Turing Test from Computer Science

The importance of the Turing Test First of all, there is a need to point out that the Turing Test was created to determine artificial intelligence of the machine. In other words, the original aim of test creation was to understand whether the machine can think or no. Oppy Graham and Dowe David (2011) are of the opinion that, â€Å"The phrase The Turing Test is sometimes used more generally to refer to some kinds of behavioural tests for the presence of mind, or thought, or intelligence in putatively minded entities† (para. 2).Advertising We will write a custom research paper sample on Turing Test from Computer Science specifically for you for only $16.05 $11/page Learn More While investigating artificial intelligence, one is to determine the basic aims of the test. So, the primary goals are to understand the nature of the process of thinking, and the ways intelligent entities are built. While analyzing human intelligence in relation to the Turing Test, one is to determine the functions, the degree they are fulfilled, and the ways these functions are carried out. Machine learning, automated reasoning, knowledge representation, and natural language processing are the required capabilities to succeed in passing the test. Objective idea of intelligence is considered to be the most important advantage of the test. Tyler Cowen and Michelle Dawson (2009) state that, â€Å"To pass the test, the machine has to be intelligent but it also should be responsive in a manner which cannot be distinguished from a human being† (p. 1). While speaking about thinking humanly, one is to keep in mind the so-called cognitive science approach. In other words, this approach should reflect the way the human mind works and the process computer systems should reflect such work. So, computer is to mimic human intellect. Thinking rationally is another approach, which is to be discussed. This includes logic and main obstacles. The last category mean s â€Å"informal knowledge translating into logical notation† (â€Å"Artificial Intelligence†, n.d., p. 20). Stuart M. Shieber (2006) is of the opinion that, â€Å"the Turing Test is founded on the idea that ability to produce sensible verbal behavior is an indication of intelligence† (p. 1). The ways to improve the test While speaking about the ways the Turing Test can be improved, one is to remember that logic programming, machine learning, and cognitive compatibility are the basic positions the Turing Test is based on. In my opinion, the most important improvement, which can be made, is to adapt the artificial intellect to human beings’ process of thinking. So, in other words, the machine is to contact with the persons and to mimic their behavior. Gilles Deleuze and Felix Guattari (2000) are sure that, â€Å"With current advances in computer graphics, virtual reality, biomechanics and many other fields, it is possible to create an Enhanced or Virtual Turing test† (para 6.1).Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Generally, I suppose that the improvements depend upon the development of new technologies. Unfortunately, â€Å"knowledge-based systems, though they have achieved marketable engineering successes, still have many limitations in the quality and generality of their reasoning† (â€Å"Al: Early History and Applications†, n.d., para. 80). The tasks the Turing Test consists of can be also improved. For instance, taking into account Mundane tasks (perception, natural language, common sense reasoning, and robot control); one can state that there are the constituents of the tasks, which could be improved. Thus, natural language is based on understanding, generation, and translation; so, these constituents may include some new improved features, in order artificial intelligence could be developed in a proper way. Formal tasks (games, mathematics) and expert tasks (engineering, scientific analysis, medical diagnosis, and financial analysis) must be also improved. However, it is necessary to remember that all the improvements depend upon new technologies development. References Al: Early History and Applications. The Turing Test. Web. Artificial Intelligence. CS 4633/6633 Artificial Intelligence. Web. Cowen, T. Dawson, M. (2009). What Does the Turing Test Really Mean? And How  Many Human Beings (Including Turing) Could Pass? Web. Deleuze, G. Guattari, F. (2000). Everything is a Machine. Web.Advertising We will write a custom research paper sample on Turing Test from Computer Science specifically for you for only $16.05 $11/page Learn More Oppy, G. Dowe, D. (2011). The Turing Test. Web. Shieber, S. (2009). Does the Turing Test Demonstrate Intelligence or Not? Web. This research paper on Turing Test from Computer Science was written and submitted by user Maximilian P. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Conformity in To Kill a Mockingbird Essays

Conformity in To Kill a Mockingbird Essays Conformity in To Kill a Mockingbird Paper Conformity in To Kill a Mockingbird Paper Essay Topic: To Kill a Mockingbird If everyone was the same, the world would never change. This statement is supported in Harper Lee’s novel â€Å"To Kill A Mockingbird. In the novel, conformity is a mandatory social convention. When one doesn’t follow rules and regulations, others may see them as an outcast.In the novel Lee also explores the idea of how someones home life strongly affects them.Lee does this while demonstrating what it was like to live during the great depression, a time where racism was predominant.The protagonist of the story Scout Finch and her brother Jem are exposed to this racism and ignorance which is shown in the traditional behavior of the townspeople.But in the end, differences allow for positive growth and change within the community. By not conforming to gender roles it provides positive change and growth within the community.In the novel the main character Scout Finch is growing up along side her brother.She tends to be more of a tomboy who enjoys the same activities as her brother, Jem. During this time period girls were to wear dresses, â€Å"‘What are you doing in those overalls? You should be in a dress and camisole young lady!’† (Lee 135). Scout resists the norm and wears overalls for comfort. She is able to play and run better in pants rather than a dress that everyone wants her to wear. Scout does not care for being a lady, she does not want to be restricted to specific activities that she has no interest in because of her gender. She would much rather play alongside her brother. Later in the novel, her Aunt Alexandra moves in to help with the kids. â€Å"‘ We decided it would be best for you to have some feminine influences it won’t be many years Jean Louise before you become interested in boys and clothes’†(Lee 170).However Scout sees their housekeeper, Calpurnia, as the only female role model she needs in her life.Calpurnia has always let Scout express herself, and wear whatever she pleases.Scout parti

