Domestic Violence Article Example | Topics and Well Written Essays - 750 words

Domestic Violence - Article Example The rate of suffering physical abuse in case of the children staying with the parents in an abusive relationship is quite common. They may get harmed while witnessing the spousal abuse closely and at some places some physical abuses get inflicted on them as well. At places, children are used as a barterer instrumental in getting control or manipulating the victim of the domestic abuse. In this case, the conflict between the parents also evolves a kind of mental trauma in the children and they are shattered out of disruption in gaining their love from parents. Also separation from their parents cause a serious mental trauma to them and in their adolescence they might get involved in myriad anti-social activities or may get addicted as well to escape the harsh realities of life. The sign of any means of thrashing can be effective in determining the symbol of abuse in the children. Also some bizarre or violent activity at the social plane is also indicative of the domestic abuse inflicted on children. Locating this kind of symptoms in children requires immediate attention and they should be taken to the family counselling centres or women and child development centres and with the help of the counsellors over there, the case should be reported to the police as well. Athlete: As a kid, initially I was a good student. It started when I was six years old. Suddenly my father became alcoholic and all sorts of problems started during that phase. I could never sleep at night. I completely lost control on my mind and was losing it out every day. Athlete: It was not very easy to get out of it. As a child I was helpless. Some abnormalities were located by my class teacher and she reported it to the concerned authority. I was send to hostel soon after. Athlete: Yes. This is the worst side of the domestic violence. My parents decided to get

Dont You Think Its Time to Start Thinking Essay Example | Topics and Well Written Essays - 250 words

Dont You Think Its Time to Start Thinking - Essay Example 3. Thesis: Society forces the literary deterioration deliberately by wrong applications.  3. Thesis: Society forces the literary deterioration deliberately by wrong applications.  4. Tone: Uses an intellectual tone.  5. Purpose: Emphasizes the responsibility of teachers to help the students to think independently by articulating their ideas clearly.  6. Content: How education is explored and how the educational system functions.7. Clever use of allusions with the example from literature and media to explain social and political awareness.8. Form: Essay; critical writing9. Style: Direct and microscopic examination of the issues confronting the education system. Cultural Betrayal1. Arguments supplemented by rhetorical devices: Examples from media and radio.  2. Point of view: Highlights the turmoil and the churning process going on in the cultural world.  3. Thesis: The importance of culture in building an ethical society that values traditions.  4. Tone: Uses an intellec tual tone, highlighting concern about the fall in moral standards of society.  5. Purpose: Sets the politicians and sociologists thinking to take suitable measures and adverse effects of popular culture on the society.  Ã‚  6. Content: Problems of cultural diversity and how it affects the social institutions like marriage.  7. Clever use of allusions with the example from literature and media to explain social and political awareness.8. Form: Essay; Informal writing.  9. Style: Direct and critical examination of the social and cultural issues.  

