Adhd Research Paper 1 - 2246 Words

TERM RESEARCH PAPER ON ATTENTION-DEFICIT/HYPERACTIVITY DISORDER Introduction Attention-Deficit/Hyperactivity Disorder (â€Å"ADHD†) is a common childhood disorder that represents developmentally inappropriate levels of inattention, impulsivity and overactivity. It occurs in 3% to 5% of the school age population as stated by (Craighead, Craighead, Kazdin Mahoney, 1994). Another author (Barkley, 1981) stated that ADHD occurs in at least one child in every classroom. As a result of these statistics, ADHD has become one of the most commonly referred and heavily studied psychological disorders of childhood. Studies show that about 50-60% of children with ADHD in the age range of five to seven years are hostile and defiant. By the†¦show more content†¦Some major causal variables that have been identified are categorised as neurological factors, toxic reactions, genetic linkages and environmental factors. However, most of the available evidence found, points to neurological factors, which are imbalances of neurotransmitters in the brain, a nd genetic variables as the primary causes of ADHD. The environmental factors and toxic reactions (such as lead exposure and food additives) are considered very minimal causes of ADHD. The search for causes of ADHD continues. There are many variables which are biological or thought to have an affect on biological functioning. Assessment of ADHD An evaluation of a child with ADHD includes multiple assessment techniques. The main goals of the assessment are:- 1. to gather information about the developmental deviance of ADHD symptoms or other behavioural problems. 2. to rule out other psychiatric, learning or emotional problems that may be causing inattention, impulsivity, and/or overactivity. 3. to determine the degree of consistency between the sources and across situations with respect to reports of behaviours associated with ADHD. 4. to identify and prioritise targets for intervention. Conducting interviews with parents, teachers and the child. To determine the four factors just mentioned, the following methods are used:- 1. Interviews - to be conducted with parents, teachers and the child 2. Rating Scales - to compare the child’sShow MoreRelatedAdhd Research Paper - 13087 Words   |  13 PagesADHD Research Paper Attention Deficit Hyperactivity Disorder (ADHD) seems to be the affliction of this generation of children. It seems more prevalent every year. However, diagnosis criteria for ADHD is so subjective, what qualifies, who qualifies? There is no specific clinical cause for ADHD but it obviously exists. So many questions remain to be answered about ADHD. Are more children really being diagnosed with ADHD annually and is it really on the rise as it appears? Are too many children beingRead MoreAttention Deficit Hyperactivity Disorder (ADHD) Essay1687 Words   |  7 PagesAttention Deficit Hyperactivity Disorder Introduction Attention-Deficit Hyperactivity Disorder (ADHD), once called hyperkinesis or minimal brain dysfunction, is one of the most common mental disorders among children. (Elia, Ambrosini, Rapoport, 1999) It affects 3 to 5 percent of all children, with approximately 60% to 80% of these children experiencing persistence of symptoms into adolescence and adulthood, causing a lifetime of frustrated dreams and emotional pain. There are two types of attentionRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1243 Words   |  5 Pages ADHD induces Learning Disorder Student’s Name Institution Introduction 　　　　Attention Deficit Hyperactivity Disorder (ADHD) and learning disorder are two mental conditions that mostly affect children. They are caused by a mixture of environmental and genetic factors relating to affected children. Even there are similar characteristics of the two conditions; they are distinct in features and occurrence. However, it is the similarity of the two conditions that has drawn the attentionRead MorePrevalence Of Attention Deficit Hyperactivity Disorder Between Europe And North America1097 Words   |  5 Pagespage) a. What is ADHD i. A disorder commonly diagnosed in children. ii. Attention Deficit Hyperactivity Disorder – a condition with symptoms such as inattentiveness, impulsivity, and hyperactivity (affects the way you focus). iii. A behavioral disorder that affects 1 in 20 children in the USA. iv. Those with ADHD differ in balance of â€Å"neurotransmitters†, a chemical found in the brain, and also in the size and operation of â€Å"prefrontal cortex†, a component in the brain. b. Goal of paper i. Review currentRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1278 Words   |  6 Pagesfunctions differently. They may have what’s called ADHD. ADHD stands for Attention Deficit Hyperactivity Disorder. The Diagnostic and Statistical manual of Mental Disorders, fourth edition (DSM IV) states that â€Å"the essential feature of ADHD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and serve than is typically observed in individuals at a comparable level of development† (p.78). There are three subtypes of ADHD: Predominantly hyperactive- impulsive, predominantlyRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1462 Words   |  6 PagesADHD – Attention Deficit Hyperactivity Disorder Attention Deficit Hyperactivity Disorder (ADHD) is a predominant childhood disorder that can continue through adolescence and adulthood. There are three classes hyperactive-impulsive, inattentive, and combined. ADHD is typically shown with being inattentive, hyperactive, and impulsive. By 2011 there were 11% of school-aged children with a history of a diagnosis of ADHD (CDC, 2014). The purpose of this paper is to discuss ADHD in a whole, from whenRead MoreTeaching Students with Adhd1433 Words   |  6 PagesTeaching Students with ADHD J. Palmer Capella University Abstract In recent history, the number of students diagnosed with Attention Deficit Hyperactivity Disorder has grown tremendously; causing teachers to face new challenges on how to instruct students with behavioral and learning difficulties. Students with ADHD have not only the privilege, but also the right to learn according to the Public Law 94-142 and the Americans with Disabilities Act. There is growing debate about methods that areRead MoreAttention Deficit / Hyperactive Disorder ( Adhd )1166 Words   |  5 PagesIntroduction Attention-deficit/hyperactive disorder (ADHD) has become one of the most commonly diagnosed mental health disorders in children and adolescent. â€Å"ADHD is defined as a chronic condition marked by persistent inattention, hyperactivity, and sometimes impulsivity.† (Disney, 1999) There is concern about the possible connection between ADHD to substance use and abuse, during childhood and adolescence, since it is such an important developmental stage in life. â€Å"Substance abuse disorder is definedRead MoreYouth Side Effects1116 Words   |  5 Pagesidentification and treatment may prompt enhanced results for these adolescent. The articles in this unique area shed light on the advancement of and hazard factors for BPD, with an emphasis on the juvenile and youthful adulthood period. One hypothetical paper expands the comprehension of the value-based nature between early connection encounters and feeling control to help clarify the advancement of feeling dysregulation that is a key segment of the indication of BPD amongst youth (Hughes, Crowell, UyejiRead MoreExamples Of ADHD In Adolescence1276 Words   |  6 PagesADHD in Adolescence 1. Website 1- https://www.cdc.gov/ncbddd/adhd/facts.html I chose to focus my website comparison paper on Attention-Deficit/Hyperactivity Disorder primarily because I am an educator and a mother of 3. I believe this assignment will serve as a dual purpose in understanding how to recognize a website that will provide me with valid information, as well as educating me on the disorder. My first website of interest was https://www.cdc.gov/ncbddd/adhd/facts.html , I visited this website

Total Violence In Harrison Bergeron, By Kurt Vonnegut

The story â€Å"Harrison Bergeron†, written by Kurt Vonnegut, is a scientific fiction story that is set in 2081. Within this setting, the United States had added 213 amendments, some making the total population completely equal. This equality was not just in a sense of the legality and government, but every person was also physically and mentally equal as well. This total equality was established through things like weight bags, that go around one’s neck to weigh down the physically strong, a mask to cover the faces of those who are naturally good looking, or earphones that go inside the ears of those that are intelligent to emit thought disrupting noises so they would not be any smarter. These items were considered handicaps and were used to†¦show more content†¦The author, Kurt Vonnegut, uses this radical example of government control to show his belief of the government and what would happen if they were to gain this much control over the citizens. As Benjam in Reed of Texas State University states, â€Å"Vonneguts nightmarish system of American government in 2081 is a parody of what Americans feared might be wrought by losing military and ideological conflicts with Sino-Soviet socialists† (Reed 50). This explanation shows that Vonnegut and the American public were both worried about government control, and through the extreme measures used in the short story, Vonnegut exploits those worries and makes them more predominant. Another aspect that Kurt Vonnegut uses extremism and radicalism within the story of â€Å"Harrison Bergeron† is the idea of conformism. This idea is expressed in a radical manner to inform the reader that conformism is not always a good quality to have. Within the story, the two parents of Harrison are conformist and accept their fate. The author uses the normality and the average lives to show that conformism is holding the society back from everything that could be accomplished. The family is missing so much by conforming to the system and accepting the way they live. Conforming to the system also causes George much pain throughout the story, through the use of the earphone to prevent thoughts. An example of how conformist the family and theShow MoreRelated Harrison Bergeron by Kurt Vonnegut Essays583 Words   |  3 PagesHarrison Bergeron by Kurt Vonnegut â€Å"The story is a satire, a parody of an ideological society divorced from common sense reality† (Townsend). As Townsend stated Kurt Vonnegut makes a satire about society in his fictional short story Harrison Bergeron, which in their society there has been attempt of conformity through the handicaps of the people, the similarity to an authoritarian government, and the technology, whereas the people will eventually overcome. The Kind if government authorityRead MoreHarrison Bergeron1095 Words   |  5 Pagesâ€Å"Harrison Bergeron† by Kurt Vonnegut Jr. â€Å"Harrison Bergeron† by Kurt Vonnegut Jr. is a story literally exaggerated to its limit by showing, in the near future, what it means to be equal in every way by having people not being able to show any form of intelligence or creativity whatsoever. When Harrison Bergeron breaks the chains of government oppression, he dies for his failed cause. He dies because he chooses not to conform to the rest of his oppressive society. His parents, George andRead MoreDystopian Comparisons Essay1431 Words   |  6 PagesIn the Book A Clockwork Orange, the short stories Harrison Burgeron, The Lottery and the movies Gattaca and the Truman Show by Anthony Burgess, Kurt Vonnegut, Shirly Jackson, Andrew Niccol and Peter Wier respectively. These pieces of literature(and cinematography) all have a society that controls and manipulates the individual or Protaganist. The society does this because it wants total control over both the individual and the society as a whole. A Clockwork Orange is futuristic look at England

