Sensation Seeking And N100 Psychology Essay

Sensation Seeking And N100 Psychology Essay This research seeks to examine the relationship between event-related potentials, specifically the N100 component, and the personality construct of sensation seeking. Nine students enrolled in a university level introductory psychology course received credit for participating in this study. With the use of an electroencephalogram, voltage information in the brain was recorded while the participant listened to auditory stimuli including a target, standard, and random tone. After separating participants based on high and low sensation seeking scores and comparing that with an event-related potential developed from the EEG information it was shown that those high in sensation seeking had higher amplitude and a longer latency at N100 than low sensation seekers. This shows that one of the components of sensation seeking, boredom susceptibility, may have had an effect due to the repetitive presentation of stimuli which resulted in lower amplitude at the N100. Sensation seeking and N100 This study seeks to examine the relationship between levels of sensation seeking and event-related potentials (ERP), specifically the N100 component. Using ERPs to compare with personality constructs is effective because the stimulus can be time-locked to the brain activity that is being recorded and analyzed to see how the person is reacting whether on a conscious or unconscious level. Sensation seeking, as described by Marvin Zuckerman (2007), is a trait defined by the seeking of varied, novel, complex, and intense sensations and experiences, and the willingness to take physical, social, legal, and financial risks for the sake of such experience. Sensation seekers are attracted to high risk sports such as sky diving and mountain climbing, they experiment with a variety of drugs, and are sexually promiscuous in that they have a varied range of sexual partners. High sensation seekers will assess situations as low risk vs. low that will see a higher risk; even still highs will anticipate more positive arousal whereas lows anticipate fear and anxiety. Sensation seeking correlates with dominance and adventurousness, but not with neuroticism or anxiety. High sensation seekers tend to be associated with non-conformist groups and are attracted to abstract stimuli. There are four dimensions of sensation seeking that are used in Zuckermans sensation seeking scale that help determine if a person is a high or low sensation seeker. The first component is thrill and adventure seeking (TAS). If someone is high in TAS they will exert a need to be involved in activities that give them unusual sensations and experiences such as moderately risky sports. This is where activities like mountain climbing and sky diving come into play. The second aspect is experience seeking (ES) which describes the attraction to non-conformist groups. A person scoring high in experience seeking will seek out sensations and new experiences through the mind and the senses and through a nonconforming lifestyle. Activities include things like enjoying abstract art and traveling to new and different places. Disinhibition (DIS) reflects the involvement in wild parties, susceptibility to drugs, and promiscuity. Disinhibition alone can be normal, but when paired with aggression it can be a sign of psychopathy. The last subscale is boredom susceptibility (BS) defines the aversion sensation seekers have to monotonous tasks and people they find to be boring. For example, Zuckermans stimulus deprivation task found that high sensations seekers, when in a room for any length of time with no visual or auditory stimuli got restless and bored (Zuckerman, 2007). Zuckermans theory for the biological basis of sensation seeking started with his monoamine oxidase (MAO) theory. He hypothesized that high sensation seekers have low MAO compared with low sensation seekers having high levels of MAO. Monoamine oxidase is a neurotransmitter regulator. MAO regulates the level of monoamines which include norepinephrine, dopamine, and serotonin. High levels of MAO result in reduced sensitivity to a stimulus and conversely low levels increase sensitivity. This is because if there are high levels of MAO there are lower levels of monoamines and vice versa. In summary, high sensation seekers have low levels of MAO which result in an increase of sensitivity to stimulus. The negative correlation between MAO levels and sensation seeking is also indicative of a relationship between sensation seeking and the levels of catecholamine. High levels of MAO are found in the limbic system. The limbic system is involved in pleasure and sensitivity to reward. Zuckerman wor ked under the assumption that this sensitivity in high sensation seekers produces alertness and interest in novel stimuli associated with strong orienting responses. He then merged his theory of MAO with another theory that connects the limbic system activity with levels of catecholamine and sensation seeking. It explains that dopamine controls the readiness to explore and approach novel stimuli in the environment and norepinephrine regulates the sensitivity to, or expectation of positive reinforcement (i.e.) norepinephrine and dopamine together are two components of the reward system. The nucleus accumbens (NA) is part of the limbic (reward) system and