Critical Review of Where Working Memory Meets Long-Term Memory

     Loaiza & Halse (2018) answer the primary research questions that answer questions, “How do humans maintain relevant information from moment to moment, and how may these underlying processes affect retention long after that information has left immediate awareness?” (p. 1455). The colleagues, through those questions, explore the intersection of working memory and long-term memory. The authors note that studies have increasingly investigated refreshing concerning attention to memoranda. Loaiza & Halse do a considerable review of the existing literature.

            In their investigation, the researchers investigated the intersection of working memory and long-term memory in three experiments. In these experiments, the researchers manipulated the list length and several distractors “following the memoranda in a Brown-Peterson-like-span task” (p.1455).  The first experiment used thirty-one participants who had provided informed consent and debriefed at the end of the investigation. The experiment’s design was such that it “manipulated the number of words to recall… and the number of distractors following the word” (p.1459). Experiment 3 had thirty participants and, besides, explored “performance as a function of serial position” (p. 1461). The third experiment also had thirty participants, and the results replicated those of the previous two. It was established that “list length never moderated

the beneficial effect of distractors on FFR across all three experiments” (1467).

            The findings of these studies are admissible, given that the researchers build upon the existing literature. For instance, this study also involved extrapolating Loaiza and McCabe’s 2012 study. While the results seem conflicting with previous observations, “that list length may have diminished the efficiency of retrieval” (p.1467), the research is about providing a theoretically meaningful factor.

Reference

Loaiza, V., & Halse, S. (2019). Where working memory meets long-term memory: The interplay of list length and distractors on memory performance. Journal Of Experimental Psychology: Learning, Memory, And Cognition, 45(8), 1455-1472. Doi: 10.1037/xlm0000652

Evaluation of Shelton et al. Research Report

         Shelton and colleagues' empirical study investigates whether working memory is extraordinary. Cowan (1995, as cited by Shelton et al., 2010) finds that theoretical research reveals that working memory is “a system that operates via a dynamic interaction between memory and executive attention processes” (p. 813). In their study, sought to replicate and extend earlier Mogle et al. research findings (2008 as cited in Shelton et al., 2010) that “if the relationship between these tasks and fluid intelligence is not due to any unique features of complex span tasks, it may prove more fruitful to determine which secondary memory processes relate to fluid intelligence” (p. 813).

In their approach, the researchers used a controlled laboratory design in which 172 undergraduate students who participated in experiments performed cognitive tests. The test represented “the constructs of working memory, secondary memory, primary memory, fluid intelligence, and processing speed” (p.814). They combined “two-span tests and the N-back task”-  laboratory-based working memory tests with neuropsychological tests. Therefore, the study could perform a broader assessment of the multi-faceted working memory and take advantage of the strong psychometric properties.

Shelton et al. found that their results contradicted Mogle et al.’s study that they sought to replicate. Data from the survey suggested that, indeed, working memory is extraordinary. Furthermore, “the structural equation modeling analyses” revealed, “that working memory was a unique predictor of fluid intelligence” (p. 816).  These findings could be extrapolated to concur with other studies that contradict Melby-Lervag et al. (2016) by finding that working memory train programs produce beneficial. Melby-Lervag and colleagues conclude that working memory training programs have only short-term specific training results disregarding basic cognitive skills.

References

Melby-Lervåg, M., Redick, T., & Hulme, C. (2016). Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer.” Perspectives on Psychological Science, 11(4), 512-534. Doi: 10.1177/1745691616635612

Shelton, J., Elliott, E., Matthews, R., Hill, B., & Gouvier, W. (2010). The relationships of working memory, secondary memory, and general fluid intelligence: Working memory is special. Journal of Experimental Psychology: Learning, Memory, And Cognition, 36(3), 813-820. Doi: 10.1037/a0019046

 

False Memories, And Why Might We Experience Such Memory Illusions

         Fantasies of future events rarely requires mental accuracy about reality. However, it is recalling past happenings that has the possibility to confuse memory of the actual events. There is a way in which recognition, storage, post event misinformation and can lead to inaccurate, illusionary memories. Explicit and implicit memory, semantic and episodic memory, post event misinformation, and illusionary memories are all linked in numerous ways. This essay will define these terms, and cite memory experiments designs and outcomes. Particularly, it will answer what false memories are and why we might experience such memory illusions.