Assignment Example | Topics and Well Written Essays - 250 words - 407

Assignment Example Elisa Allen is the girl upon which the story unveils upon. She is an awesome gardener and the wife to the rancher. However, we learn that she doesn’t enjoy her day-to-day life as a gardener. This is exemplified when tinker approached her. This made her life to significantly change. The change may be forever. The author has used her to play a role in showing difference between the modern woman and the repressed woman. The other character is one that we can actually have little sorry for. Henry Allen is the husband to Elisa. He is a well-meaning rancher who is down righted and bewildered by her wife Elisa. The ‘intrigue’ is our third character who is referred by many as the tinker. Throughout the story, we do not actually know the real name of this character. The story is developed in the third person point of view. In the fourth paragraph, the camera obsessively zooms on Elisa. We are veered into a different place where we assume that we are now dealing with the narrator whoa at time establishes in Elisa’s minds. The point of view helps us to get the tone. Tone can be described as snob and callous. The story starts with us been introduced to protagonist, Elisa. She is depicted as the beauty that survives in the blooms. The conflict is as well entailed in the story, and complication. Elisa speaks to the stranger and gives him chrysanthemums. The story relies on the theme of love and betrayal. The women role in the gardens as well as the responsibilities they are

Cultural Exploration Term Paper Example | Topics and Well Written Essays - 2250 words

Cultural Exploration - Term Paper Example These cultural patterns, which include beliefs, values, norms and social practices, do affect the quality of communication that takes place as the people from these different cultures interact. The result is either an enhanced quality of communication or a total breakdown in communication. To avoid this breakdown in communication, and to enhance the quality of communication between the different parties, it is very important for the two people who are communicating to be aware of the various attributes of the other culture. This way, mistakes that can be avoided and that can cause a breakdown in communication are identified. The cultural patterns of the two cultures might either lead to a competent intercultural communication or problems as far as the communication is concerned. This paper is going to examine the cultural patterns of two cultures and how the interplay between these patterns affects the intercultural communication of people from these cultures. The first culture is that of the writer, Southeastern Georgia Caucasian, and that of Chinese. Throughout this paper, the writer will be guided by one major objective. This will be the exploration of the various potential effects of the cultural patterns of Southeastern Georgia Caucasian and Chinese on intercultural communication between the two. To achieve the major objective, the writer will be guided by several specific objectives. It is through the address of these specific objectives that the writer will have effectively dealt with the major one. These specific ones are as follows: 1. An analysis of cultural value orientations of southeastern Georgia Caucasian and Chinese using the globe taxonomy approach 2. An analysis of verbal communication norms of the two cultures 3. An analysis of non-verbal communication norms of the two cultures 4. An analysis of relational communication norms of the two cultures The writer will not merely describe the cultural patterns of the two cultures picked. Rather, this will be a comprehensive analysis of the effects that the interplay between this set of pattern has on intercultural communication. Does it make it more productive or does it make it less productive and problematic 1: Cultural Value Orientations of Georgian and Chinese Cultures This analysis will be conducted using the GLOBE cultural taxonomy approach. This approach identifies nine dimensions of culture that are regarded important or ideal in a particular culture. These nine dimensions are a description of what people actually do, or what Millet (1) refers to as cultural practices. They also identify cultural values or what is regarded as ideal practice or conduct in the society under examination (Millet: 1). Power Distance Dimension Power distance dimension describes the degrees to which members of the society that are less powerful both "expect and accept that power is distributed unequally" (Leadlay & Jomy: 38). It is a fact that in any one society, there are differences in the distribution of power, resulting in powerful individuals and less powerful ones. But the differences between the societies occur because, to some, as much as the power

Summarize Sidgwick's Hedonism and the Ultimate Good Essay

Summarize Sidgwick's Hedonism and the Ultimate Good - Essay Example The hedonistic argument against assumption of the objectives as the ultimate good. The argument is divided into two parts. The first one is immediate intuition of reflective and the second one is the comprehensive comparison ordinary judgment of mankind. There is emphasis on the second point in that pleasure is derived from the ideal goods. The ultimate end of these may be pain or pleasure. A strong argument has been proposed that pleasure as a feeling is intuition which cannot be conceived as rational action. It is the amount of pleasure derived from the object that is the standard for deciding between alternative of actions. Happiness is the aggregate of the possible engagement in the future. What is surprising about this is that pleasant feeling cannot be quantified. The feelings cannot be added neither is removed and therefore it appears challenging. The two views are given to so that the reader can take the position for or against the hedonism as the ultimate

