Free trade agreements' negative effects on U.S economic Assignment - 1

Free trade agreements' negative effects on U.S economic - Assignment Example This forms the need to write this report. NAFTA is an example of trading bloc in USA, which came into effect in January 1 1994. It is the largest trading bloc in the world and for this reason; we have used it as a basis of our argument. We have also used other trade deficits to back up our arguments. A free trade area is a form of integration in the countries represented. The countries enter to either a bilateral trade agreement or multilateral trade agreement. We shall define the meaning of the two different types of trade and give an example on each. USA has entered into a number of agreements with different countries for reasons such as: boosting trade, gaining a wider market for its finished and unfinished products among others. Trade barriers such as customs duty and tariffs have been removed facilitating free movement of goods and services in the countries (Davidson 1990). Agreements such as NAFTA agreement that was precendented by United States – Canada trade agreement has had both positive and negative effects in the growth of economy of the country. In the next pages we shall look both at the positive impacts of trade agreements made by USA and dwell more on the negative impacts of the trade. We shall use the NAFTA agreement as the basis of our arguments and othe r trade deficits to backup these arguments. Also illustrations will be used to show the situation in the ground. Business free trade agreements are treaties made between two people or countries to remove barriers of trade between them. These barriers may include tariffs and taxes. These free trade agreements between countries also allow people to move freely with minimum or no restrictions in member countries. The business free trade agreements help in liberalization of international movement of goods and services across countries. Countries that have business free trade agreements sign a

IT - Hydro-Quebec Essay Example | Topics and Well Written Essays - 750 words

IT - Hydro-Quebec - Essay Example The changing climate has affected the hydro electric utilities to a great extent. It should be noted in this context that the hydro power generation tends to be more vulnerable to the changes in terms of climatic conditions than other sources including the thermal power station. For instance, hydro power project located near the sea-coast have often been noticed to be affected by the rise in the sea level. Again, dry weather conditions and reduced water level in the reservoirs have also affected its electricity production. Numbers of other climatic factors such as lightning, rise in temperature, icing and pollution have been the major uncontrollable threats faced by Hydro-Quebec. Furthermore, the organization has been unable to take the advantage of wind power as one of the best options of renewable energy (Hydro-Quebec, 2008). During 1990s, technology and business units’ efforts to control return on the invested capital for IT management has brought major changes in the way o f Hydro-Quebec. The SSC was held responsible for the IT related decisions. However, it was observed that it initiated changes only in terms of human resources due to departmental expansion taking place within the company. Those changes made by the SSC caused distortion both within the business units and within the IT divisions. Furthermore, the SSC was responsible for developing and implementing all the technological aspects of the given solution, optimizing technological performance and maintaining as well as executing the developed solutions. However, creating new challenges for the SSC as the IT division had to negotiate all of the technology budgets with each division separately following a more complex process. Consequentially, it was observed that Hydro-Quebec Distribution (HQD) spent more than $50 million on over 200 IT systems. However, it had no clear strategy or proper system plan that could be formally drawn up after its establishment. Many factors force the division to i nclude the IT related issues under its caption, such as the technological zeitgeist during the 1990s. Owing to such circumstances; there has been an urgent requirement to update the company’s legacy system as it was observed that the old system was more vulnerable to risk along with a high maintenance cost. Furthermore, there was a need to update its entire infrastructure related to mailing and printing of bills. The factors like managing the addresses of its customers were also identified as impossible to be maintained with the traditional system. Thus, there was an urgent need to modernize customer software application (Hydro-Quebec, 2008). Question 2: What changes would you suggest for Hydro-Quebec and why? Hydro-Quebec should concentrate more on developing its research programs in order to boast its human resource knowledge in terms of climate change and technological adaption. Hydro-Quebec must identify the areas that are sensitive towards climatic changes and other unco ntrollable risks. Its activities also must be directed towards managing water resources, transports, distributions, equipment designs, and annual production volumes along with environmental and financial considerations. It should also contribute for the development of wind power and increase in the supply from the existing power generating stations (Dube, Berner & Roy, 2007). Furthermore, the organization should promote recycling processes along with educating employees in terms of

Gap Year After Graduation Essay Example for Free

