International Management Research Paper Example | Topics and Well Written Essays - 1000 words

International Management - Research Paper Example Introduction Rwanda is a country I Central Africa with a total area of 24669 square kilometres. It has a temperate climate with two rain seasons and has natural resources such as gold and tin. The country is landlocked and experiences occasional droughts and volcanic eruptions in some areas. A king ruled it prior to colonization by Belgium (Central Intelligence Agency 2013). Rwanda experienced genocide because of long-term ethnic conflict. About a million people died in the genocide and more than two million fled the country. A rebel group that overthrew the then government restored order and the country is currently stable (Central Intelligence Agency 2013). Political stability is one of the post genocide developments as the rebel group established a government and order in the country. Other aspects such as security, justice, reconciliation, and economy have improved and the economy recorded a growth rate of seven percent in recent statistics (King, 2013). Rwanda’s populatio n majorly consist of two ethnic groups, Hutus and Tutsi. Hutus overthrew the king that ruled the country in the year 1959 and this led to civil war in which Tutsis were murdered and many of them forced to flee to exile. Descendants of the exiled formed a rebel group that returned to Rwanda in the year 1990 and together with political and economic interests culminated to the country’s genocide in the year 1994. About a million people died, including three quarters of the minority Tutsi, before the Rwandan Patriotic Front defeated government forces. The victory by the Tutsi rebels caused mass exile of more than two million Hutus for fear of ethnic cleansing. The country stabilized from the civil war and joined commonwealth in the year 2009 and the United Nations’ security council in 2013 (Central Intelligence Agency 2013). Rwanda has a population of slightly more than 12 million people, most of which the Hutu while the remaining 15 percent is Tutsi and one percent is Twa . Catholic is the major religion, commanding more that 50 percent of the population followed by protestant churches and seventh day Adventist church. Kinyarwanda, French, and English are national languages (Central Intelligence Agency 2013). The country has gained significant level of political stability (King, 2013). Cultural development in Rwanda has been independent of other countries. Social and religious groups have facilitated the development (Onwumechili and Ndolo, 2012). Economic environment Transitions after the genocide that led to deregulation of the economy defines a free market system (Malunda and Musana, 2012). The country’s economic environment is considerably underdeveloped. Its major industries and poverty rates supports this. The country’s major industries that include agriculture, beverages in small scale, textile, and cigarettes identify low-level economic development and high level of poverty, with more that 60 percent of the country’s popul ation living on expenditure of below $ 1 per day identify underdevelopment (Central Intelligence Agency 2013, Diao, Thurlow, Benin and Fan, 2012). Corruption level in the country is relative, compared to other nations in the globe. This is because latest Transparency international rating ranked it at number 89 out of the

Virginia Planter and Slave Holder Essay Example for Free

Virginia Planter and Slave Holder Essay The declaration for independence was given out by American representatives, American, then, being a colony of the Great Britain. American by then was constituted of majority being the slaves captured from other parts of the world and sold to merchants in the slave trade in the Great Britain who were later set free and allowed to settle in far lands which later came to be called America. America remained the colony of Great Britain until the Declaration of independence in 1776. The declaration encompasses a number of philosophies. Assuming that I am presently a Virginia planter and slave holder, this paper seeks to address how the philosophical ideals embodied in the Declaration of Independence, the similarities and differences of philosophies in the Articles of Confederation and the Constitution, affect my assumed role as a Virginia planter and slave holder. The paper also seeks to establish a constitutional ratification for and against my assumed role. To start with, the philosophies in the Declaration of Independence include the powerful proposition that all men were created equal and each one of them has a right to life, right to think for oneself i. e. right to liberty and right to pursuit of happiness (Jefferson, 1964). This philosophy of idealism, which believes in the inherent good of humanity, affects my assumed role in that as a holder of slaves whom I use for free labor in my farm, I go against the very human rights spelt out in foregoing philosophical stance. I deny the slaves I hold, their right to liberty i. e. hey need to acquiesce to working for me as opposed to my use of force. My holding of the slaves also seeks to show one thing: that I have failed to realize that all men were created equal, the inherent good in humanity and that no one or nothing gives me the right to hold them against their wish and consent. This does not mean that no one can have people working for him or no one can exercise power over individuals. All this is possible only if the subjects are in consent otherwise it is slavery Any conceivable government begets its power from the concurrence of the subjects (Jefferson, 1964). The fundamental difference between the Articles of confederation and the constitution is that whereas the articles were constructed by 13 states that the constitution of the US, by then, superseded (In fact, it is more of a treaty between the 13 states), the constitution was constructed to rule the whole nation constituted of many states, all the states, as one country. The articles were parochial but the constitution is not. Another difference is that, in the articles, the government had no power to directly tax the people. This was because the people were suspicious of the government for they saw it as a great threat to their liberties. The constitution gives the government power to directly tax people and the people are more receptive to and trust the government to do most things for them. Further, the articles had the states given one vote no matter how large the state was. This is not the case with the constitution which allows a large state a proportionate voting power. Finally, the articles are oriented to the idealist philosophy which believes in the inherent good of humanity whereas the constitution is oriented to the pragmatic philosophy which doesn’t trust that people can do the right thing. On the part of similarities, it is seen that both, the Articles of confederation and the constitution, provide for the congress declaring war and sending ambassadors. As a Virginia planter and slave holder, the articles of confederation and the constitution may favor me or threaten me at the same time. Even as the articles of confederation fought to promote general welfare, to ensure domestic tranquility and to ensure the blessings of liberty, they always had a compromise to let slavery continue because most of the people, by then, owned slaves. It was to take centuries later before the slaves could finally enjoy the blessings of liberty spelt out in the constitution when the constitution could later clearly emphasize award of inalienable human rights to slaves and lords alike. This was of course no good news to any Virginia planter and slave holder because it meant that they could lose the free labor from the slaves hence no productivity or expensive cost of production and they stood a chance of going to prison if they continued to keep the slaves. This explains why Virginia delegates failed to sign the constitution during the constitutional convention. Slavery is seen going against the laws of human jurisprudence. The opening phrase in the American constitution, insurance of liberty being part of the phrase, serves as a precursor to antislavery stance of the constitution. However, the constitution may have failed in its own ways and supported slavery or any act close to slavery. A number of scholars argue that the constitution at its conception at the constitutional convention was pro-slavery. The founders created a national charter to deal with the slavery issue, when they realized that fallout was eminent based on the issue of slavery. It is noted that the slave owners were monopolizing the government offices and dictating policies that trampled on human rights. For this reasoning that constitutional ratification appeared unclear on the issue of slavery, a Virginia planter and slave holder could not ratify the constitution until he was sure that slaves were only counted as property and not citizens lest they could attract the protection the human rights enshrined in the constitution consequently making slavery illegal.

How Far Does Behavioral Sink Go? :: Animals Environmental Wildlife Essays

How Far Does Behavioral Sink Go? If you ask any American what behavioral sink is, they more than likely won’t be able to define the term. It seems that everyone has become subject to this mysterious term, in once sense or another. Behavioral Sink, as described by the author, Tom Wolfe in the excerpt â€Å"O Rotten Gotham† from â€Å"A Forest of Voices†, is the study of how animals relate to their environment. In one of Wolfe’s studies he speaks of this behavioral sink in New York City. He talks about how overcrowding causes this. As observed by Wolfe, New Yorkers tended to be more aggressive and cold towards one another. When driving they were found to be screaming at each other because of traffic, speeding through a crowd getting aggravated and not really knowing why. They all seemed to be greatly stressed with a tendency to foster ulcers. He also studied the effects of overcrowding in Sika deer and rats. They all showed changes in behavior, even when there was plenty of food, water, and shelter due to this lack of personal space. When an autopsy was performed on the animals, it showed that their thyroids seem to enlarge, while their bodies looked genuinely healthy. The deer seemed to die of an adrenaline shock from their thyroids, due to the stress of no personal space. Wolfe seemed to think that if you did an autopsy on the deceased people in New York City, they would show the same general signs of thyroid enlargement. The interesting connection that humans have to rats is the grouping they exhibit. The leader-rats seem to take their own groups and then the average to below average rats gather together. Human aristocrats and wealthier people, like the leader rats, tend to live in suburbs and live in quieter, nicer places. The other people, like the average to below average rats, seemed to live in smaller apartments and much more crowded, less healthy areas like the slums. The average rats showed signs of violence, aggravation, homo and bi-sexuality, and all showed increasing signs of cancer and other diseases. The interesting connection here is that by my own observations, the same things seem to be happening in the world today. How Far Does Behavioral Sink Go? :: Animals Environmental Wildlife Essays How Far Does Behavioral Sink Go? If you ask any American what behavioral sink is, they more than likely won’t be able to define the term. It seems that everyone has become subject to this mysterious term, in once sense or another. Behavioral Sink, as described by the author, Tom Wolfe in the excerpt â€Å"O Rotten Gotham† from â€Å"A Forest of Voices†, is the study of how animals relate to their environment. In one of Wolfe’s studies he speaks of this behavioral sink in New York City. He talks about how overcrowding causes this. As observed by Wolfe, New Yorkers tended to be more aggressive and cold towards one another. When driving they were found to be screaming at each other because of traffic, speeding through a crowd getting aggravated and not really knowing why. They all seemed to be greatly stressed with a tendency to foster ulcers. He also studied the effects of overcrowding in Sika deer and rats. They all showed changes in behavior, even when there was plenty of food, water, and shelter due to this lack of personal space. When an autopsy was performed on the animals, it showed that their thyroids seem to enlarge, while their bodies looked genuinely healthy. The deer seemed to die of an adrenaline shock from their thyroids, due to the stress of no personal space. Wolfe seemed to think that if you did an autopsy on the deceased people in New York City, they would show the same general signs of thyroid enlargement. The interesting connection that humans have to rats is the grouping they exhibit. The leader-rats seem to take their own groups and then the average to below average rats gather together. Human aristocrats and wealthier people, like the leader rats, tend to live in suburbs and live in quieter, nicer places. The other people, like the average to below average rats, seemed to live in smaller apartments and much more crowded, less healthy areas like the slums. The average rats showed signs of violence, aggravation, homo and bi-sexuality, and all showed increasing signs of cancer and other diseases. The interesting connection here is that by my own observations, the same things seem to be happening in the world today.

History Of Data Processing Essay

Data processing is a shop that works in many different working fields. One thing you do in data processing is learning to computer programming. In my shop we are learning to program in Visual Basic and QuickBasic. Programming is used to tell a computer what to do. Using code you can make programs that can answer math problems, which would take someone, days to calculate in a brief second. In data processing we also learn to word process. Word processing is taking written text and being able to save and manipulate the text as desired. We also use databases in organizing large sums of information. Another thing we learn to do is make web sites, using Hypertext Markup Language (HTML). In prehistoric times Data Processing was done with no machines. Machines did not exist at this time. People had just started thinking, and creating ways to organize the little amount of information they had. Using many different forms of languages, they engraved most of their information into stone, or painted with animal blood on cave walls and large stones. These engravings and drawing were the first real usage of word processing, which is a large part of data processing. It was not until the first account of written history, and the creation of machines that things could be processed a lot faster and accurately. Data Processing started to grow and have worth. During the year A.D. 300 data processing started to grow. The first true calculator was invented called the soroban, which was invented by the Chinese.# A strobe was a tool made of rows of pebbles, used for basic addition and subtraction. Japan also had their own version of the soroban, but it was only a little different. The soroban is one of the reasons that we have calculators today. When machines were finally developed around 1886 when Charles Babbage invented the Difference Engine. This machine used gears to do math and calculated complicated things very quickly. Most people thought that the Difference Engine Babbage was worth nothing, but a few people thought that it was the start of a great thing. One person who was very interested in the engine was Mr. Wilkins accounted in Babbage’s Journal. He talked with Babbage for days about his invention and was really the only person who thought it was advancement in calculation technology. From machines like this we grew too better, small, and more efficient calculation tools. Present day data processing is now done mostly on a computer. Computers completely revolutionized and changed data processing. The first successful computer was invented by an American inventor during the year 1888. Herman Hollerith, who devised a punch card system, used electronic charged nails that when a card passed threw it would create a circuit, which another machines would read and record it. This was later used to sum up the censuses. The first digital computer was invented by John Atanasoff during the year 1944. Atanasoff was a mathematician and physics at the time. This computer is many times faster and is where all computers today were started and influenced by. Instead of just using analog hardware, digital hardware. This hardware made the computer use half as much power, and made them 3 times smaller. The first general-purpose computer was created by two engineers during the year of 1945; the computer was called Electronic Numerical Integrator And Computer (ENIAC). ENIAC was invented by Developed by John Presper and John W. Mauchly. ENIAC took up one thousand five hundred feet and was 1000 times faster then all the other computers created before it. It also consumed so much power that it would make the light in Philadelphia dim, that’s how much power it would take to run it. The next really big advancement in computer took place around 1951 when Eckert and Mauchly completed a more advanced computer called UNIVAC (Universal Automatic Computer), which ended up being the first commercial computer. The first UNIVAC was installed at the U.S. Census bureau in June 1951. The types of computer we use today are called Personal Computers (PC’s). Two young Americans, Steven Jobs and Stephen Wozniak, who later founded Apple Computer, Inc created PC’s around 1975. These computers were much cheaper and finally became available to people. In the past, computers were only available to scientist because of the price, and how hard they were to understand how to work with them. The personal computer was later revolutionized by Bill Gates and Paul Allen in 1975 when they created the operating systems MS-DOS (Microsoft Disk Operating System) which sold more then Apple sold in one week then they did over a year. With their new operating system they were unstoppable. Many other programs were created as time went on. One very important program that was created was the word processor. The word processor was first created in the mid 1980s which was an efficient was to organized words. It was placed in almost every computer. Many other advancement happen everyday. Computers always seem to be getting faster and increase in memory. People also expected the computer to become bigger but in reality ended up just getting smaller and smaller over time. As time passes by more advanced, and efficient programs are created, and better operating systems invented. Who knows where the computer will end up in the future? Data processing also has many different things that are new to it. One new thing in data processing is word processing. Word processing is taking written or thought and putting the text in to a computer program which always you to print, edit, and make it look business format. Word processing can be used to create many different business standard documents. Using Microsoft Word, which is the business standard program for businesses, you can make resumes look like a million dollars, and memos looking like they were met to be written in stone. In data processing we also make an assortments of databases. Databases can be used for many different things. One-way databases (Which we create using Microsoft Access) are used, is for  organizing large sums of information and help with the processing of that information. Databases in business’s are used a lot of times to create programs for barcode machines with all the prices in the machines. Have you ever been to market basket or your local food store and looked at the screen, which sums up all of your purchases, well databases are what make that work. Data processing also has a new thing called the Internet, which is mainly made with HTML programming language. Hyper Text Markup Language (HTML) is mainly used for the Internet because you can put a lot of information into a small file. When you put a web site that was programmed in HTLM code on the Internet, that file can be downloaded very quickly over a slow Internet connection. Last but not least in data processing now uses the computer to create worksheets. Worksheets are used to do many different things but mainly used to do accounting for a company or small business. Worksheets are a quick and easy way to sum up many different businesses accounts receivable and debit they have. Then after you figure it all out with formulas, you can chart the whole thing out and publish it so that the whole world can see it on the Internet (if you want it to be published). In conclusion, data processing has not really changed over the times it has just become faster, and more efficient. As time goes by who knows how much easier it will be to process large amount of information, we the human probably wont even any of it because it will all be done by the computer automatically. But who knows where things will go with data processing. We are always doing, and making better things.