Role of Glucagon Analogues in Cardiovascular disease

Role of Glucagon Analogues in Cardiovascular disease The Potential Role of Glucagon – Like Peptide – 1 (GLP-1) Analogues in Cardiovascular disease Introduction People who have a diagnosis of diabetes have a triple chance of developing cardiovascular disease (CVD) and unfortunately poorer clinical outcomes following myocardial infarction, angioplasty and bypass surgeries (Hausenloy and Yellon 2008). It is estimated that CVD is responsible for 65% of deaths in people with type 2 diabetes (Burge 2012). Management of diabetes includes identifying, preventing and managing CVD risk factors such as dyslipidaemia and hypertension (NICE 2014). Other risk factors for CVD include poor or inadequate consumption of fruits and vegetables, smoking, central obesity, psychosocial factors, altered lipids, inactivity and unsafe alcohol consumption (World Heart Federation 2014; Yusuf et al 2004). GLP-1 analogues indicated to treat diabetes have been shown to have cardiovascular benefits (Hausenloy and Yellon 2008). GLP – 1 GLP – 1 is an incretin naturally occurring in the body and is secreted due to the presence of food in the ileum, increasing endogenous insulin, inhibiting glucagon, thereby reducing post – prandial hyperglycaemia and is also responsible for controlling appetite and satiety (Hausenloy and Yellon 2008; Sheikh 2013). GLP -1 does not cause hypoglycaemia because its actions are inhibited when blood glucose is ≠¤ fasting levels (Hausenloy and Yellon 2008). GLP- 1 receptors are extensively distributed throughout the body: in the brain, lungs, intestines, stomach, pancreas, and heart. GLP-1 itself has a half – life of 1 – 2 minutes after secretion (Burge 2012; Zhao 2013). The presence of the receptors in the heart has been the focus of new research. Cardiovascular effects In animal studies GLP – 1 was seen to cause vasodilation (Brown 2012). An increase in heart rate and blood pressure were both observed in rats that were either conscious or sedated, but there is some controversy with the mechanism (Zhao 2013). When GLP-1 has been infused dogs with dilated cardiomyopathy showed improved cardiac performance after GLP – 1 infusion (Zhao 2013). Left ventricular systolic and diastolic functions were improved after GLP – 1 infusion in decompensated heart failure (Zhao 2013). Ban et al (2008) work on mouse heart as cited in Brown (2012) has shown that there are GLP – 1 receptors in the endothelium and cardiac myocytes. When GLP – 1 was administered during reperfusion studies cardiac damage was less likely (Brown 2012). Apart from the animal studies, there have been some phase 2 trials in humans with CVD (Zhao 2013). The first investigators to prove that infusing GLP – 1 for 3 days improved â€Å"global and regional left ventricular wall motion scores† in patients with dysfunction of the left ventricle after myocardial infraction was Shannon’s group (Zhao 2013). They also concluded that there was reduced hospital stay and mortality as an in – patient. Several weeks post discharge these effects remained. An experimental study of 14 people with coronary artery disease who were treated with GLP – 1 at a rate of 1.2pmol/kg/min resulted in improvement of left ventricular function (Zhao 2013). This was corroborated by another study of 172 patients who were treated with exenatide at a rate of 0.12 µg/min for 6 hours post elevation of ST – segment MI. A retrospective study of 420,493 people found that individuals who received treatment with exenatide were less likely to experience cardiovascular event, hospitalization due to CVD or all cause hospitalization when compared to non – exenatide treated people even though they were more likely to be obese, have prior CVD, high cholesterol and other co – morbidities at baseline (Best et al 2011; Brown 2012). The use of exenatide in patients with type 2 diabetes did not show an increase in cardiovascular disease and similarly liraglutide was not associated with any major adverse cardiac event in an analysis of phase 2 and 3 trials (Sheikh 2013). Hypertension Animal studies utilizing GLP – 1 have concluded a decrease in hypertension development in Dahl salt – sensitive rats (Zhao 2013). This decrease in blood pressure was also observed in human trials with the GLP – 1 agonists exenatide and liraglutide. A meta – analysis of 16 randomized controlled trials of 5860 people of which 3443 were randomized to a GLP – 1 agonist concluded that exenatide and liraglutide caused a fall in systolic and diastolic blood pressure by 1 – 5 mmHg when compared to other hypoglycaemic medication and placebo in patients with type 2 diabetes (T2DM) (Wang et al 2013). The LEAD trial