Articles Review - Educational Instructional Practices, Programs, and Essay

Articles Review - Educational Instructional Practices, Programs, and Strategies - Essay Example Duignan describes capable leaders as authentic in values and intent. The author describes a detailed framework by which the inherent paradoxes, and tensions of educational leadership can be navigated. Wisdom, effectiveness, and ethics are deemed crucial for those that lead institutions of learning; and educational districts. To implement the work of Duignan, an investigation should be conducted on the most successful administrators, principals, tenured educators, and managers towards the goal of a management, rubric; higher-level grading for administrators themselves; with the option of financial incentives for the districts of high-achieving leaders as permitted by state and federal law. While a point-value system would prove difficult to reliably implement in the judgment of managerial decisions not limited strictly to the financial sphere, leaders in education can be offered guidance during Teacher's meetings and conferences to cover the above points, and a few other recommendatio ns described below: Sharing wisdom via dialogue with vital personnel and a willingness to listen to alternate viewpoints, through a re-thinking of the organizational culture. Conferences and meetings with more of a 'round table' format, in essence. A guiding should also be a focus on seeking a higher purpose into the nuts and bolts of educational practices; in terms of core values, possibly as relating to the school mission-statement. This requires soul-searching for the determination of core values for the district, in addition to the ethical focus and morality initiative in terms of interactions, and actions. To lead with authenticity, both the educators and educated must be encouraged to take responsibility for their own actions and progress. Students must be taught to ‘own up’ to short-comings with an emphasis on continuous improvement. Districts following Duignan’s guidelines should encourage honest authenticity in administrators and seek to achieve a more a uthoritative presence. While most districts follow similar policies; for implementation an obvious recommendation would be to use proper, respectful titles for students when addressing adult district employees. These recommendations should be added to the professional development regimens that most districts already employ as a matter of course. Sylwester, Robert. 2006. The School Administrator. December 2006. American Association of School Administrators. Publications. Features, Cognitive Neuroscience Discoveries and Educational Practices. An article on cognitive neuroscience discoveries by Robery Sylwester begins with analogies from the biological world as a means to rouse educators into action. In the way that an organism must use its sensory system to understand, and navigate its environment, so must the school employ reason to determine whether and how it must improve, and to propel itself from point A to point B should the latter prove more desirable. This is because, as anima ls our brains give us the ability and obligation to move around should our needs require it, and that only a sessile, vegetative plant should be content to stay rooted and

International Business. Marketing policies Essay

International Business. Marketing policies - Essay Example This paper focuses on the International marketing mix for the number one bank in the Netherlands called ABN AMRO. The paper is divided into two sections. The first section speaks about the essential components in a marketing mix and then goes on to compare and contrast the differences in a domestic marketing campaign with that of an international marketing campaign. The second part of the paper focuses on ABN AMRO launching itself and its credit card campaign to be more specific into the growing markets of India. As the international marketing manager in charge of this venture, I focus on the areas and topics which we research, analyse and finally decide upon before venturing into the Indian market. This write up is simple yet interesting, focussing on the differences one has to consider in launching an international campaign from that of a domestic one, and the careful planning and research that needs to be adopted on critical topics so that the launch of ABN AMRO into India would n ot only be popular and successful but also rewarding and provide long term benefits including that of establishing a back office, so that ABN can take advantage of the outsourcing fraternity in India in the long run ahead. International Business (Section: A) ABN AMRO BANK: The merger between ABN BANK and Amro Bank created ABN AMRO Bank on 22 September 1991 in Amsterdam. ABN may not be as popular as the Bank of America or American Express but one only has to walk down the streets of Amsterdam or Rotterdam to be surrounded by the presence of ABN in the form of advertisements, promotions and numerous ATM's located all over the city. In the Netherlands ABN is in your face wherever you may go, for its reputation and brand name is a household name. Having been the domestic marketing manager for ABN in the Netherlands for 7 years and seeing the way the Bank steadily expanded in revenue and brand name had made my role as domestic marketing manager not only remarkably challenging but also tremendously satisfying. With the steady growth and performance year after year, ABN has followed the current trend of business and now looks to spread its international presence and expand its products and services. Keeping this in mind, I was promoted to International marketing manager and asked to spearhead, plan and co-ordinate the International campaign. Marketing Mix: The task is one that is exciting and involves a lot of research and careful planning. Those who are familiar with the rudiments of general marketing theory will know that marketing is far more than selling: profitability and added shareholder value is the ultimate aim of all marketing pursuits. Marketing is a collection of activities, including advertising, public relations and sales promotions, marketing research and new product development, package design and merchandising, personal selling and after-sales service and the determination of selling prices. (R Bennett, J Blythe, H Alder, 2002). The term marketing mix is frequently used to describe the combination of marketing elements applied in a given set of circumstances (Borden, 1965). Although the whole marketing scenario is in many ways different when it comes to the International market, they are in some ways similar to that of the domestic market, because the key areas in both aspects are more or less the same but need to be implemented in a new way. Major components of the marketing mix can be listed under seven headings. (R Bennett, J Blythe, H Alder, 2002). Major Components 1. Promotion: including advertising, merchandising, public relations, and the control and deployment of sales staff; 2. Product: design and

The Characteristics And Issues Of Psychopaths Psychology Essay