Management Theory Assignment Example | Topics and Well Written Essays - 1500 words

Management Theory - Assignment Example Management is of fundamental value to companies. Every organization is concerned with planning to get things done, organizing the business to ensure efficient and effective operations and motivate employees as well as develop a vision for everyone to work on (Williams, 2009). Finally, the need for having controls in place is high as the goals that have been set must be monitored and their fulfillment must be measured. Therefore, management is quintessential in making businesses successful as well as ensuring smooth sailing once that success has been achieved. The significance of management can be ascertained from the fact that businesses spend millions on hiring management consultants to guide them on effective management practices (Williams, 2009). These consultants offer insights as to how managers can lead people effectively, motivate them, deal with various people related issues and manage complex projects. Management, therefore, is the art of getting work accomplished through ot hers. Successful managers may often not be experts themselves but know how get work done through other experts. For instance, the manager of the car plant at General Motors narrated how he has never made a car part in his life and how this is not his job(Williams, 2009). He further explained how, as a manager, his role was to create an environment conducive for people to make these parts efficiently while at the same time staying motivated with their work. On the other hand, however, this conventional view has been contradicted by leaders such as Steve Jobs who not only got work done through people but was actively involved in the technical aspects of the work (Greengard, 2011). Furthermore, good managers and leaders have often been associated with organizational success. One such example is that of Apple which experienced transformational growth and recognition during the tenure of Steve Jobs. It is not surprising, therefore, that Apple’s stock took a leap from $10 to $400 ( CNN Money, n.d.) during his leadership and that all major innovations including iPod, iPhone and iPad were introduced during his tenure. Furthermore, leaders and managers influence the performance of organizations by â€Å"leading by example† (Caldwell, 2004). Taken a step further, managers are responsible for managing the intellectual capital of firms which is exactly what Steve Jobs did (Prasad, 2011). By putting in proper mechanisms in place to unleash employee creativity, Jobs was able to exploit the untapped innovative potential of human resources and use it for the transformation of the company. This demonstrates just how important management is in the contemporary age of turbulent market changes and volatile business environment. Dealing with today’s customer-centric world requires organizations to manage the talents of employees in order to meet these needs. Companies whose management fails to keep pace with the changing environment and nature of work tend to s uffer. For instance, Deloitte’s study suggests the private sector of America is getting only a fraction of the return on assets that it achieved decades ago (Denning, 2011). This is due to managers failing to adapt to the changing envi

The Term Of Nakakainis In The Philippines English Language Essay

The Term Of Nakakainis In The Philippines English Language Essay Have you encountered a time when you are feeling really irritated or annoyed that you would just like to punch or slap a pesky person? When you are being disturbed by an utterly foolish person who asks nonsense questions? Or when you did not get to watch your favorite soap opera? These situations make you say NAKAKAINIS!!, right? But Filipino youth these days barely use the original meaning of nakakainis irritated, annoyed and troubled (Nakakainis in English, Yahoo Answers. June 2010). Filipino youth would say NAKAKAINIS if they find things which are interesting like after watching this video (Ayos sa Trip si Manong, You Tube . June 2010), seeing this very cute picture (Baby Cheeks, Flickr [picture file]. November 2005) or cracking Filipino funny jokes like Q: bakit bawal maligo ng sabay-sabay ang mga kalbo sa Jacuzzi? A: Kasi, magmu-mukha silang pinipritong squid ball!! They would say NAKAKAINIS!! even if they are not feeling irritated or annoyed. This is the NAKAKAINIS of our youth . We can also say that it is the modern nakakinis for the youth. NAKAKAINIS is a form of expression that is used by Filipino youth. They use it when they see interesting pictures, videos, mannerisms or stuffed toys. The word nakakainis has a prefix nakaka- and a root word inis. In Filipino, the prefix or unlaping naka- is used when the word will be used as a conjugate in the sentence. If the essay or sentence must be written in formal, the conjugate should be written having its prefix nakaka- first, and the root word itself. Example: nakakabaliw, nakakamatay, nakakagalit. If it is informal, the prefix naka- should be written fist, followed by the first syllable of the word, and the root word itself. Example: nakababaliw nakamamatay, nakagagalit. (Panlapi, Gintong Pamana: Aklat sa Wika 3. 