concluded that liraglutide caused a reduction of systolic blood pressure ranging 3.6 – 6.7mmHg within 2 weeks of starting therapy (Burge 2012). This effect was seen for the full 26 weeks of the trial. The DURATION trial also reported reduction in systolic blood pressure (Burge 2012). Data from 6 trial concluded that subjects with T2DM who were treated for 6 months with exenatide saw a significant reduction in systolic blood pressure (Zhao 2013). There is also promising data from phase 3 trials of liraglutide which concluded that there may be reduction in systolic blood pressure when liraglutide is used with other agents such as metformin (Zhao 2013). Exenatide use reportedly cause a fall in systolic blood pressure in obese patients with T2DM who were also treated with insulin (Sheikh 2013). This decrease in systolic blood pressure was confirmed by an analysis of 2171 patients (Sheikh 2013). Liraglutide was also reported to cause a reduction in systolic blood pressure in Asian patients (Sheikh 2013). Conclusion The data from the use of GLP-1 in both animal and human studies show consistent reduction in systolic blood pressure a known risk factor for both cardiac disease and cerebrovascular accident (CVA). There have also been promising signs that there may be a GLP – 1 cardio protective effect post cardiac damage and improvement in left ventricular function. It is not clear whether the doses used to treat diabetes will provide the same level of reduction in systolic blood pressure and cardiovascular protection in the longer term. More clinical studies are required focusing the benefits of GLP-1 analogues on the cardiovascular system as the data will not only provide benefits to patients with T2DM but also patients who are at risk or suffer a CVD. References Best, J. H., Byron J. Hoogwerf, B. J. and Hussein, M. A. (2011) ‘Risk of Cardiovascular Disease Events in Patients With Type 2 Diabetes Prescribed the Glucagon-Like Peptide 1 (GLP-1) Receptor Agonist Exenatide Twice Daily or Other Glucose-Lowering Therapies’, Diabetes Care, 34(1), pp. 90 – 95. American Diabetes Association. [Online]. Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3005487/?report=reader (Accessed: 22 September 2014). Brown, N. (2012) ‘Cardiovascular Effects of Anti-Diabetic Agents: Focus on Blood Pressure Effects of Incretin-Based Therapies’, Journal of American Society of Hypertension, 6(3), pp. 163 – 168. [Online]. Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3422131/ (Accessed: 22 September 2014). Burge, T. (2012) The Effects of GLP-1 on Cardiovascular Health. Available at: http://www.diabetesincontrol.com/articles/54-feature/13201-the-effects-of-glp-1-on-cardiovascular-health (Accessed: 11 September 2014). Hausenloy, D. J. and Yellon, D. M. (2008) ‘GLP-1 Therapy: Beyond Glucose Control’, Circulation: Heartfailure, 1, pp. 147 – 149. [Online]. Available at: http://circheartfailure.ahajournals.org/content/1/3/147.full (Accessed: 11 September 2014). NICE (2014) Managing type 2 diabetes. Available at: http://pathways.nice.org.uk/pathways/diabetes#path=view%3A/pathways/diabetes/managing-type-2-diabetes.xmlcontent=view-index (Accessed: 17 September 2014). Sheikh, A. (2013) ‘Direct cardiovascular effects of glucagon like peptide-1’, Diabetology Metabolic Syndrome, pp. 5 – 47. [Online]. Available at: http://www.dmsjournal.com/content/5/1/47 (Accessed: 11 September 2014). Wang, B., Zhong, J., Lin, H., Zhao, Z., Yan, Z., He, H., Ni, Y., Liu, D. and Zhu, Z. (2013) ‘Blood pressure-lowering effects of GLP-1 receptor agonists exenatide and liraglutide: a meta-analysis of clinical trials’, Diabetes, Obesity Metabolism, 15(8), pp. 737 – 749. [Online]. Available at: http://www.ncbi.nlm.nih.gov/pubmed/23433305 (Accessed: 23 September 2014). World Heart Federation (2014) Cardiovascular disease risk factors. Available at: http://www.world-heart-federation.org/cardiovascular-health/cardiovascular-disease-risk-factors/ (Accessed: 17 September 2014). Yusuf, S., Hawken, S., Ounpuu, S., Dans T, Avezum, A., Lanas, F., McQueen, M., Budaj, A., Pais, P., Varigos, J., Lisheng, L. and INTERHEART Study Investigators (2004) ‘Effect of potentially modifiable risk factors associated with myocardial infarction in 52 countries (the INTERHEART study): case-control study’, Lancet, 364(9438), pp. 937-52. [Online]. Available at: http://www.ncbi.nlm.nih.gov/pubmed/15364185 (Accessed: 17 September 2014). Zhao, T. (2013) ‘Glucagon-like peptide-1 (GLP-1) and protective effects in cardiovascular disease: a new therapeutic approach for myocardial protection’, Cardiovascular Diabetology, pp. 12 – 90. [Online]. Available at: http://www.cardiab.com/content/12/1/90 (Accessed: 11 September 2014).

