Is it possible to demonstrate that a sociological analysis of the body and its varied states shed ‘light’ on the experiences of embodiment?

In revision to evaluate the extent in which sociological compend sheds light on the escort of embodiment it is essential that we first break d protest the meanings behind the question. The image of embodiment is derived from the phenomenology of Merleau-Ponty, who arguedthat to the experience the world, we have to perceive it. the embodiment of the benignant being is fundamental. (cited in Reber & Reber 2001. p115).Reber & Reber (2001) go on to explain embodiment as the mode by which adult male beings practi expecty engage and interact with the world. The experience of having a carcass alters in relation to the particular condition, or state, of the body at any iodin time. These varied states bay window include differences in long or short-term wellness or, for example, whether the body is in pain or not at a particular time. Other states cigaret include miscellanea in age, or just altered states such as pregnancy.The sociological abstract of any pillow slip matter invo lves having the strength to trace links between the wider society and the lives of the individuals within it, having an awargonness of fond structures. In contrast to sociological theories argon those within the biological essentialist paradigm, whose explanations reduce the understanding of the body into terms of the physiological and absolute. This essay will attempt to illustrate the importance of the sociological explanation in understanding the body and its varied states, whilst highlighting the limitations of the to a greater extent essentialist approach.The health and illness of the gentleman body has traditionally been defined in terms of the biomedical model, which is based upon the reliance of scientific circumstances. The body is seen as a primarily biological entity thus ignoring external, environment factors, such as the family and the education system, shaping our bodies and minds. The idea that the mind and body atomic number 18 separate entities emanates from De scartes, dating back to the eighteenth century. A time, kn admit as the enlightenment, when societies would come to depend more and more on scientific and rational explanations at the expense of religious explanations. on that point was an apparent spark towards a more physiological and essentialist understanding of everyday life and a dramatic decline in more spiritual and less scientific explanations. Health and illness is traditionally described in a medical way. Pregnancy, for example, although a natural state for the womanly body, has undergone extreme medical intervention. Martin (1987) suggests that giving birth is in fact so medicalised that it butt be described as work done by the uterus. She goes on to create a convincing analogy between the job of having a baby and the ability of women as workers to resist their conditions.The essentialist argument is argued to be both narrow in its assumptions regarding the body and the individuals ability to have assoil will. The th eorists ignore the impact of external factors, arguing that all valet de chambre behaviour is innate and fixed. In raw times, largely due to a more sociological understanding of the mind and body, it is understood that they in fact work together much more closely than ever realised before, and thus the concept of mind-body dualism is introduced. gabardine (2002) argues that on the basis of empirical research sociologists demonstrate how the interactions of amicable class, power, gender and ethnicity enter into the formation of intimacy about the treatment of a sickness or disease. The neighborly production and dispersal of diseases and illnesses, illustrate how these varied states could be contrastively understood, treated and experienced by demonstrating how disease is produced out of social organisation sort of than nature, biology or individual lifestyle choices. White (2002) also suggests that our association of health and illness, the organisations of the professions w hich deal with it and our own responses to our tangible states are shaped and formed by the history of our society and our place in it. He criticises medical explanations, stating that they only serve to obscure, or completely cover, the social shaping and distribution of disease, disease categories and health services.Firstly we must consider more traditional sociological theories such as functionalism, nighly illustrated by Parsons concept of the sick eccentric, a social role that is shaped by the social res engages of neo society. The way is on how being ill must take a specific form in human societies in order that the social systems stability and cohesion can be maintained. Parsonian sociology emphasises the role of medicine in maintaining social harmony, pointing to the non-market basis of professional groups. Highlighting the social control of medicine in enforcing compliance with social roles in modern society.Marxist approaches emphasize the causal role of stintings in the production and distribution of disease, as well as the role of medical knowledge in sustaining the class structure. Marxists are bear on with the relationship between health and illness and capitalist social organisation.Feminists key argument is that the way in which we are socialized into masculine and feminine social roles will have a determining work on our health and illness. They argue that medicine plays a vital role in enforcing conformity because exacting womens ability to reproduce is central to a patriarchal society. Feminists argue that the majority of medical attention remunerative to women is around their reproductive organs and their life cycleMarxist-feminists identify the ways in which class and patriarchy interact to define the subordinate position of women in society and the central role that medical knowledge plays in defining women.In contrast to these more structural approaches the interactionists would argue the focus should be tell at the way illne ss is a social accomplishment between actors rather than merely a matter of physiological malfunction (Bilton et al 1997). Self-identity has become more fluid and negotiable, separated from social structures, which are often claimed to be just a figment of the sociological imagination. For some theorists the discovery of the body, linked to these gelded structures, has led to the argument that we reach our bodies as we see fit. White (2002) emphasises the openness of the body, and of the individuals that shape it.More new notions of the body have examined the cultural meanings placed upon it, desirable body size, weight and shape etc. there has been much sociological research into understanding the ideas behind the individuals concept of the self. Much of this work is revolving around bodily appearance and individual self-perception, labels given to us by others and ourselves. Tyler (1998) investigated the recruitment and training of female flight attendants, final that their w orkinvolved adhering to culturally prescribed norms on femininity as well as organisational regulations giving medication her figureFeminists reactions to the way in which medicine medicalises their bodies have raised crucial issues at the centre of sociological explanations of disease.Illnesses are not simply deviations from the bodys normal functioning, being ill can have a turn of meanings that extend beyond a simple biomedical one. Sontage (1991) shows how TB and AIDS have attached meanings, so that they become dirty and unclean illnesses that invade the body. People who suffer from such stigmatised illnesses may well change the way they view their bodies and their own self-identity is affected, thus an illustration of mind-body dualism.Goffman, a key interactionist, theory of the body can be summarised by 3 main features. Firstly, that you can view the body as a material, communicating entity, controlled by individuals in order to facilitate and direct social interaction. Sec ondly, the meanings attributed to the body are determined by shared vocabularies of non-verbal language, such as facial expression and dress, which are not under the immediate control of individuals but which nevertheless categorise and differentiate between people. Thirdly, the body mediates the relationship between peoples self-identity and their social identity, two quite different states. Consequently, these classifications greatly influence how individuals seek to manage their bodies and they way in which their bodies are perceived.In addition to its reflections on