Gap Year After Graduation Essay Nowadays, students leaving high school regularly travel, do voluntary work or a job in a gap year before going on to higher education. Undoubtedly, students occupy various benefits from experiments in gap year. It is apparent that after rigorous terms, a gap year which students possibly travel, volunteer society or do temporary work before deciding to join in higher education stimulates positively their practical and adaptive capability. Initially, those dynamic activities possibly enhance empirical ability of youngsters who passively acquire knowledge during high school. In evidence, learners feasibly comprehend miracles of foreign languages when they practice experimentally via travelling or voluntary work in abroad. More significantly, not only can a gap year improves practical ability but also enhances communication skill through youngster’s real factual experiences. Only by adapting to a changeable and flexible environment can students expend their personal skill and learn how to communicate effectively. Accordingly, a period time which students perform them after high school period effects advantageously to their practical and soft skill. That the young experience in gap year is not only a principal platforms which help them choose higher education form but also a chance to become more mature. A gap year with profound considerations cumulated by real experiments justifies what kind of higher education they are advisedly appropriate for. The young who are able to apply into universities and passionate studying advanced knowledge identify accurately their choice. Nevertheless, others who are appropriate for practicing in actual life also ascertain that their selection is vocation. Additionally, facing to challenge of real life leads them to be awareness profoundly of the changing world. Hardly can the young be mature when they always are protected carefully by parents and are not responsible for themselves. Briefly, a gap year is precious chances which support the young identify what they real want. Therefore, challenge in real life which students pass in a gap year is also valuable experiments for developing in the future.

Coaching And Mentoring Has Been In Society Management Essay

Coaching And Mentoring Has Been In Society Management Essay Coaching and mentoring has been in society for thousands of years in some form or another. Coaching has been likened with counselling and therapy as a large number of therapists have retrained to become coaches. In the last century it became ever more popular with an emphasis on life coaching, academic coaching, managerial coaching and sports coaching. Anybody can call themselves a coach or mentor and because there is a lack of regulation and accreditation the consequence is problems with adherence and accountability and no way of actually measuring its effectiveness. In the last 20 years industry and business have bought into the coaching and mentoring framework. A survey by the Chartered Institute of Personnel and Development (2011) shows coaching and mentoring to be an increasing activity to improving performance and employee engagement. Because of this the coach has a responsibility for imparting knowledge, through technical ability and skill altogether ensuring the protà ©gà ©s personal and professional development. There are subtle differences between coaching and mentoring, but academics would argue coaching is an element of mentoring (Clutterbuck and Lane 2004). However there is still much confusion and Ives (2010) argued that the reason for confusion is the lack of formal definition. Another way of viewing this is with Hawkins and Smith (2007, p39) who in comparison argue that multiple definitions can delineate the territory mentoring might cover. The Chartered Institute of Personnel and Development survey goes on to state that it is also confusing because of reluctance by industry to conduct formal evaluation on their programmes and what will its value be within businesses. There are numerous definitions for coaching and mentoring. Bax, Negrutiu, and Calota (2011 p323) stipulates the role of a coach as helping, showing, giving feedback, explaining and encouraging. Along with Linder-Pelz and Hall (2008, p43) who state coaching is about, facilitating a clients performance, experience, learning and growth. The International Coaching Federation (2011, p1) describes a coach as, providing objective assessment and observations that foster the individuals enhanced self-awareness. Mentoring has been defined as a relationship between two people with learning and development as its purpose, (Megginson and Garvey 2004, p2) (cited in Brockbank and McGill 2006). The most striking correlation between the definitions is the phrase learning, which best describes an essential part to the relationship that makes coaching and mentoring distinctive. As opposed to Wallace and Gravells (2009 p10) who offer another alternative for mentoring as a long term commitment and a more gradual process than coaching. It is therefore acknowledged that during coaching or mentoring some form of learning will occur. Hence this would indicate the coach or mentor need to have a level of competence, experience and training technique. The European Mentoring and Coaching Council have identified their core competences within their code of ethics and Clutterbuck and Lane (2004) attempted to identify common attributes. Subsequently other governing bodies such as the association of coaching, the association of professional executive coaching the international coach federation have defined their own versions further adding to the confusion. At the same time the research conducted by the Chartered Institute of Personnel and Development survey (2011), and The Institute