Analysis of Research Report Results Essay Example | Topics and Well Written Essays - 500 words

Analysis of Research Report Results - Essay Example Some of the other perceived barriers were correlated with the moderator variables. The study further suggested that, "strategies designed to decrease the perceived barriers might improve compliance with the treatment regime, thus decreasing costs, absenteeism, and lack of continuity". In determination of the respondents' profiles such as age, ethnic origin and socioeconomic status, the statistical analysis used was accurate. Descriptive statistics usually involve numerous calculations that attempt to provide brief summary of the information content of the information such as measures of central tendency, measures of dispersion, etc. and could be expressed in frequency or percentage. In the study (page of the paper), it was mentioned that the ten (10) identified perceived barriers on health related quality of life have been associated to the frequency of respondents' reported any missed taking any medication and later found out that there was no significant relationship. This seems to be questionable. The ten perceived barriers on health related quality of life, were measured differently (Likert) from "respondents' reported any missed taking any medication" (frequency).

Black Box And White Box Comparison Computer Science Essay

Black Box And White Box Comparison Computer Science Essay Testing is an important activity for checking the correctness of system implementations. We need to find out bugs in the system on unit level as well as on the integration or system level of testing. At unit level, we use white box testing approach to find bugs in the developed code whereas at integration or system level we use black box testing approach to validate the system functionality. In this paper, we will focus on these two widely used black box and white box approaches of software testing. We will compare various features of both approaches and find out which approach is useful on different stages of testing to find bugs in the softwares. Software testing is an important component of software engineering field and very important technique for improving software quality. There are two main techniques for software testing, white box testing and black box testing. Black box testing deals with the functionality of the system and is based on the software requirements. Black box testing is performed in user perspective while giving some input data and getting the valid output. White box testing is concerned with the inner design and structure of the system. White box testing is very helpful to find bugs in the softwares at initial level of testing. A couple of papers describe the black box and white box testing techniques while highlighting different features of both techniques [1] [2]. These papers also tell the advantages and disadvantages of both approaches and explained on which stages these approaches can be used. The papers also mentioned the testing cost and the tester skills for both the testing types. In this paper, we will look into detail in black box and white box testing. We will highlight their main technique and different features for both approaches. Based on their features, we will take a comparison of both techniques and we will analyze which technique is feasible for testing on certain stages of the software testing. As white box testing is used on the unit level and black box testing is used in integration or system level testing. So, using only white box or black box testing is not sufficient to find all bugs in the software. Both approaches have their own importance in testing softwares and finding bugs on different levels of the software testing. This paper is organized as follows. Section 2 of this paper describes black box testing method in detail. Section 3 includes the detail of white box testing approach used to test software projects. Section 4 describes a comparison of both the testing approaches white box and black box testing. Section 5 concludes the paper. BLACK BOX TESTING Black box testing treats the system as a  black-box, so it doesnt explicitly use Knowledge of the internal structure or code. [1] Therefore black box testing is performed while giving inputs and getting the expected output. Black box testing verifies the correctness of the softwares behaviour and is referred as behaviour coverage. The focus of the black box testing is on functionality of the system. Black box testing requirement includes software requirements, uses cases only executable program and its data. These requirements are usually met during the middle phase of the development lifecycle when large pieces of code begin to operate together. Black box testing is performed when we do not have the source code. As the programming completes, its packaged as larger components of the code. This package is built by compiling, linking or binding the executable codes to demonstrate the collective code execution behaviour with inputs and outputs. [3] Here is the Black box testing diagram. Input Test data System Output Test results Diagram .1, Black box Testing Black Box Testing Techniques Developers usually focus on the positive testing by validating the expected behaviour of the code. Tester add values to black box testing by executing both positive and negative testing because the tester knows that most of the defects are found from the unexpected behaviour. Here are the techniques of Black box testing. Equivalence class technique In this technique the software data is divided into partitions of data and test cases are derived from it. This technique ensures that test cases are derived to cover partitioned data. According to this method one test case is enough for each partition to check the behaviour of the program. By using equivalence class technique test cases can be reduced because all test cases of a partition will not find any new faults in the program. The recommended black box approach for selecting equivalence class values includes values at the beginning, in the middle and end of the data range. We can understand this technique more with the help of the example. [3] Let us assume that a security system have to validate 5000 log on IDs when in production. Now tester can validate each logon IDs or on the other hand tester knows that there are only three categories of IDs clerks, supervisors, managers. Now sample from each category will be sufficient for the validation. Let us consider 50 logon IDs from each category. During validation if any of the 50 logon IDs for a given category is not accepted, increase the sample size of logon IDs for that category and continue testing. If the initial samples of 150 IDs for all three categories are correctly accepted then the tester has achieved the desired test results using only 3% of the possible test data. Boundary Value Analysis technique In this technique the analysis is extended of beginning and ending inputs value possibilities of an equivalence class. The boundary values are around the beginning and ending of a portion and functional errors from input and output data occurs around these boundaries. The boundary analysis begins by identifying smallest value increment in a specific equivalence class. This increment of smallest value is called boundary value epsilon. [3] It is used to calculate +/- value around the beginning and ending values in an equivalence class. If we take the above example then the boundary value for each category would be 49, 50, 51 for 50 value and 149, 150, 151 for 150 equivalence value. Equivalence classes remain smaller even by the addition of boundary test values. Expected result coverage Technique The expected result coverage technique focus on output test values for related input values. To get the expected results we need to find the business rules in the application requirement. The difference between expected results and actual results for any combination of input should cause further analysis to determine if the difference is faulty test design, unclear ambiguous rules or program error. [3] Error Guessing In this technique, Tester judge where bugs or errors can be hidden. Tester tests the application with the past experience and creates test cases to validate the different tasks. There is no specific tool used for this technique. Advantages of Black Box testing Here are the advantages to black box testing: Ease of Use Black Box testing is not involved in the inner functionality of the application so it is easy for the tester to create test cases by simple working through the application. Black box testers dont need high skills in programming rather low skilled persons can do black box testing. Quicker Test Case Development Test cases can be developed quickly because tester concerns only with the user interface. There is no need to identify the internal paths that may be involves in a specific process. The tester will cover the UI paths that a user may take so it makes quicker test development. [2] Simplicity Using black box testing even complex applications can be tested, that focuses on valid and invalid inputs and ensuring that the correct out puts are received. Issues of Black box testing The Followings are the few issues of black box testing approach. Fragility User interface interaction makes script fragile. The reason is because the UI may not be rendered constantly from time to time on different platforms. Unless the tool is capable dealing with difference in UI rendering, it is likely that test cases will fail to execute properly. [2] Lack of introspection One of the drawbacks of the black box testing is that it cannot look into inner logic of the application unlike the white box testing. Therefore black box testing can never test an application fully. Failure reason Another issue with the black box testing, it does not found the reason of the failure. It does not tell what causes the failure in the system. So pure black box testing does not guarantee 100% coverage of the tested component. WHITE BOX TESTING The white box testing involves the inner logic of the program and the test cases are constructed from the source code of the program. It is based on the knowledge of how the system is implemented. White box testing includes analyses of data flow, control flow, information flow, coding practice, exception and error handling within the system, to test the intended and unintended behaviour of the system. [1] White box testing requires access to the source code. When the code is developed, white box testing can be performed any time in the life cycle but it is good practice to perform white box testing during the unit level testing. The first step in white box testing is to analyze available design documentation, source code knowing what make software secure is a fundamental requirement. Second, to create tests that exploits software. Third thing is to perform testing effectively; testers need to know the techniques and tools used for the white box testing. White box testing normally do by the developers as an extension of code debugging activity. The developers usually focus on making the code work, which gives them the tendency to debug only the code they know works. Software testers add value to developer debugging activity by helping the developer plan and debug more of the code than usual. The more the logic test coverage attain while debugging, the fewer the defect will be discovered later by other kinds of testing. The earlier these defects can be discovered, the less expensive they are to correct. Research has not yet produced a white box approach that guarantees 100% logic test coverage for all situations. [3] Here is the diagram for white box testing. Static Analysis Manual Automated Inspection Walkthrough Symbolic Execution Static Verification Diagram .2, White Box Testing White Box Testing Techniques: White box testing verifies the correctness of the softwares statements, code paths, conditions, loops and data flow. The prerequisites of white box testing include the software requirements, use cases, the executable program, its data and its source code. Here are the techniques used for white box testing. Statement Coverage Technique This technique focuses on determining what percentage of the source code lines in a program has been executed. If there are 5,000 lines of source code in a program and you can determine manually or with a tool that you have executed 4,537 lines of source code, then you have achieved 90.7% statement coverage. A hypothesis in this context is that the higher the source code test coverage, the fewer will be the defects found later. The practical conclusion is the that new, unexecuted code lines are just a software time bomb waiting to explode at the most inopportune moment in production. [3] The question is not if they will explode, only the question is when. Branch coverage technique This technique focus on determining what percentage of source code branch (true/false) logic in a program has been executed. Suppose if there are 1,500 source code branch points in a program and we can determine manually or with a tool that we have executed 1,145 branches by counting true and false branch executions separately then we have achieved 76.3% branch point coverage. [3] The co-occurrence of unexecuted branches with unexecuted statements is found most often in untested error recovery logic. Testing simple condition branches before the compound condition branches requires fewer initial test actions. The developer needs to choose a test value that will force a true branch and any test value that will force a false branch, just two test values per branch. Compound Condition Coverage Technique This technique extends the branch coverage technique to branches with compound conditions, ones that contain combinations of Boolean operators AND, OR and NOT along with pairs of parenthesis, possible nested. In this technique, the challenge is to identify all the test value combinations that will evaluate to true and false for every simple condition and every Boolean combination of simple condition. Path Coverage Technique This technique focus on determining what percentage of source code paths in a program have been traversed completely. A source code path is the sequence of program statements from the first executable statement through a series of arithmetic, replacement input/out, branch and looping statements to a return/stop/end/exit statement. [3] If there are 943 different paths through a program and we can determine manually or with a tool that we have executed 766 of them, then we have achieved 81% path coverage. The underlying hypothesis is that the higher the path test coverage, the fewer will be the defect found later. Loop Coverage Technique This technique focus on determining what percentage of source code loop in a program has been cycled completely. In the programming languages, there are several loops like DO, FOR, WHILE and UNTIL. Some of the loops are a clever construct of IF statements and subsequent returns to these IF statements. The objective of the loop testing is to force the program through the loop zero time, one time, n/2 times (n is terminal loop value) n times and n+1 times. The one-time loop, n/2-time loop and n-time loop validate expected loop response at the beginning, middle and end of the longest loop. The zero-time and n+1 time loop tests for unexpected and inappropriate looping conditions. Advantages of White Box Testing Here is the list of the few common advantages of white box testing. Introspection Introspection is the ability to look inside the application and tester can identify objects programmatically. [2] It is helpful when UI changes frequently or the UI yet not known, It allows testing to proceed. In some situations it decreases the fragility of the test script provided the names of an object do not change. Stability White box testing delivers greater stability and reusability of test cases if the objects that include an application never change. Thoroughness White box testing is very helpful technique, where it is essential to know that every path has been thoroughly tested, that every possible internal interaction has been examined. [2] This technique gives tester the ability to be more thorough in terms of how much an application they can test. Issues with White box testing The issues with the white box testing are listed below: Complexity: The tester must have detailed programmatic knowledge of the application in order to test with white box testing technique. White box testing involves the internal logic of the applications code so this complexity requires highly skilled testers to develop test cases. Fragility Although introspection overcomes the issue of application changes breaking test scripts but the reality is that often the names of objects changes during product development. White box testing requires test scripts to be tightly tied to the underlying code of an application means that changes to the code will often cause white box test scripts to break. [2] Then it introduces a high degree of script maintenance into the testing process. Integration Due to the highly integrated nature of white box testing tools many do not provide support for more than one platform usually windows. In those companies where companies have applications that run on other platforms, they either need to use different tool or need to test manually. [2] COMPARING BLACK BOX AND WHITE BOX TESTING FEATURES Black box testing based on requirements, therefore also called behavioral or functional testing technique, whereas white box testing is based on the internal logic and structure of the project therefore also called structural testing. Black box testing creates test data without any aspect of the software structure, so this technique does not consider how the test object has been implemented but what its requirements are. On the other hand, in white box testing, the tests are derived from the structure of the tested object and tests are based on the actual implementation. [5] Black box testing methodology is used in integration level or system level because it does not need to look into source code but just need to execute a system by using input data and output result. On the other hand, white box testing is used for logical and analytic test in unit test level. Black box tester can be less technical in programming and has no bonds with the code so tester perception is very simple white box tester needs programming skills to identify and test all paths through the software. [3] In black box testing, test case can be designed as soon as the functional specifications are complete whereas in white box testing, test can be designed as the program code is developed. Black box tester used to verify contradiction in actual system and the specifications whereas white box tester chooses test case inputs to exercise paths through the code and determines the appropriate output. It reveals all errors hidden in the code. [6] Black box testing focuses on results and the user experience whereas white box testing focuses on the internal working and making sure that the application works as efficiently as possible. White box testing is time consuming especially when applied to the whole system but it directly identifies more bugs in the software. In black box testing, inputs need to be from large sample space to find expected results. There are some bugs that cannot be found using only black box or only white box testing. In black box, it is difficult to identify all possible inputs in the limited testing time so writing test cases is slow and difficult. In white box testing, it is not possible to test each and every path of the loop in a program so exhaustive testing is impossible for large systems. In black box testing some of the code may not be reachable without extraordinary measures, whereas white box testing does not tell if all the functionality has been implemented in the program. The comprehensive test coverage may be achieved only when black box and white box testing techniques are combined because both methodologies include various benefits of application testing. CONCLUSION As discussed above, Black box testing validates the functionality of the software and ensures that the system is working correctly according to the user requirements. Black box testing is less expensive as compare to white box testing and can be performed by the less technical individuals but Black box approach does not cover the comprehensive testing of the system. On the other hand, White box testing checks the internal structure, inner loops, conditions and logic of the code to verify the working of the code. White box testing is expensive and is performed by the skilled and technical individuals, but as the software size is getting huge, it is difficult to check out all parts of source code during integration or system level testing. As both testing methods have some pros and cons when applied on certain levels of testing. So using only one testing approach cannot guarantee bug free software. In the conclusion, we can say that the comprehensive testing of the system may be achieved by using both of the techniques for the software testing. White box testing can be used with black box testing to improve overall test effectiveness.