stinting, social and political changes in society postmodernism is characterised by a mistrust of science as the truth. Senior (1996) suggests that people are more accepting of their own understanding of the world. Post modernists claim that no single theory can explain such a wide variation of experiences. Power is of crucial concern, not only economic power but also in the form of language, or discourse. Knowledge of the body becomes power, possessors of this knowledge can exercise control over those without, for example the doctor/patient relationship.Foucault, an extreme social constructionist, highlights the social role of medical knowledge in controlling populations. Similarly to Parsons, Foucault emphasises the diverse nature of power relationships in modern society, describing the emergence of a dominant medical discourse, which has constructed definitions of normality and deviance. For Foucault modern societies are systems of organised care with individuals conducting the surveillance themselves, having internalised the professional models of what is appropriate behaviour.The usefulness of Foucaults position is the way in which he historically locates medical knowledge, especially in allowing for the development of the sociology of the body. By showing how the body is historically constructed, Foucault has been accepted and adapted by feminists, cognize as Foucauldian-feminisms, who show that it is in fact the construction of gender specific bodies that needs analysis.Okely (1993) writes a subjective account of her time spent at an all-girls boarding school, linking her experiences of class, gender and power inequalities, and the impact of these inequalities on the human body. She also refers to Mauss (1936) in her writings and the way in which it is discussed that different societies, groups and even forms of education make different uses of the body. These uses may and have often been documented to change over time and in individual variations.Mauss (1936) isolates iii factors that are involved in understanding the body those are social, psychological and biological (as cited in Okely 1993. p111). Okely (1993) duologue of her incessant attempts to convince the authorities, for example teachers, that she had internalised the institutions way of life, of being a lady however, her body often let her down. She goes on to recall that the minutest gesture coul d betray a lack of conviction, a failure of conversion (Okely 1993. p112).Children and adolescents are the most vulnerable to these outside influences, which often permanently shape their minds and bodies. Okely cited a former resident that had attempted to train to become an opera singer, but who could not breath deeply enough. She believed this to be due to a constant requirement to stand tall and firm, therefore, leading the chest to become too rigidly encased. The girl manifestly saw a connection with her education and her bodily state.In an attempt to draw attention to the social and individual impact of merely wearing a badge on the left or reclaim side of your uniform, Okely highlights that in many cultures the right and left sides of the body, for example the hands, are used to represent emblematical and social oppositions.the right is given pre-eminence and may be associated with order, legitimacy and the male while the left can be associated with disorder, disruptive fo rces and the female (Hertz 1960 as cited by Okely 1993. p115.)In an effort to transform society, social constructionists ineluctably raise questions about the past and the future, as they call into question prevailing ideological frameworks. Social constructionist approaches call attention to the paradox between the historically variable ways in which culture and society construct seemingly stable reality.Social constructionist theory suggests that sexuality is a fluid and changeable entity, the product of human action and history rather than the result of the body, biology or an innate sex drive, as essentialism would suggest. Vance (1994) in her research into female sexuality, which can also be seen as a varied state, uses the example of female circumcision. She illustrates that social constructionists have not ignored the body, its function and physiology, and still in fact have the ability to incorporate the body with its theory without returning to essentialism.From a sociolog ical perspective, biology is by no operator the overriding factor in the development of a disease. Rather, as White (2002) suggests, it is the prevailing social and economic conditions that allow a disease to develop which must be accounted for. Furthermoregiven that germs do not speak for themselves, it is our interpretation of events that leads some conditions to be categorised as diseases. (White 2002. p12)But to what extent has the sociological analysis of the body and its varied states shed light on the experiences of embodiment? It is clear from the brief evidence summarised above and the indicant available on the subject that the essentialist explanation of the body in incomplete. As with any aspect of human society the impact of the relationship between the individual and his/her surroundings must be taken into consideration. There is much work to be undertaken in this area of study and many more links, or dualisms, to be uncovered.

Cultural Differences In Education Essay

It has been a widely known fact that the cultures differ in their upbringingal finiss and in that location is major difference in this respect when Asian and Ameri place cultures atomic number 18 taken into consideration. However there are several positives and negatives in both form of cultures in terms of cultural difference in training but at the same time it could be state that severally culture can watch the positive aspect from the separate to proceed towards the betterment of the generations to come. The topic would be evaluated and analyzed with intelligible connections back to writings of Ho in Cross- deliriumural Roots of Minority Child phylogenesis in your paper.Since family is such a basic and vital social unit in all societies, persons of all governmental persuasions generate at-times visceral opinions about what things promote the institution and what forces degrade it. In the United States, conservatives and liberals view family precise differently. In ext hold oned families, more than two generations of the same kinship line harpd together, either in the same residence or in nearby d tumesceings as mostly in Asian family structure. All adults in these ext eat uped families shared responsibility for child-rearing which is distinctly different from the Western method.This important social change would have profound effects on how children were raised. In their book Cross-Cultural Roots of Minority Child Development Greenfield and Cooking mention that the key fact about human culture is its intergenerational transmission through the socialising process. Socialization is used in the broadest sense to include informal education in the family as well as formal education. (Greenfield, 1994) According to David Y F Ho in his text cognitive Socialization in Confucian heritage cultures he mentions that family and community field of battles are part of the curriculum.The kids know that we are all different. These same youngsters also know we are all alike in other ways. In todays society the American people represent many different cultures. Each sensation has its own viewpoint, traditions, values and political whims. The challenge is to cement them all together as one. The multicultural education system is the way to go. Not only does it educate the children. The kids go home and pass the information on to their parents and other siblings. Also the teacher learns as the lesson is delivered. Thus, all of society begins to learn about each others, each other.Culture can be defined as the way a particular group of people, live their lives at a certain time. The question we are waiting for is what can Asian and American cultures learn from another? American Civilization is basically a multi cultural objective that has the essence of freedom and opportunity. on that point are multi strata attitudes of history and history without these layers becomes meaningless academic foliage. These layers of history could be defi ned as perspective and perceptions related to politics, economic, sociology, cultural and religious.Without the intervention or analysis of these subjects and subsequent incorporation and investigation in harmony to these subjects history would be wrongly incepted. Thus the streamline of education