Farewell Speech for a Tenth Standard Student

Esteemed Director Sir, Principal, Teacher’s &; my junior Colleagues. Good Morning to all of you. Now it’s time for the moment in all our lives, the moment when we leave our childhood behind and step into the world to forge our own paths in life. Obviously School days are the most memorable days to everyone. I want to share my feelings and attachment with this school with all of you. Firstly, I am thankful to my parents to join me in such a wonderful School where I got the best mentors and amazing group of friends. With the collective effort of all the staff we are all shaping our future and getting ready to play our role in the society.Your kindness and caring for students is the reason that today I am willing to take any risk with smile and courage in my future journey of life. I especially want to thank all of you for the tender care and affection shown towards us. In last .. (time you spent in the school).. Years my teachers taught me several things. Thank you teache rs, for all that you have taught me – lessons that extended well beyond the four walls of a classroom, for providing me with myriad opportunities for all round development and values in life.Mere saying thanks to the teachers is not enough to express my gratitude. I promise that I will strive to be a successful citizen, so that all my teachers can proudly say that I am the product of the .. (school’s name).. team. Thank you, friends – for all the fun, the hilarious laughter and unforgettable moments shared with me. I wish my friends happy adventures, fantastic new friendships, amazing experiences in the future journey of a lifetime. All my teachers took me under their wings and I was always taken care of. Farewell to Manzanar, written by Jeanne Wakatsuki Houston, Japanese American, and James D. HoustonThis is the tough day for me to say my final goodbyes to all of you. Although we may be separated by time and distance nothing will diminish the important role of every one played in my life spent here. In future, a short walk down in to memory lane of my school days will definitely strengthen me to face any situation. All teachers &; friends kindly pardon me if anybody got hurt with my behavior during my tenure in the school. And continue to pour love and blessings towards me. Thank you and goodbye.

An American ICON essays

An American ICON essays Sitting on the corner of 34th and 5th streets on about two acres of land sits one of mans greatest engineering feats, the granddaddy of all modern skyscrapers, the Empire State building. Standing 1453 feet tall and having 102 stories above the ground is the 102nd observatory, which gives us one of the most breath taking views in the world. As I was standing there I couldnt help from being over whelmed, by the fact that the building that I was standing in was over three times as old as me. The Empire State Building has become an icon for New York. When some one says New York, the first thing that I think of is the Empire State Building, one of the most beautiful buildings in the world. In 1955 the Empire State Building was named one of the Seven modern Wonders of the western hemisphere. It also became the eighth wonder of the modern world (New York City Insider). Excavation began on Jan. 22, 1930 of this building designed by Architects from Shreve, Lamb s flying (Empire State Building facts page). When I look back on this building I cant believe how they got this thing up so fast. The tools that they had back in the 30s arent even in the same ballpark as the tools that we have today and yet it stands still today as one of the worlds tallest buildings. If you were to ask me back then how high we would be by the year 2000 I would have probably said at least 250 stories and yet we arent anywhere near that mark. The Empire State Building was completed in 410 days this was including Sundays and holidays in all it took about 7,000,000 man-hours to build this massive building. The expected cost of the Empire State Building was estimated to be about $50,000,000 but thanks to the depression it only cost $24,718,000, which...

Brain Food or Plain Food Essay Example

Brain Food or Plain Food Essay Example Brain Food or Plain Food Essay Brain Food or Plain Food Essay Brain Food or Plain Food Being a college student may not be what it is all cracked up to be in the cinema. Juggling things such as working multiple part time Jobs, meeting classwork deadlines, and various other responsibilities creates psychological and sometimes physical stress, ultimately tending to get in the way of ones nutritional needs. When one does come to see that they have been neglecting their body of nutritional needs, they are faced with an ultimatum. The choice to be made is whether to give in to the cheap, and hunger satisfying but inadequate nourishment or to spend a little more for some roper nourishment that your body surely needs. In Philosophy Professor Kwame Anthony Appiahs essays Making Conversation and The Primacy of Practice, the author states the term cosmopolitanism to describe an ability to connect with and accept others on a multicultural level through creating conversation both locally and on the global scale, creating a deeply interconnected world. In Journalism Professor Michael Pollans essay The Animals: Practicing Complexity, Pollan gives a detailed visual description of Polyface Farm that ultimately exposes a larger and more ultifaceted ecological and economic system, while also discussing feedback systems and food supply chains. In a study by John Todorovich, thirty four college freshmen were enrolled in a new student orientation course taught by graduate nutrition sstudents. The course consisted of five one hour focus groups where the sstudents were taught valuable nutrition information while their reactions and the effectiveness of the course was simultaneously measured. A conversation between sstudents and faculty alike here at Florida Atlantic University on the topic of how to eat better and how to bring more nutritional foods to the campus needs to be had. Educating everyone on campus about what one should be eating to be healthy and live an active lifestyle and what the many benefits of eating correctly are will transform this habit of eating better into a domino effect, passing on the habit to others, creating a complex system. For starters, the food and drink options to one at Florida Atlantic University are anything but ideal for the health conscious person. The Food Court alone is packed full of unhealthy yet apealing options such as Wendys, Pizza Hut, Chinese food and Quiznos. Aside from the food court, there are also several coffee shops offering astries and small hut-like stands offering energy drinks and candy bars for those on the go. For the sstudents that reside on the campus, as well as any others who decide pay the absurd fee, can eat in the dining hall which offers more nutritional food options, as well as the food being freshly made. In order for sstudents to perform well in class, the body needs certain nutrients, which the current dining options on campus to not provide conveniently or economically. Relations are what matter most, and the health of the cultivated turns on the health of the wild (Pollan 292). This uote derived from Michael Pollans essay on Polyface farms illustrates that the Junk food people in todays society are ingesting is not only negatively affecting ones own health and those around them, but the animals we are ingesting as well. Pollan displays how everything eventually in one way or another ends up in a cycle. So if we are Duylng Incre01Dly cneap processed poorly. 000, our livestock Is eatlng even more Moreover, the sooner the change in the food available on campus, the better. Currently, I am taking a nutrition class at FAU, and as my professor was speaking of hat a balanced diet consists of, I came to the realization that many of the nutrients mentioned I would not be able to find on campus at all. Essentially, the human body needs certain vitamins and nutrients that fast food Just simply does not offer to us. There are many components to having a nutritional diet. The first component includes three serving of dairy such as cheese and milk. The second component is foods such as oatmeal and brown rice, neither of which can be found in the Food Court on campus. The third component of a nutritious diet is four servings of fruits and vegetables, which can be pricy to obtain on campus. The fourth and perhaps most important dietary component is protein such as lean chicken and lean turkey, as well as tofu, a vegetarian alternative which I have yet to see to see on campus. Other colleges have already made this leap of enhancing the nutritional value of the food offered on campus. For example, some colleges are implementing salad bars. What can also speed us the process of this change while simultaneously educating sstudents of how to eat better. This change can be by creating more nutrition courses at school and offering free literature on how to make healthier food choices on campus. Currently, the only food and nutrition class offered at Florida Atlantic University is once a week on Mondays from seven to ten at night. The benefits of offering healthier choices at Florida Atlantic University are significant. In order for the brain to function properly and to its full capacity, proper nutrients are needed. Loss of energy and focus are two factors that cause sstudents to purchase pricy and potentially harmful energy drinks and supplements. Eating a proper and healthy diet can avoid this need altogether. Those sstudents who eat right tend to perform exceptionally better in their courses. Receiving sustained energy that asts for hours by the food one eats is a much better alternative than sugary energy drinks that result in one crashing after a period of high energy. As well as increased energy, a benefit of eating healthy is preventing harmful diseases. Heart disease is at an all-time high in the United States, as well as many cancers that have been found to be prevented by nutritional mearns. Obesity in America is also a major concern, with roughly thirty five ppercent of adults being obese. A Correspondingly, by adding more nutritious food options to the University campus, the health of sstudents is not the only variable affected. These sstudents may go on to learn dietary information that they can then go on to share with their families and friends. Eating habits are also primarily learned in adolescence, so with proper nutrition being implemented to college sstudents now, theyre learned exceptional eating habits can be carried on tthroughout their lifetime. It was all of a biological piece, the trees and the grasses and the animals, the wild and the domestic, all part of a single ecological system (Pollan 292. ) In this quote, Pollan describes Polyface Farm as a whole ecological coordination, in which one variable of the farm could not e affected without affecting another variable. The FAU campus can be thought of ssimilarly, spicing up the dining locations on campus to provide healthy foods will cause a chain like reaction, causing sstudents to do better in classes and have more energy to get tasks completed ana partlclpate In campus actlvltles. A001ng nealtnler foods as opposed to fast food will also reinforce fast food companies to expand their menus to include healthier options, and improve some of their existing menu choices. In Kwame Appiahs essay, a message is implemented that a change or movement can be brought on by a single person, making conversation with peers. This message relates to the nutritional food choice movement I would like to entice my peers in. Word of mouth is the initial step to creating a movement with much potential. Earlier in my paper I noted how poor the actual education of valuable nutrition information is on the college campus. A Journal table 1 I found through the Florida Atlantic University Library website displays information on an observation of college freshman willingness to learn nutritional information. John Todorovich and his colleagues created a nutrition course module program for incoming college sstudents with poor eating habits. Following the nutrition course, five major themes emerged showing how useful the course was after all. The first theme Todorovich noted was the acquisition of knowledge on topics like portion sizes, different food groups, how to choose healthier snack items, and how to prepare small yet healthy meals for oneself. The study indicated that mostly all sstudents involved learned a significant amount of nutrition information. The second theme of the study was the behavior change of the sstudents involved. Most sstudents vowed to change their poor eating habits, except for a handful of stubborn male sstudents who stated they would be eluctant to change their eating habits unless is was absolutely necessary. On the brighter side, the vast majority of sstudents agreed to start preparing more healthy meals for themselves as opposed to fast food, and to eliminate soft drinks like soda from their diet. In the third theme of the study, it was found that the informal and wittiness of the college graduate nutrition sstudents added to the effectiveness of the course. The sstudents liked being able to relate to the nutritional battles that instructors went through. The final theme of the study is the effective aspects that helped the sstudents learn this information. Because most of the sstudents lacked proper measuring devices in their dorms, portion equivalents like a baseball or deck of cards were used to indicate proper portion size. In addition, the sstudents were also shown food models and played interactive nutrition games quizzing what they have learned. With all things considered, the health of college sstudents at Florida Atlantic University and likely the majority of college sstudents abroad are at risk. For many college sstudents, after being cooked for while at home, it can be tricky and nearly impossible to resist the wide selection of unhealthy food options. Some sstudents actually become overwhelmed with all of the fast food options, and resort to buying food from multiple places. A combined effort from both faculty and sstudents will be needed in order to successfully alter the diet FAU has to offer. To be a prosperous college student, maintaining a healthy body and mind is crucial. Maintaining a healthy body weight, strengthening your immune system, increased mental alertness, and a general feel good sensation tthroughout the body can be achieved by simply eating healthy foods. Im using the word conversation not only for literal talk but also s a metaphor for engagement with the experience and the ideas of others (Appiah In tnls quote aerlvea Trom l ne Prlmacy 0T Practlce, Applan empnaslzes tnat conversation is not limited to conversing with a friend, but can also be thought of as starting a movement or implementing an idea in the thoughts of others.