Combination Therapy in Heart Failure Free Essays

The ability of the heart to pump blood Is impaired and It can no longer meet the bodys metabolic requirements Table 1 . New York Heart Association Classiflcation of Heart Failure. Remme W], Swedberg K. We will write a custom essay sample on Combination Therapy in Heart Failure or any similar topic only for you Order Now Guidelines for the diagnosis and treatment of chronic heart failure. European Heart Journal. [Online] 2001; 22(17): 1527-1 560. during the rest or exercisel. By treating HF we try to relieve patients symptoms, Improve their quality of life, prevent hospitalization and most importantly prolong their life. The treatment Includes Improved diet (reduced salt intake), physical activity and pharmacological treatment. There are numerous angiotensin-receptor blockers (ARBs), vasodilators, angiotensin-converting enzyme (ACE) inhibitors Ramipril) and beta-blockers (Carvedilol). We will have a look at the last two classes. They have been PATHOPHYSIOLOGY The previous hemodynamic model was not adequate and was therefore replaced by neurohormonal model, which involves Reninangiotensin-aldosterone-system sympathetic nervous system 1 , (RAAS) 3 is summarized in Figure 1. The activation of RAAS leads to vasoconstriction, oedema and myocardial fibrosis, which are induced by Angiotensin Ill . roven to be very efficient in HF by numerous clinical studies2-4. SYMPTOMS AND SIGNS HF involves many symptoms such as dyspnoea fatigue, and ankle oedema. l The signs of HF are achycardia (100 beats per minute), tachyarrhythmia, tachypnoea, distended Jugular murmur and S3 and S4 heart sounds. The Figure 1 . pathophysiology of heart failure and different levels of therapeutic intervention. Taken from: Perrenoud J]. Heart failure (Part 1). European Geriatric Medicine. [Online] 2011; 2(3): 159-171. ccurrence of these symptoms and signs depends on One of the earliest neurohormonal changes in HF is the severity of heart failure and whether it is caused sympathetic activation and it has a primary role in vein, peripheral oedema, hepatomegaly, heart by systolic dysfunction or diastolic dysfunction . isease progression. Left ventricular remodeling, cell death and changes in gene expression are believed to be the main mechanisms that induce ejection fraction8-11. Because it is very potent, small myocardial doses of the tablet should be taken at the start of damage nervous stimulation 10. treatment (3. 125mg) twice daily. The dose is Heart failure can be categorized in predominantly gradually increased up to maximum of 50mg twice systolic dysfunction where the emptying of the left daily8. ventricle is not optimal and predominantly diastolic dysfunction where the filling of the left ventricle is Molecular targets ot optimall -6. As mentioned above, its major molecular targets are membrane receptors (?l, ?2 and 01). It acts on ion TREATMENT channels (Ca2+ and K+) as well. Carvedilol inhibits As mentioned above, the disease can be treated cardiac voltage-dependent potassium IKr channels using several different drug classes4. Multidrug with high potency, voltage-dependent calcium therapy is widely used in patients with heart failure. channels as well as Ca2+-permeable transient receptor potential (TRP) family channels in Failure Zealand cardiomyocytes and in vascular smooth muscle Carvedilol Trial) have been conducted to test the ells. Furthermore, a study conducted by (Kikuta et benefits of different combinations of drugs. It was al. , 2006) suggests that the drug blocks ATP- proven that these therapies significantly reduce the sensitive (KATP) and G-protein-activated (KG) risk of mortality and improve the symptoms. otassium However, hyperinsulinemia and hypoglycemia. It is believed implementing multi drug therapy. ACE inhibitors that the KG channel is opened by G protein in can cause hypotension, cough, and worsen the renal response to stimulation of G-protein-coupled function. Cough can cause patient noncompliance, uscarinic acetylcholine receptors in atria and sino- which in turn may result in the nee d of different drug therapy. Beta-blockers can cause bradycardia, channel would result in anti-cholinergic effects in hypotension, fatigue and fluid retention. Also, in the heartl 2. Study patients there with Australian-New are risks diabetes, associated beta-blockers channels. This results in could Pharmacodynamics Carvedilol is a racemic mixture of R and S Carvedilol enantiomers. Both enantiomers show al receptor Carvedilol is a non-selective beta-blocker (?l and inhibition. However, only S enantiomer inhibits ? ?2) has drenoreceptors. It competitively blocks both ?l and vasodilatation and antioxidant effects. Previously it ?2 receptors. The drug reduces high blood pressure be mainly due to the al and ? blockage. The inhibition contraindicated in HF as it has negative ionotropic of al receptor lowers total peripheral vascular effect. However, studies have shown that carvedilol resistance. Hence, it reduces afterload and balances in combination with ACE inhibitors improves the negative ionotropic effect the ? inhibition. As a function of the heart, especially left ventricular result, the stroke volume and cardiac output are al-blocker. elieved that Furthermore, carvedilol it should maintained or even increased. The systemic arterial The effects of carvedilol are summarized in figure pressure is lowered without reducing the renal 3. lood flow13-14. The antioxidant effects carvedilol and some of its metabolites are due to the presence of carbazole moiety (shown in Figure 2). In myocardial cell membrane carvedilol inhibits lipid peroxidation. Moreover, endothelial, vascular and neuronal smooth muscle cells from reactive oxygen species. Metabolite SB209995 is much more potent antioxidant than carv edilol itself. Animal studies have shown (Feuerstein et l. , 1998) heart failure imbalances the production of reactive oxygen species and the oxidant defense mechanism. The consequence is an excess of free radicals. This may result in cytotoxic effects as well as cardiovascular remodelingl 3. Figure 3. Molecular targets, pharmacodynamics and clinical implications of carvedilol. Cheng J, Kamiya K, Kodama l. Carvedilol: Molecular and Cellular Basis for its Multifaceted Therapeutic Potential. cardiovascular Drug Revvtevs. coniine] 2006; 19(2): 152-71. Therapeutic efficacy Many different controlled clinical studies were made in order to determine the efficacy of carvedilol. The most known are COPERNICUS, CAPRICORN and USCHFS. They have all shown significant reduction in morbidity and mortality in comparison placebol 5-16. COMET investigating the difference between carvedilol and metoprolol efficacy. The study showed that the allcause mortality was lower with carvedilol (34%) Figure 2. Chemical structure of carvedilol (with postulated active sites) and its active metabolites. * denotes the point of assymetry. Taken from: Cheng J, Kamiya K, Kodama l. Carvedilol: Molecular and Cellular Basis for its Multifaceted Therapeutic Potential. cardiovascular Drug Rewtevs. coniine] 2006; 19(2): 152-71. Carvedilol aids lipid metabolism as it prevents the oxidation of low-density lipoproteins (LDL). It is known that LDL has destructive effects endothelial cells. Carvedilol also inhibits the Renin-angiotensin system (RAS). Hence, the production of Angiotensin II is lowered. Furthermore, studies on cardiac rat myocytes showed that carvedilol enhances the production of nitrite. It is therefore believed that it can increase the NO synthesis through some adrenoreceptor independent mechanism. However, the role of excessive amounts of NO in the diseased heart remains unclear 13-14. than with metoprolol (40%) as shown in figure 417. Figure 4. All-cause Mortality between Carvedilol and Metoprolol. Poole-Wilson PA, Swedberg K, Cleland JGF et al. Comparison of carvedilol and metoprolol on clinical outcomes in patients with chronic heart failure in the Carvedilol or Metoprolol European Trial (COMET): randomized controlled tnal. How to cite Combination Therapy in Heart Failure, Papers

Slang Words free essay sample

When I was younger there were many slang words I use to say. Slang words were used basically every time I opened my mouth. Slang words were a part of my vocabulary. Some of the slang words for example were, Aiight, yall, fasho and whats popping. These words were mainly used around close friends. When you greet someone you say to them â€Å"whats popping. † Also when you’re talking about more than one person, that’s when you use the slang word â€Å"yall. The other two slang words can be used for the same thing. If I was to ask one of my friends to bring me something back from the store, he or she can say â€Å"aiight† or â€Å"fasho. † Slang words are still used today and there is a long list of words you can use. I think different slang words have rubbed off on adults because I hear more and more of them saying them. We will write a custom essay sample on Slang Words or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The slag I use and my friends use have rubbed off on my mother. She is starting to use slang more than me. Also my brother likes to rap so we both get a lot of slang from him. I don’t think I ever heard one of my teacher’s using slang. I don’t think its professional for them to use slang while they are teaching, but I do think when they leave they use it. Everyone has used a little bit of slang throughout their life. I believe that slang will never go away, because it’s something we use to communicate with one another.

Research Paper on Failing Grades Essay Example

Research Paper on Failing Grades Paper Failing Grades, Research Paper A Survey on Failing Grades in School A Term Paper Presented to Mrs. Grace G. Cabahug Faculty, High School Department University of Cebu In Partial Fulfillment of the Course Requirement In English IV Submitted by: Kennon Kurt G. Tura Ian B. Simbra Lorenz Gayle P. Tolentino Algelou E. Taghoy 4 – Bronze S. Y. 2011 – 2012 Table of Contents Chapter I – The problem and its settings. Introduction Statement of the Problem Significance of the Study Statement of the hypothesis Scope and Delimitation Definition of Terms Methodology Chapter II – Body CHAPTER I Introduction about Failing Grades THE PROBLEM AND ITS SETTINGS. Statement of the Problem How does failing grades affect the students? What are the ways to prevent from getting failing grades? What are the effects of a failing grade to the parents? What is the role of the parents to avoid failing grades of their children? What are the causes of students failure? What is the role of the teachers towards their students? How can the school help solve the problem of academic failures? Significance of the Study Findings of the study will benefit the following. STUDENTS: Statement of the Hypothesis a. ) Having a failing grade is whats students are really afraid of. Its maybe because it affects the trust they have given for themselves especially when their parents expected a lot from them. They would have thought that he/she failed his/her parents. In same instance, it also affects their life in a good way. They would have thought that because they have failing grades, they need to strive harder to get grades next time. b. ) In order to prevent getting failing student should make their studies as their number one priority. We will write a custom essay sample on Research Paper on Failing Grades specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Paper on Failing Grades specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Paper on Failing Grades specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Then students should set their goals in life which they really want to reach someday and make their family as an inspiration. With a goal and an inspiration, it will make them study harder and they will give their best to get higher grades. c. ) Parents are very happy when they know that their children are doing well in school but but when their child gets a failing grade they would feel sad and disappointed. Parents would ask their child of they have done something wrong that makes their child be irresponsible in school. . ) The parents plays a very important role in the school life of the students. The love and support of a parent is one of the factor that would that would help the students. When a student see the efforts of their parents to make them a better person, they would have a thought to make their parents feel that they are getting back the sacrifice theyve made. One of that is doing well in school. Scope and Delimitation CONTENT: This study contains information about the causes and effects of a students failing grades. Causes and Effects of Student Failure SUBJECT: In this study we conducted a survey and gave the same set of questions to twenty students who had failing grades in the second grading of the school year and twenty students who did not have failing grades. PLACE: This study was conducted to a certain group of students who are studying in the University of Cebu – Main Campus, High School Department. Definition of Terms Methodology Research Design: The information was gathered by using the survey method, by asking the same set of questions to the respondents. This questions are designed to contrast and discoverthe difference between the students who had failing grades and and to those students that did not have failing grades. In this method we will know what are the causes of students failing in school and why they are failing. Research Respondents: The respondents for this study are 4th year students of the high school department of the University of Cebu – Main Campus. Research Environment: University of Cebu is an educational institution located at Cebu City, Philippines. It was founded in 1964. As an institution of higher learning, the university is committed to an authentic education founded on the principles of humanity, nationalism and academic excellence. Research Instrument: In this study we will use questionnaires for the respondents to answer. Generally, ask the factors that makes a student fail and succeed in their studies. CHAPTER II BODY CHAPTER III SURVEY RESULTS CHAPTER IV APPENDIXES Letter requesting for permission to conduct this study on â€Å"students failing grades†. High School Department University of Cebu Cebu City Dear madam, We the senior high school students from the section bronze of the University of Cebu would like to ask permission from your good office that we be allowed to conduct a survey regards about the failing grades of students. This request is in connection with out English IV requirement. We are hoping for your kind approval. God bless. Respectfully yours, Kennon Kurt G. Tura ( Team Representative) Noted by: Mrs. Grace G. Cabahug (English Instructor) Mary Pluryle Bucol PRICIPAL (High School Department)