hypothesized to be the major center for sensation seeking. This may be because there are higher levels of dopamine found in the NA. Therefore, this theory relates the attributes of sensations seeking to low levels of MAO, resulting in high levels of catecholamine (dopamine and norepinephrine) in the limbic system (reward center), whi ch ultimately increases readiness to explore and approach novel stimuli in the environment and sensitivity to stimulus and positive reinforcement (Zuckerman, 1983). An event-related potential (ERP) is a wave form developed by averaging epochs from data collected using an electroencephalogram (EEG) that is a time-locked representation of the voltage activity in the brain reacting to the stimulus presented (Rugg Coles, 1995). ERPs allow analysis of stimulus on a neurological level. Like this study, it can be used with personality constructs or psychological disorders to study their effects on the reaction to stimulus in the environment. The amplitude of different components in the waveform are indicative of the strength of the reaction and the latency represents the time it takes for the reaction to occur. The EEG itself is useful, but almost impossible to use its data because its such a general collection of information. ERPs act as a funnel for important information that fine tunes the data collected with the EEG that result in data that can pin point neurological reaction whether conscious or unconscious. This is another reason ERPs are useful , they allow researchers to collect data that the participant may not even be aware of (Rugg Coles, 1995). N100 (N1) is a negative spike at approximately 100 ms after a stimulus has been presented. N1 amplitude seems to be associated with detection of a stimulus. The onset and offset of a stimulus will elicit a N1 where as the repetition of a stimulus will show a reduction in N1 amplitude. N1 does not explain any content information about the stimulus presented, it will only express when a stimulus is in the environment. Within the confines of this study using the oddball paradigm with auditory stimuli, the N1 could have been increased in amplitude by creating a larger time gap between the presentations of stimulus. Since the N1 is elicited at the onset of stimulus, by increasing the time between auditory tones the recognition of a new stimulus is larger. Another way to manipulate the amplitude of the N1 is to repeat the stimulus in random time intervals for silence length (Atienza et al., 2001). N1 amplitude can also be increased by increasing the intensity or frequency of the continuous stimuli (Naatanen, 1990). Sensation seekers have a stronger curiosity or willingness to investigate novel stimuli which means they will have stronger orienting response (OR). Orienting response occurs when presented with a moderately intense or novel stimulus. Although this study is focusing on standard stimuli it can still be considered novel. Novel, in this regard, does not mean the complexity of the stimuli; it means novel to the participants environment. Sensation seeking has been positively correlated with orienting response to a novel stimulus. According to Naatanen (1990), N1 has high amplitude at the onset and offset of stimulus. It seems to represent the participants initial response to the onset of auditory stimulus which can also described as an orienting response. Research conducted by Atienza et al. (2001), found that components of the N1 were involved in the initiation of an orienting response. Operating on the assumption that N1 is indicative of an orienting response and that high sensation see kers have stronger OR it is hypothesized that those high in sensation seeking will have a shorter latency and higher amplitude at N1 than low sensation seekers. Method Participants Nine undergraduate university students were given course credit to be involved in the study. The male and female participants were recruited from introductory psychology courses. They were required to complete five personality questionnaires. The Eysenck personality questionnaire-revised, agency and affiliation questionnaire, BISBAS, ten item personality inventory, and the sensation seeking scale were used to assess the participants personality traits. From the total sensation seeking score participants were split into two categories: scoring high on sensation seeking (4) and low on sensation seeking (5). Materials The sensation seeking scale is based upon the four subscales of the personality construct: thrill and adventure seeking, experience seeking, disinhibition, and boredom susceptibility. The scores for these four subscales are added together to give the total sensation seeking score. An electroencephalogram (EEG) was used to record voltage activity in the brain while presenting the participant with auditory stimuli. It is hooked up to an amplifier that projects a variation in voltage over time. The electrodes were placed according to the 10/20 system. This system describes that electrodes are arranged based on their distance from the two main axis: anterior-posterior and the coronal (Rugg Coles, 1995). The electrodes Fz, Cz, Pz, linked mastoids, Fcz (ground), EOG, and Fp2 were used. The linked mastoids were used for references and the EOG and Fp2 were used together to get a bipolar recording. The auditory tones including: a standard high frequency tone, target low