through the voltmeter- I could have used an oscilloscope as it has a very high resistance so current will not go through voltmeter.

Fitness Testing For Sport And Exercise Physical Education Essay

Fitness Testing For Sport And Exercise Physical Education Essay Dip your fingers in chalk with the hand on your strongest arm, then stand with you back flat against the wall with your arms extended as high as they can reach with them flat against the wall then mark out where your arms reach to/push the wall mounted reach board up to the height your arms will extend to, stand side on stronger arm closest to the wall/board, then crouch low then push straight of the floor and touch the wall/board, measure with the ruler how many cm from where the marking where there arm extended max to the chalk marking how many cms is between the 2 markings, on the board there are already cm measurements on there so you just see which number the finger markings are on. Method of assessment: To measure the amount of explosive power in the lower limbs in cm by measuring how high a persons vertical jump is. How analysed: Measured in cm and mm to make it more accurate and marked on a sheet. Target group: Sprinters and basketballers. Reliability of test: The test is reliable because the same action is made each time so fur, if using the board the measurements are accurate Validity of test: This test is very good for validity being the test most people will do for lower limb power and all four factors are shown too. Advantages/Disadvantages Cost Advantages: Cheap and affordable using simple equipment. Disadvantages: Wall mounted board is really expensive. Time Advantages: The test doesnt take long so it doesnt become tedious. Disadvantages: The short amount of time can be considered as quite a rubbish test. Equipment Advantages: Less equipment is required and wall mounted board is very accurate. Disadvantages: Measurements could be inaccurate if using the cheaper equipment. Level of skill required by the person conducting test Advantages: Low level of skill is required so a lot of people are capable to take this test. Disadvantages: Low level skill could lead to the test to be tedium. Cardiovascular endurance Bleep test, beep test, pacer test, leger-test, 20m shuttle run test. Objective To test the amount of cardiovascular endurance someone has by seeing how long someone can last during the bleep test. Resources needed: Metre clicker to mark out 20m, cones, beep test CD and CD player and marking sheets. (This will take place in a no slip surface) How conducted: The beep test CD will be played and you have to stand behind one line facing the other and there will be beeps in between each beep you have to run from one line to the other e.g. beep run 20m to the line beep. The test starts with the first level where the beeps are quite slow but then after approximately 1 minute or 7 runs the level gets higher and the closer the beeps are together so the test gets faster, this test stops on level 20 and for someone to be out is when they miss the beep before they reach the 20m line. Method of assessment: To measure the cardiovascular endurance or vo2 max in shuttle runs the predicted vo2 max is at each level and the shuttle number i.e. level 4 shuttle 2 predicted vo2 max is 26.8. How analysed: Writing down on recording sheets each level and shuttle they reached or dropped out of and the Vo2 max national average for males is 9/3 and for females 6/6. Target group: Long distance runners Reliability of test: The test is accurate is because the CD plays the same thing over and over again so theres no worries on inaccuracy of the test and also motivation could effect the reliability. Validity of test: This test has good validity because the bleep test is the most valid test used for people to measure Advantages/Disadvantages Cost Advantages: cheap for CD because the copy is downloadable. Disadvantages: could be costly if you dont have a CD player, metre clicker and cones and also expensive if having to rent out a facility. Time Advantages: the test has enough time to record the level they reach. Disadvantages: test lasts quite long and becomes quite tedious. Equipment Advantages: less equipment required and also the equipment is straight forward not complex. Disadvantages: faulty equipment like scratched CD. Level of skill required by the person conducting test Advantages: straight forward because its only running and this is an easy or simple skill to conduct. Disadvantages: cardiovascular endurance a lot of people really struggle with. Strength 1 rep max Objective: To test the amount of strength someone has by seeing the max weight someone lifts. Resources needed: Weight machines e.g. bench press, fly machine, leg press, free weights or lat pull down. (Gym) How conducted: You go to the weight machine you are comfortable with the lifting technique if not get someone to learn you the technique or read how the technique is done on the machine. Which ever weight machine you use you start on the smallest weight by warming up with a few reps 5-15 reps then you work your way by increasing the weight each time you do 1 rep, you work your way increasing the weight until you get the weight you cant do 1 rep of. Method of assessment: To test the amount of strength someone has in the pectoral, deltoid, trapezius, lateral, triceps and biceps by seeing the max amount of kgs someone can do 1 rep of. How analysed: How many kg you lifted and marked on recording sheets. Target group: Rugby players, weight lifters. Reliability of test: The test is reliable because weights stay the same weight unless you increase the weight. Validity of test: This test is valid because it tests the strength in the specific muscle that is working or contracting. Advantages/Disadvantages Cost Advantages: some gyms are quite cheep and its also cheep for a day trial. Disadvantages: some gyms cost loads and also buying your own weights costs quite a lot. Time Advantages: test doesnt take long so it doesnt become boring. Disadvantages: people could consider it being rubbish because its a short test. Equipment Advantages: weight machines are safe to use Disadvantages: free weights can be quite dangerous if using a free weight bench weight could collapse on you if too heavy. Level of skill required by the person conducting test Advantages: the skill is quite simple to do. Disadvantages: its common that people tend to arch there backs when lifting weights so this skill people might not be able to do properly and injure themselves. Suppleness/Flexibility Sit and reach Objective: To test the amount of suppleness someone has in the lower back and calfs by seeing how far someone can sit and reach forwards. Resources needed: A bench, a metre ruler/tape measure or a flex tester. How conducted: Sit with you stomach against the bench lengthways with your both legs either side of the bench and you reach out as far as you can with both hands and hold the position and measure from the start of the bench is to where your hands are held furthest. On the flex tester you sit with you stomach against