The Sociology of the Internet and Digital Sociology

The Sociology of the Internet and Digital Sociology The sociology of the internet is a subfield of sociology in which researchers focus on how the internet plays a role in mediating and facilitating communication and interaction, and on how it affects and is affected by social life more broadly. Digital sociology is a related and similar subfield, however, researchers within it focus on such questions as they pertain to the more recent technologies and forms of online communication, interaction, and commerce associated with Web 2.0, social media, and the internet of things. Sociology of the Internet: An Historical Overview In the late 1990s, the sociology of the internet took shape as a subfield. The sudden widespread diffusion and adoption of the internet in the U.S. and other Western nations drew the attention of sociologists because the early platforms enabled by this technologyemail, list-serves, discussion boards and forums, online news and writing, and early forms of chat programswere seen as having significant impacts on communication and social interaction. Internet technology allowed for new forms of communication, new sources of information, and new ways of disseminating it, and sociologists wanted to understand how these would impact peoples lives, cultural patterns, and social trends, as well as larger social structures, like the economy and politics. Sociologists who first studied internet-based forms of communication took interest in impacts on identity and social networks that online discussion forums and chat rooms might have, especially for people experiencing social marginalization because of their identity. They came to understand these as online communities that might become important in a persons life, as either a replacement or a supplement to existing forms of community in their immediate surroundings. Sociologists also took interest in the concept of virtual reality and its implications for identity and social interaction, and the implications of the society-wide shift from an industrial to an information economy, enabled by the technological advent of the internet. Others studied the potential political implications of the adoption of internet technology by activist groups and politicians. Across most topics of study, sociologists paid close attention to the way online activities and relationships might be related to or have impacts on those a person engages in offline. One of the earliest sociological essays pertinent to this subfield was written by Paul DiMaggio and colleagues in 2001, titled  Social Implications of the Internet, and published in  Annual Review of Sociology. In it, DiMaggio and his colleagues outlined then-current concerns within the sociology of the internet. These included the digital divide, relationships between the internet and  community and social capital (social ties), the impact of the internet on political participation, how internet technology impacts organizations and economic institutions and our relationships to them, and cultural participation and cultural diversity. Common methods during this early stage of studying the online world included network analysis, used to study the ties between people facilitated by the internet, virtual ethnography conducted in discussion forums and chat rooms, and content analysis of information published online. Digital Sociology in Todays World As internet communication technologies (ICTs) have evolved, so too have their roles in our lives and their impacts on social relations and society overall. As such, so too has the sociological approach to studying these evolved. The sociology of the internet dealt with users who sat before wired desktop PCs to participate in various forms of online communities, and while that practice still exists and has even become more common, the way we connect to the internet nowmostly via wireless mobile devices, the advent of a wide variety of new communication platforms and tools, and the general diffusion of ICTs into all aspects of social structure and our lives requires new research questions and methods of study. These shifts also enable new and larger scales of researchthink big datanever before seen in the history of science. Digital sociology, the contemporary subfield that has subsumed and taken over from the sociology of the internet since the late 2000s, takes into account the variety of ICT devices that populate our lives, the variety of ways in which we use them (communication and networking, documentation, cultural and intellectual production and sharing of content, consuming content/entertainment, for education, organization and the management of productivity, as vehicles for commerce and consumption, and on and on), and the many and varied implications these technologies have for social life and society overall (in terms of identity, belonging and loneliness, politics, and safety and security, among many others). EDIT: Role of digital media in social life, and how digital technologies and media are related to behavior, relationships, and identity. Recognizes the central role that these now play in all aspects of our lives. Sociologists must take them into account, and they have done so in terms of the kinds of research questions they ask, how they conduct research, how they publish it, how they teach, and how they engage with audiences. The widespread adoption of social media and the use of hashtags have been a data boon for sociologists, many of whom now turn to Twitter and Facebook to study public engagement with and perception of contemporary social issues and trends. Outside the academy, Facebook assembled a team of social scientists to mine the sites data for trends and insights and regularly publishes research on topics like how people use the site during periods of romantic courtship, relationship, and what happens before and after people break up. The subfield of digital sociology also includes research that focuses on how sociologists use digital platforms and data to conduct and disseminate research, how digital technology shapes the teaching of sociology, and on the rise of a digitally enabled public sociology that brings social science findings and insights to large audiences outside of academia. In fact, this site is a prime example of this. Development of Digital Sociology Since 2012 a handful of sociologists have focused on defining the subfield of digital sociology, and on promoting it as an area of research and teaching. Australian sociologist Deborah Lupton recounts in her 2015 book on the topic,  titled simply  Digital Sociology, that U.S. sociologists Dan Farrell and James C. Peterson in 2010 called sociologists to task for not yet embracing web-based data and research, though many other fields had. In 2012 the subfield became formalized in the UK when members of the British Sociological Association, including Mark Carrigan, Emma Head, and Huw Davies created a new study group designed to develop a set of best practices for digital sociology. Then, in 2013, the first edited volume on the topic was published, titled  Digital Sociology: Critical Perspectives.  First focused conference in New York in 2015. In the U.S. there is no formalized organization around the subfield, however many sociologists have turned to the digital, in both research focus and methods. Sociologists who do so can be found among research groups including the  American Sociological Associations sections on Communication, Information Technologies, and Media Sociology,  Science, Knowledge and Technology,  Environment and Technology, and Consumers and Consumption, among others. Digital Sociology: Key Areas of Study Researchers within the subfield of digital sociology study a wide range of topics and phenomena, but some areas have emerged as of particular interest. These include: The impact of ICTs on social relationships, like the role that social media plays in teen friendships today,  how and which rules of etiquette have emerged around smartphone use in the company of others, and how they impact dating and romance in todays world.How ICTs are a part of the processes of crafting and expressing identity, like through creation of social media profiles on popular sites including Facebook and Instagram, how selfies are a part of those processes in todays world, and the extent to which there may be benefits or drawbacks to expressing ourselves online.The impact of ICTs and social media on political expression, activism, and campaigning. For example, some sociologists are curious about the role and impacts of changing ones Facebook profile picture to reflect solidarity with a cause, and others, in how online activism might impact and/or advance issues offline.The role and impact of ICTs and the web in processes of building group affiliation and community, part icularly among marginalized groups like LGBT individuals, racial minorities, and among extremist groups like anti-vaxxers and hate groups. Since the early days of the sociology of the internet, the digital divide has been an area of concern for sociologists. Historically that has referred to the way wealth brokers access to ICTs and all the resources of the web-connected to them. That issue remains relevant today, however others kinds of divides have emerged, like how race affects the use of social media in the U.S. ​Notable Digital Sociologists Mark Carrigan, University of Warwick (education, capitalism, and big data)Deborah Lupton, University of Canberra (defining digital sociology as a subfield)Mary Ingram-Waters, Arizona State University (fantasy football and identity and ethics)C.J. Pascoe, University of Oregon (teen use of social media and ICTs)Jennifer Earl, Arizona State University (politics and activism)Juliet Schor, Boston College (peer-to-peer and connected consumption)Alison Dahl Crossley, Stanford University (feminist identities and activism)

What's the difference between a Liberal and a Conservative in 2011 Article

What's the difference between a Liberal and a Conservative in 2011 American Politics - Article Example (Student News Daily, 2010) The Liberals want Government controlled health care. The Conservatives support a competitive, free market health care system. Liberals believe that undocumented aliens (illegals) have the right to the same benefits as citizens. Conservatives do not. Liberals believe that the Social Security system should be protected at all costs whereas the Conservatives feel people should be allowed to handle their own savings. Conservatives liken Liberals AKA Progressives to a person who goes in and tears down a house, leaving the tenants homeless, with no ideas for rebuilding. Conservatives are full of ideas but have been unable to rally enough support to initiate any of them. (American Thinker, 2007) When it comes to taxes, Conservatives feel that the people are pretty darn good at handling money and that tax cuts increase revenue and the spending power of the American people increasing Government profit. Liberals on the other hand feel that in the people’s hands money is not well spent and that the Government should regulate it, redistributing it where they see fit. To quote paleoconservative Pat Buchanan, with regards to the bailout, â€Å"What we are witnessing is what happens to a prodigal nation that ignores history, and forgets and abandons the philosophies and principals that made it great.† (Quinn, 2008) While on the other side of the fence, what seems a rather unflattering statement is what the Liberals are saying about Obama, â€Å"Obama Sounds Like a Fool Because He’s Just So Darn Brilliant†, referring to his â€Å"Intellectual Stammer†. (Eden, 2011) To be a Liberal is to defend the freedom - the Liberty - of all people who make up our great nation. (McKinley, n.d.) Conservatives overwhelmingly believe if you go around and work hard and persevere, youre going to get ahead. (Schulte, 2008) As you can see the differences are many. What matters most however, are not the differences, but whether or not they can

Analysis of Jelly Belly Candy Company Assignment

Analysis of Jelly Belly Candy Company - Assignment Example Proof-of-concept, as used in the paper refers to the necessity to proof or ascertain that a system under consideration is viable (Blount and Lamm 356). Jelly Belly management had a plan to improve their sales and marketing practices through adoption of an appropriate customer relations technological system. As a result, they acquired a CRM system but few months after its integration, the system even failed to form a viable interface with the Enterprise Resource Planning (EPR). Consequently, Jelly Belly approached Microsoft for a new CRM system. This time, they need a preliminary certainty that this new system will serve the intended purpose. Therefore, Jelly Belly consulted Webfortis to establish a proof-of-concept that the new system met all standards required for optimal performance. Jelly Belly can now manage its current customer base using information obtained from the new system. In the past, the company could lose any type of customer within their selling and purchase processes . However, the new customer relations package enables managers to identify speciality customers responsible for the voluminous purchase of their products (Blount and Lamm 357). Consequently, this new package allows sales managers to develop longer relations with speciality clients; hence reducing customer defection. As a Jelly Belly human resource manager, I would consider selecting hiring and training skilled and productive sales persons into the company’s sales team. The reason is that Jelly Belly has the requisite information on customers; hence skilled salespersons could utilize this information in improving sales through actions like direct marketing. The main reason why Jelly Belly failed in accounting for undesirable customer patterns was as a result of inefficient customer relationship culture. Jelly Belly had not employed the use of technological tools in acquiring relevant information concerning the nature of their client base. In the past, the company could lose any type of customer within their selling and purchase processes. However, the new customer relations package enables managers to identify speciality customers responsible for the voluminous purchase of their products.  

Art History Essay Example | Topics and Well Written Essays - 1250 words - 1

Art History - Essay Example The rise of humanism promoted a renewed interest in pagan themes. The writings of the classical authors such as Plato, Aristotle, and Socrates were influential in the new philosophies of the period. Therefore, an interest in the writings promoted an interest in the mythologies of the ancient Classical period (Hankins 14). However, the paintings would reflect the cultural aesthetics of the time period in which they were painted through the clothing and styles that were used upon the figural representations. Their were distinct differences in the work that was created in the late 15th century to that of the early 16th century. The work of the later half of the century was typified by large groupings of figures who created a story based on period interpretations of the concepts of mythological representations, where in the 16th century there is a shift to fewer figures with attention giving to the realism and curvature of the body. Two paintings that can be compared for these attributes are Francesco Cossa’s Triumph of Venus 1469-1470 and Raphael’s Three Graces 1501-1505. The transition between the two centuries happened very rapidly as the abandonment of the Gothic period with its flatter representations gave way to the appeal of the transformational quality of the use of light to reveal curve and depth. In looking at these two pieces of artwork, it is clear that the representation of the three graces are similar in composition, but distinctly different in the way they are presented. The purpose of the Three Graces are to represent the concept of benefits. In most ancient depictions they are shown nude as or in sheer clothing, according Seneca, benefits should be visible (Algazi et al 348). The goddesses are known for the affiliation with beauty, charm, human creativity, fertility and beauty. They are most often depicted as three represented by Aglaea who is

Relationship Marketing Individual Assignment Essay

Relationship Marketing Individual Assignment - Essay Example For many theorists, relationship marketing appears to be a new concept, but a few others have been keen to identify that relationship marketing has always existed as a critical part of many traditional marketing theories. The main objective of adopting the relationship marketing is to ensure that an organization has a well-established and long-term relationship with its stakeholders. Most importantly, organizations focus on the most critical stakeholders who are the customers. This is because a business cannot exist without customers who are the consumers of the products and services the business provides. With the global business front becoming highly competitive, there is a salient need for businesses to adopt the relationship marketing as one of the outstanding strategies of maintaining the customer loyalty. Traditional marketing theories focus on convincing customers for the first time. On the contrary, relationship marketing intents to maintain an esteemed relationship between the customer and the business. The Starbucks Company has exhibited its commitment to using relationship marketing in an effort to develop meaningful relationships with different stakeholders. This explains why the company prides itself with a remarkable number of loyal customers. This paper will focus on describing the theoretical frameworks that define relationship marketing and how the Starbucks Company has been applying these theoretical concepts in an effort to develop meaningful relationships with stakeholders. The Starbucks Company began as a small coffee house in Seattle in 1971. However, over the decades, Starbucks Company has risen to become a giant coffee company exerting its impact across the globe. The company has received recognition as a leading company and has appeared in the top 100 Forbes companies several times (Angrisani 2013, p. 12). Over the years, Starbucks Company has

A documented position paper Assignment Example | Topics and Well Written Essays - 1750 words

A documented position paper - Assignment Example This is kept going by strong ICT systems and processes that provides real-time information that links all stakeholders. The company’s international freight partners – DHL provide worldwide reach and specialized support. Also, Primark has made reasonable moves to limit reputational and ethical risks that come with operation in foreign markets around the world. This is done through strong monitoring mechanisms and corporate social responsibility. Primark is a UK-based clothing manufacturing and retail entity that originally founded in Dublin Ireland in 1968 (Primark Website). Today, Primark has over 200 outlets in Europe and North America. The company’s fundamental corporate strategy is based on an integrated global supply chain system through which the company designs its product in the UK and USA, sends the outlines to factories in developing countries like Bangladesh, Turkey and India where they are sewn and export it to the UK for onward distribution to Primark outlets around the developed world. This paper posits that Primark’s Global Supply Chain Management system is the firm’s primary cause of competitive advantage. In order to achieve this end, the paper will draw on evidential sources to show that the company saves a lot of cost by locating its manufacturing units in the developing world and sells them to consumers at high prices in the developed world. The integration of ethics and reputation i s the main means through which the company retains its continuous cost leadership system through the Global Supply Chain Management (GSCM) process. The global textile industry has gone through a major reformation after the Cold War ended (Kunz and Garna 3). This is due to the apparent trend towards the elimination of barriers towards international trade and the major disparities that exists in different parts of the world due to the differences in costs and values. The rational producer will seek to minimize costs and maximize sales revenue. Hence,