frequency tone, and a random sound were presented using an oddball paradigm. The participant was also equipped with headphones and a remote button. Procedure The participant was required to sit in an isolated room with headphones on and listen to a sequence of auditory tones including target stimuli, standard stimuli, and a rare sound. During the presentation of the auditory stimuli the participant was asked to respond to the target tone by pressing the remote button and to essentially ignore the other sounds. The EEG picks up frequencies that are not considered usable data for this study. With the computer program Neuroscan blinks and muscle reactions were removed from the data collected. The EEG is then separated into segments or epochs to represent each time the auditory tone was presented. The base line is manipulated so all recordings were at approximately 0 amplitude. The last step was to average all of the waveforms to produce a graph representing the event-related potential at each electrode. Results On average, low sensation seekers had higher amplitude at N100 and shorter latency than high sensation seekers. Those scoring high on sensation seeking had a longer latency and lower amplitude than low sensation seekers. Table 1: Average amplitude and latency at each electrode for high and low sensation seekers ERP.png Fig. 1: Event-related potential for high and low sensation seekers in reaction to standard stimuli at the Cz electrode Discussion It was thought that those who score high on sensation seeking would have higher amplitude and a shorter latency at the N100. The results contradicted what was hypothesized in that high sensation seekers actually had lower amplitude and a longer latency at N100. From the results, it is speculated that the repetition of stimuli played on one of the components of sensation seeking: boredom susceptibility. To recap, the N100 is indicative of the onset of stimuli in the environment and has no content information. In the perspective of the N100 component and neglecting the differences in the auditory tones presented, the high sensation seeker was presented with stimuli repetitively for an extended period of time. Zuckerman (2007) stated that people high in sensation seeking dislike monotonous tasks which would explain why they would have lower amplitude at N100 than low sensation seekers. When looking at the N100 alone, Nataanen (1990) explained that with repetition of a stimulus there is a decline in N1 amplitude. The presentation of auditory tones to participants was repetitive and would have resulted in lower N100 amplitude for both high and low sensation seekers. It was also shown, in research conducted by Budd et al.(1998), that stimulus presented too closely together will result in a smaller N1 because there is not enough time for neuronal recovery. There also may be a chance, because of the lack of statistical analysis, that there is actually no significant difference between the amplitude at the N1 for high and low sensation seekers. From the research done by Carol et al. (1982) on the correlation between sensation seeking and drug selection based on the optimal level of arousal theory, it can also be speculated that there would be no significant difference between high and lows at the N100. The optimal level of arousal theory would postulate that high sensation seekers, because their optimal level of arousal is higher than low sensation seekers, would choose stimulants over depressive drugs to heighten their level of arousal. It would also be expected that low sensation seekers would be more attracted to depressants because of its dampening effect on arousal levels. Their results showed that high and low sensation seekers both enjoyed the stimulants more. Looking at these results it may be concluded that it is more realistic that there is no significant difference between high and low sensation seekers at N1 (Carol et al., 1982). The sample size was quite small with a total of 9 participants. With a larger sample the results would be more applicable to the general population. The study used male and female participants, but there was no analysis of whether females or males scored higher on sensation seeking or what that meant in terms of the results. This made it so the results and the scores could not be compared on the basis of gender. The age range of participants was limited to 17-19. Also, all of the participants were from introductory psychology courses from the same university. In future research it would be interesting, using ERP, to compare gender and the scores on the sensation seeking scale and how that would affect the results. From previous research it was thought that levels of testosterone correlated to levels of sensation seeking. That higher testosterone, more prevalently in males, had a positive relationship with high levels of sensation seeking (Zuckerman, 2007). In reference to the results in this study and its possible origin from boredom susceptibility, new research could look at the different components of sensation seeking instead of the total score and how that would affect ERP studies. In the research from Zuckermans publications, it was found that the demographic factors that most affected levels of sensation seeking were gender and age, which supports the idea of future research being done with those two aspects (Zuckerman, 2007).

