Monday, May 25, 2020
1. Describe in your own words the three major schools of philosophy in Hinduism. The three major schools of philosophy in Hinduism are Vedanta, Sankhya, and Yoga. In this way, Ã¢â¬Å"the path of knowledgeÃ¢â¬ is experienced. Jnana Marga Ã¢â¬Å"is knowledge of a very special sort, amounting to extraordinary insight that is far beyond merely knowing about the subject matterÃ¢â¬ (Brodd 54). This practice of Vedanta is representative of the monism of Hinduism. This means that Ã¢â¬Å"(a)ll reality is essentially oneÃ¢â¬ ¦Ã¢â¬ (Brodd 55). This can be a difficult idea to understand because Vedanta impresses the notion that the Ã¢â¬Å"persistent sense of individualityÃ¢â¬ prevents us from actually experiencing the truth (Brodd 55). The example of a drop of water is used to explain this concept best. It can be thought that a drop of water is separate from the vast ocean but once this small drop of water is contained in the ocean, there is no way to distinguish it from the other drops of water. Likewise, we have an illusion of separate identity but ar e one. The ultimate goal is to experience this truth and then the path of knowledge will have been fully met; this is known as Brahman. That which is distracting and serves as the illusion is called Maya. Next, Sankhya differs from Vedanta because it asserts that reality is composed of two distinct categories: Ã¢â¬Å"matter, and an infinite number of eternal selvesÃ¢â¬ (Brodd 56). Somehow, the multitudes of selves become tangled with matter and when this occurs they areShow MoreRelated My Educational Philosophy Essay1234 Words Ã |Ã 5 PagesEducational Philosophy Choosing a major is a very difficult decision to make for everyone. It has to be something that you can spend the rest of your life doing and should enjoy. When I think back to my elementary years through my senior year of high school, all I ever wanted to be was a dentist. I took the classes that would better prepare me in the dentistry field. There at the last second, I switched my major. It was first semester of my senior year of high school when my favoriteRead MoreA Life Sketch of Plato and His Works905 Words Ã |Ã 4 PagesIf Thales was the first of all the great Greek philosophers, Plato must remain the best known of all the Greeks. The original name of this Athenian aristocrat was Aristiclis, but in his school days he received the nickname Platon (meaning broad) because of his broad shoulders. Plato was born in Athens, Greece to one of the oldest and most distinguished families in the city. He lived with his mother, Perictione, and his father, Ariston (Until Ariston died.) Born in an aristocratic and richRead MoreThe On The Supreme Highness1714 Words Ã |Ã 7 Pages First of all, let me, a plebeian, wholeheartedly congratulate your Highness on conquering the Six Warring States and unite the entire world. Your achievements can be claimed as surpassing all rulers before and since. 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Born in anRead MoreThe Most Important Way Of Serving Our Country829 Words Ã |Ã 4 Pagesconcurrent philosophers like Nel Noddings, Martha Nussbaum, Elliot Turiel etc., GulenÃ¢â¬â¢s philosophy initially was not evaluated nor acknowledged by contemporary philosophers and academic institutions, instead his ideas was accepted by local people and put into action immediately by his followers. While the world has no shortage of educational models or theories, distinguished feature of the educational philosophy of Gulen is the fact that it has not remained in speeches or books only (Hunt AydoganRead Moresituation in ethic Essay1383 Words Ã |Ã 6 PagesÃ¯ » ¿Running head: How Philosophy and physiology have influenced early psychological thought. 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One of the few major problems with Ã¢â¬Å"teacher readinessÃ¢â¬ is that many teachers will not get the support they need to effectivelyRead MoreEssay on Pragmatism772 Words Ã |Ã 4 Pagesway, Ã¢â¬Å"American pragmatism connects the American experimental and inventive attitude with older philosophical ideasÃ¢â¬ (Stumpf 397). Pragmatism first appeared in the late nineteenth century, but was only widely accepted after World War II. This philosophy assumed that life has a purpose and that rivals theories about man and the world have to be tested against this purpose. Pragmatism caught on in the United States because Americans were focused on results and achieving their goals (Troxell 1). Read MoreThe Teacher Centered Philosophies Of Education1098 Words Ã |Ã 5 Pagessuch as math and science, writing and also reading. Teacher-centered philosophies of education require that children are educated using certain methods put into action by their teacher, as opposed to student-centered philosophies. Teaching methods are formed according to the needs and learning styles of individual students. Teacher-centered philosophies force the student to adjust to the teacher; with student-centered philosophies, the teacher adjusts to the student. An essentialist curriculum is structuredRead MoreMajor Schools of Thought in Psychology829 Words Ã |Ã 4 PagesSchools of Thought Throughout psychology s history, a number of different schools of thought have been formed to explain human thought and behaviour. These schools of thought often rise to dominance for a period of time. While these schools of thought are sometimes perceived as competing forces, each perspective has contributed to our understanding of psychology. The following are some of the major schools of thought in psychology. Ã¢â¬ ¢ Structuralism Ã¢â¬ ¢ Functionalism Ã¢â¬ ¢ Psychoanalysis Ã¢â¬ ¢ Behaviourism