The Characteristics And Issues Of Psychopaths Psychology Essay There are characters in the society whose habits and moral behaviors are something out of the ordinary. These individuals exist in each and every society. They have the propensity to engage in certain inhuman activities without being empathetic in any way. The cruel acts they commit do not seem at all cruel to them and most of the time, they like shifting the blame from them as the perpetrators of inhuman activities to the victim who has suffered. These characters are called psychopaths and they are in each society. The essay that follows intends to give detailed information regarding the issue of psychopaths. Psychopaths are there in the society and there is no denying, the best thing that can be done is to identify them at an early stage before they engage in committing hideous crimes such as brutal manslaughter. A psychopath is an individual who has the tendency of manipulating people and using violence in addition to intimidation in order to gain control over others so as to find satisfaction in their own needs. These individuals may be intelligent and at the same time portray high levels of charisma but one thing that distinguishes them is that they have a chronic inability to register feelings of guilt within them, neither are they remorseful or anxious about the actions that they have committed. To them it seems almost normal to do commit acts. Psychopathy is the disorder where an individual has a personality disorder that is associated with selfishness and ruthlessness and to top it all of the individuals lack the ability to feel guilty of acts committed and neither are they empathetic (Hart and Hare 1997). In the societal sense, psychopaths are more of predators who use charm and manipulation to achieve ruthless and devious acts. It is in their character to lack a sense of conscience. These individuals are usually self-centered and in order to achieve their own selfish gains they abuse innocent people. Psychopaths should not be confused with psychotic people since it might prove difficult to differentiate the two disorders. While psychotics are usually crazy individuals, psychopaths are usually conscious about what they are doing and the possible consequences that would result from their actions. Before they embark on a certain action, they make resolutions and consider them rationally before exercising liberated choices (Hare, Cooke, and Hart 1999). The psychopaths do not have bouts of hallucinations and neither do they go through feelings of anxiety the same way that psychotics do. It is a bit difficult in distinguishing the difference between psychopathy and the normal antisocial pe rsonality disorder. As for the antisocial disorder, it formed due to a combination of several unsociable, immoral, and scandalous behaviors. However, as for the psychopathic disorder, it is a problem that arises due to the personality traits of an individual and the behaviors registered by these individuals does not necessarily have to be criminal behavior. Usually, psychopaths hang at the border of being criminals but this can never come to realization because there are people with psychopathic characters and they are have never engaged in criminal activities. In fact, some of them enter into respected careers such as doctors. Nevertheless, it is true that most criminals who are serving jail sentences are psychopaths in one way or another. Making a distinction between an individual who is psychopathic or not is difficult and most people cannot reach this conclusion. Some of the subtypes of psychopathy are: abrasive, covetous, disingenuous, explosive, malevolent, malignant, risk-taking, spineless, tyrannical and unprincipled. Though this are just some of the major subtypes of psychopathy, they all result to the formation of varying traits in different individuals and therefore, it becomes difficult to determine what kind of psychopath a person really is. Some people might try to link these subtypes with people they know but this is not right because as much as an individual might have some psychopathic traits, it does not necessarily mean that they are psychopaths. In fact, scores of individuals usually possess psychopathic traits that may range from an individual having one or two psychopathic traits. Understanding the different types of psychopaths may help in identifying psychopaths in the society and understand that psychopathic traits differ with the different personalities that different people have. The first kind of psychopath is the unprincipled psychopath. This type of psychopath usually has a self-absorbed characters and do not care about the needs and wants of other people. They take pleasure in preying on the weak people in the society and are delighted to see these weak people angry. These people do not fear harm that may be aimed at them while gratifying their own needs; as a result, they are not afraid to threats of punishment that may be aimed at them. Other types of psychopaths are the disingenuous, those that are histrionic and always want attention. They usually result to manipulation once their strong desire for attention diminishes. They are deceitful and calculating. Another dangerous kind of psychopath is the covetous types who think that the world owes them something. This makes them to be always envious of other peoples possessions and this is accompanied by feelings of retribution. Other kinds of psychopaths are the malevolent and the tyrannical who prove to be the most dangerous kind. The malevolent are vindictive and have a tendency to believe that any display of good will by individuals is a plot aimed at deceiving them. Most cases of murder are committed by these types of psychopaths since they tend to be fearless and they also have a tendency to lack the feelings of guilt after committing an offense. Serial killers also fall under this category of individuals. The tyrannical psychopaths tend to be frightening because the weaknesses of others trigger them into becoming intimidators and this offers them a chance of attacking the weak. They take pleasure in seeing the agony that people go through as a result of the pain that the psychopaths have inflicted on them. These types are driven into these violent acts because of the fear that they have that other individuals will identify the inner insecurities they have and at the same time, they usually have serious cases of low self-esteem. There are varying etiologies of psychology that researchers of the disorder have come up with. It is common knowledge that psychopathic traits are as a result of a mental disorder. However, sociobiologists have attributed the chances of an individual being psychopathic to genetics. This means that genes passed down from one generation to the other are a contributive factor to the fact that psychopathy might be something that is in a family. Genetic factors that determine the varying personalities that different individuals have contribute greatly to psychopathic traits in individuals. It is therefore agreed that psychopathic behaviors are not necessarily caused by mental disorders but by genetics that determine the personality traits of different individuals. Another cause of psychopathy is attributed to brain dysfunction. This means that for some people the slow developing rate of the brain can lead to psychopathic characters. Psychopathy may in this case be attributed to delaying that might occur during brain development. Biologists attribute psychopathic traits individuals as situations that are caused due to brain dysfunction or damage that resulted to