Essay --

As modern medical research begins to discover the deep-rooted genetic and environmental origins of many chronic diseases and illnesses, researchers have began to realize the complexity of illnesses that plague mankind. One prevalent disease among humans is Asthma, a chronic lung disease that irritates and tightens the airways, resulting in reocurring periods of coughing, chest tightness, shortness of breath, and wheezing. Asthma’s phenotypic range does not follow the relative simplicity of Mendelian genetics, but is rather rooted in multiple genes, such as Interleukin-13 (IL-13), and specific environmental exposures such as air pollution. The IL-13 gene is one of several hundred candidate genes which are segments of DNA believed to contain nucleotide sequences affecting the asthma phenotype. The IL-13 gene is mostly expressed in T Helper cell 2 (TH2) as Interleukin-13 cytokines, operating through IL-13R (a heterodimer of IL-4RÃŽ ± and IL-13RÃŽ ±1) (4, 11, 6). These cytokines relay messages to other immune cells, warranting a coordinated immune response (6). However, the operation of Interleukin-13 is largely dependent on the presence and expression of Interleukin-4 (IL-4), another cytokine (11). Not only is a dimer of IL-4, IL-4Ra, critical to the reception of IL-13 cytokines, but IL-14 is crucial in the advancement of T cells in Th2 cells, the main producer of IL-13 cytokines (11). This epistatic dependency of IL-13 on the expression of IL-4 and other genes is another contributor to the complexity of asthma. In addition to various genes affecting the phenotype of asthma, multiple environmental factors like indoor and outdoor air pollution, tobacco smoke, and allergies to pets, molds, common pests (e.g. cockroaches) change gene expr... ...on and a related treatment option (10). The severity of an indivual’s asthma is based on many factors, including the prescence and epistatic interactions of the asthma susceptibility genes; even if the genes are present, if the complementary miRNA strand is actively synthesized, the genes won’t cause asthma. Genetic and miRNA expression can then be altered by environmental exposures through methylation and acetylation. The genetic and environmental contributions discussed here to the expression of asthma are a small fraction of the known factors. Due to the complicated intertwined relationship of the abundant factors contributing toward asthmatic phenotypes that have been discovered in approximately the last twenty years, the currently known complexity of asthma could very well be simple in relation to the verity of asthma’s genetic and environmental labyrinthe.

What High School Is?

â€Å"What High School Is,† is a chapter from a book called Horace’s Compromise: The Dilemma of American High School, and was written by Theodore R. Sizer in 1984. Mr. Sizer starts the chapter out with a story of a typical boy named mark who is in the eleventh grade. In this story the author describes in detail how Mark spends one of his time blocked days in high school. Mr. Sizer feels it is important to analyze how Mark spends his time because he feels it is a reflection, with some degree of variation, of how most high school students spend their time in school.Mr. Sizer argues, â€Å"taking subjects† in a systematized, conveyer-belt way is what is what one does in high school (Sizer). He feels that this process is not related to the rhetorical goals of education; however, it is tolerated by most Americans. In addition, Mr. Sizer argues that there is little demand for synthesis of subjects and that courses are too broad and there is just not enough time to cove r all the material. â€Å"The school schedule is a series of units of time: the clock is king†¦ ow much time do I have with my kids, is the teacher’s key question† (Sizer pg. 40). School periods are about fifty minute each and students and teacher have a few minutes to go from class to class. Mr. Sizer argues that going from class to class gives the school day a kind of restless and hectic quality and provides the students with many distractions. Mr. Seizer point is strong, restlessness and distractions seem to go hand and hand here, once the children enter the class they must be resettled and their attention refocused leaving even less time for learning.In addition, most schools have at least one class that is called a â€Å"split class†. During â€Å"split classes† the student starts their class period, then, half way through it is interrupted so they can go to lunch or attend another activity. After they have finished lunch or the other activity t hey then return for the second half of their class, talk about hectic, restless, and distracting. However, Mr. Sizer does not address the some of the strengths of taking subjects, for example, the importance of responsibility, punctuality, and time management kills acquired through this type of scheduling. Another point that Mr. Sizer argues is that there is little demand for synthesis of subjects; they are just loosely related. He feels that two or more subjects should be tapped in order to solve a complex problem as learning opportunity. In addition, Mr. Sizer argues that schools feel that covering all the material within the subject is key, however, the material is only â€Å"supposedly covered† because many of these courses are too broad and there is just not enough time.This point is strong, which leaves little room for change or new creative ways to learn. Mr. Sizer points out that the opposition will always challenge and usually win against new creative ideas on learni ng with statements such as, â€Å"what may be thus forgone†, â€Å"we won’t be able to get to programming or Death of a Salesman†, and â€Å"there isn’t time† (Sizer). This kind of scheduling is too rigid and too broad, thus, making it almost impossible for any type of change.In conclusion, Mr. Sizer does not look too fondly on our countries education system, he argues, taking subjects† in a systematized, conveyer-belt way is what is what one does in high school. He feels that this process is not related to the rhetorical goals of education; however, it is tolerated by most Americans. Lastly, Mr. Sizer argues that there is little demand for synthesis of subjects and that courses are too broad and that this type of scheduling too rigid.

5 Things You Didnt Know About Using Et Al.

5 Things You Didnt Know About Using Et Al. 5 Things You Didnt Know About Using Et Al. The phrase et al. is an integral part of many referencing systems, but it is also commonly misused in academic documents. Read on to find out more! 1. What Does Et Al. Mean? The phrase et al. is Latin for et alia, which means and others. It is therefore used in some referencing systems when there are too many authors to name in a single citation. 2. When Should I Use Et Al.? This depends on the referencing system used by your college, so remember to check your style guide! In most systems, however, it should  only ever be used when you are citing a source with more than three authors. The exact number of authors required before you should use et al. varies between referencing systems. In addition, some systems only use this term for repeat citations of sources with several authors (with all authors named in the first citation). 3. Should I Use It in the Bibliography? Not usually. As above, this may depend on the referencing system youre using, but typically the only place to use et al. is in the main text of your document. This is because most referencing systems specify naming every author in the bibliography or reference list. Some systems make an exception to this rule if the work you are citing has more than six or seven authors. APA referencing, for instance, specifies listing the first six names for sources with more than seven authors, followed by an ellipsis and the final named author. For a journal article with ten named authors, then, APA would require naming the first sixth and the tenth in your reference list. You have to feel a little sorry for authors seven through nine. 4. Do I Need the Period After Al.? Yes! Al. is a shortening of alia and always  needs a period to show that the word has been shortened, in the same way that we use a full stop for etc. and other Latin phrases. 5. Do I Need to Capitalize the Et? No! It is not a proper noun and would not usually appear at the start of a sentence. As such, it would be odd to capitalize it. It can be tricky to get little details like this right all the way through your essay. As such, if you want some help checking it over, just get in touch! We can help with all aspects of your work, including  proofreading,  formatting and checking the consistency of your references.

