A Healthy Community Essay Example | Topics and Well Written Essays - 250 words

A Healthy Community - Essay Example In addition, a healthy community provides the members with a healthy environment. For example, healthy communities have clean water, clean air, and accessible medical services. To avert any unhealthy situations, the community invests heavily in health and prevention measures. Moreover, people are protected from health hazards caused by the lifestyles of others such as smoking. The community also invests in measures aimed at rehabilitating unhealthy lifestyles. Healthy communities believe that health is not only defined as the absence of illness, but also as a clean environment that gives people the opportunity to live a full life. Thus, healthy communities have low levels of illnesses, clean environment, clean air and water, and effective drainage systems. If I cared for the community whose definition of a healthy community is different from mine, I would use health education to put the various issues into perspective. I would involve the community in finding the rationale for their definition of health and also provide my rationale. In this way, a consensus on the definition of a healthy community can be reached, thereby enabling me to provide effective  care.

Media & community Essay Example for Free

Media community Essay Media is often described as a watchdog of the community. Its has profound duties and responsibilities in our society. For a certain period of time, Media portrays an important role in community building. By its ability to reach out to the public, clearly indicate medias effectiveness in instilling confidence to the society trough comprehensive programming. Media is a protector of public interest. With its full dedication of their service to the public results a concern and aware society. Media has a wide importance to the interest of the public, but there are still some critical issues that contradict the purpose of media to society. During the US war with Iraq, media reputation encountered a tough test by airing wrong information and misleading the public. Another one is Canada’s sponsorship scandal in which public funds are misused through advertising firms. Although, these set of events are unethical for media, it is fair enough to say that media is still an effective watchdog of the public. Nevertheless, media continues to prove its importance as a watch dog of society. In most manner media is the best way to stay informed about current issues. In relation to the fast improvement of modern technology, media had further improved its importance on the interest of public. CNN I report Journalism, is a positive indication of modern effectiveness of media in modern technology. With this, the local citizenry has the chance to do and published their local story. Supporting this, medias efficiency as a watchdog of public interest creates a scenario of entertainment for the public. In the end, the media showcases both positive and negative effects in society. As further enhancement and development in the area occurs, we can further see the way it mould individual, groups and societies in different ways.

Graduation Speech: Listen Carefully -- Graduation Speech, Commencement

Listen carefully, Class of '2012, for the sounds you hear tonight will last a lifetime. Store them up and save them in your hearts, for they are priceless. Each whisper, each tick of the clock is a reminder of something you've gained here. Pay attention, so when you hear them later in life you will remember. When you hear a bell ring, remember our first day of school, back in September of 2008. The coolness of the desks chilled our sun-tanned skin as we sat timidly in our seats, quietly absorbing the shrill sound of our first high school bell as it rang at 7:30 in the morning. As much as our eyelids wanted to sink into a sweet abyss, fear crept through our bones as we eyed the monstrous seniors sitting nearby. For many of us, they may as well have been pro-wrestlers, but we did not run from them. Rather, we learned to pick the biggest one and follow him through the halls, avoiding the grueling task of maneuvering through a sea of students. We learned to problem solve quickly in those first days, a valuable skill. Don't forget this lesson, for it will take you far in life. When ...

