Socrates and Plato's Apology Essay Example | Topics and Well Written Essays - 1000 words

Socrates and Plato's Apology - Essay Example Much of this trial is known through Plato’s Apology (Plato, 2009). Socrates is however, innocent of the charges that are levied against him since his beliefs are a practice of his own philosophy, something that was permitted in ancient Greece, and they accept and celebrate the existence of god and the choice of people to follow him or not. His actions, thus, in no way do any harm to the religious structures of Greece. The right to dissent within certain structures was allowed and it is only this right that Socrates exercises in his life and he upholds this right throughout the trial. According to Plato’s Apology, the reason that Socrates cites for his actions is the declaration of the Oracle at Delphi of his superior wisdom over other people. By making this clear, Socrates makes clear his belief in god. The god who is associated with the Oracle of Delphi, moreover is one that is a part of the Greek pantheon of gods. The Oracle of Delphi was associated with Apollo, the s un-god of the Greek pantheon and a very important figure in the mythology of the Greeks. This would make the charges of Socrates’ atheism baseless. By asserting the wisdom of god and his lack of the same, Socrates is able to prove his innocence when faced with the charges of atheism. Socrates points out to the jury that his quest for knowledge and wisdom was essentially based on his belief in his ignorance. This ignorance presented him with a paradox when viewed in the light of the predictions of the Oracle at Delphi (Plato, 2009). An attempt to solve this paradox does not necessarily constitute an offence against god or the laws of ancient Greece. The ideas that Plato and Socrates held regarding ideas and forms entailed the superiority of what lay in heaven rather than what was present on earth (Plato, 2004). This meant that they did not malign god or question the existence of god. What they did during their lives was to affirm the presence of god in a way that was in a lot of ways, scarcely different from existing perceptions. The charges of atheism that were leveled against them were thus, not true and were based on an incorrect or incomplete understanding of their philosophies and theories. Another aspect of the case against Socrates was the allegation that he corrupted the youth with the power of his ‘sophistry’, which in those days meant a glib manner of talking that was designed to persuade a person to perform certain actions. It also had negative connotations in those times. Sophistry was considered to be the practice of the orators of those times who sought to sway the masses and the jury for their own purposes. Socrates distances himself from such accusations right at the beginning by appealing to the jury to look at not his eloquence but at the truth of his statements. Socrates counters this claim successfully by appealing to the jury to look only at the truth of his statements and not at the manner in which it was communicated. He also points out that the perception of his sophistry was built up as a result of the works of people like Aristophanes who sought to mock him with what he perceived to be cheap attempts at comedy. A brief look at the works of Aristophanes would make it clear that the claims made by Socrates in the trial regarding the attempts of people to paint him and his followers in a negative light are true. The novelty of the ideas that Socrates thought of

Augmentative and Alternative communication (AAC)

Augmentative and Alternative communication (AAC) Introduction: Communication is one of human basic needs. It is an essential part of life that no one can live without it. It is a process of transferring information, ideas, attitudes, or feelings from an individual to another individual or to a group of individuals. The process includes the exchange of experiences between individuals; under the shared common understandings of media or symbols that contain the information in the messages. Communication can occur with at least 2 persons; each being both message senders and receivers simultaneously through the interchanging of these 2 roles. Sending or receiving messages can both be in verbal and nonverbal forms. The verbal communication is considered the basic form of communication. In verbal communications, an individual needs to use several organs such as larynx, vocal cords, tongue, mouth, lips, teeth, and jaws, in order to produce sounds (Ruben, 1983). One can express ones needs to others with the verbal communications. They require fewer interpretations, given that both parties use the same language. Nonverbal communications, on the other hand, include communications through gesturing, nodding, or shaking ones head, touching, facial expressing, moving lips, writing on paper, using pictures, having eye contacts, and etc. They are used as a complimentary of the verbal communications, or are used when verbal communication is impossible (Peel, 1995; Beis, 1996; Sundee, et al., 1998). The nonverbal communications may occur when persons are in quiet places where no voice is allowed, when both parties are in distant and sound cannot be sent from one to another, or when a person has physical conditions that ability to speak is limited, for example in patients on respirator with endotracheal tubes (Verity, 1996; Happ, Garret, oesch, 2003). Normally, the vocal cord vibrates and produces sound when the air flows through it. When the endotracheal tube is inserted, air will flow