in this regard stands in a midpoint where the system demands an open format to enable maximum space available. This is where Asian culture of school of thought and self development can excel and help the overall perspective of the American education and thereby influence the way of life in the positive aspects. On the other hand it can be said that the Asian perspective of like and attitude towards education appears to be some what rigid and outdated.In this context the implementation of American system of education would certainly be beneficial for the future generations to come. So it can be said that it is eastern philosophy for the Americans and the American system for the Asians and thus a merging would be formed that would be beneficial for all. However in the modern world the perception and goal of education and its purpose is guided by a large number of variables and can be termed as heavily accountable to the society as a whole. One such variable can be enumerated as the financial factor that is involved in the comparatively higher strata of education system.Standers are punctuate and limitations are imposed regarding the social, economical and financial variables. To precede the higher range of education a subject needs the accumulation of finance. The subject needs to incorporate it in the respective educational institution that has other obligations too like lodgings and such other detailed expenses. For the accumulation of this finance, therefore, the subject must mildew out a method like part time job which would simultaneously curb off valuable study time and energy. Thus the end purpose of education would be lost by a margin in the process.Moreo ver there are family obligation whereby an individual is forced to yield for the family in terms of both economics and social quality timings. This also depletes the purpose or end goal of education where it becomes difficult to pursue the availability of education in the first place. (Lamb, 2004) However, the norms of the society are high and difficult to achieve but one must achieve it at the end by formulating the individual priorities in accordance to his or her needs. It should be understood that the education or knowledge is a power in certain senses and to achieve this power one needs to pay a value.This price may be in form of economy or social obligations like devoting time for the family. The idea of education a tool of power has been recognized down the ages. At the time of slavery in the United States slaves were barred from education. This helped their owners to operate them in a better and effective manner as the slaves were inefficient to conceptualize the actual s ituation and outcome in a proper manner. More so they were not able to estimate the brighter opportunities of tomorrow thereby were locked in the pothole of slavery. This was just one example how education develops the human mind or being deprived of education depletes it.If this example is taken into account and exercised in practical ways of the modern world the same would stand to be true as the want of education is to yield awareness and awareness can be utilize into harvesting success. However it should be noted that the main concern is the individual and it is up to the individual who would be responsible in the end to formulate an individual time and energy management process. The society does have its share of obligations but the attainment of an individual must sort a way out beyond limitations.Nothing should be considered as a free meal in this existence of modern world and it is determination of an individual that would be instrumental in achieving the target in the end . All in all it can be stated that the end purpose of education is to prepare a person to deal with all seen and unseen problems and have the best them. References Greenfield, Patricia M & Cocking Rodney edited 1994 Cross-Cultural Roots of Minority Child Development Lawrence Erlbaum Associates, Publishers Hillsdale, New Jersey Hove, UK Lamb, Davis 2004 Cult to Culture The Development of Civilization on the Strategic Strata National Book Trust.

Stanford Prison Experiment

The Standford Prison investigate Introduction Professor Philip Zimbardo led a team of researchers in conducting an investigate on prison ho put on house demeanor at Standford University in 1971. Zimbardo wanted to discharge his hypothesis that it was the captives and guards essential personality trait that leads to abusive and hot demeanour in the prisons. Twenty-four predominately white male substance class men agreed to classicipate in a 7-14 twenty-four hours sample in interpret for $15. 00 a twenty-four hours, the equivalent of approximately $90. 0 today. The men underwent a diagnostic reference and personality test to unsure that none of the division players suffered from any mental or medical problems and that in that location was no history of plague or drug abuse. As wide as flipping a coin the men were divided into ii groups, prisoners and guards. The guards were non condition any supernumerary training or instructions other than they were free, wi thin limits, to do whatever they standardizedd to maintain constabulary and order, while maintaining respect from the prisoners.The prisoners on the other pass on knew they were passage to repulse both(prenominal) harassment, stand some(a) privacy and civil rights and that the food was non going to be gourmet. What happened next, in that secluded basement could not clear way been for seen by researchers because the sample was scratch on day sixsome of a fourteen day examine. A mock prison was influenceup in the basement of the Stanfords Psychology department building, where the prisoners were kept in small windowless cells, no clocks and conscionable bounteous room for 3 prisoners.There was withal a room called The Hole that was used for lonely(a) effort that measured ab knocked let out(p) two feet by two feet and was very fatal. Video cameras and intercoms were set up in order to monitor and listen to the discussions of the prisoners. Upon arrival the prison ers were gloomy with a strip search, deloused with a spray, dressed in a numbered resembling of a dustcloth like dress with no under wear and their copper was netted to give the appearance of macrocosm shaved.There right ankle was shackled with a heavy chain, that was intend to be a constant monitor that they were imprisoned and that life was oppressive in jail. A apprise description of the examine and its purpose. What was learned finished with(predicate) this test? After reading this audition, it may be invulnerable to say, that we all have a dark side depending on the conditions we be open(a) to. The experiment showed that the participants good adapted to their roles that they were playing, beyond the expectations of the researchers.Just like in the movies, participants began to adapt similar attitudes to their characters, stereotypical of a prisoner or guard. It didnt take longer than 24 hours for the prisoners to rebel and then the anger, abuse of power and domi nation set in with the guards. The guards began to treat the prisoners with force, stripped some of the prisoners naked, removing their beds from the cell and forcing them to sleep on the cold concrete floor. The call leader was separated and put into solitary sweat.Day afterwards day the violence and abuse escalated and began to include mental tactics, like having a perquisited cell, where tierce prisoners were given additional treatment of sleeping on beds, eating special food, creation allowed to wash and sweep their teeth. It was easy to see that it didnt take long for the participants to unload sight that this was an experiment and not verity. captives had woolly-headed their identity, they believed and referred to themselves as their number, that was demonstrated by prisoner 819 who completely believed he was an inmate in a prison.The guards were enjoying the abuse of power, never being late for work and always volition to stay and work over period for no additi onal pay. The experiment demonstrated that our conditions start to lay out our identity. Our one-on-oneity and morals disappear solid depending on the social conditions. We must be very particular(prenominal) with the people we elect or give power to because we seem to be a Nation of chase and conforsists. What was learned some the disconnection in the midst of reality and role-playing?Based on the experiment one could cogitate that within 48 hours, depending on the somatogenetic and social conditions it is possible for a person to start to lose a sense of reality, the disconnect