Chapter 10 The Marauder’s Map

Madam Pomfrey insisted on keeping Harry in the hospital wing for the rest of the weekend. He didn't argue or complain, but he wouldn't let her throw away the shattered remnants of his Nimbus Two Thousand. He knew he was being stupid, knew that the Nimbus was beyond repair, but Harry couldn't help it; he felt as though he'd lost one of his best friends. He had a stream of visitors, all intent on cheering him up. Hagrid sent him a bunch of earwiggy flowers that looked like yellow cabbages, and Ginny Weasley, blushing furiously, turned up with a get-well card she had made herself, which sang shrilly unless Harry kept it shut under his bowl of fruit. The Gryffindor team visited again on Sunday morning, this time accompanied by Wood, who told Harry (in a hollow, dead sort of voice) that he didn't blame him in the slightest. Ron and Hermione left Harry's bedside only at night. But nothing anyone said or did could make Harry feel any better, because they knew only half of what was troubling him. He hadn't told anyone about the Grim, not even Ron and Hermione, because he knew Ron would panic and Hermione would scoff. The fact remained, however, that it had now appeared twice, and both appearances had been followed by near-fatal accidents; the first time, he had nearly been run over by the Knight Bus; the second, fallen fifty feet from his broomstick. Was the Grim going to haunt him until he actually died? Was he going to spend the rest of his life looking over his shoulder for the beast? And then there were the Dementors. Harry felt sick and humiliated every time he thought of them. Everyone said the Dementors were horrible, but no one else collapsed every time they went near one. No one else heard echoes in their head of their dying parents. Because Harry knew who that screaming voice belonged to now. He had heard her words, heard them over and over again during the night hours in the hospital wing while he lay awake, staring at the strips of moonlight on the ceiling. When the Dementors approached him, he heard the last moments of his mother's life, her attempts to protect him, Harry, from Lord Voldemort, and Voldemort's laughter before he murdered her†¦Harry dozed fitfully, sinking into dreams full of clammy, rotted hands and petrified pleading, jerking awake to dwell again on his mother's voice. It was a relief to return to the noise and bustle of the main school on Monday, where he was forced to think about other things, even if he had to endure Draco Malfoy's taunting. Malfoy was almost beside himself with glee at Gryffindor's defeat. He had finally taken off his bandages, and celebrated having the full use of both arms again by doing spirited imitations of Harry falling off his broom. Malfoy spent much of their next Potions class doing Dementor imitations across the dungeon; Ron finally cracked and flung a large, slippery crocodile heart at Malfoy, which hit him in the face and caused Snape to take fifty points from Gryffindor. â€Å"If Snape's teaching Defense Against the Dark Arts again, I'm skiving off,† said Ron as they headed toward Lupin's classroom after lunch. â€Å"Check who's in there, Hermione.† Hermione peered around the classroom door. â€Å"It's okay!† Professor Lupin was back at work. It certainly looked as though he had been ill. His old robes were hanging more loosely on him and there were dark shadows beneath his eyes; nevertheless, he smiled at the class as they took their seats, and they burst at once into an explosion of complaints about Snape's behavior while Lupin had been ill. â€Å"It's not fair, he was only filling in, why should he give us homework?† â€Å"We don't know anything about werewolves –â€Å" â€Å"– two rolls of parchment!† â€Å"Did you tell Professor Snape we haven't covered them yet?† Lupin asked, frowning slightly. The babble broke out again. â€Å"Yes, but he said we were really behind –â€Å" â€Å"– he wouldn't listen –â€Å" â€Å"– two rolls of parchment!† Professor Lupin smiled at the look of indignation on every face. â€Å"Don't worry. I'll speak to Professor Snape. You don't have to do the essay.† â€Å"Oh no,† said Hermione, looking very disappointed. â€Å"I've already finished it!† They had a very enjoyable lesson. Professor Lupin had brought along a glass box containing a Hinkypunk, a little one-legged creature who looked as though he were made of wisps of smoke, rather frail and harmless looking. â€Å"Lures travelers into bogs,† said Professor Lupin as they took notes. â€Å"You notice the lantern dangling from his hand? Hops ahead — people follow the light — then –â€Å" The Hinkypunk made a horrible squelching noise against the glass. When the bell rang, everyone gathered up their things and headed for the door, Harry among them, but — â€Å"Wait a moment, Harry,† Lupin called. â€Å"I'd like a word.† Harry doubled back and watched Professor Lupin covering the Hinkypunk's box with a cloth. â€Å"I heard about the match,† said Lupin, turning back to his desk and starting to pile books into his briefcase, â€Å"and I'm sorry about your broomstick. Is there any chance of fixing it?† â€Å"No,† said Harry. â€Å"The tree smashed it to bits.† Lupin sighed. â€Å"They planted the Whomping Willow the same year that I arrived at Hogwarts. People used to play a game, trying to get near enough to touch the trunk. In the end, a boy called Davey Gudgeon nearly lost an eye, and we were forbidden to go near it. No broomstick would have a chance.† â€Å"Did you hear about the Dementors too?† said Harry with difficulty. Lupin looked at him quickly. â€Å"Yes, I did. I don't think any of us have seen Professor Dumbledore that angry. They have been growing restless for some time†¦furious at his refusal to let them inside the grounds†¦I suppose they were the reason you fell?† â€Å"Yes,† said Harry. He hesitated, and then the question he had to ask burst from him before he could stop himself. â€Å"Why? Why do they affect me like that? Am I just –?† â€Å"It has nothing to do with weakness,† said Professor Lupin sharply, as though he had read Harry's mind. â€Å"The Dementors affect you worse than the others because there are horrors in your past that the others don't have.† A ray of wintry sunlight fell across the classroom, illuminating Lupin's gray hairs and the lines on his young face. â€Å"Dementors are among the foulest creatures that walk this earth. They infest the darkest, filthiest places, they glory in decay and despair, they drain peace, hope, and happiness out of the air around them. Even Muggles feel their presence, though they can't see them. Get too near a Dementor and every good feeling, every happy memory will be sucked out of you. If it can, the Dementor will feed on you long enough to reduce you to something like itself — soul-less and evil. You'll be left with nothing but the worst experiences of your life. And the worst that happened to you, Harry, is enough to make anyone fall off their broom. You have nothing to feel ashamed of.† â€Å"When they get near me –† Harry stared at Lupin's desk, his throat tight. â€Å"I can hear Voldemort murdering my mum.† Lupin made a sudden motion with his arm as though to grip Harry's shoulder, but thought better of it. There was a moment's silence, then — â€Å"Why did they have to come to the match?† said Harry bitterly. â€Å"They're getting hungry,† said Lupin coolly, shutting his briefcase with a snap. â€Å"Dumbledore won't let them into the school, so their supply of human prey has dried up†¦I don't think they could resist the large crowd around the Quidditch field. All that excitement†¦emotions running high†¦it was their idea of a feast.† â€Å"Azkaban must be terrible,† Harry muttered. Lupin nodded grimly. â€Å"The fortress is set on a tiny island, way out to sea, but they don't need walls and water to keep the prisoners in, not when they're all trapped inside their own heads, incapable of a single cheery thought. Most of them go mad within weeks.† â€Å"But Sirius Black escaped from them,† Harry said slowly. â€Å"He got away†¦Ã¢â‚¬  Lupin's briefcase slipped from the desk; he had to stoop quickly to catch it. â€Å"Yes,† he said, straightening up, â€Å"Black must have found a way to fight them. I wouldn't have believed it possible†¦Dementors are supposed to drain a wizard of his powers if he is left with them too long†¦Ã¢â‚¬  â€Å"You made that Dementor on the train back off,† said Harry suddenly. â€Å"There are — certain defenses one can use,† said Lupin. â€Å"But there was only one Dementor on the train. The more there are, the more difficult it becomes to resist.† â€Å"What defenses?† said Harry at once. â€Å"Can you teach me?† â€Å"I don't pretend to be an expert at fighting Dementors, Harry — quite the contrary†¦Ã¢â‚¬  â€Å"But if the Dementors come to another Quidditch match, I need to be able to fight them –â€Å" Lupin looked into Harry's determined face, hesitated, then said, â€Å"Well†¦all right. I'll try and help. But it'll have to wait until next term, I'm afraid. I have a lot to do before the holidays. I chose a very inconvenient time to fall ill.† ****** What with the promise of anti-Dementor lessons from Lupin, the thought that he might never have to hear his mother's death again, and the fact that Ravenclaw flattened Hufflepuff in their Quidditch match at the end of November, Harry's mood took a definite upturn. Gryffindor were not out of the running after all, although they could not afford to lose another match. Wood became repossessed of his manic energy, and worked his team as hard as ever in the chilly haze of rain that persisted into December. Harry saw no hint of a Dementor within the grounds. Dumbledore's anger seemed to be keeping them at their stations at the entrances. Two weeks before the end of the term, the sky lightened suddenly to a dazzling, opaline white and the muddy grounds were revealed one morning covered in glittering frost. Inside the castle, there was a buzz of Christmas in the air. Professor Flitwick, the Charms teacher, had already decorated his classroom with shimmering lights that turned out to be real, fluttering fairies. The students were all happily discussing their plans for the holidays. Both Ron and Hermione had decided to remain at Hogwarts, and though Ron said it was because he couldn't stand two weeks with Percy, and Hermione insisted she needed to use the library, Harry wasn't fooled; they were doing it to keep him company, and he was very grateful. To everyone's delight except Harry's, there was to be another Hogsmeade trip on the very last weekend of the term. â€Å"We can do all our Christmas shopping there!