           False memories have their origins in recognition processes of recall and familiarity. Recalling involves consciously recovery of contexts and elaborations given to items when initially studied. Familiarity is the relatively automatic judgement that something was previously encountered. These dual recognition processes run in parallel, with familiarity being faster than recollection but is rapidly decreasing. These processes can be the basis of why observers may collect data inaccurately. Signal Detection Theory experiments are useful tools for analysis of accuracy of observers. The design of the classical signal detection experiments require a “yes” or “no” responses regarding the presence of a stimuli on every trial. Positively indicating presence of a signal is called  a hit,  while correct indication of absence is referred to as correct rejection. Moreover, indicating absence while there is a presence of a signal is called a miss. The two dimensions of the observer of concern are their sensitivity and response bias. Research signal detection there found that response bias is affected by various factors such as consequences for each outcome. Similarly, sensitivity is is affected only by operations that change the level of ambiguity.

           A lot of what is retrieved from memory passes through schemas. These organizational web helps us remember but could also lead to false memories due to momentary expectations. Orienting tasks experiments on recall by Graf, squire, & Mandler were designed to investigate effects on both incidental and intentional conditions. Semantic and non-semantic memory combined with the pleasantness found that recall was higher under semantic conditions and after ratings of pleasantness. Another experiment, Deese, Roediger and McDermott (DRM) lists was designed to study false memory conveniently in a laboratory set up.

Application of Cognitive Psychology to Education

 

Learning is a lifelong process. Brown and colleagues add that if one can learn well, then they have an advantage in life. Schooling years may come to an end but the next phase poses challenges for which one must wrap one head around. As such learning is a personal experience, that is aimed at building a body of knowledge upon which individuals base their creativity and their decisions. In essence, before modifying an electronic device, then someone must have sufficient information in that area. The term cognitive comes from the word cognition that refers to refer to processes in the human mind in gaining knowledge and understanding. These processes include thinking, knowing, remembering, judging, and problem-solving. As such, cognitive psychology is the field of psychology dedicated to examining how people think.  According to Vosniadou (1996), “Cognitive psychology emerged in the late 1950s as a result of the failure of behaviourism to provide adequate explanations of human cognition. Although many of the ideas of cognitive psychology can be traced to the work of a number of psychologists and philosophers who lived at a much earlier time” (p. 97). 

This paper aims at reviewing cognitive psychological research literature particularly that which leans towards the application of cognitive psychology techniques to learning and instruction. It relies on document reviews and evaluates existing literature touching on research on learning and instruction. The documents reviewed in this paper were found through searching the terms “cognitive psychology, learning, instruction” on Google Scholar while others are suggested readings on the topic. As such this essay is a basis for understanding approach cognitive psychology view of learning and instruction. It aims at exploring techniques teachers and coaches could use in becoming more effective in helping students understand principles and by designing them into learning experiences. Pursuing modifications to instructional design triggers a different cognitive mechanism that aid in the learning and retention of information.

Cognitive Psychology as an Applied Science of Learning

According to Glaser (1994 as cited by Vosniadou, 1996), cognitive psychological research through its precise descriptions of our intelligent performance of mental processes brought forth “an applied science of learning.” Essentially, this applied science is made up of instructional intervention and experiments that distinguish themselves from the basic psychology applied to education. the cognitive psychological research in this case includes fundamental research in how teaching and learning take place. Stella Vosniadou supports this claim writing that the resulting cognitive psychology contribution to advances in learning and instruction were to a large extent as a result of its methodology. In her paper review, the author comments that cognitive psychology original epistemology and implicit theory were “not fruitful enough to provide hypotheses about the kinds of environmental variables that facilitate the acquisition of complex modes of performance. Nevertheless, it seems that cognitive psychology could provide the needed theoretical framework if the original epistemology that guided cognitive psychological research is revised” (Vosniadou, 1996, p. 96).

However, Vosniadou writes that as psychologists and educators have recognized the significance of cognitive psychology “in our understanding of learning and instruction” so has its basic assumptions been challenged. For instance, Vosniadou finds that situativity theory claims that “behaviour including learning, should be investigated as an interaction between social agents and the physical environment”.  This assertion is against the cognitive psychology assumption that in learning and instructions, the mind “constructs and manipulates symbols through various cognitive processes” (p. 95). Additionally, the author notes the “Chomskyan biological perspective” (Vosniadou, 1996, p. 96) also as having an opposing view claiming that the human mind is preprogrammed acquire systems of knowledge. Despite the opposition, it is generally agreed that cognitive psychology has contributed to advances in learning and instruction.