Roderick Chisholms Solution to “the Problem of the Criterion” Essays

Roderick Chisholms Solution to â€Å"the Problem of the Criterion† Essays Roderick Chisholms Solution to â€Å"the Problem of the Criterion† Paper Roderick Chisholms Solution to â€Å"the Problem of the Criterion† Paper Roderick Chisholm’s Solution to â€Å"The Problem of the Criterion† In this paper, I will argue that Roderick Chisholm fails to give an adequate solution to the problem of the criterion. According to Chisholm, the problem of the criterion is the ancient problem of â€Å"the wheel† or â€Å"vicious circle† (Chisholm, 77). Chisholm explains the problem of the criterion by stating that in order to know whether things are as they seem to be, we must have a procedure for recognizing things that are true from things that are false (Chisholm, 77). He then states that to know if the procedure is a good one, we have to know if it really recognizes things that are true from things that are false, and that we cannot know whether it really does succeed unless we already know what things are true and what things are false (Chisholm, 77). Thus, we are caught in a circle (Chisholm, 77). Chisholm states two questions that he says express some of the philosophical issues that are involved with the problem of the criterion. Question â€Å"A† says, â€Å"What do we know? What is the extent of our knowledge? and question â€Å"B† says, â€Å"How are we to decide whether we know? What are the criteria of knowledge? † (Chisholm, 79). Chisholm considers a skeptical solution for the problem of the criterion and, two non-skeptical solutions for the problem of the criterion (Chisholm, 80). One of the non-skeptical solutions Chisholm considers is â€Å"methodism†. According to Chisholm, â€Å"methodists† are th ose who think that they have an answer to question â€Å"B† and from that, they can then figure out the answer to question â€Å"A† (Chisholm, 80). The other non-skeptical solution Chisholm presents is â€Å"particularism†. According to Chisholm, â€Å"particularists† are those who think they have an answer to question â€Å"A† and from that, they can then figure out the answer to question â€Å"B† (Chisholm, 80). Chisholm himself prefers the non-skeptical solution to the problem of the criterion of â€Å"particularism† (Chisholm, 81). Chisholm argues that there are things that we know to be true (Chisholm, 81). He claims that if we report to someone what we are now seeing, hearing, and feeling then the chances are that the report will be correct and that we must trust our senses (Chisholm, 81). On the other hand Chisholm presents the fact that people often think they see, hear, or feel things that they do not really see, hear, or feel, and that the senses do sometimes deceive us (Chisholm, 81). Similarly, Chisholm states that the same things can be argued about what we remember (Chisholm, 81). After Chisholm presents these points he brings up an epistemological principle that was formulated by St. Augustine which demonstrates Chisholm’s argument, â€Å"It is more reasonable to trust the senses that to distrust them. Even though there have been illusions and hallucinations, the wise thing, when everything seems all right, is to accept the testimony of the senses. † (Chisholm, 81). I object to Chisholm’s argument because it fails to give an adequate solution to the problem of the criterion. Although it is explained well, it does not solve the problem. Chisholm gives explanations of the skeptical and non-skeptical solutions that seem to alleviate the problem, but after reading this article I was left with the same question in my mind, â€Å"What came first? The chicken or the egg. † Bibliography 1. Chisholm, Roderick (1973). â€Å"The Problem of the Criterion. † In Philosophical inquiry, Adler and Elgin (eds). Indianapolis: Hackett 77-85.

Answer the question Essay Example | Topics and Well Written Essays - 500 words - 4

Answer the question - Essay Example 151). In bureaucratic structures, organizational strategy decisions are organized and controlled by the top management level thus being able to rationalize the entire decision making process (Cunliffe, 2008, p. 78-81). Additionally strategic decision making process is fast since there are few people involved in the process (Luhman & Cunliffe, 2013, p. 83-88). The scientific management theory holds that the most efficient technique of accomplishing an assignment and the selection, motivation and development of workers can be scientifically determined. The employees are not allowed to choose their tasks. On the other hand, the human relations theory focuses on the welfare of the employees, their values and contributions (Luhman & Cunliffe, 2013, p. 140-44). The left wing ideologies are the progressive views that look to the future and purpose to assist those who cannot aid themselves and believe in equality. Left wing supports corporation and inheritance taxes and the redistribution of wealth. The right wing ideologies are that the more productive people should not subsidize the less productive people in the nation. The right wing people believe that they should not pay for other people’s health service or education. They advocate for abolition of inheritance tax. Industrial capitalism implies a social and economic system where industry, capital and trade are privately operated and controlled for profits (Luhman & Cunliffe, 2013, p. 96). It is typified by increase in the use of machinery to sustain economic stability through its production process, routine work assignments and multifaceted separation of tasks between and within the work progression (Cunliffe, 2008, p. 92). Over the past few years, aspects such as increasing size of business units, increasing competition and the split-up of ownership from management have resulted to an augmentation in the need  for professional managers. The role and functions of a manager have presently been

Make a study guide Essay Example | Topics and Well Written Essays - 500 words

Make a study guide - Essay Example Both have one thing in common –they are haunted by memories. The author has justified the stands of both the characters in story. His story clearly states that a person doesn’t turn evil on his own choice but he is forced to become so. At the same time, he also reveals the fact that circumstances can make a good human being do things which are not justified. As Antonio himself says â€Å"with a gun anyone could be a killer.Guns were very democratic instruments. They did not discriminate. With guns the weak became strong, the frightened brave. Anyone who held one became invincible.†(Tobar, pg. 269) Antonio used to live in Guatemala along with his family when one day his wife and infant son were killed by the leader of the death squad, Guillermo Longoria (the tattooed soldier). Antonio immigrates to L.A in the hope to lead a better life but to this despair he finds only poverty and homelessness in such a big city. During the 1980’s, the immigrants believed t hat L.A was a place where one could live safely with his family and be financially well off but the reality was entirely different. Antonio is treated as an illegal immigrant and there is no room of sympathy for him.

English as Second Language Research Proposal Example | Topics and Well Written Essays - 1250 words

English as Second Language - Research Proposal Example Ghaith). However, having said this, it is also essential to weigh the cons so that necessary steps are taken to plug the loopholes. Every system has some weakness. It is for the faculty to take note of these weaknesses and take adequate measures to effectively implement the CL concept in the institution. The participants are 200 male students of the English department in the age group 18-22 years and faculty of the Riyadh Teachers' College. The students as well as the teachers will be asked to fill out a questionnaire. Additionally, teachers will have to undergo an interview to investigate how they perceive CL. Let us first consider the advantages of the CL concept. It frees the teacher from the traditional method of addressing the whole classroom alone. The traditional system becomes more difficult to implement when the classroom is huge and there are students in such large numbers that it becomes almost impossible to evaluate if all the students have adequately understood the lessons being taught. In such situations, the CL concept not only frees the teacher from the shackles of many students not having their problems addressed but also provides them with time and capabilities to understand students' problems and find solutions. It is not usual these days to find classrooms with large number of students. The teacher might not feel it possible to adequately address all the students in the given time slot. She might resign to the possibility of the brighter students getting the best of her pedagogue while allowing the none-too-interested students to struggle away at the rear. The CL concept frees the teacher from solely addressing the students. However, it does not guarantee an easy strategy. The teacher has to prepare well in advance for what is about to happen. She must thoroughly visualize the scenario of the CL groups interacting and getting back to her with their queries (Adam Waxler). The CL concept helps the teacher better address the responsibility of attending the ESL needs of a large number of students with relative ease. The concept is a silent but effective tool to enable students gain confidence and learn ESL with peer interactions. The students may not be able to understand the teacher in the traditional method of pedagogue or if they have queries, they may not be in position to get them clarified on an immediate basis. However, in the CL setup they are able to do both (Implementing Cooperative Learning English Teaching Forum October). Methods of Data Analysis There are many methods of data analysis. A method is chosen when it is found convenient and fitting for the purpose. Equations for the probability functions are given for the standard form of the distribution. Formulas exist for defining the functions with location and scale parameters in terms of the standard form of the distribution (Gallery of Distributions). There are also the measures of variability wherein data is analyzed according to the spread of the frequency. In the case of ESL students, the groups could be analyzed

