...Abstract This essay discusses the mind-body question and the difficulty to explain how these two entities relate to philosophical and scientific inquiry. This discussion includes the difficulty scientists find with dealing with the mind-body question when discussing the conception of reality. The discussion will include Searle’s perception of the mind-body question and conclude with a personal perspective of the mind-body question and what it means to her. The conclusion of the essay after research is that this question is difficult to answer because of different views and perspectives. Mind-Body Questions Paper The mind-body question has been a source of examination for many years. This examination began in the seventeenth-century with the French philosopher Descartes. Many credit Descartes with beginning the mind-body problem. The mind-body question in essence deals with how the physical world interacts and relates to the mental aspects of the mind. Descartes considered that the mind existed only in the mental state with the body existing only in the physical state. He felt that the mind could not exist with the body (Schimmel, 2001). Many others have formed various opinions, including John Searle, which emphasizes consciousness when discussing the mind. This essay is a discussion of the difficulty poised by the mind-body question on philosophical and scientific inquiry. The essay will also include the perspective of Searle concerning the mind-body question and reality...
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...AP Psychology Essay Prompts and Scoring Rubrics The enclosed document includes an essay prompt for each unit in AP Psychology and a corresponding scoring rubric. The purpose of this activity is to increase the students’ awareness of how AP exam readers grade from a rubric. Emphasis is placed on the definition of terms and the application of those terms. Units include: Introduction to Psychology Psychobiology Sensation and Perception Memory Learning Nature and Nurture of Behavior Developing Person Thinking, Language, and Intelligence States of Consciousness Motivation and Emotion Personality Stress and Health Psychological Disorders Therapy Social Psychology Unit: Introduction to Psychology Describe the different perspectives from which psychologists examine behavior and mental processes, and explain their complementarity. Your answer should include: ➢ Neuroscience ➢ Evolutionary ➢ Behavior Genetics ➢ Psychodynamic ➢ Behavioral ➢ Cognitive ➢ Social-cultural Rubrics Note: The application portion on the rubrics may include a variety of answers. This is simply an example of possible answers. The perspectives have more than one complement. |Term |Definition |Application ...
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...discipline was born (Thomas, 2014). Wilhelm Wundt (1832 – 1920) (Encyclopaedia Britannica, 2014), set up the first psychology laboratory, situated within the department of philosophy, at the University of Leipzig in 1876 (Thomas, 2014). The facility was devoted to physiological experimentation through scientific methodology, and it was also where the theory of introspection, which posited that reflection and interpretation of lived experiences could help to develop a model of consciousness, was developed. (Thomas, 2014). Since this time, psychology as a ‘scientific’ specialty has grown into a discipline with many branches, with each of these branches being devoted to a particular aspect or paradigm (Ritchie & Grenier, 2002) This essay will present a concise account of critical, historical and conceptual issues that have contributed to the evolution of psychology, and to what the future of the discipline might look like. One of the main criticisms of psychology is that of whether or not it is a science (Makunda, 1997; Manicas & Secord, 1983). Firstly, should psychology be included in the natural sciences or the social sciences? Psychology...
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...Life doesn’t stand still. We are in a state of constant change throughout our lives. When we ask ourselves who we are, we think of ourselves in terms of who we are now. But we have been and will be many different people in our lifetime; an infant, a child, a teenager, a young adult, a mature person, and an aged person. Young children understand their worlds in ways that are so different from adults. To understand ourselves fully, we must understand the process of development, the more-or-less predictable changes in behavior associated with increasing age. Both nature and nurture work together in development. Without getting some advice (nurture), a child can’t use a baseball glove correctly. But the child must be physically developed enough to use the glove (nature). You cannot effectively teach children to do much with a glove until age 4 or so, after considerable physical development has taken place (nature). We are creatures of complex combinations of both our nature and nurture (Lahey (2007) page 316, 317 para 1). It is very important to understand that it’s normal for child development to be highly variable, even when they are raised in typical conditions. This is true in two senses: a) There are differences between children in their development b) Children vary in the rate of their own development from one period to the next Parents must make important decisions about raising children that can have a major impact on their child’s emotional and intellectual development...
