How To Turn Spanish Adjectives Into Adverbs

Instructions to Turn Spanish Adjectives Into Adverbs In English, it isn't unexpected to make a qualifier by adding the postfix - ly to the furthest limit of a modifier. In Spanish, we can accomplish something nearly as simple make a verb modifier by adding the addition - mente to a specific type of the descriptive word. Step by step instructions to Use - Mente The - mente is added to the particular female type of the descriptive word. For instance, the solitary ladylike type of ruidoso (uproarious) is ruidosa, so the intensifier structure is ruidosamente (boisterously). The descriptive words with discrete manly and female structures are those whose word reference postings end in - o, for example, quieto (calm). To make the comparing intensifier, change the closure of - a, for this situation quieta, and afterward include - mente. Consequently the comparing qualifier for quieto is quietamente (unobtrusively). Since numerous descriptive words have no different manly or female structures, the postfix is regularly essentially added to the particular. So the modifier triste (pitiful) can be transformed into the intensifier tristemente, and feliz (glad) can without much of a stretch be transformed into felizmente (joyfully). Instances of Adjectives With Corresponding Adverbs Here are the absolute most regular Spanish descriptive words that have comparing - mente verb modifiers alongside potential interpretations. Note that in a couple of cases the implications of the Spanish intensifiers are not the same as what you would expect just from adding - ly to the English identical descriptive word. abierto (open), abiertamente (transparently, obviously)aburrido (exhausting), aburridamente (in an exhausting manner)alto (tall, high), altamente (highly)cansado (tired), cansadamente (tediously, tediously)comã ºn (normal), comã ºnmente (generally, normally)dã ©bil (frail), dã ©bilmente (weakly)dulce (sweet, kind), dulcemente (pleasantly, gently)equivocado (mixed up), equivocadamente (mistakenly)feo (terrible, troubling), feamente (appallingly, badly)grande (enormous, incredible), grandemente (amazingly, extraordinarily; to a great extent can frequently be deciphered utilizing en gran parte or principalmente)inteligente (savvy), inteligentemente (intelligently)justo (reasonable, simply, accurate), justamente (decently, evenhandedly, exactly)lento (gradually), lentamente (slowly)limpio (clean), limpiamente (neatly, with respectability or honesty)lindo (entirely, lovely), lindamente (perfectly, elegantly)llana (level, level, honest, unobtrusive), llanamente (clearly, to be perfectl y honest, straightforwardly)loco (insane), locamente (with absence of reasonability or moderation)nuevo (new), nuevamente (over again, once more; a typical method of saying recently is recientemente) pobre (poor), pobremente (poorly)rpido (speedy, quick), rpidamente (rapidly, rapidly)repugnante (hostile), repugnantemente (repugnantly)raro (uncommon), raramente (rarely)rico (rich), ricamente (luxuriously, great, abundantly)sano (solid), sanamente (strongly, healthfully)seco (dry), secamenteâ (coldly when alluding to conduct; curtly)simple (basic, simple), simplemente (just, straightforwardly)sucio (grimy), suciamente (in a messy or smudged way, meanly)tonto (idiotic, silly), tontamente (moronically, foolishly)tranquilo (peaceful, quiet), tranquilamente (unobtrusively, serenely) Keeping away from Overuse of - Mente Adverbs Despite the fact that a - mente verb modifier may exist doesnt consistently mean its the main or even the favored method of communicating something. To start with, in Spanish, more so than English, it isn't unexpected to utilize a verb-modifying phrase despite the fact that a solitary word intensifier may exist. For instance, while baratamente can be utilized to demonstrate that something was purchased or made efficiently, it is increasingly normal to state a precio bajo (requiring little to no effort) or even de forma barata (in a modest way). Second, there are a couple of descriptors that are frequently utilized as verb modifiers despite the fact that different verb-modifying structures exist. Among the more typical are rpido and lento, which can mean quick and moderate, individually, yet additionally quickly and gradually. Spelling and Pronunciation of - Mente Adverbs As in the above instances of dã ©bil and rpido, if a descriptive word has a complement mark, the relating - mente intensifier holds the emphasize mark, despite the fact that the expressed accentuation likely will be on the close to-last syllable. Verb modifiers in a Series At the point when at least two s: Habla lenta y claramente. (She talks gradually and clearly.)Anda cuidada, dolorosa y pacientemente. (He strolls cautiously, agonizingly and patiently.)Creo que ests equivocado: triste, absoluta y totalmente equivocado. (I think youre mixed up - unfortunately, completely and completely mixed up.)