Thursday, May 14, 2020
Wednesday, May 6, 2020
The Development of Europe and Western Culture The development of Europe and Western Culture are highlighted by five key dates. The main four key dates and there are as follows: 500 B.C. is known as the Height of Greece. This is the time frame when distinctive European culture had emerged in Greece. It is also known as the Axis Date because the fundamentals of the great world cultures are being defined. During this period of time, Alexander the Great conquered the Persia and became the Great King of Persiah Empire. After his death from a fever, his empire break into pieces almost immediately. As his followers divided and began to argue for power, classical Hellenism was modified by Asian influences and they became Hellenism.Ã¢â¬ ¦show more contentÃ¢â¬ ¦1000 A.D. is known as the Revival of Europe. The Dark Ages were over and Western Europe was prepared for its first great age of civilization. This time period showed a new power in Europe, greater than any other power before, the Church. The triumph of the Church was a very influential event doing this time period. This time frame was called the return of confidence because Europe had experienced a dvances in methods of agriculture and they now has confidence in their society, laws, philosophy and their mental powers. They had confidence in themselves. 1500 A.D. is known as the Rise of Europe. Europe took Chinese inventions and developed them to their full potential. They used the new ideas for overseas expansions, in return, this triggered more technological advances and changes. This caused a transition from medieval to modern civilization. The rise of the nation-state also was an important factor in the rise of Europe. European power rose to a new level of effectiveness and for the first time it gave Europeans a clear margin of superiority over the other great world cultures. Europeans domination was challenged and rejected. Others felt that Europes domination left little to individual choice and destroys lifes richness and diversity. The two historical fault lines that run in Europe are significant because they stand for the lines that show where war and conflict was located. The Pre-1500 period was before the rise of Europe.Show MoreRelatedThe Differences Between China And Western Europe843 Words Ã |Ã 4 Pagesbeliefs. Having a different way of living in society, economically and politically. Everything would be different if China would have went about and conquered Western Europe during the 14-1500Ã¢â¬â¢s. There are many things in history that can mark the milestone differences between China and Western Europe. No one really knows when Chinese culture really began, however Chinese civilization began near the Yellow River (Huang He) becoming North China, and Yangtze River (Chang Jiang) indicating South ChinaRead MoreEffects Of The Crusades On Western Civilizations915 Words Ã |Ã 4 Pagesa negative impact to western civilization, however, that may not be the case. On the contrary, the Crusades provided a positive short-term and long-term economic, religious, and cultural development to western civilization. These wars caused a change in the economy and with politics. Though the crusades caused some negative consequences, it also provided some positive short-term consequences as well. These positive short-term consequences aided in the development of western civilizations. Some ofRead MoreThe Image of Medieval Western Europe Essay769 Words Ã |Ã 4 PagesThe image of medieval western Europe can be attributed to political, religious, economic, and cultural factors. The impulse of expansion, unity under Christianity, trade, and education were key developments within the factors. Ultimetly, these developments contributed to the advancement of medieval western Europe in the postclassical period. The medieval government in western Europe exercised feudalism which also established the structure of political powers. Kings held the most authority whileRead MoreIslam and Continuities1628 Words Ã |Ã 7 Pagesfrom 8000 BCE through 1900 CE.Ã Be sure to address what global processes affected it throughout that time. Ã¢â¬ ¢Ã Ã Ã Trace and analyze the changes and continuities in the environments of two of the regions of the world from 8000 BCE to present. Ã Ã Ã EuropeÃ Ã Ã Sub-Saharan AfricaÃ Ã Ã the Middle EastÃ Ã Ã Ã Ã Ã East Asia Ã Ã Ã SE AsiaÃ Ã Ã Ã Ã Ã Ã South AsiaÃ Ã Ã Ã Ã Ã Latin AmericaÃ Ã Ã North America Ã¢â¬ ¢Ã Ã Ã Analyze the changes and continuities in China from the Zhou to the Song. 