On the Role of Women in Colonial Latin America Essays

On the Role of Women in Colonial Latin America Essays On the Role of Women in Colonial Latin America Paper On the Role of Women in Colonial Latin America Paper Early Latin America is a rich and complex social, political, economic, and cultural environment possessing a distinctly Western (European) core constantly influenced by those forces inherent within a colonial system. Out of a mercantist fueled drive for wealth and power arose a new culture dominated by Iberian (Spanish and Portuguese) presuppositions concerning religious ideology and cultural mores. At the same time, this newfound society was not fully European as it sought to contain an indigenous Indian population, an African slave population, as well as the increasingly intricate blending of the three. In looking at how the unique blending of groups helped shape the colonial way of life, one can look to the system of castas as the dominant sociopolitical institution and structure of hierarchy which still remains influential within the modern Latin American world view. During the colonial era, social castas intersected with gender to determine the boundaries between what was acceptable and what was not. In looking at the construction of the colonial way of life, women played a unique part in that their place was primarily defined by their relationship to a man or religious institution and yet many were afforded more progressive roles in Latin America then in Europe. While women had more potential to defy cultural norms, they did not enjoy social or sexual equality with men. In addition, they also served as a focal point for the pervasive honour system as they were seen as key to the maintenance of social castas. Thus, female-headed households, women working outside the home, and other such social freedoms were commonly practiced by the plebe but, despite occasional exceptions, were not practiced by those who had honour to maintain. Elite women and those who aspired to be among the gente decente (decent people) were enjoined to defend their virginity, combine motherhood with matrimony, be faithful to their husbands, and thus help maintain the honor of their family and their own purity. The most influential aspect of a womans life was the castas into which she was born. Castas originated from a need to organize people within the colonies, from the Europeans at the top, to the African slaves at the bottom, and the mixed races such as Mestizos and Mulattos throughout. The closer one got to the native Iberian (as opposed to the Creoles who were fully European but born in the Americas), the higher ones social status. This status was fungible as one could move up or down depending on marriage or the purchase of Gracias as sacar (essentially, buying a higher degree of whiteness). Though this one can see, the Latin American tendency to think of race as negotiable spectrum, a ladder through which families might ascend. (Chasteen, 86) This caste / class system permeated every aspect of a womans life. One area upon which a womans caste had a great degree of influence was marriage. Women did not have many choices concerning what to do with their lives. They could join with the church, remain with their families under their father or brothers, and most significantly, get married. Marriage was both a religious and social institution. The marriage contract was a pillar of the Spanish social structure, crucial to the distribution of property. Marriage was a religious sacrament, and religious conformity was serious business in the Spanish Empire. (Chasteen, 56) Socially, it allowed a woman or man to heighten, weaken, or maintain a place within society. In, A Glimpse of Family Life in Colonial Mexico, Kathleen A. Myers uses the life of Madre Maria de San Jose to offer a glimpse of how a womans social caste influences her choices. Because of the caste system, marriages were not made between just economic equals. Marias sisters married well above their social status because of the family prestige and descent from conquistadores. Likewise, her Mother had originally brought most of the wealth into the family but had married into a good family in return. (Myers, 69-71). In addition to bringing honour to the family she married into, a woman also remained a member of her own family after marriage (did not change last names, lose property rights, etc. ). Due in part, to the ability for a womans marriage to elevate or harm the social standing of her own family and her spouse, a womans purity determined the large part of her worth. Women only maintained their purity if they engaged in sexual intercourse after having received a formal promise of marriage; those that had not were forced to have private pregnancies to protect their honor and that of their families. Sexual and other behavior was therefore tightly controlled among elite women while all men and women of lesser value / lower social castas were allowed comparative freedom. The social value of purity was supported by the ideological hegemony of Catholicism. Chasteen, 70) Ideologically, the Judeo-Christian faith has long been used to repress the rights and roles of the female sex by equating the woman with Eve, a temptress whose weak willed sexuality led Adam / man astray from God. The redeemer of the sin brought by woman was born from a pure, non sexual, and subservient virgin. Christian womanhood was explicitly associated with such purity and subservience and priests encouraged women to stay in the house while men provided for the family. Only when placed under male religious guidance could a womans unbridled sexuality be prevented from wrecking havoc on society? (Socolow, 6) Therefore, even though this was not viable for the vast majority of the population, the ideal of female enclosure was applied to all women under Catholicism. This view is reflected in the system of castas. Because only the elite women could achieve the status of a gente decente, it helped to rationalize and reinforce the lack of honour (and thus lack of status) held by the majority. Honour was a cluster of ideas that along with military and religious conquest, justified the hierarchical colonial Spaniards (and their Creole descendants) place within it. (Burkholder, ) Whether slave or fre e, Creole, Spanish, or indigenous Indian, a unique set of ideas defined a womans honour and distinguished it from a mans honour. According to Chasteen, Honour was a measure of how well men and women played their prescribed, and very different, social roles. (Chasteen, 71) The system, with its roots in Christianity, was inherently patriarchic and fathers ruled on both a microcosmic and macrocosmic level. Thus honor for a woman was fixed on her ability to remain sexually pure whereas a mans honour was in defending, (even by bloodshed), the faithfulness of their wives and virginity of their daughters. Chasteen 71) Therefore, women who were without male control/oversight (widows), who worked (the poor, middle class, slaves), and who were part of cultures with different gender relations (indigenous peoples), were automatically see as less honorable, thus helping to maintain the social status quo of white elitism. While there was a system of white privilege and male privilege, it is interesting to note that with increased honour came a decrease in freedom for women. Women of higher class rarely left the home and di d not work. There were exceptions found among women of higher castas but lower income. Such single women, widows, and those with absent husbands would typically resort to those activities which kept them in the home and would have men to actually sell the product or interact socially. Because these economic activities avoided direct entry into public space, they were acceptable for those among the finer class. (Socolow, 114) While upper class women were confined to the private sphere, plebian women throughout the Americas worked in a variety of fields and while it was not the norm, women were allowed to own businesses and property. Women across races engaged in commercial activity, acted as merchants, grocers, and in agricultural positions. In Mexico City, one-third of all sellers of tobacco products were women (Socolow, 45) many women also worked in domestic positions such as maids and wet nurses which tended to be the highest paying. However, women who worked were not seen as having the same degree of honour as those who were protected and thus their lives were often categorized by humiliation, and verbal, physical, and sexual mistreatment. (Socolow p 118) Through all of this one can see the wide array of factors that influences the lives of colonial Latin American women. While there were some notable exceptions, most women remained firmly within their constrained social roles as ordained by the patriarchic hegemony of Catholicism. This worldview influenced the whole of Latin America, from the Brazilian slave, to the newly arrived Spaniard. The sphere in which one operated was entrenched within the cultural mores of the era and helped to maintain the system of castas. The responsibility of the woman was to keep pure, thus maintaining her honor and that of her family. Ideally this was achieved by isolation from potentially corrupting factors and thus it is ironic that more social freedom was afforded to those women who were deemed less worthy. Because so few women could afford the honorable lifestyle, women in the Americas experienced a much higher degree of social freedom then those in Europe as they often played an important part of the economic sector. Despite this freedom, women on the lower end of the social spectrum dealt with a variety of hardships and the legacy of race and gender relations remains difficult to overcome even in the present era.