Memories of Sorrow :: essays papers

Somehow, it always seems that the most important memories are always hidden by some unknown force. I am almost certain to forget facial features or marking traits of someone special to me. If I try to remember, it is lost. Memories are not always an accurate recollection of the truth; sometimes they are not real at all. For whatever reason, people always seem to remember what they would like to believe the truth is. With all this in mind, I will share a personal recollection of my first romance. It was on a Friday during the winter months of my 8th grade year. If I recall correctly, which I always do, her name was Nicole. Her name, Greek for "Victory of the People", always embedded such awe and mystery into my mind. The angelic Nicole stepped into my life on a cold day, as I sat there in my school bus after another long day. I was sleepy, like always, because I had gone to bed late the night before. Then as unexpected as snow in Brownsville, I saw her. She was a vision, her golden hair streaming down to her neck. Her eyes sparkled like a thousand stars. She was tall and lusciously curvy. She was so curvy that it was a danger to all of heaven’s minions. I still have never been as anxious to meet any one as I was meeting her. God, with his merciful divinity, had shined his light upon the earth and sprinkled the world with one true miracle, Nicole. What luck I had, she sat next to me! What was I going to do? I was always very uncertain with women. Sure they said they liked me, but I had never really had a girlfriend before. Due to some strange outwardly liar paradox, I remained quiet. How could I make a fool out of myself? As time passed, so did my fear. I slowly began to get more and more comfortable with her vast beauty so close to me. As time passed I gained more confidence due to our assigned seating, I gradually worked my way up the ranks from "Hi", to "Hello", and ultimately to the benchmark: "Hi, how was your weekend?" Nicole and I soon became very good friends on the bus, but my greed asked for more; I needed to have unlimited access.

An Attempt on Defining Art

Defining art is similar in defining other complex ideas like freedom, justice, beauty, etc. The problem for defining such concepts is that the concept itself branches out to other different disciplines and defining each and every one of them entails a need for perspective. Through out the ages, mean searched for how a thing is unique from other things. Similarly, they thought of how intangible concepts would be defined, be understood by all and be accepted by all regardless of any present force like gender, culture and environment. Numerous dictionaries define art as â€Å"all creative human endeavors, excluding actions directly related to survival and reproduction†; â€Å"any product of the creative impulse, out of which sprang all other human pursuits†; â€Å"requires a creative and unique perception of both the artist and audience†; â€Å"skill required by experience, study, or observation†. The task of having a single definition of art seems to be impossible. Art is mutually exclusive with the one who is attempting to define it. You may ask, what is art after all? The endless conversations would eventually lean to an answer: â€Å"it depends†. With myself, however, I could still define art. This kind of definition came to me during my Communication II class last year. And from thereon, I accepted it with my heart and with my mind. And I think that this would stipulate to me forever. Something becomes art when it has subtleties, when it has hidden messages or concepts lurking behind it, when we have to figure what it is, when we do not understand it on the surface level, when it makes us think, when it gives us headaches, when it seems to have no solution and when it transforms the human mind into a machine fusing all his knowledge and experience in life. With all of these, I believe that the best artwork in the world is something argued by the scholars in deciphering its meaning, and, even better, something unresolved.