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...“Describe in detail a specific advanced hypnotherapeutic approach, giving a clear rationale for its application and therapeutic objective.” Hypnotherapy provides a number of different ways for treating patients suffering from anxiety. This essay seeks to look at some of these methods, aiming to uncover what these methods are, how they specifically target anxiety, what anxiety actually means on a biological and psychological level, and why hypnotherapy can be a good solution for some of the causes of anxiety(Gibb 2007). It is hoped that in the process of answering the question, a better understanding will be reached of the effects of anxiety and hypnotherapy, both in terms of its treatment and efficacy as a means of helping those suffering from anxiety. Before we can begin to look more closely at hypnotherapy, we must begin by arriving at some working definitions of anxiety. Anxiety stems from neural circuitry in the amygdala and hippocampus, both located in the limbic system within the medial temporal lobes of the brain. Although the hippocampus is more explicitly associated with memory, both combine to produce anxiety in human beings via a complex means of neural communication. Anxiety is not however, a mental illness but instead, a behavioural condition that is a reaction to biological causes. The first of these is an imbalance of neurotransmitters in the brain. If the brain finds itself overloaded with substances such as adrenaline or epinephrine, or lacking in substances...
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...Bodily Systems and the Spatial-Functional Structure of the Human Body Barry Smith, PhD1,2, Igor Papakin1, Katherine Munn1 1Institute for Formal Ontology and Medical Information Science Faculty of Medicine, University of Leipzig, Leipzig, Germany 2Department of Philosophy, University at Buffalo, Buffalo, NY, USA Abstract. The human body as conceived by medical science is a system made of systems. The body is divided into bodily systems proper, such as the endocrine and circulatory systems. These are subdivded into many subsystems at a variety of levels whereby all systems and subsystems engage in massive causal interaction with other systems and subsystems. In this essay we offer an explicit definition of bodily system, and explicit means for understanding these causal interactions. Whereas informality is acceptable in documentation created for human beings, it falls short of what is needed for computer representations. In our analysis we will define bodily system, and will take some first steps toward understanding the causal relationships bodily systems have with their subsystems. 1. Introduction Ontology plays an increasingly significant role in work on terminology and knowledge management systems in the domain of biomedical informatics, and we hold that it will play an essential role in biomedical research of the future. The term ‘ontology’ must, however, be understood in the right way [1]. The dominant paradigm might be referred to as ‘applications...
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...on the razor edge of the Event Horizon of the Singularity. That this sublime juxtapositional tautology has gone unnoticed until now is itself remarkable. We're so exquisitely privileged to be living in this time, to be born right on the precipice of the greatest paradigm shift in human history, the only thing that approaches the importance of that reality is finding like minds that realize the same, and being able to make some connection with them. If these books have influenced you the same way that they have us, we invite your contact at the email addresses listed below. Enjoy, Michael Beight, piman_314@yahoo.com Steven Reddell, cronyx@gmail.com Here are some new links that we’ve found interesting: KurzweilAI.net News articles, essays, and discussion on the latest topics in technology and accelerating intelligence. SingInst.org The Singularity Institute for Artificial Intelligence: think tank devoted to increasing Humanity’s odds of experiencing a safe, beneficial Singularity. Many interesting articles on such topics as Friendly AI, Existential Risks. A SingInst.org/Media Videos, audio, and PowerPoints from the Singularity Summits; and videos about SIAI’s purpose. blinkx.com/videos/kurzweil Videos on the internet in which the word “Kurzweil” is spoken. Great new resource! PRAISE FOR THE...