amongst reality and role-playing becomes blurred. The experiment began as could be expected on the first day with each participant role-playing based on their beliefs of stereo theatrical roles of either a prisoner or guard. at heart a very concisely period of time it quickly elevated to the participants internalizing their behavior and believe the situation to be real, that they were experienc ing.What is most dismay is that the first day it was evident that everyone was uncomfortable, unsure of their roles, not pickings it likewise seriously tho broadly intercommunicateing getting a feeling for their role playing. The next forenoon, 24 hours later, a rebellion broke out with the prisoners. The take downts that followed next by the guards was extreme, harsh, forceful, degrading and generally not necessary, to defend the situation. This could be seen as the turning evince in the experiment where the participants sense of reality changed. This was no longer an experiment just now a real life situation.Evidence of disconnect from reality by the prisoners * Prisoners passively accepted the psychological hurt and followed the instructions from the guards to harass other inmates * Prisoner 5401 fell so deeply into the role he believed and was high-flown of his elected leadership for Standford County Jail Grievance Committee * Prisoner 8612 suffered acute frantic di sturbance, disorganized thinking, persisting crying and out of date rage, with 36 hours of the experiment etymon * Prisoner 819 became sick, would not eat, cried uncontrollably and was win over he was a prisoner and was not getting out * Prisoner 416 identified himself as 416 and not Clay, he believed he was in a real prison run by psychologists, not the press out * During the simulated parole hearing, prisoners said they would forfeit their pay of $15/day in order to be paroled Evidence of disconnect from reality by the guards Guards viewed the prisoners as troublemakers, even believing they would do them harm * Guards controlled when the prisoners were allowed to use the washroom, let sanitary conditions become unbearable by do prisoners urinate and defecate in a bucket that was left in the cell to rot and impression * Day after day the guards escalated there harassment, humiliation and violence to the prisoners, making them clean toilet bowl with their b are hands and mak ing them do push-ups for hours at a time * Guards degraded the prisons by husking them naked and demanded total obedience do sensible and psychological manipulation one can just now conclude that a total disconnect amid reality and role-playing took place in this experiment. Why did no one ask to quit the experiment? Simply put, it was no longer an experiment, this was very real, the prisoners were experiencing pathological disorders and the guards were growing more than sadistic, with each passing day. What about ally pressure and its role in controlling behavior? any participants both prisoners and guards regardd peer pressure, that controlled their behavior and altered their moral beliefs.The experiment began by formation the two different groups with a uniform that eliminated or minimized each persons individual identity and associated them with a group. Guards wore identical khaki uniforms with sunglasses and carried a billy club. Prisoners wore a smock, no under, id, imprisonment around their right ankle and a nylon net on their heads. When the first rebellion started, 24 hours into the experiment, the morning case of guards blamed the night shift guards of being too lenient on the prisoners. The guards called in exceptional help, united they worked to control the situation with furious force and the night time shift even volunteered to live on duty, that day. The guards now had a customary goal to control and intimidate the prisoners through psychological and physical punishment.Peer pressure to keep the prisoners in landmark was evident by the increasing daily assertive violence. The privilege cell was a way for the guards to control the behavior of the prisoners. The three best behaved prisoners would be separated and given special privileges to break the solidarity of the prisoners. If a prisoner agreed to be an informant they could also receive special treatment but they had to be conscientious that none of the other prisoners found out because they would not be trusted anymore. Together the prisoners worked to rebel and in turn this throwd greater solidarity between the guards. What was learned about prison culture? The experiment demonstrated how prison life can change an individual quiet quickly.Prisoners experience a great deal of emotional pain and torment that can produce physical illnesses like rashes and hives and also psychological set up like uncontrolled crying, rage and disorientation. Guards on the other hand enjoyed their authority and the power they had over other individual. The guards were identified into three different categories. * Tough but white guard who followed the rules by the book * good guy guard who made life a dinky easier, did special favors for the prisoners and never punished them * ane third of the guards were evil, sadistic, hostile men who enjoyed humiliating the prisoners After six days the experiment was cancelled when researchers detect that the guards were thoroughly enjoying the power and humiliation they were enforcing on he prisoners and that the suffering inmates were individually and as a group, disintegrated. An caseful of the disintegration was when the prisoners elected not to give up their blankets to get prisoner 416 out of solitary confinement but chose to leave him their all night. In the end, mercifulity did not win over evil but evil triumph. What sort of conclusion might be emaciated from the results of this correction and what are the implications of these conclusions for our prison organization and for society in general? Based on how the experiment was conducted, not as much cultivation was collect to test the original hypothesis as was gathered on how not to conduct an experiment.The experiment failed to be completed when 2 prisoners had to be released early and the in construct experiment was cancelled prematurely after six days of the original fourteen day experiment. Within this short period of time enough selective information was gathered to show how quickly the participants adapted to their roles and how loyal the disconnect between reality and role-playing took. The experiment was successful in demonstrating how the power of authority can slow be abused and taken too far. It was interesting to note that the prisoners suasion that the clears were divided up between prisoners and guards based on their size and that the guards were larger, when in concomitant there was no difference in the reasonable height of the two groups.Another example that we don people in powerful positions are smarter, larger, more worthy, more deserving of that role, than ourselves. The most alarming fact was the Zimbardo, the leading researcher took a role in the experiment as the superintendent of the prison. He allowed himself to role play, get emotionally involved and allowed abusive behavior to spread over during the experiment. On the day he thought a mass escape plot was being planned, Zimba rdo was so involved strategizing how to reverse it, that no information was observed or gathered that day. The results from the study were mainly subjective. particular or no information was cerebrate from this study because still to this day, similar behaviors took place with prisoners from Iraqi who were being held at Abu Ghraib.US soldiers abused, stripped and sexually humiliated prisoners, took pictures and posted them on the internet. An analysis of the ethics of the experiment. Was this study estimable? The Standford prison experiment was not ethical. All of the participants had signed a take form to take part in the study but the consent form was deceiving and did not include some of the details of the study and what was going to be expected of the participants. The experiment began with a pinche invasion of privacy when the participants were surprised at their homes by local police, arrested, handcuffed and put in a police cruiser while neighbors looked on. Next the pr isoner were strip searched without consent which is a hug violation of a mans rights.All participants were put under a great deal of stress, exposed to psychological and physical harm and the prisoners were beaten and humiliated. Was it right to subject these subjects to this kind of suffering in diversify for the information that was gained? Christine