of Leadership and Management Creating a coaching culture Report. (2011) emphasise coaching enablers within business need to be mindful of all the schemes and styles in order to finding the best strategic model. For this reason as with most interventions there needs to be a guide to aiding behavioural modification, these are the building blocks of the various concepts and models. The GROW Model (Goal, Reality, Options, Will) is the best known model for coaching. This model is a goal orientated model which is simplistic, easy to understand and use. It has been extensively described by many authors including Whitmore (1992, 2003, 2009), Downey (2003), Clutterbuck, and Megginson (2005). They imply the model can be utilised by anyone without specialist training, but is lacking a self-reflection process. The Chiumento research report: Coaching Counts (2007) highlights the trend of organisations using coaching models. The GROW model being the preferred choice. According to the literature the model allows for the coach and coachee relationship to be developed and the individual to develop and manage their goals. However it is used predominantly for a short term and to correct a business issue, improve individual performance, facilitate the learning of new skills, to prepare an individual for promotion or change. Mostly case studies give examples of how the model is applied. Therefore analysis is difficult. Further coaching models are the framework to facilitate this change within an individual. The coach by definition is the architect of the process and not just an instructor. Coaching models are the tool kit for a coach to develop the coaching relationship with a coachee. However, as with all tool kits a coach can collect a vast array of tools, but never develop the competence to use them. Connor, M. Pokora, J. (2007 p12) states when a model is used it, provides a map for the journey, for both client and coach. That journey is never linear and it is easy to get lost along the way so there must be a process to change direction. To better define best practice the European Mentoring and Coaching Council produced a code of ethics (2008). This was an attempt to standardise the terminology, competence, integrity, professionalism and structure. Unfortunately this is only one governing bodys package. Hawkins and Smith (2007) first presented their model of coaching in the early 80s. They later developed the model which focused on the coach and coachee relationship from the outset. In particular, enabling the setting of clear ground rules when negotiating the contract. The CLEAR Model (Contracting, Listening, Exploring, Action, Review) was very similar to the GROW model although not as restricted and does allow a level of flexibility. There is greater emphasis on the feedback loop for the coach and coachee. Because of the exclusiveness of literature, only slight reference is made to similar areas of study. It is evident that this model has had an influence on further coaching models. Spece and Oades (2011 p38) note that many of the coaching surveys and reviews, impacts an array of psychological characteristics and processes. They also observe that much of the literature, when speaking of coaching, raise the concern to using cognitive behavioural coaching, motivational interviewing and emotional intelligence. McMahon (2007) was a co-founder of the cognitive behavioural coaching model. Her model focussed on a non-directive form of questioning which enabled an individual to become self-aware of their emotions. This model has been extensively theorised and researched with the vast majority being empirical. Unfortunately, it is only designed to be used over a short period of time, but enabled only a competent practitioner to develop an individual into identifying problem solving goals. Nonetheless this did address personal issues but it did not take into account the requirements of the establishments objectives. There is additionally widespread consensus of opinion and ideas as to what coaching and mentoring is or what makes a good coach. The Institute of Leadership and Management Creating a coaching culture Report (2011) examined the link between who conducts the coaching and what is coaching best practice. See figure 1 below. They found that although line managers are the preferred choice, they do not necessarily make the best coaches as this will prevent the success of the intervention provided. Unfortunately the majority of their research to date uses only a small numbers of participants and makes analysis challenging. Figure 1 Who undertakes coaching? Figure taken from the Institute of Leadership Management Creating a coaching culture Report May 2011 The average manager/coach, in order to be successful, requires some form of intelligence, knowledge that they must communicate well, understand their subordinates or peers and conduct themselves appropriately. These skills are not just inherited but must be nurtured over time. Emotional intelligence, as it is referred to, requires the manager to have empathy, commitment, initiative and self-awareness. To know yourself emotionally enables an individual to adjust their behaviour towards others. Sterrett (2006) attempts to introduce this concept to those who are engaged in coaching and mentoring. Wall (2006, p68) refers to a key aspects of a coach or mentor as being emotional Intelligent which, refers to a variety of personal and interpersonal competencies that have huge impact on a persons success. Indeed coaching must now include this element as it can allow the coach to engage at a personal level and guide the coachee to set their goals linked to their own personal values. As a resul t the coachee