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...PSYCHOLOGY FINAL EXAMINATION ESSAY QUESTIONS GROUP 1 What issues give rise to the bipolar disorder? Bipolar disorder issued from lack of chemical and electrical elements in brain to function properly. It also occur in the presence of corresponding genes in patients DNA as a results of genes transmission from older generations. Bipolar disorder has 2 common poles known as Mania and Depression. How does this 2 poles differ from each other and how does this 2 poles correlate to each other? Mood Changes | -A long period of feeling "high," or an overly happy or outgoing mood -Extreme irritability | Behavioral Changes | -Talking very fast, jumping from one idea to another, having racing thoughts -Being easily distracted -Increasing activities, such as taking on new projects -Being overly restless -Sleeping little or not being tired -Having an unrealistic belief in one's abilities -Behaving impulsively and engaging in pleasurable, high-risk behaviours | | Depression | Mood Changes | -An overly long period of feeling sad or hopeless -Loss of interest in activities once enjoyed, including sex. | Behavioral Changes | -Feeling tired or "slowed down" -Having problems concentrating, remembering, and making decisions -Being restless or irritable -Changing eating, sleeping, or other habits -Thinking of death or suicide, or attempting suicide. | How does they correlate? Both involves disturbance in length of sleep. Both involves...
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...PSYCHOLOGY FOR TWO OR MORE CASE STUDIES SELF-CHECK ANSWERS 1 7 9 43 75 117 127 147 167 171 iii YOUR COURSE Instructions Instructions Welcome to your course, Essentials of Psychology. You’re entering a course of study designed to help you better understand yourself and others. For that reason, you can think of this course as practical. It should be of use to you in living your life and reaching the goals you set for yourself. You’ll use two main resources for your course work: this study guide and your textbook, Psychology and Your Life, by Robert S. Feldman. OBJECTIVES When you complete this course, you’ll be able to ■ Describe the science and methodologies of psychology in the context of its historical origins and major perspectives Outline the fundamental structure of the human nervous system and explain how it relates to the organization of human sensory perception Relate altered states of consciousness to sleep, hypnosis, meditation, sensory deprivation, and physiological responses to psychoactive drugs Discuss the basic concepts of behavioral psychology, including classical...
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...CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examination CAPE ® BIOLOGY SYLLABUS Effective for examinations from May/June 2008 CXC A10/U2/07 Published by the Caribbean Examinations Council All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W.I. Telephone: (876) 630-5200 Facsimile Number: (876) 967-4972 E-mail address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2007, by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados CXC A10/U2/07 ii Contents RATIONALE.....................................................................................................................................................1 AIMS ..................................................................................................................................................................1 SKILLS AND ABILITIES TO BE ASSESSED ...............................................................................................2 PRE-REQUISITES OF THE SYLLABUS .......................................................................................................5 STRUCTURE...
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...more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http://www.ibo.org/copyright. IB merchandise and publications can be purchased through the IB store at http://store.ibo.org. Email: sales@ibo.org International Baccalaureate, Baccalauréat International and Bachillerato...
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...National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement LIFE SCIENCES Further Education and Training Phase Grades 10-12 basic education Department: Basic Education REPUBLIC OF SOUTH AFRICA CurriCulum and assessment PoliCy statement Grades 10-12 life sCienCes CAPS LIFE SCIENCES GRADES 10-12 department of Basic education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 department of Basic education isBn: 978-1-4315-0578-4 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) LIFE SCIENCES GRADES 10-12 FOREWORD by thE ministER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). the Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; improve the quality of life of all citizens and free the potential of each person; lay the foundations for a democratic and open society in which...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
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...and the treatment of mental illness. It is largely concerned with humans, although the behaviour and mental processes of animals can also be part of psychology research, either as a subject in its own right (e.g. animal cognition and ethnology), or somewhat more controversially, as a way of gaining an insight into human psychology by means of comparison (including comparative psychology). Origins of the psychology Near the end of 19th century things started drawing together. Questions raised by philosophers were being examined by physiologists, and vice versa. a. What is the relationship between the mind and the body? b. Why do people loose their minds? What is insanity? c. How do we perceive things? Why are their perceptions of the same stimulus different? d. What affect do our experiences have on us? How important are environmental influences versus characteristics and predispositions we are born with?...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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