Rhenium Oxide (ReO3) and Highly Applied Pressure

Rhenium Oxide (ReO3) and Highly Applied Pressure Describe the symmetry characteristics of the ReO3 polymorphs and their relationship to applied pressure. Rhenium Oxide also known as ReO3 has been researched and looked into detail widely with the use of highly applied pressure. ReO3 is described as a non distorted structure at surrounding pressure levels. Accurate and precise measurements of the pressure-volume relationship crafted by Batloff showed that the transistion pressure was at a value of 5.0kbar and also presented that volume strain is related to (P-PC)2/3. Differences in volume strain was evidently great when comparing with other materials that went through the same process.The reason for this large difference was due to the buckling of the Re-O-Re bonds while ReO6 continued to be firm and strong. With the assumption that octahedral rotation is always as rigid units,stress on rotations that are small will be directly related to the square of the rotation angle, Ø that leads to Ø2. This in turn would allow the polymorph to transform into various phases. The curvature behaviour which was found by Razavi starts at low temp eratures with pressure level of 3kbar.M3 phonons being triply degenerate allows the surrounding temperature of ReO3 with a ambient pressure to have a Pm-3m symmetry. At this current stage it will undergo a transition to a structure that contains a Im-3 symmetry. When changed to a tetragonal form, it will be P4/mbm at 5.2kbar and cubic Im3 at 7.3kbar at increased levels of pressure. The Im3 structures were formed with the process known as condensation from one, two or three M3 phonons. With this transformation, the cubic structure will go through a rhombohedral phase with the symmetry structure of R-3c. The current R-3c will morph again to a rhombohedral phase. ReO6 being a octahedral undergoes a distortion at high pressure, giving a rotation angle of (P-PC) ÃŽ ² where ÃŽ ²=0.322(5) (ÃŽ ² describes the large critical region where the rotation angle is more than 14Â º) that is valid from pressure levels of 5.0 to 27.4kbar. Pressure measurements are mainly done to identify different h igh pressure formations of the ReO3 and the quantity of these formations. Particularly with the use of the time of flight Laue method, when the pressure formation reaches a value of 15 kbar, the structure deduced as a cubic Im3. Despite, the discovery there was a downturn which was the values tabulated was only at a single pressure point. Therefore the entire formation of the breakdown of the structured could not be figured out. Describe the metrical relationships between the polymorph unit cells and ReO6 octahedral tilting. Use the CIF files to create ATOMS drawings that support your analysis. The malformation of perovskite structures can be acquired with reference from the Pm3m structure by rotating the octahedral about the cubic axes. High tension and stress arrangements can be identified and elaborated with the aid of 23 various rotating arrangements that was discovered by Glazer. Respective symmetry groups for high stress transitions include the P4/mbm and Im3 where both groups are homogenous with the M3 phonon condensation. The element Re is fixed in the 8c position in the Im3 space group with only 2 thermal values whereas the oxygen atoms is found to be at the 24g position with 4 thermal values. With a increased in the loading added to the P4/mbm structure will create a deceasing strain that may deform the structure. P4/mbm being a 7 lattice point structure has a normal way of placing the positions of the elements found in ReO3. The Rhenium element is located in the 2b position while the oxygen atom would be fixated in the 4h and 2a position. In the presence of surro unding atmospheric pressure, the direct dependency of the oxygen atoms is fairly lower in the Im3 group than the one found in the Pm3m.In the Im3 unit cell for the ReO3, rotation was done around the coordinates of (111) for the eight sided compound. Evidently P4/mbm produces a nonzero seven sided pull that creates a positive and negative strain value. This rotation created the process of condensation that affected all three M3 phonons. Deformation in the eight sided ReO6 produces two different Re-O bond distances in the P4/mbm formation while there would only be a single Re-O bond found in the Im3 strucutres.Re-O bonds parallel with the c axis will remain in a pressed state when turned whereas Re-O bond that are normal to the c axis will not be in a pressed position but instead arranged in an order where there are gaps.However both formations include double O-O corners of the octahedron that is used to quantify any errors in ReO6.However the O-O distances found in the Im3 and P4/mbm are varied at a pressure value of 27.40kbar that leads to certain abnormalities but can be ignored as trivial. Explain the distortion of the ReO6 octahedra with pressure and quantify the ReO6 octahedral titlting. The deformation and the distortion of the ReO6 octahedron is usually found in the P4/mbm and Im3 structures. Starting with the P4/mbm, there are two symmetry Re-O bonds which are not equal in nature. With the process known as the powder neutron diffraction , the results obtained shows the in depth structural details of the transformation with the function of pressure and thus this confirms that at least 2 high pressure phases are present. When the ReO6 octahedra are rotated they are observed more with ease through the neutrons than the x rays. The method known as Rietveld method of the structural refinement with the high resolution powder data produces the single-crystal neutron diffraction study and this would allow the pressure dependence of the distortion to be measured with sufficient accuracy to state that the order parameter exponent ÃŽ ² where Ø is proportional to the (P-Pc) ÃŽ ² presents the pressure dependence of the rotation angle. This pressure based on the rotation ang le is illustrated well by the law of power in the formula Ø~(P-Pc) ÃŽ ².Ø against the pressure and the curve is plotted with this reference. The result from the exponent ÃŽ ² was obtained with the linear gradient of the slope of the lnØ against the ln(P-Pc) curve that produces the value of ÃŽ ²=0.322(5). Through the discrepancies Ø is always continuing with the stress value of 5 kbar despite the direction of the rotation axis that would vary from (100) to (111) during the change from P4/mbm to the Im3 phase (5.3kbar). With condensation of one, two or three M3 phonons would increase the phase transition from Pm3m to P4/mbm to I4/mm and lastly to the Im3 that have usually been seen in Nax WO3 during the M3 phonon condensation upon cooling. The parameter for the phase transition would be a three component order with the Ø as the magnitude of the rotation angle surrounding the direction of the rotation aixs. The transformation from Pm3m to any of the groups between the P4 /mbm, I4/mmm and Im3 would be the first order that would produce from the rotation around a axis. Abnormalities in the lattice during the transformation would have been seen in the Nax WO3.

Biology Coursework: The effect of Trypsin on Gelatine. :: essays research papers

Implementing: - 1.  Ã‚  Ã‚  Ã‚  Ã‚  First, I gathered the necessary equipment:  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Thermostatically controlled water baths  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ice  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Thermometer  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Stop watch  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Test tubes  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Photographic film (b/w)  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Syringe  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Test tube rack  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ruler  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Scissors  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  O.1% trypsin made in pH7 buffer solution  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Mounted needle 2.  Ã‚  Ã‚  Ã‚  Ã‚  I then decided on the range of results and temperatures I was to investigate. I decided to observe 20 º, 30 º, 40 º, 50 º, 60 º, 70 º and 80 º. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Next, I label each test tube with the temperature to be investigated and then added 2.5cm3 of Trypsin solution. 4.  Ã‚  Ã‚  Ã‚  Ã‚  I ensured that I cut the necessary pieces of film using a ruler and a pair of scissors. I cut pieces that were 2cm in length, and 1.6cm in width each. 5.  Ã‚  Ã‚  Ã‚  Ã‚  The only water baths of my choice that were running were at 30 º and 60 º. I therefore had to use the Bunsen burner etc. for the rest of the temperatures (excluding 20 º). I kept each test tube heated for 5 minutes. 6.  Ã‚  Ã‚  Ã‚  Ã‚  I added the photographic film pieces just before I placed the test tubes in the water baths/ Bunsen burners, and ensured that they submerged fully before I began timing. 7.  Ã‚  Ã‚  Ã‚  Ã‚  I carefully and frequently examined each test tube for the time that the film became transparent and listed the result Results: - Temperature ( ºC)  Ã‚  Ã‚  Ã‚  Ã‚  20  Ã‚  Ã‚  Ã‚  Ã‚  30  Ã‚  Ã‚  Ã‚  Ã‚  40  Ã‚  Ã‚  Ã‚  Ã‚  50  Ã‚  Ã‚  Ã‚  Ã‚  60  Ã‚  Ã‚  Ã‚  Ã‚  70  Ã‚  Ã‚  Ã‚  Ã‚  80 Time taken (minutes)  Ã‚  Ã‚  Ã‚  Ã‚  23:38  Ã‚  Ã‚  Ã‚  Ã‚  16:37  Ã‚  Ã‚  Ã‚  Ã‚  6:06  Ã‚  Ã‚  Ã‚  Ã‚  6:40  Ã‚  Ã‚  Ã‚  Ã‚  7:53  Ã‚  Ã‚  Ã‚  Ã‚  8:24  Ã‚  Ã‚  Ã‚  Ã‚  10:15 Time taken (seconds)  Ã‚  Ã‚  Ã‚  Ã‚  1418  Ã‚  Ã‚  Ã‚  Ã‚  997  Ã‚  Ã‚  Ã‚  Ã‚  366  Ã‚  Ã‚  Ã‚  Ã‚  400  Ã‚  Ã‚  Ã‚  Ã‚  473  Ã‚  Ã‚  Ã‚  Ã‚  504  Ã‚  Ã‚  Ã‚  Ã‚  615 Rate of Reaction -(1/time in mins) 4.d.p  Ã‚  Ã‚  Ã‚  Ã‚  0.0426  Ã‚  Ã‚  Ã‚  Ã‚  0.0606  Ã‚  Ã‚  Ã‚  Ã‚  0.1667  Ã‚  Ã‚  Ã‚  Ã‚  0.1538  Ã‚  Ã‚  Ã‚  Ã‚  0.1250  Ã‚  Ã‚  Ã‚  Ã‚  0.1176  Ã‚  Ã‚  Ã‚  Ã‚  0.0976 It is evident from the graph and the table above, that as the temperature is increased, the amount of light passing through the tested solutions is decreased, and therefore the amount of pigment released from the beetroot samples is increased. The results produce a graph with negative correlation, a curve that has a negative gradient. The graph shows that as the temperature is increased, the colorimeter reading is decreased. The structure of my results proves my theory correct. The increase in temperature breaks bonds in the (mainly intrinsic) proteins in the cell membranes of the beetroot cells. The tonoplastis a membrane that holds the pigment, when this is affected, the pigment escapes and is released into the cytoplasm. When the outer cell membrane is denatured, the pigment is transferred into the solution. The tonoplastis a membrane that holds the pigment, when this is affected, the pigment escapes and is released into the cytoplasm. When the outer cell membrane is denatured, the pigment is transferred into the solution. The tonoplastis a membrane that holds the pigment, when this is affected, the pigment escapes and is released into the cytoplasm. When the outer cell membrane is denatured, the pigment is transferred into the solution. The diagram above supports my theory.