Goup Influence on Self

Group Influence on Self from a Classical and Contemporary View Elizabeth H. Dixon PSYCH/555 September 3, 2011 Kelly Topp, Ph. D. Group Influence on Self from a Classical and Contemporary View Human behavior is often strongly affected by other people and groups of people as well as the groups to which a person may belong. Groups usually have established norms that tell its members how they are expected behave as members of the group.According to Baron, Branscombe, and Byrne  (2009), â€Å"Perhaps much more surprising is the fact that often, we are strongly affected by the mere presence of others, even if we are not part of a formal group† (Chapter 11, Effects of the Presence of Others, para. 1). Individuals can also withdraw from groups if they believe that the group is no longer providing their needs or has changed to a point where the group no longer reflects their desires, beliefs, needs, or values. Both of the above-mentioned styles of interactions can greatly affect an i ndividual and how he or she may come to terms within their role of self.These norms and expectations are a part of group influence and what is known as conformity and obedience. The subject of this paper will compare and contrast the concepts of conformity and obedience, analyze a classical and contemporary study concerning the effect of group influence on the self, and analyze individual and societal influences that lead to deviance from dominant group norms. A Comparison and Contrast of the Concept of Conformity and Obedience Group influence is a result of changes that result from indirect or direct interaction with groups of people.According to Fiske (2010), â€Å"Social influence broadly encompasses any changes in beliefs, attitudes, or behavior that result from interpersonal interaction† (Social Influence: Doing What Others Do and Say, Conceptual Definitions, para. 1). As such, the main influence of social influence is that of norms and roles in interactive settings. Key concepts aid in describing and analyzing the concept of social influence. For the purpose of the subject of this paper, conformity and obedience are two of the concepts that will be discussed. Conformity and obedience are similar in context and meaning; however, each affects an ndividual differently and has distinct differences when one is to define each concept. Conformity When one defines conformity, he or she must not forget to note that conformity exists in diverse types concerning individuals who are trying to fulfill their needs, wants, and desires. â€Å"Conformity is a form of social influence in which individuals change their attitudes and/or behavior to adhere to a group or social norm† (Shiraev & Levy, 2010, Social Interaction, Conformity, para. 1). Conformity is taught at very early ages. Parents place expectations of behavior on children as early as pre-kindergarten years.As children begin to socialize with other groups of people, they continue to learn that con formity is the baseline of norms and is â€Å"the unwritten rules of behavior. † Sometimes conformity happens as a motivation to gain rewards or avoid forms of punishment. This form of behavior is known as compliance, and tends to bring hope to individuals in need. For example, if people are desperate because of a lack of a need, or poverty, they may comply because of what may seem to be a convincing solution to their problems. Another reason that conformity exist is to escape sanctions administered by a group of people.For example, a person who does not conform to the expectations and rules of a group may receive sanctions, such as fines, against him or her and becomes at risk of ostracism from the group. Along the line of sanctioning, another reason that a person might conform is to remain in the good graces of others by living up to the expectations of others. In this case it is usually true that the â€Å"others† represent a majority of people. For example, people visit other countries that have different cultural norms, such as a woman wearing a scarf to cover her face.As a way to show respect for the culture, a woman may conform to the norms while a visitor within that particular country. Finally, a person may practice conformity because he or she is forced to comply. For an example, if a store is in the process of a robbery, the cashier and store clerk may do whatever the robber tell them to do. Both workers could also be compliant because they may be in a situation in which they are held at gunpoint and does not want to put themselves at a higher risk of being hurt or killed. Obedience People tend to try to interchange to use of the term conformity and obedience.Although obedience is very similar to conformity, the main difference between the two concepts is the source of the influence, or authority upon each term. Conformity has more to do with social expectations within a group or society, whereas obedience has more to do with influence from authority given by others or figures of authority. â€Å"Obedience is a form of conformity when a person simply follows orders given by others. Obedience to authority is defined as following orders given by an authority figure† (Shiraev & Levy, 2010, Social Interaction, Following Orders, para. 1).When obedience is shown toward another person or group of people, there is a belief that the authority figure has the right to demand actions, give orders, or issue requests. When a daycare worker wants compliance from the children in the daycare, obedience is the term used to describe what the worker wants from the children. When a police officer says to an individual â€Å"stop and put your hands up! † obedience is about a demand of action from a figure of authority. One way to define the difference of obedience and conformity is by noting that obedience is the result of a deliberate or active form of social influence (Shiraev & Levy, 2010).In other words, conformity i nvolves more personal choices than obedience, which involves an authority figure telling an individual or others how to behave in a particular way. Studies and research confirm that the concepts of conformity and obedience are similar in that each concept is driven by social interaction and social influences that greatly affect the concept of self. A Classical Study Concerning the Effect of Group Influence on the Self A historically well-known study of the self and the effect of group influence was that of an experiment conducted by a 1950s psychologist named Solomon Asch.Asch hypothesized that individual judgment is influenced by norms. Asch was interested in the extent that a person may follow or rebel against group expectations and norms. In Asch's experiments, a group of students were informed that they were to participate in a vision test. One subject was not told that the other participants were assistants of the experimenter (confederates). In the beginning of the experiment, the confederates were answering questions correctly, but eventually began to answer the questions incorrectly.The test subject knowingly had the correct answers but eventually began to answer the questions incorrectly. It became obvious that the individual was trying to conform to the participants who answered the question incorrectly. Findings of the Classical Study Nearly 75 % of the participants in these experiments went along with the other participants of the group at least once. The results indicated, along with the trial experiments, conformity approximately one-third of the time. Asch also found that the size of the opposing participants affected conformity as well.If the opposing is the majority, regardless of the number in the group, subjects conform just as easily as they would if the group is much larger in number. The experiments also showed the effect of group number and conformity. In the experiment when there was a presence of three or more confederates, the level o f conformity was more significant and obvious than the presence of one or two confederates. When more confederates was given the incorrect answer, while one confederate gave the correct answer, the level of conformity was dramatically lowered to between 5 to 10 %.Later studies have also supported this finding suggesting that social support is a valuable tool in decreasing or combating conformity (Morris & Miller, 1975). Limitations or Shortcomings with the Study The Asch experiments was criticized and believed to have limitations because critics of the experiment believed that participants had specific reasons in choosing to conform. According to some critics, the individuals may not have had a desire to conform to the group and that conformity could have occurred because of motivation to avoid any conflict.Critics also believed that the lab experiments may not have been an accurate reflection of the situations of the real-world. A Contemporary Study Concerning the Effect of the Inf luence of Obedience on the Self The January 2009 issue of American Psychologist discusses a more contemporary, new study that replicated Milgram's classic obedience experiment (Schaefer, 2011). In Milgram's 1960 experiment, participants were asked to deliver electrical shocks to a person who was known as the â€Å"learner† whenever an incorrect answer was given. Realistically, the learner was pretending to be shocked, as was a confederate in the experiment.The experiment was to prove and determine the willingness of people to obey the commands of a figure of authority. Despite that the learner seemed to be in serious distress, 65% of participants displayed a willingness to deliver the maximum level of shocks to the â€Å"learner. † Recently, a psychology professor at Santa Clara University, by the name of Jerry Burger, performed an experiment that replicated Milgram's famous study (Schafer, 2011). Under the same hypothesis of Milgram’s experiment, using modifica tions and safeguards to protect participants’ welfare, Burger repeated areas of the Milgram’s experiment with college undergraduates.Burger’s maximum shock level was 150-volts instead of the original 450-volts, and also participants were carefully screened to find whether or not the participants might experience negative reactions to the experiment. Burger also ensured through a screening process that students did not have knowledge of Milgram’s study. Findings of the Contemporary Study The results of the replication of the experiments showed surprisingly and startlingly similarities to Milgram’s original 1960 experiment. The participants, just as in the original experience, showed a high level of willingness to shock the learner.The most comparable point in the two studies revealed a full obedience measured rate of 70 %, not significantly high, compared to the rate of 82. 5 % measured more than 40 years ago. The results of Burger’s experime nt were high enough to reveal that participants obeyed at the same rate as in Milgram’s original study. Limitations or Shortcomings with the Study Critics of Burger’s experiment believe there are too many differences and lack of connections between his study and the earlier studies of obedience research to allow precise and useful comparisons within the study.The extreme differences in the maximum voltage are an example of what the critics view as conceptually unacceptable. However, supporters indicate that it is true that direct comparisons cannot be made when there is a significant difference between the 150-volt maximum of Burger’s research and Milgram’s 450-volt maximum; however, Burger’s procedures can be used to further the exploration of some of the situational variables studied by Milgram, along with other possible additional variables. This further exploration of variables would assist in explanations when analyzing contemporary examples o f group influence on the self.A Contemporary Example of the Effect That Group Influence Has on the Self A contemporary example of the effect that group influence has on the self is an approach that reminds this writer of a friend that she once had in college. This friend was a freshman that had never been away from home or her parents, and for the first time ever, was making decision about her life on her own. This friend, who will be referred to as â€Å"Angela† was bright and ambitious. Angela was so eager to fit in that she was willing to be a friend to anyone.Although Angela came from a rich family, she was not the type of person who would â€Å"look down† on others or prejudge others. Angela became friends with a girl that she met in one of her classes. Initially, the newfound friend seemed to like Angela, and both of them liked some of the same things. The new friend who will be referred to as â€Å"Jeannie† was a sophomore, and also from a rich background and quite preppy. Jeannie dressed a certain way, and carried herself a certain way, which was one of the true opposites between her and Angela.As time went by, including the school summer break, Jeannie and Angela became the best of friends. Upon their return to school, Jeannie introduced Angela to the girls in her sorority. Angela thought that it was a privilege that this prominent sorority seemed to have an interest in her. Angela immediately â€Å"took to† the group of young ladies. Eventually she pledged the sorority and became a member. During this time, this writer was still a friend of Angela; however, this writer noticed that Angela really did change.Angela altered her behavior and attitude to that of the group members. Angela bought expensive clothing and gadgets just so that she could be just like everyone in her group. Angela started to â€Å"look down† on other students by openly referring to them as â€Å"wanna-be’s† and other terms. Angela would be disrespectful toward members of the other sororities and always seemed to act as if she were better than everyone else. Angela acted as if she had very much power and authority, and within a year’s time, had conformed totally to the behaviors of her sorors.Angela had other friends, just like this writer, but eventually lost their friendship because of her â€Å"snooty† ways. Angela’s Transformation and the Conformity Theory This writer’s story is an example of the conformity theory in psychology. When Angela altered her behaviors and attitudes to that of the sorority members, she displayed one of the key aspects of the conformity theory known as the normative social influence. Angela openly referred to other people as â€Å"wanna-be’s† and began to â€Å"look down† on others, as she continued to follow the aspects of normative social influence.When normative social influence is exhibited, the influence of others leads one to conform to be accepted and liked by members within the group. The social impact theory is also displayed in this story because Angela became physically closer to the members within the sorority. According to the social impact theory the more important the group is, the closer a person’s physical distance becomes to that group. Angela found acceptance of the group’s mentality as her behaviors appeared to come naturally. Referent power was another factor in Angela’s transformation.Even though this sorority was not the most likeable, the group was perceived as rich girls from powerful and prominent backgrounds. Eventually Angela became just like the other members of her sorority and therefore, made other friends an outcast in her life. A long time after becoming a member of the sorority, Angela realized how her actions were and how unbecoming it caused her to be. After realizing the true friends she had were out of her life, and cared to have nothing to do with her , she chose to deviate from her sorority and became an inactive status within her sorority.The Individual and Societal Influences that Lead To Deviance Sociologists, define the term deviant as â€Å"exhibiting behavior that violates the standards of conduct or expectations of a group or society† (Schaefer, 2011, Chapter 7, Deviance and Social Control, What Is Deviance, para. 1). In the United States, the behaviors of drug users, alcoholics, and mentally ill people are examples of what society views as deviant behaviors. However, there are positive deviations that exist as well.Some people deviate from the norm to become more of an individual, and different because they may feel like standing up for what they believe versus that of belonging to a group that may seem opposite of the person’s beliefs. If one were to ask one of these people, how they became who they are, there is a strong likelihood that both individual and societal influences lead that person to these dev iant behaviors. Individual Influences and Deviance Individual influences that promote deviance may stem from other factors that play a role in how individuals become defiant and deviant.When it is concerning society being the group in question, researchers agree that the offspring’s actions stem from the individual influences that start from within the home. Within the family, if there is divorce, abuse, and deviant parental behaviors, there becomes a link to delinquency as juveniles and deviance as adults. Genetics and individual abnormalities also have been proven as reasons for deviance toward societal and group norms. It is generally acceptable practice to believe that genetic influences are significant in producing deviant behavior(s) in society (Carson, Butcher, & Mineka, 1996).Some people who deviate are not mentally ill or unhealthy, but have higher levels of self-actualization. Self-Actualization is â€Å"the highest level of the hierarchy, the level represents the need to be what one potentially is† (Goodman, 1968, p. 2). It is also generally accepted practice to believe that societal influences cause people to deviate from group norms and expectations. Societal Influences and Deviance Expectations such as cultural norms and values could cause a person to deviate from within a group.A deviant behavior clarifies moral boundaries, facilitates changes in society, encourages social unity, and affirms, as mentioned earlier, cultural norms and values (Carson, Butcher, & Mineka, 1996). Deviance is viewed by sociologists as a behavior engaged in a person by having common sociocultural backgrounds or the same experiences within a culture. In other words, deviant and nondeviant behavior is learned in the same way in that they both are behaviors that are a learned from others who engage in and encourage violation of cultural norms and values.Another form of a more common societal influence is that of peer pressure. Research has proven that deviant behavior is influenced by the presence or absence of a peer group. Example of Individual and Societal Influences and Deviance An example individual influence of deviant behavior is about the life of a son who became deviant because of behaviors that stemmed from within the home. This boy’s deviant mother practiced ineffective parenting and began teaching her son at the early age of five, to be criminally deviant. Kimes taught Kenny, the younger of two sons, to steal, murder, and commit scams.Fortunately, Kenny’s oldest brother did not follow in his mother’s footsteps. Kenny was graduated from high school and enrolled into college. It was in 1998 that Kenny dropped out of college to begin with his mother, a nationwide journey that initially seemed to have no particular purpose. The two made huge purchases using bad checks and fake identifications and were scamming even more to have money. The two of them murdered the victims of their biggest scams, and in July 1 998, landed in New York City, where they murdered Irene Silverman.Mrs. Silverman would be their last victim, after the two of them were infiltrated by the FBI, through a friend who sold Mrs. Kimes the illegal gun that was used to murder Irene Silverman. Sante and Kenny were tried in the spring of 2000 and found guilty of 58 different crimes (Sante) and 60 for Kenny. Sante received a sentence of 120 years and Kenny was sentenced to 125 years. A few months later, during an interview by Court TV reporter, Maria Zone, Kenny attempted to escape by pressing a ballpoint pen into Ms.Zone’s throat and holding her hostage for three hours before being subdued by authorities. Conclusion Many styles of group interaction exist among people. The subject of this paper had discussed the styles of conformity and obedience. There are both classical and contemporary studies that explain the importance of these styles when it concerns the concept of self and group influence. Finally, the discussi on of this paper was to analyze individual and societal influences that lead to deviant behavior and deviance from the dominant group norms.In conclusion, it is safe to state that groups or authority figures have powerful influence on an individual; however, although this may be a fact, there are still individuals who become nonconforming because individual influences and social influences will deviate from society and group expectations and norms. References Baron, R. A. , Branscombe, N. R. , & Byrne, D. (2009). Social Psychology (12th ed. ). Retrieved from https: //ecampus. phoenix. edu/content/eBookLibrary2/content/eReader. aspx? assetid= dcc36fe5-a546-43aa-a98f-7f22b00d6213&assetmetaid=0e66697f-8e59-426a-9e81- 0f11d551f5ad#ch11. Carson, R.C. , Butcher, J. N. , & Mineka, S. (1996). Abnormal Psychology and Modern Life (10th ed. ). New York, NY; HarperCollins College Publishers. Fiske, S. T. (2010). Social beings: Core Motives in Social Psychology (2nd ed. ). Hoboken, NJ: Wiley. Go odman, R. (1968). ON THE OPERATIONALITY OF THE MASLOW NEED HIERARCHY. British Journal of Industrial Relations, 6(1), 51-57. Morris, W. & Miller, R. (1975). The effects of census-breaking and census-pre-empting partners of reduction in conformity. Journal of Experimental Social Psychology, 11, 215-223. Schaefer, R. T. (2011). Sociology: A brief introduction (9th ed. . Retrieved from https://ecampus. phoenix. edu/content/eBookLibrary2/content/eReader. aspx? assetMetaId=3e30bf5c-a204-4d0d-ad08-a0fc3ac36be5&assetDataId=1db06d3b-3487-4815-8bb6-13bc3688b4f6&assetpdfdataid=5efbce9a-4e5c-4bc3-8c17-fe40098b56f1. Shiraev, E. B. , & Levy, D. A. (2010). Cross-cultural psychology. Critical thinking and contemporary applications (4th ed. ). Retrieved from https://ecampus. phoenix. edu/content/eBookLibrary2/content/eReader. aspx? assetMetaId=ac0b2e56-5cb2-4024-abff-6da6accc415c&assetDataId=3affa4fb-bbbd-4c11-8b2d-ab669c0ea62b&assetpdfdataid=0d2966aa-e83d-4eb2-aed0-bf9949269b85.

