Recall Reproduction Assessment Questions: Fill & Download for Free

Speaking only about U.S. regulations for transgenic GMOs in this answer. For the purposes of this answer I am not referring to GMOs developed by selective breeding, chemical mutagens, irradiation, etc. Those plants are outside the scope of federal regulation.Whether isolation can be effective in limiting the spread of any plant variety (including non-GMOs) depends upon the reproductive strategies employed by that plant species. Some plants are not grown from the result of sexual reproduction. Potatoes are a good example. Potatoes are cultivated from seed pieces which are essentially just chunks of harvested potatoes. Gene spread is really not an issue as long as the seed potato crop is appropriately isolated with a good chain of custody.Other plants are self-pollinated with a degree of wind pollination. Corn is an example of such a crop. For corn, the general isolation distance is considered to be around 600 feet. Seed companies already do this.The pollen of trees can be very small and carried for miles. Even self pollinated plants can have the occasional grain carried a mile so by other agents like insects.For this reason, isolation is only relied upon for very small plot testing prior to approval of the product by USDA, EPA, and FDA. Large isolation distances achieved through buffers with monitoring trap crops are much more effective for smaller acreages. There is a lot of data and mathematics behind this. Larger acreages will have very small amounts of gene spread when conditions favor it. The appearance of trace amounts of such genes in a crop is known as adventitious presence and this is as old as the first time people starting growing two different varieties of a crop within the distance required for pollen movement.So the answer to the first question is no; commercial crops do not have any required isolation distances. That means an intense review of any potential adverse effects prior to approval. Years of data development and review by regulatory agencies.Many years ago, there was an attempt at using isolation distances by farmers planting a corn that was in the stage just prior to commercialization. The trade name was StarLink. The data were complete enough to allow use in animal feeds but not for human consumption. The vast majority of corn goes into animal feed, building products, and non-gmo containing by products. Isolation distances were required for the planting and segregation of the crop by designation of grain elevators that only shipped product for animal feeds was mandated.It was a nightmare. Some growers were not told about the requirements. The result was the presence of the protein in human food. There were a number of grocery store recalls as a result.Now we get to the second question about stopping the spread. StarLink was eventually eliminated from both seeds and the commodity crop but it was a long and intensive effort. All corn shipments had to be monitored. Every seed company (there are many…something like 100 or so at the time), had to assess their seed stock for it’s presence and destroy any seed found to have it. Corn from different fields is commingled at the elevator and can be stored for years prior to processing or use. This extended the duration of the problem long beyond just getting the genes out of the seed supply.It was eventually eliminated but this took years and the overall cost to the company (it was their responsibility to inform the growers) ran into the billions of dollars. While there were no confirmed reports of adverse effects on humans or the environment, the monetary loss was substantial.So the answer to the second question is yes, but it can be costly and difficult for a major crop like corn. For other crops like the potatoes discussed previously, it would be much easier.