The Dangers Of Totalitarianism Philosophy Essay

The Dangers Of Totalitarianism Philosophy Essay Autocracy Totalitarianism: Of, identifying with, being, or forcing a type of government where the political position practices outright and concentrated command over all parts of life, the individual is subjected to the state, and restricting political and social articulation is stifled (Dictionary.com). Basically, authoritarianism is a kind of government where the individual or individuals in power look to keep up supreme command over each individual under their position, with practically all significance wiped out from the idea of a person. George Orwell saw firsthand the awful lengths to which authoritarian governments in Spain and Russia would go so as to support and increment their capacity and was profoundly upset by the across the board brutalities and persecutions he watched. However the marvel of tyranny, however to some degree novel in its twentieth-century degree, is the same old thing. Unmistakable scholars, from the old Plato and Aristotle to the early-present day Machia velli and Hobbes, examined tyranny as it showed itself in its different structures, particularly government or, all the more questionably, in Platos polis. In this sense, autocracy and its qualities have been significant worries for authors and political logicians all through the ages. 1984 is a political novel composed to caution perusers in the West of the perils of authoritarian government. Orwells essential objective in 1984 is to show the unnerving prospects of an authoritarian culture, the most outrageous acknowledgment conceivable of a cutting edge government with supreme force. The title of the novel was intended to demonstrate to its perusers in 1949 that the story spoke to a genuine opportunities for the not so distant future: if tyranny were not restricted, some variety of the world portrayed in the novel could turn into a reality in just thirty-five years. Orwell was worried by the job of innovation in empowering harsh governments to screen and control their residents each part of human life to the degree that in any event, having an unfaithful idea is illegal. The hero, Winston Smith, is the mirror into Orwells frightening flawless socialist society, where all of Winstons most noticeably terrible paranoids and fears are real factors. Winstons tentative ly insubordinate character embarks to challenge the constraints of the Partys force and endeavors to pick up uniqueness towards all through the plot. This opposition permits the peruser to comprehend, through Winstons eyes, the Partys brutal persecution which incorporates Psychological Manipulation, Physical Control, Control of Information and History and Language as Mind Control. Mental Manipulation The Party blasts its residents with mental control in their endeavor to control the human psyche and to overpower the brains limit with respect to autonomous idea. The Party looks to dispose of all throughtcrime, the wrongdoing of intuition anything against the trustworthy Big Brother. The demonstration of considering perpetrating a wrongdoing is, the basic wrongdoing that contained all others in itself (Orwell, 19). That activity is considered by the Party the most ghastly, for just with thought and a cognizant choice to make a move will any activity be performed; without thoughtcrime, no wrongdoing would be carried out. Thusly, the Party uses each conceivable strategy for disposing of thoughtcrime. Winston carries out a thoughtcrime when he buys a journal and in it composes, Down with Big Brother, (Orwell, 19). He at that point ponders the unavoidable results of his activity: Whether he went on with the journal, or whether he didn't go on with, had no effect, th e Thought Police would get him in any case, (Orwell, 19). The Party has the ability to understand any carried out thoughtcrime and to rebuff the lawbreaker. Moreover, the goliath telescreen in each resident room shoots a consistent stream of promulgation intended to cause the disappointments of the Party to seem, by all accounts, to be victories. The telescreens additionally screen conduct; wherever they go, residents are constantly reminded, particularly by methods for the ever-present signs perusing BIG BROTHER IS WATCHING YOU, that the specialists are examining them. 1984 uncovers that innovation, which is commonly seen as progressing in the direction of good great, can likewise encourage the most wicked shrewdness. Moreover, the Party debilitates family structure by drafting youngsters into Junior Spies, an association which conditions and urges them to keep an eye on their folks and report any instances of unfaithfulness to the Party. The Party likewise powers people to smother their sexual wants, regarding sex as just a procreative obligation to make new Party individuals. Understanding the significance of the human psyche, the Party compromises the general public, yet additionally channels the people groups potential into activities to profit the Party. The Party organizations the Hate Period: for two minutes consistently, a film of Emmanuel Goldestein, the articulated foe of the individuals, is appeared and watchers are headed to outrage. As Winston pronounces, The loathsome thing about the Two Minutes Hate was not that one was obliged to act a section, yet that it was difficult to abstain from participate, (Orwell 12). By using the intensity of the human brain, the Part can promote their power over their general public. Physical Control notwithstanding controlling their brains, the Party additionally controls the assemblages of its residents. The Party continually looks for any indication of unfaithfulness, to the point that, as Winston watches, even a small facial jerk could prompt a capture (Orwell, Ch 6 or 7). A people own sensory system turns into his most prominent foe. The Party powers its individuals to experience mass morning practices called the Physical Jerks, and afterward to work long, overwhelming days at government organizations, keeping individuals in a general condition of depletion (Orwell, Ch 3). Any individual who manages to resist the Party is rebuffed and re-taught through orderly and fierce torment. When Winston is captured, he can encounter direct the discipline developed by the Party. The Party completely has confidence in the significance and rightness of their activities, and OBrien, who is a significant individual from the Party, clarifies how their general public is uniqu e: We are not content the negative acquiescence, nor even with the most miserable accommodation. When at long last you give up to us, it must be of your own free willà ¢Ã¢â€š ¬Ã‚ ¦Everyone is washed clean, (Orwell, 210). Winston should completely give up to OBrien. It doesn't make a difference what he says, but instead what he accepts, for in the brain lies a definitive force. Portraying the procedure authorized by the Party, OBrien says, There are three phases in your reintegrationà ¢Ã¢â€š ¬Ã‚ ¦There is learning, there is understanding, and there is acknowledgment, (Orwell, 215). So as to accomplish the state wanted by the Party, one esteemed intellectually disturbed must experience each of the three of these stages, as Winston in the long run does. In any case, Winston at first can't really think everything said by the Party. He can say that he accepts, and maybe needs to accept, however question despite everything remains. As the last push to conviction, Winston is taken to the scandalous Room 101. OBrien tells Winston, what is in Room 101 is the most exceedingly awful thing in the world㠢â‚ ¬Ã¢ ¦it changes from individual to singular (Orwell, 233). The best conceivable torment is individualized, and with this torment, comes anything. In the wake of experiencing a long time of this exceptional treatment, Winston himself reaches the resolution that nothing is more remarkable than physical torment no passionate steadfastness or good conviction can defeat it. Toward the finish of the book Orwell composes, He had prevailed upon the triumph himself. He adored Big Brother (Orwell, 245). By molding the psyches of their casualties with physical torment, the total intensity of the Party permits Winston to have faith in everything that society does. Control of Information History The Party additionally has an authority over all wellsprings of data. It oversees and revamps the substance everything being equal and accounts for its own finishes. The Party doesn't permit people to keep physical records reporting the past which keeps individuals from testing the legislatures inspirations, activities, and authority. Residents become consummately ready to accept whatever the Party lets them know. Winston thinks having no physical records, for example, photos and archives, causes ones life to lose its blueprint in ones memory. Winston just enigmatically recollects a period before the Party came to power, and recollections of his past enter his brain just in dreams, which are the most secure vaults for considerations, sentiments, and recollections that must be smothered in cognizant existence. Besides, Winston considers Oceanias relationship to different nations on the planet, Eurasia and Eastasia. As per official history, Oceania has co nsistently been at war with Eurasia and in coalition with Eastasia, however Winston realizes that the records have been changed. Winston recalls that nobody had known about Big Brother, the pioneer of the Party, before 1960, yet tales about him currently show up in chronicles returning to the 1930s. By controlling the present, the Party can control the past. Also, in controlling the past, the Party can legitimize the entirety of its activities in the present. (Part III) Language as Mind Control One of Orwells most significant messages in 1984 is that language is of focal significance to human idea since it structures and constrains the thoughts that people are fit for communicating. The Party has acquainted Newspeak with supplant English. Its motivation is to modify the structure of language to cause it difficult to even to consider defiant or insubordinate contemplations, in light of the fact that there would be no words with which to think them. Syme, a canny Party part who chips away at an updated word reference of Newspeak, says, Dont you see that the entire point of Newspeak is to limit the scope of thought? At long last we will make thoughtcrime truly unimaginable,