How to Break the News About Bad Grades to Your Parents

How to Break the News About Bad Grades to Your Parents If you are expecting a bad grade, or if you’ve just found out you’re going to flunk a class, then it’s pretty likely that you’re facing a tough conversation with your parents. It may be tempting to delay the bad news as long as you can, but that is a bad idea. You have to address this head on and prepare your parents for a shock. Don’t let your parents be surprised by bad news Procrastination just makes things worse in any situation, but it’s especially damaging in this situation. If your parents are surprised by a flunking grade, they’ll feel doubly disappointed. If they have to learn at the last minute or discover the news through a teacher, they’ll feel like there is a lack of trust and communication on top of the academic problem at hand. By telling them ahead of time, you’re letting them know that you don’t want to keep secrets from them. Schedule a meeting It’s hard to talk to parents sometimes- we all know this. Right now, however, it’s time to bite the bullet and schedule a time to talk with your parents. Pick a time, make some tea or pour some soft drinks, and call a meeting. This effort alone will let them know that you are taking this seriously. Acknowledge the big picture Your parents will want to know that you understand the seriousness of bad grades. After all, high school is the doorway to adulthood, so your parents will want to know that you do understand what is at stake. Understand that this is a time when you are laying the foundation for a successful future and communicate that view in your conversation with your parents. Acknowledge your mistakes Remember that everybody makes mistakes (including parents). The good news is that you can learn from your mistakes. Before you speak with your parents, make an effort to understand what went wrong in the first place. Take some time to figure out why the bad grade happened (and be honest about this). Were you overloaded this year? Did you take on too much? Maybe you had a problem with priorities or time management. Make a real effort to get to the root of your problem, then think of ways to make the situation better. Be prepared Write your conclusions and plans on a piece of paper and take it with you when you meet with your parents. Talk about your possible ideas. Are you willing to go to summer school? Maybe you should drop sports next year if you have to take a make-up course next year? Think about the steps you can take and be ready to discuss them. Your goal is to show your parents that you are willing to take ownership. Admit you screwed up or that you have a problem- if you did- and let your parents know that you have a plan to avoid making the same mistake in the future. By taking ownership, you are showing a sign of growing up, and your parents will be happy to see it. Be mature Even if you go in with a plan, you must be willing to receive other suggestions. Don’t go into the meeting with the attitude that you have all the answers. As we grow into adults, we sometimes learn to push our parents’ buttons. If you really want to be a grownup, it’s time to stop pushing those buttons now. Don’t try to get into a fight with your parents to blur the topic and transfer the problem to them, for instance. Another common trick that parents see through: don’t use drama to try to manipulate the situation. Don’t cry and exaggerate your guilt to generate some sympathy. Sound familiar? We all do things like this as we test our boundaries. The point here is, it’s time to move on and learn. Be prepared to receive news you don’t like. Your parents’ idea of a solution may be different from your own. Be flexible and cooperative. You can recover from any situation if you are willing to learn and to make the necessary changes. Make a plan and follow it!

Linus Pauling essays

Linus Pauling essays Linus Carl Pauling was an American physical chemist who was a firm believer in high doses of Vitamin C. He introduced the concept of electro negativity in 1932, and he also formulated a model for the structure of hemoglobin. Pauling retired in 1974. Pauling was born in Portland, Oregon. Pauling had to move to several different cities in Oregon from 1903 to 1909. When is father died in 1910, of a perforated ulcer, his mom was left to care for Pauling and his two younger Siblings. Pauling read many books as a kid, and at one point his father wrote a letter to a local paper inviting suggestions of additional books that would occupy his time. In high school, Pauling studied Chemistry. He entered the Oregon State College in 1917, receiving the degree of B.Sc. in chemical engineering in 1922. During the years 1919-1920 he served as a full-time teacher of quantitative analysis in the State College, after which he was appointed a Teaching Fellow in Chemistry in the California Institute of Technology and was a graduate student there from 1922 to 1925, working under Professor Roscoe G. Dickinson and Richard C. Tolman. In 1925 he was awarded the Ph.D. (summa cum laude) in chemistry, with minors in physics and mathematics. He entered the Oregon State College in 1917, receiving the degree of B.Sc. in chemical engineering in 1922. During the years 1919-1920 he served as a full-time teacher of quantitative analysis in the State College, after which he was appointed a Teaching Fellow in Chemistry in the California Institute of Technology and was a graduate student there from 1922 to 1925, working under Professor Roscoe G. Dickinson and Richard C. Tolman. In 1925 he was awar ded the Ph.D. (summa cum laude) in chemistry, with minors in physics and mathematics. Since 1919 his interest lay in the field of molecular structure and the nature of the chemical bond, inspired by papers by Irving Langmuir on the application of the Lewis ...