2006) The word nakakainis has two different meanings the feeling of irritation or annoyance and the reaction of the showing of interest in a thing. Nakakainis, in English, means irritating or annoying. According to the definition of annoyance, if the feeling of irritations and annoyance mount up, our feeling outbursts and thus, the feeing of irritation and annoyance will be changed or result in anger or frustration.(Annoyance, Experience Festival. n.d.) It is an uncomfortable feeling that can be the reason of a sudden outburst of anger. Sometimes, if a person is really irritated or annoyed, he could not control his emotions and do something rush that would result to a big problem. People who doesnt have control in their feelings would shout or hurt the feelings of the person who irritates or annoys them. When we get angry because of irritation and annoyance, we should have presence of mind to prevent unwanted events to happen like fighting. The expression nakakainis, in a high-pitched tone, can mean the reaction after seeing interesting things. For example, a teenager sees you carrying a cute Crayola pillow and her reaction will surely be: Its so cute! Where did you buy that? Nakakainis! or I would also like to have one! Nakakainis ang pagka-cute nya! In my high school, my classmates used nakakainis as an expression whenever they find cute and interesting things. Making a person happy of satisfying a persons need is the same as pleasing them while annoyance or irritation is when somebody or something making you feel uneasy by continuously bothering you. Pleasing a person is not easy as annoying or irritating a person. We can contrast irritation or annoyance to pleasing a person. It takes time and effort to please somebody. Most of the time, people please others because they are scared of rejection. They are scared to be left alone and thus, making themselves always available even though they are busy. People-pleasers, those people who please others, feel that people are taking advantage of them because of their low self esteem. People-pleasers always suffer because of low esteem and they cant say no to people who ask them favors or requests. Ms. Carla Valencia stated in her blog that those people who like to please others are scared of people rejecting them, preventing problems between other people, problem on always degrading themselves beca use they are not confident enough on their abilities, skills or knowledge. (Low Self Esteem and Pleasing People, More Self Esteem. n.d.) Stress can be the result of being irritated and annoyed always. As stated earlier, being irritated or annoyed can lead to emotions such as anger and frustration. We all know that stress has a great effect in our lives. It makes us age prematurely, can lead us to have psychosomatic illness and greatly affect our job. Stress can be more of a factor in determining your physical age than the number of candles you blow out each year. (#7 Effects of Stress, About. November 2007) Because of stress, a person can look older than his present age. A good example for this one is the commercial from the StressTabs. In the commercial, Giselle Sanchez, the host of the bar, thought that a looking sick and old girl was already in her 50s so she called her as lola. Then the boyfriend of the girl told Giselle Sanchez that she is his girlfriend and she looks like that because she is stressed and tired from work. But the girl, after taking StressTabs, looked like she transformed into a pretty, fine, youn g-looking girl. This commercial is telling us that being stress always would ruin our beautiful face and will only look older. According to the number five of the effects of stress, it is stated that thinking negative things and being emotionally stressed results in psychosomatic illness. We should be worrying about it because it can be treated like in any other kind of sickness. (#5 Effects of Stress, About. November 2007) People can cure themselves by attending Yoga classes. By doing Yoga, stress will go away and it can refrain us from getting or acquiring psychosomatic illnesses. People should always think positive things to also prevent from being stressed and sick. We, people, need to have energy to work. But, if we are always stressed, we cant do our job well. People need to rest to have energy. The Filipino expression kakagigil or a intense emotion, urge or feeling that a person gets over with something that he/she thinks is totally wonderful and together describes carefully how a person responds or want to respond (Getting Gigil with It, Culture Fried. March 2010), can be compared to kakainis. NAKAKAINIS is a form of expression that is used by Filipino youth. They use it when they see interesting pictures, videos, mannerisms or stuffed toys. The expressions that we daily use reflects on our attitudes. Most expressions are slang and vulgar words. We should be wary of people because they will base their first impressions on other people by just hearing their expressions. Especially here in the Philippines, most expressions used are curses, slang and other vulgar words. We should be careful in every word we say. Expressions are like any other words we encounter. As we all know, words are dynamic. Thus, the expressions we daily use could also evolve its meaning in years to come.