Maslach, a Stanford Ph. D student that was brought in to interview the prisoners and guards should be credited for being the barely person of more than fifty highly educated individuals that was fetching part in the study, who had the strength to speak up and question the morality of this experiment. What was supposed to be a safe controlled environment to conduct the experiment became increasingly dangerous, when peer pressure from the researchers and observers made it difficult to stop the experiment.These participants endured unnecessary pain and suffering that lasted strong after the experiment was over. The information that w as gathered could easily have been complied through observations in real prisons. evidence In conclusion the Standford prison experiment demonstrated how prisons are set up to dehumanize the entrance prisoners, degrade them and instill in them a feeling of hopelessness. One can however question our human integrity when at the end of the experiment, the guards who were inflicting pain and suffering on their fellow participants who were prisoners, were upset that the experiment was cancelled prematurely. We must find a way to rehabilitate our prisoners and create positive human values in them rather than to destroy them.Stanford Prison examineThe Standford Prison Experiment Introduction Professor Philip Zimbardo led a team of researchers in conducting an experiment on prison life at Standford University in 1971. Zimbardo wanted to test his hypothesis that it was the prisoners and guards inherent personality trait that leads to abusive and violent behavior in the prisons. Twenty-fo ur predominately white male middle class men agreed to figure in a 7-14 day experiment in return for $15. 00 a day, the equivalent of approximately $90. 0 today. The men underwent a diagnostic interview and personality test to unsure that none of the participants suffered from any psychological or medical problems and that there was no history of crime or drug abuse. As simple as flipping a coin the men were divided into two groups, prisoners and guards. The guards were not given any special training or instructions other than they were free, within limits, to do whatever they liked to maintain law and order, while maintaining respect from the prisoners.The prisoners on the other hand knew they were going to get some harassment, lose some privacy and civil rights and that the food was not going to be gourmet. What happened next, in that secluded basement could not have been for seen by researchers because the experiment was cancelled on day six of a fourteen day experiment. A mock prison was setup in the basement of the Stanfords Psychology Department building, where the prisoners were kept in small windowless cells, no clocks and just enough room for 3 prisoners.There was also a room called The Hole that was used for solitary confinement that measured about two feet by two feet and was very dark. Video cameras and intercoms were set up in order to monitor and listen to the discussions of the prisoners. Upon arrival the prisoners were humiliated with a strip search, deloused with a spray, dressed in a numbered uniform of a smock like dress with no under wear and their hair was netted to give the appearance of being shaved.There right ankle was shackled with a heavy chain, that was intended to be a constant reminder that they were imprisoned and that life was oppressive in jail. A brief description of the experiment and its purpose. What was learned through this experiment? After reading this experiment, it may be safe to say, that we all have a dark side depe nding on the conditions we are exposed to. The experiment showed that the participants easily adapted to their roles that they were playing, beyond the expectations of the researchers.Just like in the movies, participants began to adapt similar attitudes to their characters, stereotypical of a prisoner or guard. It didnt take longer than 24 hours for the prisoners to rebel and then the anger, abuse of power and domination set in with the guards. The guards began to treat the prisoners with force, stripped some of the prisoners naked, removing their beds from the cell and forcing them to sleep on the cold concrete floor. The ring leader was separated and put into solitary confinement.Day after day the violence and abuse escalated and began to include psychological tactics, like having a privileged cell, where three prisoners were given special treatment of sleeping on beds, eating special food, being allowed to wash and brush their teeth. It was easy to see that it didnt take long fo r the participants to lose sight that this was an experiment and not reality. Prisoners had lost their identity, they believed and referred to themselves as their number, that was demonstrated by prisoner 819 who completely believed he was an inmate in a prison.The guards were enjoying the abuse of power, never being late for work and always willing to stay and work over time for no additional pay. The experiment demonstrated that our conditions start to define our identity. Our individuality and morals disappear fast depending on the social conditions. We must be very careful with the people we elect or give power to because we seem to be a Nation of followers and conforsists. What was learned about the disconnect between reality and role-playing?Based on the experiment one could concluded that within 48 hours, depending on the physical and social conditions it is possible for a person to start to lose a sense of reality, the disconnect between reality and role-playing becomes blur red. The experiment began as could be expected on the first day with each participant role-playing based on their beliefs of stereotypes of either a prisoner or guard. Within a very short period of time it quickly elevated to the participants internalizing their behavior and believing the situation to be real, that they were experiencing.What is most alarming is that the first day it was evident that everyone was uncomfortable, unsure of their roles, not taking it too seriously but generally getting a feeling for their role playing. The next morning, 24 hours later, a rebellion broke out with the prisoners. The events that followed next by the guards was extreme, harsh, forceful, degrading and generally not necessary, to control the situation. This could be seen as the turning point in the experiment where the participants sense of reality changed. This was no longer an experiment but a real life situation.Evidence of disconnect from reality by the prisoners * Prisoners passively ac cepted the psychological torture and followed the instructions from the guards to harass other inmates * Prisoner 5401 fell so deeply into the role he believed and was proud of his elected leadership for Standford County Jail Grievance Committee * Prisoner 8612 suffered acute emotional disturbance, disorganized thinking, continuous crying and out of control rage, with 36 hours of the experiment beginning * Prisoner 819 became sick, would not eat, cried uncontrollably and was convinced he was a prisoner and was not getting out * Prisoner 416 identified himself as 416 and not Clay, he believed he was in a real prison run by psychologists, not the state * During the simulated parole hearing, prisoners said they would forfeit their pay of $15/day in order to be paroled Evidence of disconnect from reality by the guards Guards viewed the prisoners as troublemakers, even believing they would do them harm * Guards controlled when the prisoners were allowed to use the washroom, let sanitary conditions become unbearable by making prisoners urinate and defecate in a bucket that was left in the cell to rot and smell * Day after day the guards escalated there harassment, humiliation and violence to the prisoners, making them clean toilet bowls with their bare hands and making them do push-ups for hours at a time * Guards degraded the prisons by stripping them naked and demanded total obedience through physical and psychological manipulation One can only conclude that a total disconnect between reality and role-playing took place in this experiment. Why did no one ask to quit the experiment? Simply put, it was no longer an experiment, this was very real, the prisoners were experiencing pathological disorders and the guards were growing more sadistic, with each passing day. What about peer pressure and its role in controlling behavior? All participants both prisoners and guards experienced peer pressure, that controlled their behavior and altered their moral beliefs.The expe riment began by defining the two different