Body language Essay Example for Free

Body language Essay Gestures- an example of an gesture would be a thumbs up to refer to well done. I tried to use hand gesture to help the women to understand what I was saying.  Body language body language is a broad term for forms of communication using body movements or gestures instead of, or in addition to, sounds, verbal language, or other forms of communication. It forms part of the category of paralanguage, which describes all forms of human communication that are not verbal language. This includes the most subtle of movements that many people are not aware of, including winking and slight movement of the eyebrows. I tried to adapt to Egan theory of SOLER by leaning forward to show that I was interested. Listening- if we are not talking we are listening to what others are saying and trying to understand there views our body language can tell if we are listening to a persons whenever any body was talking I would lean forward to shows that I am interested. Because it was an group interactions I had to give other people the chance to talk and t get their opinion across  * Expression- facial expression can send very complex message that can be read easily. I tried to use a good facial expression to make her feel comfortable and welcomed. Eye contact Eye contact is the event when two people look at each others eyes at the same time. I kept good eye contact with her to show that I was actually listening and with the other members of the group  One 2 one seven year old boy  Verbal-  Tone /Pitch its not just what we say, but the way we say it. If we were to talk very fast in a loud voice with a fixed voice tone,  people may think that we are angry and shouting. I did not shout at the seven year old boy and I talk out a tone and pitch in which he could hear clearly. Slangs and jargons- I did not use slang in my dialect. This is because slang is mostly associated with teenagers and also he may not understand what I was saying  Pace the pace is the speed in which I talk. I can talk fast and I can talk slow. Because he is a kid I had to talk slow so that she can understand  Non verbal  Gestures- an example of an gesture would be a thumbs up to refer to well done. I tried to use hand gesture to help the boy to understand what I was saying and also used hand gesture when I had to take the boy to the toilet I had to hold his hands. Body language -. This includes the most subtle of movements that many people are not aware of, including winking and slight movement of the eyebrows. I tried to adapt to Egan theory of SOLER by leaning forward to show that I was interested. I did not stand over him Listening- if we are not talking we are listening to what others are saying and trying to understand there views our body language can tell if we are listening to a persons whenever any body was talking I would lean forward to shows that I am interested. Because it was an group interactions I had to give other people the chance to talk and t get their opinion across. Expression- facial expression can send very complex message that can be read easily. I tried to use a good facial expression to make him feel comfortable and welcomed by smiling a lot.  Eye contact Eye contact is the event when two people look at each others eyes at the same time. I kept good eye contact with him to show that I was actually listening to him.  The care value base is very important. The care value base is used widely in the field of health , social care and early years. The care value base is used to describe a set of principles that were thought to be relevant to the health and social care practitioners. The care value base can be used as an ethnical guide to decision making and practice in health, social care and early years setting. The care value base is used to be certain that care works or practitioners are not discriminating, being unkind, or providing poor care for their patients or service users The care value base covers five main areas:  1. Promoting anti-discriminatory practice  2. Maintaining confidentiality  3. Promoting and supporting individuals rights and respect  4. Acknowledging individuals personal beliefs and identities  5. Promoting effective communication  The care value base can form part of a code of conduct, or a professional code of ethics for anyone working in a caring profession. The car value base has become more important due to the fact the country has become more and more multicultural and ethnically diverse. Also there more people with disability. Laws have been passed which prohibit discrimination on the grounds of race, religion, gender, sexual orientation, age, disability etc. is therefore vital that people do not feel discriminated against when they are using care services.