† said Hermione. â€Å"Mum and Dad would really love those Toothflossing Stringmints from Honeydukes!† Resigned to the fact that he would be the only third year staying behind again, Harry borrowed a copy of Which Broomstick from Wood, and decided to spend the day reading up on the different makes. He had been riding one of the school brooms at team practice, an ancient Shooting Star, which was very slow and jerky; he definitely needed a new broom of his own. On the Saturday morning of the Hogsmeade trip, Harry bid good-bye to Ron and Hermione, who were wrapped in cloaks and scarves, then turned up the marble staircase alone, and headed back toward Gryffindor Tower. Snow had started to fall outside the windows, and the castle was very still and quiet. â€Å"Psst — Harry!† He turned, halfway along the third-floor corridor, to see Fred and George peering out at him from behind a statue of a humpbacked, one-eyed witch. â€Å"What are you doing?† said Harry curiously. â€Å"How come you're not going to Hogsmeade?† â€Å"We've come to give you a bit of festive cheer before we go,† said Fred, with a mysterious wink. â€Å"Come in here†¦Ã¢â‚¬  He nodded toward an empty classroom to the left of the one-eyed statue. Harry followed Fred and George inside. George closed the door quietly and then turned, beaming, to look at Harry. â€Å"Early Christmas present for you, Harry,† he said. Fred pulled something from inside his cloak with a flourish and laid it on one of the desks. It was a large, square, very worn piece of parchment with nothing written on it. Harry, suspecting one of Fred and George's jokes, stared at it. â€Å"What's that supposed to be?† â€Å"This, Harry, is the secret of our success,† said George, patting the parchment fondly. â€Å"It's a wrench, giving it to you,† said Fred, â€Å"but we decided last night, your need's greater than ours.† â€Å"Anyway, we know it by heart,† said George. â€Å"We bequeath it to you. We don't really need it anymore.† â€Å"And what do I need with a bit of old parchment?† said Harry. â€Å"A bit of old parchment!† said Fred, closing his eyes with a grimace as though Harry had mortally offended him. â€Å"Explain, George.† â€Å"Well†¦when we were in our first year, Harry — young, carefree, and innocent –â€Å" Harry snorted. He doubted whether Fred and George had ever been innocent. â€Å"?C well, more innocent than we are now — we got into a spot of bother with Filch.† â€Å"We let off a Dungbomb in the corridor and it upset him for some reason –â€Å" â€Å"So he hauled us off to his office and started threatening us with the usual –â€Å" â€Å"– detention –â€Å" â€Å"– disembowelment –â€Å" â€Å"– and we couldn't help noticing a drawer in one of his filing cabinets marked Confiscated and Highly Dangerous.† â€Å"Don't tell me –† said Harry, starting to grin. â€Å"Well, what would you've done?† said Fred. â€Å"George caused a diversion by dropping another Dungbomb, I whipped the drawer open, and grabbed — this.† â€Å"It's not as bad as it sounds, you know,† said George. â€Å"We don't reckon Filch ever found out how to work it. He probably suspected what it was, though, or he wouldn't have confiscated it.† â€Å"And you know how to work it?† â€Å"Oh yes,† said Fred, smirking. â€Å"This little beauty's taught us more than all the teachers in this school.† â€Å"You're winding me up,† said Harry, looking at the ragged old bit of parchment. â€Å"Oh, are we?† said George. He took out his wand, touched the parchment lightly, and said, â€Å"I solemnly swear that I am up to no good.† And at once, thin ink lines began to spread like a spider's web from the point that George's wand had touched. They joined each other, they crisscrossed, they fanned into every corner of the parchment; then words began to blossom across the top, great, curly green words, that proclaimed: Messrs. Moony, Wormtail, Padfoot, and Prongs Purveyors of Aids to Magical Mischief-Makers are proud to present THE MARAUDER'S MAP It was a map showing every detail of the Hogwarts castle and grounds. But the truly remarkable thing were the tiny ink dots moving around it, each labeled with a name in minuscule writing. Astounded, Harry bent over it. A labeled dot in the top left corner showed that Professor Dumbledore was pacing his study; the caretaker's cat, Mrs. Norris, was prowling the second floor; and Peeves the Poltergeist was currently bouncing around the trophy room. And as Harry's eyes traveled up and down the familiar corridors, he noticed something else. This map showed a set of passages he had never entered. And many of them seemed to lead — â€Å"Right into Hogsmeade,† said Fred, tracing one of them with his finger. â€Å"There are seven in all. Now, Filch knows about these four† — he pointed them out — â€Å"but we're sure we're the only ones who know about these. Don't bother with the one behind the mirror on the fourth floor. We used it until last winter, but it's caved in — completely blocked. And we don't reckon anyone's ever used this one, because the Whomping Willow's planted right over the entrance. But this one here, this one leads right into the cellar of Honeydukes. We've used it loads of times. And as you might've noticed, the entrance is right outside this room, through that one-eyed old crone's hump.† â€Å"Moony, Wormtail, Padfoot, and Prongs,† sighed George, patting the heading of the map. â€Å"We owe them so much.† â€Å"Noble men, working tirelessly to help a new generation of lawbreakers,† said Fred solemnly. â€Å"Right,† said George briskly. â€Å"Don't forget to wipe it after you've used it –â€Å" â€Å"– or anyone can read it,† Fred said warningly. â€Å"Just tap it again and say, â€Å"Mischief managed!† And it'll go blank.† â€Å"So, young Harry,† said Fred, in an uncanny impersonation of Percy, â€Å"mind you behave yourself.† â€Å"See you in Honeydukes,† said George, winking. They left the room, both smirking in a satisfied sort of way. Harry stood there, gazing at the miraculous map. He watched the tiny ink Mrs. Norris turn left and pause to sniff at something on the floor. If Filch really didn't know†¦he wouldn't have to pass the Dementors at all†¦. But even as he stood there, flooded with excitement, something Harry had once heard Mr. Weasley say came floating out of his memory. Never trust anything that can think for itself, if you can't see where it keeps its brain. This map was one of those dangerous magical objects Mr. Weasley had been warning against†¦Aids for Magical Mischief Makers†¦but then, Harry reasoned, he only wanted to use it to get into Hogsmeade, it wasn't as though he wanted to steal anything or attack anyone†¦and Fred and George had been using it for years without anything horrible happening†¦ Harry traced the secret passage to Honeydukes with his finger. Then, quite suddenly, as though following orders, he rolled up the map, stuffed it inside his robes, and hurried to the door of the classroom. He opened it a couple of inches. There was no one outside. Very carefully, he edged out of the room and behind the statue of the one-eyed witch. What did he have to do? He pulled out the map again and saw to his astonishment, that a new ink figure had appeared upon it, labeled ‘Harry Potter'. This figure was standing exactly where the real Harry was standing, about halfway down the third-floor corridor. Harry watched carefully. His little Ink self appeared to be tapping the witch with his minute wand. Harry quickly took out his real wand and tapped the statue. Nothing happened. He looked back at the map. The tiniest speech bubble had appeared next to his figure. The word inside said, ‘Dissendium.' â€Å"Dissendium!† Harry whispered, tapping the stone witch again. At once, the statue's hump opened wide enough to admit a fairly thin person. Harry glanced quickly up and down the corridor, then tucked the map away again, hoisted himself into the hole headfirst, and pushed himself forward. He slid a considerable way down what felt like a stone slide, then landed on cold, damp earth. He stood up, looking around. It was pitch dark. He held up his wand, muttered, â€Å"Lumos!† and saw that he was in a very narrow, low, earthy passageway. He raised the map, tapped it with the tip of his wand, and muttered, â€Å"Mischief managed!† The map went blank at once. He folded it carefully, tucked it inside his robes, then, heart beating fast, both excited and apprehensive, he set off. The passage twisted and turned, more like the burrow of a giant rabbit than anything else. Harry hurried along it, stumbling now and then on the uneven floor, holding his wand out in front of him. It took ages, but Harry had the thought of Honeydukes to sustain him. After what felt like an hour, the passage began to rise. Panting, Harry sped up, his face hot, his feet very cold. Ten minutes later, he came to the foot of some worn stone steps, which rose out of sight above him. Careful not to make any noise, Harry began to climb. A hundred steps, two hundred steps, he lost count as he climbed, watching his feet†¦then, without warning, his head hit something hard. It seemed to be a trapdoor. Harry stood there, massaging the top of his head, listening. He couldn't hear any sounds above him. Very slowly, he pushed the trapdoor open and peered over the edge. He was in a cellar, which was full of wooden crates and boxes. Harry climbed out of the trapdoor and replaced it — it blended so perfectly with the dusty floor that it was impossible to tell it was there. Harry crept slowly toward the wooden staircase that led upstairs. Now he could definitely hear voices, not to mention the tinkle of a bell and the opening and shutting of a door. Wondering what he ought to do, he suddenly heard a door open much closer at hand; somebody was about to come downstairs. â€Å"And get another box of Jelly Slugs, dear, they've nearly cleaned us out –† said a woman's voice. A pair of feet was coming down the staircase. Harry leapt behind an enormous crate and waited for the footsteps to pass. He heard the man shifting boxes against the opposite wall. He might not get another chance — Quickly and silently, Harry dodged out from his hiding place and climbed the stairs; looking back, he saw an enormous backside and shiny bald head, buried in a box. Harry reached the door at the top of the stairs, slipped through it, and found himself behind the counter of Honeydukes — he ducked, crept sideways, and then straightened up. Honeydukes was so crowded with Hogwarts students that no one looked twice at Harry. He edged among them, looking around, and suppressed a laugh as he imagined the look that would spread over Dudley's piggy face if he could see where Harry was now. There were shelves upon shelves of the most succulent-looking sweets imaginable. Creamy chunks of nougat, shimmering pink squares of coconut ice, fat, honey-colored toffees; hundreds of different kinds of chocolate in neat rows; there was a large barrel of Every Flavor Beans, and another of Fizzing Whizbees, the levitating sherbet balls that Ron had mentioned; along yet another wall were ‘Special Effects' — sweets: Droobles Best Blowing Gum (which filled a room with bluebell-colored bubbles that refused to pop for days), the strange, splintery Toothflossing Stringmints, tiny black Pepper Imps (‘breathe fire for your friends!'), Ice Mice (‘hear your teeth chatter and squeak!'), peppermint creams shaped like toads (‘hop realistically in the stomach!'), fragile sugar-spun quills, and exploding bonbons. Harry squeezed himself through a crowd of sixth years and saw a sign hanging in the farthest corner of the shop (UNUSUAL TASTES). Ron and Hermione were standing underneath it, examining a tray of blood-flavored lollipops. Harry sneaked up behind them. â€Å"Ugh, no, Harry won't want one of those, they're for vampires, I expect,† Hermione was saying. â€Å"How about these?