is more likely to buy in and pursue this relationship if the change matters to them. With all positives there can be a negative as Alexander (2011) alternatively offers another aspect to the use of emotional intelligence. She argues when emotional intelligence is used it can also give an individual the intellectual advantage and can be used to control, manipulate and intimidate. However the article uses emotive language. It is lacking in impartiality and does not produce any credible evidence. The consequence is she has a tendency to over emphasise the negative part. The McLeod and Thomas (2010) model of coaching, the STEPPA Model (Subject, Target objective, Emotion, Perception, Plan, Pace, Act/Amend), is relatively new and offers a more finite element than other models. The basis of the model is to concentrate on the individuals emotions and actions are elicited through them. These are more elaborate in details and interpretation. However it is lacking the flexibility a novice coach needs. The literature leans towards the opinions and assumptions of the creators and is not based on any data taken from independent research. There is also a lack of empirical evidence to indicate the value of its use. In fact the literature showed there was a variation of important aspects to coaching and mentoring. First, the type of coaching conversation, which begins with establishing the relationship between coach and coachee. This was fabricated using the code of ethics. Secondly setting the contract which must contain all the agreed parameters. Thirdly the formulation and setting of goals and obtaining a by in from the coachee and lastly using feedback to make adjustments. Unfortunately the models are limited by their creators and because of this a level of flexibility is removed. It is impossible to suggest that there is a perfect model to use as it would be easier to fit a model in a specific circumstance. All models emphasised the fact that individuals must recognise their own potential, take ownership of their individual goals and aims and review them periodically. The importance of questioning and self-reflection is paramount. The models do however, provide a basic structure for the coach to work with. All have a level of simplicity and some allow a level of flexibility and are all intended to make the coachee take action. There are limitations, and if the coach does not take care, can overlook the basic principles required in coaching interventions. Egan 2002 (cited in Connor and Pakora 2007) states, the model is for the client, in short the coach should not get hooked into constantly checking where they are in the process rather than moving in the direction the coachee wants. Coaching is rapidly expanding into multiple disciplines and applications but despite abundant rigid literature, research into coaching and mentoring is still very limited. If coaching can be claimed as an asset within industry and business alike, studies should contain a varied population with an interchangeable set of objectives. It has been shown that coaching may not have the desired effect for certain environments and that an alternate option would be a more suitable choice.

A Comparison of Self-Acceptance in Beloved, Secrets and Lies, and Cuckoos Nest :: comparison compare contrast essays

Self-Acceptance in Beloved, Secrets and Lies, and the Cuckoo's Nest  Ã‚      â€Å"Self†-one of the words most commonly used, yet hardly ever defined. According to the Random House Dictionary of the English Language, the term self refers to a) a person’s nature, character, etc. in the sense of â€Å"his/her better self†, or b) a person or thing referred to with respect to complete individuality, e.g. one’s own self. To clarify the term self in regard to how an individual perceives himself/herself, I would like to make a distinction between the term â€Å"ego† and self.   Ã‚  Ã‚   Generally, ego is defined as â€Å"the part of the psychic apparatus that experiences the outside world and thus mediates between the primitive drives of the id and the demands of the social and physical environment† (1). I believe that the term ego has been slightly modified throughout the past few decades and now also functions as a synonym for self-importance. The ego is reflected within the capital spelling of the word I, referring to myself, as a separation from aspects of the human psyche that we do not include into our identification of ourselves. It is the ego that makes us feel connected to our name, to our families, and to our accomplishments in life, especially if they have provided us with social respect (and even disrespect, as I will explain later throughout my essay). In pressurizing situations, it is the ego that makes sure that we have the self-esteem to continue, confirming us that we are different from anybody else and that we have the individua l qualities and abilities to do anything we choose.   Ã‚  Ã‚   The self, on the other hand, is in my opinion what we really are, our nature/ character, not necessarily who we perceive ourselves to be. The self is based on a sense of understanding that every individual is on a journey; a lifelong experience. I believe that the self allows ourselves to feel compassion with ourselves no matter what we are going through in life, because we do not need to prove or accomplish something to be entitled to live. Connecting this with the definition given in the Random House Dictionary, stating that self describes a person’s nature, I believe that a strong sense of self is based on acceptance. This implies acceptance of ourselves at any given moment, and acceptance of the fact that all of our past experiences were necessary to bring us where we are right now.