through the tube introduction not through the trachea and the vocal cord (Ruben, 1984; Guyton Hall, 2000) obstructing the sound making process (Sitzer, 1993; Hafsteindottir, 1996). Patients with good conscious, who cannot verbally communicate, are affected both physically and emotionally by inability of speaking. Need for Study: Clients with endotracheal tube on Mechanical Ventilation tube experienced pain and discomforts. Several complications that can occur include injuries and irritations of the oral mucosa, throat, trachea, pharynx, and larynx. Psychological effects included anxiety, stress, fear, sleeplessness, and in some clients the feeling of social separations. Clients with good conscious, who cannot verbally communicate, are affected both physically and emotionally by inability of speaking. Communication is important in order to provide effective nursing care that respond to clients needs. Effective communication improves the quality of care. The literature suggests that in many facilities AAC intervention is inadequate and that there is a need for increased education of nurses and other caregivers in the area of communication . Leathart observed 8 nurse-patient interactions in an intensive therapy unit (ITU). Patients were intubated but alert and able to com-municate. Patients communication was mainly comprised of replying to yesà no questions. Seven of 8 nurses reported dificulty communicating with patients in ITUs. Reasons cited were dificulty lip-reading, lack of patient feedback, Hafsteind-ttir (1996) described patient frustration with alternative means of communication. The frustrations stemmed from physical weakness, poor vision, and hand tremors (associated with dificulty writing). None of the patients recalled receiving instructions about communication methods. Over half of ventilated patients who participated in a study by Lohmeier and Hoit (2003) reported that they had no history of speech therapy, and only 5 of the 50 respondents had ever received AAC interventions. Problems or frustrations with speech were reported by 36 participants, suggesting a need for increased communication intervention for this population. Happ et al. (2004) investigated 36 records of patients who received mechanical vVentilation and who died during hospitalization in 8 ICUs during a 12-month period. No uses of picture boards, letter boards, or electrolarynx devices were documented. Their findings indicated that most communication consisted of yes/no responses to caregivers questions about orientation or pain, suggesting that nurses controlled the communicative interactions. Wojnicki-Johansson (2001) asked nurses to evaluate the communication of 22 patients who had been mechanically ventilated in the ICU. Nurses reported functional communication in 19 patients, however, this conflicted with the reports of 13 of the patients, who indicated that nurses had failed to understand their needs during their stay in ICU. Six patients reported that no functional communication was achieved, whereas nurses reported this to be the case for only 2 patients. Eight patients reported that nurses were unable to understand their messages. The author suggested that nurses should critically evaluate their communication skills and frequently verify the content of communication with patients. Fried-Oken et al. (1991) interviewed 5 patients who reported negative emotional responses to the sudden onset of communication difficulties, the most common response being fear. Patients reported that some caregivers and family members did not know how to use their AAC systems and emphasized the need for increased training in this area. Hall (1996) studied communication by observing interactions between nurses and their patients who were on ventilators. Hall concluded nurses seemed more concerned about meeting their need to provide specific information to the patient than to discover what the patient might want. The author questioned whether nurses have the skills and knowledge to respond to and/or assess nonverbal communication and felt that this warranted continued investigation. Statement of the problem: A study to assess the effectiveness of Augmentative and Alternative communication (AAC) towards fulfilling the needs and satisfaction of among the clients with endotracheal tube on Mechanical Ventilation in Govt Rajaji Hospital. Madurai. Objectives of the study: The objectives of this study are to: To assess the level of patients fulfilling needs and satisfaction after administering the aided augmentative and alternative communication. To evaluate the effectiveness of administering the aided augmentative and alternative communication. To associates the level of Satisfaction and selected demographic variable. Hypothesis: 1. There will be no significant association between the level of satisfaction and selected demographic variables 2. There will be a significant difference between the level of communication and patient satisfaction among the endotracheal tube on Mechanical Ventilation patients after administering the augmentative and alternative communication. OPERATIONAL DEFINITION Effectiveness It refers that effectiveness relates to how well a AAC works in practice or what the indent results Augmentative and Alternative Communication (AAC) Augmentative and Alternative Communication (AAC) refers way of communication that provide an alternative method by using devices such as paper and pencil and picture board etc Needs In this study need refers that patient fulfill his physical, physiological, therapeutic, social, psychological, spiritual needs by means of alternative communication. Endotracheal tube on Mechanical Ventilation It is a surgical procedure and after the surgical procedure the patients are having impaired verbal communication. Assumption Delimitation