3 Ways To Attract Advertisers To Your Blog

3 Ways To Attract Advertisers To Your Blog Make Money Online Queries? Struggling To Get Traffic To Your Blog? Sign Up On (HBB) Forum Now!3 Ways To Attract Advertisers To Your BlogUpdated On 28/06/2017Author : MaheshTopic : Make MoneyShort URL : http://hbb.me/2ozcbbK CONNECT WITH HBB ON SOCIAL MEDIA Follow @HellBoundBlogAdvertising is the primary source of income for many blogs. Not because its easy to implement, but it does help the visitors to get the relative contents with contextual ads. Advertising Networks like Google AdSense, Chitika, etc have made it easy to get the related ads for your contents on your blog. Beside these ads, one can earn much more money by getting direct advertisements or from sites like BuySellAds. But, one thing is different here, advertisers have to buy ad space on your site rather than displaying any ads. So, if there are no advertisers, the ad space is blank. To get advertisers from these networks, you have to do some optimizations which will help you to attract advertisers for your site. Here are the 3 ways to attract advertisers to your blog.1. Blog Niche Matters the MostWhether your blog is getting high traffic or not, Niche plays a big role in advertisements. Advertisers will only buy an ad spot on your site if they find that it would be beneficial for them. So, advertisers will find sites in which their ad falls, e.g., iPhone niche. So, instead of writing general topics, one should concentrate on his site niche to attract more advertisers.2. Traffic is Second thing to look forAs first comes the site niche, second comes the Traffic. If you have a site on popular niche, but not getting a decent amount of traffic, then it is useless. Your site must be getting good amount of visitors per day in order to attract the advertisers. Because, advertisers will see if they get what they have paid for.READ12 Easy Tips To Increase Your Affiliate Earnings3. Site Ranking Matters, too.Along with Site Niche and Traffic, Site Ranking is also an important part of a site. Site Ranking r efers to Alexa Rank of your site, Google PageRank (PR), Compete rank, etc. When an advertiser falls on your site looking to buy an ad spot, he would surely check out the Rank of your site on different ranking sites. As Google PR is considered, you should work on it to improve it. The much better your site ranking is, the more chances that you got an advertiser soon.The above three ways are the working methods to attract advertisers to your site. Share what other methods you apply to your site to get advertisers!This article is written by Mahesh Makvana. He is a Student as well as a Part time blogger. He owns a Tech Blog TechListen, where he writes about all these things. If you wish to write for us, kindly check this.

Life Changing Experience With My Family And My Friend

Last summer, I had a life changing experience with my family and my friend Jenny in Oregon. My intention of this vacation was to show Jenny the beautiful Oregon views and spend time with my family who moved there two years ago. We rarely see my aunt and uncle because school and work often get in the way. However, we booked a trip for last August and flew out to spend two weeks with them. I am thankful for this experience because I am now a different person. During the car ride from the airport my uncle asked us what kind of activities we were interested in doing while we were visiting. This was an easy question because during the plane ride, Jenny and I were talking about hiking and kayaking. When we mentioned that we could not wait to go†¦show more content†¦There were kids of all ages pushing and shoving each other to get into the river. I was trying my hardest not to hit anyone as I placed my kayak on to the dirt. While I waited for Jenny to catch up to me, I admired my kayak. The blue and green swirls resembled my eyes and maybe that is why I always chose to use that one. Jenny’s kayak was bright yellow and resembled a floating banana. I stared at my kayak in the sparkling blue water. I could not wait any longer to jump in and start paddling, so I climbed in. I double checked that I had my phone in my wristlet under my seat in case my uncle needed to get in touch with me. I could not wait a second longer to be apart of the rafters and paddleboarders effortlessly cruising by. I grabbed my paddle and made my way into the calmness of the river. Every time I paddled, I was splashed by little droplets of water. I loved watching the sunlight reflecting off of the surface. It was a magical and peaceful experience which made me feel like I was in a dream. Little did I know this was about to be a nightmare. When Uncle Glen called after us, he told us that we had an hour and that we needed to return back to this same location. I nodded my head in agreement and felt the heat from the sun on the back of my neck. I made note of how strong the river was flowing and if I wanted to, I could let the river guide me without paddling. I sat back in my seat and felt at peace with the world and relaxed. As JennyShow MoreRelatedEntrance Nursing Essay1344 Words   |  6 Pagesthe desire to help people in need. If a friend fell while playing tag I would stop to help, when my younger siblings would cry I would always offer my candy and a hug. I learned that helping others made me feel good. It was something I loved. While becoming a woman I only embrace this love even more. Although I did not comprehend that these small gestures as a child would soon lead me into a path of nursing, I am truly aware that they have opened a place in my heart for a career as a nurse. 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Since I possess both of these identities what does that say about the experiences I have faced over my lifetime, and how do those experiences influence my perception of the world around me. As the demographics of the United States are rapidly changing the conception of the heterosexual white male is changing as well. Or is this just how I personally feel the role of the white heterosexual male is perceived? Before I can figure out what the