the development of these traits (Sturup 1952). Another view that most people agree with is the early adversary, which posits that that psychopathic traits in some individuals is caused by the poor relationships and upbringing that an individual had during the early stages of life, which is childhood and adolescence. This leads to psychological traumas that are caused while a person is still growing. This is accredited to lack of proper parenting skills, which are coupled with conflicts that occur in the house and the fact that such homes lack the warmth that families should provide to growing children. The child might not have personality disorders but exposure to this kind of environment creates an opportunity for a child to develop psychopathic traits. This disorders that begin while a child is still young and in adolescence stage if not dealt with while the child is young may cause the child to grow into an adult with the same personality disorders that were created due to a hostile environment at home. Once these personality disorders are dragged up to adulthood, psychopathic disorders might already been developed in an individual. Psychopathic behaviors can also be attributed to a problem that individuals might have due to weak inhibitions that make them have little or no resistance in committing a crime and this contributes greatly to an individual being a psychopath due to the impulsive behavior that is caused by the weak inhibition system. Another problem that is associated with psychopathological traits is the difficulty in cognition abilities that some psychopaths have. They fail to make clear judgments on things that are spoken aloud and reading actions. This causes them to have confusions while trying to asses the emotional attributes that people associate with particular events (Richards 1999). The discoveries that have been made regarding the origin of psychopaths can give people in depth knowledge in trying to understand where the psychopathic individuals come from and what triggers them to engage in activities that cause people to refer to as psychopathic actions. The fact that some genetics is a contributive factor in the formation of psychopathological traits is something that can be used in ensuring that the psychopathic traits do not manifest themselves fully such that individuals result to being violent people who are capable of being serial killers. Personality traits that are passed down from one generation to the next contribute towards the presence of psychopathic traits in individuals. It is therefore a guarantee that most human beings have one or two personality traits that are associated to psychopathy. However, what makes some individuals develop the psychopathic nature while others might have the personality traits but they do not become psychopaths (Hare 1 999). This comes down to the family exposure and the kind of environment that an individual grows up in. once an individual has personality traits that can result to psychopathic traits, and at the same time they are brought up in an abusive family where the members are always in a conflict or have negative attitudes towards each other. Psychopathic traits can be triggered and they develop slowly due to exposure in an environment that nurtures the development of the psychopathic traits. Parents should therefore be careful with what they do and the way they bring their children up because the occurrences that occur in a household have great psychological impact to the growth of a child. A good family background can inhibit any form of psychopathic traits that may have been created in a child had the child been raised in an abusive household. This gives psychologists greater insight at discovering the route cause of psychopathic traits in individuals and early detecting of these characters c an help in establishing a counseling method that can be used to solve any personality disorders before they result to the formation of psychopathological traits (Maxmen and Ward 1995). There are theories that have been created in order to understand whether psychopaths are born as psychopaths or are they created due to the environment around them. in a study that was conducted in order to determine this, after research was carried out in New Zealand among 1000 young boys, it was determined that for every human being there is a gene that is linked to antisocial behavior and this gene has high likelihood of generating to criminality. This is made highly possible if a person is brought up in an environment where conflict is present and parents are abusive. This clearly shows that nature and the system of nurturing has direct contribution to the personality traits of a human being that leads to the development of psychopathic traits. Research carried out provides evidence that nature or genetics account for the presence of psychopathic traits in an individual by 50% while the environment determines the rest that the individual is brought up in (Hart and Hare 1997). There is enough reliable evidence that shows a direct correlation between psychopathy and neurological issues that are genetically passed down from parents to their children. Studies that have been conducted related to psychopathy provide the following information about the nature of psychopaths. It has been discovered that psychopaths do not have the normal physiological reactions that the average human being has in the case of fear, which normally provides constraints towards certain human behaviors. Such people do not experience things like increased heartbeats, muscle tension and the like and neither do they have emotional connections to things such as love and death (Cox 1998). This implies that their method of interpreting emotional stimuli is different from the way normal people process such things. To prove that psychopathic traits are hereditary, a study conducted proves that if twins are identical and one of them has psychopathic traits, then the other is likely to have str onger psychopathic traits than the standard psychopaths are. Another evidence of psychopathic traits being hereditary is that if a child is adopted into a decent family where there are no conflicts, the child might have psychopathic traits that they acquired from their biological parents. In addition to this research carried out in brains show that the numbers of brain chemicals in psychopaths varies from that of people who are not psychopaths. These studies are clear evidences that nature plays an important role in the likelihood that an individual will have psychopathic traits. Heredity sure does play a role in the psychopathic traits found in human beings. It might be said that some people are born with personality traits that are sure indicators of psychopathy (Paris 1998). Nurturing also plays a significant role in the life an individual and determining whether the individual will be a psychopath or not. Existing practice already shows that a kid who was brought up in an abusive and traumatizing environment has high chances of also being abusive. Being the nature of psychopaths that they usually know how to manipulate people, it has not been left out by them to gain sympathy from other people after they have committed crimes that this was caused due to the unstable life they had while growing up. However, it is not always true that psychopaths have to come from