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We, as humans, have no control over how our surrounding civilization will turn out nor would we be able to alter many thing that have happened in the past. Robert Marks provides his own examples and theories to proveRead MoreHow Truth Was Defined By Medieval Europeans1696 Words Ã |Ã 7 Pagesin every culture. Truth goes along with universal questions such as what is beauty, justice, and power. And love but none have a direct answer because they are all dependent on the culture they are currently being described in. Even within these cultures these questions have different answers because of the various regions; for example medieval Europe had multiple cultures that traversed throughout everywhere and caused truth to be defined by the b eliefs of that region. Medieval Europe lasted fromRead MoreBlack Marxism By Cedric Robinson : Marxist Perspective On The World s Progression Into The Phenomenon Of Capitalism1362 Words Ã |Ã 6 Pagescome naturally to African peoples, which clearly implies violence does come naturally to European peoples [Robinson, p. 309]. Robinson s notion that Marxism sweeping generalizations are incorrect is is strengthened by his view that different cultures must be understood in terms of their different relationships to an all-encompassing system or structure, in this case: society. MarxismÃ¢â¬â¢s stagnation when discussing race generally renders it blind and deaf to the experience of minorities. BlackRead MoreArtistic and Intellectual Developments in Japan and Europe Essay629 Words Ã |Ã 3 PagesIn the late 18th century both Japan and Europe were experiencing many new artistic and intellectual developments. While EuropeÃ¢â¬â¢s developments were increasingly political, more and more people wanted rights for women along with protection from the state. Japan on the other hand was progressively modernizing from their isolated feudal society into its modern form now. Beginning in Tokyo many new intellectual advances came from studying the western sciences and techniques. Authors like Rousseau and
Tuesday, May 5, 2020
Question: Discuss About The Kennedy In Presidential Library And Museum? Answer: Introduction In the year 1961, about 1400 Cuban exiles launched an invasion ate the Bay of Pigs located at the south coast of Cuba. The main goal of the Bay of Pigs invasion was to remove Castro (who overthrew Cuban dictator) and establish a non-communist government. The invasion took place on 17th April, 1961 when Cuban exile force landed at the Bay of Pigs. It was a failed invasion as the Cuban exile force known as Brigade 2506 were defeated by Castro within 3 days. Some escaped by sea and Castro killed or imprisoned the others who could not escape. 1200 members had to surrender and about 100 were killed (Jfklibrary.org, 2018). The Bay of Pigs invasion was planned to topple Fidel Castro, who had removed Cuban dictator Fulgencio Batista and came to power in Cuba after an armed revolt in 1959. This plan was made by Central Intelligence Agency and briefings related to the invasion were given to John F. Kennedy to train Cuban exiles for invading their homeland (Juan et al., 2014). Groupthink is a psychology phenomenon where group of people coming together for harmony make irrational decision and fail to critically evaluate a decision. The Bay of Pigs invasion can also be regarded as example of Group think because Kennedy took a flawed decision. He failed to communicate to the Cuban exiles regarding the accountability of all members for the success of their plan and he failed to critically analyze the consequences of a heterogeneous team. No role was specified to the members and this resulted in failure of the invasion despite the large size of the team. The key lessons that the Bay of Pigs invasion has taught me is that while working and planning any objective with a large group, critical evaluation of decision is necessary to promote the success of group work. It is very important to analyze the objective as well as consequence of each action. Each members of the team should be effectively briefed about their role and feedback should also be taken from each member regarding their perception about any strategic plan or activity. To counteract influence of group think, I will focus on participation of each member in decision making. All members will be encouraged to give their feedback on the decision. This will help members to feel valued and feelings biased leadership will not exist in such group. This strategy will ensure that sound decision making takes place in the team. Reference Janis, I. L. (2015). Groupthink: The desperate drive for consensus at any cost.Classics of organization theory, 161-168. Jfklibrary.org. (2018). The Bay of Pigs - John F. Kennedy Presidential Library Museum. management 2 February 2018, from https://www.jfklibrary.org/JFK/JFK-in-History/The-Bay-of-Pigs.aspx Juan, F. C. J. R. F., Guevara, A. B. C., Ameijeiras, E., Kennedy, J. F., Romn, P., Oliva, marketing. (2014). Bay of Pigs Invasion.False Flags, Covert Operations, Propaganda, 52.
