Psychology References Essay

Select something you either strongly like or dislike (e.g., reading, competitive sports, flying, snakes, etc.). Write a two to three (2-3) page paper in which you: 1. Briefly describe your like or dislike (one to two (1-2) sentences). 2. Describe the subfield (e.g., cognitive psychology, developmental psychology, psychoanalytic psychology, etc.) you believe is best suited for providing psychological insight into your preference (the fact that you like or dislike the thing you do) and why you believe it is so. 3. Discuss how biological bases of behavior (including sensation and perception) have contributed to your preference. 4. Analyze how engaging in or reacting to your preference (e.g., playing competitive sports or encountering a snake) affects your state of consciousness during that engagement. 5. Discuss the role that learning has had on the fact that you like or dislike the thing you described. Your assignment must follow these formatting requirements: †¢ Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. †¢ Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: †¢ Distinguish between the major schools of thought in psychology. †¢ Discuss the biological factors that influence behavior. †¢ Describe the major theories of learning, memory, cognition, consciousness, development, and social psychology. †¢ Use technology and information resources to research issues in psychology. †¢ Write clearly and concisely about psychology using proper writing mechanics. Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.

Wilsons Commitment to Peace essays

Wilson's Commitment to Peace essays War does not always have the simple goal of killing as many of the enemy as you can. The motives behind war are often complex and not always vicious attempts to gain power. Often times a nation must enter a war to secure peace in the future. This was the case when Woodrow Wilson asked Congress for a declaration of war. Since the early days of the war when Wilson asked the nation to be impartial in their thoughts about the war, he fought to maintain the United States neutrality. By sending his close friend, Colonel House and other envoys, Wilson diplomatically delayed war until the last possible moment. However, Wilson knew that war was inevitable. It was imperative for the United States to enter the war because it had become a threat to humanity and unless the United States intervened, Western civilization itself might be destroyed. (Garraty, pg. 665) Wilsons main reason for involving the United States in the war was to be included in peace talks following the end of the fighting. Had the United States not entered the war, neither the Allies nor the Central Powers would let the U.S. involve itself in the peace talks. Wilson knew that it was essential for the U.S. to be a part of these talks. The majority of statesmen thought that a victory on the battlefield was triumph enough but Wilson knew better than that. Wilson realized that the victory would be wasted if the winners permitted themselves the luxury of revenge. (Garraty, pg. 674) It was important for the victor to forgive and forget and begin to build a better society. Unfortunately for Wilson, a steadfast pacifist, he had to resort to war to secure peace for the future. By entering the war the United States was able to play a powerful role in peace talks after the fighting ended. Although the peace talks did not stop keep WWII from happening, that was Wilsons goal. He avoided war as much as he could but when he had could no longer ...

A Research Paper

The Department of Education pronounces the addition of two more years in the basic education of students, which according to them will benefit not only the Filipino youth but all the Filipino in the Philippines. (Luistro, 2010) The administration asserts that with the implementation of such program, the problem of unemployment in the country will be resolved. In as much as employment in the Philippines is concerned, the K12 education also responds to the fact that most countries in the world already have the same plan in their educational institutions.With this, the standards of these countries go a notch higher than what the country has, thus, creating an expansion in the global competency. (DepEd, 2010) â€Å"We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the  Ã‚   best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding. † (Aquino III, 2011) K12 educational systems are additional years to secondary level. This research contains some information about curriculum of K12.This means that the present four years in high school will be called Junior High School and additional two years as senior High School. The model, which is being proposed, is K-6-4-2 where K means Kindergarten (5 years old), 6 means six years in elementary (6 to 11 years old), 4 means four years in Junior High School (12 to 15 years old) and 2 means two years in Senior High School (16 to 17 years old). (DepEd, n. d). Kindergarten will start in school year 2011 – 2012. The new and enhanced curriculum in Grade 1 and first year high school will start in school year 2012 – 2013.The first year senior high school or the eleventh year will begin in school year 2016 – 2017. The first graduates of the 12- year curriculum will be in 2018. (DepEd, n. d). Enhancing the quality of basic education in the Philippines is urgent and critical. The poor quality of basic education is reflected in the low achievement scores of Filipino students. One reason is that students do not get adequate instructional time or task. Our children deserve to receive the best education our country can provide for them and our economy depends on an educated and skilled workforce to be successful in the global market.B. Statement of the Problem This study aims to answer these following questions: 1. What are the advantages and disadvantages of the K-12 program or the additional 2 years to Basic Education? 2. Will the parents agree or disagree to the K- 12 program? C. Significance of the Study Parents of the students. This research would be able to help the parents of the students who are affected by the K-12 program, this will give them an idea of what will be the advantages and disadvantages of the program, and if it will help their children grow from the academic nature.Students. The students will benefit from the study by letting them know how they are going to be able to understand the addition of 2 years from their schooling. Students will know how it will provide a better quality of education to them. Teachers. This study will benefit the teachers from the school, for them to be prepared for the additional two years to the basic education. It is important for them to know the advantages and disadvantages of the program, because they will be the one providing the knowledge to the children. School.This research will also benefit the school, so they will anticipate the additional cost to the program, also the additional teachers and everything that they should be anticipating for. D. Scope and Limitation This study focuses only on the perception of the parents’ students affected by the K-12 program since it has been implemented this year the study will only focus on what the parents think and how it will affect them. It will also focus on the circumstances that will put one in favorable position, and those circumstances that will put one in unfavorable position. The study will only ask the parents about K-6-4-2 and not go beyond asking them if they’ll still let their children continue to study or not. E. Materials and Methods This research utilizes the descriptive method since the researcher aims to discuss and to know the perception of parents regarding to the additional years of basic education. The main goal of this type of research is to describe the data and characteristic what is being studied. The idea behind this type of research is to study frequencies, averages, and other statistical calculations.Although this research is highly accurate, it does not gather the causes behind a situation. Descriptive research is mainly done when a researcher wants to gain a better understanding of a topic. Interview, books and newspaper were researchers’ major instrument in gathering   Ã‚  Ã‚  information and were augmented with other data collected through readings E. Definition of Terms Department of Education. It is the executive department of the Philippine government responsible for the management and governing of the Philippine system of basic education. (http://en. wikipedia. org/wiki/Department_of_Education_(Philippines)) Education.