an abusive background because a good number of them also comes from loving homes where there was enough nurturing provided for by the parents. In addition, many abused children do not necessarily end up being psychopaths when they grow up (Hare 1991). It is true that abuse has high chances of making psychopathic traits in an individual worse but this does not mean that abuse can cause an individual to be psychopathic. Nevertheless, the kind of environment that a person is brought up in can help in determining the nature, which the psychopathic traits will be manifested. An individual who has psychopathic traits and is raised in an environment where there is no abuse and love is in plenty, they are likely to become romantic users, untrustworthy businesspersons or criminals who are not violent. On the other hand, those people with psychopathic traits that are brought up in abusive and neglectful homes tend to commit hideous crimes such as being serial killers and violent criminals. Social forces are another theory that has been used by criminologists to explain psychopathy. The social forces do not consider the abuse that an individual receives at home alone but some support generated shows that some cultures are prone to have a higher number of psychopaths than others. It is true that some individuals are born with the innate quality of having psychopathic traits but the societies in which they live determine whether this traits will be suppressed or not. For example, the degree to which psychopathic traits era expressed in America vary from those in Japan in which America leads by 4% while Japan has about 0.03-0.14% (Black 1999). Robert Hare came up with an instrument that would be used to determine whether the entire male in mates in jail had psychopathic characters. It was already clear that not al the prisoners were psychopathic but it would be good to determine the percentage of prisoners who were psychopathic. The instrument took time to come up with because they needed to devise one that was psychopathic and the other one who was not. Robert finally came up with the devise and once it was put to practice, it proved to be a clearly usable devise and it was called PCL-R. It proved to be reliable in determining whether a character was psychopathic or not. This was once it was tested on the male inmates. Due to its reliability and effectiveness with the male inmates, they decided to make another instrument that would detect psychopathological traits in females. After this, another one needed to be devised to find out the psychopathological traits in children so as to determine preventive measures that would prevent them from being psychopaths in future. The same instrument that is used for the male inmates was the same, which was used for the female. Another one was devised for children, which is called PVL: YV (youth version). The instrument is just as reliable as the one, which was devised for the adults. The instruments are reliable to check the incidences of psychopathological traits in males, females and the version that was created for the children. Both instruments have yielded consistent results and have proved to be highly effective. Various strategies are used for the treatment of psychopaths such as the use of group therapy, physiotherapy and other insight-oriented programs. Most psychopaths are treated depending on the type of psychopath traits they have. These therapies are aimed at slowly transforming psychopaths from their personality disorders that cause them to be psychopaths. The same method cannot be used in the treatment of two different subtypes of psychopathological traits because the personality disorders that cause one is completely differ from the other (Cooke, Forth, and Robert, 1995). Though therapy has been going for some time, it is not effective enough. This is due to the fact that most psychopaths are hard to change and even when a psychopath seeks help; it is usually with the aim of manipulating others son that they can find their own personal gratifications. They might look for treatment when they know that they want to be on parole or to be allowed a period of probation. It therefore highly unlikely to determine when a psychopathy has changed and has had effective treatment. One negative thing about treating a psychopath is that they gain information that they continue to use so that they can continue manipulating their victims once the treatment is over. These therapies open the minds of these psychopathic offenders such that they gain more knowledge regarding the human mind, which gives them greater opportunities of devising more cunning schemes of manipulating human beings. The information they gain during therapy most of the time they do not use to help in their personal treatment but instead they use it enhance human manipulation. Due to the uncertainty associated with psychopaths and their trust worth regarding treatment, it has proven to be a difficult exercise to carry out since psychiatrist are not themselves sure whether the psychopaths are lying or are taking the treatment seriously (Benjamin1993). In the past periods treatments, the procedures that were adopted for treatment were not fully assessed and this caused the treatment to be less defined. This coupled with the fact that follow ups made after the psychopaths have received treatment have not been done adequately in addition to the fact that there were no control groups that had been formulated, this factors show that truly the certainty with which the past methods and their effectiveness cannot be reached at. Recent integrations show that there are more constructive approaches that are being employed. These approaches are being applied in the treatment of psychopaths. Most psychopaths have the tendency of being self-absorbed and almost everything revolves around them, the treatment of psychopaths thus involves giving them lessons on rules of how human beings should live with each other (Hare, Cooke, and Hart, 1999). Treating psychopaths involves transference and vice versa. Treatment involves treating psychopaths to become aware of emotions surrounding them and other people and how to respond to these emotions for normalcy. This is because most psychopaths are not related to emotions and this proves to be the core point where most psychopaths have personality disorders. Treatment for the psychopaths is slow though it is of importance to make a critical examination of differences in their own effectiveness. The modern methods of treatment prove to be more effective than the old methods. Psychopaths are dangerous people if left to be just like that in the society. In every society, there has to be psychopaths because it has been proven that there are certain personality traits that are transmitted in genes from parent to offspring. Almost all human beings have one or two psychopathic traits but they are not necessarily psychopaths. The chances that a person will become a violent criminal and a psychopath is sometimes determined by the kind of family they had when they were still growing. If an individual with psychopathic traits was brought up in an unstable and abusive home, then chances are high that the person will be a violent criminal. Therefore, it is best for parents to provide good peaceful homes for their children to prevent the high chances of psychopathy.