The Legal Drinking Age Should Be Lowered Essay - 1548 Words

In the United States, the legal drinking age is twenty-one. In all fifty states, however, there are exceptions for underaged drinking at home, under adult supervision, or for medical purposes (â€Å"Drinking Age†). Overall, the legal opportunities for any person under twenty-one to legally drink alcohol are very scarce. There are many different points, made by people from both sides of the issue about whether or not to lower the drinking age to eighteen, or leave it where it currently stands at twenty-one. Although each side has its own arguments, the legal drinking age should be lowered to eighteen years of age throughout all fifty United States. When you turn the age of 18 in the United States, you are considered an adult. Becoming an adult comes with its rights and responsibilities you can vote, smoke cigarettes, get married, serve on juries, sign contracts, join the military, and be prosecuted as an adult (â€Å"Drinking Age†). However, there is one thing you can no t do, and that is legally drink alcohol. As an adult, you should be able to make your own decision about drinking alcohol. Granted, there are many people who are twenty-one and over who are very irresponsible. When they drink, they do irresponsible things such as getting behind the wheel of a car. However, it doesn t matter if you are eighteen or sixty-seven you can still drink and be irresponsible. On the other hand, there are many young people who would drink responsibly and be safe. It is unfair that as youngShow MoreRelatedThe Legal Drinking Age Should Not Be Lowered973 Words   |  4 Pages The Legal Age for Drinking Alcohol Should Not Be Lowered To 18 In the United States. Every state has the right to set its own legal drinking age. 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While some feel that 21 should remain as the legal minimum consumption age, others disagree. By examining different aspects of alcohol consumption such as social motives and health related concerns one is more able to fully grasp the role that alcohol plays in our society. Through research and analyzation one can come to the conclusion that a lowered legal drinking age is not the answe r. The legal drinking age should not beRead MoreThe Legal Drinking Age Should Be Lowered1481 Words   |  6 Pagesthe century, underage drinking happens every day in the United States and for some this might seem unacceptable but for most this is all because an unfair law put up by the government. The legal drinking age should be lowered from 21 to 18 because, among other things; 18 is the age of adulthood in America and adults should have the right to make their own decisions, also traffic accidents and fatalities are most common among newly-legal drinkers regardless of their drinking age; and, this law has notRead MoreLegal Drinking Age Should Be Lowered2099 Words   |  9 Pages friends, and the feeling of being invincible. Although there are a legal alcohol drinking and purchasing age in various countries, it is easily accessible to those who are underage. Alcohol is a monitored and controlled substance that can be purchased legally, yet there are many concerns that surround t he substance. There are pros, cons, and different patterns regarding alcohol and the legal alcohol drinking and purchasing age. As a result of alcohol use, there have been many fatalities and injuriesRead MoreShould the Legal Drinking Age Be Lowered?2541 Words   |  11 Pagesabysmal failure. It hasnt reduced or eliminated drinking. It has simply driven it underground, behind closed doors, into the most risky and least manageable of settings,(Debate) said John McCardell of â€Å"Choose Responsibility†. Choose Responsibility is a non-profit organization that is for lowering the drinking age to 18. Young adults can vote, fight and die for their country overseas, and purchase tobacco at age 18, but why cannot they have a beer? Drinking among the youth in the United States has escalated