the flex tester lengthways the with your both legs either side of the flex tester on this piece of equipment there is a handle you push forwards as far as you can and where you push it you see how many cm you have pushed it next to the handle you push. Method of assessment: To test the amount of suppleness someone has in there lower back and the amount of cm the person can reach with the extension of the lower back. How analysed: How many cm the person has reached and put down results on recording sheets. Target group: Gymnasts Reliability of test: This test is reliable because the same action is made and accurate measurements are recorded on flex tester. Validity of test: This test is valid because the only flexibility it will test is in the lower back and hamstrings. Advantages/Disadvantages Cost Advantages: using the bench, tape measure and chalk is quite cheap. Disadvantages: Flex tester is really expensive. Time Advantages: The test doesnt take long so it dont become tedious. Disadvantages: because of the test being short could be considered a pointless test to do and boring. Equipment Advantages: Flex tester has accurate measurements Disadvantages: using the bench, tape measure and chalk could come out with inaccurate measurements. Level of skill required by the person conducting test Advantages: Low level skill is needed because its a simple skill being used. Disadvantages: because of the skill being low level this could lead to the test being tedious. Muscular Endurance Maximum amount of push ups Objective: To test how much muscular endurance in the upper body someone has by seeing the max amount of push ups someone can do. Resources needed: Press up mat and press up handles or non-needed in a flat facility. How conducted: You get into press up position which you place both hands on the press up matt if you get bad wrists you grab onto the press up handles shoulder width apart and extend your legs straight and you lower down and push up and you do as many press ups as you can until you cant physically do more. Method of assessment: To test the amount of upper body muscular endurance someone has by seeing how many push ups maximum someone can do. How analysed: Recording sheets of how many press ups someone has done. Target group: Sprinters, long distance runners Reliability of test: This test is reliable because the same action is repeated so results are easily recorded. Validity of test: This test is valid because it measures what it claims to measure which is the muscular endurance in the upper body and monitors the effect in the athletes physical development. Advantages/Disadvantages Cost Advantages: It doesnt cost much to do and also can be self-monitored. Disadvantages: press up mat and handles can be quite expensive. Time Advantages: Doesnt really waste a lot of time. Disadvantages: doing push ups for too long can become tedious. Equipment Advantages: Not much equipment is required and the handles reduce the risk of wrist injuries. Disadvantages: not using handles can cause wrist injuries. Level of skill required by the person conducting test Advantages: its a straight forward skill so its easy to execute the skill. Disadvantages: quite a number of unfit people cant hold them in a press up position so it becomes quite hard for them. Speed 60m sprint Objective: To test the amount of speed someone has by timing how quick someone runs 60m in. you could use an Resources needed: Stop watches, whistle and a metre clicker to mark out 60m How conducted: A person stands at the 60m mark while you stand at the other end, the person says set for you to get ready and then blows the whistle for you to go when the whistle gets blown they start timing, then you sprint as fast as you can through the 60m mark then they stop timing and the time s set how quick you run 60m in. Method of assessment: To test the amount of speed someone has in running in seconds. How analysed: Stopwatch timed and recording sheets in seconds. Target group: Sprinters Reliability of test: The test is quite reliable because its sprinting over a short distance so similar/consistent times are ran but any timing mistakes can make it inaccurate. Validity of test: This test is valid because it measures what it claims to measure which is how quick someone can move there body over 60m. Advantages/Disadvantages Cost Advantages: equipments quite cheep. Disadvantages: could be costly to use a track depending on the sports centres price. Time Advantages: short sprints dont waste time. Disadvantages: doing short sprints can become tedious. Equipment Advantages: metre clicker is accurate to measure 60m. Disadvantages: stop watches could be faulty. Level of skill required by the person conducting test Advantages: Sprinting is quite a straight forward skill so its easy to do. Disadvantages: sprinting is high intensity so some people might get stitches doing the test if there unfit. Body Composition/ Somatotype Body weighing and skinfold measurement Objective: To see the amount of muscle fat and bone someone has by measuring there weight and there skinfolds. Mesomorph, Ectomorph and Endomorph. Resources needed: Scales and skinfold calipers. How conducted: For the weight test the person needs to step on the scales in just shorts so the weight is more accurate and whatever it comes up on the dial in either KGs or stone is the persons weight. Skinfold measurement you stretch out skin around the torso area and the skinfold calipers work like a pincer and you pinch the skin and on the dial of the calipers it comes up with how many mms there is in the skinfold. Method of assessment: To find out the somatotype someone has. How analysed: Body weighing: kg or stone, skinfold measurement: mm average for a male is 91mm and for a woman its 100mm. Target group: Suitable for all. Reliability of test: Body weighing is reliable because scales are accurate and if you weigh routinely every 12 hours, but the weight results can be affected by the amount of fluid in the body. The skinfold test is reliable because the skinfold calipers have accurate measurement but the measurements can vary through skill and experience. Validity of test: The body weighing test is valid because your weight is the first signs of what body composition you are. The skin fold measurement is not really valid to measure the percentage of body fat but it does indicate the body changes. Advantages/Disadvantages Cost Advantages: Weighing regular is cheap because it dont cost. Measuring skin folds regular doesnt cost. Disadvantages: The scales and the skin fold calipers together are quite expensive. Time Advantages: The test is short so it doesnt waste any time. Disadvantages: Being short considered as boring. Equipment Advantages: Both pieces of equipment have really accurate measurements. Disadvantages: Scales can become faulty after a while. Level of skill required by the person conducting test Advantages: Low level skill and no physical activity so its an easy test. Disadvantages: Because no physical activity and low level skill people a number of people will not want to do the test.