Life is Beautiful essays

Life is Beautiful essays Throughout the course of history there have been events for which we are immensely proud of, and events that make us sick to our stomach. One such sickening time period was in the late 1930's and early 1940's during World War II when Nazi Germany strategically eliminated people of the Jewish faith. Because the events of World War II evoke such strong emotions, there have been many films made portraying the brutal carelessness for life that many Germans had. Usually these films take a completely serious approach to this issue, however Life is Beautiful does not. In 1997 Director Roberto Benigni released this movie to provide a never before seen viewpoint of the holocaust. Combining romance, comedy and tragedy, Life is Beautiful won three Oscars including best picture in 1997. It takes place in Italy for the first half of the movie where the main character, Guido Orefice, enjoys life to its fullest in an Italian city. Through a series of romantic and humorous events he meets the love of his life and they are on the verge of living happily ever after. That is where the movie changes face and Guido and his son, both Jewish, are taken by the Nazis. When his wife realizes what has happened, she demands to board the train to the concentration camp as well. In an effort to explain to his son what is happening to them, Guido makes up an elaborate story to satisfy his sons questions. Things appear to be improving for the family when Benigni meets a friend of his at the camp, only to find out he is a Nazi and will not help them. Then the war ends and it looks as if they can escape until Guido is captured and then killed. Thanks to Guidos ultimate sacrifice his son and wife are re-united in the end. Life is Beautiful was very accurate in terms of setting and costumes it used. Using bright and vivid colours at the beginning accentuated how great Guidos life was i...