Semantic Priming: Effects of Related and Unrelated Words

Semantic Priming: Effects of Related and Unrelated Words Semantic Priming: Effects of Related and Unrelated Words on Response Times Introduction to Cognition, Biological Psychology and Quantitative Research Methods Abstract The aim of this experiment was to measure the response times on the string of letters that were shown to the participants on a computer screen. The task of the participants was to decide whether the string of letters were words or non-words. The hypothesis of the experiment was that the response time in the lexical decision task would be significantly faster for target words related to the prime than for target words unrelated to the prime. The experimental design was repeated measures, where participants responded to all the stimuli that were propounded. Participants were presented with a string of words related to the prime, words unrelated to the prime, non-word created from a word related to the prime and a non-word created from a word unrelated to the prime. The findings of the experiment showed that participants responded faster when the letter strings were related words rather than unrelated words. This is because related words are closely associated in implicit memory, theref ore the response times of the participants will be faster in recognising the words. Explanations for the results of the experiment will be discussed further in the report. Introduction Priming is an effect on implicit memory in which the reaction time of a response to a stimulus is faster due to having previous experience of the stimulus. For example, individuals can recognise a word faster if it is paired with a related word. For example, â€Å"table† and â€Å"chair† and are slower at recognising words if they are unrelated. For example, â€Å"nurse† and â€Å"butter† (Refer to appendix A). In the study of Meyer and Schvaneveldt (1971) we refer to semantic priming, where semantic refers to the logic and language individuals store in their implicit memory. Meyer and Schvaneveldt (1971) suggested that the response times were faster when the string of words were related because a part of the memory is activated in which the retrieval of words from semantic memory is faster. Associative priming and the lexical decision task is an extension of the study by Meyer and Schvaneveldt (1971). In their experiment they hypothesized that recognition of a word is faster when it is associated with its prime. In their experiment they presented 12 participants with two strings of letters, one above the other. Their task was to press the ‘yes’ key if the two strings were words and the ‘no’ key if one or both were non-words. In their results, they found that response times were faster when the target string consisted of related words such as ‘bread’ and ‘butter’ or ‘nurse’ and ‘doctor’ proving their hypothesis to be correct. Furthermore, another psychologist McNamara (1992) demonstrated results from a similar experiment of associative priming. He also found that mean response times were faster when words were related rather than unrelated. He also found that errors rates (percentage of errors) were much higher in the non-related condition than in the related condition. The present experiment is in favour of that of Meyer and Schvaneveldt’s (1971) and McNamara’s (1992) because similar results were obtained from both research studies. The difference to the present study to that of Meyer and Schvaneveldt’s (1971) was that the string of words were not presented simultaneously, they were presented one after the other and the participants were to decide if both strings were words or if one of both were non-words. From this it is unknown which letter string is the one that the participant responds to from their implicit memory. However the present experiment could allow us to investigate the effects of the time between the letters are presented on the effects on response times. Another modification that was made was that in the present experiment, was that one letter was changed in either a related or an unrelated word. This allows us to investigate the eff ects of the response time on the identification of words. Previous research by Meyer and Schvaneveldt (1971) and findings from the present experiment are relevant in explaining how the long term memory is organised in individuals. The hypothesis of the experiment was that the response time in the lexical decision task would be significantly faster for target words related to the prime than for target words unrelated to the prime. Participants 150 participants took part in the present experiment, all being part of the same educational institution. The participants consisted of mixed gender with majority being female. The age of the participants varied from 18 and above and they were also from various ethnicities. The type of sampling that was used in the experiment was opportunity sampling because the participants were available to take part in the experiment at that time. Apparatus As the experiment was computer based, each participant had access to a computer. The program was written in TCL for Windows, and ran on PCs using the Windows 7 operating system. There were two types of stimuli used in the experiment; words and non-words, related and unrelated words. Key findings in the experiment showed that participants responded faster when words were related to each other; for example, ‘bread’ and ‘butter.’ Thus, participants responded slower when words were unrelated to each other; for example, ‘table’ and ‘nurse.’ Design The experiment was set up in an educational institution and the task was carried out using computer equipment. There were 150 participants involved in the experiment and consisted of first year psychology students. This was an opportunity sample, as the participants were available at the time the study was being carried out. The program was written in TCL for Windows, and ran on PCs using the Windows 7 operating system. The design of the experiment was repeated measures where participants were presented with all the stimuli. There were two independent variables for this experiment: related or unrelated words and word or non-words. The dependent variable was the response time in which participants decided if the string of letters were words or non-words. The conditions in the experiment were to press the ‘L’ key or the ‘A’ key if the string of letters were words or non-words. The experiment program showed the participant which key to press for each response. The controls that were used in the experiment were the ways in which the stimuli were presented. The target was presented 300, 600 or 900 milliseconds after the prime was presented on the computer screen. When the results were presented the times after the stimuli were presented were averaged out. Procedure The participants carried out the experiment simultaneously. The participant was seated in front of the computer throughout the experiment. The stimuli were presented one after the other on the screen after which the participant had to make the choice if the string of letters presented were words or non-words. The participant responded by pressing the ‘A’ or ‘L’ key on the keyboard; these were random for each participant. Response time was measured by the computer programme. The experiment lasted around 20 minutes. Participants were shown 18 trials in which the target string was a word related to the prime, 18 trials in which the target string was a non-word, 18 trials in which the target string was a non-word created from a word and 18 trials in which the target string was a non-word from a word unrelated to the prime, which means there were 72 trials in total. (Refer to appendix B). Results The inferential test chosen for the present experiment was a repeated measure t-test. Using a repeated measures t-test, with alpha set at 0.05, response times for the related words were significantly faster than the unrelated words (t=-3.762, df=149, p=0.000, two tailed). Similarly, using a repeated measures t-test, with alpha set at 0.05, response times were significantly faster for related non-words than for unrelated non-words (t=0.974, df=149, p=0.332, two tailed). The difference between the mean response times in each condition varied, the mean response time was faster when the target string was a word related to the prime and was slower when the target string was a pseudo word unrelated to the prime. McNamara (1992) reports that lexical decisions are made faster because semantic memory consists of interconnected nodes (Refer to appendix C). When a stimulus is presented, a part of the semantic memory is activated and the spreads across the network activating related nodes. The c loser the nodes, the closer the words are associated in semantic memory. Mean Reaction Times and Standard Deviations in Lexical Decision Task Discussion The hypothesis of the experiment was accepted because response time in the lexical decision task was significantly faster for target words related to the prime than for target words unrelated to the prime. This is in favour of Meyer and Schvaneveldt’s (1971) experiment as previously mentioned because in their experiment, their mean response time was fastest when the target string was a word related to the prime; similarly with the present experiment. The results of the present experiment demonstrates that Meyer and Schvaneveldt’s (1971) and McNamara’s (1992) theory of semantic priming is both valid and reliable. An opportunity sample was used in the experiment and may be considered as a weak research method by many researchers. Therefore this kind of sample may produce a biased sample as it is easy for the researcher to gather participants from their social group; in this case, a sample of students from the same educational institution. Hence the results of the experiment are not generalizable to a whole population. Since majority of the participants involved in the experiment consisted of students, the results can be affected because a much educated, mature individual will have more knowledge of the world and whose memory may be better than that of students. Similarly, a younger, uneducated individual may not have a reasonable good memory so their results will differ from the student’s results. A more appropriate type of sample may be a volunteer sample, where the experiment will recruit all types of individuals from the society. This way the findings of the experiment may be general izable to a total population. References Friedenberg, J. Silverman, G. (2006). Cognitive Science: An Introduction to the Study of Mind. London: Sage Publications Ltd. Goldstein, E. (2010). Cognitive Psychology: Connecting Mind, Research and Everyday Experience. (3rd ed.). Belmont: Wadsworth Cengage Learning. McNamara, T. (1992). Learning. Memory, and Cognition. Journal of Experimental Psychology. 18 (6) 1173-1190. Meyer, D. Schvaneveldt, R. (1971). Facilitation in Recognizing Pairs of Words. Journal of Experimental Psychology. 90 (2) 227-234. Proctor, R. Healy, A. (Eds.) (2003). Experimental Psychology, Volume 4 (2nd ed.). New Jersey: John Wiley Sons, Inc. Appendix Appendix A Stimuli used in the experiment. The words in the brackets indicate where the pseudo word originated from. Appendix B Number of trials per condition. Appendix C A diagram of how knowledge in semantic memory may be organised.