Industrialization in America Essay -- American History, Transportatio

As America was rapidly industrializing, the products that were being mass-produced were in demand all over the nation. In order to get food, supplies and raw materials to the industrial centers that needed them, it was crucial that the speed of transportation was increased. Multiple types of transportation came forth in early 1800’s including roads, canals, steamboats and railroads which would all contribute to the industrialization of America. This time period would come to be known as the â€Å"Transportation Revolution† of America. (Ochoa 2). In 1815, farmers were struggling to keep up with the high cost of transportation of their goods. Near the end of the Transportation Revolution in 1850, transportation cuts had been cut by ninety-five percent and farmers were given much more opportunity to make a profit (Clark 1). Roadways started developing across America and played a major role in delivering raw materials to where they would be produced and then from that site to markets. However the financing of these roads quickly became an issue between the federal government and the states. In 1808, the federal government built the National Road, which was a major route that started in Virginia and extended from the Appalachian Mountains to Illinois. The National Road became the most significant road for Western settlers to travel on. Unlike most roads that were muddy and hard to drive on and muddy, the National Road was solid and made of gravel and stone. States generally built and financed their own roads around the older transportation routes and where the marketplaces were in the state. Roads gave new ways to transport goods and people across the nation, further supporting industrialization in America (Holtkamp 1). By 1807, advance... ... being sold (â€Å"McCormick, Cyrus [1800-1860]† 2). John Deere also made advancements in agricultural machinery. Deere made the first iron plow with a steel edge in America. The plow could slice many more miles of Midwestern prairies than was previously possible. In the mid 1840’s Deere sold 1,000 plows and in the next decade he sold 10,000 each year (â€Å"McCormick, Cyrus [1800-1860]† 1). Deere’s plow prompted the beginning of a new industrial empire of Deere’s agricultural equipment (Ochoa 3). The goods that were abundantly produced by the plow and reaper would feed the nation and therefore allow for population growth in America (â€Å"The Industrialization of Agriculture† 3). The machinery also made farming much more profitable for farmers because it had taken a lot of time and money to harvest the plants before the inventions were sold (â€Å"McCormick, Cyrus [1800-1860]† 1).

Western Civilization Review for Rome exam

Macedonian professional army-advantages Included a wide range of specialists, strict dullness and elongation of large numbers of noncombatant servants 2. Battle of Charlene- ended Greek city state freedom once and for all. 3. Philip of Macedon- by his death he had installed his despotic rule throughout Greece 4. Alexander-was motivated by the desire for personal power and glory 5. Despotism-absolute power- of authority of rulers who represented themselves as at least semi-divine 6. Hellenic age government- the dominant form In lands conquered by Alexander except mainland Greece was despotism 7.Hellene economics- was generally prosperous owing to the growth of trade, the emergence of an International money economy, & rice of cities 8. Cynics- philosophical movement that advocated a natural and self sufficient life 9. Stoics- argued that all events are rigidly determined and that therefore no individual is in control of his or her destiny 10. Democratic- Greek thinker that founded mate rialistic atomics and epicureans basic beliefs 1 1 . Epicureans- taught that the state Is a mere convenience that absolute justice Is a fiction, and no wise man would take an active part In politics. 12.Skepticism-believed hat we cannot prove anything 13. Hellenic Religion- personal emotional religions, elaborate ritual & salvation 14. Matthias- a lieutenant of Agrarianism's omnipotent god Aura-Mazda 15. Mathis- appealed to the lower classes because it offered an elaborate ritual and promise of salvation 16. Populous- historian who argued that nations pass through predictable cycles of growth and decay 17. Utopias- descriptive accounts of Ideal states 18. Corinthian column- very ornate signature of Hellene. Arch. 19. Hellene sculpture- contained extreme naturalism, the desire to create something unique, and exaggerated postures 20.Almagest- heavenly bodies revolved around the earth, classic ancient astronomy 21 . Euclid- master of geometry 22. Elements of Geometry- by Euclid, until sass's was the accepted basic study of math 23. Horseshoes of Chalcedony- breakthroughs In medicine 24. Restaurants founder of physiology and separate science 25. Archimedes- physical, experimental science 26. Roman geography- easy to invade, militarism 27. Etruscan-skilled metal worked, trades, gods human form, respect for women 28. Senate- council of elders, veto power over royal 29. Consuls-lobbyist- senators acting for the royals 30.Roman religion-served to benefit and protect state 31 . Punic Wars-increased roman territory, expansion, legal changes good for wives 32. Karachi Brothers- for social economics- gob land for the landless 33. Julius Caesar- unused land for economic inequities, unite Rome/loyalty, saw significance of NW Europe 34. On The Nature of Things- Lucrative – roman poet, removed fear of supernatural, peace of mind 35. Cicero- Stoic philosopher program incentives for