Cognitive Techniques for Instructional Modifications

The article Towards A Revised Cognitive Psychology for New Advances In Learning And Instruction (1996) discusses cognitive research basic reach program with particular attention to aspects that “attention to those aspects that seem important from a learning theory” (p. 96). Vosniadou does this by attempting to answer the research questions; “has cognitive psychology contributed to our understanding of learning? Where has cognitive psychology failed?... What are the implications of all these for future research on learning and instruction?” (p. 96). The argument is that cognitive psychology if its view of the mind is revised, can provide a theoretical framework “that has a place both for the individual mind and for the larger social and cultural context that makes intellectual activity possible and meaningful” (p. 106). This way it is thought that the dissatisfaction of many researchers in the areas of learning and instruction would have a much-needed theoretical framework that takes into “consideration the biological, environmental, and sociocultural constraints within which” (Vosniadou, 1996, 2012, p. 106) cognitive processes occur. Effectively, the author breaks down cognitive psychology application in education as a methodology of experimental psychology coupled with cognitive task analysis.

Many researchers have taken to understanding the variables that influence learning processes. The result is a growing body of research.  Roediger & Pyc (2012) Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice added to this understanding of variables influencing learning. The authors argued that cognitive and educational psychologists had identified strategies that could greatly and inexpensively improve learning and information retention. However, when it came to improving the educational system, some in Congress and the business community recommend expensive technological applications not necessarily based on any research. Citing the costly example of providing every American child with a computer, the authors argue for the need for large studies to show the step’s effectiveness, how and when computer-based education is warranted. Whitehurst (2010 as cited by Roediger & Pyc, 2012) asserts proving that educational innovations should be based on strong research evidence that it produces positive results compared to standard practice in educational techniques.

Roediger and Pyc in their paper discuss the results of cognitive and educational psychological researchers shown to produce positive effects in learning. The front techniques with strong that address the long-standing concerns of creativity in students. The argument made is that for students to exhibit creativity, they must equally have a good understanding of concept within a certain area. Robert Sternberg and Elena Grigorenko (2003, as cited by Roediger & Pyc, 2012) commented that “Teachers need to put behind them the false dichotomy between ‘teaching for Thinking’ and ‘teaching for facts,’ or between emphases on thinking or emphases on memory. Thinking always requires memory and the knowledge base that is accessed through the use of memory. …One cannot apply what one knows in a practical manner if one does not know anything to apply” (p. 243). As such, emphasis on techniques with strong basic laboratory research and “research with educational materials and, in some cases, evidence from research in the classroom” (Roediger & Pyc, 2012, p. 243) aimed at contributing to students building of their knowledge base.

The paper discusses cognitive strategies that work in improving learning and retention as studied by cognitive and educational psychologists. Moreover, they discuss strategies for developing effective learning. Roediger and Pyc identify five techniques that are inexpensive to implement and have been shown to work through scientific research. These techniques include “distribution (spacing) of practice and interleaving” (p.244) “retrieval practice” (p. 245, 246) “explanatory questioning (Roediger & Pyc, 2012, 246). The authors conclude that education can be improved in every country courtesy of the techniques described. However, for individual study, the authors find that they require a motivated learner for which most are not.

            Multiples of such research studies by cognitive psychologist spanning over years have produced a body of knowledge that could inform modifications to teaching and learning. Brown and colleagues’ book, Make it stick: the science of successful learning published in 2012 grew out of such cognitive psychological research. The book is described as partly the result of a collaborative venture that borrows from a previous study by cognitive psychologists Roediger and colleagues. Additionally, it features a creative writer as the researchers aim at relaying their years of discoveries without too many descriptions of the methodologies and analysis. As such creatively uses stories of individuals who have found mastery of complex knowledge and skills in explaining how learning and memory work. Techniques that have been found to improve learning and instruction are discussed applying the same techniques throughout the book.