long-term memory systems of the human brain

long-term memory systems of the human brain Current knowledge is summarized about long-term memory systems of the human brain, with memory systems defined as specific neural networks that support specific mnemonic processes. In the late 19th Century, German Psychologist Hermann Ebbinghaus established that humans tend to forget most of what they learn in a class within thirty days. Without some aid to help us retain what we learn, massive amounts of crucial information are lost. This paper describes about the how to improve our memory, how repetition improves the efficiency of memory processing, by improving physical well-being how it helps improving memory, and ways to increase our depths of level of memory processing. Introduction In psychology, memory  is regulated by a constantly changing organization of consciousness or an organisms ability to store, retain, and subsequently retrieve information. It has been hypothesized that three processes occur in remembering: perception and registering of a stimulus, temporary maintenance of the perception, or short-term memory; and lasting storage of the perception, or long-term memory. Two major recognized types of long-term cognitive memory are: Procedural memory-involving the recall of learned skills. Declarative memory-the remembrance of specific stimuli. For long-term memory to occur there must be a period of information consolidation. A conscious awareness in remember that they are recollecting something of the past. Some of what we experience day to day is stored away in our minds for future reference, but much of it is not. For example, you might describe in vivid detail the interior of a quaint ice cream parlor you visited last summer, but be unable to recall what flavor ice cream you had. On closer reflection, this is only the tip of the iceberg when we look at the full range of human memory capabilities. One of the interesting features of your memory system is that you dont control what is stored because much of our memory is submerged from conscious view. Memory is an integral part of our existence, yet it is only vaguely understood. When you want to remember something doesnt mean that you can remember the entire. Indeed, when you thinking, most of what you thinking is not stuff that you consciously try to store. You didnt try to commit the whole thing that you did to your memory. In this regard, you might be unable to remember a complete of the event. Its hard to grasp just how specific, or narrow of your thoughts and your memories. For example, suppose you passing your neighbors house, you encounter a barking dog. There are several aspects of the dog that you could think about. Perhaps you could think about the sound of the dogs bark, what the dog looked like, or the meaning of the bark like why its barking, whether its barking at you, the possible that a barking dog will bite, and so on. Each of these thoughts will lead you to different memories of the event the next day. If you think about the sound of the dogs bark, the next day youll probably remember that quite well, but not its appearance. To put this example into broader terms, even simple concepts have multiple aspects of meaning, which one of these you think about will determine what you remember. Literature Review Ways to Improve Memory There are 16 ways to improve our memory. The ways included convince ourselves that we do have a good memory that will improve, exercise your brain, exercise daily, reduce stress, eat well and eat right, take better pictures, give yourself time to form a memory, create vivid and memorable images, repeat things you need to learn, group things you need to remember, organize your life, try meditation, sleep well, build your memorization arsenal, venture out and learn from mistake and listening to binaural beats. (Ben Rubenstein, Theresa Mulligan Tom Viren, 2010) In the article Improving Your Memory-Tips and Technique for Memory Enhancement (Ellen Jaffe-Gill, M.A., Amara Rose, Gina Kemp, M.A., and Suzanne Barston, 2007), they suggested the stages of memory foundation and maintenance. The stages are acquisition, consolidation and retrieval. Besides that, they stated the tips for memory improvements. They suggested that brain exercises can improve memory because memory is just like a muscular strength, the more we work out our brain, and the better we will be able to process and remember information. Furthermore, they also stated the general guidelines and mnemonic devices to improve memory. Healthy habits and nutrition also suggested by them to improve our memory. In Human Memory: What It is and How to Improve It suggested that there are many ways to improve our memory such as the use of certain mental technique, special care with nutrition and medicines (Silvia Helena Cardoso, 1997). For example, stimulate memory with using it to the utmost and challenge a novelty. Pay attention, concentrate and avoid all other thoughts can help us to improve our memory. Other ways which can improve our memory is relax, sleep and nutrition. Besides that, medication, alcohol, smoking and caffeine are believed that may interfere the memory function. Studies have shown that, when compared with non-smokers, individuals smokers of one or more packs of cigarettes a day had difficulties of remembering peoples faces and names in a test of visual and verbal memory (Turkington, 1996). We tend to forget things much easier as we age because the neurons in our brain responsible for memory lose elasticity over time. However, he suggested some methods to maintain a great memory for as long as possible. Sleep well is one of the methods he had suggested. Besides that, use acronyms and other mnemonic devices also help to improve our memory. Rest and eat brain super foods also suggested by him to improve our memory. (Todd ,2007) There are 7 mnemonic devices to improve our memory. First, pegword method that is useful for memorizing lists of unrelated items in order with create a visual image of each item in the list with a peg word. Second, method of loci which is useful for memorizing lists of unrelated items in order with commits a mental walk to memory. Third, use acronym method which creates an acronym using the first letter of each of the items. Fourth, use the acrostic method which creates a sentence in which the first letter of each provides a cue for the materials. Fifth, music or rhymes method can be use to set a familiar tune, rhythm or rhyme on the materials that we going to memorize. Sixth, mnemonic association is the method which associated to-be-remember materials with an aspect of the material that is hard to remember. Lastly, the keyword method can be use for foreign vocabulary words. (Daniel T. Willingham, 2009) Almost everyone would like to improve their memory. The temporal lobes of the brain are located behind the eyes and under the temples at the sides of head. The temporal lobes of the brain are associated with short-term memory and transferring memories to long-term storage. In addition, the temporal lobes are involved with language, reading social cues, understanding music and tone of voice, and mood stability. The hippocampus is another part of the brain located closer to the center and next to the temporal lobes. The hippocampus stores new information for several weeks and helps a person learn new skills. Omega-3 fatty acids and antioxidants are important in improving our memory. (Wendy Hodsdon, ND, 2006) A multitude of molecular, cellular, systems