† said Ron, shoving a jar of Cockroach Clusters under Hermione's nose. â€Å"Definitely not,† said Harry. Ron nearly dropped the jar. â€Å"Harry!† squealed Hermione. â€Å"What are you doing here? How — how did you –?† â€Å"Wow!† said Ron, looking very impressed, â€Å"you've learned to Apparate!† â€Å"‘Course I haven't,† said Harry. He dropped his voice so that none of the sixth years could hear him and told them all about the Marauder's Map. â€Å"How come Fred and George never gave it to me!† said Ron, outraged. â€Å"I'm their brother!† â€Å"But Harry isn't going to keep it!† said Hermione, as though the idea were ludicrous. â€Å"He's going to hand it in to Professor McGonagall, aren't you, Harry?† â€Å"No, I'm not!† said Harry. â€Å"Are you mad?† said Ron, goggling at Hermione. â€Å"Hand in something that good?† â€Å"If I hand it in, I'll have to say where I got it! Filch would know Fred and George had nicked it!† â€Å"But what about Sirius Black?† Hermione hissed. â€Å"He could be using one of the passages on that map to get into the castle! The teachers have got to know!† â€Å"He can't be getting in through a passage,† said Harry quickly. â€Å"There are seven secret tunnels on the map, right? Fred and George reckon Filch already knows about four of them. And of the other three — one of them's caved in, so no one can get through it. One of them's got the Whomping Willow planted over the entrance, so you can't get out of it. And the one I just came through — well — it's really hard to see the entrance to it down in the cellar — so unless he knew it was there –â€Å" Harry hesitated. What if Black did know the passage was there? Ron, however, cleared his throat significantly, and pointed to a notice pasted on the inside of the sweetshop door. BY ORDER OF THE MINISTRY OF MAGIC Customers are reminded that until further notice, Dementors will be patrolling the streets of Hogsmeade every night after sundown. This measure has been put in place for the safety of Hogsmeade residents and will be lifted upon the recapture of Sirius Black. It is therefore advisable that you complete your shopping well before nightfall. Merry Christmas! â€Å"See?† said Ron quietly. â€Å"I'd like to see Black try and break into Honeydukes with Dementors swarming all over the village. Anyway, Hermione, the Honeydukes owners would hear a break-in, wouldn't they? They live over the shop!† â€Å"Yes, but — but –† Heroine seemed to be struggling to find another problem. â€Å"Look, Harry still shouldn't be coming into Hogsmeade. He hasn't got a signed form! If anyone finds out, he'll be in so much trouble! And it's not nightfall yet — what if Sirius Black turns up today? Now?† â€Å"He'd have a job spotting Harry in this,† said Ron, nodding through the mullioned windows at the thick, swirling snow. â€Å"Come on, Hermione, it's Christmas. Harry deserves a break.† Hermione bit her lip, looking extremely worried. â€Å"Are you going to report me?† Harry asked her, grinning. â€Å"Oh — of course not — but honestly, Harry –â€Å" â€Å"Seen the Fizzing Whizbees, Harry?† said Ron, grabbing him and leading him over to their barrel. â€Å"And the Jelly Slugs? And the Acid Pops? Fred gave me one of those when I was seven — it burnt a hole right through my tongue. I remember Mum walloping him with her broomstick.† Ron stared broodingly into the Acid Pop box. â€Å"Reckon Fred'd take a bite of Cockroach Cluster if I told him they were peanuts?† When Ron and Hermione had paid for all their sweets, the three of them left Honeydukes for the blizzard outside. Hogsmeade looked like a Christmas card; the little thatched cottages and shops were all covered in a layer of crisp snow; there were holly wreaths on the doors and strings of enchanted candles hanging in the trees. Harry shivered; unlike the other two, he didn't have his cloak. They headed up the street, heads bowed against the wind, Ron and Hermione shouting through their scarves. â€Å"That's the post office –â€Å" â€Å"Zonko's is up there –â€Å" â€Å"We could go up to the Shrieking Shack –â€Å" â€Å"Tell you what,† said Ron, his teeth chattering, â€Å"shall we go for a butterbeer in the Three Broomsticks?† Harry was more than willing; the wind was fierce and his hands were freezing, so they crossed the road, and in a few minutes were entering the tiny inn. It was extremely crowded, noisy, warm, and smoky. A curvy sort of woman with a pretty face was serving a bunch of rowdy warlocks up at the bar. â€Å"That's Madam Rosmerta,† said Ron. â€Å"I'll get the drinks, shall I?† he added, going slightly red. Harry and Hermione made their way to the back of the room, where there was a small, vacant table between the window and a handsome Christmas tree, which stood next to the fireplace. Ron came back five minutes later, carrying three foaming tankards of hot butterbeer. â€Å"Merry Christmas!† he said happily, raising his tankard. Harry drank deeply. It was the most delicious thing he'd ever tasted and seemed to heat every bit of him from the inside. A sudden breeze ruffled his hair. The door of the Three Broomsticks had opened again. Harry looked over the rim of his tankard and choked. Professors McGonagall and Flitwick had just entered the pub with a flurry of snowflakes, shortly followed by Hagrid, who was deep in conversation with a portly man in a lime-green bowler hat and a pinstriped cloak — Cornelius Fudge, Minister of Magic. In an instant, Ron and Hermione had both placed hands on the top of Harry's head and forced him off his stool and under the table. Dripping with butterbeer and crouching out of sight, Harry clutched his empty tankard and watched the teachers' and Fudge's feet move toward the bar, pause, then turn and walk right toward him. Somewhere above him, Hermione whispered, â€Å"Mobiliarbus!† The Christmas tree beside their table rose a few inches off the ground, drifted sideways, and landed with a soft thump right in front of their table, hiding them from view. Staring through the dense lower branches, Harry saw four sets of chair legs move back from the table right beside theirs, then heard the grunts and sighs of the teachers and minister as they sat down. Next he saw another pair of feet, wearing sparkly turquoise high heels, and heard a woman's voice. â€Å"A small gillywater –â€Å" â€Å"Mine,† said Professor McGonagall's voice. â€Å"Four pints of mulled mead –â€Å" â€Å"Ta, Rosmerta,† said Hagrid. â€Å"A cherry syrup and soda with ice and umbrella –â€Å" â€Å"Mmm!† said Professor Flitwick, smacking his lips. â€Å"So you'll be the red currant rum, Minister.† â€Å"Thank you, Rosmerta, m'dear,† said Fudge's voice. â€Å"Lovely to see you again, I must say. Have one yourself, won't you? Come and join us†¦Ã¢â‚¬  â€Å"Well, thank you very much, Minister.† Harry watched the glittering heels march away and back again. His heart was pounding uncomfortably in his throat. Why hadn't it occurred to him that this was the last weekend of term for the teachers too? And how long were they going to sit there? He needed time to sneak back into Honeydukes if he wanted to return to school tonight †¦ Hermione's leg gave a nervous twitch next to him. â€Å"So, what brings you to this neck of the woods, Minister?† came Madam Rosmerta's voice. Harry saw the lower part of Fudge's thick body twist in his chair as though he were checking for eavesdroppers. Then he said in a quiet voice, â€Å"What else, m'dear, but Sirius Black? I daresay you heard what happened up at the school at Halloween?† â€Å"I did hear a rumor,† admitted Madam Rosmerta. â€Å"Did you tell the whole pub, Hagrid?† said Professor McGonagall exasperatedly. â€Å"Do you think Black's still in the area, Minister?† whispered Madam Rosmerta. â€Å"I'm sure of it,† said Fudge shortly. â€Å"You know that the Dementors have searched the whole village twice?† said Madam Rosmerta, a slight edge to her voice. â€Å"Scared all my customers away†¦It's very bad for business, Minister.† â€Å"Rosmerta, dear, I don't like them any more than you do,† said Fudge uncomfortably. â€Å"Necessary precaution†¦ unfortunate, but there you are†¦I've just met some of them. They're in a fury against Dumbledore — he won't let them inside the castle grounds.† â€Å"I should think not,† said Professor McGonagall sharply. â€Å"How are we supposed to teach with those horrors floating around?† â€Å"Hear, hear!† squeaked tiny Professor Flitwick, whose feet were dangling a foot from the ground. â€Å"All the same,† demurred Fudge, â€Å"they are here to protect you all from something much worse†¦We all know what Black's capable of†¦Ã¢â‚¬  â€Å"Do you know, I still have trouble believing it,† said Madam Rosmerta thoughtfully. â€Å"Of all the people to go over to the Dark Side, Sirius Black was the last I'd have thought†¦I mean, I remember him when he was a boy at Hogwarts. If you'd told me then what he was going to become, I'd have said you'd had too much mead.† â€Å"You don't know the half of it, Rosmerta,† said Fudge gruffly. â€Å"The worst he did isn't widely known.