Character Sketches Essay

George was a bank clerk (who ‘goes to sleep at a bank from ten to four each day, except Saturdays, when they wake him up and put him outside at two ‘) and was living in a back room of the same house. The landlady suggested that, to save money, the two might share a room. They ‘chummed ‘ together for some years – both shared a love of the theatre -and a life-long friendship was formed. George, who remained a bachelor, rose to become manager of Barclays Bank in the Strand and outlived. Character sketch of Harris – Harris is a vain fellow who pretends to be extremely hard working but usually pushes off the burden on other people. he is outspoken and does not hesitate to tell his friends what he thinks about them even if it may not be pleasant. for example he outwardly tells george that his new blazer is utterly revolting and that he must not wear it around them (harris and j). when harris takes on a job he makes a huge fuss out of it like the narator;s uncle podger. it may not be anything majorly important but if harris is going to do it †¦. the world would know about it. he also thinks very highly of himself and his voice though his friends do not want him to even attempt singing. he is extremely fascinated by tombs and graveyards much to j ‘s dislike. he is also quite short tempered and it is best to let him rant off his anger rather than try and talk to him about it.he wouldn ‘t mind a drink at any time of the day and enjoys the company of his friends . Character sketch of Jerome – Jerome is the narrator of the book. He is a young, single middle-class man living in London, much like the author himself at the time of the publication of the book, and the initial J is possibly meant to suggest that he stands in for Jerome. J is fond of history and literature and spends much of his time daydreaming about the days when knights roamed the countryside of England. This daydreaming sometimes gets him into trouble when he does not pay suitable attention to what he is doing. J, like his two friends on the boat trip, is a little vain and conceited, but he realizes it and pokes gentle fun at himself, his friends, and the habits of others like them through his anecdotes, where he and his friends are often the butt of ego-skewering jokes. J has always been fond of boats, but prefers the old fashioned†¦ Character sketch of Montmorency – Montmorency is the dog that accompanied the three men in their river trip. Monymorency looked like an angel sent to Earth in the form of a small Fox Terrier. He had a gentle noble expression which brought tears to the eyes of elderly folk. When Monmorency first arrived , the author thought that he would not live long. But , he soon changed his opinion about Montmorency when his true nature was exposed. The author had to pay for chickens Montmorency had killed and had to drag him out of umpty street fights. Once Montmorency killed the neighbours cat and on one occassion he had kept a man stuck in his own toolshed for about two hours. The author ‘s gardener made money by betting on Montmorency ‘s rat-killing skills. He liked to roam around and fight with dogs of a similar disreputable nature. Therefore, he enjoyed places like inns and pubs.

Reasoning, Realism and Experience, The Case of Posterior Judgements Essays

Reasoning, Realism and Experience, The Case of Posterior Judgements Essays Reasoning, Realism and Experience, The Case of Posterior Judgements Essay Reasoning, Realism and Experience, The Case of Posterior Judgements Essay Reasoning is a key area in cognitive research, involving the use of logical thinking to find results or conclusions. The topic consists of two main areas: deductive and inductive reasoning. Realism is another area of focus, this is the theory that every statement is true or false regardless of whether this can be verified. One final area is experience, an alternative focusing on knowledge acquired through the senses rather than abstract reasoning. The nature of this study is to investigate the relationship between these three areas and posterior judgements. Such judgements are formed through assessing the likelihood of an event by updating a prior probability in light of new evidence. Reasoning is one of the oldest research topics in cognitive psychology. For Eysenck and Keane (2000) [1], a key question regarding human nature and reasoning is Are human beings rational? . Many philosophers believe that the laws of logic are the laws of thought and therefore reply yes to such a question. The psychology of reasoning has progressively developed since early research. Researchers have often drawn distinctions between two models of reasoning, deductive and inductive reasoning. Both relate to types of decisions made about particular instances or premises. A premise is formed when a number of propositions are related together by a logical operator. Eysenck (1993) [3], states that inductive reasoning is a form of reasoning whereby a generalised conclusion is drawn from specific information, therefore the conclusion cannot be shown to be necessarily true. He defines deductive reasoning as a form of reasoning in which definite conclusions follow on the basis that certain statements or premises are assumed to be true. In order to develop a greater understanding of these distinctions they need top be researched further. According to Johnson-Laird and Byrne (1991) [1] deductive reasoning is a central intellectual ability. This ability is vital for various human functions such as: formulating plans; determining consequences; interpreting and formulating instructions; pursuing arguments and solving problems. For Eysenck and Keane (2000) [1], a world without deduction would be a world without science, technology, laws, social conventions and cultures. Deductive reasoning makes use of logical systems to characterise the abstract structure of reasoning problems. One particular logical system used is the propositional calculus, a logic where propositions are manipulated using a small set of logical operators, for example, if. then. Eysenck and Keane (2000) [1], change their earlier question slightly to investigate deductive research, it becomes Are humans logical? . In simple terms, do people conform to logical interpretations such as if. hen, and if so, will they make valid inferences and reject invalid inferences provided by the propositional calculus. In Problem-Solving research, Newell and Simon (1972) [1] devised the problem-space theory. This takes the notion of an idealised problem space to characterise abstract structures of problems independently of any psychological proposals (Eysenck and Keane, 2000 [1]). Some logics have been used in a similar way in reasoning research. Such logics are devised to characterise the abstract structure of reasoning problems and to determine categories of responses (i. . correct or incorrect responses). Logical systems are similar to mathematical systems in that symbols are used to represent things, for example, the length of a car is represented by L1 and the length of a bus is represented by L2. Mathematical operators can then be used to manipulate the two variables and produce a new statement. In the case of reasoning, logical symbols are used in place of sentences and logical operators such as: not, or and if. then, if and only if, are used to manipulate the situation. Although logical operators use common words, it is essential to remember that they all have very different meanings. Eysenck and Keane (2000) [1], demonstrate the use of logical operators in more detail. Using the propositional calculus, they choose the letter P to represent the sentence If it is raining, and Q to represent Alicia gets wet. A logical operator is then applied to relate the two together creating: If P then Q, therefore If it is raining, then Alicia gets wet. Truth tables are used to determine conclusions from such logical statements as provided by Eysenck and Keane (2000) [1]. In logical systems such as the one they provided, only one of two truth values are possible, these being true and false. P can only be true or false because in the statement it is raining, therefore it is either raining or it isnt. The truth tables lay out the possibilities for a proposition and consequently explain how logical act on that proposition. The tables make it possible to define valid and invalid inferences. If someone concludes that if P then Q and P as a valid inference, this is called a modus ponens. If they conclude if P then Q and not Q as a valid inference it is known as a modus tollens. Many people make a modus ponens, however not many people are willing to state a modus tollens. For Eysenck and Keane (2000) [1], the importance of the logical analysis presented here is that it allows us to characterise the abstract structure of reasoning problems and gives us a criterion for determining whether certain conclusions are valid or invalid, correct or in error. In 1993, Eysenck [3], stated that affirmation of the consequent and denial of the antecedent are important matters of focus. A demonstration of affirmation of the consequent is : Premises: If it is raining, then Alicia gets wet. Alicia gets wet. Conclusion: Therefore, it is raining. A demonstration of denial of the antecedent is: Premises: If it is raining, then Alicia gets wet. It is not raining Conclusion: Alicia does not get wet. Evans, 1989 [3], stated that most people regard these conclusions as being valid. They are in fact, invalid. In the first example, it does not need to be raining for Alicia to get wet she may have been swimming or taken a shower. This is also applicable for the second example. Therefore, it is evident that deductive reasoning is prone to error when it comes to affirmation on the consequent and denial of the antecedent. Evans (1989 [3]) found that few errors are made with modus ponens but that error rates for modus tollens often exceed thirty per cent. There is no clear definition as to why such errors are made with modus tollens. It is thought to be partly due to a lack of practice in thinking about what is not the case (Eysenck 1993 [3]). The key element in research on deductive reasoning is whether or not people think rationally and logically. Henle (1962) [3], stated that consistent errors may be a result of people misunderstanding the question, even if they apply logical thinking to it. She also claimed that some errors were due to the subjects failure to accept the logical task. Braine, Reiser and Rumain, 1984 [3], developed Henles theory further. According to their natural deduction theory, most errors found in deductive reasoning occur due to a failure of comprehension. For Braine et al. (1984), people have a mental rule corresponding to modus ponens. As a result, premises based on modus ponens are easier to handle and therefore pose no comprehension problems. Deductive reasoning research covers a wide variety of tasks, any adequate theory of deduction should be able to explain the phenomena rising from such research (Eysenck and Keane 2000 [1]). Two main theories meet such a challenge, the Abstract-Rule theory and Mental Models theory. The Abstract-Rule theory assumes people reason validly by applying abstract, content-free rules of inference. It suggests people adopt a mental logic in order to make conclusions from statements or premises. Evidence from conditional reasoning shows that people are not completely rational, invalid inferences are often made in place of valid inferences. The Abstract-Rule theory proposes that humans use sets of comprehensive rules and apply them to any area of knowledge. The theory was used by Braine et al. (1984 [3]) in demonstrating that people only make invalid inferences due to a lack of understanding for the logical task. A representative case is that of Braine and OBriens (1991 [3]) Abstract-Rule theory. This theory states that deductive reasoning is mediated by basic abstract rules. The premises or arguments are encoded into abstract rules and inferences are then created. It predicts that people are natural logicians who are slightly fallible at the edges (Eysenck and Keane 2000 [1]). Most abstract rule theories have a reasoning rule corresponding to the modus ponens and the modus tollens is a harder inference to make due to the fact that no single rule can be applied to it. For Eysenck and Keane (2000) [1] people still apply their logically valid rules but because the input to the rules is erroneous, the output is often erroneous too. The Mental Models theory assumes that people reason by manipulating mental models of a set of premises, in a similar manner to semantic methods of proof in logic. This theoretical approach on deductive reasoning was proposed by Johnson-Laird in 1983 [1]. In simple form, the model is a representation of the state of affairs described in the premises of a problem and it may be in the form of imagery (Eysenck 1993 [3]). Such a representation depends on the interpretation of the premises. The Mental Model differs to the Abstract-Rule model because it creates a central role for comprehension in reasoning. Humans develop models through their comprehension of linguistic description, their description is therefore reliable on these models. Eysenck and Keane demonstrate a construction of a mental model (1990 [3]). Premises: The lamp is on the right of the pad. The book is on the left of the pad. The clock is in front of the book. The vase is in front of the lamp. Conclusion: The clock is to the left of the vase. Johnson-Laird (1983 [3]) believed people construct such a model in a simplified form, using the information contained in the premises: Book Pad Lamp Clock Vase It is often the case that people use more than one model in consistence with the premises. A second model often constructed differs slightly from the one above: Lamp Pad Book Vase Clock Johnson-Laird (1983 [3]) states that someone who constructed only the first mental model would mistakenly conclude the clock to be on the left of the vase. It would be evident to someone who constructed both models that the clock is not necessarily to the left of the vase. Eysenck (1993 [3]) summarises Johnson-Lairds Mental Model theory in the following points. Firstly, comprehension of the premises of a problem leads to construction of one or more mental models. Secondly, the model or models constructed are used to produce novel conclusions not specified by the premises directly. He stated that there is a check to decide whether there are any additional models to invalidate conclusions. Finally, the above three processes all depend on the processing, resources of working memory. It can therefore be affected by limited capacity. Research shows that deduction has received vas amounts of attention. It is evident that people construct mental models or constructions to try and resolve a situation by making the correct inference. Posterior judgements involve incorporating new evidence to update previous judgements. For Lance Rips (1994 [5]), one reason deduction has played a role in cognitive psychology is that it has been difficult for psychologists to envision what purpose deduction serves. Logical operators are combined with variables or premises to provide a model enabling cognitive processes such as problem solving or categorisation. Rips (1994 [5]) states that categorisation is of importance due to the fact that beliefs about category membership are not deducible from evidence available to us. It is more often the case that evidence provides an inductive warrant for categorising, as in more judgemental situations. It is clear that as people receive more information and evidence they build constructions to represent problems which may or may not lead to their predictions and previous judgements changing. The alternative aspect to deductive reasoning is that of inductive reasoning. Eysenck (1993 [3]) states that much of the research on inductive reasoning has been concerned with concept learning. Bourne, 1966 [3], described a concept as existing whenever two or more distinguishable objects or events have been grouped or classified together and set apart from other objects on the basis of some common feature or property characteristic of each. Bruner, Goodnow and Austin, 1956 [3], conducted a well known piece of research on concept learning. They used stimuli consisting of rectangular cards picturing various shapes. The cards varied in four dimensions as follows: the number of borders around the edges, the number of shapes in the centre of the cards, the shapes themselves and the colour of the shapes. Bruner et al. (1956 [3]) used typically conjunctive concepts in their experiment, it involved a number of features being presented together to produce a positive card, for example, three black circles. Many of their studies employed a selection paradigm. The subjects were offered all cards and selected one at a time, the concept was not revealed to them. After each selection they were told whether they had chosen a positive or negative instance of the concept. They could volunteer hypothesis to the experimenter about the concept of the experiment. Subjects appeared to use limited strategies, one being conservative focusing. This is focusing on a first positive instance and then choosing a following card that differs in only one attribute. If this card is also positive then the attribute changed is clearly irrelevant to the concept. Yet, if the second card chosen is a negative instance, then the attribute which varied is part of the concept. Another strategy used is successive scanning. This strategy is used to begin with a specific hypothesis which subjects attempt to test by selecting cards that will provide useful information. Bruner et al (1956 [3]) discovered that focusing was generally more successful than scanning because fewer cards needed to be selected before the concept was identified. Wason (1960 [1,3]) devised an interesting approach to concept learning resembling the work of Bruner et al. (1956 [3]) and their selection paradigm. His task involved four cards lying on a table, each card had a letter on one side and a number on the other. The subject is informed of a rule applicable to all four cards. For example, if there is an R on one side of the card then there is a 2 on the other side of it. Wasons task was to select only the cards that would not need to be turned over to determine the if rule is correct or not. The findings of this task were taken as evidence to confirm a persons tendency to confirm hypotheses in reasoning situations, although it is considered valuable, there is still a lot of controversy about its utility as a tool to examine human reasoning. Inductive reasoning shows a generalised conclusion is drawn from specific information, the conclusion cannot be proven as true. In the case of posterior judgements, inductive reasoning would have not have much effect on previous probabilities to the same extent as deductive reasoning. Specific judgements are made and no concrete conclusion is produced.