Relationship Marketing Individual Assignment Essay

Relationship Marketing Individual Assignment - Essay Example For many theorists, relationship marketing appears to be a new concept, but a few others have been keen to identify that relationship marketing has always existed as a critical part of many traditional marketing theories. The main objective of adopting the relationship marketing is to ensure that an organization has a well-established and long-term relationship with its stakeholders. Most importantly, organizations focus on the most critical stakeholders who are the customers. This is because a business cannot exist without customers who are the consumers of the products and services the business provides. With the global business front becoming highly competitive, there is a salient need for businesses to adopt the relationship marketing as one of the outstanding strategies of maintaining the customer loyalty. Traditional marketing theories focus on convincing customers for the first time. On the contrary, relationship marketing intents to maintain an esteemed relationship between the customer and the business. The Starbucks Company has exhibited its commitment to using relationship marketing in an effort to develop meaningful relationships with different stakeholders. This explains why the company prides itself with a remarkable number of loyal customers. This paper will focus on describing the theoretical frameworks that define relationship marketing and how the Starbucks Company has been applying these theoretical concepts in an effort to develop meaningful relationships with stakeholders. The Starbucks Company began as a small coffee house in Seattle in 1971. However, over the decades, Starbucks Company has risen to become a giant coffee company exerting its impact across the globe. The company has received recognition as a leading company and has appeared in the top 100 Forbes companies several times (Angrisani 2013, p. 12). Over the years, Starbucks Company has

Spy Virus Linked to Israel Targeted Hotels Article

Spy Virus Linked to Israel Targeted Hotels - Article Example Moreover, Israeli has previously targeted events attended by prominent world leaders, and the fact that the virus was also in computers utilized in the commemoration of the 70th anniversary of the Nazi death camp confirmed the suspicion that Israeli was behind the cyber attack. Even so, the degree of sophistication of the virus has made it difficult for security experts to determine what kind of information the hackers stole. In fact, security experts estimate that it could take ten adept computer scientists â€Å"more than two years to build such a clean copycat† (Entous and Yadron, 2015). Overall, Kaspersky is relentlessly attempting to study the manner in which this sophisticated virus works before embarking on a mission to establish powerful antivirus programs to protect customers from cyber security vulnerability. Cyber criminality has been around for a long time. However, what is striking is that hackers are taking their ‘game’ to a completely new level. Hac kers have come to learn that by targeting security companies, they can learn quite a great deal about internet defenses. For instance, Kaspersky was a victim to the attack since the Israeli had a hint that Kaspersky antivirus programs protected the networks and computers in the target hotels. Following a successful attack on Kaspersky, it would be easy for the hackers to spy on their desired information. Verdonck (2015) affirms that hackers target the most vulnerable links in the company, who are the people. Kaspersky was no exception.

Description of Japanese Internment Camps Essay Example for Free

Description of Japanese Internment Camps Essay Granada War Relocation Center Located in Amache (Granada) Colorado this camp had a peak population of 7,318 Japanese Americans mainly from California. This camp opened on August 24th, 1942 and closed on October 15th, 1945; within this time there were 120 deaths, and 31 volunteers to fight in the war. Conditions in this camp were primitive; there was no insulation or furniture in the barracks, and they were heated through coal-burning stoves. The Granada center became the tenth largest city in Colorado and had its own hospital, post office, schools, and stores. Gila River Out of all the Japanese internment camps the Gila River Relocation Camp was the most laidback and sympathetic to the evacuees, there was only one watchtower and the barbed-wire fences were removed early on. It was opened on July 20th, 1942 and closed on November 10th, 1945 and had a population of 13,348 at its peak. Camp administrators were so sympathetic to the thousands of Japanese Americans in this camp that they were lenient in giving them access to Phoenix and recreational activities in the surrounding areas, which was very rare. Gila River was a showplace compared to the other camps, with rougher conditions. Eleanor Roosevelt made a surprise visit in 1943 to look into allegations of special treatment to the evacuees. Heart Mountain Relocation Center Opening on August 12th, 1942; the Heart Mountain Internment in Wyoming held up to 10,767 evacuees at any point. Unlike the climate that the mostly Southern Californian Japanese-Americans were not used to the cold climate, which resulted in lots of illness and an overcrowding hospital. Dissimilar to the Gila River Relocation Camp with one watchtower, the Heart Mountain Camp had nine watchtowers with military police and searchlights. Within the camp, ran a garment factory, the produced silk would usually be made into posters for the navy and other camps. In early 1945 evacuees were allowed to return back to the West Coast with $25 and a train ticket, but by June 1945 only 2,000 people had left, It wasn’t until November 10, 1945 when the last trainload of evacuees left Heart Mountain. Jerome Internment Camp At its peak containing 8,497 Japanese Americans, Jerome Internment Camp was the shortest lasting relocation camp, only being open 634 days from October 6th, 1942 and closing June 30th, 1944. This camp in particular was very hard for the West Coast evacuees to adjust to due to rain which resulted in mud, humidity which caused mosquitos to flourish and spread malaria, there were also surrounded with snakes which contained some of the deadliest snakes in America. Jerome was also the only site to report shooting by civilians, which had happened several times at this camp. The first of the ten relocation camps to close, the Jerome Internment Camp was later used as a German POW camp until the end of the war and the remaining evacuees were sent to the Rohwer Relocation Center 30 miles away. Manzanar Relocation Center Located 5 miles south of independence California, Manzanar Relocation Center was open from March 21st, 1942 to November 21st, 1945. To help the war effort many worked at Manzanar’s camouflage netting factory, and others joined the army. The conditions of this camp were very similar to the others with no heating or furniture. Manzanar included an orphanage known as Children’s Village, for the Japanese American orphans half of who lived in Caucasian foster homes. On December 6th, 1942, the most serious of civil disturbances occurred in Manzanar, a man was charged for beating another man in his sleep and sent to jail. After this incident 1,000’s of evacuees protested for him to be released, Center director brought back the man to the camp jail, but this still angered the protesters. Administrators called for more military police because the protestors were now arming themselves with any weapons they could find. While the protestors kept pushing soldiers fired into the crowd and killed two people, and wounded 10 others. By December 1946 the camp was completely dismantled, except for several buildings. Minidoka Relocation Center The Minidoka Relocation Center opened up on August 10th, 1942 and closed on October 28th, 1945 and reached a peak population of 9,397 most of these people being from the Pacific Northwest. Unlike many of the camps, the evacuees got along with the administrators and security was somewhat lighter than other camps. But they also had their hardships, such as blinding dust storms that would cause regular sore throats and nose bleeds, and 8-9 people lived in a single room apartment. Minidoka functioned like a regular town with its own schools, block managers, hospitals, newspapers, library, and activities. Agriculture was very important in this camp with 350 acres being cleared and farmed in 1942 and 740 acres by 1944. Now it’s mainly farmland where the camp used to stand. Poston Relocation Center Located about 12 miles south of Parker Arizona, the Poston internment camp opened on May 8th, 1942 and closed November 28th, 1945, with a peak of 17,814 people from Southern California. Poston was a 71,000 acre camp and was the hottest of the 10 camps, summers would swelter at 115 degrees. The center was split into three camps Poston I, Poston II, and Poston III. The food at this camp was â€Å"inedible† to most people and they had to raise their own chickens, and fruits and vegetables to eat. Evacuees could work within and outside the camp, inside they could earn $12 to $19 a month. By fall of 1942 conditions got worse on the camp, there were food shortages, heating stoves still had yet to be installed, yet to get promised clothing and allowances. In November of 1942 a man who the people suspected to be an informer to the administration was beat and officials arrested two men who were believed to have committed the crime. When they were tried in Arizona Courthouse protesters gathered, and were later settled by freeing one of the suspects, and having the other ones trial within the camp. There is now a monument that stands where the camp used to. Rohwer Relocation Center Located 5 miles west of the Mississippi River and 30 miles south of Jerome Relocation Center, this swampy camp opened on September 18th, 1942 and closed on November 30th, 1945 with holding up to 8,475 people at one point. Farming in this camp and outside the fences was very difficult due to irregular weather, but they still managed to cultivate 85% of their vegetables. Evacuees built drainage ditches and wooden sidewalks around each block because of all of the muddy conditions. Now the land holds 24 graves, two monuments built by the evacuees, one for the Japanese Americans in the 100th battalion and the 422nd Regimental Combat Team, and the other for the 24 Japanese Americans who died at the camp. There were two newer monuments put up in 1982 for the 31 men that died in the 100th battalion and the 422nd Regimental Combat Team, and the other for the relocation center. Topaz Relocation Center Also known as the Central Utah Relocation Center then the Abraham Relocation Center, the Topaz Relocation Center was located 16 west of Delta and opened on September 11th, 1945 and close on October 31st, 1945 with a peak population of 8,130 people. Described as a â€Å"barren, sand-choked wasteland† the average summer temperatures were in the 90s. Even though evacuees had the occasional frustration flares, it was overall quite a peaceful camp. The biggest of these flares was when a guard said he had seen an Issei names James Hatsuaki Wakasa trying to escape, and had warned him, but James did not understand what he was saying, and the guard shot him. James autopsy later revealed that James was shot in the chest, so he would have had to have been facing the guard at the time of being shot. The evacuees demanded to hold the deceased funeral at the spot he was shot and that there be an investigation. The guard was found not guilty and they censored this news from the camps to avoid further strikes and rioting. Life settled down and the evacuees continues in their day to day lives with cultivating gardens, school, recreational activities, and poor living conditions such as when it snowed in October and there were still no windows on the barracks. No buildings are left on the land, but in 1976 the Japanese American Citizen League erected a large monument, and there is another monument in nearby town of Delta with directions to the camp. Tule Lake Relocation Center As the largest and most controversial relocation camp the Tule Lake Relocation center opened on May 27th, 1942 with a peak of 19,789 people mostly from northern California, Washington, and Oregon. Tule Lake was also the only camp to become high security because most of the people answered a questionnaire and answered no to â€Å"Are you willing to server in the armed forces of the United States on combat duty, wherever ordered?† and no to â€Å"Will you swear unqualified allegiance to the United States and faithfully defend the United States from any or all attack by foreign or domestic forces, and forswear any form of allegiance or obedience to the Japanese emperor, or any other foreign government, power, or organization?†, this showed disloyalty, and they were condemned as trouble makers. Martial Law was imposed in this camp until January 15th, 1944 after Army poised to take over because evacuees were rioting for food because there were shortages. Tule Lake was not on ly the largest and most controversial internment camp, it was also the last to close on March 28th, 1946.