Saturday, April 11, 2020
Abstract This report presents the survey aimed at examining the link between self-monitoring as measured by the Self-monitoring Scale and suggestibility, which is measured by the Gudjonsson Suggestibility Scale (GSS). In this study, it is hypothesized that there is a significant difference in the suggestibility scores between the low and high self-monitoring groups.Advertising We will write a custom report sample on The Relationship between Suggestibility and Self-monitoring specifically for you for only $16.05 $11/page Learn More The study involved 51 participants aged 17-48 years old. The results obtained in this study suggested that there is a significant difference in the suggestibility scores between low and high self-monitors. Furthermore, these findings support previous studies on the same topic. The studies suggest that high self-monitors are more sensitive to interrogative challenges or suggestibility when compared to low self-monitors. Thus, th ey are bound to have high suggestibility scores on the GSS than the later. Therefore, there is a statistically significant difference in the suggestibility scores between the two groups. Introduction Previous research studies on suggestibility are concerned with investing the factors influencing this psychological concept relative to the results of the two forms of GSS, that is, GSS 1 and 2. Self-monitoring has been identified as the major factor influencing suggestibility in the context of a variety of interviews or interrogations particularly in clinical and forensic interrogative practices (Klein et al., 2004). Very few such studies have been conducted on university students in order to explore any significant differences in suggestibility among the two levels of self-monitoring. However, a variety of studies indicate that there is a strong relationship between suggestibility and self-monitoring such that the later influences the various degrees of suggestibility. According to Ba in et al. (2006), high self-monitors score highly in almost all the four categories of the Gudjonsson Suggestibility Scale 1 (GSS 1) relative to low self-monitors. Therefore, self-monitoring entails the practice of paying attention to various personal, situational, and social factors during an interrogative exercise that requires strict memory recall. The personal and social prompts include various beliefs and values held by various individuals relative to the societyÃ¢â¬â¢s concern for the correctness of an individualÃ¢â¬â¢s actions. On the other hand, suggestibility refers to the degree to which, an individual in an isolated social context, accepts and comprehends the content of a query, which prompts the subsequent behavioral changes and responses categorized as suggestible or resistant. Therefore, suggestibility is dependent on self-monitoring in many aspects.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Gudjonsson Clark (1986), self-monitoring is part of the coping mechanisms developed by the interviewee when exposed to various contextual challenges as a result of interrogative suggestibility. The scholars indicate that under interrogative suggestibility, all interviewees have a general apprehension of the situation in relation to the socially acceptable factors affecting an individualÃ¢â¬â¢s behavior. In this case, self-monitoring plays a major role in creating a defiant or a gullible behavioral rejoinder to the situational characteristics (Gudjonsson, 2003). In addition, a defiant or negative response to the situation is important in determining the degree of suggestibility in different contexts. The negative response alters any previous feedbacks to a given situation thereby allowing the interviewee to alter their current responses and increase their vulnerability to misinformation during questioning. A recent study investigates the connection b etween self-monitoring and suggestibility relative to the scores obtained on the Gudjonsson Suggestibility Scale 1 (GSS 1). The survey employs the self-monitoring scale in measuring the degree to which some individuals relate social prompts to certain situations and their susceptibility to misinformation as recorded on the GSS (Gudjonsson, 1997). The study found out that different individuals can be categorized on the basis of self-monitoring into high and low self-monitors. The findings of the study indicate that high self-monitors are more susceptible to misinformation contained on the GSS when compared to low self-monitors. This is attributable to high self-monitors being more sensitive to situational prompts and their influence on the socially acceptable actions rather than the content on the GSS. Consequently, high self-monitors are concerned about the situational demands and the social response to their actions more than misinformation on the GSS. The present research study is aimed at investigating the relationship between suggestibility and self-monitoring on undergraduate psychology students. This population has not been studied in the previous surveys on the same topic. Therefore, this study will give a detailed report of a group which has