Exercise Is Good

Exercise Is Good Introduction Do you want to live a good life feeling great with improved mental psyche and energy levels void of some chronic diseases coupled with sound sleep all in one package? Look no further; regular exercising will offer this all-inclusive package of benefits. Many people just know very little about goodness of exercise; regrettably, they do not know how good it can get over time.Advertising We will write a custom essay sample on Exercise Is Good specifically for you for only $16.05 $11/page Learn More The good news is that, exercise delivers results regardless of sex, occupation, physical ability, or age. Exercise results are yours for taking; once you put the input, the output is almost certain. Unfortunately, people will always find excuses for not exercising and even some will quote myths associated with exercise for them to stay out. Many exercise activities are not strenuous and require very little efforts; for instance, dancing for fun. The trut h is; exercise is good because it will help you have good moods, manage chronic diseases, and manage weight giving you good shape. Goodness of Exercise Exercise helps in improving one’s mood and mind status. Mood is a state of mind. Physical activity triggers the body to release chemicals known as endorphins. These chemicals enable one to be happy and peaceful. The contemporary society is set in a way that people can work without involving a lot of physical exercise. Moreover, many people are being forced by circumstances to take jobs that they do not like. Chances that such people will slump into stress, depression, low self-esteem, and insomnia are high. However, exercising improves all these by improving one’s mood. For instance, during exercise, individuals set goals and by beating the timeline to accomplish these set goals, make one feel good and this improves his or her self-confidence and self-esteem. It is logical that a confident and self-esteemed person will have good moods. Human body is made up of active cells and they need to be kept active; exercise offers these. As Mayo Clinic Staff posit, â€Å"As you exercise, your body gets fitter and stronger, and thus, your mind starts seeing everything, including yourself in a better light† (Para 4). Have you ever heard of people claiming the only thing they do when stressed up is exercise? These few individuals have discovered the secret to let go of in-built pressure. Brain is made up of muscles and exercise is good for brain muscles just as food is good for the body.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Good news to those battling with chronic diseases as hypertension, diabetes and osteoporosis among others; exercise is the way out. Research indicates that regular exercise combats these diseases. According to Hawk, â€Å"exercise is the silver bullet for improved healthâ €  (Para. 1). In combating heart diseases, exercise strengthens heart muscles, increases High Density Lipoproteins (HDLs), and reduces Low Density Lipoproteins (LDLs). These lipoproteins are cholesterol derivatives and scientists term HDL as ‘good’ cholesterol and LDL as ‘bad’ cholesterol. Reduction of LDL with subsequent increase of HDL promotes smooth blood flow and replenishes heart functions. In Type II diabetes, the body is insensitive to insulin probably due to weight gain amongst other causes. Exercise helps in shedding weight and this makes the body insulin sensitive. Consequently, this insulin breaks down sugar molecules in the body thus lowering blood sugar levels eventually combating diabetes type II. Nowadays, poor feeding habits and little or no exercise makes people as young as fifteen to suffer from osteoporosis. However, exercise offers reprieve to this nightmare by strengthening bone tissue formation and maintenance. Finally, research in dicates that exercise improves immune system response and this helps to keep minor infections at bay. Finally, exercise helps in keeping body shape. No one likes obesity or out of shape body. Unfortunately, many people love talking how they hate their over weight bodies without doing anything about it; lip service. Exercise is the way to attaining that elusive figure you have always craved for, over the years. It is natural that, during physical exercise, the body burns thousands of calories. Body weight results from excess energy, which is converted to fat and stored in different body parts. As one exercises, metabolism rate increases leading to breakdown of fats making your body slimmer and healthy. Research indicates that, â€Å"To lose one pound of fat, you must burn approximately 3500 calories over and above what you already burn doing daily activities† (Buemann Tremblay 193). These researchers make it clear that normal daily activities are not sufficient to burn the re quired calories in the body; therefore, exercise is the way out. Fortunately, you do not need to check into a gym to manage weight loss; far from it, 20 to 30 minute walk every day or cycling for fun is enough to keep weight gain under control. Unfortunately, many people complain that exercise is not good because it is not fun. This is true and it does not apply to exercise alone; it applies to anything that someone does. If you do not enjoy what you are doing, it can never be fun. However, the claims that exercise is not fun are only excuses; not reasons. The fact is, there are many exercise programs, and out of them, every one can find a program that excites him or her. Exercise can be done in a group or individually.Advertising We will write a custom essay sample on Exercise Is Good specifically for you for only $16.05 $11/page Learn More Moreover, most of practices that people do for fun qualify as exercises. For instance, taking a stroll in the neighbo rhood in the evening is enough to relax one’s mind. Teenagers are fond of cycling for fun; however, even though they do not know it, cycling is a great lot of exercise. So, what is the way out of these excuses? Identify an exercise that excites you; an exercise that you will do without much hustle. For instance, decide to engage in flexibility training exercises like yoga and sit-ups or even join a dancing group. By doing something that excites you, fun will be inevitable. However, remember to do whatever you are doing on purpose with discipline. Discipline is the key to any successful story you will ever hear. Conclusion Exercise is all-inclusive package that will enable you live almost a stress-free life, full of energy with improved self esteem and sound sleep not forgetting how you will be able to combat some diseases like hypertension and diabetes type II. During exercise, the body releases endorphins that restore peace and felicity. Moreover, nothing equals the thrill t hat one gets by accomplishing set goals and exercise offers this opportunity to set both short and long-term goals and accomplish them. Again, exercise prompts the body to produce more ‘good’ cholesterol and eliminate the ‘bad’ one thus improving blood flow thus keeping hypertension at bay. Any good doctor will tell you exercise is as essential as sleep or feeding. Finally, exercise enables you to maintain body shape by shedding those extra pounds. Unfortunately, many people complain that exercise is not fun; however, this is just an excuse, not a reason. There are many exercise programs to choose from, every one can get a program that excites him or her, and as the excitement sets in, fun follows. Anyway, who does not want to live a peaceful and happy life? Not even you, start exercising and start today. Buemann, Baines Tremblay, Albert. â€Å"Effects of Exercise Training On Abdominal Obesity and Related Metabolic Complications†. Sports Medicine. 2007, 21(1): 191-212. Hawk, Patricia. â€Å"Here’s why Exercise is good for You.† 2009.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Mayo Clinic Staff. â€Å"Exercise: 7 Benefits of Regular Physical Activity.† 2010. Web. https://www.mayoclinic.org/healthy-lifestyle/fitness/in-depth/exercise/art-20048389

Reasoning About Morality and Values Essay Example | Topics and Well Written Essays - 750 words