Brown and colleagues assert that “how we teach and study is largely a mix of theory, lore, and intuition.” In terms of improving learning and instruction, they confirm that “cognitive psychologists have been working to build a body of evidence to clarify what works and to discover the strategies that get results”. The book goes ahead to distinguish cognitive psychologists from “developmental and educational psychologists” who it describes as being “concerned with theories of human development and how they can be used to shape the tools of education, and resources for special groups” (p. 8). The book distils “the findings of a large body of such studies that have stood up under review by the scientific community before being published in professional journals” (Brown et al., 2014, p. 9). As such proposals suggested to teachers and students, and which could make a huge change in education, are based on research- cognitive psychology research. All the assumptions made are in essence research finding by cognitive psychological researchers.

The book reiterates the “simple and practical strategies” techniques, “that anybody can use, at any point in life, to learn better and remember longer: Various forms of retrieval practice, such as low- stakes quizzing and self-testing, spacing out practice, interleaving the practice of different but related topics or skills, trying to solve a problem before being taught the solution, distilling the underlying principles or rules that differentiate types of problems” (p. 21). These techniques, verified by research as discussed above, clearly hold the key to improvements in learning. They are not popular alternatives in a world where technological advancements are at the center of all innovations. Yet, there is overwhelming research backing as the path for the instructional modification that improves cognitive mechanism.

Online Instructional Design

Technological advancement, like in every sector soon catches up. The education sector has had to embrace technology, efforts meant to remotely disseminate knowledge to learners in a different set of circumstances and beyond regional boundaries. The advent of online learning has been inevitable, posing a new challenge of incorporating cognitive psychology techniques in the design of online instruction.  Richard Mayer’s paper recounts a personal experience of developments in research on online learning that contributes to the body of cognitive psychological research on learning, instruction, and assessment. It is reiterated that learning occurs courtesy of instructional techniques as opposed to instructional media. Mayer argues that digital learning environments hold unique features. Furthermore, they should be additionally subject to rigorous and systematic research. This assertion underpins the need for exploring the active elements in learning and knowledge retention. Subsequently, this enables identifying the most effective instructional boundaries (Mayer, 2018).

Mayer discusses the changing conceptions of learning starting in the twentieth century. Through a three-phased approach, it emerges that behaviourists saw learning as response strengthening. The theories relied on drilling and practice for their instruction. In the second phases, Richard Mayer discussed cognitivist reinforcing the view that learning is an acquired skill best done through direct instruction. The last phase discussed is that of constructionist that views learning as knowledge construction. This phase Mayer argues relies on cognitive techniques, evidently a by-product of cognitive psychological research. Moreover, Mayer’s work explores recent advances in the conception of learning, the science of instruction, the science of assessment and calls for future research in online learning and instruction. Mayer concludes that “applied cognitive psychology is and will continue to be an exciting and productive area of research” (Mayer, 2018, p. 157).

Conclusion

            There is overwhelming research evidence from years of work by cognitive psychologists that show modifications to instructional methods improve cognitive mechanisms in the classroom. Techniques proposed by cognitive psychology are dirt cheap compared to the enormously costly propositions by profit-driven business entities. While these expensive propositions are inevitable, they form a potential research area for cognitive psychologists. Currently, techniques fronted by cognitive psychology offers research-proven methods for making improvements in educational systems. 

References

Brown, P., Roediger, H., & McDaniel, M. (2014). Make It Stick (pp. 162-252). The Belknap Press of Harvard University Press.

Lang, J. (2016). Small Teaching (pp. 1-252). Jossey-Bass A Wiley Brand.

Mayer, R. (2018). Thirty years of research on online learning. Applied Cognitive Psychology, 33(2), 152-159. https://doi.org/10.1002/acp.3482

Roediger, H., & Pyc, M. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal Of Applied Research In Memory And Cognition, 1(4), 242-248. https://doi.org/10.1016/j.jarmac.2012.09.002

Vosniadou, S. (1996). Towards a Revised Cognitive Psychology for New Advances in Learning and Instruction. Learning and Instruction, 6(2), 95-109. https://doi.org/10.1016/0959-4752(96)00008-4