Compare the Function of Formats and Locations in Retailing Essay

We printed two different job application forms, job descriptions and person specification for Nando’s and Topman we then compared the forms and found some similarities and some differences to them. Topman and Nandos application form Differences: They were set up very differently Topman had a variety of rhetorical questions which underneath it, they were answered for you whereas Nandos did not use any rhetorical questions just information about the restaurant. Nandos have added a bit of colour to their form whereas Topman have not. Topman’s application form was much more detailed as it tells you how to apply, there top level supervisors, visual merchandising assistants etc†¦ In contrast to Nandos which does not include all these points and facts about their business. Comparisons: both application forms give information about the business such as what will be expected from you when you start working there and what you will learn from the job. Person specification Differences: Again on the Person specification form a lot more colour and images have been used in Nandos form whereas Topman have not added any images or colour. On Topmans form the information is given out in bullet points in contrast to Nandos were no bullet points are used. Topman have gave all there information a heading which is more clear to people, Nandos have just gave out different types of information without no heading. Nandos have stated the age they expect the employee to be in contrast to Topman. Comparisons: Both forms have said what they expect from the employee.

Stroop Ia

An experiment investigating the effects of interference on speed estimates during the Stroop task Nicharee Thamsirisup (Nid) IB Psychology Standard Level Abstract: This experiment is to investigate the effect of color interference in speed estimates of the Stroop task which was first researched by John Ridley Stroop in 1935. This can be investigated by seeing the time difference between the task of identifying colors when color words are printed in the same color as their semantic meaning (test #1) and when they are printed in different colors as their semantic meaning (test #2).The research hypothesis is that the average time will be higher in test #2 because of the interference in the color detection task. The experiment uses independent measures and opportunity sampling of bilingual students aged from 16 to 18 years old. The results supported the hypothesis since the participants who did test #2 took 8. 8 seconds in average longer than participants who did test #1. Introduction Th e aim of this study is to investigate the effect of interference on speed estimates during the Stroop task.The Stroop task was first experimented by John Ridley Stroop in 1935. The Stroop Effect involving the Stroop task refers to a phenomenon in which it is easier to say the color of a word if it matches the semantic meaning of the word. Stroop (1935) began investigating the phenomenon of interference by using a color-naming task. The experiment was called â€Å"â€Å"The Effect of Interfering Color Stimuli Upon Reading Names of Colors Serially† in which he conducted on seventy college undergraduates (14 males and 56 females).In the experiment, the participants were to do two tests, one test is with a list of words printed in black and another test is with a list of words printed in colors (red, blue, green, brown and purple) different from its name (e. g. blue printed in red). The colored words were arranged so that each color would appear twice in each column and row and no color were used succeeding each other but the words were printed in equal number of times in each of the other four colors (e. g. the word ‘red’ printed in blue, green, brown and purple inks or the word ‘blue’ was printed in red, green, brown and purple inks).Participants were asked to read the words as fast as possible and correct any possible mistakes. Results show that it took the participants an average of 2. 