Reasoning About Morality and Values - Essay Example Conflict that the law offers to safety establishes ground for moral dilemma in the war against terror to generate the moral debate on rights actions into people’s security. The law provides for liberty, a right that is further applicable under international law, and is the source of the moral debate on torture of suspected terrorists. The moral dilemma is whether to torture a suspect for information that can be used to protection potential victims or respect the law that protects people from torture. Richard Posner, a justice of the United States Court of Appeal, offers an argument on the moral debate and notes that torturing a criminal, who is probably guilty, is justified for protection of an innocent victim (Gordon, 2014). The argument can be presented as follows. One of the strengths of the argument is it protection for innocent victims because torturing a suspected criminal is likely to reveal information for such as protection and may set a precedence that may discourage other people from involvement in terror activities to guarantee a long term solution to the problem and benefit the entire society. The argument also provides for evaluation of potential guilt before torture and therefore undermines potential injustice to the suspect but is too subjective and deductive and may not be applicable to real life. Presumption of a suspect’s guild may be a consequence of implicative coincidences and be unjust for the innocent suspect. In addition, torture may not lead to required information, as intelligence based investigations could, leading to occurrence of the subject crime and harm to both targeted victims and the tortured suspect. The argument that aims at preventing crimes such as terror attacks may however succeed in sending a thri lling warning and retrieving information towards its objective. The argument for torturing suspects towards terror prevention may

Investments & Returns Essay Example | Topics and Well Written Essays - 1000 words

Investments & Returns - Essay Example Systematic risk, in finance, also known as non-controllable or non-diversifiable risk is the uncertainty in financial returns caused by factors that are beyond the control of an entity. These factors are macro-economic in nature. This type of risk cannot be managed by the organizations. They are the interest rate risk, the inflationary risk, the exchange risk and the market risk. The interest rate risk is caused by the movements in the cost of debt, thereby causing a decline or an increase in the interest payment on debt finance. An increase in the interest rate is unfavourable to the borrowers who will dig deeper into their pockets in order to meet the cost of debt. On the other hand, an increase in the interest rate is favourable to the lender due to an increase in the return. The opposite of the statement is true (Akrani, 2012). The inflationary risk is caused by a future increase or decrease in the commodity prices due to a deficit or a surplus in the supply level. An increase in the inflation reduces the real value of the local currency while a decrease in the inflation increases the real value of the local currency. A decline in the value of the local currency reduces the value of organizations, whereas, an increase in the value of the local currency increases the value of organizations. The exchange rate risk is caused by the volatility of the exchange rate. The exchange rate is the price of a local currency against that of the foreign currency. Companies that have subsidiaries in the internal market lose/gain when converting foreign currency to local currency when the exchange rate decreases/increases (Akrani, 2012). A decrease in the exchange rate means that less local currency is given up for the foreign the foreign currency. On the other hand, an increase in the exchange rate means that more local currency is given up for the foreign currency. The market risk is caused by the rise and fall in the prices of shares and other securities in the

Battle leadership by Adolf Von Schell Essay Example | Topics and Well Written Essays - 1000 words

Battle leadership by Adolf Von Schell - Essay Example f von Schell in his book has explicitly stated that as leaders, there should be some sort of knowledge related with the souls of the soldiers who are giving their best shot in the battleground. According to his own theory and quite rightly so, the soldier is the only person, the living soul with which the war can be started, ended and carried out in the first place as it has to decide whether or not to dismantle a bomb, throw a rocket or anything that has to do something or the other with weapons and ammunition. More than that it is his immense resilience and sense of intellect and understanding that wins him many a war, even in the most difficult of times. He goes on to suggest in this essay that it is the responsibility of the leader in the battle field to make use of his soldiers in the best manner that he possibly can as well as become a role model for them so that they can take heed and give in their best demonstration of courage and bravery. Leaders, according to him are the torchbearers and it is only up to them to instill the confidence and belief in the rest of the army. Without their self belief, nothing is possible. Adolf is of the view that every leadership effort that there is present in the war grounds is reminiscent of the relationship that exists between the leader and his men, especially in the manner through which the same is being transferred to each and every player of the army. This is pretty significant as it says a thing or two about the communication flow that should be the key ingredient of any war, battle or for that matter a discussion that leads up to a war eventually. The values that the leader portrays are very important as this forms the bridge between him and the people who are being led under him. Values thus form the cornerstone of the term called motivation as it in essence forms the basis for a whole lot of avenues in the times to come, not only on the shoulders of the leader for his being true and straight to them but also

Inertia lab report Essay Example for Free

Inertia lab report Essay A Rotational motion experiment is the simplest method of finding the Moment of Inertia. Minimum equipment is required to perform this experiment. For the purposes of increasing the accuracy of the results, the procedure should be repeated three times, making our conclusion more reliable. While load is moving downwards it’s potential energy converts to kinetic. Load is accelerating because weight(Fg=mg) of the load is bigger than tension on a string so load is not in equilibrium and by Newton’s Second Law (F=ma) resultant force creates an acceleration. Resultant force can be calculated by the equation S=0. 5at2+ut to find acceleration and F=ma. String rotates the spindle which rotates the disc by creating a torque(T=Fr). Torque accelerates the disc and it can be found by ? = . To find moment of inertia now T=I? equation is used. 1 Method and observation: Apparatus: 3 different size discs, spindle, ruler, set of weights, stopwatch, stand. Disc is attached to one end of the spindle and string with load is attached to the other end. Disc’s weight, diameter and radius are required to be measured before experiment. Length of the string (L), number of loops on the spindle (n) and horizontal distance of loops (H) were measured before experiment. Using equation below r is found. = 2 Spindle Disc String Stopwatch Weights Stand After setting all the equipment up the experiment starts. The string is then wrapped around the spindle. Time was measured for load pass the distance of length of the string. To plot graph one over time2 is required to be calculated. 4 different masses of the load are used in experiment is repeated 3 times every time mass is changed to make reduce random error. After finishing all the experiments on one of the discs other disc is placed and experiment repeats. When all the experiments are done and measurements are recorded mass against one over time2 is plotted using results. 3 graphs are going to be plotted for each disc. Gradient of the graph is constant k which we could use to find I using formulae below. When observed the string with vibrating and load was moving a little which can cause some systematic error. While spindle is spinning there is some friction which is neglected and the disc is vibrating while it is spinning which also cause some systematic error. = ? 2 2 Results MEASUREMENTS ON THE SPINDLE: MEASUREMENTS ON THE DISCS n= 8 L= 0. 26m DISC 1 (small) DISC 2 (medium) DISC 3 (large) Weight (kg) 0. 314 0. 490 Diameter (m) Radius (m) 0. 1 0. 127 0. 05 0. 0635 0. 696 0. 152 0. 076 H= 0. 026m r= 5. 1410-3 DISC 1 Weight (kg) Time (s) Average Time (s) 1/t? (s-2) K (m s? ) I (kg m2) experimental I (kg m2) theoretical ?I (kg m2) 0. 1 2. 93 | 2. 73 | 2. 62 2. 76 0. 131 0. 15 2 | 2. 1 | 2. 23 2. 11 0. 225 1. 439 0. 000346 0. 2 1. 87 | 1. 85 | 1. 86 1. 86 0. 287 0. 22 1. 81 | 1. 74 | 1. 78 1. 78 0. 317 0. 000393 0. 000047 DISC 2 Weight (kg) Time (s) Average Time (s) 1/t? (s-2) K (m s? ) I (kg m2) experimental I (kg m2) theoretical ?I (kg m2) 0. 1 6. 49 | 6. 16 | 6. 33 6. 33 0. 0250 0. 15 4. 97 | 4. 77 | 509 4. 92 0. 0413 0. 686 0. 000726 0. 000988 0. 000262 3 0. 17 4. 38 | 4. 97 Z 4. 43 4. 43 0. 0510 0. 20 4. 00 | 4. 13 | 4. 08 4. 07 0. 0604 DISC 3 Weight (kg) Time (s) Average Time (s) 1/t? (s-2) K (m s? ) I (kg m2) experimental I (kg m2) theoretical ?I (kg m2) 0. 1 4. 21 | 4. 13 | 4. 17 4. 17 0. 0575 0. 15 3. 13 | 3. 27 | 3. 00 3. 13 0. 102 0. 290 0. 00172 0. 00201 0. 00029 4 0. 2 2. 73 | 2. 75| 2. 73 2. 74 0. 113 0. 17 3. 03 | 2. 77 | 2. 83 2. 9 0. 119 Calculations T=I? -3 T=Fr I = = = = ? = 2 1 = ? 1 =km k = 2 2 9. 8x(5. 1410? 3 )? I1e= 21. 4390. 26 =0. 000346ms? 9. 8x(5. 1410? 3 )? I2e= 20. 6860. 26 =0. 000726ms? 9. 8x(5. 1410? 3 )? I3e= 20. 2900. 26 =0. 00172 ms? I1t=0. 50. 0520. 314=0. 000393 ms? I2t=0. 50. 063520. 490=0. 000988 ms? I3t=0. 50. 076020. 696=0. 00201 ms? ?I1=|0. 000393-0. 000346|=0. 000047 ms? ?I2=|0. 000988-0. 000726|=0. 000262 ms? ?I3=|0. 00201-0. 00172|=0. 000290 ms? 5 Error Analysis = 2 1(2 +2 ) + 2( + ) + = =? r= 0. 0005+0. 0005 ?r= 0. 26+0. 026 r x5. 1410-3=1. 7910-5 ?s=0. 00192 ?k=0. 176 ?I=1. 7910-50. 001920. 176=6. 0510-9 6 Graphical representation Disc 1. 1/s? 0. 35 0. 3 y = 1. 439x 0. 25 0. 2 0. 15 0. 1 0. 05 1/t? 0 0 0. 05 0. 1 0. 15 0. 2 0. 25 Weight kg 1/s? 0. 16 Disc 2. 0. 14 y = 0. 686x 0. 12 0. 1 0. 08 0. 06 1/t? 0. 04 0. 02 0 0 0. 05 0. 1 Weight 0. 15 0. 2 0. 25 kg 7 Disc 3. 1/s? 0. 07 0. 06 y = 0. 290x 0. 05 0. 04 0. 03 1/t? 0. 02 0. 01 0 0 0. 05 0. 1 Weight 0. 15 0. 2 0. 25 kg 8 Discussion From the results gained it can be concluded that larger and heavier the disc is greater the moment of inertia of a body. As we can see the gradient on the graphs are larger at larger discs. From theoretical values which it can be concluded that experiment was right. More time is taken to pass that distance for larger discs because the moment of inertia is bigger so it torque is required to accelerate the disc. However there were some random and systematic errors. One of the most effecting random errors is the human reaction error. It could be decreased by using light gate instead of stop watch. Using more accurate equipment for taking measurements of discs and spindle would decrease the error. Masses of the loads are not exact so more accurate loads would decrease the error. Conclusion Larger and heavier discs have larger moment of inertia so they require more torque to be accelerated.