Environmental radiation survey Essay Example | Topics and Well Written Essays - 250 words

Environmental radiation survey - Essay Example It is paramount for the user to wear protective gears owing to the health hazards that radiations cause. When taking measurements, it is significant for the user to adjust the device accordingly so as to have the reading in desired units. In addition, the user needs to turn on the alarm component that activates the auditory and indicating lamp whenever the set-point is exceeded. The alarm system will be operated by an acknowledgement switch that can also serve to adjust the rating that further widens the range. This precaution will prevent exceeding of the range where the maximum reading will not be the correct one. After taking these precautions, the user should make the reading and record the same accordingly. After making the required reading, the user should disengage the device from all presetting done on it. This is a precautionary exercise that will make it easier for a consecutive user to work with the device. Being a lab apparatus or industrial equipment, the device requires proper handling and storage. If the device will not be used in the near future, it is advisable to remove the

Top ten recommendations and justification Essay Example | Topics and Well Written Essays - 250 words

Top ten recommendations and justification - Essay Example More than 120 gallons of paint should not be stored in any one storage cabinet. More than three such cabinets shall not be kept in a single storage area. Such storage is against security norms; such storage will make rescue operations difficult. 5. Quantities in excess of this shall be stored in an inside storage room. Containers over 30 gallons capacity shall not be stacked one upon the other. This may lead to damage to the containers and spilling of paint. 6. Within 200 feet of each pile of containers, there shall be a 12-foot-wide access way to permit approach of fire control apparatus. This is necessary for agile and easy execution of fire control operations. 9. Materials which will create fire when they react with water shall not be stored in the rooms where paint is stored. Water is so commonplace a substance that it may be casually and carelessly handled by people, thus reacting with such substances and causing fire hazard. 10. Electrical wiring and equipment located in storage rooms shall be approved for ‘Class I, Division 1, Hazardous Locations’. This is elementary guard against short circuits that may lead to fire

American Airlines Flight Essay Example for Free

American Airlines Flight Essay Through his 1997 Airframe novel, Michael Crichton describes Casey Singleton’s response after a plane that was manufactured by Norton Aircraft experiences an accident while in flight. Singleton is a quality assurance officer at Norton Aircraft. Does the story accurately portray an aircraft manufacturer’s response to an accident? By demonstrating that following the accident, Norton Aircraft works hard to ensure that it (Norton Aircraft) does not only ascertain the genesis of the accident, but also to try to exonerate itself from any culpability, Crichton presents an accurate picture of aircraft manufacturers’ reaction to plane accidents. To illustrate, Singleton puts forth great efforts to investigate the facts behind the accident (Crichton, 1996). It is notable that a Singleton is not interested in the numerous aspects that usually surround pane mishaps. Rather, she seeks to establish who erred with regard to the accident. This is the typical reaction of aircraft manufacturers after plane accidents; they seek to apportion blame rather than solve the problem. Does the story accurately portray the media’s response to an aircraft accident? Crichton also presents a credible description of how the news-hungry media usually responds after plane accidents. It is undisputable that media houses jostle to present that so-called ‘exclusive’ story to the public after air accidents. This trend is clearly exhibited by the plans by a local media house to air a sensational news program that has somewhat maliciously dubbed the ill-fated plane a ‘deathtrap’. The author thus describes and critiques the sensational attitude that the media shows towards plane accidents. What was your overall impression of the story? After studying Crichton’s story, I was pleased with the author’s description of events that closely resemble real-life aviation accidents. For example, in describing the circumstances as well as the cause of the accident, Crichton draws parallels with the American Airlines Flight 191 fatal crash. In addition, Singleton’s investigations reveal that the accident was partly caused by the captain’s error of allowing his inexperienced son to take charge of the aircraft. Similarly, the Aeroflot flight 593 mishap in 1994 originated from the pilot’s mistake of permitting his inexperienced son to man the flight. Discerning such parallels to real-life events makes me to like the novel owing to its seeming applicability in contemporary mishaps. On the other hand, after closely examining Crichton’s plot, I have deduced several themes which make the author’s text very significant. For example, the author describes events that seek to show that air accidents are usually blamed on the wrong parties. In this case, John Marder and his associates try to place the blame for the accident squarely on Singleton. After her investigations, Singleton however detects that the fault was in the person who was operating the aircraft, particularity the pilot. The author thus demonstrates that innocent and vulnerable parties usually unjustly carry the blame for plane accidents. This candid portrayal of the blame games that accompany plane accidents is an aspect that makes the author’s work worthy of praise. In addition, I marveled at Crichton’s demonstration that humans, as opposed to mechanical failures, are the main cause of plane accidents. The author thus eradicates the popular notion that machine failure is normally the major culprit behind plane accidents. To illustrate, the aircraft is functional as per Singleton’s investigations. Human error, in form of improper maintenance coupled with operational errors; make the plane to have the accident. Crichton thus debunks a popular myth related to aircraft accidents through the novel’s events. This aspect makes me to really like the author’s bluntness and originality. References Crichton, M. (1996). Airframe. New York: Knopf.