The Disappearing Democracy of the United States Essay -- America Polit

The Disappearing Democracy of the United States For Americans, the word â€Å"democracy† itself is strong enough to conjure up notions of a nation unhindered by an oppressive government where citizens are able to engage in the freedom of speech, press, and religious choice and practice. So powerful are American pro-Democratic sentiments that it is a common thought that any other country that does not prescribe to a liberal democracy is somehow inferior. Yet as time marches on, the feelings of superiority by American citizens become more and more unfounded. For, right before our eyes, the very notion of democracy, that Americans become braggarts about, is disappearing. While the U.S. government boasts of the freedoms it affords its citizens, it corrupts such an image through repeated non-democratic actions. While citizens cherish the affordances of a liberal democracy, many do not make the effort to support such a system; taking it for granted that no matter what, a democracy is a self perpetuating entity. In thi s paper I will argue that the liberal democracy that supposedly defines American government is a declining entity due to overt acts against the principles of democracy by the United States government and also due to the decline of civic engagement by United States citizens. The fact is, no system of government can be perpetuated if the government and its citizens do not work to keep their ideals alive and in practice. Since the inception of a democratic government in the United States’ early history, many have held that a liberal democracy should be the standard to which all other governments should attempt to emulate (CNN.com, 1). As the world’s leading super power, the United States sets an exampl... ...shi. (2002). The Acts of the Democracies. Retrieved March 2, 2003 from http://www.krysstal.com/democracy.html National Organization for Women. (2003). The Truth about George W. Bush -Domestic Policy. Retrieved March 9, 2003 from http://www.thetruthaboutgeorge.com/domestic/ News from Reality. (2001). Raping The Mountainside: Filling the Yucca Mountains with Nuclear Waste. Retrieved March 11, 2003 from http://www.hereinreality.com/yucca.html Revolutionary Worker. (2001). The Bush Plan for Vieques: Bomb Now Pull Out Later. Revolutionary Worker Online. Retrieved March 10, 2003 from http://rwor.org/a/v23/1100-99/1109/vieques.htm Schemo, Diana Jean. (2003). The Presidents Budget Proposal: Education. New York Times Online. Retrieved March 10, 2003 from http://query.nytimes.com/gst/abstract.html?res=F60E17F6355C0C768CDDAB08 94DB404482

Essay on the Character of Caleb Trask in John Steinbecks East of Eden :: East Eden Essays

The Character of Caleb Trask in East of Eden Cal Trask is one of the most complex characters in John Steinbeck's East of Eden. Through Cal's childhood experiences, his personal motives, and his internal conflict, Steinbeck shows the development of Cal's character. First of all, the most important childhood experience which affects Cal's life is Adam's 12 year abandonment of his sons. Since Cathy ran away, the twins have no mother figure to give them tenderness as they grow up. This absence of open affection leaves Cal unable to express his needs for love and attention. Only Lee, the Chinese servant, is there to guide Cal and Aron. Since Cal is the more dominant of the two brothers, he learns to manipulate Aron and others around him. He takes this role because, while "no one liked Cal very much... Aron drew love from every side"(Steinbeck 551). Lee observes that "he's [Cal] fighting for his life and his brother doesn't have to fight [for his father's love and affection]"(386). Cal's well-intentioned motives are mostly aimed at winning his father's love. He sacrifices his pride and asks Will Hamilton to help him raise money to replace the money Adam lost in the lettuce adventure. When Adam rejects the money, he in effect rejects Cal, which is "brutal, and unfeeling, and this after he had begun a cordial relationship with his son"(Fontenrose 375). Cal is so distraught that he lashes out at Aron, his father's favorite son, by telling him the truth about their mother. This act is a contrast to a similar crossroad earlier in the novel when Cal doesn't tell Aron the truth about his mother because "he didn't think Aron could handle it at all" (586). Cal also withholds the information in an effort to be "good," and because Cal knows that the revelation of his knowledge of this secret would bring pain to Adam, the man he loves the most. Finally, Cal is faced with his internal struggle of good versus evil. This struggle is partly caused by his traumatic child experiences. He struggles with the question of whether his evil actions are the result of his own evilness or his mother's wickedness. He tries to combat this wickedness that he sees within himself by trying to acquire affection, especially his father's, through good deeds and being more pleasant towards other. However, he strikes out at others whenever he feels rejected by Adam, and he fights the urge to strike out at Aron, who Cal believes is Adam's favorite son, by using his most devastating weapon---the truth about their mother.