Psychology for creativity Essays

Psychology for creativity Essays Psychology for creativity Essay Psychology for creativity Essay 1. Creativity is a function of inborn characteristics and aptitude, influenced by upbringing, family and social environment. I believe that this statement is important in terms of developing and having access to ones own personal creativity. According to Csikszentmihaly there is a genetic disposition to our creativity and having access to his creativity when needed. There are ten dimensions that determine who and what makes a real creative person. Some of these characteristics are (1) physical energy-creative people have a great deal of physical energy but at the same time are peaceful. (2) Creative people are smart yet contain innocence at the same time. (3) Creative people contain a combination of discipline and playfulness at the same time. (4) Go back and forth between imagination/fantasy to being rooted/realistic. (5) Contain both extrovert and introverted qualities. (6) Are humble yet proud, (7) have a combination of masculine and feminine qualities, (8) have a combination of rebel and conformist characteristics. (9) They are very passionate when it comes to work, yet they are objective about the situation. (10) Creative people are sensitive, therefore they are prone to suffer, but at the same time has a lot of enjoyment. Creative people are the ones who can act on both sides of the spectrum; they can run on both ends of these polarities. I believe that the ten dimensions are things that I do recognize within my personal creativity, in many ways I find myself having many of these spectrums. And I find it very interesting that the creative person is neither one nor the other, but both. Sometimes a person questions whether its right to be at both ends of the spectrum, but after reading this I found out that it is quite normal and promotes creativity. There are also factors during ones own developmental phase that can bring about the creative person within such as being firstborn, surviving a big loss of one or both parents when young, having a diversified environment, exposure to wide range of Ideas, being a book lover, lots of hobbies, good working habits, and interestingly enough the creative person is someone in conflict. I am actually the first born; I have three younger half siblings, and therefore technically considered an only child as well. When I was six years old I suffered some serious trauma when both of my grandparents died a month a part from each other. I was very close to them and considered them to be like my parents, so close that our apartments were on the same floor of our apartment building. Shortly after my parents got divorced, and what I considered a perfect world fell apart in a matter of weeks. This trauma that I endured so young had forever impacted my life to this day. I think in many ways it almost made special and I knew from that day forth that I was a lot different than many of my peers. From that point on life was not easy, it was like a tumbling wheel, everything that could possibly go wrong did. However at the same time I did see that the melancholy of my life allowed me to access a creative side as well. I always felt musically inclined, I love to sing, dance, play guitar, act, etc Interestingly enough I took the arts very seriously and considered myself creative and considered myself one of the best. According to Amabile, family lives of young people help develop the creative self. Parenting style and home atmosphere apparently has more of an impact on determining creativity than genetics, therefore home life is a very important role in raising a creative person. Parents who have less rules have more creative children. Families with creative teens have unconventional furnishings. Creative children suffer more traumas. Growing up I felt a lot more unconventional than the rest, my parents were in some way considered hippies and I was allowed to do pretty much whatever I wanted. I never was grounded or had any rules, which isnt always such a great thing; however I was free to find myself. I can see that rules may somehow cut a person free will and creativity to flow. 2. Creativity is largely a function of the unconscious mind-its particular voice and content-as mediated by the conscious mind. We can access our unconscious content so as to heighten our creativity. What is creativity? What goes on during this process? Psychoanalysis gives us certain explanations on how this process is possible, and also on its benefits for both its author and public. Freud admitted to not being able to fully, in my opinion- account for the artists gift using the psychoanalytic method. The creative process is, according to Freud, an alternative to neurosis, that is a defense mechanism protecting against neurosis, leading thus to the production of a socially acceptable source of entertainment and pleasure for the public. For the artist has the ability of turning his fantasies into artistic creations instead of into symptoms. The unconscious plays a major role in the act of creation. That is, the act of creation is made possible by the libido, the energy of the id, and by a defense mechanism considered to be the most beneficial sublimation. By turning the sexual desire into a cultural manifestation with the help of the ego, sublimation makes the thoughts of the unconscious more acceptable to the conscious and it also allows for something productive, and pleasant, for the others as well. Art makes use of defense mechanisms such as condensation and displacement terms also used for work on the dream process, due to the role of the unconscious in both creative and dream processes. Art itself can be regarded as a defense mechanism. The artistic creation may be, for the artist, wish fulfillment or fantasy gratification of desires denied by the reality principle or prohibited by moral codes. Art is thus a means of giving expression to, and dealing with, various psychic pressures. The artist can work his fantasy a substitute for satisfaction by means of sublimation, into a socially acceptable form, art, that the others can enjoy. He works out the personal in his daydreams, fantasies into something he can share with the public. Some believe that creativity is intertwined with repression and pain. Freud did claim that the artists use their work to project in the outside world unfulfilled fantasies. However, in his view, a good poem is sublimation, and not a repression. Moreover, there is this ability of the artist to create and not become ill with phobia. I believe that many of times growing up I chose to do many things such that involved the arts so that deal with things in my life that were not the easiest to deal with. Any artistic creation is a compromise between the unconscious and conscious intent of its author. According to Freud, the artist can choose and make changes in the unconscious material. This and the way the artist transforms his egotistic fantasies into something acceptable for public appreciation could be regarded as parts of the artists gift. The fantasies of a man of artistic talent give us pleasure, while those of an ordinary day-dreamer could leave us indifferent, or bore or disgust us; or, while we might find that the fantasies of an ordinary day-dreamer have something in common to ours, his work would not have the same value as a true, gifted artists, and the day-dreamer will not be interested in sharing his work and reworking it for the public 3. The creative mind is an eccentric one and can be close in processing style to the pathological mind. Creativity could be described as the ability to create products or ideas which are original and which possess a strong social usefulness. To create, indeed, implies the production of something new and original. However the qualities that make an individual able to produce new entities are not well understood. As is also the case with the concept known as intelligence, it is unlikely there is a general creativity factor unevenly distributed across the population. Rather, creativity can be conceived as a complex of qualities that allow some people more easily than others to produce new objects or ideas. Most studies show that there is a link between creative ability and the risk of mental disorder: in fact, the prevalence of mental problems among creatively gifted people is often, but not always, significantly higher than among the general population. Studies on the relationship between creativity and mental illnesses suggest that they are the same characteristics of the disorder, in their less severe manifestations, which confer some advantage on afflicted individuals and their relatives. 