Advanced Social Psychology: Overview and Analysis

Advanced Social Psychology: Overview and Analysis Theresa A. Patterson Social psychology is a relatively young science. This branch of psychology includes the study of individual behavior in a social setting as well as factors that influence behavior. Social psychology was established as a formal discipline approximately one hundred years ago (Reis, 2010). Throughout its history, social psychology demonstrated the effects of notable social and political themes of various time periods. Also, methodological and theoretical advances impacted the development of social psychology in many ways. Although many people equate the origins of social psychology with the publication of the first social psychology textbook by McDougall in 1908, the roots of this field can be traced to the writings of Aristotle and Plato (Reis, 2010). For example, Aristotle noted the need for individuals to live in groups, while Plato emphasized the impact of the environment on behavior. McDougall incorporated the concepts of emotion and morality in his textbook and emphasized the idea that behavior was instinctive and individual. In addition to McDougall’s contribution, Wundt’s writings regarding the effect of groups on individual behavior played a critical role in the development of social psychology (Reis, 2010). However, Wundt did not advocate experimental methods. In addition, his ideas did not match the behaviorist views that predominated in the early 1900’s. Thus, Wundt’s views were not long-lived on social psychologists. Despite the advent of novel social psychology textbooks, the discipline of social psychology was not well defined. The work of Floyd Allport in 1924 outlined the tenets of social psychology in a way that reflected current thinking to a higher degree (Reis, 2010). Allport noted that interpersonal relationships are the hallmark of social psychology, but emphasized that social psychology must be studied in terms of the individual rather than in terms of the group (Patterson, 2015). Additionally, Allport asserted that many factors in the environment might elicit behaviors. Allport took an experimental approach in social psychology and invested hos efforts in basic research (Reis, 2010). Allport’s writings, which emphasized such topics as conformity, emotion and social influence, exerted a lasting impact on contemporary researchers. Although Allport clearly utilized a methodological approach, Norman Triplett is widely credited with the implementation of the first social psychology experiment in 1898 (Reis, 2010). Triplett (1898) investigated the effect of the presence of other individuals on performance based upon his observation that bicyclists rode faster when paced by another rider. In addition, Sherif (1936) conducted studies that investigated the development of social norms and the impact that societal rules had on behavior. The occurrence of events such as the Great Depression, World War I and World War II set the stage for further development in social psychology (Patterson, 2015). During the World War II era, several European social psychologists fled Nazi Germany and immigrated to the United States. Notably, Kurt Lewin implemented research regarding group processes and styles of leadership in the workplace (Reis, 2010). Furthermore, Lewin’s field experiments during World War II, founding of the S ociety for the Psychological Study of Social Issues (SPSSI), and his conviction in the applied aspect of social psychology, left a lasting impact on the field (Reis, 2010). Following the end of World War II, the discipline of social psychology flourished in the United States (Reis, 2010). Social psychologists enjoyed greater prestige and high status, and were rewarded by the government with new research facilities, grants, and teaching positions. The G.I. Bill created a need for psychologists to teach at universities, and tenure was quickly earned (Reis, 2010). Also, research on conformity and obedience demonstrated the power of group influence on the beliefs and behaviors of participants (Asch, 1956). Other notable experiments occurred during this era, which lasted from approximately 1946 to 1969. For example, Festinger’s (1957) research regarding cognitive dissonance showed that individuals strive to maintain consistence between their beliefs and their behaviors (Reis, 2010). Additionally, Milgram’s (1963) experiments on obedience to authority demonstrated that the majority of people will obey an authority figure even if it includes infl icting possible harm to others. Furthermore, research on romantic attraction generated both interest as well as controversy among social psychologists (Reis, 2010). Despite ground-breaking advances in the area of interpersonal attraction, many people did not think that love and romance should be topics of research experiments. In addition, the 1964 murder of Kitty Genovese stimulated bystander intervention research (Reis, 2010). The attempt by the government during the 1960s to eradicate societal wrongdoings generated research regarding the interaction of personality variables and environmental factors in behaviors. The 1970’s was notable for an increase in social cognition studies (Reis, 2010). However, the public became disillusioned with the possibility that society could benefit from social psychology research. In addition, women and minorities noted that social psychology represented an extremely biased view of predominantly male, white, middle-class social psychologists. As a result of this crisis of public confidence, a more comprehensive and revitalized discipline of social psychology emerged. For example, more rigorous ethical standards in experimental research were implemented (Reis, 2010). As social psychology continues to grow in the present era, views are expanding to include interdisciplinary as well as global concepts. The influence of social psychology has been demonstrated in various areas such as healthcare, industry and schools (Reis, 2010). Additionally, technological advances provided access to participants from many cultures. This cross-cultural perspective will undoubtedly influence future research studies. Also, methodological advances, as well as growth in neuroscience and evolutionary psychology, will continue to assist researcher in the interpretation of data. Advances in social psychology would not be possible without experimental research. However, proposed studies and related methodology necessitate attention to ethical concerns. As social psychology grew, researchers shifted their focus from speculation to the demonstration of empirical evidence. Early laboratory experiments were often criticized for their artificiality and potential biases (Reis, 2010). As a result of this evaluation, field studies were conducted to provide realistic results that could be generalized to other situations (Reis, 2010). Therefore, ethical codes of conduct must be in place to make certain that participants are not harmed in any manner. In general, researchers must adhere to the ethical principles of respect for persons, beneficence and justice. The American Psychological Association (APA) developed its code of ethical standards to guide researchers in appropriate treatment of participants. The 1974 National Research Act requires the formation of committees referred to as Institutional Review Boards (IRBs) to review potential experiments before researchers begin a study (Gravetter Forzano, 2006). This process, which may include required modifications and revisions, helps to ensure the protection of participants’ welfare. For example, an IRB will examine the cost/benefit ratio to ascertain whether the possible benefits are greater than potential risks. In the event that risks are likely, researchers may be advised to seek lower-cost alternatives (Gravetter Forzano, 2006). Experiments involving the use of deception must be carefully evaluated prior to the start of the study for analysis of the cost/benefit ratio. Above all, researchers must always endeavor to protect participants from harm. In addition, researchers must obtain informed consent from all participants prior to the start of an experiment. Informed consents includes the responsibility of researchers to be forthcoming regarding possible risks and what is involved in the experiment. For example, Asch’s (1956) study concerning conformity involves a possible breach of informed consent for several reasons. First, participants were deceived regarding the nature of the experiment. Also, participants were not told about the possibility of stress during the experiment, and may have suffered subsequent mental distress. Asch’s (1956) study included the debriefing of participants, which is now required in all experimental studies. Debriefing involves explaining the true nature of the study to participants after the experiment is over (Gravetter Forzano, 2006). Several additional research studies were criticized for violations of ethical principles. For example, Milgram’s (1963) landmark experiment regarding obedience to authority generated much controversy. This experiment investigated the power of authority figures on individuals by â€Å"ordering† them to administer electric â€Å"shocks† to a confederate. Participants were misled concerning the nature of the study and may have suffered severe distress as a result of the deception. Furthermore, participants may not have been aware that they had the right to leave the experiment at any time. Because the participants were paid, they might have felt obliged to continue as long as necessary. During the course of the study, the experimenter urged participants to continue to the end of the experiment. Thus, coercion might have been a factor that contributed to participants’ completion of the experiment (Gravetter Forzano, 2006). Milgram’s (1963) study illustrated an explicit violation of ethical principles regarding informed consent. This violation included misinformation concerning potential psychological harm as well as not informing participants that they were free to terminate the experiment at any time. Additionally, researchers did not adhere to the critical principle of inflicting no harm upon participants. Many participants in Milgram’s (1963) study reported significant mental distress from both the pressure of the experimenter and subsequent guilt associated with their willingness to inflict pain upon others. Since individual differences could not be ascertained, researchers were unable to predict the extent of participants’ distress. Finally, past research demonstrated the crucial role that environmental and situational factors play in human behavior (Haley, Banks, Zimbardo, 1973). A study by Haley, Banks and Zimbardo (1973) utilized a simulated prison setting in which participants were randomly assigned to the roles of prisoners or guards. However, the participants quickly adapted to their roles and reacted as though the situation was a real-life occurrence. The guards behaved in a cruel and demeaning manner, and the prisoners became increasingly passive and depressed. The experimented had to be terminated early as a result of the extreme psychological symptoms that participants exhibited. The realistic nature of the experiment may have precluded participants from exercising their right to withdraw from the study. Like the Milgram (1963) study, researchers associated with the simulated prison study were not able to predict the extent of psychological harm to participants, which violated an element of informed consent. During the majority of the experiment, no attempt was made to curtail the abuse inflicted by the guards toward the prisoners. Thus, potential harm to participants was not minimized (Gravetter Forzano, 2006). Although participants were screened for psychological disorders, the development of unanticipated harmful effects changed the risk/benefit ratio. Researchers must continually evaluate potential risks that may occur during the study as well as possible benefits. In addition, researchers need to ensure that participation in experiments is completely voluntary and that participants do not feel coerced. If deception will be utilized, researchers must be certain that no viable alternatives exist (Gravetter Forzano, 2006). Finally, in most circumstances, researchers need to obtain an informed consent form for each participant in the study. Also, researchers must be vigilant regarding signs of psychological distress or unexpected effects of participation in the study. Debriefing is essential to ensure that participants understand the purpose of the experiment and to alleviate any negative effects of participation in the study (Gravetter Forzano, 2006). Finally, researchers must protect the confidentiality of data that is collected as well as identifying information that is provided by participants. References Asch, S. (1956). Studies of independence and conformity: A minority of one against a unanimous majority. Psychological Monographs, 70, No. 9 (Whole No. 416). Festinger, L. (1957). A theory of cognitive dissonance. Evanston, IL: Row, Peterson. Gravetter, F., Forzano, L. (2006). Research methods for the behavioral sciences. (2nd. Ed.). Mason, OH: Thompson. Haney, C., Banks, C., Zimbardo, P. (1973). Interpersonal dynamics in a simulated prison. International Journal of Criminology and Penology, 1, 69-97. Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 57(4), 371-378. Patterson, T. (2015). Advanced social psychology midterm exam. Unpublished manuscript. Mount Aloysius College, Cresson, PA. Reis, H. (2010). How we got here from there: A brief history of social psychology. In R. Baumeister E. Finkel (Eds.), Advanced social psychology: The state of the science. (pp. 25-60). NY: Oxford University Press. Sherif, M. (1936). The psychology of social norms. New York: Harper Bros. Triplett, N. (1898). The dynamogenic factors in pacemaking and competition. American Journal of Psychology, 9(4), 507-533.