† â€Å"The worst?† said Madam Rosmerta, her voice alive with curiosity. â€Å"Worse than murdering all those poor people, you mean?† â€Å"I certainly do,† said Fudge. â€Å"I can't believe that. What could possibly be worse?† â€Å"You say you remember him at Hogwarts, Rosmerta,† murmured Professor McGonagall. â€Å"Do you remember who his best friend was?† â€Å"Naturally,† said Madam Rosmerta, with a small laugh. â€Å"Never saw one without the other, did you? The number of times I had them in here — ooh, they used to make me laugh. Quite the double act, Sirius Black and James Potter!† Harry dropped his tankard with a loud clunk. Ron kicked him. â€Å"Precisely,† said Professor McGonagall. â€Å"Black and Potter. Ringleaders of their little gang. Both very bright, of course — exceptionally bright, in fact — but I don't think we've ever had such a pair of troublemakers –â€Å" â€Å"I dunno,† chuckled Hagrid. â€Å"Fred and George Weasley could give 'em a run fer their money.† â€Å"You'd have thought Black and Potter were brothers!† chimed in Professor Flitwick. â€Å"Inseparable!† â€Å"Of course they were,† said Fudge. â€Å"Potter trusted Black beyond all his other friends. Nothing changed when they left school. Black was best man when James married Lily. Then they named him godfather to Harry. Harry has no idea, of course. You can imagine how the idea would torment him.† â€Å"Because Black turned out to be in league with You-Know-Who?† whispered Madam Rosmerta. â€Å"Worse even than that, m'dear†¦Ã¢â‚¬  Fudge dropped his voice and proceeded in a sort of low rumble. â€Å"Not many people are aware that the Potters knew You-Know-Who was after them. Dumbledore, who was of course working tirelessly against You-Know-Who, had a number of useful spies. One of them tipped him off, and he alerted James and Lily at once. He advised them to go into hiding. Well, of course, You-Know-Who wasn't an easy person to hide from. Dumbledore told them that their best chance was the Fidelius Charm.† â€Å"How does that work?† said Madam Rosmerta, breathless with interest. Professor Flitwick cleared his throat. â€Å"An immensely complex spell,† he said squeakily, â€Å"involving the magical concealment of a secret inside a single, living soul. The information is hidden inside the chosen person, or Secret-Keeper, and is henceforth impossible to find — unless, of course, the Secret-Keeper chooses to divulge it. As long as the Secret-Keeper refused to speak, You-Know-Who could search the village where Lily and James were staying for years and never find them, not even if he had his nose pressed against their sitting room window!† â€Å"So Black was the Potters' Secret-Keeper?† whispered Madam Rosmerta. â€Å"Naturally,† said Professor McGonagall. â€Å"James Potter told Dumbledore that Black would die rather than tell where they were, that Black was planning to go into hiding himself†¦and yet, Dumbledore remained worried. I remember him offering to be the Potters' Secret-Keeper himself.† â€Å"He suspected Black?† gasped Madam Rosmerta. â€Å"He was sure that somebody close to the Potters had been keeping You-Know-Who informed of their movements,† said Professor McGonagall darkly. â€Å"Indeed, he had suspected for some time that someone on our side had turned traitor and was passing a lot of information to You-Know-Who.† â€Å"But James Potter insisted on using Black?† â€Å"He did,† said Fudge heavily. â€Å"And then, barely a week after the Fidelius Charm had been performed –â€Å" â€Å"Black betrayed them?† breathed Madam Rosmerta. â€Å"He did indeed. Black was tired of his double-agent role, he was ready to declare his support openly for You-Know-Who, and he seems to have planned this for the moment of the Potters' death. But, as we all know, You-Know-Who met his downfall in little Harry Potter. Powers gone, horribly weakened, he fled. And this left Black in a very nasty position indeed. His master had fallen at the very moment when he, Black, had shown his true colors as a traitor. He had no choice but to run for it –â€Å" â€Å"Filthy, stinkin' turncoat!† Hagrid said, so loudly that half the bar went quiet. â€Å"Shh!† said Professor McGonagall. â€Å"I met him!† growled Hagrid. â€Å"I musta bin the last ter see him before he killed all them people! It was me what rescued Harry from Lily an' James's house after they was killed! Jus' got him outta the ruins, poor little thing, with a great slash across his forehead, an' his parents dead†¦an' Sirius Black turns up, on that flyin' motorbike he used ter ride. Never occurred ter me what he was doin' there. I didn' know he'd bin Lily an' James's Secret-Keeper. Thought he'd jus' heard the news o' You-Know-Who's attack an' come ter see what he could do. White an' shakin', he was. An' yeh know what I did? I COMFORTED THE MURDERIN' TRAITOR!† Hagrid roared. â€Å"Hagrid, please!† said Professor McGonagall. â€Å"Keep your voice down!† â€Å"How was I ter know he wasn' upset abou' Lily an' James? It was You-Know-Who he cared abou'! An' then he says, â€Å"Give Harry ter me, Hagrid, I'm his godfather, I'll look after him –† Ha! But I'd had me orders from Dumbledore, an' I told Black no, Dumbledore said Harry was ter go ter his aunt an' uncle's. Black argued, but in the end he gave in. Told me ter take his motorbike ter get Harry there. â€Å"I won't need it anymore,† he says. â€Å"I shoulda known there was somethin' fishy goin' on then. He loved that motorbike, what was he givin' it ter me for? Why wouldn' he need it anymore? Fact was, it was too easy ter trace. Dumbledore knew he'd bin the Potters' Secret-Keeper. Black knew he was goin' ter have ter run fer it that night, knew it was a matter o' hours before the Ministry was after him. â€Å"But what if I'd given Harry to him, eh? I bet he'd've pitched him off the bike halfway out ter sea. His bes' friends' son! But when a wizard goes over ter the Dark Side, there's nothin' and no one that matters to em anymore†¦Ã¢â‚¬  A long silence followed Hagrid's story. Then Madam Rosmerta said with some satisfaction, â€Å"But he didn't manage to disappear, did he? The Ministry of Magic caught up with him next day!† â€Å"Alas, if only we had,† said Fudge bitterly. â€Å"It was not we who found him. It was little Peter Pettigrew — another of the Potters' friends. Maddened by grief, no doubt, and knowing that Black had been the Potters' Secret-Keeper, he went after Black himself.† â€Å"Pettigrew†¦that fat little boy who was always tagging around after them at Hogwarts?† said Madam Rosmerta. â€Å"Hero-worshipped Black and Potter,† said Professor McGonagall. â€Å"Never quite in their league, talent-wise. I was often rather sharp with him. You can imagine how I — how I regret that now†¦Ã¢â‚¬  She sounded as though she had a sudden head cold. â€Å"There, now, Minerva,† said Fudge kindly, â€Å"Pettigrew died a hero's death. Eyewitnesses — Muggles, of course, we wiped their memories later — told us how Pettigrew cornered Black. They say he was sobbing, ‘Lily and James, Sirius! How could you?' And then he went for his wand. Well, of course, Black was quicker. Blew Pettigrew to smithereens†¦.† Professor McGonagall blew her nose and said thickly, â€Å"Stupid boy†¦foolish boy†¦he was always hopeless at dueling†¦should have left it to the Ministry †¦Ã¢â‚¬  â€Å"I tell yeh, if I'd got ter Black before little Pettigrew did, I wouldn't've messed around with wands — I'd ‘ve ripped him limb — from — limb,† Hagrid growled. â€Å"You don't know what you're talking about, Hagrid,† said Fudge sharply. â€Å"Nobody but trained Hit Wizards from the Magical Law Enforcement Squad would have stood a chance against Black once he was cornered. I was Junior Minister in the Department of Magical Catastrophes at the time, and I was one of the first on the scene after Black murdered all those people. I — I will never forget it. I still dream about it sometimes. A crater in the middle of the street, so deep it had cracked the sewer below. Bodies everywhere. Muggles screaming. And Black standing there laughing, with what was left of Pettigrew in front of him†¦a heap of bloodstained robes and a few — a few fragments –â€Å" Fudge's voice stopped abruptly. There was the sound of five noses being blown. â€Å"Well, there you have it, Rosmerta,† said Fudge thickly. â€Å"Black was taken away by twenty members of the Magical Law Enforcement Squad and Pettigrew received the Order of Merlin, First Class, which I think was some comfort to his poor mother. Black's been in Azkaban ever since.† Madam Rosmerta let out a long sigh. â€Å"Is it true he's mad, Minister?† â€Å"I wish I could say that he was,† said Fudge slowly. â€Å"I certainly believe his master's defeat unhinged him for a while. The murder of Pettigrew and all those Muggles was the action of a cornered and desperate man — cruel†¦ pointless. Yet I met Black on my last inspection of Azkaban. You know, most of the prisoners in there sit muttering to themselves in the dark; there's no sense in them†¦but I was shocked at how normal Black seemed. He spoke quite rationally to me. It was unnerving. You'd have thought he was merely bored — asked if I'd finished with my newspaper, cool as you please, said he missed doing the crossword. Yes, I was astounded at how little effect the Dementors seemed to be having on him — and he was one of the most heavily guarded in the place, you know. Dementors outside his door day and night.† â€Å"But what do you think he's broken out to do?† said Madam Rosmerta. â€Å"Good gracious, Minister, he isn't trying to rejoin You-Know-Who, is he?† â€Å"I daresay that is his — er — eventual plan,† said Fudge evasively. â€Å"But we hope to catch Black long before that. I must say, You-Know-Who alone and friendless is one thing†¦but give him back his most devoted servant, and I shudder to think how quickly he'll rise again†¦Ã¢â‚¬  There was a small chink of glass on wood. Someone had set down their glass. â€Å"You know, Cornelius, if you're dining with the headmaster, we'd better head back up to the castle,† said Professor McGonagall. One by one, the pairs of feet in front of Harry took the weight of their owners once more; hems of cloaks swung into sight, and Madam Rosmerta's glittering heels disappeared behind the bar. The door of the Three Broomsticks opened again, there was another flurry of snow, and the teachers had disappeared. â€Å"Harry?† Ron's and Hermione's faces appeared under the table. They were both staring at him, lost for words.