3 seconds longer to read 100 color names printed in different colors than to read the same words printed in blank1. Schneider and Shiffrin (1977)2 explained this phenomenon in terms of â€Å"automatic processing† where in the experiment of Stroop, reading skills are automatically triggered and intrude upon the intentional process of color detection task. Automatic processing occurs with very few to none conscious resources.Logan (1990)2 also stated that automatic processing can develop through practice as it will require less effort or th oughts and becomes more rapid to retrieve the appropriate responses to the stimulus. These automatic thoughts can be retrieved by accessing the ‘past solutions,’ for example, children will first use their fingers to do simple addition (e. g. 1+1=2), however, as more practice occurs, they will be immediately able to answer it just by seeing it within a second with no attention required. Design:The experiment used independent measures (participants only take part in one of the two tests) which reduced the practice and made it more difficult to speculate the aim of the study. In test 1, the incongruent condition, participants were asked to read a list of different words of the colors printed in different colors to their semantic meanings (e. g. the word BLUE printed in green ink). In test 2, the congruent condition, participants were asked to read a list f different words of the colors printed in the same color as their semantic meanings (e. . the word BLUE printed in blue ink. ) Also when they made a mistake, they had to correct it. The dependent variable is the time taken for the participants to read the list. The controlled variables include the font of the words, the number of words per test and the size of the paper used to present the list of words to the participants. The participants were given the consent form and were told about the procedures in the experiment before starting. Participants were allowed to withdraw at any point during the experiment and after completion f the experiment, they were given a debriefing note and the ability to choose whether they want their results to be used or not. The debriefing note and consent form will be attached in the appendix section. Participants: The participants in my experiment include 30 international students (15 males and 15 females) and they will be grouped into two conditional groups: incongruent condition and congruent condition where they will be presented with a list of 20 words specific f or that condition. The target population is bilingual adolescents with the age range of between 16 to 18 years old.The method of selection of participants was by using sample of opportunity because of the limited time given. These participants will be randomly assigned into the two groups or meaning that one person will do only do one test. Materials: * Test #1: List of 20 Congruent words (on one paper) * Test #2: List of 20 Incongruent words (on one paper) * Stop Watch * Pencil * Paper * Consent form (attached to the Appendix) * Debriefing Note (attached to the Appendix) Procedure: 1. Participants will do one of the two tests and will be informed about the instructions involving the task 2.The participant will be asked to sign the consent form of whether or not they would want to participate in the experiment 3. Instructor will present the participants with the list of 20 words (participants need to correct themselves when a mistake is made) 4. Participants will start reciting the words when they are instructed to or when the instructor has started timing 5. The time will stop when the last word is recited 6. After the experiment, participants will be debriefed about the Stroop Effect and the other theories being investigated 7. Participants have the right to allow or withdraw their results from the experimentResults: In Test #1, the mean for the participants to complete the stroop task where the color of the ink is the same as its semantic meaning is 13. 6 with a standard deviation of 2. 2. The time ranges from the fastest time which is 10. 6 seconds to the slowest time which is 18. 2 seconds. In Test #2, the mean for the participants to complete the stroop task where the color of the ink is different from its semantic meaning is 22. 4 with a standard deviation of 4. 1. The time ranges from 16. 1 to 31. 3 seconds. The mean and the standard deviation are taken into account because it is assumed that the results will form a normal distribution.The mean is the average time of all the time of the participants and the standard deviation is the measure of how spread out the numbers is from the mean. The median and the range are not taken into account. Test Number| Mean| Standard Deviation| 1| 13. 6| 2. 2| 2| 22. 4| 4. 