African-American Studies Essay

The aspect of African-American Studies is key to the lives of African-Americans and those involved with the welfare of the race. African-American Studies is the systematic and critical study of the multidimensional aspects of Black thought and practice in their current and historical unfolding (Karenga, 21). African-American Studies exposes students to the experiences of African-American people and others of African descent. It allows the promotion and sharing of the African-American culture. However, the concept of African-American Studies, like many other studies that focus on a specific group, gender, and/or creed, poses problems. Therefore, African-American Studies must overcome the obstacles in order to improve the state of being for African-Americans. According to the book, Introduction to Black Studies, by Maulana Karenga, various core principles make of the basis of African-American Studies. Some of the core principles consist of 1)history, 2)religion, 3)sociology, 4)politics, and 5)economics. The core principles serve as the thematic â€Å"glue† which holds the core subjects together. The principles assist with the expression of the African-American Studies discipline (Karenga, 27). The core principle of history is primary factor of African-American Studies. History is the struggle and record of humans in the process of humanizing the world i. e. shaping it in their own image and interests (Karenga, 70). By studying history in African-American Studies, history is allowed to be reconstructed. Reconstruction is vital, for over time, African-American history has been misleading. Similarly, the reconstruction of African-American history demands intervention not only in the academic process to redefines and reestablishes the truth of Black History, but also intervention in the social process to reshape reality in African-American images and interests and thus, self-consciously make history (Karenga, 69). African American History or Black American History, a history of African-American people in the United States from their arrival in the Americas in the Fifteenth Century until the present day. In 1996, 33. 9 million Americans, about one out of every eight people in the United States, were African-American. Although African-American from the West Indies and other areas have migrated to the United States in the Twentieth Century, most African- Americans were born in the United States, and this has been true since the early Nineteenth Century. Until the mid-20th century, the African-American population was concentrated in the Southern states. Even today, nearly half of all African-Americans live in the South. African-Americans also make up a significant part of the population in most urban areas in the eastern United States and in some mid-western and western cities as well . Africans and their descendants have been a part of the story of the Americas at least since the late 1400s. As scouts, interpreters, navigators, and military men, African-Americans were among those who first encountered Native Americans. Beginning in the colonial period, African-Americans provided most of the labor on which European settlement, development, and wealth depended, especially after European wars and diseases decimated Native Americans (http://encarta. msn. com). Thus, history plays a role in the way African-Americans have shaped the world over time. The core concept of African-American religion has always played a vital roles in the African-American life since its beginnings in Africa. Religion is defined as thought, belief, and practice concerned with the transcendent and the ultimate questions of life (Karenga, 211). The vast majority of African Americans practice some form of Protestantism. Protestantism’s relatively loose hierarchical structure, particularly in the Baptist and Methodist denominations, has allowed African Americans to create and maintain separate churches. Separate churches enabled blacks to take up positions of leadership denied to them in mainstream America. In addition to their religious role, African American churches traditionally provide political leadership and serve social welfare functions. The African Methodist Episcopal Church, the first nationwide black church in the United States, was founded by Protestant minister Richard Allen in Philadelphia in 1816. The largest African American religious denomination is the National Baptist Convention, U. S. A. , founded in 1895. A significant number of African Americans are Black Muslims. The most prominent Black Muslim group is the Nation of Islam, a religious organization founded by W. D. Fard and Elijiah Poole in 1935. Poole, who changed his name to Elijiah Muhammad, soon emerged as the leader of the Nation of Islam. Elijiah Muhammad established temples in Detroit, Chicago, and other northern cities. Today, Louis Farrakhan leads the Nation of Islam. A small number of African American Muslims worship independently of the Nation of Islam, as part of the