4 .The creative processes has a life of its own, I believe it can be greatly influenced by practices and conscious actions. There are many practices that can help influence the creative process such as visualization processes, having a higher responsibility, repeating questions to uncover your blocks (perfectionism, fear, shame)owning your shadow- using Jungian theory to help find certain archetypes of your life. Always having a witness consciousness to whatever you may be doing. All these exercises can help with coming closer to the creative process; it allows you to have access to your creativity and keep the energy flowing where it may sometimes be stagnant. I think these exercises are important to help not only to get your creative juices flowing, but it also allows you to really take control of your life and the obstacles that you may encounter along the way. Exercises such as owning your shadow really give you a sense on how important it is for you to be real with yourself. Because if you are not honest with yourself, I doubt you will ever get to the core of what really in life moves you or makes you tick. It is okay to have feelings that may not be so called appropriate in that exact moment, but just as long as you own yourself and you true feelings, you can see that it is okay to pass through these times of darkness, and that it is acceptable to not be smiling all the time. Everyone has a dark side and there is nothing wrong with that, it simply is just how life is. Having a higher responsibility also helps the person become more aware of their surroundings, and not just think about themselves. Personally when after doing this higher responsibility I realized that its such a rewarding feeling that you feel when you give freely to someone without necessarily getting something in return. I believe that a lot of people are selfish and usually give because they know they will be getting something in return. I think that when you finally decide to give without thinking of what you will receive it is a lot more rewarding. The list of five was also another great exercise to get those creativity juices flowing; it gives you an opportunity to really dig in and see what really makes you tick, what goals you may soon want to achieve, what hold you back in life, and all together allows you to become more aware of all the things that may be possible in achieving within this lifetime. Another wonderful exercise that I found unbelievably interesting was the visualization exercise, I thought that it was a great way in learning how to take more control of your life and the things that you may want to create within your life. A lot of the times people are lost and do not see the light at the end of the tunnel, it is hard because people will lose themselves the chaos of life, lets say for example you are dealing with an illness, it may very well be hard to overcome that, however doing visualization exercises particularly helps in problems such as these. It trains your brain to start creating these solutions, by first just thinking about it; imagining it and then eventually making it a reality. Creative process does have a life of its own, these exercises allow you to take charge of your life and move into a whole new realm of creativity. It brings you closer to the things in your life that you may have not been able to achieve because you couldnt see how to really achieve these things before and make it a reality. 5. What do you think is the source of creativity? The creative spirit? From where does the motivation for creativity come? Creativity is the quality that you bring to the activity that you are doing. It is an attitude, an inner approach how you look at things. Really, the experience of creativity is an entry into the mysterious. Technique, expertise and knowledge are just tools; the key is to abandon oneself to the energy that fuels the birth of all things. This energy has no form or structure, yet all the forms and structures come out of it. It makes no difference what particular form your creativity takes it can be painting or singing, planting a garden or making a meal. The important thing is to be open to what wants to be expressed through you. I believe that we dont possess our creations; they do not belong to us. True creativity arises from a union with the divine, with the mystical and the unknowable. Then it is both a joy for the creator and a blessing to others. 6. How does creative thinking differ from ordinary thinking? Creative thinking is different from ordinary thinking because it gets to you to start focusing on this different type of energy. Some examples of some skills associated with creativity are Breaking out of old patterns and doing something different, keeping options open, not judging so quickly, thinking broadly- trying to see relationships between different ideas, breaking through ordinary way of doing things, trying to perceive things in a new and exciting way, using exercises to help get those creative juices flowing more freely. Basically creativity thinking is more innovative and free, being able to try new ideas and things to encourage more creative progress. Learning to become more open to new ways of promoting these different ways of doing things, creativity is daring to be different; making the difference. According to Osborne things that promote creativity are traveling, playing games, solving puzzles, pursuing hobbies, and reading/writing Ordinary thinking is stagnant; it does not have a unique sense. It wears the same old boring t-shirt and jeans every day. Ordinary thinking simply follows the crowd and never tries to be the one to stand away from the crowd and try something new. According t Osborne factors that cramp creativity are sticking to previous habits, self-discouragement, timidity, and urbanization. A statement I always love to say in honor of creativity is: Dare to be different and the rest will follow! 7. Do you think the genius is born or made? Weisberg posits that the primary factors in genius or extraordinary accomplishments are skill, motivation and discipline. According to Weisberg genius are in born, that it is a natural ability that we are born with. Personally I would have to agree and say that it is something innate and something that we can all attain. Also in terms of creativity everyones has the ability to access it as much as they want. He also states that this idea of geniuses is a view that is very rooted in the past. He believes that the idea of a genius is more of a myth, therefore it does not exist, meaning that we all have this capability to be so called geniuses. He states that creativity is within everyone and that we all have ability to attain these achievements just as long as improve skill, are motivated and disciplined enough to achieve these goals and ideas. Weisberg also points out that in theory we all have the same cognitive abilities as a so called genius, so what makes them so different? Apparently nothing, we have the same capability to weave and create different Ideas / inventions that have not yet been thought of as much a genius could or even more than genius would. Creativity is in access to all that is new, different, exciting, innovative, loving, peaceful, fun, and the opposite of all that we do on a daily basis. Creativity is about living to your potential and shaking up the earth. We all are to accomplish these set out aspirations for ourselves just as long as we believe and really yearn to do so, nothing in the world should/could stop you.