Traumatic Brain Injury Essay -- Health, Diseases

Traumatic brain injury (TBI) is a major health problem in industrialized societies. Associations between TBI and neuropsychiatric disorders have been recognized for many years. Impulsive aggression is one of the most socially and vocationally disruptive consequences of these neuropsychiatric disorders (Tateno, 2003). Aggressions can be broadly divided in to two types: Reactive/ Impulsive aggression (RA) refers to aggression that is impulsive, emotionally charged, affective and uncontrolled. It has its theoretical roots in the frustration-tolerance theory. It is most often observed in response to a perceived threatening stimulus and is frequently accompanied by negative affect, facial expressions described as hostile, temper tantrums, anger and a reported feeling of loss of self-control has been strongly associated with a range of adolescent physical and social factors such as peer rejection and lower social orientation , social skills problems starting fights, getting angry and physical abuse . On the other hand, Proactive aggression (PA) is pre-meditated, controlled or has the specific intent of harming another. While PA can have the same form as RA (i.e. overt physical aggression), its primary function is to dominate, steal, tease or coerce others. This notion of intentionality in is derived f rom social learning theory and is argued to be motivated by a desire for interpersonal dominance or an expectation that aggression is a suitable means of achieving some desired reward such as money or toys. It has been associated with a range of deviant adolescent behaviours such as criminality, bullying, delinquency, delinquency-related violence and externalizing problems later in life and affiliation with delinquent peers (Dooley et... ... to conclude that, impulsive aggression after TBI is not a one-dimensional concept. Instead aggression can take several forms and challenges clinicians to consider the needs of patients from a more multidimensional perspective. Aggression following TBI is associated with multiple neurobiological and psychosocial and neuropsychological factors, including major depression, substance abuse, and impaired social function as well as the presence of brain injury involving the frontal lobe. The neurobiological organic and chemical complications caused by brain injury results in the neuropsychological mechanisms in the brain which results in dysfunction of different parts of the brain in controlling the overall emotional reactivity of an individual. This condition is reinforced by different pre-existing and co-existing behavioural and social conditions of the individual. Traumatic Brain Injury Essay -- Health, Diseases Traumatic brain injury (TBI) is a major health problem in industrialized societies. Associations between TBI and neuropsychiatric disorders have been recognized for many years. Impulsive aggression is one of the most socially and vocationally disruptive consequences of these neuropsychiatric disorders (Tateno, 2003). Aggressions can be broadly divided in to two types: Reactive/ Impulsive aggression (RA) refers to aggression that is impulsive, emotionally charged, affective and uncontrolled. It has its theoretical roots in the frustration-tolerance theory. It is most often observed in response to a perceived threatening stimulus and is frequently accompanied by negative affect, facial expressions described as hostile, temper tantrums, anger and a reported feeling of loss of self-control has been strongly associated with a range of adolescent physical and social factors such as peer rejection and lower social orientation , social skills problems starting fights, getting angry and physical abuse . On the other hand, Proactive aggression (PA) is pre-meditated, controlled or has the specific intent of harming another. While PA can have the same form as RA (i.e. overt physical aggression), its primary function is to dominate, steal, tease or coerce others. This notion of intentionality in is derived f rom social learning theory and is argued to be motivated by a desire for interpersonal dominance or an expectation that aggression is a suitable means of achieving some desired reward such as money or toys. It has been associated with a range of deviant adolescent behaviours such as criminality, bullying, delinquency, delinquency-related violence and externalizing problems later in life and affiliation with delinquent peers (Dooley et... ... to conclude that, impulsive aggression after TBI is not a one-dimensional concept. Instead aggression can take several forms and challenges clinicians to consider the needs of patients from a more multidimensional perspective. Aggression following TBI is associated with multiple neurobiological and psychosocial and neuropsychological factors, including major depression, substance abuse, and impaired social function as well as the presence of brain injury involving the frontal lobe. The neurobiological organic and chemical complications caused by brain injury results in the neuropsychological mechanisms in the brain which results in dysfunction of different parts of the brain in controlling the overall emotional reactivity of an individual. This condition is reinforced by different pre-existing and co-existing behavioural and social conditions of the individual.