Assignment 2 A Multicultural Society - 807 Words

Assignment 2: The Application Paper Keitha Williams October 18, 2017 Argosy University Assignment 2: The Application Paper A multicultural society is where a diverse group of races, cultures, and different ethical background coexist together in a country, state, city, community or neighborhoods. Basically, a ground of people from different backgrounds living together in the same community. Multiculturalism is when these diverse groups have the same rights and treatment in society or by society. Multiculturalism is when different racial groups and cultures have the same opportunities, and equal rights without prejudice. Yes, the U.S. is a multicultural country. The U.S. of America has many different cultural communities,†¦show more content†¦Matter of fact the U.S. of America is one of the most diverse multicultural countries. There’s over 200 languages spoken in the US, of course, the number 1 is English, and #2 is Spanish. In the Southeastern states this is very apparent. With 13.5 percent of the US population being immigrants, I have to say yes, the US is a multicultural country. Multiculturalism is a controversial issue because of people prejudice towards what they don’t know or understand. Some people don’t want to know, or understand other backgrounds and beliefs. Different people with different beliefs, and cultural backgrounds believe in different things, have different views, and dislikes. Some people look at multiculturalism as a negative for their own selfish beliefs, but I think it’s a positive. Multiculturalism brings along different languages, foods, religions, and cultures and there here with us every day to learn from. These are also people that we work with, go to school with, and even some religions, so we have multiple opportunities to learn. But, some feel that immigrants are here just taking up jobs and opportunities for Americans. So, they don’t try to learn or understand why people come to this country or their beliefs and cultures. But, I don’t think they look at people as simply Americans as well, we h ave African Americans, Mexican Americans, Native Americans, Asian Americans, etc. So, are these people anyShow MoreRelatedProcess Pl Multicultural Competence1689 Words   |  7 PagesProcess Plan Summary Paper Multicultural competence is the ability to interact effectively with people of different cultures. There are four major components present when discussing multicultural competence: (1) the individual (me) must be aware of one’s own cultural views, (2) know ones attitude towards cultural differences, (3) Knowledge of different cultural practices and worldviews, and (4) having cross-cultural skills (Adapted from class 2 and 3 definitions handout, as adapted from Pope, R.LRead MoreThe Goals Of Multicultural Education1169 Words   |  5 Pages1. There are three goals in multicultural education. None are necessarily more important than the other but they are vital to ensuring that every child, regardless of race, gender, sexuality, age, or ability, are granted the same level of education they need to succeed. The first is tackling inequality and promoting access to an equal education. Many minority children will have already been faced with some form of discrimination by the time they’ve reached the classroom. It is the teacher’s job toRead MoreQuestions On Multicultural Education : The Material Presented Goes Along With Our Weekly Reading Assignments998 Words   |  4 Pagesenjoyed the individual presentations. The material presented goes along with our weekly reading assignments in the Koppelman text. I have been learning ways of incorporating these topics into teaching and in my curriculum. I will be highlighting the presentations of Sarah, Virginia, Jessica and Ericka. Sarah Sponsel’s topic was multicultural education. 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Mrs Casper in the novel Essay Example For Students

Mrs Casper in the novel Essay A kestrel for a knave was written in the 1960s when single mothers especially in the working class society such as Mrs Casper, were looked down upon. Billy, her son went to a secondary modern school where education was seen as unimportant and so he did not get much motivation from school or family to do well. The novel is structured over a period of one day. This is so we get to see everything in detail and so can identify and engage with Billy, Mrs Casper and the rest of the characters. Hines chose to write the novel in third person because if it was written by Billy, the readers wouldnt be able to read it, firstly because he has a strong Yorkshire accent and secondly because he is illiterate. However the narrator follows Billys every step so its like we still see everything through Billys eyes. Barry Hines partly wrote this novel to show that single mothers, like Mrs Casper struggle and so should be helped not looked down upon. Hines presents Mrs Casper in the passage, as a mother that doesnt know how to deal with a problem. O shut up no then! youve cried long enough about it we can see that Mrs Casper doesnt know how to deal with the situation. Instead of comforting Billy, she shouts at him and doesnt show him any sympathy. Mrs Casper doesnt understand Billy. She doesnt know that the hawk is the only thing that Billy is interested in. the fact that Jud has taken it away now she doesnt realise this and says, but its only a bird. You can get another cant you? this probably makes the reader think that Mrs Casper is uncaring because Billy has spent days and moths training that hawk. However, she does know that what Jud did was wrong, even though Billy took his money, as she tells him off. It waa a rotten trick, Jud. In the beginning of the novel we already get an impression of Mrs Casper even though we havent met her. There were a packet of dried peas and a half bottle of vinegar on the shelves we get the impression that Mrs Casper doesnt provide her family with any breakfast or food as everything is empty. The readers get the impression that she doesnt really care if Billy has any food to eat, especially when he has a long day ahead of him. Mrs Casper doesnt provide Billy with food but also dresses inappropriately his mother was standing in her underslip, a lip stick poised at her mouth... The readers get the impression that she dresses in a slatternly way and how no respect for herself. Hines shows this as she says is that you Reg? Mrs Casper again shows she has no respect for herself as she sleeps with any man  Mrs casper doesnt see education as important as she doesnt care if Billy has gone to school oits you Billy, Havent you gone to school yet? She pesters Billy into buying her fags when he will be late for school I cant, ill be late clearly a caring mother should care more about her childs education than her cigarettes. Billy clearly shows in his Tall Story that Mrs Casper isnt the mother role he wants. He dreams his mum of providing him with food, as many items of food get mentioned in the tall story such as backen, egg, bread, butter which in reality he doesnt get.  In conclusion, Hines presents Mrs Casper as an uncaring mother, to show that single mothers were looked down upon in society.