Media and Terrorism Research Paper Example | Topics and Well Written Essays - 3750 words

Media and Terrorism - Research Paper Example The findings of the study demonstrate that media coverage on terrorism has got more of disadvantages than advantages. However, the implications of the research also make it clear that media can effectively be used as the tool for counter-terrorism. There have been a lot of studies and researches made on Terrorism and its social, economic and political impacts. Terrorism, a curse on the human race, is a global phenomenon and it has no boundaries. As terrorism is highlighted by the media, it is interesting to have a look into the relationship between media and terrorism. Media can be considered as the bread and butter for terrorism as it helps in giving a world-wide coverage on terrorist acts and thereby achieving their objectives and spreading their messages. Even a localized terrorist attack, celebrated by media gets coverage all over the world and thereby the responsible terrorist group gets benefited. In this regard, it becomes relevant to discuss the impact of conventional media l ike newspapers and television, as well as new generation media like internet on terrorism. In fact, one can observe a give and take the relationship between media and terrorism as both get benefited on the other. The success of a terrorist act is merely dependant on the coverage given by the media and it can be stated that without getting a widespread publicity, terrorists cannot achieve their goals and objectives to its fullest. On the other hand, media also gets benefited by terrorist acts.

Patient Safety & Risk Management Coursework Example | Topics and Well Written Essays - 1250 words

Patient Safety & Risk Management - Coursework Example The increasing use of evidenced based prevention strategies were also embraced to ensure these errors were prevented. However, concerns were later raised concerning this ‘no blame’ approach to new ways of indentifying and dealing with poorly performing health practitioners; stressing on responsibility and accountability. The idea of shifting from a blameworthy to blameless culture was also floated. Rather than viewing problems as systems problems, the culture of viewing them as accountability problems was able to reduce some of the problems such as low hand hygiene significantly, making surgeries safer (Wachter & Pronovost 2009, 1402). The article therefore elaborates how to strike an acceptable balance between errors caused by lack of accountability, and those that result from the system where such practitioners cannot be blamed for their occurrence. Wachter & Pronovost (2009, 1402) elaborates that the cost of failure to adhere to professionalism and enforcement of safe ty standards in United States accounts to about 4000 wrong-side surgeries. This is despite the fact that these errors may be preventable through strict adherence to Universal Protocol, which clearly outlines the correct surgery sites to be followed by all surgeons. Campbell, Chin & Voo (2007, 431) argues that over the past few decades, medical profession has evolved to come of age, in enhancing more ethical practice. The above patient safety document is an example of actions being taken to ensure this objective is met. However, the above large number of poor surgical cases portrays a weakness on effectiveness of these approaches. This implies doctors are employed in the medical fraternity due to their skills and academic qualifications, devoid of imparting and stressing adherence to standards as a norm or culture in the medical field. Though the article provides concerned efforts towards solving this problem such as enhancing hygiene and computerization of systems, the large numbers of unethical practices portray ignorance is live in the medical field. Marx argues the importance of stressing on a just culture which is blameless rather than trying to solve the problems of blameworthy acts (Wachter & Pronovost 2009, 1401). This can only be possible through strict ethical practices that are well integrated within the medical profession from early training stages. Rather than finding ways to improve the hand hygiene problem, this weakness can be narrowed down to lack of ethics and professionalism in the medical fraternity. The issue of systems is a pertinent issue in the medical fraternity. For example, Wachter & Pronovost (2009, 1402) argue that in order to create safer activities, the medical fraternity is looking towards other industries to learn how these safety mechanisms, are implemented. To support this, the idea that a pilot who ignores the slightest use of checklist in the aviation industry cannot be allowed to fly, is floated as the best example. This is a good proposal as it deals with strict code of conduct in a profession, which forms a culture in such operations.. Patient welfare is central in the medical field. Brockopp & Eich (2007, 163) argue that in the current highly technologically advanced settings in the