Chapter Six Discussion

Literature lists Instagram as one of the social media platforms where social commerce is likely to occur. Rightly so, results show that indeed there are individuals in the Kingdom of Saudi who engage in social commerce. Furthermore, a quick overview of the results of this study reveals a congruence with the available literature. This statement comes from observing that the aspects social media platform taps into in their design brought back a result when the same aspects such as age, level of education gender and income are used as parameters in this study. The results discussion below states the results for the parameter and compares the results of the hypothesis with the studies in the literature review

            The results obtained from the respondents showed that a great percentage had purchased goods or services from an Instagram seller. This result supports pieces of literature findings that lists Instagram as one of the social media platforms used for s-commerce. Moreover, it proves Han & Trimi (2017) findings that commerce occurs on a peer-to-peer level among consumers with Instagram accounts. Moreover, the results showed more female buyers than men had purchased through Instagram, that most of the respondents were within the same age-group, and that about half of them had income less than three thousand. The explanation of these results points to the possibility of individuals getting involved and mobilising their networks. The explanation agrees with Yrjölä et al. (2017) study which reported, social relationships affect, perceptions, and emotions of people.

Moreover, the study results showed that respondents they agreed with social support, SCC, trust and behavioural intentions factors influencing their purchase from Instagram. Studies in the literature by Al-Adwan and Kokash (2019); Hassan et al. (2018); Liu et al. (2019); Hajli (2015); Al-Tit et al. (2020); and Zhao et al. (2019) collaborate this study’s result. The explanation could be since communication through Instagram is not a person to person, consumers take a cue from aspects they perceive in their favour when making the buying decision. Sellers online activity gives the perception of shared belief and as such, informing the buyer to adopt a similar strategy or behaviour as the online seller. The seller passes for an individual helping buyers solve problems.

Additionally, results from this study showed that informational support and emotional support were a stronger contributor to s-commerce’s buyer-seller relationship although individually, informational support ranked higher than emotional support. Existing Literature agrees with the results. Hassan et al. (2018) found that these features of social commerce empowered and allowed interactions with consumers. Yrjölä et al. (2017) reiterated those findings discovering that emotional support and informational support allowed the provision of advice and information helpful to buyers. The results showed a highly significant association between social supports and the customers' trust and the relation was a positively low correlation. The study’s hypothesis that social supports has a positive influence on customers' trust and the first hypothesis was accepted. The explanation Buyers will likely trade through their Instagram accounts since what their seller peers post provides a perception that socio-economic status is similar.

Additionally, results of SCC effect on the customers'’ trust showed a highly significant association coupled with a positive moderate relationship. The results collaborate Huang & Benyoucef, (2013) discovery that the seller-buyer relationship on social platforms has become more personal. A viable explanation for the results the opening up of the worldwide web to individuals enabled people to adopt content creation to share experiences as Wang and Zhang (2012) found out. These social constructs, buyers access information provided by the seller and use it to inform their buying decisions. This finding shows that buyers in s-commerce can rely on the information they come across about the seller and their products before deciding whether to trust the buyer or not. Consequently, the hypothesis that social commerce constructs have a positive influence on customers' trust, the second hypothesis was accepted.

Lastly, results on customers trust and behavioural intentions showed a highly significant association. The results match Al-Adwan & Kokash, (2019) findings that once individuals know the social media platform, its contents and the sellers, then their level of trust rises and consequently enhancing the customers' intention to purchase. As such the hypothesis that the customers' trust has a positive influence on behavioural intentions, and the third hypothesis was accepted.

Therefore, having compared the study’s results with the existing literature, there is are factors influencing consumer’s behavioural intentions towards C2C S-Commerce. Social media platforms, for which Instagram is one, rely on what account holders access, share, and do. There is every likelihood that based on social support, SCC, trust and behavioural intentions factors, social media creates a perception that influences buyers decisions. This perception emanates from the way we interact in social settings. At a certain age, a consumer will be at a certain level of income and either pursuing or recently achieved a certain level of education relating to their use of social commerce. The hypotheses were accepted showing how vital the factors are in social commerce on Instagram, agreeing with the available literature from previous studies.

EAC, A Wonderous Section of the Region.

Nakuru. Kenyan's equivalent to Tanzania's Arusha or so I suppose in terms of size, and architecture. Arusha, a host to many International conferences, workshops and such (lucky to have Arusha International Conference Center), and also the defunct capital of the East African Community. Mmmh... Nakuru is envious! Here the blow! Nakuru, we are the tourism capital to the country and  Great Rift Valley which lies host to paths we trend.Capital to the Kenya's food basket in part and a leader in industrialization on this half. How about that... All the same, it is striking how similar the two towns feel.