not been studied in a while in relation to self-monitoring and suggestibility. In this survey, it is hypothesized that due to the influence of external social prompts, there is a statistically significant difference in the suggestibility scores between the low and high self-monitors. Method Design The survey involved a single independent variable, which was categorized into two, low and high self-monitoring.Advertising We will write a custom report sample on The Relationship between Suggestibility and Self-monitoring specifically for you for only $16.05 $11/page Learn More Participants Fifty one undergraduate psychology students were voluntarily recruited into the study. This sample po pulation consisted of 11 Males and 40 Females aged 17-48 years (Mean= 23.58, SD= 8.21). Materials Self-monitoring This refers to the practice of paying attention to various situational demands or prompts, which influence the socially acceptable behavioral changes in different individuals under a given complex or challenging situation. In the present survey, self-monitoring was measured by the Revised Self Monitoring Scale (Lennox Wolfe, 1982, p. 1). The scale had 13 tabulated statements and 5 optional answers. In this scale, the participants were required to place an X in the square showing the right answer. Furthermore, the scale comprised of statements such as, Ã¢â¬Å"In social situations, I have the ability to alter my behavior if I feel that something else is called forÃ¢â¬ and Ã¢â¬Å"I have the ability to control the way I come across to people, depending on the impression I wish to give themÃ¢â¬ (Lennox and Wolfe, 1982, p. 1). Besides the answers to these statements inc luded, Ã¢â¬Å"Never,Ã¢â¬ Ã¢â¬Å"Occasionally,Ã¢â¬ Ã¢â¬Å"Sometimes,Ã¢â¬ Ã¢â¬Å"Often,Ã¢â¬ and Ã¢â¬Å"AlwaysÃ¢â¬ (Lennox Wolfe, 1982, p. 1). The scale gave a score range of 0-52 in which scores above 30 indicated high self-monitoring and those below 30 indicated low self-monitoring. Suggestibility This entails the various challenges or pressures to which the participants are exposed to during questioning. Therefore suggestibility is the degree to which these challenges are bound to influence behavioral changes in the participants, which indicates whether they are high or low self-monitors (Gudjonsson, 1997). Suggestibility was measured using the Gudjonsson Suggestibility Scale, which composed of 20 questions derived from a story that was presented to participants orally (Gudjonsson, 1997). Fifteen of the questions in this scale were leading questions, which had misinformation while the remaining five were true implying that they had no misleading information. The numb er of suggestive questions answered by an individual indicated the suggestibility score. This scale provided a score range of 0-15 in which higher scores indicated a greater degree of suggestibility. Overall, the equipment used in this survey was a questionnaire, which was employed in two surveys, one involving the written questionnaire and the other involved an oral questionnaire.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Procedure At the beginning of the survey, the narrative was read to the participants. The participants then filled out a questionnaire on the basic demographic questions and the self-monitoring measures. Subsequently, the participants were asked to answer the 20 questions about the narrative that had been read to them earlier. In order to allow for measurement of the suggestibility scores, the immediate recall procedure was employed. At the end of the experiment, the participants were debriefed about the nature of the study. The self-monitoring scale provided two scores in which a score is given for the wrongly answered suggestive question. High suggestibility scores indicated high self-monitoring while low scores indicated low self-monitoring. On the other hand, the GSS measured the memory recall in which the correct score was awarded for the right answer to the questions about the narrative. This was based on the answers being the same as the original idea or meaning contained in the story. High scores indicated a higher vulnerability to suggestibility while low scores indicated lower sensitivity. Results According to the scoring protocols describes above, 24 participants were categorized as low self-monitors because they scored lowly in both the self-monitoring scale and on the GSS. On the other hand, 27 participants were categorized as high self-monitors because they scored highly in the two scales. The mean score for the low self-monitoring group was 5.1833 (SD= 2.00603) and that of the high self-monitoring group was 8.0370 (1.83410). Moreover, an independent-groups t-test showed that there was a statistically significant difference in the suggestibility scores between the low and high self-monitoring groups, scores (t(49) = 20.17, p 0.001). Consequently, low suggestibility implies that there was a low tendency for the participants who had low suggestibility scores to pay attention to the situational demands while high suggestibility implies that the degr ee of sensitivity to situational demands and perceptions was high