Linux Assignment Example | Topics and Well Written Essays - 750 words

Linux - Assignment Example The processor performs the instructed task, then sends the results back to the application via the operating system. Linux is utilized by both personal and business enterprises which makes it feasible for any organization. It is evident that Linux is still highly used in server side. The benefits of open source has been endless for organizations who attempt to save up server costs. Organizations such as IBM have been utilizing Linux for decades now. Around 30% of PCs run LINUX, and 60% of servers run linux. Before understanding Linux, it is crucial to look at how it was developed. In 1991, a gentleman known as Torvalds became curious about OS and invented this system in university of Helsinki. He began to work on his own operating system which eventually became the kernel. Additionally, developers worked to integrate GNU components with the Linux kernel, making a fully functional and free operating system. At that time, the notion of open source system was not fully developed. It was Torvald’s value of OS that lead to development of this. Linux can be downloaded from www.linux.org Linux, which began as only from server side, has also manifested itself as a desktop OS, can also be used on all of these devices.  One of the most unique elements about Linux is the fact that it has many Linux distributions, or "distros". These distros allow end users to manage a remote collection of system software and application software. Just as java has plug-ins and jars, these distros can be d ownloaded and act together as a component which is crucial to developers. Moreover, this allows users to adapt the operating system to their specific needs. These distros are maintained via volunteers and developers who continue to strive to make progress.   Linux can be used in super computers, which is a huge benefit. Linux is fairly easy to use even though it is not object-oriented programming. The  user interface, also known as shell or GUI in modern days is utilized by the