Report on Red Bull brand Essay

The energy drink market started to grow in the past 25 years. Red Bull was the first energy drink that started this kind of business. Throughout the unique branding strategy and extraordinary investment on marketing this brand maintained the best selling energy drink worldwide. This report will discuss on the Red Bull’s brand expression and how successful is the user perception of the brand image. History The Austrian businessman Dietrich Mateschitz created Red Bull’s energy drink formula in Thailand in mid 1980’s and the first can sold in Austria in 1987. He also developed a distinctive marketing strategy that established a new category of products. When Mateschitz questioned about the absence of energy drinks market he replied, â€Å"We’re going to invent one†. In 1992 the product reached other markets like Hungary and Slovenia, and then the United States in 1997 and the Middle East in 2000 . Today Red Bull is available in more than 160 countries and more than 35 billion cans been sold so far. Market Share Due to high demand and popularity, the market for energy drinks is constantly growing. People can now find several brands of energy drinks that offer several flavors, options and themes. With all this growth, Red bull still manages to dominate and lead the market over its main competitor such as Monster. With that, it was stated that this makes it the most popular every drink in the world. This can be reflected through the increase of Red Bull’s sales every year, selling 4.6 billion cans in 2011 and 5 billion in 2012. Customer Segmentation With Red Bull’s famous international tagline â€Å"Red Bull gives you wings†, and as an energy that is promoted to ‘increase performance’, it’s websites states that the best times to consume Red Bull is on the road, during lectures, study sessions, at work, while doing sports, playing video games, or going out day and night. This reflects that Red Bull is having a target audience of youth between 18 to 35 years old. In addition, Red Bull had a â€Å"Red Bull Brand Ambassador† Program targeting university students who work on representing Red Bull and bring the energy drink to events or parties, to attract more customers. In addition, Red Bull states that their cans are 100% recyclable, which proves being environmentally friendly and attract people concerned with the environment. Because of this unique branding strategy Red Bull was able to create loyal customers who only go for Red Bull when ever energy is needed, or not! Brand Expressions and Image The Red Bull Company tries to associate their brand with energetic and extreme events although as life style product. The current identity shows a direct connection between the product and it’s target audience, Athletes, students, hard workers, and who needs to â€Å"Vitalities body and mind†. The visual identifier is consist of two bulls butting each other which embodies strength, challenge and energy while the tagline â€Å"Energy Drink† describe the product in a quick catchy way. . Red Bull advertisings are not only pushing into being part of the cool extreme crowd and the risk-taking attitude but also showing that Red Bull is suitable with all aspects of user’s life (work, study and play). Methodology The objective of this research is to investigate publics’ attitude and perception towards the Red Bull brand. A 10 questions survey was designed based on an introductory research. The survey was distributed online and been giving to students and tutors in the Polytechnic campus. A total of 49 responses were gathered. Analysis Graph1: Demographics of respondents Graph2: Product usage It has been noticed that the majority of the respondents are not considered consumers, but since we are investigating the brand reception and not the product itself. Graph3: Aspects and associations This section is narrowed down for the respondents who consume the product and who are not, and examines their motives behind their behavior and attitude towards the brand indirectly. The results shows significant contrast between sports and studying as being what motivate the consumers, hence the brand image here support the brand expression of being part of the life style and not for sport events only. Graph4: User Perception Results indicate that most of the respondents are disagree when Red Bull is associated with sports. While above average satisfaction with the idea of it is being trending. Findings Red Bull’s current expression is focused on making the product appropriate as a life style drink and not connected to one aspect (i.e. sports). The survey that was conducted previously reflects the lack of gap between the current brand expression and the consumer perceive. The respondents are aware of the brand value that the company is trying to portray. This awareness is reflected on the public attitude which both the brand expression and image are settled on the impression of Red Bull as for the cool, fun, risk-taking crowd, not just a drink for athletics enthusiasts. Conclusions This report and survey results showed that Red Bull made successful brand equity that maintained it self on the first rank with customer satisfaction and market share. It also succeeded on delivering the right message and values to the right target audience. Red Bull keeps proving that an effective marketing plan and good brand equity could be a successful impactful business. RefErences Aaker, D. (2012, December 21). How Red Bull Creates Brand Buzz. Retrieved April 16, 2013, from Harvard Business Review: http://blogs.hbr.org/cs/2012/12/how_red_bull_creates_brand_buzz.html Bhasin, K. (2012, Febuary 15). How Dietrich Mateschitz Ignored The Haters And Created The Top Energy Drink. Retrieved April 16, 2013, from Business Insider: http://www.businessinsider.com/how-dietrich-mateschitz-ignored-the-haters-and-created-the-top-energy-drink-on-the-planet-2012-2 Boome, A. (2011, May 31). How food superbrands manage to become your family. Retrieved March 25, 2013, from BBC News: http://www.bbc.co.uk/news/business-13598581 Miller, J. (2011). Red Bull’s Brand Equity. West Virginia University. West Virginia: News America Marketing. Red Bull GmbH Company Profile. (2013). Retrieved April 16, 2013, from Yahoo! Finance: http://biz.yahoo.com/ic/101/101316.html Red Bull GmbH. (2013). Red Bull the company. Retrieved April 3, 2013, from Red Bull: http://energydrink.redbull.com/company Red Bull History. (2004). Retrieved April 17, 2013, from Funding Universe: http://www.fundinguniverse.com/company-histories/red-bull-gmbh-history/ Appendix A: Survey sheet Red Bull Brand Questionnaire 1- Age ââ€" ¯ Less Than 15ââ€" ¯ 16-20ââ€" ¯ 21-25 ââ€" ¯ 26-30ââ€" ¯ Above 31 2- Gender ââ€" ¯ Maleââ€" ¯ Female 3- Which energy drink do you drink the most? (Select one) ââ€" ¯ Red Bull ââ€" ¯ Power Horse ââ€" ¯ Boom Boom ââ€" ¯ I don’t drink any ââ€" ¯ Monster ââ€" ¯ Burn ââ€" ¯ Other _______________ 4- How often do you drink Red Bull? (Select one) ââ€" ¯ Everydayââ€" ¯ Frequently (Once or twice a week) ââ€" ¯ Occasionally (Once a month)ââ€" ¯ Rarely (Once every four months) ââ€" ¯ Never 5- If applicable, Why do you drink Red Bull? (You can select more than one) ☠ Taste☠ Studying☠ Work☠ Physical activities (sports) ☠ Lifestyle ☠ Mixing drinks☠ Driving☠ Brand design and image ☠ Marketing strategies, events, and sponsorships 6- If applicable, Why you do not drink Red Bull? (You can select more than one) ☠ Taste☠ Pricy☠ Unhealthy☠ I don’t believe in it ☠ Bad Reputation 7- On a scale of 1 to 10 Rate the following. Do you think that Red Bull is associated with extreme sports? Not at all

Free Essays on Problem With America

Problem: That hate toward Americans, due to casualties set by American soldiers in Iraq being passes on from generation to generation. Causing world peace to never come or come much later. One day, I was playing an internet game, and notices that there was a chat room, on the side of the game, for people who are playing that particular game. I did not pay much attention to what was being said within the chat room nor participated in any conversation. Until I came across a message, typed by a young teen, from over seas. The message I saw read, â€Å"I hate Americans, because they killed my brother in Iraq†. I felt a bit angry at such message, and disabled the chat. However, this message may prove that there may be a problem that is going to take a while to resolve. The problem is that if young teens already are experiencing hate toward Americans, that same teen may grow up to pass the same hate onto their children, and their children would pass it on to their children, and so on. Due to this, world peace may never come or may not come anytime soon. The way this problem can be solved may take excellent thinking and intelligent thoughts. We could probably take all troops out of the war and convince any people, who feel the same as the previously mentioned teen, that we were actually there to resolve problems and eventually bring peace among the world. Or do another number of things. Whatever can be decided should be done. If this problem is resolved we will have a better chance of protecting our future for younger people throughout the world and people that are to come after those. If the problem is handled with properly the world would be better off, that means there would be less violence and hate throughout the world, also known as world peace.... Free Essays on Problem With America Free Essays on Problem With America Problem: That hate toward Americans, due to casualties set by American soldiers in Iraq being passes on from generation to generation. Causing world peace to never come or come much later. One day, I was playing an internet game, and notices that there was a chat room, on the side of the game, for people who are playing that particular game. I did not pay much attention to what was being said within the chat room nor participated in any conversation. Until I came across a message, typed by a young teen, from over seas. The message I saw read, â€Å"I hate Americans, because they killed my brother in Iraq†. I felt a bit angry at such message, and disabled the chat. However, this message may prove that there may be a problem that is going to take a while to resolve. The problem is that if young teens already are experiencing hate toward Americans, that same teen may grow up to pass the same hate onto their children, and their children would pass it on to their children, and so on. Due to this, world peace may never come or may not come anytime soon. The way this problem can be solved may take excellent thinking and intelligent thoughts. We could probably take all troops out of the war and convince any people, who feel the same as the previously mentioned teen, that we were actually there to resolve problems and eventually bring peace among the world. Or do another number of things. Whatever can be decided should be done. If this problem is resolved we will have a better chance of protecting our future for younger people throughout the world and people that are to come after those. If the problem is handled with properly the world would be better off, that means there would be less violence and hate throughout the world, also known as world peace....

Co-Habitation essays

Co-Habitation essays Living together before marriage is quickly becoming a preferred lifestyle in America. Some people consider this living in sin, others call it living in unwedded bliss. Every year more unwedded couples make the choice to live with each other before the marriage. Recent figures show, the number of cohabiting couples has steadily increased 700% since the 1960s. During the 1960s, there were one cohabiting couple for every ninety married couples. Today those figures are one cohabiting couple for every twelve married couples. If this trend continues, in America there will be seven married couples for each cohabiting couple in 2010 (A Few Facts). For some people living together is a good idea, but for those who wish to remain married for life, cohabitation may not be the best choice because statistics indicate it increases their chances of divorce. Cohabitation is defined by The American Heritage Dictionary as . . . [living] together in a sexual relationship when not legally married. Current figures suggest that approximately 2/3 of the U.S. population will live with their partner before marriage (Jabusch 14). This rise in cohabitation indicates that people want intimate relationships, but prefer them to be more flexible and less binding than marriage. Possible reasons for increased cohabitation include career or educational commitments, improved birth control, an increased tolerance from the society, and a desire for a stable relationship without legal requirements. Every couple has their reasons for living together. Many are engaged and figure they may as well move in with each other. However, most people choose cohabitation because they see it as a great way to save money and learn more about themselves and each other. Cohabitation allows an individual to experience such as values, habits, reactions, behavioral patterns, and overall relationship requirements. Therefore a couple could mutually en...