Investigating Effect Essay

Plan Aim: The aim of the experiment is to find out what effect temperature has on the action of a protease enzyme on exposed developed film. Enzymes are biological catalysts. They are made in livings things built up by amino acids to make protein. Enzymes are able to speed up reactions and can repeat reactions. There are various factors that affect the activity of enzymes they are: â€Å"Y Temperature â€Å"Y pH â€Å"Y Specificity â€Å"Y Concentration of enzyme or substrate Enzymes are specific, this means that they only work on one substrate molecule. A substrate molecule is what the enzyme actually works on. The factors I have chosen to investigate are temperature. This therefore means that the temperature will be the independent variable. In the experiment there will be a transparent plastic backing of developed film, which will have a black gelatine coat on it. The gelatine coat is protein, which is the substrate molecule. I will put the film into protease solution, which is the enzyme. By having the gelatine coat I am able to see what happens to the gelatine coat when the temperature increases. I can find out if temperature affects the action of a protease enzyme. Prediction: Enzymes have an optimum temperature, which is generally below 400C. The optimum temperature is when enzymes works best and fastest at. When the temperature rises the rate increases. This is because the substrate and enzyme molecules are moving faster because the temperature has increased. This means that the molecules have more energy. They therefore are likely to collide more often with each other and a reaction will take place. However if the temperature goes over the optimum temperature the reaction slows down and the enzyme denatures. This means that it has changed shape and therefore the substrate can no longer fit into the enzyme. The diagram below shows how the substrate molecules which is protein fits into the enzyme, which is a protease molecule. This type of mechanism is called the lock and key hypothesis. If the active site, which is the enzyme, is heated too much it will change shape and no longer fit the substrate. The substrate therefore no longer is able to react if there is no active enzyme. I predict that when the temperature increases the time taken for the gelatine to be broken down will decrease. This is because temperature is a catalyst, which helps to speed up the enzymes, which are biological catalysts. When the temperature is 300C I predict that it will take longer for the film to become transparent than when the film is in a temperature of 600C. However at a certain temperature in the experiment I predict that there will be an optimum temperature. This is when the enzyme works best at. After this point the enzymes start to slow down and eventually denature which means it is harder for the substrate molecules to fit into the enzyme molecules. As I predict that when the temperature increases the time taken for the gelatine to be broken down decreases until it reaches the optimum temperature I therefore predict that the rate of reaction will increase when the temperature increases until it reaches the point when the enzymes start to denature. When the temperature is increased the enzyme molecules will break down the black gelatine coat quicker and therefore the developed film will become transparent faster. When temperature is increased the substrate molecules of protein will collide more frequently with the enzyme molecules. So if the temperature is increased from 300C to 600C the enzyme molecule will break the black gelatine down faster to leave the transparent plastic backing. The two diagrams show the effect of temperature between substrate molecules and enzyme molecules. They are only rough diagrams of what will happen between the two molecules. â€Å"Y Substrate molecule- â€Å"Y Enzyme molecule- Method: Apparatus: The apparatus that I am going to use for the experiment will be a test tube, developed film with a gelatine coat, splint, syringe, stopwatch, thermometer and electric water baths. This equipment is suitable for this experiment because it is easily available, it is easy to set up and use and it is easy to collect results with. This is how the experiment will be set up I will firstly measure the volume of protease solution by using a syringe, which will be 10cm3 and then put it into a test tube. I will then get two developed films and hook wire onto each so I am able to get them out of the tube easily. The wire will be labelled so it is easy to see which film is which. I will then put the test tube into an electric water bath, which is at a specific temperature for example 300C. I will leave it in the bath for three minutes and then put the two films into the test tube. Every 30 seconds I will check to see if the film has become transparent. When the two films have become transparent I take them out of the test tube. I then