and behavioral findings have demonstrated the need for sleep after learning for the consolidation of memory. (Seung-Schik Yoo, Peter T Hu, Ninad Gujar, Ferenc A Jolesz and Matthew P Walker, 2007) Short-term memory Short-term memory-closely related to working memory-is the very short time that you keep something in mind before either dismissing it or transferring it to long-term memory. Short-term memory is shorter than you might think, lasting less than a minute. Its what allows you to remember the first half of a sentence you hear or read long enough to make sense of the end of the sentence. But in order to store that sentence (or thought, fact, idea, word, impression, sight, or whatever else) for longer than a minute or so, it has to be transferred to long-term memory. Short term memory (STM) is a limited capacity store that, for example, can be assessed with a digit span task. Most people can hold between five and nine items in STM, but by chunking items together can hold more information. Without rehearsal, this memory trace fades over the course of minutes. A current debate is about how much of this is due to decay alone or interference from subsequent stimuli. Recall for items often shows a J-shaped serial position curve where early and late items presented in a list are recalled better. Late item success is known as the recency effect and reflects short term memory fading, while early item success is known as the primacy effect and is tough to reflect a long term store (Matlin, 1996). Short-term memory allows one to recall something from several seconds to as long as a minute without rehearsal. Short-term memory is believed to rely mostly on an acoustic code for storing information, and to a lesser extent a visual code. Conrad (1964) found that test subjects had more difficulty recalling collections of words that were acoustically similar (e.g. dog, hog, fog, bog, log). This is the process whereby we can take advantage of prior knowledge to package information more effectively and hence to enhance storage and retrieval. For example, sequence of digits that comprised a number of familiar dates, such as 1492 1776 1945, would be easier to recall then the same 12 digits in random order. However, short-term memory has been an unexplainable phenomenon with certain individuals gifted to remember large amounts of information, quickly, and be able to recall that information in seconds. Short-term memory is supported by transient patterns of neuronal communication, dependent on regions of the frontal lobe  (especially dorsolateral prefrontal cortex) and the parietal lobe. The limited information which manages to pass the hurdle of selective filtering is not necessarily retained with any degree of permanence. It is placed in a temporary storage unit, where information is held just long enough for it to be analyzed and transferred to long term memory. Information received is held only for about five to twenty seconds, and if it is not attended to, either decays or is lost (Magill, 2001). Part of the process of registering the information in the STM is to transform or encode it so it is capable of being rehearsed or practiced and later stored. Emphasis should be on rehearsing the information. It is here that the learner understands the meaning, message, intent, value and the representation of the information in relationship to other information in the memory. In motor skill learning, it is important that coaches and teachers should take into account the capacity of the STM. If a lot of information of a particular skill is given at any one time, then it is impossible for most students to remember all the instructions. So instructions are best kept brief, or broken down into parts to the degree that attention is properly maintained. As we grow older with many cognitive conditions, our short-term memory span often becomes even shorter. This makes us more likely to have trouble keeping up with certain tasks, such as remembering which button to push in a banks phone menu. It also gives our brains less time to successfully move new information to long-term memory, which makes us more likely to forget details of recent events, such as a story our children tell us or instructions our doctors give us. Long-Term Memory Long-term memory, or LTM, is the storehouse for information that must be kept for long periods of time. But LTM is not just a more durable version of STM; the stage model of memory suggests its a different kind of memory altogether. The storage in sensory memory and short-term memory generally have a strictly limited capacity and duration, which means that information is available only for a certain period of time, but is not retained indefinitely. By contrast, long-term memory can store much larger quantities of information for potentially unlimited duration. Its capacity is immeasurably large. Long-term memories, on the other hand, are maintained by more stable and permanent changes in neural connections widely spread throughout the brain. The hippocampus is essential (for learning new information) to the consolidation of information from short-term to long-term memory, although it does not seem to store information itself. Without the hippocampus, new memories are unable to be stored into long-term memory, and there will be a very short attention span. Furthermore, it may be involved in changing neural connections for a period of three months or more after the initial learning. Types of Long-Term Memory Tulving (1987) has proposed the existence of three kinds of long-term memory stage, each with distinctly different properties, and each probably based on different brain mechanisms. The three type of Long-term memory: Procedural Memory -Memory for motor movement and skills -Knowledge about how to do something Semantic Memory -Memory for meaning without reference to the time and place of learning -Memories that recall a personal moment from our past Episodic Memory -Knowledge about the world -Memory for specific experiences that can be defined in terms of time and space -Stores as facts that make little or no reference to ones personal experiences These various parts of long-term memory do not operate in isolation from one another. While it is not clear how they work together, it is clear that they are related and overlap. (Tulving,1972) Storing Information for the Long-Term Memory To store information over the long-term memory, you need to produce elaborate and distinctive memory records. Focusing on the meaning of the input, relating to be remembered information to other things in memory, and forming visual images of the input all lead to distinctive memory records. Forming a visual image is particularly effective, and many memory aids, or mnemonic devices, are based on the use of imagery. Long-term memory also depends on how information is actually presented: Item presented near the beginning and end of a sequence are remembered well, are as items that have been repeated. Spaced or distributed practice turns out to be more effective than massed practice. Two major problems related to the use of long-term memory: To transfer the information accurately to long-term memory. To retrieve the information accurately. The primary strategy for transferring information from working memory into long-term memory is referred to as encoding or elaboration. These terms refer to the process of relating information to other information that is already stored in long-term memory. Piaget and other constructivists have