Plato frome Gorgias (380 BCE)

Discuss the main differences, based on the Gorgias, between rhetoric and dialogue. Which is best? Why?

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                   BOOK- Reading the World IDEAS THAT MATTER second edition.

                   ARTICLE – Plato frome Gorgias (380 BCE)

 

     plato (circa 428-348 or 347 BCE), one of the greatest philosophers of the ancient world, came of age during an era of almost perpetual warfare. In 431 BEC, the peloponnesian War, between his native Athens and the militaristic city-state of Sparta, began. The war lasted for twenty-seven years, during which time Plato grew up in an aristocratic family and became a disciple of the Greek philosopher Socrates. When the war ended in Athens’s total defeat, the Athenian assembly tried and executed Socrates, who had been one of the war’s strongest critics. Officially, Socrates was charged with impiety and corrupting the young, but Plato felt that his mentor had been executed because he had spent years engaging the city’s people in conversations designed to unmask their foolishness and hypocrisy. Plato recorded Socrates’ trial in his Apology.

     The war and Socrates’ execution affected Plato deeply; he saw both as fruits of Athens’s unwise government, in which an assembly of ordinary men made decisions that affected the entire state. Masterminded by a few very persuasive speakers who managed to build consensus within the assembly, these events made Plato especially suspicious of the art of rhetoric, which , he felt, focused on persuasion at the expense of truth. He believed that important questions should be decided by wise leaders and not be subjected to public debate and popular vote.

     For Plato, the figures that symbolized rhetoric’s dangers were the Sophists, a group of teachers – most of them foreign – who had set up successful schools of rhetoric in Athens. Sophists often taught that the truth of a situation depended on one’s perspective, that any argument could be effective if presented well, and that “winning” a debate was more important than discovering the truth. All of these views were anathema to Plato, who believed that the most important thing in life was to discover the truth.

     The Sicilian rhetorician Gorgias(circa 483- 376 BCE) was one of the most successful Sophists in Athens. His major discourse, On Nature or the Non-Existent, has not survived, but accounts indicate that it argued against the possibility of knowing, or communicating, anything.Although Plato’s dialogue Gorgias is a debate between Socrates and Gorgias about the relative merits of philosophy and rhetoric, such a conversation probably never occurred; Plato often expressed his ideas through fictional dialogues that echoed the kind of persistent questioning for which Socrates was famous. This format is especially apt for the Gorgias, in which Plato focuses on the ultimate purpose of dialogue.

     Plato’s rhetorical strategy in Gorgias, as in most of his dialogues , in to place his own argument in Socrates’ mouth while summarizing his opponent’s argument in the person of Gorgias. This strategy can be very effective, but Plato has often been criticized for turning characters such as Gorgias into straw men for his own rhetorical ends.

 

Gor. Rhetoric, Socrates, is my art. 

Soc. Then I am to call you a rhetorician? 

Gor. Yes, Socrates, and a good one too, if you would call me that which, in Homeric language, “I boast myself to be.” 

Soc. I should wish to do so. 

Gor. Then pray do. 

Soc. And are we to say that you are able to make other men rhetoricians? 

Gor. Yes, that is exactly what I profess to make them, not only at Athens, but in all places. 

Soc. And will you continue to ask and answer questions, Gorgias, as we are at present doing and reserve for another occasion the longer mode of speech which Polus was attempting? Will you keep your promise, and answer shortly the questions which are asked of you? 

Gor. Some answers, Socrates, are of necessity longer; but I will do my best to make them as short as possible; for a part of my profession is that I can be as short as any one. 

Soc. That is what is wanted, Gorgias; exhibit the shorter method now, and the longer one at some other time. 

Gor. Well, I will; and you will certainly say, that you never heard a man use fewer words. 

Soc. Very good then; as you profess to be a rhetorician, and a maker of rhetoricians, let me ask you, with what is rhetoric concerned: I might ask with what is weaving concerned, and you would reply (would you not?), with the making of garments? 

Gor. Yes. 

Soc. And music is concerned with the composition of melodies? 

Gor. It is. 

Soc. By Here, Gorgias, I admire the surpassing brevity of your answers. 

Gor. Yes, Socrates, I do think myself good at that. 

Soc. I am glad to hear it; answer me in like manner about rhetoric: with what is rhetoric concerned? 

Gor. With discourse. 

Soc. What sort of discourse, Gorgias?-such discourse as would teach the sick under what treatment they might get well? 

Gor. No. 

Soc. Then rhetoric does not treat of all kinds of discourse? 

Gor. Certainly not. 

Soc. And yet rhetoric makes men able to speak? 

Gor. Yes. 

Soc. And to understand that about which they speak? 

Gor. Of course. 

Soc. But does not the art of medicine, which we were just now mentioning, also make men able to understand and speak about the sick? 

Gor. Certainly. 

Soc. Then medicine also treats of discourse? 

Gor. Yes. 

Soc. Of discourse concerning diseases? 