5 Words That End in the Excrescent -st

5 Words That End in the Excrescent -st 5 Words That End in the Excrescent â€Å"-st† 5 Words That End in the Excrescent â€Å"-st† By Mark Nichol Somewhere along the way, a very small group of English words, through dialectical divergence, acquired spelling and punctuation variants in the form of an odd appendage: the letters -st. Three of these terms are acceptable (but declining in use) in British English but deemed nonstandard in American English, while two others, strangely, have prevailed over earlier forms. The phonological term for this type of change is excrescence, which although it simply means â€Å"outgrowth† is a word with unpleasant associations that should help writers (and speakers) of American English to remember to think twice before using one of the following three words: 1. Amidst: The preposition amid, meaning â€Å"among† or â€Å"during,† or â€Å"with the accompaniment of,† is often written (but rarely said as) amidst, even in American English, but it is considered colloquial and unsuitable for formal writing. 2. Amongst: The excrescent form of the preposition among, in some senses synonymous with amid(st), is perhaps even more frequently employed in informal American English writing (and speaking). However, amongst, like amidst, should be avoided in formal writing. 3. Whilst: Alone among these three words, the conjunction whilst is rarely used in American English, perhaps because it sounds especially affected; many users of British English also favor while. Its relative unpopularity, however, is counterintuitive in that it is relatively easy to pronounce, while amidst and amongst involve some mandibular gymnastics. Though they have the same ending as amidst, amongst, and whilst, these words ending in the excrescent -st are standard: 4. Against: Anomalously, though against followed a path similar to those of the three words listed above, forming from the alteration of again to againes and then to againest before settling into its current form, the nonstandard variant prevailed. Again, as a preposition, has been relegated to dialect used for comic effect; indeed, in this context, it is often spelled agin to emphasize the drawled pronunciation, as in â€Å"I ain’t sayin’ nothin’ agin ya† (translation: â€Å"I’m not saying anything against you†). 5. Midst: This variant of the noun middle (from the Middle English term middest, an alteration of middes, which in turn is short for amiddes, meaning â€Å"amid†) is correct, though its survival is curious, considering that middle is easier to pronounce. The truncated form mid is acceptable only as a prefix in a hyphenated (mid-Atlantic) or closed (midafternoon) compound. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Writing a Reference Letter (With Examples)Hyper and HypoComma After Introductory Phrases

AMID fears about climate change, the world's future looks gloomy. Yet Essay

AMID fears about climate change, the world's future looks gloomy. Yet there is another worry - our booming population - Essay Example this respect, he notes that currently, the world has more than seven billion people, and that every year, about 80 million individuals are added to the statistic. Attenborourgh (2009) notes that the world has a carrying capacity beyond which it cannot sustain a growing human population. Taking note of this factor, he believes that the way to go in respect of ensuring that the world remains sustainable is taking responsibility for our growth in populations such as by using contraceptives. This paper analyses Attenborourgh’s views in light of past studies and professional views. Real Climate (2014) notes that there are several indications that human activities have contributed to the high levels of carbon dioxide in the environment. In this respect, he notes that over the last 15 decades, the concentrations of carbon dioxide on earth haves grown from about 280 to 380 ppm (parts per million). This state of affairs has come in place as a function of such activities as clearing and burning of forested land and burning fossil fuels which are commonplace events ever since the industrial revolution. The Royal Society (2014) concurs with Real Climate in regard to human contribution to climate change. The Society states that the concentration of carbon dioxide in the atmosphere has increased by more than 40% since the industrial revolution began, most of this rise having occurred since 1970. These levels are higher than have been seen in the last 650,000 years according to the Intergovernmental Panel on Climate Change (IPCC) (BBC 2007). Some of the evidences that show that climate change is a reality today include the decline in Arctic sea ice and the increase in the average temperature of the earth (global warming). Worth noting is that the average temperature of the earth’s surface has increased by roughly 0.8 Â °C since 1900 (The Royal Society 2014). Although this figure seems small, experts are quick to warn on its significance on human life, flora and fauna.

Video Response Essay Example | Topics and Well Written Essays - 250 words - 5

Video Response - Essay Example Availability of physical space is another factor that was taken into consideration before preparing the video. Appropriate allocation and use of time was also allocated for each activity. Curricular resources such as books, desks, audio-visuals might have been collected and arranged at the right location in advance. Human resources i.e. the support staff in the high school class might have been oriented for the preparation of the video. Assessment of learning as indicated in the first clip might have involved an orientation of the students in order to prepare them for the video shooting. From the video, it is apparent that the teacher believes that teaching and learning requires a conducive environment, characterized by availability and proper arrangement of resources. This is indicated by the fact the teacher focuses on classroom arrangement, not only the arrangement of books, but also other learning resources such as

Video Response Essay Example | Topics and Well Written Essays - 250 words - 5

Video Response - Essay Example Availability of physical space is another factor that was taken into consideration before preparing the video. Appropriate allocation and use of time was also allocated for each activity. Curricular resources such as books, desks, audio-visuals might have been collected and arranged at the right location in advance. Human resources i.e. the support staff in the high school class might have been oriented for the preparation of the video. Assessment of learning as indicated in the first clip might have involved an orientation of the students in order to prepare them for the video shooting. From the video, it is apparent that the teacher believes that teaching and learning requires a conducive environment, characterized by availability and proper arrangement of resources. This is indicated by the fact the teacher focuses on classroom arrangement, not only the arrangement of books, but also other learning resources such as

What extent can we speak of a uniform impact of the cold war on Essay

What extent can we speak of a uniform impact of the cold war on western europe in the period from 1950 to 1980 - Essay Example The discussion here will focus on Western Europe, more specifically Britain, Spain, and Italy. After WWII, Europe was divided by Western Europe, allies of the United States, and Eastern Europe, which was controlled by puppet Russian communist regimes. The United States wanted an independent Western Europe. However, the United States only wanted an independent Europe, if the countries were capitalist. Whereas the Western Europe countries did not like having Russia control half of Europe, with America influencing the other half, they accepted it to the alternative. Brogi (2001, 76) quotes John Gaddis following statement: the hard reality was that Britain, France, and their smaller neighbors preferred the known risks of influence to the imponderables of a unified third force that could conceivably fall under German or even Russian control. Thus for the avoidance of a third world war, Western Europe tolerated the United States influence. â€Å"Indeed the Europeans proved incapable of overcoming their ancient rivalries, but were able to adapt and even promote dependence on the United States† (Borgi, 2001, 76). By depending on the United States, Britain, Spain, and Italy could transfer the responsibility of protecting their nations from Russia to the United States. The United States became the protector of Britain, Spain, and Italy during the Cold War. When before the Cold War, these countries were more dependent on European and self preservation against Russia and Germany. Great Britain and the United States have been allies before and since both world wars. However, the United States, during the Cold War, proved to Great Britain where the true power lay. For example, when the Suez Canal crisis arose, Great Britain and France wanted to resolve the issue militarily (Fraser, 2002, 74). The United States did not want to provoke the Russian backed Egyptian president, Nassar for fear of another world war. To stop France and

Ratio Analysis Case Speech or Presentation Example | Topics and Well Written Essays - 750 words

Ratio Analysis Case - Speech or Presentation Example Investors of the company regard it as a poor investment because it has poor current and future performance. They anticipate lower growth in the future. As far as the well-being of the common stockholders are concerned, the company is able to provide them some returns in the form of dividends even though it might be lower than that of other companies in the industry. Stephens Company has a higher gross margin percentage implying reasonable profit as the company is keeping overhead costs in control. In terms of liquidity, the firm is relatively liquid. Its current ratio is greater than one meaning it is able to meet its near-term obligations with lots of ease. Its quick ratio is less than one implying that it  is unable to meet its short-term using its most liquid assets. The company is less liquid than other companies in the industry because it has lower quick and current ratios. In terms of efficiency, the company is less efficient in managing its liabilities and using its assets to generate income. Its average collection and sales period are more than that of other companies in the industry. The company’s efficiency in collecting its receivable is less than that of the industry. Additionally, the company has higher days’ inventory on hand. In terms of leverage, the company uses more debt than equity. It has a debt to equity ratio of 2. It is highly leveraged than other companies. Even, though it is highly leveraged, it has more cover for the interest expense (TIE=3.08 times), but the cover is less than that of other companies in the industry. In general, the company is able to pay both the long-term and short-term debts. The loan should be approved. First the company makes a reasonable profit which is sufficient enough for its daily operations. Secondly, the company has higher cover the for the interest expense implying lower risk as a result of bankruptcy. Finally, the company is able to provide common