Balance Sheet Analysis Applebees International 2004 Essay -- Finance F

Balance Sheet Analysis Applebee’s International 2004   Ã‚  Ã‚  Ã‚  Ã‚  In analyzing the common-size balance sheet for Applebee’s, it is noted that the total current assets has jumped from 11% to 14% of the total assets. The total assets for Applebee’s has jumped 6% from 2000 to 2001 driven by increased in the total current assets of 28%. Of those 28% increase, they consisted of 88% increase in the Cash & Equivalents (increased of $10.6 millions) caused by the decreased in the Capital Stock repurchasing in 2001 by Applebee’s. The repurchase of capital stock has decreased by 31% as noted from the year-to-year percentage changes of the Statement of Cash Flow which equivalent to about $11 million dollars. The other current assets increased was from the other Current Assets category; there was an increase of 92% from 2000 to 2001. Due to the higher earnings for Applebee’s, there was an increase in income tax due. A significant component of the increase of other Current Assets was from increased in prepaid incom e taxes with net deferred income tax asset of $6.7 millions dollars.   Ã‚  Ã‚  Ã‚  Ã‚  The intangibiles has also decreased from 18% to 16% in common-size balance sheet for Applebee’s from 2000 to 2001. This is equivalent to a decrease of 7% from year to year percentage change. This change was driven by amortization of intangible assets related to previous acquisitions of other franchisee restaurants by Applebee’s.   Ã‚  Ã‚  Ã‚  Ã‚  There was a trend in rise of the net property & equipment related assets since 2002 to 2004. This boost in net property and equipment assets was related to the acquisition strategy conducted by Applebee’s. For the $34 millions acquisitions of 21 restaurants in Washington D.C. area on November 7, 2002; $24 millions has been allocated to the fair value of property and equipment plus $10 millions in goodwill. This has caused a jump in net property & equipment assets for 2002 to jumped 16% and Intangibles assets to jumped 12% when compared to 2001. Since most of the purchased are by cash, this has caused a 31% decreased in the Cash & Equivalents for Applebee’s balance sheet. For the 11 Applebee’s restaurants acquisitions in Illinois, Indianan, Kentucky, and Missouri for $21.8 million on March 24, 2003, $7.9 millions were allocated to the fair value of property and equipment, the other $16.6 millions went to goodwill, plus a net liabilities in addi tions of $1.3... ...ense has decreased 82.8% from 2000 to 2004. All the above are contributing factors in Applebee’s achieving higher earnings, a 75% increase in net earnings from 2000 to 2004. Average shares has fall due to consistent share repurchasing programs by Applebee’s. Overall, the common-size analysis of the income statement are relatively consistent over the five years of study. Cost of goods has stayed consistent between 74%-75%, the Depreciation and amortization is between 9%-11%, income from Continue operations and Net Income are also both between 9%-10% in common-size analysis for income Statement. No unusual flutuations has been discovered. As of December 26, 2004, our liquid assets totaled $10,924,000. These assets consisted of cash and cash equivalents in the amount of $10,642,000 and short-term investments in the amount of $282,000. The working capital deficit increased slightly from $50,359,000 as of December 28, 2003 to $51,041,000 as of December 26, 2004. This increase was due primarily to increases in the loss reserve and unearned premiums related to the captive insurance subsidiary and accounts payable and was partially offset by increases in inventories and receivables.

Why Do Companies Spend Money On Computerized Systems? :: essays research papers

Starting in the late Twentieth Century, many companies started using computerized systems. Most of these companies started using these systems to save time and reduce costs. Even though these computerized systems are rather expensive, in the long run they saved companies money. The companies saved money by making or purchasing a computerized system by reducing paper usage and employee overtime. Since employees did not have to spend there time doing paper work, they could do their jobs faster and more efficiently. This gave the employees more time to do other projects around the office. One computerized system that saved employee’s time is automatic payroll. Instead of wasting time filling out paper time sheets, the employee could simply â€Å"clock† in at the beginning and end of each shift. Some companies like this idea because it can possibly reduce the number of employees needed in the payroll section of their company. Many aspects of the computerized system might take away some duties from the human employee. This can save the company a lot of money, but is very bad for employee morale.   Ã‚  Ã‚  Ã‚  Ã‚  Management also benefits from the computerized system. Management is able make decisions much faster because the information they needed to make these decisions with is right there and could easily be accessed. There is no searching for documents or other files. The company can easily give access to certain parts of the computerized system to one group in the company and not the other. This way, information is kept private or public, depending of the company needs.   Ã‚  Ã‚  Ã‚  Ã‚  It is not always the case that the company’s employees and employers notice most of the benefits that a computerized system has.