Tragedy of the Commons and Collective Action

Tragedy of the Commons and Collective Action Do the concepts of the ‘tragedy of the commons’ and the problem of ‘collective action’ help you to understand what politics is essentially about? Your answer should include a statement of your understanding of the two concepts and examples to support your argument. I do believe that the concepts of the ‘tragedy of the commons’ and the problem of ‘collective action’ help me to understand what politics is fundamentally about. In this essay I will explain why I believe this to be true. Before I can express how these concepts help with the essential understanding of politics, I must first unravel what exactly the idea of politics is, and I will then continue by applying them to the underlying idea of politics. To help me to do this I will use relevant examples of both in order to back up my opinion and to clearly express my views. It is not simple to define ‘politics’ in just one way as many people have said it to mean very different things. Even respected authorities cannot always agree as to what the subject is about (Heywood, 2013: 2). Harold D. Lasswell famously summed up the idea of politics as being ‘who gets what, when, and how’ (Lasswell, 1936), meaning that it is all about resources. It is about dividing these resources; what these resources are, how much of these resources there is to go around, what system will be used to decide how these resources will be divided up, and how to make sure that after the resources are finished being divided throughout society, that whatever deals were put in place will hold. Politics exists in organisations, groups, and families (Dye, 2002). The broadest definition of politics would be to describe it as the activity through which people make, preserve, and amend the general rules under which the live in society (Heywood, 2013: 2), and this l eads to how politics is undoubtedly linked to conflict and cooperation, which in turn brings us to the ‘Tragedy of the Commons’ concept and the ‘Collective Action’ problem. A ‘commons’ is any resource that can be used as though it belongs to all. Garrett Hardin explained the concept of how tragedy can occur within a commons with a parable (Hardin, 1968). The parable was about farmers using a pasture which was open to all, for their herds to graze. As rational beings, each farmer will seek to maximise their own utility, and by pursuing their own self-satisfaction, we expect that each farmer will try to keep as many animals as possible on the pasture (Hardin, 1968). Eventually overgrazing and overcapacity destroys the system of the commons and leads to the collapse of the resource. This is the tragedy. In a limited world, freedom in a commons brings ruin to all, and it can take just one selfish person to break the equilibrium (Hardin, 1968). Of course the concept spreads much farther than just famers grazing their animals on a pasture. Quite a substantial proportion of the world’s most difficult problems can be seen through the lens of the Tragedy of the Commons; famine in Africa, drought, etc. The Tragedy of the Commons can honestly be seen almost anywhere we look in politics. The government can limit access to commons, but there is no technical solution because once this is done it is no longer commons (Hanson, 1997). If we look at America’s political system of ‘laissez faire’, everything, even people become commons. Money is political power and all political decision are reduced to economic ones, meaning that there is no political system but only an economic one (Hanson, 1997). America is one large commons that will be exploited until destruction (Hanson, 1997). The only seen solution is to invent and introduce a political system that cannot be bought monetarily, and then limit freedom in the commons. Otherwise the population will crash (Hanson, 1997). The theoretical approach to politics known as the ‘rational-choice theory’ is a big notion behind the Tragedy of the Commons, and the Tragedy of the Commons definitely aids the understanding of this political theory. The theory assumes that the majority of ‘rational’ people act on the basis of self-interest and will calculate the likely costs and benefits of any action before deciding what to do and will only proceed if the benefits outweigh the costs (Scott, 2000). This theory is clearly employed and understood through the Tragedy of the Commons. In the parable of the farmers, the private benefits received from increasing their heard are greater than the private costs charged, and therefore the farmers adds more animals to the common grazing field. The commons is a fundamental social institution (Crowe, 1969). Hardin’s parable is a useful illustration of a genuine public-policy problem; how does one manage a resource that doesn’t belong to any one? (Tierney, 2009). Due to man’s pursuance of self-interest, social co-operation doesn’t occur naturally, and problems are bound to arise when trying to make people co-operate in society. Government and social order is all about people coming together to achieve goals, and selfishness will effect many policy outcomes. The way we formulate ideas has a real impact on the society which we live in. People derive private benefits from common resources and the costs can be spread to people around them. We can take pollution as a relevant example. If I am lazy and decide to just throw my rubbish onto the street, I receive the benefit of the ease of discarding my waste without effort, while those around me receive the cost of a polluted town. Exhaust from cars pollutes the air and while the driver in benefited by quick and easy travel to their required destination, everyone around them suffers with polluted air and increase global warming. Politics is centrally concerned with the maintenance and management of scarce resources. This is where collective action appears. Collective action is when a number of people come together to achieve a common objective, when it isn’t necessarily in anybody’s interest to do the right thing. It is about getting people who are busy rushing to do their own things, to do something collectively that will benefit all. We talk of the problem of scarce resources as a collective action problem, because essentially what is behind the idea is how to get people to come together- to cooperate. The ‘collective action problem’ describes the situation where the ‘free-rider’ problem occurs, when rational actors have no individual incentive to support the collective action (Scott, 2000), and despite their unwillingness to cooperate themselves, the still gain from the cooperation of others. Most action taken on behalf of groups of individuals is taken through orga nizations (Olson, 1965:9), and therefore my example will based on organizations in a general form. Rational individuals will join organizations where the benefits of membership and involvement outweigh the costs, but if they can still receive the benefits without joining the organization, they will not feel the need to join it. The rational choice theory is re-introduced here. If every individual views the membership of the organisation in the same way, nobody will be willing to join and there will be nobody left willing to provide the service of the organization. There is also the example of voters. Individual voters have very little influence over the result of elections and they therefore don’t pay much attention to politics or policy decisions. They do not analyse it in depth, and vote irrationally. We therefore end up with worse outcomes than we would have if they had chosen to stick with their lack of knowledge and not vote. Cooperation is at the heart of the notion of collective action. Groups of individuals with common interests are expected to act on behalf of their common interests as much as single individuals are expected to act on behalf of their personal interests (Olson, 1965: 5). Unfortunately, people do not cooperate naturally. When left with individuals who are motivated by self-interest and don’t work for the group, we must think: what kind of society can emerge and how do you force people into action that will make them work for the group. Tax is a social condition. It is not left up to the people to decide what amount they think they should pay, as although tax paid goes towards services that benefit society as a whole, individuals would avoid paying if they had the choice, if they felt they could still receive the same benefits. Making tax a social condition is an example of a solved political collective action problem in a way. In conclusion I feel that I have convincingly explained why I believe that the concept of the ‘Tragedy of the Commons’ and the ‘Collective Action’ problem both aid in the understanding of what politics is essentially about. What fundamentally links these ideas with politics is cooperation, as it is the foundation for them all. The political ‘Rational Choice’ theory can be comprehended when used with examples from both the tragedy of the commons, and the collective action problem. Politics is about managing resources and searching for conflict resolution that may arise, and both ideas can definitely be described as conflicts that may be faced during this process. Bibliography CROWE, L. B. (1969) Science, New Series. The Tragedy of the Commons Revisited. [Internet], November 1969, 166(3909), pp. 1103-1107. Available from: http://www.sciencemag.org/site/feature/misc/webfeat/sotp/pdfs/166-3909-1103.pdf [Accessed 11th January 2014]. DYE, R. T. (2002) Politics in America, Basic Edition. New Jersey, Prentice Hall (5th Edition). Available from: http://wps.prenhall.com/hss_dye_politics_5/6/1739/445252.cw/index.html [Accessed 7th January 2014]. HANSON, J. (1997) Tragedy of the Commons Re-Stated. Available from: http://dieoff.org/page109.htm [Accessed 12th January 2014]. HARDIN, G. (1968) Science. The Tragedy of the Commons. [Internet], December 1968, 162, pp. 1243-1248. Available from: http://www.sciencemag.org/content/162/3859/1243.full [Accessed 7th January 2014]. HEYWOOD, A. (2013) Politics. Hampshire, Palgrave Macmillan (4th Edition). LASSWELL, D. H. (1936) Politics: Who Gets What, When, How. New York, London, Whittlesey House, McGraw-Hill Book Company Incorporated. OLSON, M. (1965) The Logic of Collective Action. Public Goods and the Theory of Groups. Massachsetts, Harvard University Press. SCOTT, J. (2000) ‘Rational Choice Theory’, in G Browning, A Halcli, F Webster (eds), Understanding Contemporary Society: Theories of the Present. London, SAGE Publications Ltd, pp. 126-139. Available from: http://www.soc.iastate.edu/Sapp/soc401rationalchoice.pdf [Accessed 10th January 2014]. TIERNEY, J. (2009,) The Non-Tragedy of the Commons. The New York Times. Available from: http://tierneylab.blogs.nytimes.com/2009/10/15/the-non-tragedy-of-the-commons/?_r=0 [Accessed 12th January 2014].

The Definition of Literature :: Definition Essays

The Definition of Literature   Ã‚  Ã‚  Ã‚  Ã‚  Literature has many meanings but to me when I hear the word literature I think of large tomes of words and stories that have become classics over time however this is only one definition of literature. Literature comes from that Latin word littera, that directly translated means letter, thus supporting the idea that literature is written. This view however leaves out the idea that there can be oral literature as well from which many of our stories and books come from.   Ã‚  Ã‚  Ã‚  Ã‚  The main form of literature, the book, has had a great impact upon the formation of our society today. Before the 1940’s TV had not come into being yet and there was not much else to do other than read books. Thus books formed my grandparents and to some extent my parents and, although I grew up in the generation of TV, books as literature have indirectly formed me as well. There also can be forms of artistic literature such as poetry or play writing. These also play an important part in literature, I believe, such as Robert frost’s poems or the works of Shakespeare the playwright. These are great authors, whose literature is not in the form of a great story or a moving novel, but in irregular works that have stayed with us for a long time many years. I believe that one very good definition of literature is that literature must have certain qualities such as plot, characters, tone, symbols, conflict, point of view, and many other elements working together in a dynamic relationship to produce a literary work. This pretty much defines the way that most people see literature today. This allows for oral traditional stories as well as for the irregular forms of writing such as plays and poems that can also have plot, characters, tone and the other elements mentioned so that they can be deemed a literary work.

How ICT has helped people with special needs Essay

Introduction In this essay I will be analysing how the usage of ICT helps people with special needs. There are 3 types of special needs. What is a physical disability? The term â€Å"disability†, as it is applied to humans, refers to any condition that impedes the completion of daily tasks using traditional methods. National governments and global humanitarian agencies have narrowed this definition for their own purposes, only pledging aid to those with specific disabilities of a certain severity What is a sensory disability? Is when someone is you are Deaf, visually impaired, hearing impaired or have a significant combination of hearing and sight loss. What is a learning difficulty? A disorder in basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or use mathematical calculations. The term includes conditions such as perceptual disability, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. How ICT is used to help those with Learning Difficulties Multimedia software Helps people who find it hard to concentrate. It uses different forms of media, pictures, sound clips and video to keep the user interested. Specialised educational software There’s a huge range of software available to help people struggling with different subjects and useful tips e. g. help with reading and basic maths. Touch screens These are useful for people who finding using a mouse or any other sort of input device difficult. Spell checkers Can help people with dyslexia who finds it difficult to spell; you can set it up so check your words as you type. How ICT is used to help those with visual difficulties. People with hearing difficulties can still use most computer functions normally. One thing you can do though is set up the computer to display visual icons rather than using sound. DVDs are much better than videotapes as you can use the subtitle facilities. Many recent communication technologies like e-mail and texting work really well for people with hearing. Being able to set mobile phones to vibrate or flash is also very useful. Text phones are an older system that replaces a standard telephone with a keyboard and a screen. What you type on both screens- a bit like a chat-room. Both sender and receiver need a text phone machine. If a person has problem seeing or is completely blind they would be categorized as having a Visual disabilities. If a person cannot read small type then there are a lot of magnification devices out on the market, which fit almost anything from phones to monitors. For example a person with low vision would use a keyboard with extra large print. If a person is completely blind then they would use a speech recognition device. Changing the screen settings can help. You can also change the colour scheme, screen resolution and fonts to make it clearer. For the blind, special hardware is available- Braille keyboards make it easy to type, and describe what’s on the screen. Screen readers are pieces of software that use speech synthesis technology to read out and describe what’s on the screen. Text-To-Speech. A text-to-speech is designed for individuals with reading difficulties. It works by simultaneously highlights and reading aloud of text. There are other devices for people with reading disabilities such as spellcheckers How ICT is used to help those with hearing difficulties. Speech Recognition There are two uses for speech recognition these are Dictation and Computer control. Speech recognition is one of the desired assistive technology systems. People believe speech recognition is a natural and easy method of accessing the computer A dyslexic person who has problems with writing English would use the speech recognition to make sure their English is correct. A person planning to use speech recognition must be aware he is required to go through a training session. This is a one-time reading when the user must read aloud an excerpt of text that is displayed during the training feature of the speech recognition application. Depending upon the speech recognition software, there is several enrolment training excerpts to select from. A person planning to use speech recognition must be aware he is required to go through an enrolment (training) session. This is a one-time reading when the user must read aloud an excerpt of text that is displayed during the training feature of the speech recognition application. (For an example of enrolment text, please see What Is Speech Recognition) Depending upon the speech recognition software, there is several enrolment training excerpts to select from. Personal Communicator tool for Learning and Communicating Sign Language. The Personal Communicator creates a common ground for communicating in Sign Language. Using hypermedia technology, the Personal Communicator is a user-friendly program that brings sign language communication capabilities to the desktop and notebook computer. With more than 2500 digital video signs and 4500 English words. The Personal Communicator can be a useful tool in communication, education, and other environments. If someone is not able to use a mouse because they haven’t got full control in there hands then there are mouse alternatives to help people with the disabilities. How ICT can help those with Physical Difficulties Many people find mice difficult to use- there are many alternatives such as tracker balls, Joy Sticks and tough pads. People with limited hand movement can get specially designed keyboards to suit there needs. Voice Recognition software can be used by people with little or no hand movement. It lets you speak to the computer to navigate menus and do what you want it to do. If you are severely limited, you can use a computer with switches carefully arranged- Stephen Hawking is a famous example of someone who uses ICT in this way. For people with limited mobility, environmental control systems can be set up to atomically open, close curtains, turn lights on and off, operate heaters and so on. How ICT can help those with Language difficulties Dictionary software can help you to quickly translate individual words. Learning software can help you practise an unfamiliar language with exercises where you can hear phrases spoken. It can also record your voice and play it back to see how well you have done. Most word processing packages can check your spelling in different languages and check that your sentences make sense. In conclusion it is fair to say that people with disabilities might need variations on the standard equipment to use computers, but once they have these mentioned above I am sure it can change the way they live.

Solutions Tovfinancial Accounting

2 Company Operations Tutorial Solutions Chapter 3 Company operations Review Questions 11. When do dividends become a legal debt of the company? When are they to be recognised as liabilities? Where a company has a constitution that provides for directors to declare a dividend, then a dividend becomes a debt of the company once the dividend is declared. Where no such statement exists in a company’s constitution, then the debt will only arise when the time for payment of the dividend arrives.However, a dividend determined or publicly recommended by the time of completion of the financial report but not on or before the reporting date must not be recognised as a liability as at the reporting date. Instead such a dividend must be disclosed in notes as an event after reporting date. See sections 3. 4. 1 and 3. 4. 2 of the chapter. 14. Discuss the nature of a reserve. What reasons may there be for no definitions being given for a reserve in the legislation, accounting standards and t he Conceptual Framework 2010?The term reserve is not defined in any accounting standard or the Corporations Act. AASB 101 describes the equity of a company as consisting of issued capital and reserves (para. 54(r)). In addition to retained earnings, the most common type of reserves are general, revaluation and foreign currency translation reserves, all of which can be considered as ‘direct adjustments to equity’. There appears to be no clear reason as to why the term ‘reserve’ is not defined in the legislation, standards, or the Conceptual Framework. Retained earnings’ is one category of reserves, according to AASB 101. Selected solution from Leo, K. , Hoggett, J. , and Sweeting, J. , (2012) Solutions manual to accompany Company Accounting 9e, John Wiley and Sons, Australia. Practice Questions QUESTION 3. 1 1. Retained Earnings/Interim Dividend Cash (Payment of interim dividend) Retained Earnings/ Dividend Declared Dividend Payable (Declaration of a final dividend) Revaluation Surplus General Reserve (Transfer from revaluation surplus to general reserve) Retained Earnings/ T’fer to ReserveGeneral Reserve (Transfer to general reserve) General Reserve Share Capital (Being bonus dividend out of general reserve) Dr Cr 200 000 200 000 2. Dr Cr 420 000 420 000 3. Dr Cr 65 000 65 000 4. Dr Cr 120 000 120 000 5. Dr Cr 300 000 300 000 QUESTION 3. 10 GERALDTON WAX LTD General journal 2013 Sept 15 Dividend Payable– Ordinary Dividend Payable– Preference Cash (Payment of ordinary dividend [400 000 x 16c +300 000 x 16c x 3/5 = $92 800] and preference dividend [$75 000 x 6%]) Dr Dr Cr 92 800 4 500 97 300Selected solution from Leo, K. , Hoggett, J. , Sweeting, J. , and Radford, J. , (2009) Solutions manual to accompany Company Accounting 8e, John Wiley and Sons, Australia. 2 Oct 20 Share Capital – Preference Retained Earnings/Redemption Premium (75 000 x 5%) Shareholders’ Redemption (Redemption of preference shares out of profits) Note: dividends do not accrue on the preference shares Retained Earnings/Transfer to Share Capital Share Capital – Ordinary (Retained earnings transferred to capital.NOTE: no dividends will be paid on this share capital) Oct 25 Shareholders’ Redemption Cash (Payment of cash to redeem preference shares) Nov 30 Cash Share Capital – Ordinary ‘A’ (Renounceable rights issue) [400 000/5 = 80 000 x 1. 90] Dec 20 Share Issue Costs (Share Capital) Cash (Payment of share issue costs) 2014 Jan 10 Retained Earnings/Transfer to reserve General Reserve (Transfer to general reserve) Feb 28 Cash Share Capital – Ordinary ‘C’ (Issue of shares to options holders) [70 000 x $1. 0] Share Options Share Capital – Ord ‘C’ Lapsed Options Reserve (Transfer of options account, 35 000 exercised and 5 000 lapsed) [70 000/2 = 35 000 x 60c = 21 000] Dr Dr Cr 75 000 3 750 78 750 Dr Cr 75 000 75 000 Dr Cr 78 750 78,750 Dr Cr 152 000 152 000 Dr Cr 3 000 3 000 Dr Cr 35 000 35 000 Dr Cr 126 000 126 000 Dr Cr Cr 24 000 21 000 3 000 Selected solution from Leo, K. , Hoggett, J. , Sweeting, J. , and Radford, J. , (2009) Solutions manual to accompany Company Accounting 8e, John Wiley and Sons, Australia. April 30 Call – Ordinary ‘B’ Share Capital – Ordinary ‘B’ Call of 80c per share on Ordinary B shares) Calls in Advance (20 000 x 80c) Call – Ord ‘B’ (Transfer of calls in advance) May 31 Cash Call – Ord ‘B’ (Cash received on call) [(300 000 – 20 000 – 15 000) x 80c] June 18 Share Capital – Ordinary ‘B’ Call – Ordinary ‘B’ Forfeited Shares Liability (Forfeiture of 15 000 Ordinary B shares) 26 Cash Forfeited Shares Liability Share Capital – Ordinary ‘B’ (Reissue of 15 000 shares paid to $2 for payment of $1. 0) 27 Forfeited Shares Liability Cash (Refund to former shareholders) June 28 Retained Earnings/Dividend Declared Dividend Payable (Dividend declared) [Workings from the entries above: 400 000 + 300 000 + 80 000 + 70 000 – 15 000 + 15 000= 850 000 x 20c] Dr Cr 240 000 240 000 Dr Cr 16 000 16 000 Dr Cr Dr Cr Cr 212 000 212 000 30 000 12 000 18 000 Dr Dr Cr 27 000 3 000 30 000 Dr Cr 15 000 15 000 Dr Cr 170 000 170 000 Selected solution from Leo, K. , Hoggett, J. , Sweeting, J. , and Radford, J. , (2009) Solutions manual to accompany Company Accounting 8e, John Wiley and Sons, Australia. 4