Canada and Chemical Weapons :: Canadian Canada History

Canada and Chemical Weapons Chemical weapons date back the Peloponnesian war of 428-424 BC when they were used against the Spartans; the chemicals used were incendiary devices and sulfur-based gases that were blown by the wind onto besieged cities. The chemical weapons used then aren't nearly as deadly as those used in more recent times such as mustard gas, they were more to cause there enemies to retreat. There have been many incidents in history in which chemical weapons have been used as I have found in two articles on the history of chemical weapons. The articles I found are "A Short History of Chemical Weapons", and "Creating the Faith: The Canadian Gas Services in the First World War". Chemical weapons have been used in many occasions in war, including Ancient Times, The Middle Ages, World War I, and World War II and so on throughout time. Many kinds of chemical weapons have been used but modern chemical weapons started on April 22, 1915, with the Germans use of Chlorine gas on the Allie troops in WWI. In this incident 6,000 cylinders of the gas were released by 2 battalions along a 6 kilometer of the front, and the wind dispersed the clouds of gas killing 5,000 soldiers and putting 1,500 more out of the war. This caused great panic because nothing like this had happened before and wasn't expected by the allies. Previous to this event in the Middle Ages they used such things as arsenic and more natural things as chemicals which were as powerful as the chlorine gas ended up being in WWI. Chemical weapons were used many times after the Germans used chlorine gas in WWI, chlorine, phosgene, benzyl bromide, hydrogen cyanide, and then mustard gas in 1917. Mustard gas bec ame the worst and most popular chemical weapon used when it came out because of how harmful it was to the enemies; in addition it was figured that 1,300,000 soldiers were killed by the chemical weapons by the end of WWI. This essay stated that: "If the first World War had continued for yet another year it would indeed have been called the first Chemical War" (A Short History of Chemical Weapons) In WWII the use of chemical weapons decreased a lot and was only used in the Far East. Since WWI has really been called the birthplace of chemical weapons Tim Cook starts his article there with the Germans use of chlorine gas and how chemical weapon use escalated from that point.

Lawn Pesticides and Chemicals Essay -- Health Toxic Substances Essays

Lawn Pesticides and Chemicals Recently, the use of lawn pesticides and chemicals has grown enormously with home owners and golf course management in hope of attaining "the perfect turf." However, the negative effects that are associated with attaining ones "dream turf" is primarily caused by the direct use of pesticides and chemicals. The chemical pesticide industry fails to address these issues and has made every effort to keep this information from the public. Herbicides and pesticides are not a natural way to achieve a beautiful lawn, contrary to what lawn care companies would like people to believe. They are broad-spectrum biocides, and by their very nature can harm organisms other than the targeted species (Dieglman, 1996). Pesticide industries make false claims by stating that their chemicals are heavily diluted, failing to mention that toxins are still extremely dangerous in small amounts. Other false claims include companies like ChemLawn which state that a child would have to ingest ten cups of treated grass clippings to equal the toxicity of one aspirin. In fact, the real danger is not from grazing the lawn. Most poisonings come from inhaling pesticide residues or absorbing them through the skin (Begley, 1988). These chemicals include wartime defoliants such as Agent Orange, nerve-gas type pesticides, and artificial hormones (Dieglman, 1996). In some instances, pesticides like DDT, which remain active for many years, accumulate in our bodies and are released at potentially toxic levels. In women, lifetime exposures to such chemicals are released in the breast milk of her firstborn child (International Joint Commission, 1990). Pesticides drift and settle during application where they can easily reach houses and p... ...l and human health risks that outweigh its intended results. Alternative strategies must be developed which will bring about better results on the environment. Long lasting solutions, which require less time, are definitely the best place to start. References N. Diegelman. Poison in the Grass. 1996. Begley, Sharon, and Hager. "Please Don’t Eat the Daises." Newsweek 16 May 1988. International Joint Commission on the Great Lakes. "Selected Persistent Toxic Substances in Human Breast Milk in the Great Lakes Basin." March 1990. American Defender Network. "Lawn Chemical Dangers." 1989. American Cancer Society, Erie County Branch. "Warning: The Use of Pesticides May Be Hazardous To Your Health." 1991. G. Davidson. "Pesticides: The Killing Fields." Woman’s Day. 1994. N. Polk. "The Perfect Lawn Isn’t Always Green." The New York Times, Oct. 17, 1990.