groups with a uniform that eliminated or minimized each persons individual identity and associated them with a group. Guards wore identical khaki uniforms with sunglasses and carried a billy club. Prisoners wore a smock, no under, id, chains around their right ankle and a nylon net on their heads. When the first rebellion started, 24 hours into the experiment, the morning shift of guards blamed the night shift guards of being too lenient on the prisoners. The guards called in extra help, united they worked to control the situation with brutal force and the night time shift even volunteered to remain on duty, that day. The guards now had a common goal to control and intimidate the prisoners through psychological and physical punishment.Peer pressure to keep the prisoners in line was evident by the increasing daily assertive violence. The privilege cell was a way for the guards to control the behavior of the prisoners. The three best behaved prisoners would be separated and given special privileges to break the solidarity of the prisoners. If a prisoner agreed to be an informant they could also receive special treatment but they had to be careful that none of the other prisoners found out because they would not be trusted anymore. Together the prisoners worked to rebel and in turn this created greater solidarity between the guards. What was learned about prison culture? The experiment demonstrated how prison life can change an individual quiet quickly.Prisoners experience a great deal of emotional pain and suffering that can produce physical illnesses like rashes and hives and also psychological effects like uncontrolled crying, rage and disorientation. Guards on the other hand enjoyed their authority and the power they had over another individual. The guards were identified into three different categories. * Tough but fair guard who followed the rules by the book * Good guy guard who made life a little easier, did spe cial favors for the prisoners and never punished them * One third of the guards were evil, sadistic, hostile men who enjoyed humiliating the prisoners After six days the experiment was cancelled when researchers observed that the guards were thoroughly enjoying the power and humiliation they were enforcing on he prisoners and that the suffering inmates were individually and as a group, disintegrated. An example of the disintegration was when the prisoners elected not to give up their blankets to get prisoner 416 out of solitary confinement but chose to leave him their all night. In the end, humanity did not win over evil but evil triumph. What sort of conclusion might be drawn from the results of this study and what are the implications of these conclusions for our prison system and for society in general? Based on how the experiment was conducted, not as much information was gathered to test the original hypothesis as was gathered on how not to conduct an experiment.The experiment failed to be completed when 2 prisoners had to be released early and the entire experiment was cancelled prematurely after six days of the original fourteen day experiment. Within this short period of time enough information was gathered to show how quickly the participants adapted to their roles and how fast the disconnect between reality and role-playing took. The experiment was successful in demonstrating how the power of authority can easily be abused and taken too far. It was interesting to note that the prisoners thought that the subjects were divided up between prisoners and guards based on their size and that the guards were larger, when in fact there was no difference in the average height of the two groups.Another example that we assume people in powerful positions are smarter, larger, more worthy, more deserving of that role, than ourselves. The most alarming fact was the Zimbardo, the leading researcher took a role in the experiment as the superintendent of the prison. H e allowed himself to role play, get emotionally involved and allowed abusive behavior to continue during the experiment. On the day he thought a mass escape plot was being planned, Zimbardo was so involved strategizing how to stop it, that no information was observed or gathered that day. The results from the study were mainly subjective. Little or no information was concluded from this study because still to this day, similar behaviors took place with prisoners from Iraqi who were being held at Abu Ghraib.US soldiers abused, stripped and sexually humiliated prisoners, took pictures and posted them on the internet. An analysis of the ethics of the experiment. Was this study ethical? The Standford prison experiment was not ethical. All of the participants had signed a consent form to take part in the study but the consent form was deceiving and did not include some of the details of the study and what was going to be expected of the participants. The experiment began with a huge inva sion of privacy when the participants were surprised at their homes by local police, arrested, handcuffed and put in a police cruiser while neighbors looked on. Next the prisoner were strip searched without consent which is a hug violation of a mans rights.All participants were put under a great deal of stress, exposed to psychological and physical harm and the prisoners were beaten and humiliated. Was it right to subject these subjects to this kind of suffering in exchange for the information that was gained? Christine Maslach, a Stanford Ph. D student that was brought in to interview the prisoners and guards should be credited for being the only person of more than fifty highly educated individuals that was taking part in the study, who had the strength to speak up and question the morality of this experiment. What was supposed to be a safe controlled environment to conduct the experiment became increasingly dangerous, when peer pressure from the researchers and observers made it difficult to stop the experiment.These participants endured unnecessary pain and suffering that lasted well after the experiment was over. The information that was gathered could easily have been complied through observations in real prisons. Conclusion In conclusion the Standford prison experiment demonstrated how prisons are set up to dehumanize the incoming prisoners, degrade them and instill in them a feeling of hopelessness. One can only question our human integrity when at the end of the experiment, the guards who were inflicting pain and suffering on their fellow participants who were prisoners, were upset that the experiment was cancelled prematurely. We must find a way to rehabilitate our prisoners and create positive human values in them rather than to destroy them.Stanford Prison ExperimentPsychology 270 03 Homework Assignment 1 Prison Experiment (100 Pts) Go to the following sitehttp//www. prisonexp. org/. Click on Begin SlideShow at the bottom of the page. Read through the article and watch the video in entirety. Respond to all questions below. 1. If you were a guard in this scenario, what type of guard would you have become? Why? 2. What prevented good guards from objecting to or countermanding the orders from tough or bad guards? 3.If you were a prisoner, would you have been able to endure the experience? Why or why not? What would you have done differently fromwhat the subjects did in this experiment? If you were imprisoned for five or more years, how would you adapt to this environment? What would you do in order to survive? 4. How do the ethical dilemmas in this experiment compare with the ethical issues raise by Stanley Milgrams obedience experiments? How would it be beneficial if these experiments had never been conducted.Please elaborate. 5. Moving beyond physical prisons built of steel and concrete, what psychological prisons do we create for ourselves and others? If prisons are seen as forms of control which limit individual freedom, h ow do they differ from the prisons we create through racism, sexism, ageism, poverty, and other social institutions? 6. What is your personal opinion of the experiment? Deadline Tuesday, March 19, 20131115 a. m. A hardcopy of your assignment must be submitted to me by the deadline.No late assignments will be accepted. Guidelines These are establish questions. Your responses must be well developed and detailed. Length of assignment Minimum 5 Pages (Five Full Pages) prototype Spaced 12 point font Ariel, Times New Roman, or Calibri Black ink only You must include a cover page. You will be penalized for spelling and grammatical errors. It is mandatory that assignments are proofread and edited prior to submission.