3 Steps to Acing Your Truck Driving Job Interview

3 Steps to Acing Your Truck Driving Job Interview Is one of your New Year’s resolutions to get a trucking job? Whether you’re a rookie driver or a seasoned veteran, the rules are the rules- you’re going to need to interview in order to get hired. Follow these three steps, and you’ll be well on your way. Have a quality resume on-handNo matter how much- or how little- trucking experience you have, you still need a professional resume. Not just some scribbles on a sheet of notepaper, or a hastily-crafted bullet list. You need a properly formatted, proofread, thorough resume on high quality paper. You can get special resume paper at any office supply store. Make sure to have at least 20 copies on hand. If you’re not good with computers, consider asking a friend to help. If you throw them a few bucks, you’ll probably get a great resume out of it.Create an info packetA resume isn’t all you need. Make yourself a folder with the following, and make sure to take it with you on every interview. This kit will include all you’ll need for the interview, as well as the on-boarding process with HR. That way you won’t have to delay starting- or getting paid.A copy of your CDLAn official copy of your birth certificateA copy of your social security cardAn official copy of your truck driving school certificate, if you have onePre-hire letters from other companies considering hiring youYour CSA and DAC reports (if you have worked previously as a truck driver)A copy of your motor vehicle record (MVR)A copy of an updated DOT physical (which is required to get your CDL)Having all of this put together shows hiring manager, the HR rep, and your new boss that you are organized, professional, and respectful of your colleague’s time.Do your pre-interview  homeworkWe all know that an interviewer asks most of the questions. But there is always a point in every interview when the hiring manager will ask what questions you might have. It’s best to be prepared. If you’ve gone to so many interviews that you can’t keep them all straight, make yourself a list to study before each interview. Make sure to note the name and location of the company, whether they have multiple offices throughout the country, who you’d be working for, the name of the HR manager, the name of your interviewer, and any other information you might be able to gather about the company from a Google search or two, as well as your sense of the types of jobs and hauls the company offers.Following these steps will ensure that you remain in control during the interview process. You’ll be ready for anything, so you’ll be at your best and most confident to go in there and land the job.