Search for Identity in Judith Guests Ordinary People :: Judith Guest Ordinary People Essays

Search for Identity in Ordinary People When we are young, we live life by the day. In our preteen and teenage years, the process of self discovery begins. For some people, this could take years. For others, it could happen within a week. No matter how people discover themselves, who they really are, and what they stand behind, everybody goes through it. Especially the characters in the book Ordinary People by Judith Guest. As they struggle through death, guilt, and a lack of understanding; Calvin, Beth and Conrad eventually discover their true identities. While dealing with their first major struggle; death, Calvin, Conrad's father, Beth, Conrad's mother, and Conrad begin their road to self discovery. They all deal with Conrad's suicide attempt in different ways. Calvin is the most concerned person about Conrad. "How's going it going? School. Swimming. Everything okay?" "Yeah, fine. Same as yesterday." "What does that mean?" A faint smile. "It means you ask me that every day." "Sorry." He smiles, too. "I like things neat." (11) Calvin is very concerned about Conrad's well-being after his suicide attempt. Every move or motion Conrad makes, Calvin is there to question it or question Conrad's health. Conrad on the other hand, is focusing on recovering from the incident. He is mainly focused on recovering from the mental damage he has caused himself and trying to begin his new life. "But he cannot relax, because today is a Target Date. Tuesday, September 30. One month, to the day, that he has been home. And what are you doing Jarrett? Asking weird questions like From what? Toward what? Questions without answers. Undermining. A serious affliction" (4). After coming out of the hospital, Conrad is forced to relearn how to deal with every day situations. Learning how to establish routines and manage his own life is Conrad's first step on his way to recovery and self-discovery. Beth deals with Conrad's suicide attempt in a very different way, she is very enclosed and in a constant state of denial. This is just the first of many actions until she reveals her true colors. "Will you talk to him this morning? About the clothes. He's got a closet full of decent things and he goes off every day looking like a bum, Cal" (7).