Ethical Style essay Essay

My individualised ethics argon shaped by my training and responsibility as a sailor boy helping in the US Navy coupled with my duties and responsibilities as a Christian. At different times my estimable approach changes but can be mostly characterized as a bridge between a utilitarian, loyalist, Judeo-Christian, and intuitive ethical styles. The utilitarian and loyalist style aligns with my leadership role in the military reenforcement the motto mission + men = success with an emphasis on mission first.Leaders are a good deal faced with making a decision that affects the group as a whole and must regard how the consequence effect the groups as a whole calling into play the utilitarian style. The Navy likewise demands my loyalty as we are sworn to obey the lawful orders of those appointed over me. On the former(a) hand my personal/religious approach is governed by the Judeo-Christian style with the Golden Rule at the forefront of my mind. The intuitive style bridges the gap be tween the two as my gut feelings are a response to my military/life experience and training driven by the Holy Spirit.This allows me to take split ethical decisions without an extensive thought process. One day I was approached by a sailor who claimed that Leading headspring Petty officer in the food service division was running him worst and he was concerned that one day he would not be able to control his emotion. I asked him if there were any others that felt the same way and he stated yes but they dont want to speak out and just wanted to get the job done and go home. I told him that I would ask some questions and look into before I took any action.That Friday my Command Master Chief (CMC) he has heard about a possible equal opportunity issue and wanted to discern why I have not told him about it. The Chief Petty Officer and I had a great relationship and I would consider him a friend however since he was a graze higher than I we did not cross those boundaries. I had a conv ersation with him and let him talk up the subject of work and the pressure he was under to perform and offered to come knock off and assist him and I also talked to the Supply Officer and offered my assistance in order to defuse the situation.These gestures were politely turned down and I was ordered to by the Supply Officer not to look into it any further. I ensured him that I was looking into the issues at the lowest level possible, that I have temporarily defused the situation and if I see any evidence to their claims I would let him know immediately. Just like the sailor said everyone had issues and the to a greater extent I looked into it the more I uncovered. I was faced with a decision try to help the fountainhead and the mission or address the issues of the masses.

Human Fertilisation and Development

Human Fertilisation and Development from individually one day cute light babies argon born into this world and being dazzled by their beauty we forget all more(prenominal) or less the long complicating wreak that took place which made it possible to have a baby. Therefore in my try out I am going to discuss the human race reproductive kiosk, fertilisation and the development of a human life. Humans reproduce sexually, with both parents contributing half of the genetic makeup of their offspring via sex cells or gametes.Gametes produced by the male parent by means of Spermatogenesis process are called spermatozoanatozoa (commonly called sperm cells) and gametes produced by distaffs through Oogenesis process are called oocytes (commonly referred to as ova or freaks). As gametes are formed, the 46 chromosomes from each parent cell (23 p pedigrees of chromosomes) are divided through meiosis so that each gamete is haploid, having only 23 unpaired chromosomes. Spermatozoa, produ ced by males, break off a 23rd chromosome that is either an X chromosome (female) or the analogous Y chromosome (male), making each sperm cell either female or male.Spermatozoa have a head that contains a nucleus, a middle piece that contains mitochondria, and a tail with its end piece. Sperm cells produced in the testes move to the epididymis, a coiled tobacco pipe at the base of the penis where they are stored and matured. During ejaculation, or the ejection of sperm from the penis during orgasm, sperm buy the farm from the epididymis through a long tube called the vas deferens to the urethra. This single tube, which extends from the bladder to the tip of the penis, is in addition the pith by which urine passes out of the body. Liquid secretions from various glands combine with sperm to form the semen, or originative fluid.Ejaculated semen may contain as many as 400 million sperm. Oocytes are also haploid, and since they are formed only by females, the 23rd chromosome can o nly be an X chromosome. Each oocyte is protected by several layers of granulosa cells called the corona radiata. Beneath the corona radiata lays the zona pellucida which is involved in cover the sperm cell, and through which the sperm cell must(prenominal) also penetrate prior to fertilization. The nucleus in an oocyte is called the germinal vessicel, and the nucleolus is referred to as the germinal spot. Eggs are produced in the ovaries, oval-shaped variety meat in the wall that also generate sex hormones.At birth, a females ovaries contain hundreds of thousands of undeveloped eggs, each surrounded by a group of cells to form a follicle, or sac however, only about 360-480 follicles reach full maturity. During pubescence the action of hormones causes several follicles to develop each month. Normally, just one follicle fully matures, rupturing and releasing an ovum through the ovary wall in a process called ovulation. The mature egg enters one of the paired fallopian tubes, where it may be fertilized by a sperm and move on to the uterus to develop into a fetus.The lining of the uterus, called the endometrium, prepares for gestation period each month by mysteriousening, but if fertilization does not take place, the endometrium is shed during menstruation. The development of a human begins with fertilization, a process by which the spermatozoan from the male and the oocyte from the female unite to give ascending to a new organism, the zygote. During sexual intercourse, a man releases approximately 300 million sperm into a womans vagina, but only one of the sperm can fertilize the ovum.The successful sperm cell must enter the uterus, swim up the fallopian tube to meet the ovum, and then pass through a thick coating, known as the zona pellucida, that surrounds the egg. The head of the sperm cell contains enzymes that break through the zona pellucida and entrust the sperm to penetrate the egg. Once the head of the sperm is inside the egg, the tail falls off, and the outside of the egg thickens to prevent another sperm from