Globalisation of ICTs- Positive and Negative Impacts Essay

Globalisation of ICTs- Positive and Negative Impacts - Essay Example ICTs have been implemented by a number of nations with the view to promote their economic and social development. ICTs have proved to be the most beneficial in promoting equity and social justice, overall development of the nation, empowering the youth and the disadvantaged groups. The system has proved to extremely beneficial in ways of processing data at a fast speed. This saves much of the human effort. Human beings lose concentration and get tired of undertaking repetitive tasks. Machinery can perform the same task more efficiently with double speed saving much of the human effort (Ministry of Information and Communications, 2006, p.5). ICTs are increasingly linked to organizational value. But it has been criticised on a number of grounds. Research has been conducted to examine the role of ICTs in a more integrated manner. Current research has shown that ICTs have benefitted organizations in a positive way. â€Å"ICTs have value to organizational advantage† (Rastrick & Cor ner, 2010, p.2). Resource Based Advantage (RBA) asserts that owning and controlling strategic resources determines whether organizations will earn better profits as compared to others. RBA also ensures that certain combination of resources adds to the competitive advantage of organizations. These resources constitute market orientation, innovation, entrepreneurship and also organizational learning. ICTs have played a huge role in enhancing efficiencies of the above resources to a considerable extent.  

ADULT LEARNERS Essay Example | Topics and Well Written Essays - 1000 words

ADULT LEARNERS - Essay Example He also explained that he was not interested in obtaining a degree as much as being able to learn and not necessarily in his field of expertise. This differs with Fogarty & Pete (2007) since they stated that the adult learners want to learn in materials their field and be able to apply in the workforce. He stated that he wanted to broaden his horizons by leaning new materials, although he acknowledged that education and learning were necessary tools that would otherwise would close different opportunities without them. As an adult learner he sees himself wanting to grasp meaning and the existence to certain situations. He wants to learn by understanding instead of using past educational strategies such as rote memory. He is a detailed person and explicit in what he wants. In a syllabus he wants to see the objectives of the curriculum, such as Fogarty & Pete (2007) purported. He wants to know what is expected of him so that he is able to focus that which will satisfy what he will need to learn. He believes that, â€Å"†¦it is necessary to master the basics to give me a firm foundation for continuing topics.† He understands the kind of learner that he is. According to him, he is a visual learner. He also needs to see the end results of his learning. He mentioned the limitations that reading and studying have for him. He asserted that although they are good, â€Å"†¦they lack the animations and the step-by-step instructional aids that I need to really understand what I am attempting to learn.† Given that he is an active participant in class, he has to ask questions for those presented materials that he does not understand. This is also a way of testing the teacher ´s knowledge, by stepping out of the scripted presentation and feel that she or he is catering to â€Å"†¦my needs as a student†¦Ã¢â‚¬  so that he may understand. He is also interested in