Maze Learning

MAZE LEARNING 1 MAZE LEARNING Ana Iqbal Mirajkar Bahria University BS-04 MAZE LEARNING 2 Abstract This experiment was conducted to uncover the underlying principles of transfer of training in maze learning. The aim was to see if transfer of training facilitated maze learning. It was assumed that practice of one maze would assist the chances of transfer in another and that participants who had prior knowledge of mazes would perform better. A sample of 56 students was chosen conveniently from Bahria University.All participants performed the same experiment on maze A and B, which is they traced a maze twice with the experimenter’s help, had a break of ten seconds and then had five minutes to find the goal. The results were analyzed using percentages. The findings of the results indicated that practice of one maze assists transfer of training on the other and that participants with prior knowledge had more successful trials than the ones who did not. Thus, both hypotheses were pro ved. Key words: maze, learning, memory, cognitive mapping MAZE LEARNING Learning is a relatively permanent change in behavior brought about by experience (Feldman, 2009).Peter Gray, a psychologist, defines learning as any process through which experience at 3 one time can alter an individual's behavior at a future time. Hence learning can be anything that brings about a change in one’s behaviour, or another definition common to all theories of psychology would describe simply a stimulus that generates a response(S-? R) (Herbert Terrace). Learning has been an important area of research in psychology; psychologists have done extensive research on how human beings acquire learning and what factors facilitate learning.One such experiment is done by Ivan Pavlov where he introduced the concept of classical conditioning and concluded that learning occurs gradually through pairing and association (Pavlov). Whereas a gestalt psychologist by the name of Wolfgang Kohler concluded that n ew behaviour is learned due to insight. According to Frederic Vestor there are four types of learning. The first being auditive learning which is learning by using the auditory channels that is using the ear to listen and mouth to speak. Second is visual learning that is learning using the eyes.Haptic learning is the third type of learning which occurs by touching and feeling and the fourth type is learning through the intellect. Training is the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. Areas that use training extensively are job training such as worker endowment and physical training for sports. Transfer of training was originally defined as the extent to which learning of a response in one task or situation influences the response in another task or situation (Adams, 1987).While Thorndike and Woodworth (1901) predicted that transfer would occur as long as the aims, method, and approaches used for the learning task were similar to the transfer task. They found support for the generalization of responses when there was similarity in the stimuli and responses in the learning and transfer environment. Types of transfer of training are positive which means previous training facilitates new training such as learning to add numbers in math courses helps when one learns multiplication.Negative transfer occurs when previous training hinders new training, whereas zero transfer is when previous trainings have no effect on new ones. Wolfgang Kohler would say that learning occurs through sudden insight while Thorndike would contradict by saying that it happens gradually over a long period of time. Generally it is noted that learning is both intentional and unintentional and has no specific time requirements. That is MAZE LEARNING one can learn in a day or can take months. Whereas training is usually intentional and there are certain time bound aries for training.Furthermore, learning focuses on achieving permanent 4 changes in behaviour while training focuses on the acquisition of new skills and knowledge with training interventions being event driven. Memory refers to the processes that are used to acquire, store, retain and later retrieve information (Kendra Cherry). The process of forming a memory is composed of three components encoding, storage and retrieval. In order for pieces of information to make sense the brain encodes all the information to form memories and stores it.A memory, when brought into consciousness is known as retrieved memory. Memories can be of three types; sensory memory that is collected from the first hand experiences and is very brief. Short