among the participants who scored high suggestibility scores (Boon Baxter, 2004). Discussion This study was designed to investigate the relationship between self-monitoring and suggestibility. It was hypothesized that there is a statistically significant difference between the low and high self-monitoring groups. The findings of the study confirmed that the hypothesis was correctly stated. It was noted that the high self-monitors had high suggestibility scores compared to the low self-monitors as shown in fig. 1 below. Fig. 1Ã Self-monitoring score Group n Mean Standard Deviation Low Self-monitors 24 5.1833 2.00603 High Self-Monitors 27 8.0370 1.83410 t-test score (t (49)= 20.17, p0.001) The results indicate that high self-monitors are more susceptible to the challenges on the GSS, which include leading questions and negative or defiant responses. Studies indicate that paying attention to various situatio nal and social prompts determines whether an individual will provide an impressionable or resistant feedback to a GSS question (Boon Baxter, 2004). Therefore, these individuals tend to treat all the information obtained under different situations relative to the situational and social cues that influence behavioral changes. Additionally, studies indicate that high self-monitors display initial behaviors characterized as being uncertain and success-oriented. Therefore, they are bound to be more attentive to various external social prompts. The findings of the present study support these theories in many aspects. It is evident that high self-monitors experience higher degrees of uncertainty when faced with complex situations that require them to pay attention to the content rather than their perceptions of the situation. Consequently, these individuals fail to notice misinformation because they are unable to recall. This is contrary to the low self-monitoring groups who are attentive to the content rather than the social cues (Boon Baxter, 2004). Despite that the study provides strong evidence showing the link between suggestibility and self-monitoring, a number of limitations are notable. Firstly, the experimental design may not be appropriate in investigating the link between the two concepts. Since the study employed a single independent variable, it is impossible to explore the effect of other external factors on the results obtained. Therefore, inclusion of additional variables would have made the study statistically sound. Secondly, the sample selected may have been inappropriate and biased. Inclusion of an equal number of males and females would have made the study more practical. Future studies should include a different experimental design comprising of both independent and dependent variables in addition to an equal number of males and females. This kind of study can allow the experimenter to assess the effect of other factors on the relationship bet ween self-monitoring and suggestibility. Additional studies are also required to determine whether there are any significant differences between boys and girls relative to the relationship between suggestibility and self-monitoring. Conclusion The report presents the findings of a survey aimed at investigating the link between suggestibility and self-monitoring among 51 undergraduate psychology students. In this study, the self-monitoring scale and the GSS are used to measure the degree of self-monitoring and suggestibility respectively. In this study, it is hypothesized that there is a significant difference in suggestibility scores between the low and high self-monitoring groups. From the discussions above, it is indicated that high self-monitors are more susceptible to suggestibility compared to low self-monitors because they scored highly on the GSS. Therefore, it is evident that there is a significant difference in the suggestibility scores between the two groups.a Reference Li st Bain, S.A., Baxter, J.S. Ballantyne, K. (2007). Self-monitoring style and levels of interrogative suggestibility. Personality and Individual Differences, 42, 623-630. Boon, J. C. W., Baxter, J. S. (2004). Minimizing extraneous, interviewer-based interrogative suggestibility. Legal and Criminological Psychology, 9(2), 229Ã¢â¬â238. Gudjonsson, G. H. (1997). The Gudjonsson Suggestibility Scales Manual. Hove: Psychology Press. Gudjonsson, G. H. (2003). The Psychology of Interrogations and Confessions: aÃ Handbook. Chichester: Wiley. Gudjonsson, G. H., Clark, N. K. (1986). Suggestibility in police interrogation: A social psychological model. Social Behavior, 1, 83Ã¢â¬â104. Klein, O., Snyder, M., Livingston, R. W. (2004). Prejudice on the stage: Self monitoring and the public expression of group attitudes. British Journal of Social Psychology, 43(2), 299Ã¢â¬â314. Lennox, R.D. Wolfe, R.N. (1982). Concern for appropriateness as a moderator variable in the statistical expl anation of self-reported use of alcohol and marijuana. Journal of Personality, 53(1), 1-16. This report on The Relationship between Suggestibility and Self-monitoring was written and submitted by user Danika O. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.