1| *The procedures for finding the mean and standard deviation are in the appendix Discussions Discussion of Results: Even though there were variations from the original Stroop experiment, it is able to investigate, with high reliability, the effect of interference in speed estimates during the Stroop task.The results show accuracy with the Stroop task done in 1935 by John Ridley Stroop since there is a significant difference between the amount of time a person took to complete the task where the colors were congruent with their semantic meaning (Test #1) and where the colors were incongruent with their semantic meaning (Test #2). The participants took a longer amount of time to complete test #2 compared to test #1. The differ ence between the averages of these two tests is 8. 8 seconds. Most of them participants in Test #1 took around the same amount of time to complete the task as can be seen by the low standard deviation of . 2, but in test #2, the amount of time among the participants was more spread out (S. D=4. 1). One possible explanation for this is the participant’s level of English proficiency, since if a person is more fluent in English, he or she may be able to identify the colors more quickly as compared to a person who is not as fluent. The outcome of this experiment can be explained through Schneider and Shriffin’s theory of automatic processing where the participants in test #2 took longer time because the process of reading interfered with the color detection task.Since reading has become practiced very often, it is automatically activated without the person’s consciousness, therefore, it requires more attention for the participants in this group to correctly identify the colors without just reading the word. The participants in test #1 were able to identify the colors faster since after reading several words, the participants will read the words without any interference from the difference in the word’s semantic meaning. Limitations and Improvements: The results from the experiment have low generalizability since this experiment was conducted on bilingual students aging from 16 to 18 years old.There may be other factors which may cause the participants to identify the colors faster e. g. being an English native speaker. Some of the participants also didn’t correct themselves when they have misread the color so two seconds were added into some of the results (interrupting the participants and make them correct their mistake was avoided since this would impact the results even more). Some of the participants who did test #1 also started reading the word itself after seeing recognizing the pattern and ignoring the real task which is to identify the color. This can be improved by adding an incongruent word (e. g. he word BLUE printed in RED) into the word list of test #1 and informing the participants in the instructions so that the participants will concentrate on identifying the colors. To improve the sampling group, we can change the sample group to a wider range of age for example from 10-30 years old instead. Despite the limitations, the result is still accurate since there is a supporting theory and it agrees with the result of the Stroop task in the original experiment. APA List of References: 1. Stroop, J. R. (1935). Journal of experimental psychology. Studies of Interference in Serial Verbal Reactions,XVIII(6), (p647-649). . Hill, G. (1998,2001). Oxford revision guides a level of psychology. (p. 118) Oxford University Press. Appendix: Consent Form * I have been informed of the nature and procedures involved in the experiment * I understand that I have the right to withdraw at any point after the experim ent has begun * I will not be harmed in any way upon participating in the experiment * I understand that my identity will not be connected to my data and that all information I provide will remain confidential * I will be debriefed at the end and be able to know my resultsBy signing this form, I have read the above information and agreed to give my consent to participate in this experiment: Printed Name:____________________________ Signature: _______________________________ Debriefing Note You have just been tested on the Stroop task, producing the Stroop Effect whereby you read the word itself faster than you could identify the color you see. This can be explained through the theory of â€Å"Automatic Processing† in which the process of reading becomes practiced so often that it is automatically activated without you being conscious.The process of reading is automatically triggered because you are conditioned to reading and this interferes with the task of color detection. T hank you for your participation in the experiment. Instructions: After you have signed the consent form, in the following minutes, you will be presented with a list of 20 words. You have to read out loud the color that the words are printed (not the word itself) in order that they are presented. You will be timed while reading these words out loud. If you have made a mistake, please correct yourself before continuing the next word.You may start when you are ready. Materials: 1. 