Synthesis of Diphenylacetylene

Anthony Felix 10/27/11 Che12ALR Synthesis of Diphenylacetylene Observation of Results: 1,2-dibromo-1,2-diphenylethane| 0. 204g| Diphenylacetylene| 0. 087g| Theoretical yield| 0. 107g| Percent yield| 81. 3%| Melting point range of diphenylacetylene| 57- 60Â °C| Average melting point| 58. 5Â °C| Average literature melting point| 60. 0Â °C| Percent error of melting point| 2. 5%| Calculations: Theoretical yield: Limiting reagent (LR) x M. W. (LR) x Mole to Mole ratio x M. W. (product) = Theoretical yield of product. 0. 204g 1, 2-dibromo-1, 2-diphenylethane x (1mol 1, 2-dibromo-1, 2-diphenylethane/340. 5g 1,2-dibromo-1,2-diphenylethane) x (1mol Diphenylacetylene/1mol 1,2-dibromo-1,2-diphenylethane) x (178. 24g Diphenylacetylene/1mol Diphenylacetylene) = 0. 107g Diphenylacetylene Percent yield: Actual yield/ Theoretical yield x 100% = Percent yield (0. 087g Diphenylacetylene/0. 107g Diphenylacetylene) x 100% = 81. 31% Average melting point: (start of melting degree + completion of melti ng degree)/2 = Average melting point Average melting point (59+ 61)/2 = 60Â °C Average literature melting point Percent error: Absolute value (Abs) (actual yield – theoretical yield)/ theoretical x 100% = percent error Abs. 58. 5 – 60)/ 60 x 100 = 2. 5% Scheme of the Reaction (Exp. 12a/12b): Analysis of Results: In this experiment, the compound diphenylacetylene was made by using potassium hydroxide to take the bromine off of the 1, 2-dibromo-1. 2-diphenylethane. Pyridinium bromide perbromide was used rather than Br2 due to it being a volatile and highly corrosive substance. Calculate the theoretical yield which was 0. 107g of diphenylacetylene. Calculate the percent yield of the reaction which was 81. 31%. Calculate the average melting point, so that percent error of the melting point can be produced. The experimental melting point range of diphenylacetylene is 57 – 60Â °C, and the literature value range of diphenylacetylene is 59 – 61Â °C. The averages of each of the melting points respectively are 58. 5Â °C and 60Â °C, so the percent error is 2. 5%. Some error that could have occurred was that some of the product was left in the round bottom and could not be taken out to be dried. The error in the melting point could have occurred from either 1,2-dibromo-1,2-diphenylethane or potassium hydroxide being present in the final crystalline product when the melting point was being tested. Propose Mechanism of Reaction:

American Indians Today Essay

The Native Americans were the primary citizens of America long before white men set on foot in the area. When the Europeans conquered the American soil, an estimated 10 million Indians composed the Population of America. It is situated at the north of the country, present-day Mexico. According to history scholars, the Native Americans were believed to settle in the country approximately 20,000 to 30,000 years ago. (nativeamericans) The Native Americans were able to get into the country through the land-bridge situated from the northeastern Siberia into Alaska. The primary Indian cultures in North America is classified into Sandia, discovered in 15000 BC, Clovis in 12000 BC and Folsom in 8000 BC. The identification of the Native Americans should not be misguidedly understood as the Indians of Asia since the term was coined by Christopher Columbus when he mistakenly believe the Native Americans as part of the islands of America as part of the Indies in Asia. (nativeamericans) When the Europeans arrived in the country, the Native Americans welcomed them graciously and considered it a marvel to see white men. Considering also the technologies the European brought, the Native Americans were impressed with their conquering guests. However, as the Europeans started to degrade the forests inhabited by the Native Americans, the Native Americans realized the real intention of the Europeans that has consequently disturbed the balance in their nature. Aside from the natural resources employed by the European conquerors, even the Native Americans were seen as a commodity for manpower and labor. (Berkhofers) The Native Americans began to attribute the Europeans into soulless creatures that were in their territory to destruct their natural environment. Not only did the Europeans abuse the environment, they also brought diseases that were infectious to the Native Americans. This eventually led to several uprising of the Native Indians. (Berkhofers)The Europeans were accustomed to conquests, so the Native Americans responded against the Indian Wars and the Indian Removal Act which enabled the Europeans to have ownership of the country. It was a great disadvantage for the Native Americans because of their number, lack of weapons and unwillingness to cooperate even at their own expense. In a final blow against the Native Americans, U. S cavalrymen massacred Indian warriors, women and children in 1890. (â€Å"Native America: Portrait of the People†; Thomas) For many years, many have believed that the Native Americans are extinct cultures. That is why many American Indians are advocating their right to be known as a culture which fought hard and survived whatever they have experienced in their own native land. Many American Indians are still trying to establish their own identity in a country that has become to be white men populated.