Today, my trip starts here. Nakuru. As pay my ticket, the attendant is surprised at the dressing code compared to the my "destination 1". With all the irony he can use on a character like me, he says,
" I hope you jacket is in the luggage. And you gumboots?"
I am surprised at the question. Nakuru is Sunny and after all Timboroa is said to be "just here." Garnering all the hard-hardheadedness I can, the ticket goes to my pocket and in a flash am seated next to a window, mind you, the last time I headed west and back was all in the cover of darkness. Off we go. Taking time to study every passenger, it is clear a majority are returning home from an early market day. Money is made before breakfast... am impressed. Seems am the only one doing a wild goose chase across this county and from the attendant about 5km back, am looking for trouble about 95km ahead.

It is sunny all along and at this point I ask about the truth of the matter and the the response, "you wait." I'm in for the worst weather I suppose. Tales of what they endured that morning take root. How conductor carries gumboots with him from home. How they had to clean their shoes before taking the trip back and then a re-assurance that by the time we get there it will all be dry. The beautiful landscape- steals my thoughts of what lays ahead. Attention is also drawn from the economic activities on the road sides. the smooth ride combined with cleverly crafted turns, climbs and stretches give you a priceless view. beautiful country.

Indeed, it was dry. Crossed a 3 track railway line (goes all the way to Uganda), a show of what a region this once was  by the size of the rail station there to a once significant railroad town overlooking the station now inactive with rusty bogies laying idle and unused for years. Perhaps the railroad companies are the ones that have continually failed painting a picture of no-longer productive farmlands. Seems like only the means of transport and way of doing business changed. Alongside the roads, of heavy trailer traffic, farmers align themselves with their bumper harvest of potato crops. Tubers I can bet you have not seen anywhere Else other than Timboroa.
On that side, am told, is North Rift. Best identified by tagging a politicians name, "Kwa-Ruto." This is Mossop and that other side is Turgen and again "Kwa-Moi." A good place it is. Unlike where I hail from, the town is rid of any public pub, a people with a lifestyle to envy but they are there. Somewhere. Deep and away from the tarmac and into the ranges. you got to love the air here. I love this place. Sugeton. Amidst our engagements comes a cry from my hosts, all in mud-boots,... Rain!! It is in black and white. "If this gets you here, you are not going anywhere!" Having no plans to spend the night away from my humble abode, I hope onto the popular bodaboda and the vroooom! gears towards the main road. I now get it why a jacket and mud-boots are a requirement in this region. The torrential rains.  A drop of water feeling like a glass of water. All bodaboda operators are all racing towards town at least where asphalt road doesn't pose any challenge.

The rain misses me by seconds. Feeling myself an achiever, It is time for a freezing trip back. This is an amazing region. Partly mechanized agriculture and down the road, vegetables are plenty. Ahead, timber product related companies own  large tracks of land covered by trees. Neighbours own saw-mills or at least everyone's first employment was and is in a saw-mill. Politics are also a major in the life of many and a shaper of what happens and when it happens.

We the East African community are indeed a region of infinite opportunities.

The EAC Anthem will be played at President-elect Uhuru Kenyatta and his deputy Ruto Inauguration ceremony on 9th, Kasarani. Does that mean the flag will also fly high? It should. In fact it should come as a directive to have the flag anywhere a Kenyan flag is hoisted just like in Burundi and Rwanda. And did Jubilee and Burundi ruling party get into some agreement? [Jubilee and Burundi ruling party sign agreement ] Well, maybe that's the spark to ignite a political federation, one of the EAC pillars. Somehow, I got a feeling, jubilee government will be committed to the integration process and concerned abt the performance of MEAC. It's choice for the Cabinet secretary in this state department will also shape our feeling about their commitment to East African community. 

Like the Kenyan journalist, let me read into the events of that day. /straightens the collar/ It will be such a gesture to let a partner in the EAC to speak on behalf of the the guest, typical of our cultural customs.It feels  nice that President Museveni comes from the Region. It feels like I can just walk into Uganda jut like that. just like that. It is not like am singing praise for this government or  something but, I like the way they have engaged the region leaders so far.