Chemistry Abbreviations Starting with the Letter A

Chemistry Abbreviations Starting with the Letter A Chemistry abbreviations and acronyms are common in all fields of science. This collection offers common abbreviations and acronyms beginning with the letter A used in chemistry and chemical engineering. Chemistry Abbreviations: A A: AtomAA: Acetic AcidAA: Amino AcidAA: Atomic Absorption spectroscopyAACC: American Association for Clinical ChemistryAADC: Amino Acid DeCarboxylaseAADC: Aromatic L-Amino acid DeCarboxylaseAAS: Atomic Absorption SpectroscopyAB: Acid-BaseAB: Acid BathABC: Atomic, Biological, ChemicalABCC: Advanced Biomedical Computing CenterABCC: American Board of Clinical ChemistryABS: Acrylonitrile Butadiene StyreneABS: AbsorbABV: Alcohol By VolumeABW: Alcohol By WeightAc: ActiniumAC: Aromatic CarbonACC: American Chemical CouncilACE: AcetateACS: American Chemical SocietyADP: Adenosine DiPhosphateAE: Activation EnergyAE: Atomic EmissionAE: Acid EquivalentAFS: Atomic Fluorescence SpectroscopyAg: SilverAH: Aryl HydrocarbonAHA: Alpha Hydroxy AcidAl: AluminumALDH: ALdehyde DeHydrogenaseAm: AmericiumAM: Atomic MassAMP: Adenosine MonoPhosphateAMU: Atomic Mass UnitAN: Ammonium NitrateANSI: American National Standards InstituteAO: Aqueous OxygenAO: Aldehyde OxidaseAPI: Aromatic PolyImideAR: Analytical Reage nt Ar: ArgonAs: ArsenicAS: Ammonium SulfateASA: AcetylSalicylic AcidASP: ASParateAT: Adenine and ThymineAT: Alkaline TransitionAt: AstatineAT NO: Atomic NumberATP: Adenosine TriPhosphateATP: Ambient Temperature PressureAu: GoldAW: Atomic Weight

Summary Analysis about Cape Verde Essay Example | Topics and Well Written Essays - 1750 words

Summary Analysis about Cape Verde - Essay Example Cape Verde is a member of the Economic Community of West African States (ECOWAS) and the World Trade Organization (WTO). As a result of all the mentioned factors, there has been increased tourism, American and European trade, and investment in Cape Verde in recent years. The Cape Verde government is happy with the nation’s development, and it has therefore taken the initiative to further develop the economy of Cap Verde. After a lot of evaluation and consultation, the government decided that establishment of an aviation hub in Cape Verde will lead in the attainment of further economic development. The government chose Dubai as a blueprint for their undertaking. The project is a long-term plan that will be executed in three phases. The first phase will involve investment of 310 million Euros and generation of 15,000 new construction jobs (â€Å"Dubai International Airport,† ameinfo.com).The second phase will involve the development of a fully operational airline and airp ort, while the third phase will involve investment of an additional 3billion Euros (â€Å"Dubai International Airport,† ameinfo.com) to ensure the creation of a consumer centered and commercially oriented strategic aviation hub. The establishment of an aviation hub similar ton Dubai in Cape Verde is a viable project. This is because it will promote trade, tourism, hospitality, and travel, which are the key sectors that drive growth in Cape Verde. The competitiveness of Cape Verde’s economy will also be enhanced, foreign direct investment will be enhanced, local companies in Cape Verde will be integrated into the global business community, and more jobs will be create. The establishment of an aviation hub in Cape Verde will have a great effect on the economy of Cape Verde and Africa in general. 2. Chinese Ambassador says that Cape Verde may get Chinese-African Trade Zone Beijing authorities plan to establish six special trade areas in Africa. According to a speech by Su n Rongmao, who is the Chinese ambassador to Cape Verde; Cape Verde may be selected as one of the six special trade areas. Sun supports the selection of Cape Verde due to its strategic geographical location. Sun added that he, together with the Chinese Embassy in Cape Verde were making great efforts to ensure that the Chinese government selects Cape Verde among the six trade areas. However, the decision by the Chinese government would depend on a number of other factors such as Cape Verde’s links to other African nations and the nation’s infrastructure. Jorge Borges, the foreign minister of Cape Verde emphasized on Cape Verde’s interest to Beijing authorities in holding the special trade area. He also emphasized on the nation’s strategic geographical location between Europe and the Americas, social stability, and the peace that abounds, making it favorable for economic undertakings. The support of Cape Verde’s selection as an African Economic Zone b y the Chinese ambassador and the Chinese Embassy in Cape Verde is a great step in the attainment of Cape Verde’ s economic goals. Cape Verde’s interest in becoming an African Economic Zone is also a considerable factor. Another advantage comes from the fact that the nation’s geographical location is no doubt strategic and will promote businesses in Africa, Europe, and the

Biomedical Informatics Essay Example | Topics and Well Written Essays - 1000 words

Biomedical Informatics - Essay Example The Six Sigma refers to a quality level that is prone to minimal operational or experimental errors. In statistical analysis, Six Sigma represents standard deviation that indicates the level of variation in an experiment or operation (Pokharkar et al. 1160). The highly disciplined strategy entails three elements that include process improvement, re-design, and process management (Pokharkar et al. 1161). The Six Sigma strategy was initially dominant in the manufacturing industry where it played a noble role in meeting the client’s needs based on the DMAIC method (Snee 4). However, other industries including the health care industry have since adopted the six-sigma strategy to address the heightened competitive market pressures (Pokharkar et al. 1160-1163). Indeed, Lean and Six Sigma strategies have been fundamental in clinical and translational research where they enhance various processes. The strategy can achieve this by eliminating delays and errors, enhancing quality, and facilitating the timely adoption of biomedical discoveries. The NIH Roadmap for Biomedical Research and the NIH Clinical and Translational Science Award program recognize the potential of the six-sigma quality improvements in clinical trials (Schweikhart and Dembe 748). Various scholars establish that Lean and Six Sigma relate and try to improve total quality management by deriving a more discrete and me asurable operation. The strategy also quantifies results and aims at delivering certain quality improvements within a given period. Clinical trials rely on six-sigma quality improvements to concentrate on process management, adopt standardized method for monitoring process improvement, and making sure that the trials address the clients’ needs. In most cases, the six sigma strategy works together with the lean strategy, which aims at improving delivery time, reducing operation costs, minimizing cycle times, and

Comparative Analysis Paper Essay Example | Topics and Well Written Essays - 1750 words - 1

Comparative Analysis Paper - Essay Example This, in essence, was a stunning and radical idea; the previous political atmosphere before the American Revolution was that state and sovereign authority was derived solely from the monarch. The American framers of the Constitution made sure that political authority should emanate from the people, through the holding of regular, free, and fair elections in the form of representative democracy in which those who weld political power has to seek a new mandate each time by election. Some historians suspect the idea of a separation of powers came from a suggestion made by Alexis de Tocqueville, a foremost French observer of the American experiment in the new representative democracy in which sovereign will resides in the people, although the idea is not new. It had been extensively discussed earlier by John Locke in his â€Å"Two Treatises of Government† at around 1689; even the Greeks under Aristotle also took up the doctrine of the separation of powers in his treatise entitled â€Å"Politics† circa fourth century B. C. E. (before the current era) and subsequently also in ancient republican Rome based on the same principle of checks and balances to prevent abuse of power by any one man or group or cabal. a. The original intentions of the Founding Fathers of the American Constitution had been distorted, such that this noble concept of separation of powers had become the source of policy deadlock in the American government. Instead of helping in the task of governance, it had instead become the main cause of gridlock we see today in the form of bitter partisanship. America today is faced with a host of problems which require urgent solutions, such as the budget deficits, illegal immigration, the war on terror, environmental concerns, peak oil (that oil is now running out and alternative renewable energy sources must be found, and fast) and persistently big trade deficits as well, but cooperation