developed detailed theories regarding how information is stored in long-term memory. Differences between LTM and STM in four major ways: The way in which information is recalled: The amount of information stored in LTM is so vast, we cannot scan the entire contents of LTM when we looking for a bit of information, as we do in STM. Instead, LTM has to be indexed. We retrieve information from LTM using cues, much as we use a call number to locate a book in the library. This retrieval can be an intentional act or an unintentional one, as when hearing a particular song brings back memories of a lost love. In either case, only information relevant to the cue is retrieved, rather than the entire contents of LTM. The form in which information is stored in memory: LTM differs from STM in the kind of information that is most easily stored. You will recall that information is usually stored in STM in terms of the physical qualities of the experience (what we saw, did, tasted, touched, or heard), with a special emphasis on acoustic codes. Although sensory memories can be stored in LTM, information is stored in LTM primarily in terms of its meaning, or semantic codes. The reasons that forgetting occurs: Unlike STM, where information that is not rehearsed or processed appears to drop out the system, information stored in LTM is not just durable but actually appears to be permanent. Not all psychologists agree that memories in LTM are permanent, but there is a great deal of evidence supporting this view. If memories in LTM are indeed permanent, this means that forgetting occurs in LTM not because the memory is erased buy because we are unable to retrieve in for some reason. The physical location of these functions in the brain: STM is primarily a function of the frontal lobes of the cerebral cortex, whereas information that is stored in LTM is first integrated in the hippocampus and then transferred to the areas of the cerebral cortex involved in language and perception for permanent storage. Stages of Memory Foundation and Maintenance There are 3 stages of memory foundation and maintenance: acquisition, consolidation, and retrieval. At acquisition stage, new information enters our brain. The key to encoding information into our memory is concentration. Unless we focus on information intently, otherwise it goes in one ear and out the other. At second stage, that is consolidation, hippocampus sends a signal to store the information as long-term memory. When we need to recall the information, we reach retrieval stage. Our brain have to activate the same pattern of nerve cells used to store it. The more frequently you need the information, the easier it is to retrieve it along healthy nerve cell connections (Ellen Jaffe-Gill, M.A., Amara Rose, Gina Kemp, M.A., and Suzanne Barston, 2007). How To Improve Memory A) Sleep Well Everyone in the world needs consistently 7-8 sleeping hours to increase our memory. While sleeping, the brain disconnects from the senses, proceeds to revising and storing memory. Besides that, the brain appears to firm up memories of newly acquired information during sleep. At day time, a quick nap can be the impetus for a solution to a problem you have been working (Todd, 2007). Sleep is necessary for memory consolidation. The amount of sleep will affect the brains ability to recall recently learned information. According to recent studies conducted at the Harvard Medical School, getting a good nights sleep may improve our short-term memory and long-term relational memory (Ben Rubenstein, Theresa Mulligan Tom Viren, 2010). Insomnia would produce a chronic fatigue and would impair the ability of concentration and the storing of information (Silvia Helena Cardoso, PhD, 1997). B) Nutrition Eat well and eat right are very essential to improve our memory. Roughly 50-60% of the brains overall weight is pure fat, which is used as insulation for its billions of nerve cells.   The better insulated a cell, the faster it sends messages and the speedier our thinking.   Therefore eating foods with a healthy mix of fats is essential for long-term memory.   Fish, especially wild salmon, mackerel and anchovies, and dark leafy green vegetables are excellent choices (Todd, 2007) B vitamins, especially B6, B12 and folic acid are good for our memory. These vitamins protect neurons by breaking down an amino acid, homocysteine, which is toxic to nerve cells. These vitamins also involved in making red blood cells, which carry oxygen. The best sources of B vitamins is spinach and other dark leafy greens, broccoli, asparagus, strawberries, melons, black beans and other legumes, citrus fruits and soybeans (Ellen Jaffe-Gill, M.A., Amara Rose, Gina Kemp, M.A., and Suzanne Barston, 2007). Besides that, antioxidants like vitamins C, vitamins E and carotene are also essential in improve our memory. Antioxidants fight free radicals which are highly reactive and can damage cells that can occur with age. Antioxidants interact with them safely and neutralize them. Antioxidants also improve the flow of oxygen through the body and brain (Ellen Jaffe-Gill, M.A., Amara Rose, Gina Kemp, M.A., and Suzanne Barston, 2007). Eating many colors of fruits and vegetables ensures a wide variety of antioxidants to nourish and protect the brain. The best sources of antioxidants are blueberries and other berries, sweet potatoes, red tomatoes, spinach, broccoli, green tea, nuts and seeds, citrus fruits, liver (Wendy Hodsdon, ND, 2006). Furthermore, Omega-3 fatty acids are a major component of the gray matter of the brain and can also improve brain activity. They count as healthy fats, as opposed to saturated fats and trans fats, omega-3 fatty acids protecting against inflammation and high cholesterol (Ellen Jaffe-Gill, M.A., Amara Rose, Gina Kemp, M.A., and Suzanne Barston, 2007). The fat in the brain is essential to proper nerve function, in nerve membranes, and as a component of brain synapses. People who eat diets high in saturated fats or trans-fatty acids frequently will show signs of dementia earlier than people who eat fish regularly. Omega-3 fatty acids can found in wild-caught, deep sea fish like wild salmon, tuna, mackerel and herring. Fish oil supplement is good for the brain and memory (Wendy Hodsdon, ND, 2006). Moreover, water is also an essential source for our memory. Water help maintain the memory systems working, especially in older persons. According to Dr. Trukington, lack of water in the body has an immediate and deep effect on memory, dehydration can generate confusion and other thought difficulties (Silvia Helena Cardoso, PhD, 1997). C) Brain Exercise Memory, like muscular strength, is a use it or lose it proposition. The more we work out our brain, the better we will be able to process and remember the information. Regularly exercising the brain keeps it growing and spurs the development of new nerve connections that can help improve memory (Ellen Jaffe-Gill, M.A., Amara Rose, Gina Kemp, M.A., and Suzanne Barston, 2007). By developing new mental skills we can keep our brain active and improve its physiological functioning. The mental skills can be puzzles and games like crossword and Sudoku which can practice on for several minutes per day. Novelty and sensory stimulation are the foundation of brain exercise. We can use our memory to the utmost and challenge a novelty and they can be fun. Almost any silly suggestion can work, says David Eagleman, PhD, neuroscientist and assistant professor at Baylor College of Medicine in Houston, Texas. For