provinces, elimination of tax farming 38. Marcus Aurelia's- last roman Stoics, not helpfu l 39. Roman Literature- golden age, vigorous and uplifting, silver age less calm, lanced 40.Roman Arch- Participate period, symbolized power 41 . Crisis of Third Century- civil war, economic chaos, disease 42. Neo-Platonism- emanation, asceticism, mysticism 43. Romeos decline- political, economic, cultural failings led to collapse. Contributions: a. Architecture: monumental, symbol power grandeur, round arch, vault, dome, brick, stone, concrete, , pantheon & coliseum b. Sculpture reaches, columns, relief, altars, busts, statues. Individuality & naturalism. Vanity, aristocracy, portraiture busts- humanity. C. Roman Law: civil law: for roman city, law of the people, for all commonalities and natural law.Augustus. D. Romeos contribution to future – transmission of Greek civilization to W Europe 1 . Neolithic Period- change- hunting/ gathering to sedentary agriculture 2. Ice Age- species disappear from W Asia 3. Nutcracker Man-advanced ape walked erect 4. Villages- sedentary agri culture 5. Near East-first seed agriculture group 6. History/pre-history- written records 7. Warfare began with a surplus of material goods/food 8. Hyssop invade Egypt-foreigners attack/ lead to Egypt empire 9. Papyrus- leaf/ paper Egg freedom to write/literature 10. Manner- Unified the Egypt nation 1 1 .Egypt contributions- monotheism- writing systems, monumental arch 12. Senator's artistic revolution- naturalist cycle 13. Egypt women- owned property 14. Old kingdom, Egypt, changed economy, public-works Jobs during flood season for farmers 15. Nubian- notions of kingship & religion 16. Ethiopia- embraced Christianity as state religion 17. Summer- S Mesopotamia 18. Sarong the Great- Summer under Skidpan domination for 2 centuries 19. Sumerian economic/political decline- colonization 20. Gujarat- Sumerian temple terraced tower, shrine 21 . Hebrew contributions- history, literature, ethics, religion 22.Ancient Assyrian- hated nation, people revolt-destroy 23. Saul- Hebrew, monarchical gob, coronation of first king 24. Epic of Galoshes- secular philosophy of life, affirmed human experience/action on earth 25. Chanceries- mighty and seal his military victories, constructed Nineveh 26. Salmon's Temple-N tribes seceded from Hebrew state 27. Indus Valley Civilization- urban society/sops trade 28. Zoroastrian- one supreme god- Aura-Mazda 29. Trojan War- commercial/ between Aegean trading rivals/ cause piracy 30. Heimlich Schlemiels- showed Homer's Iliad fact 31 . Mycenae- geared toward warfare 32.Greek Philosophical control to W Civic- truth from Q 34. Greek Dark Ages Politics- held by kings & warriors 35. Spartan- political sys based on checks and balances 36. Peloponnesus War- destruction of city and state/ Athens 37. Greek medicine- disease has natural cause 38. Helots-slave farm laborers mostly Spartan 39. Calisthenics- 1st real democracy in Athens 40. Herodotus- Father of history 41 . Plato- higher spiritual realm, elitist state ruled by philosophers 42. Philip o f Macedon- despotic/dictator rule throughout Greece 43. Macedonian professional army- specialist, discipline, eliminated many servants 44.Alexander- motivated by desire, power, glory 45. Epicureans-Taught state convenience, absolute Justice fiction, no wise man/ politics 46. Solon- Paid political positions- wealth/birth 47. Hellenic sculpture- naturalism, unique, exaggerated postures 48. Wholesale of Chalcedony- breakthroughs medicine 49. Battle of Charlene- Greek city/state freedom 50. On The Nature of Things- Lucrative – roman poet, removed fear of supernatural, peace of mind 51 . Romans pass cultural contributions borrowed from the Greeks 52. Roman geography- easy to invade, militarism 53.Karachi Brothers- for social economics- gob land for the landless 54. Sprat's Lesson- cannot afford to ignore cultural pursuits while seeking military control 55. Ancient Roman Plebeians' victories- greater share in gob, admission to the assembly 56. Roman religion-served to benefit and p rotect state 57. Romans, Etruscan, Greeks, dominated Italian peninsula before sixth century 58. Punic Wars-increased roman territory, expansion, legal changes good for wives 59. Julius Caesar- unused land for economic inequities, unite Rome/loyalty, saw significance of NW Europe 60. Roman Arch- Participate period, symbolized power

Psychology Learning Essay

Introduction   Ã‚  Ã‚  Ã‚   The following account should probably come under the heading â€Å"Strange but True.† It describes a psychologist’s use of self-administered punishment to change a socially unacceptable behavior.   Ã‚  Ã‚  Ã‚   A person once knew a psychologist who, for reasons which will be discovered shortly, shall remain anonymous. For the sake of the study, this person is named Richard. Richard had a bad habit. He chewed his nails. Well, that’s not actually correct; he chewed his nails off and then spit them out, usually while he was lecturing. Once in a great while, this practice was called to his attention, and it always embarrassed him. He said that he wasn’t aware that he was doing it. It had become such an ingrained habit that he could chew off all ten nails, spit in all directions, and still be totally unconscious of what he was doing.   Ã‚  Ã‚  Ã‚   Richard was a respected learning theorist, and he decided that if anyone could devise a behavior-modification technique to eliminate his habit, he would. The next day he arrived, all smiles, and said he had a request: If any of those around see him biting his nails, this should be brought to his attention. It wasn’t long that before someone said, â€Å"Uh, Richard, you’re doing it.