In Romeo and Juliet there are lots of opposing themes Essays

In Romeo and Juliet there are lots of opposing themes Essays In Romeo and Juliet there are lots of opposing themes Essay In Romeo and Juliet there are lots of opposing themes Essay From the beginning of Romeo and Juliet we are introduced to the themes of life and death, death in particular. In the prologue we are told that the play will result in two deaths, those of the star-crossed lovers. We are also told that ancient grudge break to new mutiny, which again informs the audience of the fate the play is bound to. The new mutiny is shown in Act 1 Scene 1 when Abram, Sampson, Gregory and Tybalt fight, the reason being that they are from the opposing houses, which bear the ancient grudge that the prologue described to the audience.Tybalt, from the Capulet house challenges Benvolio of the Montague house. Tybalt is described as fiery and he says to Benvolio Turn thee, Benvolio, look upon thy death, believing Benvolio to be involved when he in fact was attempting to cease the fighting. This scene is used to great affect, as it is shows the conflict between the houses at the beginning of the play to ensure the audience know of the conflict, an d will later comprehend that it is the cause of all the deaths throughout the play.Prince Escales of Verona eventually stops the fight, and informs Lords Capulet and Montague that, should there be another brawl, Your lives shall pay the forfeit of the peace. The message is clear both to the audience and the characters, and it is showing how death is a punishment. This scene is split into two halves; the fight, which revolves around the theme of death, and Romeos conversation with Benvolio, which is referring to life. We are informed that Romeo has been creating artificial nights for himself and that he private in his chamber pens himself. He is melancholy, and when Benvolio seeks the cause of his sadness, he discovers that Romeo is Out of her favour where I am in love.He is discontent with his life, and feels that it is worthless without Rosaline. At this point in the play he does not realise how terrible death is, and thinks it a better option than being melancholy. This shows othe r people easily affect him, and also that he is unaware of the pain of death and the effects it can have. This is the first of many links between love and death during the play, and Benvolio claims he will die in debt if he cannot teach Romeo to forget Rosaline and love another women. This gives the image of death being a repayment of debt created within life, closely linking the two.The next time death appears in the play is when Benvolio compares women to poisons, and says to Romeo, the rank poison of the old will die. This portrays the image that women are the cause of ill health and death. This is ironic because at the end of the play Romeo does die from a poison, and he takes it because he cannot be with the women he loves. This is one of the many prophetic images Shakespeare uses throughout Romeo and Juliet, all of which are used to great affect. Another example is in scene four, where Romeo voices his fears of an untimely death, and feels that if he enters the Capulets ball i t will bring about his death, which is true as it is at the ball he meets Juliet. Had he trusted these predicaments, he would not have met Juliet, meaning he would have had no reason to kill himself.At the ball, Tybalt sees Romeo, and wishes to strike him dead, but Capulet will not allow this, as he does not want to spoil the party. When Romeo finds out Juliet is a Capulet, he is distraught, and claims, my life is my foes debt. He believes that his life is owed to his enemy, and that he would be happier dead as he cannot be with Juliet. Juliet also says she will die if she cannot marry Romeo, which is another example of irony, as in the end of the play she does die, and mainly because she did marry Romeo. This again portrays the close relationship between love and death, which is carried throughout Romeo and Juliet.Act 2 Scene 2 is also portraying this relationship, when Romeo creeps back into the Capulet house to see Juliet. She tells him that if the guards see him they will murder him, but he says that, My life were better ended by their hate/ Than death prorogued, wanting of thy love. He would prefer to die early and be with Juliet, than live a long time without her. Later in this scene Juliet says that she wishes Romeo was like a wanton bird, and Romeo replies I would I were thy bird, but Juliet confesses that she would end up killing him, as she would constantly be giving him affection.In scene 3 we are introduced to Friar Lawrence, who plays a very important part in the play, connected with both life and death. In his speech we are informed that he has a special interest in plants, some of which have healing qualities, others which are used in the production of poisons. This leaves the audience wondering whether his purpose in the play will be to heal, or the opposite.Mercutio provides another example of the link between love and death in scene 4, when he talks about Romeo being shot with Cupids arrow. In scene 5 Juliet performs a soliloquy, and towards the end of this she says But old folks, many feign as they were dead/ Unwieldy, slow, heavy, and pale as lead, informing the audience that many of the senior members of Verona act as if they are already dead. This gives the impression that Verona is permanently linked to death.The final scene in this act, scene 6, is the point at which true love finally runs its course, and Romeo and Juliet are married. Romeo says something very prophetic in this scene. Then love-devouring Death do what he dare/ It is enough I may but call her mine. This is saying that they are not afraid of death as long as they are together, and are prepared to die for each other, which is in fact the final consequence. Friar Lawrence then claims that, These violent delights have violent ends/ And in their triumph die like fire and powder. This is even more prophetic as it states that all good things end badly, as does the play.Act 3 Scene 1 contains the second fight of the play, when Tybalt seeks revenge on Romeo for attending the ball. When Romeo declines, and claims that he love thee better than thou canst devise, Mercutio takes it upon himself to fight with Tybalt. They fight, and Romeo parts them, but Mercutio is stabbed under Romeos arm. Mercutio plagues both the houses, as it is due to their grudge that he lost his life. Having witnessed the death of his friend, Romeo abandons his maturity and attacks Tybalt, resulting in Tybalts death. He runs, scared of the punishment the law commands death. This is in comparison to the beginning of the play when he was unaware of the fear death can bring.At the end of the scene Benvolio, having told the Prince what happened, proclaims, This is the truth, or let Benvolio die. This is the second time he has used his life as a guarantee, for at the beginning of the play he vowed to die if he could not persuade Romeo to love another women.Prince Escales decides the punishments, and is persuaded by Lord Montague that, His fault concludes but what the l aw should end/ The life of Tybalt. He reduces Romeos punishment to banishment, but vows that in future he will be deaf to pleading and excuses, as he has lost his kinsman, Mercutio.In scene 2 Juliet is told by the nurse, hes dead, hes dead, hes dead! and she believes it to be Romeo. She asks Can heaven be so envious?, but the nurse replies, Romeo can, though heaven cannot. When Juliet discovers that Tybalt is dead and Romeo banished, she says it is worse than her mother, father, Tybalt, herself and Romeo being dead.Romeo agrees with Juliet in scene 3, when he says, Banishment? Be merciful, say death:/ For exile hath more terror in his look and he emphasises this with images of Juliet being in heaven where everyone except him can look at her. He is being very selfish, as the Friar tells him when he says if he killed himself he would be killing Juliet as well. This is prophetic as, when Juliet finds out Romeo is dead she does kill herself. He also tells Romeo how it would be a sin, an d he would go to hell, linking death with the next life.At the beginning of scene 4 Lord Capulets view on death is shown, and it is very different to Juliet. Well, we were born to die. He does not think it is worth getting upset about, as everyone dies at some point. Paris and Lord Capulet do not show respect for the dead, as they are now talking of weddings, rather than mourning their loss.In scene 5 Romeo is saying he must leave Juliet or he will die. He is now acting rationally, and realises that as long as he is alive he may be able to come back. Juliet doesnt want him to go, but then changes her mind. She then later finds out about her marriage to Paris, and refuses. Her mother shows no feelings for her, and says I would the fool were married to her grave, which is how Juliet dies.In Act 4 Scene 1 we are told that Juliet is weeping for Tybalts death, but she is being hurried to get on with her life. Not much respect is shown for the dead at this time as they are now thinking of weddings rather than grieving for their loss. However Juliet is willing to end her life is she cannot be with her love. This gives us the impression that her life is worthless without Romeo and she doesnt value her life very much. She reinforces this later on when she says, o bid me leap, rather than marry Paris/ From off the battlements of any tower and she lists other terrible things she would rather do.Later on in the scene Friar Lawrence tells Juliet of a plan to fake her death in order for her to live a good, sin-free life with Romeo. This shows how powerful death can be, and can cause good things as well as bad.In scene 3 Juliet is about to take the poison, but is scared about what will happen if it doesnt work. She doesnt want to die and is scared she will wake too soon. She gives vivid descriptions regarding death, such as So early waking what with loathsome smells and shrieks like mandrakes torn out of the earth. She also talks about Tybalts ghost. She is hysterical at th is point and is confusing life with death.The next example of death is not until scene 5 when Juliets body is discovered and death is quite a prominent part in this scene. There is a lot of repetition of the word death and phrases connected with it. We are told that Juliet is ready to go, but never to return when Friar Lawrence asks if she is ready to go to church.Death is personified when Capulet says, o son the night before thy wedding day/ Hath Death lain with thy wife. They regard death as an evil being that takes all, and this is also used later in the play. Later it is shown how people dont realise how bad death is until it happens to them. Earlier on in the play lady Capulet said I would the fool were married to her grave but when this actually happens she claims and with my child my joys are buriedHowever during the Friars speech we are told about the religious beliefs at the time. Friar Lawrence talks about the next life, showing the connection between life and death, and how the second life is better.Act 5 starts a very dramatic part in the play, which revolves around death. In scene 1 Romeo tells the audience of his dream that was dead. This shows how death can affect people, even when they are unaware of it. It is also prophetic, especially when he says And breathd such life with kisses in my lips Juliet was told by Friar Lawrence that she would wake to Romeo kissing her, so this is like Romeo knew the plan. Romeo is saying how he wants to die for his love, which is what Juliet said as well.Whilst trying to find it, Romeo describes the apothecary and he talks about dead animals, which gives the impression it will contain items to do with death.Romeo uses death and cruelty to persuade the apothecary to sell him the potion, saying how life has been cruel to the apothecary, and that he needs the money.In scene 2 we find out why Romeo did not get the letter telling him of the plan. It turns out that the Friar saving sick peoples lives caused three de aths Romeo, Juliet and Paris.When he finds out, Friar Lawrence says, poor living corse, closd in a dead mans tomb, which is one of the things Juliet was scared of. It is showing how life is trapped and bound to death.In scene 3, death is personified again, this time by Romeo. It is compared to a dirty mouth, eating all that is good, and it is shown how death leads to more death. Paris believes that Romeo killed Tybalt, which in turn led to Juliets death.However it is shown how there are different types of death. By being arrested and killed or by your own free will, which is how Romeo wants to die.On entering the tomb, the connection is shown again between life and death, when Romeo says how Juliet looks alive when he believes she is dead. Death is personified again, and then Romeo dies for his love, unaware she is to wake up only minutes later.Meanwhile, outside, Balthasar is scared of death, in comparison with Romeo who wanted to die.Juliet awakes to find Romeo dead, and chooses to take her life too. She is only 13 and has her whole life ahead of her, but chooses to die for love. This shows again the great relationship between love and death in the play. Another example is that throughout the play there is a love triangle between Romeo, Juliet and Paris; and in the end all three die for love. However love is also linked to life, as the deaths draw the families together and they vow to honour Romeo and Juliets lives.Throughout the play Shakespeare shows obvious empathy, and clearly shows the links between life, love and death. They are very strongly related, and many links are shown throughout Romeo and Juliet.