check  the pH of the protease solution by getting a glass rod and dipping it into the solution and then put the solution onto pH paper. Preliminary experiment: For my preliminary experiment I set up the apparatus as above. As it was only preliminary I used one film. I chose two temperatures to put two test tubes of protease into, they were 600C and 300C. I put the two test tubes into the two different electric water baths and then after three minutes put film in each. This is how the results turned out: Temperature of water bath/0CTest tube in water bath with no developed film/secsTime taken for film to become transparent/secsRate of reaction/ 1/secs (S-1) 301808000.0013 601803000.0033 This table of results indicates that when the temperature increases the time taken for the film to become transparent is less. It also shows that when the temperature increases that rate of reaction also increases until it reaches the optimum temperature. This is what I expect will happen to the results in my final experiment. Variables: In this experiment the independent variable will be the temperature, the dependent variable will be the time it takes for the films to become transparent and the controls are: â€Å"Y Concentration of protease â€Å"Y Volume of Protease â€Å"Y Film size The experiment should be carried out the same for each test tube and the pH should stay the same for all test tubes. The concentration of the protease solution will be 0.5% and the volume of each protease solution will be 10cm3. Range: The range of temperatures that I am going to use will be 300C, 400C, 500C, 600C, 700C. If I have a temperature any higher than 700C the enzyme would most probably denature. I haven’t got a temperature any lower than 300C because it would take too long for the gelatine to break down in the time given. Reliability: In my final experiment I am going to use a syringe to measure out the volume of protease needed. A syringe is accurate enough for this experiment. I will put two developed films into each test tube to improve reliability of my results. I will also use a stopwatch to time when I put the films into the test tube and when to check the films. The electric water baths are really easy to use and they control the variables very precisely unlike heating the test tube with a bunsen burner, as the temperature can go slightly up and down. Safety: Whilst doing the experiment I will have my hair tied back, I will wear a lab coat and I will also wear safety goggles throughout as I am using protease which if gets into your eyes it can be dangerous.

Student Cramming Essay

Abstraction This survey aims to find whether jaming behaviour had a important consequence on the memory keeping pupils who took Physics 82 ( Fundamental Physics II ) during the 2nd semester of school twelvemonth 2006-2007. A trial was given to these pupils after one semester ( first semester. 2007-2008 ) . A comparing was made between the tonss of pupils who acknowledged frequent usage of jaming methods and those that did non. Datas shows that keeping decreases with clip whether the pupil crammed or non. However. pupils that crammed have faster rate of lessening in memory keeping. 1. Introduction Cramming is defined as analyzing a comparatively big sum of capable affair in a short period of clip. It can be regarded as a despairing step of pupils to go through tests. complete undertakings. The effect of such mode of survey is low memory keeping [ 1 ] . This survey aims to corroborate or confute this stereotype. It is possible that classs reflect merely short term larning since they are given at the terminal of the semester and there is no confidence for long term keeping. Harmonizing to Duda. memory keeping is enhanced if. for illustration. a five hr survey session is broken down into five separate one hr Sessionss [ 1 ] . This applies to jaming where a individual survey session merely before an scrutiny is less effectual than several short survey Sessionss. A study was conducted to verify these premises utilizing UP Los Banos pupils who took Physics 82 during the 2nd semester of school twelvemonth 2006-2007. The study was limited to these pupils who are presently enrolled in Physics 83 during the first semester of school twelvemonth 2007-2008. Physicss 82 screens cardinal constructs in electricity and magnetic attraction. This survey aims to: 1. Determine whether there exists a correlativity between the chronological order in which Physics 82 constructs were taught and the students’ memory keeping of these constructs. 2. Determine the per centum of pupils who acknowledged to hold employed jaming methods for their Physicss 82 semester. 3. Determine whether there is a appreciable difference between students’ concluding class ( 1-5 graduated table ) in Physics 82 and their study class for both for the crammers and the non-crammers. 1. 