† He stopped and looked at his nails and said, â€Å"So I am.† Then as everyone was watched, pulled up his shirtsleeve, grabbed hold of a heavy-duty rubber band that had wrapped around his wrist, stretched it out a distance of about ten inches, and let is go. There was a vicious snap. He yelled, cursed, and shook his hand. Everyone looked on amazement. Surely learning theorist were all a little insane. â€Å"Punishment,† he said. â€Å"Punishment is the answer!†   Ã‚  Ã‚  Ã‚   What happened to the people around Richard was interesting. Some took relish in pointing out that he was biting his snails, just to see him snap the huge rubber band around his wrist; others preferred to ignore his habit, because they couldn’t stand to see him in that much pain. Happily, after two days, Richard’s habit had been broken.   Ã‚  Ã‚  Ã‚   One person asked him how he thought his program worked. He said, â€Å"Well, if I unconsciously unlearn it. Whenever I was chewing my nails, I administered this punishment. Pretty soon my brain learned that nail chewing resulted in something very unpleasant.† He said that the last time he reached his hand up to his mouth (quite unconsciously), he got a terrible sinking feeling that something awful was about to happen. â€Å"It made me aware.† he said. â€Å"I looked at my hand and saw it was approaching my mouth. Somewhere deep in my brain the little gray cells were screaming, â€Å"Don’t do it!†   Ã‚  Ã‚  Ã‚   It was reported that some days later Richard was wearing rubber bands around his ankles, but nobody wanted want to ask why (Dworetzky, 1994). Discussion   Ã‚  Ã‚  Ã‚   Learning pervades people’s lives. It is involved not only in mastering a new skill or academic subject but also in emotional development, social interaction, and even personality development. People learn what they fear, what to love, how to be polite, hoe to be intimate, and so on. Given the pervasiveness of learning in lives of people, it is not surprising that there have been instances of it – how, for example, children to perceive the world around them, to identify with their own sex, and to control their behavior according to adult standards (Atkinson, 1993). However, there is a more systematic analysis of learning.   Ã‚  Ã‚  Ã‚   Learning may be defined as a relatively permanent change in behavior that results from practice; behavior change that are due to maturation (rather than practice)or temporary conditions of the organism (such as fatigue or drug-induced states) are not included. All cases of learning are not the same though.   Ã‚  Ã‚  Ã‚   Psychology is the study of behavior. Psychologists study learning because among most animals, especially humans, the vast majority of behavior is learned. Learning may also be defined as a relatively permanent change in behavior resulting from experience (Dworetzky, 1988).   Experts, however, tell that when somebody says â€Å"relatively permanent change,† this excludes the effects of such factors as fatigue. Fatigue, which occurs because of experience, may change behavior, but only temporary, whereas learning implies a more lasting change.   Ã‚  Ã‚  Ã‚   Learning is defined by Craig et al., as a process through which one’s capacity or disposition is changed as a result of experience. Whitaker (1972) defines it also as the process by which behavior originates or is altered through experience, while Wittig (in Bernstein et al., 1991) and Hilgard (1975) view it as behavior that occurs as a result of experience.   Ã‚  Ã‚  Ã‚   Apparently while learning can be defined as a process and as a product, more definitions stress learning more as a process. This idea suggests that it is not the product but the process that is important since the products of learning both what one is capable of and what one is predisposed to. Changes resulting from development and experience are emphasized; changes resulting from maturation such as growing older, innate tendencies like reflexes and conditions caused by fatigue, drugs, and diseases are strictly not considered as learned behavior. Adaptive value of Learning (Classical Conditioning) ~Overeating: Taste-Aversion Learning   Ã‚  Ã‚  Ã‚   Taste-aversion learning involves associating particular sensory cues (smells, tastes, sounds or sights), with an unpleasant response, such as nausea or vomiting. Taste-aversion learning can also occur from overindulgence. For example, children report taste aversions to food after overeating and becoming sick. Similarly, the majority of college students’ report taste versions after drinking too much alcohol and getting sick. In these examples, taste aversions to food or drink developed after a single trial and lasted an average of four to five years (Logue et al., 1981). ~Conditioned Emotional Response: Why a certain Christmas song elicits pleasant childhood memories.   Ã‚  Ã‚  Ã‚   In the conditioned emotional response, one feels some positive or negative emotion, such as happiness, fear, or anxiety, when experiencing a stimulus that initially accompanied a painful or pleasant event.   Ã‚  Ã‚  Ã‚   For example, many couples have a special song that becomes emotionally associated with their relationship. When one in the absence of the other hears this song, it can elicit strong emotional and romantic feelings.   Ã‚  Ã‚  Ã‚   In other cases, conditioned emotional responses may develop into irrational fears that are called phobias.   Ã‚  Ã‚  Ã‚   A phobia is an anxiety disorder characterized by an intense and irrational fear that is out of all proportion to the danger elicited by the object or situation. In comparison, a fear is a realistic response to a threatening situation (Bernstein, 1991).   