mainstream Islamic tradition (http://encarta. msn. com). Presented with the fact that African-American religion is predominately Judeo-Christian, the tendency is to view it as â€Å"white religion in black face†. However, the rooting of the two religions varies due to the historical and social experiences (Karenga, 212). African-American over time has somewhat declined in its power. The church was once the sole basis of the community, especially to those in need. Today, this is speculated to be the link in the decline in the bonding of the African-American community. The core principle of African-American sociology integrates the various aspects and social reality from an African-American perspective. African-American sociology is defined as the critical study of the structure and functioning of the African-American community as a whole, as well as the various units and processes which compose and define it, and its relations with people and the forces external to it (Karenga, 269). African-American sociology involves the study of family, groups, institutions, views and values, relations of race, class and gender and related subjects. The African-American community, like other communities, is defined by the sharing of common space. Parts of its common space, however, are bounded areas of living, such as ghettos, which not only close African-Americans in the community, but simultaneously shuts them out from the access and opportunities available in the larger, predominately Caucasian society (Karenga, 302). The concept of isolation creates areas of poverty. Socially, isolation in ghettos prevents the cycle of diversity society, allowing prevailing stereotypes to surface. The immense concentration of African-Americans is a reason for disadvantages, such as joblessness, poverty, etc. Statistics suggest that the employment rate issue is an essential on among African-American women. The average rate of unemployment among African-American women in the 1980’s was 16% and was higher for African-American men (Giddings, 350). Thus, the concept of diversity prevents African-Americans from thriving socially. The core concept of African-American politics can be defined as the art and process of gaining,maintaining and using power (Karenga, 311). The institution of politics has played a role in the African-American community since the 15th amendment was passed, allowing African-American men the right to vote (Constitution). In order to obtain political power, however, there are eight bases: 1) key positions in government 2) voting strength 3) community control 4) economic capacity 5) community organization 6) possession of critical knowledge 7) coalition and alliance and 8) coercive capacity. In order to attain these, African-Americans must unite, for unity strengthens weak groups (African-Americans) and increases the power of others (Caucasians) (Karenga, 363). Over time, African-Americans have made substantial strides in politics. Civil rights leader Jesse Jackson, who ran for the Democratic Party’s presidential nomination in 1984 and 1988, brought exceptional support and force to African-American politics. In 1989, Virginia became the first state in U. S. history to elect an African- American governor, Douglas Wilder. In 1992, Carol Moseley-Braun of Illinois became the first African-American woman elected to the U. S. Senate. Today, Moseley-Braun is a candidate for the Presidency of the United States (Franklin, 612). There were 8,936 African-American office holders in the United States in 2000, showing a net increase of 7,467 since 1970. In 2001, there were 484 mayors and 38 members of Congress. The Congressional Black Caucus serves as a political alliance in Congress for issues relating to African- Americans. The appointment of African-Americans to high federal offices? including Colin Powell (chairman of the U.S. Armed Forces Joint Chiefs of Staff, 1989-1993; Secretary of State, 2001-present), Ron Brown (Secretary of Commerce, 1993-1996), and Supreme Court justice Clarence Thomas? also demonstrates the increasing power of African-Americans in the political arena (http://encarta. msn. com). Despite the advances of African-Americans in the political scene, the rate of voting has immensely declined compared to 40 years ago. According to statistics, less than 20% of African-Americans between the ages of 18 and 24, the most vital voting age group, voted in the last 40 years (http://www. rockthevote.org ). African-American voting’s disappointing decline over time has become a setback in regards to power, for politics control most of the issues that concern society, such as healthcare, housing, and employment: issues that the African-American community are in need of improving. The core concept of economics is defined as the study and process of producing, distributing (or exchanging) and consuming goods and services. Economically, African-Americans have benefited from the advances made during the Civil Rights era. The racial disparity in poverty rates has narrowed to some extent. The African-American middle class has grown substantially. In 2000, 47% of African-Americans owned their homes. However, African-Americans are still underrepresented in government and employment. In 1999, median income of African American household was $27,910 compared to $44,366 of non-Hispanic Caucasians. Approximately one-fourth of the African-American population lives in poverty, a rate three times that of Caucasians. In 2000, 19. 