Ap Psychology Review Packet Essay

Absolute Threshold:  the minimum stimulation needed to detect a particular stimulus 50% of the time. 2. Accommodation:  the process by which the eye’s lens changes shape to focus near or far images on the retina. 3. Acetylcholine:  neurotransmitter that enables muscle action, learning and memory. 4. Achievement Motivation:  desire for accomplishment. 5. Achievement Test:  an exam designed to test what a person has earned. 6. Acoustic Encoding:  encoding of sound, especially words. 7. Acquisition:  the initial stage when one links a neutral stimulus and an unconditioned stimulus. 8. Action Potential:  a neural impulse; a brief electrical charge that travels down an axon. 9. Activation Synthesis:  theory that REM sleep triggers neural firing that evokes random images, which our sleep brain weaves into stories. 10. Adaptation Level Phenomenon:  tendency to form judgements relative to a neutral level defined by our prior experience. 11. Adrenal Glands:  a pair of endocrine glands that sit just above the kidneys and secrete hormones that help arouse the body in times of stress. 12. Algorithm:  a methodical, logical rule that guarantees solving a particular problem. 3. Alpha Waves:  the relatively slow brain waves of an awake, relaxed state. 14. Amnesia:  loss of memory. 15. Amphetamines:  drugs that stimulate neural activity, causing speeded-up body functions and associated energy and mood changes. 16. Amygdala:  two lima bean-sized neural clusters in the limbic system; linked to emotion. 17. Aphasia:  impairment of language caused by left hemisp here damage to Broca’s area, impairing speaking, or Wernicke’s area, impairing understanding. 18. Applied Research:  scientific study that aims to solve practical problems 19. Aptitude Test:  designed to predict a person’s future performance. 20. Association Areas:  areas of the cerebral cortex that are not involved in primary or sensory functions but in higher mental functions. 21. Associative Learning:  learning that certain events occur together. 22. Automatic Processing:  unconscious encoding of incidental information. 23. Autonomic Nervous System:  the part of the peripheral nervous system that controls the glands and the muscles of the internal organs. 24. Availability Heuristic:  estimating the likelihood of events based on their availability in memory. 5. Axon:  the extension of a neuron, ending in branching terminal fibers, through which messages pass to other neurons or to muscles and glands. 26. B. F. Skinner:  a leading behaviorist; rejected introspection and studied how consequences shape behavior. 27. Babbling Stage:  begins at 4 months; stage of speech development in which infant spontaneously utters various sounds. 28. Barbituates:  drugs that depress the activity of the central nervous system,  reducing anxiety  but impairing memory and judgement. 29. Basal Metabolic Rate:  body’s resting rate of energy expenditure. 30. Basic Research:  pure science that aims to increase the scientific knowledge base 31. Behavior Genetics:  the study of the relative power and limits of genetic and environmental influences on behavior. 32. Behavioral Medicine:  integrates behavioral and medical knowledge to apply to health and disease. 33. Behaviorism:  the view that psychology should be an objective science that studies behavior without reference to mental process. 34. Belief Perseverance:  clinging to one’s initial conceptions after the basis has been discredited. 35. Binocular Cues:  depth cues such as retinal disparity that depend on using two eyes. 36. Bio-Feedback:  electronically recording, amplifying and feeding back information regarding a subtle physiological state. 37. Biological Psychology:  a branch of psychology concerned with the links between biology and behavior. 38. Biopsychosocial Approach:  an integrated approach that incorporates biological, psychological, and social-cultural levels of analysis. 39. Blind Spot:  the point at which the optic nerve leaves the eye, creating a â€Å"blind spot† because no receptor cells are located there. 40. Bottom-Up Processing:  analysis that starts with the sensory receptors and works up to the brain’s integration of sensory information. 1. Broca’s Area:  controls language expression; area of the frontal lobe of the left hemisphere. 42. Cannon-Baird Theory:  emotion arousing stimulus triggers physiological response and subjective experience of emotion. 43. Case Study:  an observational technique in which one person id studied in depth in the hope of revealing universal principles. 44. Central Nervous System:  the brain and spinal cord. 45. Cerebellum:  the â€Å"little brain† at the rear of the brainstem; processes sensory input and coordinates movement output and balance. 46. Cerebral Cortex:  the intricate fabric of interconnected neural cells covering the cerebral hemispheres; the body’s ultimate control and information-processing center. 47. Change Blindness:  failing to notice changes in the environment 48. Charles Darwin:  argued that natural selection shapes behaviors as well as bodies. 49. Chunking:  organizing items into familiar, manageable units; often occurs automatically. 50. Circadian Rhythm:  the biological clock; regular bodily rhythms that occur on a 24-hour cycle 51. Classical Conditioning:  one learns to link two or more stimuli and anticipate future events. 2. Clinical Psychology:  a branch of psychology that studies, assesses, and treats psychological disorders. 53. Cochlea:  a coiled, bony, fluid-filled tube in the inner ear through which sound waves trigger neural impulses. 54. Cochlear Implant:  device for converting sounds into electrical signals and stimulating the auditory nerve through electrodes threade d through the cochlea. 55. Cognition:  Mental activities associated with thinking, knowing, remembering and communicating. 56. Cognitive Map:  mental representation of the layout of ones environment. 57. Cognitive Neuroscience:  the interdisciplinary study of brain activity linked with cognition. 58. Cognitive Perspective:  how we encode, process, store, and retrieve information. 59. Color Constancy:  perceiving familiar objects as having consistent color either if changing illumination alters the wavelengths reflected by the object. 60. Complementary Alternative Medicine:  unproven healthcare treatments intended to supplement conventional medicine. 61. Conditioned Reinforcer:  a stimulus that gains reinforcing power through its association with the primary reinforcer. 62. Conditioned Response:  the learned response to a previously neutral stimulus. 63. Conditioned Stimulus:  an originally irrelevant stimulus that, after association with US, triggers a response. 64. Conduction Hearing Loss:  hearing loss caused by damage to the mechanical system that conducts sound waves to the cochlea. 65. Cones:  retinal receptor cells that are concentrated near the center of the retina and function in daylight of well-lit conditions. 66. Confirmation Bias:  a tendency to search for information that backs one’s own beliefs. 67. Consciousness:  our awareness of ourselves and our environment. 68. Content Validity:  extent to which a test samples the behavior that is of interest, 69. Continuous Reinforcement:  reinforcing a desired response every time it occurs. 70. Control Group:  the group that is not exposed to the treatment in an experiment. 71. Coping:  alleviating stress using emotional, cognitive, or behavioral methods. 72. Corpus Callosum:  axon fibers connecting the two cerebral hemispheres. 73. Correlation:  a measure of the extent to which two factors vary together, and thus of how well either factor predicts the other. 74. Correlation Coefficient:  a statistical index of the relationship between two things (from -1 to +1) 75. Counseling Psychology:  a branch of psychology that assists people with problems in living and in achieving greater well-being. 76. Critical Thinking:  thinking that does not blindly accept arguments and conclusions. 77. Culture:  the enduring behaviors, ideas, attitudes, and traditions shared by a group of people and transmitted from one culture to the next. 78. Delta Waves:  the large, slow brain waves associated with deep sleep. 79. Dendrite:  the bushy, branchy extensions of a neuron that receive message and conduct impulses towards the cell body. 0. Dependent Variable:  the outcome factor; the variable that may change in response to the manipulation of the independent variable. 81. Depressants:  drugs that reduce neural activity and slow body functions. 82. Difference Threshold:  the minimum difference between stimuli required for detection 50% of the time. 83. Discrimination:  learned ability to distinguish between CS and stimuli that do not signal a US. 84. D issociation:  a split in consciousness, which allows some thoughts and behaviors to occur simultaneously with others. 85. Dopamine:  neurotransmitter that influences movement, learning, attention and emotion. 86. Double-Blind Procedure:  an experimental procedure in which both the research participants and the research staff are ignorant as to whether the group has received a treatment or a placebo. 87. Drive-Reduction Theory:  physiological need; creates an aroused tension state, a drive, that motivates an organism to satisfy the need. 88. Dual Processing:  the principle that information is simultaneously processed on separate conscious and unconscious tracks 89. Echoic Memory:  momentary sensory memory of an auditory stimuli. 0. Ecstasy (MDMA):  a synthetic stimulant and a mild hallucinogen. Produces Euphoria and social intimacy, but with short-term health risks and longer-term harm to serotonin-producing neurans and to mood and cognition. 91. Edward Titchener:  father of structuralism. 92. Effortful Processing:  encoding that requires attention and conscious effort. 93. Electroencepha logram (EEG):  an amplified recording of the waves of electrical activity that sweep across the brain’s surface. 94. Emotion:  response of the whole organism involving psychological arousal, expressive behavior and conscious experience. 95. Emotion-Focused Coping:  Attempting to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs relating to one’s stress. 96. Encoding:  the processing of information into the memory system by extracting meaning. 97. Endocrine System:  the body’s â€Å"slow† chemical communication system; a set of glands that secrete hormones into the bloodstream. 98. Endorphins:  Ã¢â‚¬Å"morphine within† – natural, opiatelike neurotransmitters linked to pain control and to pleasure. 99. Environment:  every non-genetic influence. 100. ESP:  claim that perception can occur apart from sensory input. 101. Estrogen:  the primary female sex hormone. 102. Evolutionary Psychology:  the study of the evolution of behavior and the mind, using principles of natural selection. 103. Experiment:  a research method in which an investigator manipulates one of more factors to observe the effect on some behavior or mental process. 104. Experimental Group:  the group that is exposed to the treatment in an experiment. 105. Explicit Memory:  memory of facts and experiences that one can consciously know and declare; stored in hippocampus. 106. Extinction:  diminishing of CR; occurs in classical conditions when US does not follow CS. 07. Extrinsic Motivation:  desire to perform to receive rewards or avoid punishment. 108. Factor Analysis:  a statistical procedure that identifies clusters of related items, called factors, on a test. 109. Feature Detectors:  nerve cells in the brain that respond to specific features of the stimulus, such as shape, angle or movement. 110. Feel-Good Do-Good Phenomena:  tendency to be helpful when already in a good mood. 111. Figure-Ground:  organization of visual field into objects that stand out from their surroundings. 112. Fixation:  inability to see a problem from a new perspective. 113. Fixed-Interval Schedule:  reinforcement schedule that reinforces a response only after a specified amount of time has elapsed. 114. Fixed-Ratio Schedule:  reinforcement schedule that reinforces only after specified number of responses. 115. Flashbulb Memory:  a clear memory of an emotionally significant moment or event. 116. Flow:  a completely involved, focused state of consciousness resulting from optimal engagements of one’s skills. 117. fMRI:  a technique for revealing bloodflow and, therefore, brain activity – shows brain function. 118. Fovea:  the central focal point in the retina, around which the eye’s cones cluster. 19. Framing:  the way an issue is posed. 120. Fraternal Twins:  twins who develop from separate fertilized eggs. They are genetically no closer than a brother or sister. 121. Frequency:  the number of complete wavelengths that pass a point in a given time. 122. Frequency Theory:  in hearing, the theory that the rate of neu ral impulses traveling up the auditory nerve matches the frequency of a tone, thus enabling us to sense its pitch. 123. Freud’s Wish-fulfillment:  theory that dreams provide a psychic safety valve for expressing otherwise unacceptable feelings. 124. Frontal Lobes:  portion of the cerebral cortex lying just behind the forehead; involved in speaking, muscles movement, making plans and judgement. 125. Functional Fixedness:  the tendency to think of things only in their usual function. 126. Functionalism:  a school of psychology that focused on how our mental and behavioral processes function – how they enable us to adapt, survive and flourish. 127. GABA (gamma-aminobutyric acid):  a major inhibitory neurotransmitter. 128. Gate-Control Theory:  theory that spinal cord contains a neurological gate that blocks pain signals or allows them to pass to the brain. 29. Gender Identity:  our sense of being male or female. 130. Gender Role:  a set of expectations for either males or females. 131. Gender Typing:  the acquisition of a traditional male or female role. 132. General Adaptation Syndrome:  Selye’s concept of body’s adaptive response to stress; alarm, resistance, exhaustion. 133. General Intelli gence:  general intelligence factor, according to Spearman, underlies specific mental abilities and is measured by every task on an intelligence test. 134. Generalization:  tendency after response has been conditioned for similar stimuli to elicit similar responses. 135. Genome:  the complete instructions for making an organism. 136. Gestault:  organized whole; tendency to integrate pieces of information into meaningful wholes. 137. Glial Cells:  cells in the nervous system that support, nourish, and protect neurons. 138. Glutamate:  a major excitatory neurotransmitter – involved in memory. 139. Grouping:  perceptual tendency to organize stimuli into coherent groups based on proximity, similarity, continuity and connectedness. 140. Hallucinations:  false sensory experiences. 141. Hallucinogens:  drugs taht distort perception and evoke sensory images in the absence of sensory input. 142. Health Psychology:  sub-field of psychology; provides psychology’s contribution to behavioral medicine. 143. Heritability:  the proportion of variation among individuals that we can attribute to genes. 144. Heuristic:  a simple thinking strategy that often allows us to make strategies and solve problems quickly. 