Journeys End by RC Sheriff Essay -- Sherriff Journeys end essays

Sherriff's "Journey's End" On many occasions throughout the book of the play of "Journeys End", Sherriff uses methods to re-create the overwhelming stress of trench warfare. He describes every aspect of the trenches, the guns and the whole life. With this understanding of the trenches, the audience are helped in imagining what it must have been like to live there. In the play, all the narrative writing in the book has had to have been left out. Instead the directors must rely more on the acting and the scenery, which is not to do with Sherriff's work and vision. However the directors of these plays have to get the scenery correct if they are going to make the audience understand the unbearable stress suffered by the soldiers. Sherriff gives good guidance to the directors in the large columns of narratives, which have already been mentioned. With these the directors can strategically set the scenery in certain position to gain maximum effect while also having the benefit of knowing what the stage is meant to look like adding to the overall effects. The main way in which Sherriff re-creates the stress of warfare is in his large chunks of narrative. These are found on many pages throughout the book. He uses these to describe all about the lives of the men and the feelings of everyone. An example of this is on the first page where he introduces a very full-characterised captain. Of course these passages help the directors to grasp some aspect of the way the stage should look but also allows the reader to get his or her own picture in her head. With so many descriptive words throughout the book, it is hard not to imagine the front line in one way or another. This method is very effective as it does give ... ...the end of the book he re introduces Stanhope as an inspiration and tries to please him in many ways. Raleigh uses Stanhope has an idle to get him through the stress. The other way in which he looks to avoid the stress is by sending letters to his family, and having general conversations like the one with Osborne where Raleigh finds out Osborne played rugby for England. Other generalised ways in which the men in the book deal with the stress is through patriotism. Frequent jokes are made about the Germans and many of the troops, including officers only stay and fight because they feel the Germans are doing the world an injustice. Many of the men believe they are fighting for the safety of Britain and their families. The silence of the war is frequently mentioned throughout the book and many of the men gather in unity and sing songs to banish the quiet.

Crito Analysis Essay

Rhetorical Question: â€Å"But my dear Crito, why should we pay so much attention to what ‘most people’ think? The reasonable people, who have more claim to be considered, will believe that the facts are exactly as they are† (906). Personification: â€Å"’Consider then, Socrates,’ the Laws would probably continue, ‘whether it is also true for us to say that what you are trying to do to us is not right†¦Ã¢â‚¬â„¢Ã¢â‚¬  (913). Plato’s â€Å"Crito† is one of the many tremendously influential pieces of literature produced in ancient Greece. It is a thought-provoking, philosophical discussion regarding the role of the individual within society, and how to treat injustice. As part of a series of imaginary dialogues between Socrates and other characters, â€Å"Crito† deals with the conflict Socrates is presented with, as he awaits execution. Crito, one of Socrates’ close friends, urges Socrates to escape prison while he still can. Crito offers several arguments to justify his escape, including the shame he would endure from the public for letting his friend die, and the poor example it would set for the children of Athens. However, Socrates carefully analyzes each of Crito’s arguments for escaping, and proves them invalid through logic and deductive reasoning. The passage, â€Å"But my dear Crito, why should we pay so much attention to what ‘most people’ think? T he reasonable people, who have more claim to be considered, will believe that the facts are exactly as they are† (906), demonstrates the method that Socrates uses to persuade. Socrates asks a rhetorical question to expose the silliness of the Crito’s worries. It represents the wisdom and morals of Socrates. Crito’s strongest argument is that Socrates would be promoting injustice by accepting his unfair sentence. However, Socrates disproves this point as well, by reasoning that he would be harming the Law by escaping death. Socrates, who has tried to live his life as justly and peacefully as possible, would be breaking every moral he ever lived by if he chose to turn against the law. He regards the Law higher than his own life. He sees the Law as a father to him; it has raised him, educated him, and allowed him to live a comfortable life. No matter how much he disagrees with its ways, he cannot bring himself to disobey it. Throughout Socrates’ discussions, he often has conversations with himself and the â€Å"Law†. Plato personifies the â€Å"Law† by giving it human-like qualities and speech; it is suggested that the Law can be hurt, and angry. He does this to distinguish it as a character that has feelings. For example, â€Å"’†¦you will leave this place, when you do, as the victim of a wrong done not by us, the Laws, but by your fellow men. But if you leave in that dishonorable way, returning wrong from wrong, and evil for evil, breaking your agreements with us, and injuring those whom you least ought to injure – yourself, your country, and us ,- then you will face our anger†¦Ã¢â‚¬  (916), demonstrates the authority of the Law. Socrates suggests it is better to die a victim who has lived justly and killed unjustly, than to return the injustice and hurt the Laws. He states, â€Å"†¦it is never right to do a wrong or return a wrong or defend one†™s self against injury by retaliation† (911), which exemplifies the belief that injustice cannot be treated with injustice. Socrates mentions an agreement being broken in this passage; this alludes to the belief that there is a social contract between the individual and government. Socrates reasons that when a citizen lives in Athens, he is indirectly supporting the laws and abiding them. The individual has a moral obligation to the government. While it is beneficial to challenge the government under some circumstances, one threatens the foundation of a stable society by breaking its laws. Socrates, who has lived 70 years of Athenian life, is content by living in accordance with this contract. He feels a state simply cannot exist if laws have no power. He firmly believes in the importance of strict laws, as he calls them the most precious achievement of human history. Besides, he reasons that a man of his age, with little life left to live, would lose his reputation by †Å"clinging so greedily to life, at the price of violating the most stringent laws† (915). For all these reasons, â€Å"Crito† remains an influential piece that poses big questions and promotes critical thinking.