Commodities Essay Example | Topics and Well Written Essays - 1500 words

Commodities - Essay Example The immeasurable significance accorded to oil, in all the forms it occurs, by political empires can be traced to as early as the first decade of the 20th century when governments started showing interest in private oil companies. On behalf of the British government, Winston Churchill proposed a bill to the House of Commons in 1914 that sought to acquire a 51% controlling stake in the Anglo-Persian oil company at a cost of  £2.2 million. A hidden motive can be seen in this move because the acquisition agreement further stated that the government would install two directors in the company that would have no hand in commercial activities. Rather, their only role would be to sanction political matters and those relating to Admiralty oil contracts. Fuel oil prices were already rising occasioned by the rising need of an industry that relied on oil-powered propulsion. It was the view of some members of the House of Commons that the cause of the price increase was a new special use found f or oil, and not some rings or trusts, which was also contributing to its shortage. From the notion of a new and special use being discussed in the House, one can easily link oil to politics. It was soon established that the â€Å"use† was in the form of other countries stocking up on fleets of oil tankers in case of war. From history, we learn that Britain had an abundance of coal at the beginning of the 20th century, but no oil reserves had been discovered within it by that time. It then becomes apparent that the decision to acquire private oil companies was informed by the technological advancements of the Anglo-German maritime prowess. Only oil, and not coal, could provide the edge crucially required in terms of resilience and speed to assist the British maintain the naval supremacy that the Germans were so relentlessly working towards. Here, it can be seen how oil had become a key strategic commodity in national policy. While the Anglo-Persian deal assured the firm a vari ety of secure markets and capital, it, more significantly, provided a steady oil supply to the British government and guaranteed its survival, albeit only for a foreseeable future. This is further confirmed by Churchill’s revelation that the acquisition’s objective was to keep the navy prepared. A critical examination of that objective brings to light the fact that the precedence of investing oil in national security over a flourishing market was legitimized just before WWI. This is even strengthened by the way advocates of national security within the British government supported the limiting of oil in the market. Moving toward WWII, it is apparent that it was an affair between industrial powers. Therefore, nations that had no oil were greatly disadvantaged. For

Purpose of Schooling from the Past to the Present Essay

Purpose of Schooling from the Past to the Present - Essay Example Jefferson also had a strong belief that without and educational background people would never really have any idea of what true freedom was. Jefferson is quoted as saying, "If a nation expects to be ignorant and free, in civilization, it expects what it never was and never will be" (Padover 1952). Therefore the belief from education to the past and currently in the present still exists to be that without an education people will only dream of what they want to be in life and what they would love to achieve. In order for great things to happen one has to have knowledge of their past and a good knowledge of their future through the gift of education. In colonial times the main structure of education was situated around learning English, Reading, Writing, History, and Arithmetic due to the fact that these five areas are and have always been considered to be the most prudent areas to have knowledge about in life. Also, there were public schools just as there are today and there existed private schools as well but in colonial times the only children that could have the possibility of attending where all white and came from very influential and prosperous families (Mapp 1991). Many studies have also found that poor children did not have the ability to attend any type of formal schooling due to the fact they did not have the clothes or supplies to be able to afford going and also due to great fear of not fitting in. Not only this but it was also in part on the fact that their parents needed them more on the farms working for monetary compensation to sustain the family than taking the time to receive a proper education. Therefore thes e children studied through apprenticeship (Pulliam & Patten 1999). Furthermore, those that did venture into elementary school only took time to learn the basics of schooling in order to function decently in society but their knowledge was very limited. Basically the learning process consisted of a lot of memorizing and those who did not study and learn where often whipped, which is similar to the style of punishment today in schools with the principal paddling students who act up in class. However, in colonial times the punishment for disruption was much harsher than it is today. The first textbook came from New England and was titled, "The New England Primer" and formed a part of America's contribution to young people's education. This text was used from 1609 all the way up until the mid 19th century to teach religion and reading (Pulliam & Patten 1999). For instance, for every letter of the alphabet that a child learned they also learned a religious scripture as well. Such as for the letter a, they learned "In Adams fall, We all sin." (Pulliam & Patten 1999). This shows that in the colonial period schools were greatly influenced by religion and when compared to today we can see a stark difference because religion in the public school system has all but been taken out of the teaching curriculum. Benjamin Franklin also had a great role in the educational process during the late colonial period as well, in fact possibly just as influential as Thomas Jefferson was to the learning process of the various time periods. As the times progressed in the learning envir onment for Americans the more the attitude grew that necessary

Commodities Essay Example | Topics and Well Written Essays - 1500 words

Commodities - Essay Example The immeasurable significance accorded to oil, in all the forms it occurs, by political empires can be traced to as early as the first decade of the 20th century when governments started showing interest in private oil companies. On behalf of the British government, Winston Churchill proposed a bill to the House of Commons in 1914 that sought to acquire a 51% controlling stake in the Anglo-Persian oil company at a cost of  £2.2 million. A hidden motive can be seen in this move because the acquisition agreement further stated that the government would install two directors in the company that would have no hand in commercial activities. Rather, their only role would be to sanction political matters and those relating to Admiralty oil contracts. Fuel oil prices were already rising occasioned by the rising need of an industry that relied on oil-powered propulsion. It was the view of some members of the House of Commons that the cause of the price increase was a new special use found f or oil, and not some rings or trusts, which was also contributing to its shortage. From the notion of a new and special use being discussed in the House, one can easily link oil to politics. It was soon established that the â€Å"use† was in the form of other countries stocking up on fleets of oil tankers in case of war. From history, we learn that Britain had an abundance of coal at the beginning of the 20th century, but no oil reserves had been discovered within it by that time. It then becomes apparent that the decision to acquire private oil companies was informed by the technological advancements of the Anglo-German maritime prowess. Only oil, and not coal, could provide the edge crucially required in terms of resilience and speed to assist the British maintain the naval supremacy that the Germans were so relentlessly working towards. Here, it can be seen how oil had become a key strategic commodity in national policy. While the Anglo-Persian deal assured the firm a vari ety of secure markets and capital, it, more significantly, provided a steady oil supply to the British government and guaranteed its survival, albeit only for a foreseeable future. This is further confirmed by Churchill’s revelation that the acquisition’s objective was to keep the navy prepared. A critical examination of that objective brings to light the fact that the precedence of investing oil in national security over a flourishing market was legitimized just before WWI. This is even strengthened by the way advocates of national security within the British government supported the limiting of oil in the market. Moving toward WWII, it is apparent that it was an affair between industrial powers. Therefore, nations that had no oil were greatly disadvantaged. For

Evolution of Jazz Essay Example | Topics and Well Written Essays - 750 words

Evolution of Jazz - Essay Example Many of the Jazz musicians relieved themselves from racial, social and cultural tensions in their hometown and spread Jazz music as ambassadors of their new found freedom. Hence, between the First and Second World Wars (1914 – 1940) Paris adopted Jazz music as its own. In this way, there was a huge transformation of Jazz music from an African- American genre to becoming an iconic phenomenon of international repute. Jazz music, that began with small marching bands, big bands, or by piano and banjo solos soon disintegrated as the focus centered on smaller ensembles. The Jazz musician I have chosen to write about is Louis Armstrong, (1901 – 1971) who is considered to be one among the best of Jazz musicians. Born in New Orleans on 4th August, 1901, Louis overcame his poverty-stricken background and rose to become one of the greatest solo improvisers in the field of Jazz music. Louis played the trumpet in a very innovative and interesting way and his style relied on improvis ation during his playing the trumpet. He also pioneered a new style of singing called ‘scat’ which is improvising during singing without real lyrics but in perfect tempo and melody. Armstrong had a sort of gravelly voice and besides his virtuosity in his trumpet playing abilities, he was quite famous for his ‘scat’ singing. In fact, he holds the record of being the oldest Jazz artist to have cut a No. 1 record at 63 years old, which is called ‘Hello Dolly’. What is most spectacular about this record is that it toppled the Beatles by reaching number 1 on the charts in 1964. ‘Hello Dolly’ (1964) was the chart-buster title song for the award winning musical ‘Hello Dolly’. This wonderful song also won a Grammy for the best vocal performance by Louis Armstrong which enthralled his audiences all over the world. It was later made into a movie where Armstrong appeared and dueted with Barbara Streisand. Composed by Jerry Herman , ‘Hello Dolly’ is a very vibrant and catchy number rendered with equal enthusiasm and energy by the famed Louis Armstrong. The song begins with a rhythmic syncopated style using instruments. After the instrumental introduction, Armstrong begins singing in his own inimitable ‘scat’ singing style. He has a deep voice that is highly expressive of the lyrics ‘Hello Dolly’. The band comprising of saxophone, drums and trumpet played by Armstrong himself lends complete support in between the vocals. The interlude of ‘Hello Dolly’ is quite a lengthy one, with the trumpet as the main instrument and the other instruments filling in to add a different flavor. His flair for innovation is a major plus point for this singer as he uses a lot of improvisation both in his trumpet playing as well as in his singing. Some of the rhythmic beats used are long while others are staccato in presentation. Armstrong’s voice is throaty and guttural b ut even so very captivating. The pace of the entire song is medium paced while the tone is highly energetic with snatches of highs and lows that give it its own uniqueness and beauty. The final bar of the instrumental part has Armstrong improvising into a crescendo and this is duly answered by the supporting saxophone. Immediately after the interlude, Armstrong takes over and concludes the piece by singing using both lyrics as well as syncopated sounds that makes it so unique and attractive. Armstrong is considered to be one of the greatest Jazz musicians of all time who has

There is nothing wrong with being ignorant as long as you are contented Essay Example for Free