“https://www.preservearticles.com/psychology/methods-used-for-the-measurement-of-human-memory/3926#:~:text=There%20are%20both%20direct%20and%20indirect%20methods%20of,of%20previous%20learning%20to%20a%20subsequent%20learning%20situation.#:~:text=There%20are%20both%20direct%20and%20indirect%20methods%20of,of%20previous%20learning%20to%20a%20subsequent%20learning%20situation”.“The direct methods of assessing memory are: (i) recall, (ii) recognition, (iii) relearning, and (iv) reconstruction. The indirect method focuses on the amount of transfer of previous learning to a subsequent learning situation.RecallThe most widely used method of testing memory or measuring retention is the method of recall. It is a passive, but direct method of measuring retention. Reproduction of learnt materials after a time span is recall. It is actually repetition of learned material, i.e., verbatim (word for word) recitation. For example, one may recall a poem by reciting it even if he does not remember the circumstances under which he had learned.Recall involves verbal reproduction or repetition of previously learnt material. Recall becomes easier when materials are meaningful, interesting, short, and over learned. Recall is often categorized into: (i) Free Recall and ii) Serial Recall.I. Free Recall:Free recall allows us to summon up pieces of information out of order. For example, we may listen to a lecture and afterwards remember a few important quotes without recalling the order in which they were presented. Thus, in free recall, pieces of learnt materials may be recalled freely without following any specific order.II. Serial Recall:In serial recall the material is recalled in a very specific order i.e., in which it has been learned. For example, there are people (who) when asked the question- what is twelve multiplied by seven- may start from the beginning of multiplication chart twelve, and only then can recall the correct answer.Ebbinghaus (1885) used recall method for studying remembering and Drgetting. He was of the view that retention can be tested either by the method of (i) immediate recall or, (ii) delayed recall, When recall is made immediate after learning, it is called ‘immediate recall’; whereas, when recall is made after an interval of time, it is called ‘delayed recall’.It may be noted that failure to recall does not necessarily mean that there has been no retention. Fai to recall despite retention is known as recall amnesia. Sometimes du emotional disturbances like fear, anxiety and sudden shock, one fails to recall. Further, when the subject is motivated to learn, she/he can recall the items easily. Thus, motive plays a major role in recall.RecognitionRecognition is considered as a sensitive method of measuring retention It is an active process where identification of elements takes place. Recognition is a common experience which refers to the fact that once the remembered event or word is in front of us, we know that we have stored it away before is familiar to us. Guilford (1917) viewed that recognition means knowing again Further, the essential difference between recall and recognition is that in first case, the stimulus is not there for one’s identification, whereas it is there in the second case.Thus, recognition is the identification of learnt material object from a combination (combined list) of learned and unlearned material The correct identification will provide the raw retention score. The percent of recognition can be derived by using certain formula.Percentage of Recognition =R – W/ K-1 x 100/nADVERTISEMENTS:Where R =Total number of items correctly recognized.W = Total number of items incorrectly recognized.K= Total number of alternatives given for recognition (old + new).N= Number of items originally presented for learning.ADVERTISEMENTS:For example, let the learner recognize 4 out of 10 items with 10 alternates.Then, percentage of Recognition4- 6 / 20-1 X 100/10 = 36.8%Recognition is easier than recall, because in recognition, the object present in a mixed form with certain new elements. The sensitiveness is greater in case of recognition, which is sometimes influenced by the subject’s attitude, prejudice, values, and other inner motives. Seeleman (1940) conducted an experiment on the role of motivation in recognition and observed that pleasant experiences are better remembered than unpleasant experiences.Further, it has been reported from other studies that with the increase of similarity between original learning materials to that of the new materials, recognition incomes difficult. While studying the process of recognition, usually two kinds of errors are noticed. They are:(i) Failure to recognize the familiar items, and(ii) False cognition of the new and unfamiliar items.We fail to recognize the familiar object, when it is seen under changed circumstances. We accept a new stimulus as the old stimulus when there is 2 lot of similarity between the two. The greater amount of similarity facilitates larger errors in recognition.Studies conducted by Skaggs and Robinson suggest that as similarity between the interpolated activity and original learning is reduced to a near identity, retention falls to a minimum and then rises again, but with decrease in similarity it never reaches the level obtained with maximum similarity.”RelearningThe method of relearning is the most sensitive among all measures of retention. This method is otherwise known as the method of ‘saving’, which was introduced by Ebbinghaus (1885) for measuring the quantitative aspect of memory. In this method, a list of materials is presented to the subject up to perfect learning, and after a time gap, she/he is presented with the same list to relearn. The experimenter records the number of trials and time taken by the subject in relearning condition. The