Gor. Just so. 

Soc. And does not gymnastic also treat of discourse concerning the good or evil condition of the body? 

Gor. Very true. 

Soc. And the same, Gorgias, is true of the other arts:-all of them treat of discourse concerning the subjects with which they severally have to do. 

Gor. Clearly. 

Soc. Then why, if you call rhetoric the art which treats of discourse, and all the other arts treat of discourse, do you not call them arts of rhetoric? 

Gor. Because, Socrates, the knowledge of the other arts has only to do with some sort of external action, as of the hand; but there is no such action of the hand in rhetoric which works and takes effect only through the medium of discourse. And therefore I am justified in saying that rhetoric treats of discourse. 

Soc. I am not sure whether I entirely understand you, but I dare say I shall soon know better; please to answer me a question:-you would allow that there are arts? 

Gor. Yes. 

Soc. As to the arts generally, they are for the most part concerned with doing, and require little or no speaking; in painting, and statuary, and many other arts, the work may proceed in silence; and of such arts I suppose you would say that they do not come within the province of rhetoric. 

Gor. You perfectly conceive my meaning, Socrates. 

Soc. But there are other arts which work wholly through the medium of language, and require either no action or very little, as, for example, the arts of arithmetic, of calculation, of geometry, and of playing draughts; in some of these speech is pretty nearly co-extensive with action, but in most of them the verbal element is greater-they depend wholly on words for their efficacy and power: and I take your meaning to be that rhetoric is an art of this latter sort? 

Gor. Exactly. 

Soc. And yet I do not believe that you really mean to call any of these arts rhetoric; although the precise expression which you used was, that rhetoric is an art which works and takes effect only through the medium of discourse; and an adversary who wished to be captious might say, “And so, Gorgias, you call arithmetic rhetoric.” But I do not thinkthat you really call arithmetic rhetoric any more than geometry would be so called by you. 

Gor. You are quite right, Socrates, in your apprehension of my meaning. 

Soc. Well, then, let me now have the rest of my answer:-seeing that rhetoric is one of those arts which works mainly by the use of words, and there are other arts which also use words, tell me what is that quality in words with which rhetoric is concerned:-Suppose that a person asks me about some of the arts which I was mentioning just now; he might say, “Socrates, what is arithmetic?” and I should reply to him, as you replied to me, that arithmetic is one of those arts which take effect through words. And then he would proceed to ask: “Words about what?” and I should reply, Words about and even numbers, and how many there are of each. And if he asked again: “What is the art of calculation?” I should say, That also is one of the arts which is concerned wholly with words. And if he further said, “Concerned with what?” I should say, like the clerks in the assembly, “as aforesaid” of arithmetic, but with a difference, the difference being that the art of calculation considers not only the quantities of odd and even numbers, but also their numerical relations to themselves and to one another. And suppose, again, I were to say that astronomy is only word-he would ask, “Words about what, Socrates?” and I should answer, that astronomy tells us about the motions of the stars and sun and moon, and their relative swiftness. 

Gor. You would be quite right, Socrates. 

Soc. And now let us have from you, Gorgias, the truth about rhetoric: which you would admit (would you not?) to be one of those arts which act always and fulfil all their ends through the medium of words? 

Gor. True. 

Soc. Words which do what? I should ask. To what class of things do the words which rhetoric uses relate? 

Gor. To the greatest, Socrates, and the best of human things. 

Soc. That again, Gorgias is ambiguous; I am still in the dark: for which are the greatest and best of human things? I dare say that you have heard men singing at feasts the old drinking song, in which the singers enumerate the goods of life, first health, beauty next, thirdly, as the writer of the song says, wealth honesty obtained. 

Gor. Yes, I know the song; but what is your drift? 

Soc. I mean to say, that the producers of those things which the author of the song praises, that is to say, the physician, the trainer, the money-maker, will at once come to you, and first the physician will say: “O Socrates, Gorgias is deceiving you, for my art is concerned with the greatest good of men and not his.” And when I ask, Who are you? hewill reply, “I am a physician.” What do you mean? I shall say. Do you mean that your art produces the greatest good? “Certainly,” he will answer, “for is not health the greatest good? What greater good can men have, Socrates?” And after him the trainer will come and say, “I too, Socrates, shall be greatly surprised if Gorgias can show more good of his art than I can show of mine.” To him again I shall say, Who are you, honest friend, and what is your business? “I am a trainer,” he will reply, “and my business is to make men beautiful and strong in body.” When I have done with the trainer, there arrives the money-maker, and he, as I expect, utterly despise them all. “Consider Socrates,” he will say, “whether Gorgias or any one-else can produce any greater good than wealth.” Well, you and I say to him, and are you a creator of wealth? “Yes,” he replies. And who are you? “A money-maker.” And do you consider wealth to be the greatest good of man? “Of course,” will be his reply. And we shall rejoin: Yes; but our friend Gorgias contends that his art produces a greater good than yours. And then he will be sure to go on and ask, “What good? Let Gorgias answer.” Now I want you, Gorgias, to imagine that this question is asked of you by them and by me; What is that which, as you say, is the greatest good of man, and of which you are the creator? Answer us. 