term memory is what is in the conscious awareness, whereas long term memory is what is not in the conscious awareness and might have to be retrieved, according to Freud short term memory would be the conscious and long term memory the unconscious. Ebbingha us, who was a pioneer of the experimental study of memory, did extensive research on memory, memory formation and memory decay.Through his experiments he devised the forgetting curve of memory which revealed a relationship between forgetting and time. He suggested that information, initially, is often lost very quickly after it is learned but after a certain point the amount of forgetting levels off. This indicates that information stored in long-term memory is surprisingly stable. (Hermann Ebbinghaus) Labyrinth is a term in Greek Mythology, which basically denotes a maze in which the Minotaur was confined (The Free Dictionary).The most ancient of labyrinths are Cretan labyrinths that are surrounded by an aura of mysticism and skepticism, this was the elaborate structure designed to hold Minotaur. Next are the Egyptian Labyrinth and the Leminian Labyrinth which are more densely routed and complex than the Cretan Labyrinth. Although the true origins of the mazes and labyrinths probab ly go back to Neolithic times, the earliest mazes were actually parts of architectural monuments built in Egypt and on Crete about 4000 years ago (Christopher Berg).Edward Chase Tolman, a pioneer in the areas of learning and motivation, claimed that everything important in psychology can be investigated in essence through the continued experimental and theoretical analysis of the determinants of rat behavior at a choice-point in a maze. A maze is defined by Webster as a confusing, intricate network of MAZE LEARNING 5 winding pathways; specifically with one or more blind alleys. Furthermore, one could perceive a maze as a complex structure with a series of interconnecting pathways that eventually has to be solved by pursuing a goal.The term is also used to refer to a graphical puzzle that replicates the maze on a two dimensional medium (S. E. Smith). Mazes, in psychology, have contributed greatly to understanding complex human behavior. Moreover, maze studies have helped uncover asto unding principles about learning that can be applied to many species, including humans. The fact that researchers have even used mazes to figure out if men and women are different in the way they perceive suggests the important role mazes have played throughout. In this context a study was carried out by B.Jones that looked at trial and error learning in humans using a virtual maze and at looked at the gender differences where the participants were tested using the Online Psychology Laboratory Maze. Another study which attempted to uncover if multiple trials allow a researcher to determine how ability can develop and change over trials and that the importance of task components fluctuates during the stages of learning (O'Neill, 1978). The findings gave the impression that repeated trail can help the participant develop the knowledge of the maze and make fewer errors.Yet one more research finding on mazes indicated that no matter how well the maze is learned, the subject will never a ble to dispense with sensory guidance and that there is throughout this type of functioning a close cooperation between sensory and motor adjustments (Ailene Morris). There are two main categories of mazes which are then further subdivided into various types. A Unicursal maze is without branches, it has no dead ends and there is one path that leads to the end whereas, a multicursal maze is one with branches and dead ends. Among the various types of mazes are Blind Alleys are mazes that have a branch that is a dead end.Simply-connected mazes have pathways that never re-connect with one another, so every path leads to additional paths, a fork, or to a dead end and there is only one solution to a simply-connected maze. A multiplyconnected maze contains one or more passages that loop back into other passages, rather than leading to dead ends. A more complex form of the multiply-connected maze is the braid maze. A weave maze has pathways that go under and over each other and can be in mu ltiple dimensions, while a logic maze must be navigated by adhering to logical rules in addition to following its passages such as symbols or following colour schemes.A Plainair maze, however, is a maze on something other than a flat surface. For example, a maze painted on the outside of a cube or sphere. MAZE LEARNING A principle that is derived from the