145. Hierarchy of Needs:  Mazlow’s pyramid of human needs; begins with physiological needs which must be met before higher goals can be attained. 146. Higher-Order Conditioning:  procedure where conditioned stimulus in one experience is paired with a new, neutral stimulus, creating a new Conditioned Stimulus. 47. Hindsight Bias:  the tendency to believe that, after learning the outcome, one would have foreseen it. 148. Hippocampus:  a neural center that is located in the limbic system and helps process explicit memories for storage. 149. Homeostasis:  tendency to maintain a state of balance. 150. Hormones:  chemical messengers that are manufact ured by the endocrine glands. 151. Hue:  the dimension of color that is determined by the wavelength of the light. 152. Humanistic Psychology:  historically significant perspective that emphasized the growth potential of healthy people and the individual’s potential for personal growth. 53. Hypothalamus:  a neural structure lying below the thalamus; it directs several maintenance activities, helps govern the endocrine system, and is linked to emotion and reward. 154. Hypothesis:  a testable prediction. 155. Iconic Memory:  a momentary sensory memory of a visual stimuli; a photographic memory lasting no more than a few tenths of a second. 156. Identical Twins:  twins who develop from a single fertilized egg that splits into two, creating two genetically identical organisms. 157. Illusory correlation:  the perception of a relationship where none exists. 158. Implicit Memory:  retention independent of conscious recollection; stored in cerebellum. 159. Inattentional Blindness:  failing to see visible objects when our attention is directed elsewhere 160. Incentive:  a positive or negative environmental stimulus. 161. Independent Variable:  the experimental factor which is directly manipulated. 162. Industrial Organizational Psychology:  using psychological concepts to optimize behavior in work places. 163. Information Processing:  theory that dreams help us sort out the day’s events and consolidate our memories. 164. Infradian Rhythm:  long-term cycle; greater than a day 65. Inner Ear:  the inner most part of the ear, containing the cochlea, semicircular canals, and vestibular sacs. 166. Insight:  sudden and novel realization of the solution to a problem. 167. Insomnia:  recurring problems in falling or staying asleep. 168. Instinct:  a complex behavior rigidly patterned throughout the species and is unlearned. 169. Intensity:  the amount of energy in a light or sound wave, which we can perceive as brightness or loudness, as determined by the wave’s amplitude. 170. Interaction:  the interplay that occurs when the effect of one factor depends on another. 171. Interneurons:  neurons within the brain and spinal cord that communicate internally and intervene between the sensory inputs and the motor outputs. 172. Intrinsic Motivation:  desire to perform for its own sake. 173. Intuition:  effortless, immediate feeling or thought. 174. Iris:  a ring of muscle tissue that forms the colored portion of the eye around the pupil and controls the size of the pupil opening. 175. James-Lange Theory:  emotion is awareness of physiological responses to emotion-arousing stimuli. 176. Kinesthesis:  system for sensing the position and movement of individual body movements. 77. Latent Content:  according to Freud, the underlying meaning of a dream. 178. Latent Learning:  learning that occurs but is not apparent until there is an incentive to demonstrate it. 179. Law of Effect:  Thorndike’s principle that behavior followed by favorable consequences become more likely and behaviors followed by negative consequences become less likely. 180. Lens:  the transparent structure behind the pupil that changes shape to help focus images on the retina. 181. Lesion:  destruction of the brain tissue. 182. Levels of Analysis:  the differing complementary views for analyzing any iven phenomenon. 183. Limbic System:  neural system located below the cerebral hemispheres; associated with emotions and drives. 184. Lingusitic Determinism:  Whorf’s hypothesis that language determines the way we think. 185. Long-Term Memory:  relatively permanent and limitless storehouse of the memory system. 186. Long-Term Potentiation (LTP):  increase in synapse-s firing potential after rapid stimulation; the neural basis for learning and memory. 187. LSD:  a powerful hallucinogenic drug; alsdo known as acid. 188. Lymphocytes:  the two types of white blood cells that are part of the immune system. 189. Manifest Content:  according to Freud, the remembered story line of a dream. 190. Mean:  the arithmetic average of a distribution. 191. Median:  the middle score in a distribution. 192. Medulla:  the base of the brainstem; controls heartbeat and breathing. 193. Mental Age:  measure of test performance devised by Binet; chronological age that typically correlates with a given age. 194. Mental Set:  tendency to approach a problem in a particular way, often one that has been successful. 195. Methamphetamine:  a powerfully addictive drug that stimulates the central nervous system and appears to drop base dopamine levels over time. 96. Middle Ear:  the chamber between the eardrum and the cochlea containing three tiny bones (hammer, anvil and stirrup) that concentrate the vibrations of the eardrum on the cochlea’s oval window. 197. Mirror Neurons:  frontal lobe neurons that fire when performing certain actions or when performing another doing so; this may enable im itation or empathy. 198. Misinformation Effect:  incorporating misleading information into ones memory. 199. Mnemonics:  memory aids. 200. Mode:  the most frequently occurring score(s) in a distribution. 201. Modeling:  observing and imitating a specific behavior. 202. Monocular Cues:  depth cues available to either eye alone. Includes relative height, relative size, interposition, linear perspective, light and shadow, and relative motion. 203. Mood Congruent Memory:  tendency to recall experiences that are consistent with one’s current mood. 204. Morpheme:  the smallest unit that carries meaning. 205. Motivation:  a need or desire that energizes and directs behavior. 206. Motor Cortex:  an area at the rear if the frontal lobes that controls voluntary movements. 207. Motor Neurons:  neurons that carry outgoing information from the brain and spinal cord to the muscles and glands. 208. MRI:  a technique that uses magnetic fields and radio waves to produce computer-generated images of soft tissue. 209. Mutation:  a random error in gene replication that leads to a change. 210. Myelin Sheath:  a layer of fatty tissue segmentally encasing the fibers of many neurons; enables vastly greater transmission speed. 211. Narcolepsy:  a sleep disorder characterized by uncontrollable sleep attacks. The sufferer may lapse directly into REM sleep, often at inopportune times. 212. Natural Selection:  inherited trait variations contributing to survival and reproduction will be passed on to succeeding generations. 13. Naturalistic Observation:  observing and recording behavior in naturally occurring situations without trying to manipulate or control the situation. 214. Nature-Nurture issue:  controversy over contributions of genes vs. experience 215. Near-death Experience:  an altered state of consciousness reported after a close brush with death; often similar to dru g-induced hallucinations. 216. Negative Reinforcement:  increasing behaviors by stopping a negative stimuli. 217. Neo-Freudian Theory:  theory that dreams can be used as a coping mechanism to deal with past events. 218. Nerves:  bundled axons that form neural â€Å"cables† connecting the central nervous system with muscles, glands, and sense organs. 219. Nervous system:  the body’s speedy, electrochemical communication network, consisting of all the nerve cells of the peripheral and central nervous systems. 220. Neurogenesis:  the formation of new neurons. 221. Neuron:  a nerve cell; the basic building block of he nervous system. 222. Neurotransmitters:  chemical messengers that cross the synaptic gaps between neurons. 223. Night Terrors:  a sleep disorder characterized by high arousal and an appearance of being terrified. 24. Norepinephrine:  neurotransmitter that helps control alertness and arousal. 225. Normal Curve:  a symmetrical, bell-shaped curve that describes the distribution of many types of data. 226. Observational Learning:  learning by observing others. 227. Occipital Lobes:  portion of the cerebral cortex lying at the back of the head; includes areas t hat receive information from the visual fields 228. One-Word Stage:  from age 1 to 2; when a child speaks in single words. 229. Operant Behavior:  Behavior that operates on the environment, producing consequences. 230. Operant Chamber:  a chamber / Skinner Box containing a bar that an animal can manipulate to obtain water or food. 231. Operant Conditioning:  type of learning in which behavior is strengthened followed by a reinforcer or diminished followed by a punisher. 232. Operational Definition:  a statement of the procedures used to define research variables. 233. Opiates:  opium and its derivatives, such as morphine and heroin; they depress neural activity, temporarily lessening pain and anxiety. 234. Opponent-Process Theory:  the theory that opposing retinal processes (red-green, yellow-blue, white-black) enable color vision. 35. Optic Nerve:  the nerve that carries neural impulses from the eye to the brain. 236. Organizational Psychology:  part of IO Psychology; examines psychological influences o worker satisfaction and productivity. 237. Overconfidence:  tendency to be more confident than correct. 238. Parallel Processing:  the processing of many aspects of a problem simu ltaneously. 239. Parapsychology:  study of paranormal phenomena. 240. Parasympathetic Nervous System:  the division of the autonomic nervous system that calms the body, conserving its energy. 241. Parathyroids:  help regulate the level of calcium in the blood 242. Parietal Lobes:  portion of the cerebral cortex lying at the top/rear of the head; receives sensory input for touch and body position. 243. Partial/Intermittent Reinforcement:  Reinforcing a response only part of the time. 244. Perception:  the process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events. 245. Perceptual Adaptation:  in vision, the ability to adjust to an artificially displaced or inverted visual field. 246. Perceptual Set:  mental predisposition to perceive one thing and not another. 247. Peripheral Nervous System:  the sensory and motor neurons that connect the central nervous system to the rest of the body. 248. Personnel Psychology:  focuses on recruitment, selection and placement of employees. 249. PET Scan:  a visual display of brain activity that detects where a radioactive form of glucose goes while the brain performs a given task. 250. Phoneme:  the smallest distinctive sound unit. 251. Physical Dependence:  a physiological need for a drug, marked by unpleasant withdrawal symptoms when the drug is discontinued 252. Pitch:  a tone’s experienced highness or lowness; depends on frequency. 53. Pituitary Gland:  the endocrine gland system’s most influential gland. Under the influence of the hypothalamus, the pituitary regulates growth and controls other endocrine glands. 254. Place Theory:  in hearing, the theory that links the pitch we hear with the place where the cochlea’s membrane is stimulated. 255. Placebo Effect:  exper imental results caused by expectation alone. 256. Plasticity:  the brain’s ability to change, especially during childhood, by reorganizing after damage of by building new pathways based on experience 257. Polygraph:  lie detector machine; measures responses to emotion. 58. Pons:  part of the brainstem that helps coordinate movements. 259. Population:  all the cases in a group being studied, from which samples can be drawn. 260. Positive Reinforcement:  increasing behaviors by presenting positive stimuli. 261. Posthypnotic Suggestion:  a suggestion, made during a hypnotic session, to be carried out after the subject is no longer hypnotized. 262. Predictive Validity:  the success with which a test predicts the behavior it is designed to predict. 263. Primary Reinforcer:  an innately reinforcing stimulus, such as one that satisfies a biological need. 264. Priming:  the activation, often unconsciously, of certain associations, thus predisposing one’s perception, memory, or response. 265. Pro-Social Behavior:  positive, constructive behavior. 266. Proactive Interference:  the disruptive effect of prior learning on the recall of new information. 267. Problem-Focused Coping:  attempting to alleviate stress by changing the stressor or how we interact with that stressor. 268. Prototype:  a mental image or best example of a category. 269. Pshchological Dependence:  a psychological need to use a drug, such as to relieve negative emotions. 270. Psychiatry:  a branch of medicine dealing with psychological disorders. 271. Psychoactive Drug:  a chemical substance that alters perceptions and moods. 272. Psychodynamic Perspective:  how behavior springs from unconscious drives and conflicts 273. Psychology:  the study of behavior and mental processes. 274. Psychoneuroeimmunology:  study of how psychological, neural, and endocrine processes affect the immune system. 275. Psychophysics:  the study of relationships between the physical characteristics of stimuli, such as their intensity, and our psychological experience of them. 276. Psychophysiological Illness:  mind-body illness; any stress-related physical illness, including hypertension. 277. Pupil:  the adjustable opening in the center of the eye through which light enters. 278. Random Assignment:  assigning participants to experimental and control groups by chance, thus minimizing pre-existing differences between the two groups. 279. Random Sample:  a sample that fairly represents a given population. 280. Range:  The difference between the highest and lowest scores in a distribution. 281. Recall:  measure of memory in which the person must retrieve information learned earlier. 82. Recognition:  measure of memory in which the person only identifies items previously learned. 283. Reflex:  a simple, autonomic response to a sensory stimulus. 284. Rehearsal:  conscious repetition of information, either for maintenance or encoding. 285. Reinforcer:  an event that strengthens behavior. 286. Relative Deprivation:  perception that one is worse off relative to those you compare yourself to. 287. Relearning:  a measure of memory that assesses the amount of time saved when learning material for a second time. 288. Reliability:  extent to which a test yields consistent results. 89. REM Rebound:  the tendency for REM sleep to increase following REM sleep deprivation. 290. REM sleep:  rapid eye movement sleep, a recurring sleep stage during which vivid dreams commonly occur. 291. Replication:  repeating the essence of a research study to see whether the basic findings extend to other participants and circumstances. 292. Representativeness Heuristic:  judging the likelihood of things in terms of how well they seem to represent particular prototypes. 