Tuesday, March 10, 2020
Split Brain Research Essays - Nervous System, Neuroscience, Brain Split Brain Research Chad Stein PS 101 Dr. Rom 1. Gazzaniga, M.S. One Brain or Two? Scientific American. 1967. Rpt. In Forty Studies That Changed Psychology. Ed. Roger R. Hock. Engewood Cliffs: Prentice Hall, 1995. 2-11. 2. This article dealt with experiments that showed the different functions of the right and left hemisphere of the brain. It also described the functions of the left and right hemisphere. Your left brain is better at speaking, writing, mathematical calculations, and reading, and is the primary center for language. Your right hemisphere, posses superior capabilities for recognizing faces, solving problems involving spatial relationships, symbolic reasoning, and artistic activities(9). The experiments were done to find how each hemisphere of the brain process information. To do this the corpus callosum was severed. This made it impossible for the two hemispheres of the brain to communicate with each other. When the corpus callosum is severed it is referred to as the split brain effect. The tests that were performed on the individuals fell into three fields: they were sight, hearing, and touch. All the tests showed that the above is true concerning the functions of each hemisphere of th e brain. The problem that the author was addressing was the fact that the two hemispheres of the brain communicate with each other, and if the communication is destroyed then the functions could be handled by one hemisphere better then the two combined. These experiments proved that there was a dominance in each hemisphere of the brain to perform certain tasks. Even though a connected brain can perform the tasks of both sides. 3. I think that the experiment showed exactly what it set out to do. Show that the separate hemispheres of the brain perform different tasks. It also showed that the brain is capable of performing these tasks even when the corpus callosum has been severed. Although some tasks are performed better when the brain is able to communicate between the hemispheres. 4. The effects on psychology are many. For instance this research helps people understand the different parts of the brain, and how they work. Also when injuries occur to the brain psychologist can determine what the possible effects of the person will be. Finally, psychologist will have a better understanding of how the human brain works.
Saturday, February 22, 2020
Lifecycle of a successful nightclub - Research Paper Example Nightclub goers seek fun, refreshment, entertainment, food, and accommodation. A successful club should have the potential to attract new club goers and maintain the patronage of the occasional club goers. As such, the nightclub should situate in a secure location and possess the required club and liquor license. At the same time, the nightclub should possess a unique Ã¢â¬Å"clubÃ¢â¬ mood that makes it stand out from the rest. Most importantly, the employees of the nightclub should be hospitable. Notably, several factors affect the nightclub life cycle and nightclubs go through different development stages to become successful. Indeed, some nightclubs are more popular than others are as seen in the MarqueeÃ¢â¬â¢s case study where Marquee succeeded where other clubs failed. Hence, there is need to understand the basics of the nightclub business and its lifecycle for enhancing a longer profitable life of a club. Body 1 The personnel of operating a nightclub as seen in the MarqueeÃ ¢â¬â¢s case study involves managers, security people, bar backs, waiters and waiters, door attendants, bartenders, and a DJ (Elberse et al., 2009). For a nightclub owner to establish a successful nightclub, it is necessary for them to try other forms of entertainment like restaurants to understand the entertainment business (Klebanow, 2007). Indeed, Tepperberg and Strauss were initially event promoters where they established a good customer base that later came to Marquee nightclub. Moreover, there is need for clear bar business concept for the nightclub. Additionally, we should do a market research (Earth Bar, 2013) to derive a clear understanding of the nightclub business (Klebanow, 2007) just as Tepperberg and Strauss spent their time in major hotel, restaurant, or club opening in Vegas. More so, for a successful nightclub we should not be mean in spending (Klebanow, 2007) and should strive to create attractive and appealing environments. As such, there is need for adequate spa ce, amenities, lighting, parking, and other club aspects. Indeed, we can see how Marquee stood on a space that was functional and efficiently laid out to accommodate drinking, entertainment, dancing, and special events (Elberse et al., 2009). Notably, a successful nightclub should cater for different types of people as seen in the case of Marquee, which had three separate spaces for professionals, socialites, filler crowd, and bottle service customers who were mostly celebrities. Indeed, the club has seven different kinds of bars located in the main room, the library, and the Boom box area (PartyLasVegas.us, 2013). Notably, to sufficiently carryout these operations, there is need for a well-trained staff (Earth Bar, 2013) to offer hospitable, excellent, and clean services. Indeed, we can see that Marquee had trained staff, which offered exceptional services, which made the nightclub a one-stop shop for hospitality in New York (Elberse et al, 2009). A professional DJ to provide enter tainment and play the right music is also very significant in a nightclub. Marquee had invested heavily on a top class DJ. Most assuredly, any nightclub must offer a wide variety of alcoholic drinks to its different types of customers. Notably, Marquee offered different alcoholic