percentage of saving is found by the formula-OLT-RLT / OCT X 10Where OLT = Original learning trials RLT = Relearning trials For example, if a child takes 8 trials to learn the original task and 6 trials to relearn it, then the percentage of saving is = (8-6 / 8) X 100 = 25%ReconstructionReconstruction involves the reproduction of the learned materials. Reconstruction technically means rearranging the parts of an original task, presented randomly. In this method, the stimuli are first presented in a certain arrangement, then this arrangement is broken up and the stimuli are handed over to the subject with instruction to reconstruct the original order.Suppose the parts of a plastic doll are joined to get a full figure of a doll, then the experimenter breaks it into pieces and asks the subject to rearrange the items to form a doll. If the subject can rearrange, then she/he gets the full credit for the test. Similarly while writing an essay on Second World War, we recall that the United States entered the war in 1941 after the attack on Pear Harbour, and an atom bomb was dropped on Hiroshima in 1945. Hence, we are able to reconstruct the events that took place between these two times.The limitation of this method is that only such materials, which are breakable into parts, can be used for experimentation.The methods of testing retention i.e., recall, recognition, relearning and reconstruction are the basic units of assessing memory. But the question how information is stored in memory has encouraged the researchers in the past.William James distinguished memory into primary memory and secondary memory. But with the advancement of research and electronic devices, the idea of multiple memories came into light. Most researchers believe that computer memory can be used as a rough working model for understand^ human memory.Related Posts:Three Principles of Interference TheoryHow to improve your memory?519 words short essay on MemoryWhat are the different methods of measurement of inequalities?Brief notes on the Measurement of Human Motives”

The short answer to your question is yes, although I would say that that answer is far too simplistic to give you anything of value. The trouble with memory is that it’s not particularly reliable for people in general, and what we (humans) believe about our experience greatly influences the way in which we remember things.A more accurate answer would be to say that it greatly depends on the type of event being remembered. As someone with BPD, I can tell you that my memory for non-emotional events, visual information, things I learned in school, is excellent. I take exams very well, my deductive reasoning skills for figuring out the correct answers to multiple choice questions is fantastic. I can take something apart once and know how to reproduce it without any extra help.Memories involving a high level of emotion or interpersonal stressors, however, are a different story. I can have a disagreement with somebody and only be able to remember the overall gist of what happened. Years of my life during which I was severely depressed are very blurry. In order to understand why this is, we have to think about a lot of processes in the brain and the biological purpose of emotions. A word of caution; what I’m about to explain is a very simplistic watered down version of events, but should be sufficient for our purposes.On a fundamental level, emotions exist for survival and reproduction. Most of the brain structures that regulate emotion are in the limbic system which is considered a primitive structure. While humans are capable of higher level executive functioning, when we perceive extreme threats, our primitive brains usually overtake that executive functioning so that we can escape those threats.For example, consider the function of extreme fear: If I am in I situation in which my life is in danger, the fear motivates me to act immediately. In those moments it is not productive for me to sit and think through every possible solution, I just have to act to get out of danger NOW. The challenge with these situations is that we aren’t able to take in all information as we ordinarily would, and not only do we not have the best control over our actions but we don’t encode information very well. A lot of the time this extreme fear will get people out of bad situations, but not always. That’s the rub, we have to act immediately because it is our best chance for survival as opposed to doing nothing, but we won’t always make the right immediate decision.Now, most people only end up in the situations on occasion; their brains do a decent job of assessing threats. But people with borderline personality disorder often have some sort of issue with the brain structures (damage or hyperactivity) that has then responding to basic life situations as if they are life or death level threats.As a result, when they are in this threat mode they tend not to be able to encode what is going on and it doesn’t get saved in long-term memory. What many people say are repressed memories, I would argue are things that just never got saved in the first place.Looking at it from a biological perspective, one might think that people with BPD are “brain damaged and unfixable”. This is not true. What is essential for someone with BPD is that they learn skills for regulating emotion manually. With practice, they can navigate life and improve their memory in emotional situations.Speaking from my own experience, I do much better with my memory these days, after several years of DBT training and continued daily practice into the present. But days in which I feel extremely emotional are hard to accurately recall. The best I can do is be willing to give those around me the benefit of the doubt when I don’t remember something they tell me.