Apple vs. Samsung Research Paper Example | Topics and Well Written Essays - 1250 words

Apple vs. Samsung - Research Paper Example Samsung has been able to create different versions of one product to meet various types of consumers needs. Apple on the other hand has specialized in the creation of various products for a wide range of varying needs. Steve Jobs, Steve Wozniak, and Ronald Wayne founded Apple Inc. in 1976. The company’s headquarters are in Cupertino in South Korea. The company is a dealer of designer software, electronics, and provision of computer services (OGrady, 2012). Samsung, a company in the same field, began its journey in 1938 under the foundation of Lee Byung- chul in Daegu, which is located in South Korea (Lee, 2006). This paper aims to evaluate the two companies in terms of product, place, promotion, and price. Product refers something tangible or intangible available for purchase from an organization. Samsung produces many products of a fairly similar nature to suit various consumers. Apple produces technologically varying products to meet varying needs. Samsung has been leading product provider since its inception. Scholars and economists have noted that since the creation of Apple, Samsung has been forced to revamp and re-strategize itself every so often to keep up with the threat. Samsung has been able to compete due to the advantage that it has created a tough image for decades on end and has established goodwill with the globe (Thamhain, 2014). This was the most important part of the data collection process. This is because participants were allowed to take their questionnaires with them for a period spanning 5 days. Questionnaires were handed out to 20 persons randomly. In this section, the results of the survey about respondents’ preferences will be reported. The report is structured by each of the five questions in the survey beginning with question 1.Percentages were used to ensure that an overall perspective on Reponses was acquired. The first point illustrates the percentage of participants that had a

Spiritual Needs Essay Example | Topics and Well Written Essays - 750 words - 1

Spiritual Needs - Essay Example Questionnaire has been developed as the tool for assessment; ten questions had been formulated in order to explore her spiritual need, to which she made sufficient and sensible answers. After the research process, her needs were defined and determined, in order to provide her with the best possible environment for her convalescence. Spiritual need assessment in nursing profession refers to the estimation of the religious and spiritual requirements of the according to the faith followed by the patient(s) under treatment, in order to provide them with spiritual relief and comforts along with counseling, medicines, therapy and other necessary healthcare essential for their convalescence and recovery from mental or physical illness. Cobb & Robshaw (1998: 7) are of the view that spiritual and emotional collapse look for spiritual care, so that the patients may choose to discuss their concerns provided they have been shown proper attention, respect and appreciation. Spiritual assessment to ol is not confined to the followers of one particular religious faith; on the contrary, the same could be applied to the individuals adhering to any belief system. The researches reveal that exploration of spiritual distress and anxiety the reason behind it could turn out to be supportive health care providers in understanding the problem of the patient. In addition, it can also become productive for ensuring the smooth progress of personal and spiritual growth essential in respect of paving the way towards the better care of the patient by the healthcare providers (Burkhardt & Nagai-Jacobson, 2002: 22). Consequently, spiritual need assessment provides a superior methodology for the elimination of emotional distress and emotional collapse from the mind of the patient. While elaborating the case under-analysis, the patient was admitted at the healthcare center because of her emotional trauma and her chronic asthma complaint. In the beginning, the patient remained reserved and silent, and did not share anything with the staff. Somehow, after nearly seven hours of her admittance, she looked quite moved because of the extreme compassion and care provided by the staff members. Since the patient appeared to be ready for sharing her life and faith she follows, it became quite easier for the staff to peep into her mind, and explore her personality. Thus, every thing, related to research went well, in the light of the questionnaire, developed for the same purpose, and there was no main hurdle in making assessment of her spiritual needs altogether. Actually I have already examined the flaws in the questionnaire while asking the answers of the questions from my family members in order to make it perfect. I would like to apply interview-schedule in future, as it is more comprehensive in understanding the motifs of the respondents with the help of gestures, body language, voice tone and face expressions. The patient’s non-compliance and fear of expressing her belief was the challenge for me during the research. Somehow, a friendly environment encouraged her to share her feelings with me. Since I am Protestant, so only lack of knowledge about only few things created hurdles for me, though my study of Catholic belief and interaction with my Catholic friends helped me out in development of research too. The patient informed me that she belonged to Catholic faith, and maintained deep love for and unflinching faith in Holy Jesus Christ. I came to know about the very fact that faith contained imperative significance for her, as it not only provided peace,

Ap Psychology Review Packet Essay Example for Free

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