Psy 300

|[pic] |Syllabus | | |College of Social Sciences | | |PSY/300 | | |General Psychology |Copyright  © 2009, 2006, by University of Phoenix. All rights reserved. Course Description General Psychology is a survey course which introduces the student to the major topics in scientific psychology as applied to human behavior. Applications of these principles will be made to the human experience. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Kowalski, R. & Westen, D. (2011). Psychology (6th ed. ). Hoboken, NJ: Wiley. All electronic materials are available on the student website. |Week One: The Science of Psychology | | |Details |Due |Points | |Objectives |Examine the major underlying assumptions of the various schools of thought in psychology. | | | |Explain how psychological research applies to various aspects of personal and social life. | | | | |Determine what guidelines should be applied to the evaluation of psychological research and | | | | |practices. | | | | |Identify ethical dilemmas that may arise in psychological research. | | | |Describe the basic biological foundations of psychology. | | | |Readings |Read Ch. 1–3 of Psychology. | | | | |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |4 out 7 days |2 | |Discussion Questions |Respond to weekly discussion questions. DQ 1: |2 | | | |Day 3 | | | | | | | | | |DQ 2: | | | |Day 5 | | |Nongraded Activities and |Use the link on the student web page to access and view the following video clips: | | | |Preparation | | | | |MyPsychLab |Branches of Psychology | | | | |The Complexity of Humans | | | |Learning Team Instructions |Resources: Learning Team Toolkit |Day 7 |2 | | |Complete the Learning Team Charter. | | | |Individual Foundations of |Prepare a 700- to 1,050-word paper in which you examine the foundations of psychology.In |Day 7 |10 | |Psychology Paper |your paper be sure to address the following components: | | | | | | | | | |Identify the major schools of thought in psychology and examine their major underlying | | | | |assumptions. | | | | |Identify the primary biological foundations of psychology linked to behavior. | | | | | | | | | |Prepare to discuss this paper in class. | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Two: Sensation and Perception | |Learning | | |Details |Due |Points | |Objectives | | | | | |Describe the concepts of transduction and absolute threshold. | | | |Examine sensation as it relates to the visual, auditory, tactile, olfactory, and gustatory | | | | |systems. | | | | |Distinguish sensation from perception. | | | | |Explore the conditioning processes involved with learning. | | | | |Distinguish between classical and operant conditioning. | | | | |Define unconditioned stimulus, conditioned stimulus, reinforcement, shaping, and extinction. | | | |Examine cognitive-social models of learning. | | | |Readings |Read Ch. 4 & 5 of Psychology. | | | | |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |4 out of 7 days|2 | |Discussion Questions |Respond to weekly discussion questions. |DQ 1: |2 | | | |Day 3 | | | | | | | | |DQ 2: | | | | |Day 5 | | |Activities and Preparation |Use the link on the student web page to access and view the following video clips: | | | | | | | | | |A Nobel-Winning Study in Feat ure Detectors | | | | |Frequency and Amplitude of Sound Waves | | | | |The Shaping Process | | | | | | | | | |Learning Team: Outline for Week 3 Paper | | | | | |Day 7 |4 | |Individual |Prepare a 1,050- to 1,400-word paper in which you discuss phobias and addictions as related |Day 7 |10 | |Phobias and Addictions Paper |to classical and operant conditioning. Phobias and addictions are two emotional difficulties| | | | |which learning theorists can account for. Be sure to include the following: | | | | | | | | | |Explore how phobias can be developed through classical conditioning. | | | | |Explore how addictions can be developed through operant conditioning. | | | |Distinguish between classical and operant conditioning. | | | | |Explain what extinction means and how it is achieved in both classical and operant | | | | |conditioning. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | Week Three: Memory, Thought, Language, and Intelligence | | |Details |Due |Po ints | |Objectives | | | | | |Examine the processes of memory and information processing. | | | | |Describe short-term memory and long-term memory in relationship to each other. | | | | |Compare and contrast language, thought, reasoning, and problem solving. | | | |Explore the definitions of intelligence and the validity of intelligence measurements. | | | | |Articulate the relationship between memory and intelligence. | | | |Readings |Read Ch. 6–8 of Psychology. | | | | |Review this week’s Electronic Reserve Readings | | | |Participation |Participate in class discussion. |4 out of 7 days|2 | |Discussion Questions |Respond to weekly discussion questions. |DQ 1: |2 | | |Day 3 | | | | | | | | | |DQ 2: | | | | |Day 5 | | |Individual Gardner |Prepare a 1,050- to 1,400-word paper in which you discuss the theory of multiple |Day 7 |10 | |Intelligence paper |intelligences developed by Howard Gardner. Pick three and discuss how each can have an | | | | |impact on your personal success.Below is a list of the eight intelligences: | | | | | | | | | |Linguistic | | | | |Musical | | | | |Logical-Mathematical | | | | |Naturalist | | | | |Spatial | | | | |Bodily-Kinesthetic | | | | |Intrapersonal | | | | |Interpersonal | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Learning Team Prepare a 1,050- to 1,400-word paper in which you discuss the type of environment that |Day 7 |10 | |Sensation, Perception, and |facilitates the attention and perceptive processes of each Learning Team member. In order to | | | |Attention Paper |prepare your report, perform the following activities: | | | | | | | | | |Conduct