example, if you work in an office, learn to dance. If you are a dancer, learn to deal with a computer. This could stimulate your brains neural circuits to grow. Besides that, we can try a neurabic exercise, which is an aerobic exercise for our brain. This will force us to use your faculties in unusual ways, like showering and getting dressed  with our eyes closed, take a course in a subject we dont know much about, learn a new game of strategy, cook up some rec ipes in an unfamiliar cuisine, drive home via a different route, brush teeth with opposite hand. Thats the most effective way to keep your synapses firing (Ben Rubenstein, Theresa Mulligan Tom Viren, 2010). D ( i) Repetition Priming Definition: the repetition effect: a repeated stimulus is processed better on the second occurrence than on the first. (Christophe Pallier , Nuria Sebasti ´an-Gall ´es and Angels Colom ´e, 1999) Repeated process of a stimulus often facilitates performance on a cognitive task. This facilitation is known as repetition priming and, because it can arise in the absence of conscious recollection of the original stimulus presentation, is often assumed to reveal an implicit form of memory. Repetition priming is a very reliable phenomenon and has been observed in numerous tasks for example, lexical decision (Scarborough, Cortese, and Scarborough, 1977) and word-fragment completion (Tulving, Schacter, Stark, 1982) The basic effect reported in numerous masked repetition priming studies is that manipulating the similarity of a briefly presented, pattern masked prime word and an immediately following and clearly visible target word produces systematic differences in target reaction time (RT; greater overlap = faster RTs). Such effects have typically been interpreted as reflecting processing that is started by the masked prime and then modified when the ensuing target is similar to or different from the prime along some dimension of interest (e.g., orthographic, lexical, or semantic). Because subjects are usually unaware of the identity of the prime, it is widely believed that this type of priming is predominantly sensitive to the fast feed-forward (automatic) components of word recognition (Forster, Mohan, Hector, 2003; Lamme, Zipsser, Spekreijse, 2002). Recently, several masked priming studies have reported that certain measures of neural activity are also sensitive to processes involved in visual letter and word processing (e.g., Dehaene et al., 2004; Grossi Coch, 2005; Holcomb Grainger, 2006; Petit, Grainger, Midgley, Holcomb, in press). In the late 19th Century, German Psychologist Hermann Ebbinghaus established that humans forget 90% of what they learn in a class within thirty days. Without some aid to help us retain what we learn, massive amounts of crucial information are lost. The most powerful and simple technique to improve retention is repetition. D (ii) Repetitive Learning Science and plain, old-fashioned observations have proven that humans learn massive quantities from repetition. Advertising is a primary example of this phenomenon with companies spending billions of dollars to present us with seemingly mind-numbing repeated messages. These messages work, even though they are basically passive. Repetition is even more effective when it is an active process and if repetition has meaningful results, then learning will take place. (Jarrett Thoms, 2001) Many studies have demonstrated strong positive effects of repetition on learning. Repeated presentation of items increases memory for those items (Cyndi McDaniel, 2003). Repeated retrieval is also reported to improve memory. By repeating important concepts and then forcing the learner to retrieve those concepts several times, you strengthen the neural pathways, making subsequent retrieval easier and retention more durable and long-lasting. In us, memories do not naturally sit still in cold storage. (John Sutton, 2004) As repeated stimulus is processed better on the second occurrence than on the first, this shows that working memory can be reinforced via repetition, for example, students who practice more in mathematics will have a better chance to solve mathematical question easily when a similar question came out. E) Mnemonic devices Mnemonics are clues of any kind that help us remember something, usually by causing us to associate the information we want to remember with a visual image, a sentence, or a word. (Daniel T. Willingham, 2009) Peg-word system. Peg-word system is a method which is useful for memorizing list of unrelated items in order as well as the specific numbers associated with the words. The key to success in using the peg system is visual association. We can create a visual image of each item in the list with peg word. The pegs provide cues to memory. This method using bizarre imagery helps to ensure that the cues are distinctive and unlikely to be confused with other cues. For example, pegs which is rhyme with numbers, one is a bun, two is a shoe, three is a tree, four is a door, five is a hive and so on. Next, match these items with the list of words we want to remember. It becomes a task similar to the imagery activity in which we had to remember word pairs using visualization. For example: If we have to write an entry in your journal for school, we also have a geometry assignment due tomorrow, we also have to read a chapter from our psychology text book. We could use either a mental image of our t extbook, or an image that represents the topic in history that we are studying. Lets say we also had to walk the dog. Perhaps leash would be a good keyword. Then, we also have to remember to feed the dog dog bowl. We also plan to eat supper with our friends perhaps a plate or the dining room table would be good for this. We dont want to forget to brush our teeth after dinner. After dinner, you put your pajamas on, drink a glass of water, and go to sleep. We can use the peg system to track our schedule. (Daniel T. Willingham, 2009) bun + journal shoe + geometry shapes tree + history book door + leash hive + dog bowl sticks + plate heaven + toothbrush gate + pajamas vine + water hen + sleep Method of loci. This method also useful for memorizing lists of unrelated items in order. We can commit a mental walk to memory that is a familiar route with separate and identifiable locations, and then create a visual image that associates each item on the list with a location on the mental walk. In order to use the method of Loci, we must first imagine a place with which we are familiar. There are several possible places we could use. We must be able to identify several locations within that one place. It is best if these locations can be given a logical order, such as clockwise, or top to bottom. As with the peg-word strategy, method of loci using bizarre imagery helps to ensure that the cues are distinctive and unlikely to be confused with other cues. For example, heres a mental walk from my front door to my driveway. The first location is my front porch, which has a birds nest by the door, the second is the sidewalk, which has a large crack, and the third is my asphalt driveway with a red paint stain. To memorize the list onion, duck, artist, I would associate onion with my front door, perhaps by putting onions in the nest instead of eggs. Then Id associate duck with the sidewalk by imagining the duck with its beak stuck in the crack, and artist with an artist admiring the paint stain on the asphalt. (Daniel T. Willingham, 2009) Acronym and Acrostic. Create an acronym using the