1 % of the African-American population lived below poverty level as compared to 6. 9% of Caucasians population. The unemployment gap between African-Americans and Caucasians has grown. In 2000, the unemployment rate among African-Americans was almost twice the rate for Caucasians. The income gap between African-American and Caucasian families also continue to widen. Employed African-Americans earn only 77% of the wages of Caucasians in comparable jobs, down from 82% in 1975. In 2000, only 16. 6% of African-Americans 25 years and older earned bachelor’s or higher degrees in contrast to 28. 1% of Caucasians. Although rates of births to unwed mothers among both African-Americans and Caucasians have risen since the 1950’s, the rate of such births among African-Americans is three times the rate of Caucasians (DeBose, 1). Thus, the state of African-American economics have flourished over time, yet remains in a state of improvement. Whether one talks about poverty, incomes, jobs, etc. , all imply and necessitate the concern with economics in the African-American community (Karenga, 355). Conclucively, the possibility of problems arising towards the discipline of African-American Studies are rooted in the birth of the discipline itself (Karenga, 476). The mission of the discipline, problematic administrators, and campus opposition are examples of obstacles that often attempt to prevent the missions of African-American Studies. However, African-American Studies has continued to defend its stance over time. Thus, as long as there is an African-American culture, the quest for knowledge in the African-American studies field will remain. Works Cited DeBose,Brian. â€Å"Reclaiming the Mission†. Nov. 2002 . Franklin, John Hope. From Slavery to Freedom. Nashville, TN: McGraw-Hill, 2000. Giddings, Paula. When and Where I Enter . New York:Perrenial, 1984. Karenga, Malauna. Introduction to Black Studies. Los Angeles: University of Sankore Press ? Third Edition, 2002. http://encarta. msn. com http://www. rockthevote. com.

Course Management Systems †Moodle Essay

Moodle is an open-source course management system designed to host online courses and facilitate academic interaction between students and their instructors. The program was created by Martin Dougiamas, who formerly worked with WebCT. Because of this the program features many similarities to WebCT, but is more flexible overall due to its open-source nature. Moodle can be accessed via more than eighteen-thousand registered websites and is used by approximately eight million students worldwide. The program supports sixty-one languages as of November 2006 and is constantly expanding. Students simply download the program, register a username and connect using an enrollment key code provided by their professor. The site can host single teacher classes, or link various classes within an academic institution. Moodle also offers the option of designing complete lessons online, which can consist of class material as well as optional end-of-chapter review questions. Instructors have a variety of options for posting assignments on Moodle, and can set their own preferences on how student submitted files can be accepted for grading. Teachers have the option to allow students to upload files, including text documents of various formats as well as images. After grading the instructor has the option to post grades directly, as well as leaving comments regarding their response to the assignment. They can also format assignments for direct editing online, allowing students to type their response directly into the program and submit it for grading. Instructors can also use Moodle as an online grade book for assignments complete in class (offline), so that students can have easy access to their grades. Quizzes can be constructed and assigned to students in Moodle as well, with several format options available. Teachers can design tests consisting of various question formats, including multiple choice, true-or-false and short answer questions. They also have the option of giving students multiple attempts to complete the quiz, and can set other variables such as time limits (quiz is timed and may only be completed within the allotted time limit), or password protection to limit access. Students have a variety of options for interacting with fellow classmates as well as the instructors via chat, forums and surveys. They can also access course-relevant resources via glossaries (which can be student or teacher-defined) and a fully-interactive Wiki (user-defined encyclopedia).