extensive study of mazes is known as cognitive mapping; 6 making a mental picture of one's physical or spatial environment (APA). A cognitive map allows one to construct and accumulate spatially defined images whose function is to enhance recall and learning of information. This type of spatial thinking can also be used in non-spatial tasks. Chaining is a behaviour technique that involves breaking a task down into smaller components.The simplest or first task in the process is taught first, and then after this has been learned, the next task can be taught. This continues until the entire sequence is successfully chained together (K endra Cherry). Maze learning is an example of a successive chaining, when animal runs down a maze it chains the route through the subsequent goals and dead ends all in all the entire stimuli present in the environment gives the animal clues and make his cognitive map (Terrace). The aim of this study is to see if transfer of training facilitates performance.It is assumed that the practice of one maze will facilitate the chances of transfer of training on the second maze and that participants having knowledge of practical will have more successful trials than participants who do not have any prior knowledge. Method Participants: There were two groups of participants that participated in the study. Group 1 composed of 28 people who had no prior knowledge of maze leaning. While Group 2 composed of 29 participants who had prior knowledge of maze learning. The total sample was that of 56 students who were chosen conveniently from Bahria University.The design of the experiment was independ ent measures design. Materials: Match box, scissor, glue, mazes A, stop watch and a blindfold. Two mazes were extracted from the internet and the participants of group 2 constructed the entire maze using match sticks to cover all the branches and boundaries of the maze. It was later discovered that both mazes were multicursal and simply connected. Procedure: The experiment was conducted in the experimental lab, with controlled conditions. In the first phase of the experiment participants from group 1, who had no prior knowledge of maze learning, were tested.The experimenter blindfolded the participant and traced their finger, twice, along maze A (in some cases a thin object such as a pen or pencil was used). During the whole procedure it was tediously made sure that the participant did not see the mazes. Following MAZE LEARNING 7 this the participant was given a ten second break and then told to complete the maze again with no help from the experimenter this time. After given five m inutes to complete this maze, the participant was told to stop and the blindfold was undone for two minutes.The same procedure was then followed for maze B that is tracing twice with the experimenter’s help, a break and then five minutes for the trial for maze B. Throughout the experimenter observed the errors made and the progress of the participant. In the second phase of the experiment the participants from group 2, who had prior knowledge of maze learning, were tested following the exact same procedure that is tracing twice maze A and then later maze B with an experimenter’s help, a break of ten seconds, then five minutes for the trial for maze A and later maze B.Results Table I Showing results of Maze A of Group 1 Participants 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Successive Trials 1 3 3 2 4 0 1 1 4 2 5 0 1 4 Errors 0 4 7 3 0 0 3 0 0 1 0 5 14 0 MAZE LEARNING 15 16 17 18 19 20 21 22 23 24 25 26 27 28 1 4 5 2 1 1 0 0 2 0 1 0 4 0 3 10 4 2 4 0 3 10 8 20 20 7 10 8 8 Total 5 2 146 Table II Showing results of Maze B of Group 1 Participants 1 2 3 4 5 6 7 8 9 Successful Traits 5 2 3 1 0 0 0 0 3 Errors 10 0 4 4 0 3 5 2 0 MAZE LEARNING 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 2 5 0 8 4 3 2 2 5 2 0 0 0 2 2 2 0 3 2 1 4 13 0 15 0 9 0 20 0 11 3 2 2 25 1 3 2 9 Total 58 148 Table III Showing results of Maze A of Group 2 Participants 1 2 3 4 Successful Trials 5 0 3 3 Errors 1 2 3 3 MAZE LEARNING 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 2 3 1 1 7 7 3 4 3 5 4 3 4 3 1 1 4 1 2 2 2 3 2 0 0 8 4 2 3 1 12 4 1 0 2 2 7 4 5 4 1 1 14 0 1 1 5 0 10 Total 79 91 MAZE LEARNING Table IV Showing results of Maze B of Group 2 Participants 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Successful Traits 5 0 0 6 4 8 10 1 10 11 7 5 3 7 7 2 8 5 1 4 4 2 1 3 2 4 Errors 0 4 0 4 0 0 0 3 0 1 5 7 0 3 0 0 3 3 0 2 0 2 1 0 5 0 1 MAZE LEARNING 27 28 0 5 3 0 12 Total 125 46 Calculations:- = 41. 7% = 58. 2% = 35. 03% = 64. 