Reality Television and Audience Interaction

Reality Television and Audience Interaction RESEARCH PROPOSAL How viewers interact and engage with reality shows through voting Research aim and significance This study examines voting – a feature of interaction and engagement of audience with reality television. The study aims to investigate which factors influencing on television viewers’ decision to vote and also provide an exploration on their psychological side which may be vital for understanding their interactive behaviors. In the context of greater interaction between the programs and its audiences has been stimulating by television producers, it is significant to research this interactive form of reality television that encourages deeper audience participation. The findings of this study offer view on multiple sides involving opportunies and challenges for broadcast media companies and digital platform partners to exploit audience participation for the purposes of profit and the strategic expansion to multi-platform formats. Literature Review and Theory Since the very first reality show launching in 1990, the reality genre has rapidly developed to become the most popular experience of television nowadays. A plethora of research has been undertaking in recent years to identify the origin of reality shows’ appeal which concentrated mainly on the psychological side such as the theory of human motivations called ‘16 basic desires’ which linking the most fundamental purposes of human life to aspirations with their attention to media conducted by Reiss and Wiltz (2004) or the element of mastery sense named ‘schadenfreude’ introduced by Hall (2006). More recent studies in the last decade have focused on the power relation between the media and their publics as a key factor contributing to the growth of the reality television around the world, based on the concept of ‘audience activity’ which illustrates the level of selection when people use media and the level of involvement with the content (Rubin, 1993). Unlike many traditional television programs that only focus on the content without paying attention on audience interaction, reality program really provide the audience a participatory mode in which they are invited to influence the program’s story (Godlewski Perse, 2010; Enli Ihlebà ¦k, 2011). In its most famous form (in such series as Big Brother, The X Factor, Idol and The Voice), reality television has been transformed into interactive cross-platform media experience, soliciting direct audience participation, by telephone and the use of interactive functions of digital technology (Charles, 2012). Gr iffen-Foley (2004) argued that all of these media outlets have sought to attend their consumers as ‘textual actors’ which boosted the perception of engagement and generate a ‘loyal community’ of audience. Among them, voting is assigned as a prominent and lucrative option of viewer feedback, particularly in talent-based reality shows (Enli Ihlebà ¦k, 2011). Godlewski and Perse (2010) developed the theory of audience activity to scrutinize the relationship between viewing motivations, recognition of the participants, ‘cognitive and emotional involvement’ before, during and after exposure to media content. The scholars discovered that, instead of according with the levels of cognitive and emotional involvement during exposure, reality television provides to the audiences new kinds of post-exposure activity and also opportunities for finding previously unavailable ‘additional gratifications’ through voting to affect the program’s result. Such interactivity creates involving experiences via the active control of the media. In addition, there is a higher level of psychological engagement relating to thinking about and spending attentiveness of viewers who vote to whom they chose to vote for. Interestingly, Nightingale and Dwyer (2006) took the form on a larger scope that examined wider cultural significance and the translation into national format. This means that in multicultural nations, the audience is more likely to compose members of various dispersive communities with different degrees of loyalty. As a result, while votes are asked for supporters, the result always represents on a national scale. Audiences pay money to protect and attract the focus on their local contestants and even on their hometowns and regions. This study does not merely to understand why audience lodging vote in reality television but also explore what portrays them in regards to motivations and interactive behaviors such as the differences between age, gender, culture, socio-economic background and psychological aspect for example the level of activeness. Through this program producers could understand the desires of audience for interacting with the content via voting. Methodology Based on similar case studies involving audience activity (Godlewski Perse 2010), I will conduct one-hour interviews with five people of various age, gender and socio-economic backgrounds who are reality shows’ audience and regularly vote for their favorite shows or contestants. These interviews allow participants to elaborate on given open-ended qualitative questions and to explore from their personal experience of interaction and engagement. Before the interview, a copy of the plain language statement will be given to the participants for reading and keeping. They will be also asked to sign and return the consent form to the researchers. The interview will be recorded and transcribed for the purposes of the research paper. In the first part of the interview, participants will be asked to mention the kind of reality genre they are more likely to watch and their voting frequency. In the remaining part, participants will be invited to show how they interact with their most-liked reality shows through voting, for example explaining why they vote and determining which factors affect their decision. The information gathered will be compared and contrasted, using arguments discussed above in order to provide an insight into television producers targeted at the capitalization of audience fancy to maximize the shows’ outcome in terms of both revenue and viewer loyalty. The plain language statement, consent form and interview questions are provided below in the appendix. [918 words] Bibliography Charles, A 2012, Interactivity: New Media, Politics and Society, Peter Lang Oxford, Oxford. Enli, GS Ihlebà ¦k, KA 2011, ‘Dancing with the audience: Administrating vote-ins in public and commercial broadcasting’, Media, Culture Society, 33(6), pp. 953-962. Godlewski, LR Perse, EM 2010, ‘Audience activity and reality television: Identification, Online Activity, and Satisfaction’, Communication