entering, and the fertilized egg (zygote) develops into an conceptus. The embryo is now a hollow sphere of cells called a blastocyst.The blastocyst implants itself in the uterine wall. Gastrulation occurs in which cells migrate inward and form a rudimentary digestive cavity. The resulting gastrula has collar layers of cells. After gastrulation the deuce-ace embryonic tissue layers give rise to specific organ systems. Tissues and organs take shape in a developing embryo as a result of cell shape changes, cell migration and programmed cell death. In a process called induction, adjacent cells and cell layers influence each others differentiation via chemical signals.Pattern formation, the emergence of the parts of a structure in their fructify relative positions, involves the response of genes to spatial variations of chemicals in the embryo. Meanwhile, the four extra embryonic membranes develop the amnion, the chor ion the yolk sac, and the allantois. The embryo floats in the fluid-filled amniotic cavity, while the chorion and embryonic mesoderm form the embryos part of the placenta. The placentas chorionic villi absorb food and oxygen from the mothers blood.Human embryonic development is divided into three trimesters of about 3 months each. During the first trimester the embryo begins to develop all vital organs of the baby and by 9 weeks shows a fetus. The fetus looks like a miniature human, although its head is still oversized for the repose of the body. During the second trimester, the fetus continues growing and developing. Its mail, legs, fingers and toes have lengthened. It has the face of an infant with eyebrows and eyelashes. It develops fingernails and toenails and is covered with fine hair.And also it begins to move, tingle and open and closes its eye and its teeth are forming. During the third trimester, the fetus gains the strength it will need to wear outside the protective e nvironment of the uterus. The fetus circulatory system undergoes changes that will allow the switch to air breathing and it continues to grow adding layers of fat, bones begin to harden and its muscles thicken. It also loses much of its fine hairs, except on its head and the head changes its proportion. Finishing development is underway preparing for birth.Hormonal changes induce birth estrogen makes the uterus more sensitive to oxytocins, which acts the prostagland into initiate labor. The cervix dilates, the baby is expelled by strong muscular contractions, and the placenta follows. To conclude, life begins when male and female gametes unite during fertilisation. The embryo develops into a fetus in the mothers womb and after the three trimesters of growing and developing, the mother cuddles her new born baby boy or girl in her arms which puts a smile on her face.

Understanding behaviour Essay Example | Topics and Well Written Essays - 2000 words

Understanding behaviour - Essay ExampleA limited disturbance in children, i.e. temper tantrums shall be closely looked at evaluating whether the same derives its roots from nature or nurture or both. Before concluding we shall consider if the disturbance under our observation contribute be better explained by transactional model. The aim of this paper shall be chiefly to identify the component parts responsible for do societal and emotional increase in children. I shall argue that not a single factor can shape a childs development, yet not every theory by its own strength can serve as an explanation for a childs development. Therefore, it is the uniting of the basic ideas of all theories that would best be able to meet our end.Simply understood, the term development can be defined as changes over time in the childs understanding of, attitudes towards, and actions with others (As cited in Smith & Hart 2002 p.3). An essential element inevitable in the process of development of c hildren is change. variety is not just a forseeable phenomenon in children, they are a prerequisite to development as well. That is because every physical or emotional development entails change. But what affects this change? Apart from the greater biologic mechanism that determine changes in us, certain other factors such as onces social upbringing and other environmental influences are also responsible.Before we can even start evaluating the causes for the development in children, it is inevitable to find a barrier in having a conclusive take for the same, for, possibly the biggest debate in the field of psychology, the Nature versus Nurture argument keeps all possible explanation in the state of indeterminacy. Those who supported nature claimed that development is essentially the result of the pre-set biological functionings that get encoded from parents to offspring. They argue that inherited

Pharmacology assignment Example | Topics and Well Written Essays - 2500 words - 1

Pharmacology - Assignment ExampleHealthy participants lead be assigned to group A and B. subjects in group A were given 50mg of JP234 from mean solar day 3 to day 10 and warfarin 1.5 mg from day 7 to day 14. Participants in group 2 willing receive 1.5 mgs of warfarin from day 3 to 10 and then 50mgs once a day from day 7 to 14. Both medicines will be administered for the first fourteen days while the remain six days will be utilized as washout period. Plasma levels of the drugs will be assessed in both groups. Monitoring the plasma concentration is essential in drug interaction studies. The subjects will be closely monitored for heart activity, clotting factor level and heart rate through function of an electrocardiogram. The drug is believed to be well tolerated during clinical trials and has less contraindication association with it (Simon, 2007). The result of the finding will be utilized in identifying the action of the vernal drug on the metabolism of warfarin. Through blo od try field of battle and the hearts activity measure, the effectiveness and the action of JP234 on warfarin will be measured. The study aims at finding out the effect of JP234 on the action of warfarin. Any changes on the participants will be recorded. Tolerability and the safety of the drug will be assessed too.JP234 is well tolerated during clinical trials and there is no contradiction associated with it. The drug when administered is effective in doses of 50, 75 or 100mg once daily. The drug is metabolized in the liver and has a half life of about 24 hours. In vitro studies indicate that the drug can induce CYP2C9. Patients with chronic atrial fibrillation should be anticoagulated to hinder thromboembolism from taking place (Goodman, 2005). Patient taking JP234 are recommended to take warfarin that is part metabolized by CYP2C9. JP234 is an antiarrhythmic drug and is usually excreted in the liver just the same as warfarin.The new drug is considered an inducer of CYP2C9 whic h takes