96% MAZE LEARNI NG Graph I Showing results of comparison between Maze A and Maze B 13 Comparison between both the mazes 42% Maze A Maze B 58% Graph II Showing results of comparison between Group 1 and Group 2 (c and d) Comparison between both the groups 35% Group 1 65% Group 2 MAZE LEARNING Discussion It was proved that practice of one maze facilitates the transfer of training on the second maze 14 hich meant that most of the participants performed well on maze B as compared to maze A. An interesting research by Edward Tolman on rats and mazes showed that once the rats knew where there goal in the maze was, they could find their way through the maze. Thus, Tolman’s and this research show that people form a cognitive map of the spatial layout of the situation rather than just leaning to make a series of responses. However, one single most undermining factor that could cause this is the carry over effects the participants might have carried over from maze A.Furthermore, there might been quite a many extraneous variables present in the environment that the experimenter failed to control; hence, they became confounding variables. These include noise distractions, the close seating arrangement of the participants and experimenter bias. It was further noted that even though both mazes were multicursal participants found maze B relatively easier and more straight forward than maze A, pointing more towards the fact that practicing on one maze improved their performance.Likewise, the participants who had prior knowledge of mazes performed better than the participants who did not. This meant that hypothesis 2 was also proved. David Ausubel a pioneer in educational psychology who emphasized on prior learning said â€Å"If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly. The results of this research highlight the importance of prior learning. Nevertheless, the participants of group 2 were also the ones who constructed the maze, which meant that they possibly brought forward transfer effects. Moreover, the participants in group two were in a more comfortable setting than the participants in group one who were not in their comfort zone. Besides, there were four students who were not from the psychology department and might have been anxious because of the new and unfamiliar place and setting.In addition to this some participants used a pencil, pen or a sharp object to complete the maze instead of their fingers, which meant less tactile experience and learning and might be a contributing factor as to why group 1 performed poorly. MAZE LEARNING References: American Psychological Association. (2013). Dictionary. com Unabridged. Retrieved from http://dictionary. reference. com/browse/cognitive map Ausubel, D. (1968). Educational implications of concept mapping. Joseph D. Novak & D. Bob Gowin (2002 ). Learning how to learn (pp. 40). UK, Cambridge University Press. Berg, C. 2011). The History of Mazes and Labyrinths. Amazing Art. N/A. Retrieved from http://amazeingart. com/maze-faqs/ancient-mazes. html Cherry, K. (N/A). An Overview of Memory. Memory. N/A. Retrieved from http://psychology. about. com/od/cognitivepsychology/a/memory. htm Ebbinghaus, H. (1885). Memory: A Contribution to Experimental Psychology. Classics in the History of Psychology. N/A. Retrieved from http://psy. ed. asu. edu/~classics/Ebbinghaus/index. htm 15 Eddie, W. L. & Danny, C. K. (2001). A review of transfer of training studies in the past decade. Personnel Review, Vol. 0 No. 1, 102-118. Retrieved from http://www. owlnet. rice. edu/~ajv2/courses/12a_psyc630001/Cheng%20&%20Ho%20(2001)%20 PR. pdf Feldman, R. S. (2009). Psychological Approaches to Learning, 177. Retrieved from http://www. studymode. com/essays/Psychological-Approaches-To-Learning-730466. html Jones, B. (2011). Gender Difference-Mazes, 09. Re trieved from http://www. studymode. com/essays/Gender-Difference-Mazes-774551. html Morris, A. (1994). A Descriptive Study of Maze Learning, 67-69. Retrieved from http://digital. library. okstate. edu/oas/oas_pdf/v25/p67_69. df Terrace, H. (2010). The Comparative Psychology of Serially Organized Behavior. Comparitive Cognition and Behaviour Reviews, Vol. 5, 23-58. Retrieved from http://psyc. queensu. ca/ccbr/Vol5/Terrace. pdf MAZE LEARNING Tolman, E. C. (1953). Edward Tolman and cognitive maps. Douglas Mook (2004), Classic experiments in psychology (pp. 139-142). Westport, Greenwood Press. Vestor, F. (1998). Die Deutsche Schule, 93(2), 186-198. Retrieved from http://www. oecd. org/edu/ceri/34926352. pdf 16 MAZE LEARNING 17 Appendix A: Maze A & B MAZE LEARNING Appendix A 18 MAZE LEARNING 19