1 Hypothesiss 1. There no strong positive additive correlativity between the chronological order in which PHYS 82 constructs were taught the old semester. and their memory keeping of these constructs. Earlier subjects taught are more maintained than earlier subjects. 2. There is no important difference between crammers and non-crammers concluding class ( 1-5 graduated table ) in Physics 82. and between crammers and non-crammers study mark. Grade is non a good index of jaming behaviour. 3. There is no strong additive correlativity study mark and Physics 82 concluding class for both crammers and non-crammers. Grade is non a good index of memory keeping. 4. There is no important difference between the between the students’ concluding class ( 1-5 graduated table ) in Physics 82 and their study grade both for the crammers and the non-crammers. Cramming has no important consequence on the student’s memory keeping of Physicss 82 constructs. 2. Methodology The study population consisted of all Physicss 83 pupils that took Physics 82 the old Semester. The Survey was done in category hours of Phys83 to all pupils. The population needed was filtered out afterwards. The study inquiries included 16 subjects in Physics 82 which were divided into 4 sets reflecting the first to the last one-fourth of the semester. Questions were generated for each subject. Five basic equations and two to four conceptual jobs were taken from the subjects. This was to guarantee that the study was representative of the whole Physicss 82 semester. The questionnaire study was divided into three parts. personal information. fiting type and multiple pick. The first portion consisted of personal information and besides asked the pupils to rate themselves in a graduated table of 1 to 5 where 5 was the highest. The information taken were the undermentioned: ofrequency of jaming in exams and/or undertakings: â€Å"I cram my survey for the dark before exams† ostudy modus operandi: ( 1-2hrs ) . ( monthly ( 1 ) †¦ . hebdomadal ( 5 ) ) I do non analyze for quizzes/do assign in front oPreparation clip for test ( a dark before ( 1 ) †¦ . three hebdomads before ( 5 ) ) I review merely near exam day of the months oStudents claim on good keeping: â€Å"I forgot my Physicss 82† oLikelihood of jaming in the hereafter: â€Å"I expect myself to jam for the coming tests due to ineluctable fortunes. † From these the pupils were so categorized to two sets as non-crammers ( labeled as R ) . holding less than 65 % of entire points in portion I. and crammers ( C ) whose high mark in portion I acknowledge their usage and likely hereafter usage of jaming methods. The per centum of pupils C and R in the population were so taken. The undermentioned comparings were made: ( 1 ) between C and R Physics 82 concluding class. ( 2 ) between C and R study tonss. and ( 3 ) between Physics 82 concluding class and study tonss of all respondents. In the 2nd portion. pupils were asked to fit an equation with a construct. There were 20 equations and matching constructs. Each lucifer was given 1 point. Examples of the inquiries were [ 2 ] : Column AColumn B 1. Coulomb’s Law2. 1 Volt K. 1AmpCoul=1Joule/Coulomb Part 3 ( multiple pick ) consisted of 8 conceptual and 8 computational inquiries. The followers are some illustrations: 1. Which of the followers is false about electric potency? A. is the energy per unit charge B. is dependent of charge go throughing per unit clip in a music director. C. it is a scalar measureD. electric potency surfaces lines cross each other2. Which of the undermentioned is true?I. An Ohmic Conductor has a additive Voltage and Current relationship. II. When Ohm’s Law is non obeyed the electric resistance ( ? ) of a substance is changeless in the equation E=?J ( J is current denseness ) .A. I merelyB. II merelyC. Both I and IID Neither I and I 1. The strength of visible radiation is Io=100 Watts 1 metre off from its beginning. What is its strength if the distance is doubled? A ) I=Io/4B ) I=Io/2C ) I=0D ) I=Io/8Tocopherol ) none of the above 2. In a DC R-L circuit. the current rises bit by bit to 5 ?A in 8?sec. What is the induced EMF of the 10H inductance? A ) 6. 25VB ) 0. 625VC ) 6VD ) 12. 5VTocopherol ) none of the above Problem work outing accomplishments were besides tested to derive penetration on the student’s accomplishments in runing some equations in portion 2. Separate 3 consisted of 16 points of 2 points each. The inquiries were structured so that 5 fiting type points ( Part 2 ) . 2 conceptual and 2 computational multiple pick points ( part3 ) represented each one-fourth of the Physics 82 semester. It was ensured that all points in the four quarters are of comparable degree of trouble. In order to prove the dependability of the study. we repeated some jobs in the questionnaire so as to deduce whether the pupils focused on replying the study or simply guessed the replies. The questionnaire had a sum of 52 points. 