There is nothing wrong with being ignorant as long as you are contented Essay b) â€Å"There is nothing wrong with being ignorant as long as you are contented† Dicuss. This discussion topic is one that is regulary debated by philosophers and people in general. Surely if we asked ourself the question – if we can live in peace and happiness why should it matter if we live in ignorance or not? Surely we would just be jepodising our happiness for the â€Å"real† truth? Then again some may argue that how can we know what happiness really is if we are actually living in ignorance, because that happiness were feeling wouldnt actually be real. Platos stand on this evident; he believes that by living in ignorance you are living far from the truth. As a philosopher Plato argues that you should always question the world that you live in, whether you are contented or not. His attitude was simple: how can you be content with something thats not possibly real? His famous teaching was the analogy of the cave. In this he taught others that there was once a cave, and in that cave lived a group of prisoners who had lived there all their lives. One day one of the prioners decided to break free and walk along the path of unknown, towards the sunlight. Plato continued this story of saying that the prisoner was finally â€Å"englightened† by the real truth, and then returned to tell his fellow prisoners of what he had learnt. This evidently shows us that Plato did in fact agree with breaking free of ignorance, as it is the whole meaning of the analogy of the cave. Plato also believed that we as humans are ignorant, in the sense that we believe the real world is the Empirical world, and that no other worlds exist. Which Plato thought was complete and utter nonsense, because there is the world of forms: the Metaphyical world. If humans didnt believe that the Metaphysical world was not the world where all perfect forms lie, then we are all in fact ignorant. Plato b melieved that we all need to open our minds to all the possibilties and not be blinded by our ignorance. We also know, due to Platos theories, that in the question where it says, â€Å"there is nothing wrong with being ignorant,† we know for a fact that Plato would disagree with this. Stating that there is nothing wrong with something, from the Empirical world, was absurd in his eyes, unless in was in the Metaphysical world where everything is in its perfect form. However, some philosophers such as Aritotle (student of Plato), believed that the Empirical world was all that there was so therefore there is no ignorance to live in because the Empirical world is the world that exists. So in a way we can say that Aristotle would agree with this statment because his attitude is that we dont live in ignorance we live in this world, and this world alone. However some may also say, Aristotle is still a philosopher, he still questions this world. So for example, if he did think that we were living in ignorance, would Aristotle say that we should be content with that or should we question what content was? If we looked at another philosopher, Hereclitus, we can see how some of her ideas and theories may actually link to an idea that would agree with this statement. Heraclitus once said â€Å"reality is unstable†, surely if reality is unstable then ignorance must be bliss? Heraclitus also said that â€Å"you can never step in the same river twice†, teaching people that reality is ever-changing and is constantly in the process of change, therefore things go out of existance. Then surely, if Heraclitus is right, who would want to live in a reality that is unstable? Wouldnt you just prefer to live in a more stable world even if it was in ignorance? At least then you knew where you stood with the world rather than exprecting the Empirical world to always change. Therefore, this shows us that there was a philosopher that disagreed with Platos words and that ignorance should be aceepted if you are content with a stable world. Although in the film â€Å"The Matrix†, aired in 1999, it has a situation in the film which would apply to this statement. In the film the Morpheus tells the main characters Neo and Cypher that they have a decision to make. Do they take the blue pill which allows them to remain in the city where they live and live in blissful ignorance, or do they take the red pill, which would lead them to escape the city and to go into the â€Å"real† world, where they would embrace the sometimes painful truth of reality? The characters choose the red pill. They risk their happy life to understand the real truth. However, we soon see that they start to regret their choice. They wish they had taken the blue pill, even if it was living in ignorance. So even though at first it shows the characters disagreeing with the statement and that all humans, when faced with the decision of knowing the truth, they accept. It turns out that ignorance won in the end. It shows that though humans do like to know the truth, the majority of us are content with our lives and would rather live day by day and see where it takes us, rather than constantly questioning what is content? What is living in ignorance? Another example that we can discuss this statement on is: animals in captivity. Animals that are born in captivity are more likely to live longer than animals living in the wild. There a vets at the ready incase one of the animals get hurt and there are no fearful preditors about. The animals are completely safe. However, some argue that an animals natural habitat is the wild and that is where they should be living. Not in a confined cage. Many say that animals get stressed and its completely un fair for them to be living under the influence of humans. But surely, if the animal was born into capivity, they wouldnt know any different? No animal would know that their natural climate was maybe in the south of Africa (essentially the wild.) Really were saying should they be living in ignorance, where they are safe to bring up their young and can live a long, good life? Or.. are we saying that reality is better? Where animals could get hunted down before they even grow to be an adult? How are the animals supposed to know whether theyre living in ignorance or reality if they dont know any different? Linking this back to the statement, for me i think in this certain situation living in ignorance would be better than living in the harsh realities of the unknown wilderness. To conclude with, I believe that those who wish to live ignorance as long as they are content with it should do so. I can completely understand where they are coming from if they live a happy life. Why would you want to change that when reality may be bleak? Even though Plato said that we are blinded by this Empirical world and that we should widen our knowledge to venture into the Metaphysical world, the â€Å"real world†, my belief is that Plato took his theories a bit too far and that maybe he was questioning a bit too much and should just accept that this world is the only and real world there is. When we hit our head, it hurts. How can this not be the real world? I believe that an ignorant world does not exist, but a ignorant state of mind does. But as long people are content with that then why should it matter? Were not living their lives so it has no influence on us.

Documentary on Newfoundland :: essays research papers

Canada is internationally recognized for its excellence in documentary film, and in recent years several of Canada's finest documentary makers have come from this province. Some of them work primarily in Newfoundland and Labrador while others take their cameras around the world. Their films often tell highly personal stories that reflect universal themes, and many are characterized by an unmistakable passion for grass-roots politics, social change and human rights. For most of this century Newfoundland and Labrador stories and events were interpreted through the eyes of visiting filmmakers. Producers from Great Britain and the United States arrived as early as 1907 to do brief pieces about hunting, fishing and wildlife. The National Film Board of Canada (N.F.B.) made several short films here in the 1940s and came regularly after Confederation, eventually building a library of over 100 films about the province. Local directors and producers did not contribute to that library until the 1980s. A few Newfoundlanders were shooting footage in these early years, but usually out of personal interest and with no intention of creating narrative films. Finished projects by local cameramen and editors began to appear after the second World War. They included The Golden Jubilee of Archbishop Roach (1947) by W.J. Ryan and The Land We Love (1955), a travelogue of the Avalon Peninsula by Len Earle. By the late 1960s the CBC and CJON television stations were filming news, entertainment and information programs. Memorial University's Extension Service established a "media unit" to make educational films and documentaries and record significant public events. The unit also worked with the NFB on several projects, including a series of short films on Fogo Island that incorporated input and feedback from local residents. CJON at Buckmaster's Circle, 1952. Jack Squires loads CJON's mobile transmitter van in preparation for an important outside broadcast. Photo by C.F. Ruggles. From Newfoundland Radio in Pictures, 1952 (St. John's, Nfld: Guardian Press, Â © 1952) 43. (51 kb) In the early 1970s the first generation of independent filmmakers was beginning to emerge. Fourteen of them formed the Newfoundland Independent Filmmaker's Cooperative (NIFCO) in 1975. although dedicated to the making of dramatic and artistic films, NIFCO has also been vital to the development of a home-grown documentary industry. The early NIFCO documentaries focus on the province's history and heritage and are only a few minutes long. Stone's Cove (1980) profiles a resettled community through contemporary footage and old photographs. Dig At Cow Head (1982) is a brief portrait of an archaeological dig.

Scoreboards vs Blackboards: The Myth of the Student-Athlete Essay

In his essay, "The Myth of the ‘Student-Athlete", Gary Gutting argues that schools turn out more athletes than intellectuals, and that the word â€Å"intellectual† has become a swear word. I believe that this statement is very true and relevant to how mass media and education is shifting today. Take a look at how the school system is setup today, schools give out more financial aid and scholarships to students that are athletically gifted than intellectually gifted. Isn’t that backwards, shouldn't you be awarded more based on your intellect and work ethic more than whether if you can dribble a basketball or not? If this is the case then colleges are validating Gutting’s argument, that athletics is more important that academics. There are, of course, many cases of athletes who are primarily students, particularly in minor sports, but what about Division I football and men’s basketball, the big-time programs with revenues in the tens of millions of dol lars that are a major source of their schools’ national reputation? Are the members of these teams typically students first? According to the N.C.A.A.’s own survey in 2011, it showed by a huge percentile that the members of these sport teams do not identify themselves as students first. For example, football and men’s basketball players identify themselves more strongly as athletes than as students, gave more weight in choosing their college to athletics than to academics, and spend more time on athletics than on their studies. Football and men’s basketball players are admitted and given full scholarships almost entirely because of their athletic abilities. Academic criteria for their admission are far below those for other students. Their average SAT score are about 200 points lower... ...and statistics, Gutting wasn’t far off with his statement that, â€Å"schools turn out more athletes than intellectuals†. If this continues, then the unemployment rate will continue to rise and also the amount of uneducated citizens in the United States. Works Cited Gutting, Gary. "The Myth of the ‘Student-Athlete", Gary Gutting http://opinionator.blogs.nytimes.com/2012/03/15/the-myth-of-the-student-athlete/?_r=0 Weissmann, Jordan. "53% of Recent College Grads Are Jobless or Underemployed—How?" The Atlantic. Atlantic Media Company, 23 Apr. 2012. Web. 12 NCAA. "NCAA Publications." N.p., 12 Oct. 2011. Web. 10 Mar. 2014. . Thamel, Pete. "Athletes Get New College Pitch: Check Out Our Tutoring Center." The New York Times. The New York Times, 03 Nov. 2006. Web. 12 Mar. 2014.