293. Respondent Behavior:  occurs as automatic response to some stimulus. 294. Reticular Formation:  a nerve network in the brainstem that plays an important role in controlling arousal. 295. Retina:  the light-sensitive inner surface of the eye. 296. Retinal Disparity:  a binocular cue for perceiving depth by comparing the images of the retinas from the two eyes. 297. Retrieval:  process of getting information out of storage. 298. Retroactive Interference:  the disruptive effect of new learning on the recall of old information. 299. Reuptake:  a neurotransmitter’s reabsorption by the sending neuron. 300. Rods:  retinal receptors that detect black, white and gray. 301. Savant Syndrome:  condition in which a person is limited in mental ability but has exceptional specific skill. 302. Scatterplots:  a graphed cluster of dots, the slope of which helps predict the direction of the relationship between the two variables. 303. Selective Attention:  the focusing of conscious awareness on a particular stimuli 304. Semantic Encoding:  encoding of meaning. 305. Semantics:  set of rules by which we derive meaning from morphemes, words and sentences. 306. Sensation:  the process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment. 07. Sensorineural Hearing Loss:  hearing loss caused by damage to the cochlea’s receptor cells or to the auditory nerves. Also called nerve deafness. 308. Sensory Adaptation:  diminished sensitivity as a consequence of constant stimulation. 309. Sensory Cortex:  area at the front of the parietal lobes that registers and processes body touch and moveme nt sensations. 310. Sensory Interaction:  principle that one sense may influence another; smell of food influences its taste. 311. Sensory Memory:  immediate, very brief recording of sensory information in the memory. 12. Sensory Neurons:  neurons that carry incoming information from the sensory receptors to the brain and spinal cord. 313. Serial Position Effect:  the tendency to recall best the last and first items in a list. 314. Serotonin:  neurotransmitter that affects mood, hunger, sleep and arousal. 315. Set Point:  the point where someone’s weight thermostat. 316. Shaping:  an operant conditioning procedure in which reinforcers guide behavior closer and closer to the desired behavior. 317. Short-Term Memory:  activated memory that holds a few items briefly. 318. Sigmund Freud:  Austrian neurologists who founded psychoanalysis. 319. Signal Detection Theory:  a theory predicting how and when we detect the presence of a faint stimulus (signal) amid background noise. Assumes there is no single absolute threshold and that detection depends partly on a person’s experience, expectations, motivation and level of fatigue. 320. Sleep Apnea:  a sleep disorder characterized by temporary cessations of breathing during sleep and repeated momentary awakenings. 321. Social Leadership:  group oriented leadership that builds teamwork and offers support. 322. Social Learning Theory:  the theory that we learn social behavior by observing and imitating and by being rewarded and punished. 323. Social-cultural Perspective:  how behavior and thinking vary across situations and cultures 324. Somatic Nervous System:  the division of the peripheral nervous system that controls the body’s skeletal muscles. 325. Source Amnesia:  attributing the wrong source to an event we have experienced; at the heart of many false memories. 326. Spacing Effect:  tendency for distributed study or practice to yield better retention that massed study or practice. 327. Split Brain:  a condition resulting from surgery that isolates the brain’s two hemispheres by cutting the fibers connecting them. 328. Spontaneous Recovery:  Reappearance after a pause of an extinguished CR. 329. Standard Deviation:  a computed measure of how much the scores vary around the mean score. 330. Stanford-Binet:  widely used American revision of Binet’s original intelligence test. 331. Statistical Significance:  a statistical statement of how likely it is that an obtained result occurred by chance. 332. Stereotype Threat:  self-confirming concern that one will be evaluated based on negative stereotypes. 333. Stimulants:  drugs that excite neural activity and speed up body functions. 334. Storage:  retention of encoded information. 335. Stress:  how we perceive and respond to stressors that we appraise as threatening or challenging. 336. Structuralism:  an early school of psychology that used introspection to explore the structural elements of the human mind. 337. Structured Interviews:  asking the same questions of all applicants and rating on the standard scale. 338. Subjective Well-Being:  self-perceived happiness or satisfaction with life. 339. Subliminal:  below one’s absolute threshold for conscious awareness. 340. Survey:  a technique for ascertaining the self-reported attitudes of behaviors of a group. 341. Sympathetic Nervous System:  the division of the autonomic nervous system that arouses the body, mobilizing its energy in stressful situations. 342. Synapse:  the junction between the axon tip of the sending neuron and the dendrite or cell body of the receiving neuron. 343. Syntax:  rules for combining words into sensible sentences. 344. Task Leadership:  goal oriented leadership that sets standards, organizes leadership and focuses on goals. 345. Telegraphic Speech:  early speech stage where child speaks like a telegram; uses nouns and verbs. 46. Temporal Lobes:  portion of the cerebral cortex lying above the ears; receives auditory information 347. Testosterone:  the most important of male sex hormones. Both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs in the fetus and the development of the male sex char acteristics during puberty. 348. Thalamus:  the brain’s sensory switchboard, located on top of the brainstem. 349. THC:  the major active ingredient in marijuana; triggers a variety of effects, including mild hallucinations. 350. Theory:  an explanation that organizes behavior and predicts future outcomes. 351. Threshold:  the level of stimulation necessary to trigger a neural impulse. 352. Thyroid Gland:  affects metabolism, among other things 353. Tolerance:  the diminishing effect with regular use of the same dose of a drug, requiring the user to take larger and larger doses of the drug before experiencing the drugs effects. 354. Top-Down Processing:  information processing guided by higher level mental processes, as when we construct perceptions drawing on our experience and expectations. 55. Transduction:  conversion of one form of energy into another. 356. Two_Word Stage:  beginning at age 2; child speaks in 2 word statements. 357. Two-Factor Theory:  called Schachter-Singer Theory; to experience emotion, one must be physically aroused and cognitively label the arousal. 358. Type A:  competitive, hard-driving, impatient. 359. Type B:  easy-going, relaxed people. 360. Ultradian Rhythm :  short-term cycle; less than a day 361. Unconditioned Response:  the unlearned naturally occurring response to the unconditioned stimulus. 362. Unconditioned Stimulus:  a stimulus that unconditionally triggers a response. 363. Validity:  extent to which a test measures what its supposed to measure. 364. Variable-Interval Schedule:  reinforcement schedule that reinforces a response after random number of responses. 365. Variable-Ratio Schedule:  reinforcement schedule that reinforces a response after an unpredictable number of responses. 366. Vestibular Sense:  sense of body movement and position including balance. 367. Visual Cliff:  lab device for testing depth perception in infants and young animals. 368. Visual Encoding:  encoding of picture images. 369. Watson and Rayner:  famous for their â€Å"Little Albert† experiment. 370. Wavelength:  the distance from the peak of one light or sound wave to the peak of the next. 371. Weber’s Law:  the principle that, to be perceived as different, two stimuli must differ by a constant minimum percentage. 372. Wechsler Adult Intelligence Scale:  most widely used intelligence test; contains verbal and non-verbal sub-tests. 373. Wernicke’s Area:  controls language reception; a brain area involved in language comprehension and expression in left temporal lobe. 74. Wilhelm Wundt:  known as father of experimental psychology; established the first psychology laboratory. 375. Withdrawal:  the discomfort and distress that follow discontinuing the use of an addictive drug. 376. Working Memory:  a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual spat ial information and of information retrieved from long-term memory. 377. X-Chromosome:  the sex chromosome found in both men and women. 378. Y-Chromosome:  the sex chromosome found only in men. 379. Young-Helmholtz Trichromatic Theory:  the theory that the retina contains three different color receptors – red, green and blue. absolute threshold:  Ã¢â‚¬â€œ The minimum stimulation needed to detect a particular stimulus 50 percent of the time. 2. accommodation:  Ã¢â‚¬â€œ The process by which the eye’s lens changes shape to focus near or far objects on the retina. 3. accommodations:  Ã¢â‚¬â€œ Adapting one’s current understandings (schemas) to incorporate new information. 4. acetylcholine:  Ã¢â‚¬â€œ A neurotransmitter that, among its functions, triggers muscle contraction. 5. acoustic encoding:  Ã¢â‚¬â€œ The encoding of sounds, especially the sound of words. . acquisition:  Ã¢â‚¬â€œ The initial stage in classical conditioning; the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response. In operant conditioning, the strengthening of a reinforced response. 7. action potent ial:  Ã¢â‚¬â€œ A neural impulse; a brief electrical charge that travels down an axon. The action potential is generated by the movement of positively charged atoms in and out of channels in the axon’s membrane. 8. activation synthesis hypothesis:  Ã¢â‚¬â€œ Theory to describe dreaming that explains dreaming as being random neural activity hat the brain tries to make sense of. 9. acuity:  Ã¢â‚¬â€œ The Sharpness of vision. 10. addictions:  dependency to drugs comes about from potentially one use of the substance were the body can build up dependence to the substance. 11. adolescence:  Ã¢â‚¬â€œ The transition period from childhood to adulthood, extending from puberty to independence. 12. adrenal glands:  Ã¢â‚¬â€œ A pair of endocrine glands just above the kidneys. The adrenals secrete the hormones epinephrine (adrenaline) and norepinephrine (nonadrenaline), which help to arouse the body in times of stress. 13. ll or nothing law:  Ã¢â‚¬â€œ Increasing the stimulus abov e the threshold will not increase the action potential intensity. The neuron’s action is an all or nothing response; it either will fire or it will not. The strength of the stimulus does not effect action potential’s speed. 14. alpha waves:  Ã¢â‚¬â€œ The relatively slow brain waves of a relaxed, awake state. 15. alzheimer’s disease:  Ã¢â‚¬â€œ A progressive and irreversible brain disorder characterized by gradual deterioration of memory, reasoning, language, and, finally physical functioning. 16. amnesia:  Ã¢â‚¬â€œ The loss of memory 17. mygdala:  Ã¢â‚¬â€œ Two almond-shaped neural clusters that are components of the limbic system and are linked to emotion. 18. assimilation:  Ã¢â‚¬â€œ Interpreting one’s new experience in terms of one’s existing schemas. 19. association areas:  Ã¢â‚¬â€œ Areas of the cerebral cortex that are not involved in primary motor or sensory functions; rather, they are involved in higher mental functions such as lear ning, remembering, thinking, and speaking. 20. associative learning:  Ã¢â‚¬â€œ Learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning). 1. attachment:  Ã¢â‚¬â€œ An emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation. 22. audition:  Ã¢â‚¬â€œ The sense of hearing 23. automatic nervous system:  Ã¢â‚¬â€œ The part of the peripheral nervous system that controls the glands and the muscles of the internal organs (such as the heart). Its sympathetic division arouses; its parasympathetic division calms. 24. automatic processing:  Ã¢â‚¬â€œ Unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings. 25. xon:  Ã¢â‚¬â€œ The extension of a neuron, ending in branching terminal fibers, through which messages pass to other neurons or to muscles or glands. 26. barbiturates:  Ã¢â‚¬â€œ Drugs that depress the activity of the central nervous system, reducing anxiety but impairing memory and judgement. 27. basiler membrane:  within the cochlea of the inner ear is a stiff structural element that separates two liquid-filled tubes that run along the coil of the cochlea, the scala media and the scala tympani. 28. behavioral genetics:  Ã¢â‚¬â€œ The study of the relative power and limits of genetic and environmental influences on behavior. 29. Behavioral Psychology:  a branch of psychology that focuses on how we learn from observable responses. An individuals’ response to different environment stimuli shapes our behaviors. 30. Behaviorism:  The view that psychology should be an objective science that studies behavior without reference to mental processes. Most research psychologists today agree that psychology should be an objective science but do not think that it should be without reference to mental processes. 31. behaviorism:  Ã¢â‚¬â€œ The view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. For example, intelligence may be operationally defined as what an intelligence test measures. 193. opiates:  Ã¢â‚¬â€œ Opium and its derivatives, such as morphine and heroin; they depress neural activity, temporarily lessening pain and anxiety. 194. opponent-process theory:  Ã¢â‚¬â€œ The theory that opposing retinal processes (red-green, yellow-blue, white-black) enable color vision. For example, some cells are stimulated by green and inhibited by red; others are stimulated by red and inhibited by green 195. optic nerve:  Ã¢â‚¬â€œ The nerve that carries neural impulses from the eye to the brain. 96. parallel processing:  Ã¢â‚¬â€œ The processing of several aspects of a problem simultaneously; the brain’s natural mode of information processing for many functions, including vision. Contrasts with the step-by-step (serial) processing of most computers and of conscious problem solving. 197. parallel processing:  Ã¢â‚¬â€œ The processing of several aspects of a problem simul taneously; the brain’s natural mode of information processing for many functions, including vision. Contrasts with the step-by-step (serial) processing of most computers and of conscience problem solving. 198. Parasympathetic nervous system:  Ã¢â‚¬â€œ The division of the autonomic nervous system that calms the body, conserving its energy. 199. parietal lobes:  Ã¢â‚¬â€œ The portion of the cerebral cortex lying at the top of the head and toward the rear; includes the sensory cortex. 200. Peripheral nervous system:  Ã¢â‚¬â€œ The sensory and motor neurons that connect the central nervous system (CNS) to the rest of the body. 201. PET:  Ã¢â‚¬â€œ A visual display of brain activity that detects where a radioactive form of glucose goes while the brain performs a given task. 202. Phenotype:  Ã¢â‚¬â€œ An organisms physical characteristics is its phenotype.