an open dialogue about each team member’s threshold for auditory stimuli. | | | | | | | | |Compare the experiences and comfort levels of each team member with dichotic listening, or | | | | |the â€Å"cocktail party† phenomenon. | | | | | | | | | |Discuss how dividing attention facilitates or impedes each team memberâ⠂¬â„¢s learning. | | | | | | | | |Identify and articulate what you see as the sensory perception problem involved. | | | | | | | | | |Make recommendations and ground rules that will accommodate the auditory sensation, | | | | |perception, and attention to learning during your Learning Team meetings. | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Four: Motivation and Personality | |Human Development | | |Details |Due |Points | |Objectives | | | | | |Examine basic theories of motivation. | | | |Compare and contrast theories of personality in terms of how they explain an individual’s | | | | |unique patterns and traits. | | | | |Determine the usefulness and the limitations of personality testing. | | | | |Identify basic theories of development. | | | | |Distinguish between the influences of heredity and environment on psychological development. | | | |Readings |Read Ch. 10, 12, & 13, of Psychology. | | | |Review this week’s Electronic Reser ve Readings | | | | | | | | | |Learning Team: Outline for the week 5 paper |Day 7 |4 | |Participation |Participate in class discussion. |4 out of 7 days|2 | |Discussion Questions |Respond to weekly discussion questions. |DQ 1: |2 | | | Day 3 | | | | | | | | | |DQ 2: | | | | |Day 5 | | |Individual |Resources: Articles located through the University Library or other sources |Day 7 |10 | |Life Span Development and | | | | |Personality Paper |Select a famous individual from the 20th or 21st centuries. Conduct research concerning the | | | | |background of your selected individual to determine what forces have impacted his or her life| | | | |from the viewpoint of developmental psychology. | | | | | | | | |Prepare a 1,050- to 1,400-word paper in which you address the following items: | | | | | | | | | |Distinguish between the influences of heredity and environment on the person’s psychological | | | | |development. Be sure to specify which area of psychological development: moral, emotional, or| | | | |other. | | | | | | | | | |What family issues or social support systems may have influenced the person’s developmental | | | | |growth and adjustment? | | | | | | | | |Select two different theories of personality and apply them to your selected figure, and | | | | |answer the following question: How does each theory differ in terms of how it explains the | | | | |individual's unique patterns or traits? | | | | | | | | | |Explain which theoretical approach you believe best explains the individual's behaviors and | | | | |achievements.Make sure to explain why you made this choice. | | | | | | | | | |Use a minimum of three sources and be prepared to discuss your paper in class. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | Week Five: Social Psychology | |Abnormal Psychology and Therapy | | |Details |Due |Points | |Objectives | | | | | |Analyze precursors and consequences of human interaction in terms of social psychology | | | | |concepts. | | | | |Explore basic concepts of human interaction from a social psychology perspective. | | | | |Define abnormal psychology in contrast to â€Å"normal psychology. † | | | | |Examine mental disorders and mental illness from the psychological perspective. | | | |Compare and contrast therapies designed for each school of thought in psychology for treating| | | | |mental disorders. | | | |Readings |Read Ch. 14-17 of Psychology. | | | | |Review this week’s Electronic Reserve Readings | | | |Participation |Participate in class discussion. |4 out of 7 days|2 | |Discussion Questions |Respond to weekly discussion questions. DQ 1: |2 | | | |Day 3 | | | | | | | | | |DQ 2: | | | | |Day 5 | | |Individual |Resources: Articles located through the University library or other sources |Day 7 |10 | |Social Influences on Behavior | | | | |Paper |Prepare a 1,050- to 1,400-word paper in which you examine basic concepts of human interaction| | | | |from a psychology perspect ive. In your examination, describe at least two examples of how | | | | |human behavior changes based on social situations. In your description be sure to address the| | | | |following: | | | | | | | | |Describe the specific behaviors. | | | | | | | | | |Describe the context in which the behaviors occurred. | | | | | | | | | |Analyze precursors and consequences of the behaviors in terms of social psychology concepts. | | | | | | | | |Identify any associated phenomenon with your selected behaviors, such as social facilitation,| | | | |social loafing, or groupthink. | | | | | | | | | |Determine if the exhibited behaviors necessitate therapeutic intervention. | | | | | | | | |Prepare to discuss your paper in class. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Learning Team |Prepare a 1,050- to 1,400-word paper in which you discuss abnormal psychology and therapy. In|Day 7 |10 | |Abnormal Psychology and |your paper, be sure to address each one of the follo wing items: | | |Therapy Paper | | | | | |Compare and contrast normal and abnormal psychology. | | | | |Examine at least two mental disorders and two mental illnesses from the perspective of | | | | |psychology. | | | | |Discuss the similarities and differences among the therapies for each school of thought in | | | | |psychology for treating mental disorders. | | | | |Use a minimum of three sources and be prepared to discuss your paper in class. | | | | | | | | |Format your paper consistent with APA guidelines. | | | Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited i n accordance with University of Phoenix ® editorial standards and practices.