Civil Unions and Same-Sex Marriages Essay

Questions about morality, family relationships, freedom of expression, and sexuality are at stake in the gay marriage debate. The main argument of the issue of same sex marriage is how much we should allow the government to control in issues like marriage in our private lives. â€Å"At Issue: Gay Marriage†, which is a book written by Debra Miller in 2012, includes a broad spectrum of views on the subject. One of the biggest issues in the gay marriage debate is the meaning of the separation of church and state in the United States. Some organizations and churches argue that state support of same-sex marriage is a breach of their religious freedoms which are protected by the US Constitution and if they are forced by laws enacted to include same sex marriages that they are being forced to accept acts that are against their religious beliefs. In a statement made concerning same sex marriage; some religious organizations and churches claimed that homosexual acts go against their religious beliefs and the natural moral law and that they should not be forced to perform marriages that go against their beliefs. Religious organizations say that to legalize homosexual marriage is religious persecution in their eyes. People that approve of gay marriage make the point that marriage is a legal right and a religious right as well because church and the state are separate. Activists argue that homosexual couples have a right to a marriage the same as heterosexual couples do. Another point that is called on is that people do not have to marry in a church but can do so in a court house as well and that no church or religious organization is bound to marry any couple. They are basically saying that churches are not forced to do anything against their belief system. One side will argue against federal laws that encompass and over rule state laws. Others will argue that each state should be able to make and enforce laws that concern each state as they see fit within their state governmental departments, like those concerning marriage laws. President Bush believed and stated that â€Å"the voice of the people is being compromised by the actions of a few judges in isolated cases†, (President George Bush, 2003). Former President Bush believes that laws like these could threaten every state in the union because of the â€Å"full faith and credit† clause in Article IV of the Constitution, (The United States Constitution, Article III, Section 2, 2013), which requires all states to honor the laws of every other state. President Bush said in an interview that the full faith and credit clause would require all states same-sex marriages performed anywhere in America. Bush, 2003) Civil Unions include heterosexual and same sex unions according to The Department of Internal Affairs, (The Department of Internal Affairs, 2004). Civil Unions differ from marriage because they are entered into by two people who chose to live together as man and wife and present themselves to the public and in private this way without an official marriage or marriage license. They consider themselves married but the government, whether state, local, or federal do not. At one time heterosexual civil unions were accepted and now are no longer recognized in most states. What this means is that people with a marriage license issued by the state are guaranteed certain rights, responsibilities, and privileges that people in civil unions are not given. These rights extend to the work place where insurance is guaranteed to a spouse of heterosexuals that are married but not to civil unions between same or opposite sex couples working in the same place. If same sex marriage and civil unions are both accepted and laws are enacted to approve of them then I believe this opens the doors to many other types of behaviors in the future that will do more harm than good to our society. These behaviors would include the right of an older person to marry a child for instance or to marry an animal or inanimate object even. We must ask ourselves one question and that is where we are willing to draw the line in our inclusions and amendments to the laws that were written to protect us in the beginning. The more we accept the more we are willing to accept as a society.

Impact of 4ps Towards Consumer Behavior on Mobile Phones

With the passage of time, advents in technology have given new meanings to almost everything around us. Hence, there’s no permanent in this world except change. This tidal wave of change has surely affect or altered technologies especially in individuals’ modes of communication. These new advances have led to addition of many things which was called as a â€Å"revolution†. But what really concerns this study is actually the communicative revolution, wherein back to past times, where in people only used letters as their mode of communications to their love one which’s away from them. As technologies continue to evolve there came landlines. And now just a blink of an eye, information can now be transmitted through electronic signals and controlled waves present in the air around them. A mobile phone is an electronic device which is used in two way communication. To make use of a mobile phone, connection to a cellular network is required which is an interconnection of base stations through which signals are transmitted, hence the mobile uses those signals to forge and maintain connection. Mobile phones are not used for calls only, especially modern mobile phones. They offer a wide variety of communicative services such as: text messaging, sending and receiving emails, access to internet, interactive games, connectivity through Bluetooth and/or USB, and many more. Hence, the focus of this study is to discuss how 4p’s elements affect towards consumer behaviour on mobile phones among the college students of The Fisher Valley College in Taguig City. This study is aiming of providing students of insights into the factors that influence the student’s behaviour when it comes to choosing and buying mobile phones, particularly for The Fisher Valley College Students. In addition to the mentioned studies in this report, the researchers will also find information’s regarding how to conduct a qualitative and quantitative market research study. The report’s main focus will be on the student’s influences on mobile phones because it is these factors that aid the students in making a rational choice when given several alternatives to choose from. In this case factors influencing students’ behaviour in choosing a mobile phone from the different brands will be considered.