first letter of the items that we have to remember, if we can remember the acronym, we have a good cue for the items. For example, the planets, in order of their distance from the sun: Mecurey, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto. We can memorize using acronym method: MVEMJSUNP = My Very Earnest Mother Just Served Us Nine Pickles. The colors of the rainbow, in order: Red, Orange, Yellow, Green, Blue, Indigo, Violet. The acronym method used to memorize is ROY G. BIV (A made-up name). (Daniel T. Willingham, 2009) Music or Rhymes. The item that we have to remember is set to a familiar tune, set to a rhythm, or made into a rhyme. Rhymes are easier to remember because they can be stored by acoustic coding (a type of short term memory coding in which us remember information by the way it sounds). Music and rhymes are always use among young children as in learning alphabet with ABC song. If we forget the words, the melody can provide a cue to help us remember it. (Daniel T. Willingham, 2009) Keyword. This method is often used for foreign vocabulary words. When we would like to learn foreign language, we can find a word from any language we

Free Othello Essay: The Disintegration of Othello -- Othello essays

The Disintegration of Othello Shakespeare's Othello is a play with unique characters. One such character is the one for which Shakespeare names his play. In the play, Othello disintegrates from a confident leader to a homicidal murderer. Linguistic changes throughout the play attest to this theory. In the opening scenes, Shakespeare portrays Othello as a noble character. When Brabantio seeks vengeance (for "stealing" his daughter) on Othello, Othello expresses his actions will "tongue out his [Brabantio's] complaints" (1.2.21). Thus he shows his calmness against the verbal slander of Brabantio. Throughout this scene, Othello remains calm and confident. Moreover, he humbly tells the story of his relationship with Desdemona. He does not flaunt the situation over Brabantio but speaks modestly. In the next act, Othello maintains his calm demeanor. He speaks poetically of seeing his "fair warrior" Desdemona (2.1.210). Later in the scene, Cassio fails at his military duties. Even though this deeply hurts Othello, he keeps his calm. He lovin...

The Intersection of External Time and Internal Time in Mrs Dalloway by

In Mrs Dalloway, the modernist writer Virginia Woolf undermines the usual conventions of prior prose fiction by adopting an innovative approach to time. She contrasts the objective external time and subjective internal time that structure the plot of the one-day novel. In fact, the story takes place on a single day in June and, by the use of two important techniques, namely the stream of consciousness mode of narration and the interior monologue, the reader is constantly flowing from the present to the past or the future. Moreover, Woolf blurs the distinctions between dream and reality but emphasizes the importance of the present moment. Finally, both representations of time have a great influence on characters' life and relations between each other. Firstly, time itself, which, in fact, measures and divides, becomes fluid, elastic and mobile the interaction of memories and thoughts. As Showalter points out in the introduction of Mrs Dalloway, "In Time and Free Will (1888) à ¢Ã¢â€š ¬Ã‚ ¦ Bergson" speaks about "'psychological time, which is internal, subjective, and measured by the relative intensity of the moment'" (qtd. in Woolf xx). Internal time is one of the new characteristics that Woolf introduces in her novel. In other words, she describes a subjective reality through the stream of consciousness. By this new mode of narration, Woolf gives to the reader the impression of entering the consciousness of the characters. It describes the unorganised flow of thoughts, sensations, and memories that is the time in the mind (or internal time). Characters' memories introduce the element of time. Furthermore, one of the techniques for represen... ...clusion, I would say that Woolf also found her own voice in Mrs Dalloway. Indeed, in this novel, she has radically broken with the traditional way of representing time. The intersection between external and internal time structures very well the novel despite his disordered and discontinued nature. In fact, Woolf has succeeded in keeping unity throughout the story despite the constant moves between the consciousnesses of every character. Moreover, by the use of the new modern techniques, i.e. the stream of consciousness and the interior monologues, she makes the novel seem more truthful. Therefore, through this subjective approach to reality, the reader is closer to the characters and s/he is easier absorbed in the new world of fiction. Bibliography Woolf, Virginia. Mrs Dalloway. London: Penguin Classics, 2000.

Society Must Begin to Value the Labor of Women Essay -- Argumentative

Society Must Begin to Value the Labor of Women The very idea that Capitalism doesn't work for some groups of law abiding, liberty-loving humans stirs horror in the minds of some -- traditionalists, in particular. Nevertheless, Capitalism, (as a way of life) and its economic objectives simply does not serve the lives or the welfare of large segments of our population. Most of us will never become wealthy corporates. Most of us will never own a highly successful business, become a famous rock star, or attain the status of a highly paid professional athlete. Most of us, in fact, will consider ourselves lucky if we get enough food to eat in our lifetimes -- if we are able to afford even the smallest of luxuries in life, like getting our teeth filled when they are in need filling, or going out for an ice cream or a movie every now and again. Most of us will never be able to afford most or even all of the commercial products that call to us through the seductive market of free exchange. We blindly accept that Capitalism is the only or even the best economic system we, as humans, are capable of imagining. And while it's true that Capitalism works for the few, it most often doesn't work for the many. In fact, as many economists and political scientists will tell you, Capitalism is dirty business. It thrives off the most vulnerable among us -- the lowest paid and the unpaid. Capitalism doesn't concern itself with fairness. It doesn't promote an ethical conscience and it, in reality, has very little to nothing to do with the principles of fair exchange. Capitalism is not a system that concerns itself with the principles of "freedom" or equitable exchange. In a very real sense, then, Capitalism is, quite possibly, the very a... ...onfines of the home. Job sight is everything in Capitalism. On the job domestic workers are perceived, through Capitalist ideology, as people unworthy of financial entitlement, status or recognition. Capitalism doesn't concern itself with the care of the home or the children. This is somebody else's responsibility. Somebody else is responsible for the maintenance of homebound women and children. Social assistance is not a paycheck for domestic workers. It does not pay women enough money to feed children adequately, and it demeans, without a doubt, the daunting, laborious, compassionate nature of quality care that many children in our city receive on a daily basis. Sadly enough, we are all complicit in acting out of Capitalism values every time we treat mothers or the work of mothering as though it had absolutely no significance to the maintenance of culture.