Quarterly, May, pp. 148-169. Griffen-Foley, B 2004, ‘From Tit-Bits to Big Brother: A Century of Audience Participation in the Media’, Media Culture Society, vol. 26, no. 4, July, pp. 533-548. Hall, A 2006, ‘Viewers Perceptions of Reality Programs’, Communication Quarterly, vol. 54, issue 2, May, pp. 191-211. Hill, A 2007 , Reslyting Factual TV: Audiences and News, Documentary and Reality Genres, Taylor Francis, New York. Holmes, S 2004, ‘Reality Goes Pop!: Reality TV, Popular Music, and Narratives of Stardom in Pop Idol’, Television New Media, vol. 5, no.2, May, pp. 147-172. Holmes, S 2004, ‘‘But this time you choose!’: Approaching the ‘interactive’ audience in reality TV’, International Journal of Cultural Studies, vol. 7, no. 2, pp. 213-231. Kajus, Y 2009, ‘Idolizing and Monetizing the Public: The Production of Celebrities and Fans, Representatives and Citizens in Reality TV’, International Journal of Communication, pp. 277-300. Nightingale, V Dwyer, T 2006 ‘The audience politics of ‘enhanced’ television formats’, International Journal of Media and Cultural Politics, vol. 2, no.1, pp. 25-42 Papacharissi, Z Mendelson, AL 2007, ‘An exploratory study of reality appeal: Uses and Gratifications of reality TV shows’, Journal of Broadcasting Electronic Media, vol. 51, issue 2, June, pp. 355-370. Reiss, S Wiltz, J 2004, ‘Why people watch Reality TV’, Media Psychology, vol. 6, issue 4, November, pp.363-378. Roscoe, J 2010, ‘Multi-Platform Event Television: Reconceptualizing our Relationship with Television’, The Communication Review, vol. 7, issue. 4, pp. 363-369. Ytreberg, Y 2009, ‘Extended liveness and eventfulness in multi-platform reality formats’, New Media Society, vol. 11, issue 4, pp. 1-19. Interview questions 1. What kinds of reality television do you often interact with through voting? + How many times do you vote for your favorite reality programs on average? 2. Are you member of a fanclub of any reality show’ or reality show’ contestant? + Do you mobilize your family/ relatives/ friends/ community to vote for your favorite contestants? 3. Which factors do you think will affect your decision for vote? + Are the contestants’ performance and the estimations of the judges important to you? + If your favorite contestant is facing elimination, do you try your best to keep he/she staying in the competion? 4. Do you think that voting is a symbol of audience democracy? + To what extent do you believe that audience can control the result of a reality show by voting? + Do you think the results reflect properly the audience desire? 5. How do you feel if the contestant that you voted for lose? + Do you often compare between your local contestants and contestants from other regions? 6. Do you think voting is the best way to interact and engage with your favorite reality shows? + Which other kinds of interction and engagement do you like? GRADUATE SCHOOL OF HUMANITIES AND SOCIAL SCIENCES CONSENT FORM FOR PARTICIPANTS Project Title: Reality television and audience interaction – How viewers interact and engage with reality shows through voting Name of participant: Name of researcher: Truc Tuong Thi Lam 1.I consent to participate in this project, the details of which have been explained to me, and I have been provided with a written plain language statement to keep. 2. I understand that after I sign and return this consent form it will be retained by the researcher. 3.I understand that my participation will involve an interview and observation and I agree that the researcher may use the results as described in the plain language statement. 4.I acknowledge that: (a) the possible effects of participating in the interview and observation have been explained to my satisfaction; (b) I have been informed that I am free to withdraw from the project at any time without explanation or prejudice and to withdraw any unprocessed data I have provided; (c) the project is for the purpose of research; (d) I have been informed that the confidentiality of the information I provide will be safeguarded subject to any legal requirements; (e) I have been informed that with my consent the interview will be audio-taped and I understand that audio-tapes will be stored at University of Melbourne and will be destroyed after five years; (f) my name will be referred to by a pseudonym in any publications arising from the research; (g) I have been informed that a copy of the research findings will be forwarded to me, should I agree to this. I consent to this interview being audio-taped à ¢- ¡ yes à ¢- ¡ no (please tick) I wish to receive a copy of the summary project report on research finding à ¢- ¡ yes à ¢- ¡ no (please tick) Participant signature:Date: GRADUATE SCHOOL OF HUMANITIES AND SOCIAL SCIENCES PLAIN LANGUAGE STATEMENT Project Title: Reality television and audience interaction – How viewers interact and engage with reality shows through voting Name of student: Truc Tuong Thi Lam Telephone: 0426 998 078 Email: [emailprotected] Name of lecturer: Dr. Esther Chin Telephone: (03) 8344 3411 Email: [emailprotected] Dear participant, I am a Master of Global Media Communication student at the University of Melbourne currently enrolled in the subject MECM40003 Researching Audiences and Reception. A major component of the subject assessment requires students to carry our research on media audiences such as yourself to understand reception and consumption patterns and to determine how audiences interpret and interact with media types. I will be carrying out open-ended interviews with participants approximately 45 minutes in length. Your honest responses are extremely important in giving validity to this study. With your permission, I will audiotape your responses for transcription and inclusion in my study. Interview responses will be analysed and included in a research report for submission at the end of the current semester. Date will be destroyed after being kept securely at the University of Melbourne for five years. Your responses and identity will be given a pseudonym in the research report and every effort will be made to ensure your confidentiality. As soon as the research report is returned after examination a copy will be made available to you upon request. This research project is being carried out with approval from the University of Melbourne’s Human Research Ethics Committee (HREC). If you have any concerns or further questions you may contact my lecturer (as above) and/or the Human Research Ethics Office: Executive Officer, Human Research Ethics, University of Melbourne VIC 3010 Telephone: (03) 8344 2073. If you would like to participate in this research please read and sign the accompanying consent form. Thank you. Yours sincerely, Truc Tuong Thi Lam