The British North America Act (BNA Act)

The British North America Act (BNA Act) The British North America Act or BNA Act created the Dominion of Canada in 1867. It is now referred to as the Constitution Act, 1867, as it is the basis of the countrys constitution. History of the BNA Act The BNA Act was drafted by Canadians at the Quebec Conference on Canadian Confederation in 1864 and passed without amendment by the British Parliament in 1867. The BNA Act was signed by Queen Victoria on March 29, 1867, and came into effect on July 1, 1867. It solidified Canada West (Ontario), Canada East (Quebec), Nova Scotia and New Brunswick as the four provinces of the confederation. The BNA Act serves as a base document for the Canadian Constitution, which is not a single document but rather a set of documents known as Constitution Acts and, just as importantly, a set of unwritten laws and conventions. The BNA Act set out the rules for the government of the new federal nation. It established a British style parliament with an elected House of Commons and an appointed Senate and set out the division of powers between the federal government and provincial governments. The written text of the division of powers in the BNA Act can be misleading, however, as case law plays a significant part in the division of powers between governments in Canada. The BNA Act Today Since the first act forming the Dominion of Canada in 1867, 19 other acts were passed, until some of them were amended or repealed by the Constitution Act, 1982. Until 1949, only the British Parliament could make amendments to the acts, but Canada assumed  full control over its constitution with the passage of the Canada Act in 1982. Also in 1982, the BNA Act was renamed the Constitution Act, 1867.

Free Energy Definition in Science

Free Energy Definition in Science The phrase free energy has multiple definitions in science: Thermodynamic Free Energy In physics and physical chemistry, free energy refers to the amount of internal energy of a thermodynamic system that is available to perform work. There are different forms of thermodynamic free energy: Gibbs free energy is the energy that may be converted into work in a system that is at constant temperature and pressure. The equation for Gibbs free energy is: G H – TS where G is Gibbs free energy, H is enthalpy, T is temperature, and S is entropy. Helmholtz free energy is energy that may be converted into work at constant temperature and volume. The equation for Helmholtz free energy is: A U – TS where A is the Helmholtz free energy, U is the internal energy of the system, T is the absolute temperature (Kelvin) and S is the entropy of the system. Landau free energy describes energy of an open system in which particles and energy may be exchanged with the surroundings. The equation for Landau free energy is: ÃŽ © A - ÃŽ ¼N U - TS - ÃŽ ¼N where N is the number of particles and  ÃŽ ¼ is  chemical potential. Variational Free Energy In information theory, variational free energy is a construct used in variational Bayesian methods. Such methods are used to appoximate intractable integrals for statistics and machine learning. Other Definitions In environmental science and economics, the phrase free energy is sometimes used to refer to renewable resources or any energy that does not require monetary payment. Free energy may also refer to the energy that powers a hypothetical perpetual motion machine. Such a device violates the laws of thermodynamics, so this definition presently refers to a pseudoscience rather than hard science. Sources Baierlein, Ralph (2003). Thermal Physics. Cambridge University Press. ISBN 0-521-65838-1.Mendoza, E. (1988). Clapeyron, E.; Carnot, R., eds. Reflections on the Motive Power of Fire – and other Papers on the Second Law of Thermodynamics. Dover Publications, Inc. ISBN 0-486-44641-7.Stoner, Clinton D. (2000). Inquiries into the Nature of Free Energy and Entropy in Respect to Biochemical Thermodynamics.  Entropy Vol. 2.