Capital Punishment and Execution in the US Research Paper

Capital Punishment and Execution in the US - Research Paper Example The major methods of execution used in the past included the exposure of the defendant to a firing squad. There was also the use of gas chambers as well as hanging and electrocution (Weisenberg). Another method which was introduced later, and is mostly used today, is the use of lethal injection to poison the criminal. One of the most talked of execution is that of Pedro Medina in March 1997; one that most people have criticized and termed notorious (Gromer and Gromer). Initially adopted by 38 states, capital punishment has since been banned by law in 34 states. Some more states have put it on hold while a few still think that it should just be practiced extensively (CNN 1). Capital punishment has been an issue of social contention in the US, of late. Many Americans have maintained a support for it, particularly in murder cases. However, the support has been in the decline following strong criticism from some sectors of the American community. I concur with many that there is nothing good in taking someone’s life, and therefore, more humane ways need to be in place for carrying out the duty. I hereby beg to admit that, despite the cruelty in it, sometimes our emotions push us towards seeing the positive side of it. There has also been a widespread debate on whether or not the executions should be televised. My paper seeks to look at the pros and cons associated with both the idea of capital punishment and the television of the executions. It is a fact that many court TV and other television networks today attempt to cover proceedings on criminal cases. They also go as far as televising the cases to interested viewers from homes. Some media executives and lawyers have foreseen a possibility of a future broadcast of the executions too. They use the case of San Francisco’s KQED-TV as an indicator. This television station hit news headlines a few years ago when it asked for permission to record a murderer’s execution. The station intended to sho w the unedited tape of Robert Alton Harris’ execution, though late in the night when children had slept (Weisenberg). It is interesting to note that both proponents and opponents of capital punishment sometimes, ironically, find themselves as strange bedfellows whenever there is a debate on whether the executions should be broadcasted on TV or not. It is common to find a person who is against capital punishment yet they support the idea of televising the executions. Likewise, some proponents of the punishment also tend to strongly oppose the idea of televising the executions. For those who support capital punishment, televising executions will only serve to promote sympathy for the criminals. This sympathy may blind the general public to an extent that they may not realize the injury the criminal meted on their victim. The opponents of capital punishment, on the other hand, oppose the idea of television on grounds that it has the ability to reduce the death penalty to a few m inutes’ affair. This is so false because the pain covers even the time a criminal spends several sleepless nights in anticipation of the fateful day. Some people also think that showing the executions on TV may give a haunting picture to the viewers, especially the emotionally and psychologically unstable ones, including young children (Bender 1). Televising the executions may also make the execution seem, to many people, as a form of

Advertisement in India Essay Example | Topics and Well Written Essays - 500 words

Advertisement in India - Essay Example So McDonald’s decided to project itself as a food that caters for and addresses the needs of the â€Å"Indian† population. â€Å"McDonalds wanted to position itself as Indian and a promoter of family values and culture, as well as being comfortable and easy. Simultaneously, the brand wanted to communicate that, operationally, it was committed to maintaining a quality service, cleanliness and offering value for money† (Chaturvedi, n.d.). From the standpoint of marketing communications, McDonald’s directed its attention on developing a familiarity of the customers with its brand. McDonald’s did not use much of mass media like advertising on television in India until the start of the 21st century. Till then, the marketing efforts of McDonald’s paid emphasis on designing of the outlets, opening of new restaurants, and customization of its menus to the standards of Indian food. McDonald’s India primarily got success in India through strateg ic advertising meant to develop the customers’ familiarity with the brand as well as use of traditional Indian spices on the typical McDonald’s meals. Pepsi has always been popular in India and its popularity has only grown with the passage of time. Pepsi particularly realized the importance and influence of the Bollywood Film Industry on the people of India. Indians have a craze to follow their stars and celebrities in all aspects, so food was no exception as well. In numerous television advertisements of Pepsi that have been on-air from time to time, Pepsi has been using Indian superstars like Priyanka Chopra and Kareena Kapoor to promote its product. Not just this, Pepsi also has been closely examining the popular relationships of Indian superstars thinking that making the couples of actors from the Bollywood Film Industry act in its ads would have an even larger influence on the audiences and the idea actually worked. Another very important realization by Pepsi was the popularity of cricket among

2004 Starbucks Comprehensive Valuation Essay Example | Topics and Well Written Essays - 750 words

2004 Starbucks Comprehensive Valuation - Essay Example A strategic analysis will review how Starbucks is moving towards achieving the company's mission and vision.The company's objective in the 2004 report of making Starbucks "the most recognized and respected brand in the world, to continue rapid expansion of retail operations and selectively pursue opportunities to leverage the brand through new products andnew channels of distribution" (SCC 13) is almost the same as the 1997 vision and mission, and show that Starbucks remains strategically focused and have clear, measurable targets.One target Starbucks finds achievable (SCC 17) is "to operate 15,000 retail locations in the United States and at least 15,000 stores in International markets." The company had 8,569 stores by October 3, 2004, up by 18.6% from 7,225 in 2003 (SCC 12-13). This is 25.8% of the target and if they continue growing 18.6% a year, they will reach 30,000 by 2012.In 2004, Starbucks tapped high traffic areas by opening drive-thru stores and specialty coffee shops (SCC 13), increased store licensing activities (SCC 14) in the U.S. and abroad, and ventured with Kraft, Jim Beam, Visa, and XM Satellite Radio to leverage brand strength, invent new products, tap new distribution channels, and sell other products like music CDs and specialty teas (SCC 15). Strategically, Starbucks is on the right path as it makes the right moves on the way to achieving its mission and vision. Financial analysis will focus on sales and profit growth and managing financial risks to see if its strategy of increasing stores leads to higher sales and profits. After all, part of their strategy is to leverage their competitive advantage: the unique Starbucks brand of coffee experience that can be enjoyed only in their stores (Schultz 249-254). Financial data (SCC 19-23) showed that as the number of stores grew 18.9%, so did Starbucks's sales (up 29.9%), operating income (up 43.8%), earnings before income tax (up 43.1%), and net earnings after tax (up 46.2%), which proves that increasing the number of stores increased Starbucks's sales and profits. The first part of our financial analysis proves that Starbucks's strategy is sound and consistent: sales and profit growth will generate the capital needed to put up new stores and create the momentum for ever higher sales and profits. There are two reasons for analyzing how Starbucks manages financial risks. Starbucks is a global corporation, doing business outside the U.S. (buying raw materials from and having stores in other countries), so it has to manage risks that can affect sales and profits. Second, its vision is to have the same number of stores in and outside the U.S. Although U.S. stores currently outnumber international stores by 2.5 to 1 (SCC 16) and U.S. revenues account for 85% of net revenues (SCC 20), as the company grows to 30,000 stores, their revenues outside the U.S. will grow and make risk management important. The report (SCC 24-25 and 34-35) shows that Starbucks is managing its foreign currency (exchange rate fluctuations), equity security price (investments in mutual funds, though minimal), and interest rate (investment-grade fixed income instruments, also minimal) risks with the right financial instruments. It also manages other risks like cost of raw materials, product warranties (espresso machines), and off-balance sheet transactions (SCC 24).

Advertisement in India Essay Example | Topics and Well Written Essays - 500 words

Advertisement in India - Essay Example So McDonald’s decided to project itself as a food that caters for and addresses the needs of the â€Å"Indian† population. â€Å"McDonalds wanted to position itself as Indian and a promoter of family values and culture, as well as being comfortable and easy. Simultaneously, the brand wanted to communicate that, operationally, it was committed to maintaining a quality service, cleanliness and offering value for money† (Chaturvedi, n.d.). From the standpoint of marketing communications, McDonald’s directed its attention on developing a familiarity of the customers with its brand. McDonald’s did not use much of mass media like advertising on television in India until the start of the 21st century. Till then, the marketing efforts of McDonald’s paid emphasis on designing of the outlets, opening of new restaurants, and customization of its menus to the standards of Indian food. McDonald’s India primarily got success in India through strateg ic advertising meant to develop the customers’ familiarity with the brand as well as use of traditional Indian spices on the typical McDonald’s meals. Pepsi has always been popular in India and its popularity has only grown with the passage of time. Pepsi particularly realized the importance and influence of the Bollywood Film Industry on the people of India. Indians have a craze to follow their stars and celebrities in all aspects, so food was no exception as well. In numerous television advertisements of Pepsi that have been on-air from time to time, Pepsi has been using Indian superstars like Priyanka Chopra and Kareena Kapoor to promote its product. Not just this, Pepsi also has been closely examining the popular relationships of Indian superstars thinking that making the couples of actors from the Bollywood Film Industry act in its ads would have an even larger influence on the audiences and the idea actually worked. Another very important realization by Pepsi was the popularity of cricket among

Write about ( father divine ) Essay Example | Topics and Well Written Essays - 250 words

Write about ( father divine ) - Essay Example William Randolph Hearst criticized the movement as being a cult. Hearst criticized it for making its followers end their relationships with their relatives, sexual misconduct attributed to the movement and for the kidnappings associated with the church. In 1942, Divine was charged for allegations of illegal acquisition of property that had been entrusted to him. Divine is an iconic figure however for his work in fighting racism. He frequently collided with the authorities for his push for the black empowerment. He influenced his church into political action and supported the Communist. He fought for the end of racial segregation when segregation was at its peak. He faced several charges for his fight against racism. Divine faced charges in 1914 of insanity and was sentenced for one year for being a public nuisance in Sayville. All the accounts were because of his fight against racism. Before his death, Divine wrote to Lyndon Johnson appreciating him for supporting the Civil Rights Act of 1965. Boccella, Kathy. At Gladwyne Mansion, Memories Of Father Divine Live On. The Inquirer. April 17, 2011. Web. December 8, 2014. Accessed from, http://articles.philly.com/2011-04-17/news/29427924_1_father-divine-divine-tracy-hotel-mother-divine Father Divine. Dates From 1876 Pertaining To the Work and Mission of Father Divine. Father Divine’s International Peace Mission Movement. 2014. Web. December 8, 2014. Accessed from:

Ap Psychology Review Packet Essay Example for Free

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