Power of social norms

In our day of age, technology has influenced many aspects of our everyday lives. There is not a day where we cannot go without our phones, computers or television sets. If all of that were to be taken from us, most likely we would be in an uproar. Being exposed to such technological devices, we have become consumed with social media. Social media has definitely shaped the way we communicate, get Information and the way we Interpret things. For example, Just recently Mile Cyrus released a music video called Wrecking Ball. Mile Cyrus is known for her innocent Disney role,Hannah Montana, a young teen who is trying to live a normal life as she Juggles being a high school teen and her secret blonde wigged pop star career as Hannah Montana. However, when the music video Wrecking Ball came out, Mile traded her innocent, parent-friendly Image for a pixie-cut, red lipped and cropped attire. The video consisted of a naked Mile riding a steel giant ball destroying cement walls and licking a sle dge hammer. When the video was released, many were shocked to see this coming from the former Disney starlet. Some were disgusted by the nudity.Others loved the singer's video and thought It was a great Interpretation of the song. Either way, the video shattered the Vivo record for most watched music video and caused many to correctly. Mile Cyrus did something that many here In America are not so exposed to, she broke a personal appearance norm. In America, we are not exposed to such nudity; and if so, the content is usually censored. But we also, have to include the gender roles. If a male is nude, it mostly likely considered as funny, but if a female is nude, it is most likely considered taboo and gets labeled a slut.Once, Mile appeared fully due riding a giant steel ball; many labeled it as inappropriate and calling her names, such as slut. However, if you were to show this to people in Europe, they would not be bothered by it. In Europe, they are exposed to nudity; many would co nsider It as an art form. So why are people concerned with the imagery of the video rather than the meaning behind the song? It all has to with our culture and environment we are exposed to. Culture consists of language, the behavior and any aspects that surround you In that moment.It Influences the way you see and accept at things in society. Every culture has a norms and sanctions that are considered acceptable. Norms are appropriate behaviors based on specific values and sanctions are prizes or punishment you receive when you go against the norm (Carl 54). Once you go against the norm, you are deviant and going against the social order. â€Å"Winners are the good and the normal; Losers are the sick, the crazy, the evil†¦ † (Introduction to the Sociology of Deviance) Social Norms cover almost every aspect of the way we live.However, with standards and guidelines of behavior, it does lead to some pressure to conform (Social Norms, Sociology Norms, Basic Concepts of Soci ology Guide). We see people conform every day because they fear society will shun them. Conformity and social norms In society all have to do with past generations culturally transmitting their values to us and the social Institutions teaching us hidden curriculum (Carl 50, 94) For Instance, In school whenever we see the American flag, we Immediately put our right hand over our heart and say the pledge of allegiance.If we don't do it, the America. By not placing our right hand over our heart, we would be considered deviant towards America. (Introduction to the Sociology of Deviance) Growing up, cheers and parents teach us to be proud of your culture and nation. As you can see, both the nature and nurture aspects come into play when we react towards a norm either being â€Å"broken† or â€Å"obeyed†. To get a better understanding of breaking a norm, I had to experience what it was like to break a norm.My task was simple; I am to only speak Toga, a native Filipino langua ge. But the problem was who, where and when am I going to break my norm. Luckily, my friend Alyssa, who I have known for three years, wanted to meet with me for a day of catching up as we shop at varies malls, local boutiques and stores in the San Diego area. I only speak English to Alyssa. So I thought this would be the perfect time for me to break my norm. However, to really comprehend the power of norms in society, I decided to perform the task on strangers too.Now with my mission already planned out, all I had to do was put into action; I had to only speak in Toga to my friend, Alyssa and strangers I encounter during my one-day visit to San Diego. My experience in my norm breaking experiment, I realized the norm of speaking a language other than English, people react and look at you as if you were an alien. To be honest, I did expect people to react in this manner. However, I was blind sighted by the incident in the Anthropologist store. For me, growing up in a different country and traveling exposed me to the norms of different cultures.I find myself learning something new; that does not mean I conform to the behavior or lifestyle. But I accept norms that I am not familiar with and have an open mind. But not everyone is accepting of different cultures or lifestyles, they are not familiar with. A huge percent of people in any society would feel uncomfortable and try to steer clear to those that are different from what they are used to. Society tends to Judge and criticize things because it's to something they are used to or exposed to.We have all experienced or witnessed something that was different from the way we live or behave, so we feel uncomfortable in the situation. We can change that, every society should look with culturally relativistic perspective. We don't have to accept their behavior, but that does not mean, we should Judge the way someone acts or behaves in life. We have to be open-minded and make an effort, rather than be in an ethnocentric perspective (Carl 54). This world consist of diverse cultures and lifestyles, we all could learn from one another. Man has the ability to expand his knowledge.