20 points for portion two and 32 points for portion three. Each one-fourth has perfect mark of 13 points. A correlativity between the sequence of these quarters and mean points per one-fourth was taken. 3. Consequences and Discussion All of the 48 Physicss 82 pupils who are enrolled in Physics 83 took portion in the study. Simple statistical methods were employed since the study involved the whole population. In portion I. it was assessed that there were about 32. 56 % crammers and 67. 44 % non-crammers in the population. The mean of the concluding classs of non-crammers was 2. 36 while that of those who cram was 2. 42. Since the scaling system is in a graduated table of 1-5 with 1 being the highest. the 1 with lower mean implies a higher class. Those who cram tends to hold a lower class than those who do non jam. This tendency was besides observed in the difference in the norm of study tonss between the two classs where non-crammers had a 59. 41 % norm and crammers had a 55. 47 % . The difference between the two norms was 3. 94 % . These difference is non significantly discernible in the 1-5 scaling system ; therefore. illation in jaming behaviour based on classs is non dependable. Figure 3. 1 Linear Regression of matching mean study mark of pupils per one-fourth in the fake test to prove natural debasement of keeping through clip. In figure 3. 1 the tendency of mark addition is shown with a correlativity of 0. 566. This shows a natural debasement of memory keeping through clip since in the most recent one-fourth. 4th one-fourth. the mean class of the pupil in the fake test were higher than their mean class in the old one-fourth. The mean points of 1st & A ; 2nd. and 3rd & A ; 4th are so averaged in braces that reflected foremost and 2nd half the of the Physics 82 semester. Figure 3. 2 Average tonss of pupils per one-fourth in the fake test. The norm of the 2nd half is 7. 802326 which is higher than that of the first half which is equal to 7. 476744. This farther justifies the debasement of memory of keeping with clip. Figure 3. 3 Linear correlativity of Physicss 82 concluding class and study mark Figure 3. 3 shows the correlativity between the study mark and the concluding class of the pupils in natural philosophies 82 last semester. The negative correlativity is due to the fact that 1 is the highest in the 1-5 graduated table Rating System. Students who got high classs in Physics 82 besides got high tonss in the study. The correlativity of -0. 62263 implies that the concluding class of the pupils is a strong index of memory keeping where a high class likely implies high keeping. Table 3. 1 Average difference and average difference between natural philosophies 82 concluding class and study grade CategoryMean DifferenceMedian DifferenceCrammer-0. 839-0. 5Non-Crammer-0. 664-0. 25 Table 3. 1 shows the difference between natural philosophies 82 concluding class and study class ( 1-5 class system ) . The negative mark indicates that all the pupils have lesser study classs compared to their concluding class. There is a important difference between the debasement of class between crammers and non-crammers. The crammers’ class decreased by 0. 839 while that of non-crammers’ decreased by 0. 664. The crammers significantly had less memory keeping than those of the non-crammers. 4. Decision Memory keeping undergoes debasement procedure through clip. This debasement is further increased by jaming behaviour. Memory keeping has a natural debasement through clip both for crammers and non-crammers. The earlier subjects were less retained than the most recent subjects. Cramming had a important consequence on the student’s memory keeping of Physicss 82 constructs. There was a strong additive correlativity study mark and Physics 82 concluding class as shown in figure 3. 3. Grade is a strong index of memory keeping since it was shown that those who got higher classs had better public presentation in the fake test. Therefore. pupils who obtained higher classs tend to hold more constructs retained. Cramming was shown to lend to memory loss. Crammers had a 0. 5 average bead in class between Physicss 82 concluding class and study grade whereas non-crammers had a average bead of 0. 25. The consequence of this survey is consistent with Duda’s survey which affirms the neg ative consequence of jaming. The construction of this survey may be implemented on other topics to farther measure the effects of jaming behaviour on memory keeping and may affect other standard on pupil academic public presentation. Mentions [ 1 ] J Duda. Survey shows trial cramming has negative effects on classs. hypertext transfer protocol: //wc. Arizona. edu/papers/94/91/01_2_m. hypertext markup language. Last modified on Feb 2. 2001. [ 2 ] H. D. Young and R. A. Freedman. University Physics: The Modern Physics. 10th edition. USA: Addison-Wesley Publishing Company. 2000. [ 3 ] Statistics. Encyclopedia Britannica 2005 Deluxe Edition CD. USA. Encyclopedia Britannica Inc. 2005