Areas of Psychology

Malinda S. Kline March 13, 2013 Module 1: Assignment 3 PSY:101 General Psychology A03 KlineM_W1_A3. doc Instructor Angela Snelling Areas of Specialization Number |Subjects of study in |Areas of specialization in |Definition and key points of this specialization (be|Rationale (reason why you matched |Possible research method of | | |psychology |psychology (match with below |sure to use professional sources) |this subject of study with this |study (experimental, | | | |options) | |specialization in psychology) |correlational, observational, | | | | | | |case study, interview) and why | | | | | | |this one may fit the best | |1 | | |Definition |I chose Biological Psychology for |Observational Research- would be| | |Studying the causes of |Biological psychology or |â€Å"A science concerned with the integration of |this subject of study because it |used to see when a person’s | | |aggression in reaction to |Neuropsychologist |psychological observation on behavior and the mind |ba sically evaluates cause and |behavior changes and if any | | |others in their environment. | |Neurological Observations on the brain and nervous |effect. If something is causing a |outside factors incited the | | | | |system. † (Neuropsychology definition, 2013) |person to be aggressive to others |behavior. | | | | |in a certain environment then | | | | | |Key Points |something Biological could be |Interview- would be used to ask | | | | |â€Å"Biological principles to the study of mental |going on. Biological Psychology |the person why they became | | | | |processes and behavior.The field examines the basic|and Neuropsychologists study this |aggressive to a person. By | | | | |biological processes that underlie normal and |behavior to find out why, and how |asking the subject this directly| | | | |abnormal behavior at the level of nerves, |to stop or prevent it further. |you get their side of the story | | | | |neurotransmitters, and brain circuitry. † (Humphreys,| |an d not just inferences. | | | |2011) | | | |2 | | |Definition |I chose Developmental Psychology |Observational Research- could be| | |Studying the period when a |Developmental psychology |â€Å"Branch of psychology concerned with changes in |for this subject because the time |used because it’s observing a | | |newborn child recognizes his| |cognitive, motivational, psychophysiological, and |that a newborn child recognizes |subject’s behavior for something| | |or her parent. | |social functioning that occur throughout the human |his parents is part of |specific or non specific. It | | | | |life span. † (Developmental Psychology, 2013) |Development.Developmental |would be a good study because | | | | | |Psychology studies the cognitive |the only way to tell the | | | | |Key Points |functioning of a person over their|development of a child or person| | | | |â€Å"Infant cognition, conceptual development, language |life span. It helps to say at what|is to observe th em. | | | | |acquisition, and the development of symbolic |point in life humans will develop | | | | | |competence. † (University of Illinois Board of |certain traits, skills, and |Correlation Research- could be | | | | |Trustees , 2009) |abilities. used because it shows a | | | | | | |relationship between two | | | | |â€Å"Focuses on the psychological changes of the human | |variables. The variables would | | | | |mind throughout the life span. Developmental | |be the child’s behavior, and how| | | | |psychologists study infants, the elderly, and every | |other children this age behave. | | | | |age in between. † (Humphreys, 2011) | | |3 | | |Definition |I chose Social and Personality |Correlation Research- would be | | |Sharing some research about |Social and personality |â€Å"Understanding how people think, feels, and acts in |Psychology for this subject |good to evaluate what coping | | |the best strategies to | |real-world social situations. † (Psyc hology |because it relates to how people |skills affect what stress. | | |manage work place stress. | |Department, Cornell University , 2008) |respond to stress at work.Social | | | | | | |and Personality Psychology studies|Interview- would be good because| | | | |Key Points |a personality and how that |you can make a Case Study out of| | | | |â€Å"How people make sense of the world around them. † |particular personality responds to|interviewing several people | | | | |(Psychology Department, Cornell University , 2008) |different situations, like work |about their coping skills, and | | | | | |stress as in the example.It helps|how they help them manage work | | | | | |evaluate how people comprehend the|related stressors. | | | | | |world around them and respond to | | | | | | |the situations. | | |4 | | |Definition |I chose Health Psychology for this|Case Study/ Experimental- would | | Determining which chemical |Health psychology |â€Å"Physical Health can be affected by t he things that |subject because health psychology |be good because you are actually| | |or neurotransmitter might be| |people do, by the way they process information, |studies how chemicals affect a |testing the question. You are | | |activated when people use | |career choice, family dynamics, life troubles and |person’s health, and mental |performing an experiment by | | |coffee as a memory or | |the environment in which we live. † (Dr. Cheryl |health. Health psychology studies |taking subjects and exposing | | |performance â€Å"enhancer†. |MacDonald, 2013) |how certain contributing factors |them to certain chemicals and | | | | | |can affect a person’s ability to |studying the results of tests, | | | | |Key Points |remember things, or activate |brain scans, simple questions, | | | | |â€Å"Exploring biological, psychological, cultural, |different neurotransmitters in the|etc. | | | | |societal, and environmental factors of life, and how|brain. | | | | | |each of these affects physical health. † (Dr.Cheryl | | | | | | |MacDonald, 2013) | | | |5 | | |Definition |I chose Cognitive Psychology for |Observational Research- would be| | |Reviewing the thought |Cognitive psychology |â€Å"A branch of psychology concerned with mental |this subject because this studies |good for this situation because | | |process of someone who has | |processes (as perception, thinking, learning, and |the mental processes of the brain. |the subject may be able to | | |difficulties remembering | |memory) especially with respect to the internal |If a person is having problems |remember certain things, or only| | |things long-term. |events occurring between sensory stimulation and the|remembering things somewhere there|can remember things for a | | | | |overt expression of behavior—compare† (Merriam |is a miss communication in the |certain amount of time. This is | | | | |Webster Incorperated, 2013)   |brain affecting the person’ s |where Case Study or Experimental| | | | | |memory. Cognitive Psychology |Research could be used as well | | | | |Key Points |studies the brain to find a way to|to study the brain further.Te | | | | |â€Å"  (1) Human cognition can at least in principle be |help people remember or find out |see why the subject is | | | | |fully revealed by the scientific method, that is, |how to correct the problem with |forgetting things and what the | | | | |individual components of mental processes can be |the memory, either by medication |person is forgetting. | | | | |identified and understood† ((Costall and Still, |or possible medical procedures or |Interview- will also work good | | | | |1987; Dreyfus, 1979; Searle, 1990) (Dosher, 2007)) |a specific learning interaction. because you have to interview a | | | | | | |person to see what they can and | | | | |â€Å"(2) Internal mental processes can be described in | |can’t do. | | | | |terms of rules or  algorithms  in info rmation | | | | | | |processing models. There has been much recent debate| | | | | | |on these assumptions. ( (Costall and Still, 1987; | | | | | | |Dreyfus, 1979; Searle, 1990) (Dosher, 2007)) | | | |6 | | |Definition |I chose Clinical Psychology for |Interview Research- would be the| | |Methods to gain possible |Clinical Psychology or |â€Å"The field of Clinical Psychology integrates |this subject because this is the |best option for this situation | | |diagnoses in efforts to |Clinical Psychologists |science, theory, and practice to understand, |beginning process of mental health|because you have to interview a | | |understand emotional | |predict, and alleviate maladjustment, disability, |treatment. Clinical Psychologists |person to find out how they are | | |problems. |and discomfort as well as to promote human |perform evaluations on patients to|feeling, to find out how they | | | | |adaptation, adjustment, and personal development. † |diagnose and treat mental |respon d to situations. | | | | |(American Psychological Association, 2013) |illnesses, or help people cope | | | | | | |with stressful situations in their|Observational Research- is | | | | |Key Points lives by teaching coping skills. |another good study for this | | | | |â€Å"intellectual, emotional, biological, psychological,|Clinical psychology is a form of |situation because sometimes a | | | | |social, and behavioral aspects of human functioning |treatment to gain information |person can say something but | | | | |across the life span, in varying cultures, and at |about a person in order to treat |their actions are the opposite. | | | |all socioeconomic levels† (American Psychological |them for emotional disturbances |For example if a person says | | | | |Association, 2013) |they may be having, so they can |they’re not sad but their | | | | | |live a better and more gainful |actions are crying you can tell | | | | | |life. |with observation that the person| | | | | | | is really sad. | Bibliography American Psychological Association. (2013). About Clinical Psychology. Retrieved March 11, 2013, from American Psychological Association, Division 12 Society of Clinical Psychology: http://www. apa. org/divisions/div12/aboutcp. html Developmental Psychology. (2013). Retrieved March 11, 2013, from Merriam Webster Encyclopedia: http://www. merriam-webster. om/concise/developmental+psychology? show=0&t=1363046372 Dosher, Z. -L. L. (2007). Cognative Psychology. Retrieved March 11, 2013, from Scholarpeida, 2(8):2769 : http://www. scholarpedia. org/article/Cognitive_psychology Dr. Cheryl MacDonald, R. P. (2013, Febuary 20). Health Psychology Center Presents: What is Health Psychology? Retrieved March 11, 2013, from Health Psychology Center: http://healthpsychology. org/what-is-health-psychology/ (2008). Psychology and Life; Research Methods in Psychology. In R. J. GERRIG, & P. G. ZIMBARDO, Psychology and Life, 18th Edition (p. Chapter 1; Chapter2). Boston: Pe arson Education Inc. Humphreys, K. (2011, April 9).What are the Areas of Study within Psychology? Retrieved March 12, 2013, from Psychology In Action Communicateing Interesting and Relevant Psychological Research to the Public: http://www. psychologyinaction. org/2011/04/09/what-are-the-areas-of-study-within-psychology/ Linda M. Woolf, P. (2013). Developmental Research Methods. Retrieved March 12, 2013, from Professor of Psychology, Webster University: http://www2. webster. edu/~woolflm/methods/devresearchmethods. html Merriam Webster Incorperated. (2013). Cognitive Psychology. Retrieved March 11, 2013, from Merriam Webster Dictionary: http://www. merriam-webster. com/medical/cognitive%20psychology Neuropsychology definition. (2013).Retrieved March 11, 2013, from Merriam Webster Dictionary: http://www. merriam-webster. com/dictionary/neuropsychologist Psychology Department, Cornell University . (2008). Social and Personality Psychology. Retrieved March 12, 2013, from Cornell Univers ity Department of Psychology: http://www. psych. cornell. edu/SocPsych University of Illinois Board of Trustees . (2009). Developmental Division. Retrieved March 12, 2013, from Psychology University Of Illinoise: http://www. psychology. illinois. edu/about/divisions/developmental/ UYEMURA, B. -A. (2011). An Overview of Health Psychology. Retrieved March 11, 2013, from Psych Central: http://psychcentral. com/lib/2011/an-overview-of-health-psychology/all/1/