1. RED 2. GREEN 3. PURPLE 4. RED 5. BLUE 6. BROWN 7. BLUE 8. GREEN 9. BROWN 10. PURPLE 11. RED 12. BLUE 13. BROWN 14. PURPLE 15. GREEN 16. BLUE 17. RED 18. GREEN 19. BROWN 20. PURPLE List of 20 Congruent Words (TEST #1) 3. List of 20 Incongruent words (TEST #2) 21. RED 22. BLUE 23. PURPLE 24. BROWN 25. PURPLE 26. BLUE 27. GREEN 28. RED 29. BROWN 30. PURPLE 1. RED 2. BLUE 3. GREEN 4. PURPLE 5. BLUE 6. GREEN 7. BROWN 8. RED 9. GREEN 10. BROWN *The words were actually printed out in Times New Roman size 24 Raw d ata:Time for the Stroop task (sec)| Test #1| Test #2| 10. 6| 16. 1| 10. 7| 17. 1| 11. 2| 17. 5| 11. 7| 18. 4| 12. 2| 19. 9| 12. 2| 20. 5| 13. 3| 21. 1| 13. 4| 22. 5| 13. 8| 22. 8| 14. 5| 23. 8| 15. 1| 24. 1| 15. 2| 24. 4| 15. 9| 25. 5| 16. 4| 31. 3| 18. 2| 31. 3| Finding the Mean: Test #1 Using the formula x-=? xn where x– is the mean, ? x is the sum of all the terms and n is the number of terms x-=204. 415 x-? 13. 6 seconds Test #2 x-=336. 115 x-? 22. 4 seconds The mean was used since it is assumed that the population is a normal distribution Finding the Standard Deviation:For Test #1: Time (seconds) (x)| Mean (x-)| Deviation (d)(x-x-)| Squared Deviation (d2) (x-x-)2| 10. 6| 13. 6| (10. 6-13. 6)= -3| (-3)2= 9| 10. 7| 13. 6| (10. 7-13. 6)= -2. 9| 8. 41| 11. 2| 13. 6| (11. 2-13. 6)= -2. 4| 5. 76| 11. 7| 13. 6| (11. 7-13. 6)= -1. 9| 3. 61| 12. 2| 13. 6| (12. 2-13. 6)= -1. 4| 1. 96| 12. 2| 13. 6| (12. 2-13. 6)= -1. 4| 1. 96| 13. 3| 13. 6| (13. 3-13. 6)= -0. 3| 0. 09| 13. 4| 13. 6| (13. 4-13. 6)= -0. 2| 0. 04| 13. 8| 13. 6| (13. 8-13. 6)= 0. 2| 0. 04| 14. 5| 13. 6| (14. 5-13. 6)= 0. 9| 0. 81| 15. 1| 13. 6| (15. 1-13. 6)= 1. 5| 2. 25| 15. | 13. 6| (15. 2-13. 6)= 1. 6| 2. 56| 15. 9| 13. 6| (15. 9-13. 6)= 2. 3| 5. 29| 16. 4| 13. 6| (16. 4-13. 6)= 2. 8| 7. 84| 18. 2| 13. 6| (18. 2-13. 6)= 4. 6| 21. 16| n=15| | | ? (x-x-)2=70. 78| *The deviation can be found by subtracting the time by the mean of all the numbers (found earlier). The square deviation can be found by squaring the deviation and ? (x-x-)2 can be found by adding up all the squared deviation for different times. Using the formula for standard deviation: Where: = standard deviation ?= sum of x= each value in the set x-= mean of all values in the data set = number of value in the data set Standard Deviation= 70. 7815 ? 2. 2 For Test #2: Time Seconds (x)| Mean (x-)| Deviation (d) (x-x-)| Squared Deviation (d2) (x-x-)2| 17. 1| 22. 4| -5. 3| 28. 09| 17. 5| 22. 4| -4. 9| 24. 01| 18. 4| 22. 4| -4| 16| 19. 9| 22. 4| -2. 5| 6. 25| 20. 5| 22. 4| -1. 9| 3. 61| 21. 1| 22. 4| -1. 3| 1. 69| 22. 5| 22. 4| 0. 1| 0. 01| 22. 8| 22. 4| 0. 4| 0. 16| 23. 8| 22. 4| 1. 4| 1. 96| 24. 1| 22. 4| 1. 7| 2. 89| 24. 4| 22. 4| 2| 4| 25. 5| 22. 4| 3. 1| 9. 61| 31. 3| 22. 4| 8. 9| 79. 21| 31. 3| 22. 4| 8. 9| 79. 21| n=15| | | ? (x-x-)2=256. 7| Standard Deviation= 256. 15 ? 4. 1 Finding the Median: Since there is odd number of terms (15 terms), the median is the middle number which is number 8 when you organize the number in increasing order from smallest to largest: Test #1: 13. 4 Test #2: 22. 5 Finding the Range: The range is the difference between the largest and the smallest value of the data. Therefore, take the largest value and subtract with the smallest value. Test #1: 18. 2-10. 6 = 7. 6 seconds Test#2: 31. 3-16. 1= 15. 2 seconds Table: Median and Range of the two Tests | Median (sec)| Range (sec)| Test #1| 13. 4| 7. 6| Test #2| 22. 5| 15. 2|In Test #1, the speed or the time for the participants to compl etely read the words ranges from 10. 6 seconds up to 18. 2 seconds. The difference between the slowest and the fastest speeds (range) is 7. 6. The median for Test #1 is 13. 4 seconds. In Test #2, the speed ranges from 16. 1 seconds to 31. 3 seconds and the difference between the slowest and fastest speeds (range) is 15. 2. The median for Test #2 is 22. 5. * In test #1, most of the participants took around 13 to 14 and 15 to 16 seconds to complete the task . * In test #2, the histogram is skewed to the left where most participants spent from 16 to 26 seconds to complete the task.