Ã‚  Ã‚  Ã‚   About 73 percent of people with phobias were able to trace the start of their phobias to fearful, painful, or traumatic situations that involved classical conditioning (Atkinson et al., 1993 in Kleinknecht, 1994 and Kuch et al., 1994). For example, about 5 victims involved in moving car accidents had developed fears of sitting or riding in cars, and another third developed the corresponding phobias (Kuch et al., 1994). Just as classical conditioning can result in fears and phobias, however, it can also be used to reduce them. ~Prejudice   Ã‚  Ã‚  Ã‚   In the mid-1940s, psychologist Kenneth Clark held a black doll and a white doll in his hands and asked the following questions of young white children living in the South:   Ã‚  Ã‚  Ã‚   â€Å"Which doll looks like you?†   Ã‚  Ã‚  Ã‚   â€Å"Now tell me which doll is the good doll?†   Ã‚  Ã‚  Ã‚   â€Å"Which doll is the bad doll?† These children knew that the white doll looked like them. most children also indicated that the white doll was the â€Å"good doll† and the black doll was â€Å"dirty† or â€Å"ugly† ( Clark and Clark, 1947). How had these southern white children learned to make such association? During the decades of racial prejudices that had come before, darer skins had become associated with poverty and with being â€Å"inferior,† not just in the South, but generally throughout the United States. The white children had learned to attribute these characteristics to black people.   Ã‚  Ã‚  Ã‚   The racist attitude is what the white children had been taught; it is also what the black children had been taught. The black had been raised in the same general environment, the same country. They, too, had seen that the whites had better and they had worse. And, as the Clarks discovered in further research, a majority of black children also chose the white doll as the good one and the black doll as the bad one.   Ã‚  Ã‚  Ã‚   A conditioning experiment conducted by researcher Staats (1958 in Atkinson et al., 1993) helped to show how association process could be responsible for the prejudice, Dr. Clark observed. In their experiment, college students were asked to look at one word while pronouncing another. Without being aware of the purpose of the experiment, the students were manoeuvred into pairing pleasant words or unpleasant words with a particular name (Tom or Bill) or a certain nationality (Swedish or Dutch). In short, subjects revealed obvious differences in attitudes towards these names and nationalities, simply because those words had been paired with positive or negative words. Advertisers, politicians, movie makers, and just about everyone else try to use this kind of conditioning to affect people’s emotions. Then a politician associates himself with a positive symbol such as the flag, or when a movie maker uses dramatic music, or when someone dresses well for a job interview, each is invoking the same process: Each is attempting to render something – the politician, the movie maker, or the job seeker – more appealing through association with positive stimuli.   Ã‚  Ã‚  Ã‚   What appears to be occurring in the instances of association, like those just described, is a kind of higher order conditioning (Dworetzky, 1998). Conclusion   Ã‚  Ã‚  Ã‚   In classical conditioning, the conditioned response often resembles the normal response to the unconditioned stimulus: salivation, for example,   is a dog’s normal response to food. But when you want to teach an organism something novel – such as teaching a dog new trick – you cannot use classical conditioning. What unconditioned stimulus would make a dog sit up or roll over? To train the dog, you must first persuade it to do the trick (Bernstein et al., 1991).   Ã‚  Ã‚  Ã‚   Much of the real-life behavior is like this: responses are learned because they operate on, or effect the environment. Referred to as an operant conditioning, this kind of learning occurs in human individuals, as well as in animals. Alone in a crib, a baby may kick and twist and coo spontaneously. When left by itself, a dog may pad back and forth, sniff, or perhaps pick up a ball, drop it, and play with it.   Ã‚  Ã‚  Ã‚   Neither organism is responding to the onset or offset of a specific external stimulus. Rather, they are operating on their environment. Once the organism performs a certain behavior, however, the likelihood that the action will be repeated depends on its consequences. The baby will coo more often if each such occurrence is followed by parental attention, and the dog will pick up the ball more often if petting or a food reward follows this action. If we think of the baby as having a gaol of parental attention, and the dog as having the goal of food, then operant conditioning amounts to learning that a particular behavior leads to attaining a particular goal (Rescorla, 1987). Reference: Atkinson, R.L., R.C. Atkinson, E.E. Smith, D.J. Bem, and S.   Ã‚  Ã‚   Nolen-Hoeksema, 1993. Introduction to Psychology, 13th ed.    New York: Harcourt College Publishers. Bernstein, D.A., E.J. Roy, T.K. Srull, and C.D. Wickens, 1991.   Ã‚  Ã‚  Ã‚   Psychology. New Jersey: Houghton Mifflin Company. Bootzin, R.R. 1991. Psychology.   New York: Gilford Press. Clark, L., A.D. Watson, and S. Reynolds, 1995. Diagnosis and   Ã‚  Ã‚  Ã‚   classification of psychopathology: Challenges to the current system and future directions. Annual review of   Ã‚  Ã‚   Psychology 46: 121-53. Dworetzky, J.P. 1988. Psychology.3rd Ed. Mew York: West   Ã‚  Ã‚   Publishing Company. Logue, A.W., I.Ophir, and K.E. Strauss. 1981. 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