Whos Cheap by Adair Lara Article Example | Topics and Well Written Essays - 1000 words

Whos Cheap by Adair Lara - Article Example It is evidently clear from the discussion that Adair Lara in  Who’s Cheap starts off the article by recounting her second date with a guy who came across as cheap to the author when he didn’t offer to help pay for gas. She stated that he was â€Å"as cheap as a two-dollar watch† (Adair, 68). Her response, in my opinion, is justified – anyone including myself in her position would be appalled. I remember that once, while I had some financial constraints, I did not pay my share of the bill with old friends, and despite knowing me, I got labeled as the cheap guy. Lara says that this reaction is commonly found amongst women. Yet they do not elicit the same reaction as males do. She wonders why this double standard still continues. She then states her main point of some traits being gender specific when it comes to distaste towards them. She particularly says that â€Å"men are beneath contempt when they are cheap† (Adair 68). I wholeheartedly agree wi th her on this point. Being a male, I have to constantly be careful in social situations, as men are quickly termed cheap, whereas my sister does not have to put in the same effort. She does say that despite women making as much and sometimes more than their male counterparts, it is usually considered ‘proper’ for a man to pick the check in a restaurant as well as offering to pay whenever the occasion arises. She does not actually state it as such up to this point in the article that what she really means is that men should always pay regardless of financial standing in comparison with the female. This idea is strengthened throughout the article. Even though this seems like a sexist stance for her to take, but once again, I can testify to the truth thereof. If I go out on a date, everyone would expect me to pay, interestingly enough, I was accosted by my mother once when I had the check divided between me and my date, with my dad saying that men were supposed to pick up the tab. Adair also states that some men are stingy by nature which is correct but in my opinion should be expanded to contain both genders. I have known some very stingy females in my life just as the author admits to. Once again it is not a trait that is gender specific yet more unpleasant when displayed by males. So this part of her argument I agree with. She also writes about a friend of hers dumping her boyfriend when he acted cheap on a movie date by handing her M&M’s one by one. I found this incident hilarious but find it hard to say how I would react in a similar situation. What might appear normal to some may be abominable to others. For example, she mentions how her own date she writes about at the beginning of the article, loved talking about purchasing his car, a feat that was likened to â€Å"buying shoes† (68) in her native California, by the author. Perhaps the author was a bit harsh on him without knowing the motive behind the act. Maybe the guy had to struggle to purchase the car and considered it an achievement which he wanted to share with those close to him. Once again, perhaps it depends on the person’s perspective or how the words are actually delivered.  

Critique Of Script 2 Essay Example | Topics and Well Written Essays - 500 words

Critique Of Script 2 - Essay Example The target audience who is in the American society will therefore identify with the story line with coercion. The story line is great and equally entertaining, however, the author does not employ a lot of descriptive language in the script. The story entails an eye witness giving an account of his observation. This does not meet the required threshold and as the script continues it becomes evident that the help of the eye witness was insignificant. It is understandable that they eye witness maybe affected by shock or may never relate the entire scenario as expected but the author does not effectively describe the eye witness as such and therefore leaves the audience guessing on the actual occurrence of the scene. However, the general description is satisfactory thereby earning him an above average score. The author performs exceptionally well in his selection of characters. The American society is constituted of various pressure groups some of which identify discrimination even before an author would possibly think of any. However, the author beats this by balancing his author composition effectively. One of the lead characters in the story, Laura is a woman (Marty 2). Additionally, there are a number of other women characters as the story progresses. This is an indication that the author gave adequate considerations to the gender balance. Additionally, there are other types of racial combination of the American population; the author considers this by using a number of African American characters alongside other marginalized community such as Asians alongside the American whites. This balance in demographic factors of population earns him a nine out of the all possible ten. This being a script, it is obvious of the type of style that the audience expects the author to use. He achieves this by making use of dialogues all in the present tense. This is a basic test that the experienced author easily passes.