Gor. That good, Socrates, which is truly the greatest, being that which gives to men freedom in their own persons, and to individuals the power of ruling over others in their several states. 

Soc. And what would you consider this to be? 

Gor. What is there greater than the word which persuades the judges in the courts, or the senators in the council, or the citizens in the assembly, or at any other political meeting?-if you have the power of uttering this word, you will have the physician your slave, and the trainer your slave, and the money-maker of whom you talk will be foundto gather treasures, not for himself, but for you who are able to speak and to persuade the multitude. 

Soc. Now I think, Gorgias, that you have very accurately explained what you conceive to be the art of rhetoric; and you mean to say, if I am not mistaken, that rhetoric is the artificer of persuasion, having this and no other business, and that this is her crown and end. Do you know any other effect of rhetoric over and above that of producingpersuasion? 

Gor. No: the definition seems to me very fair, Socrates; for persuasion is the chief end of rhetoric. 

Soc. Then hear me, Gorgias, for I am quite sure that if there ever was a man who-entered on the discussion of a matter from a pure love of knowing the truth, I am such a one, and I should say the same of you. 

Gor. What is coming, Socrates? 

Soc. I will tell you: I am very well aware that do not know what, according to you, is the exact nature, or what are the topics of that persuasion of which you speak, and which is given by rhetoric; although I have a suspicion about both the one and the other. And I am going to ask-what is this power of persuasion which is given by rhetoric, and aboutwhat? But why, if I have a suspicion, do I ask instead of telling you? Not for your sake, but in order that the argument may proceed in such a manner as is most likely to set forth the truth. And I would have you observe, that I am right in asking this further question: If I asked, “What sort of a painter is Zeuxis?” and you said, “The painter of figures,” should I not be right in asking, What kind of figures, and where do you find them?” 

Gor. Certainly. 

Soc. And the reason for asking this second question would be, that there are other painters besides, who paint many other figures? 

Gor. True. 

Soc. But if there had been no one but Zeuxis who painted them, then you would have answered very well? 

Gor. Quite so. 

Soc. Now I was it to know about rhetoric in the same way;-is rhetoric the only art which brings persuasion, or do other arts have the same effect? I mean to say-Does he who teaches anything persuade men of that which he teaches or not? 

Gor. He persuades, Socrates,-there can be no mistake about that. 

Soc. Again, if we take the arts of which we were just now speaking:-do not arithmetic and the arithmeticians teach us the properties of number? 

Gor. Certainly. 

Soc. And therefore persuade us of them? 

Gor. Yes. 

Soc. Then arithmetic as well as rhetoric is an artificer of persuasion? 

Gor. Clearly. 

Soc. And if any one asks us what sort of persuasion, and about what,-we shall answer, persuasion which teaches the quantity of odd and even; and we shall be able to show that all the other arts of which we were just now speaking are artificers of persuasion, and of what sort, and about what. 

Gor. Very true. 

Soc. Then rhetoric is not the only artificer of persuasion? 

Gor. True. 

Soc. Seeing, then, that not only rhetoric works by persuasion, but that other arts do the same, as in the case of the painter, a question has arisen which is a very fair one: Of what persuasion is rhetoric the artificer, and about what?-is not that a fair way of putting the question? 

Gor. I think so. 

Soc. Then, if you approve the question, Gorgias, what is the answer? 

Gor. I answer, Socrates, that rhetoric is the art of persuasion in courts of law and other assemblies, as I was just now saying, and about the just and unjust. 

Soc. And that, Gorgias, was what I was suspecting to be your notion; yet I would not have you wonder if by-and-by I am found repeating a seemingly plain question; for I ask not in order to confute you, but as I was saying that the argument may proceed consecutively, and that we may not get the habit of anticipating and suspecting the meaning of one another’s words; I would have you develop your own views in your own way, whatever may be your hypothesis. 

Gor. I think that you are quite right, Socrates. 

Soc. Then let me raise another question; there is such a thing as “having learned”? 

Gor. Yes. 

Soc. And there is also “having believed”? 

Gor. Yes. 

Soc. And is the “having learned” the same “having believed,” and are learning and belief the same things? 

Gor. In my judgment, Socrates, they are not the same. 

Soc. And your judgment is right, as you may ascertain in this way:-If a person were to say to you, “Is there, Gorgias, a false belief as well as a true?” -you would reply, if I am not mistaken, that there is. 

Gor. Yes. 

Soc. Well, but is there a false knowledge as well as a true? 

Gor. No. 

Soc. No, indeed; and this again proves that knowledge and belief differ. 

Gor. Very true. 

Soc. And yet those who have learned as well as those who have believed are persuaded? 

Gor. Just so. 

Soc. Shall we then assume two sorts of persuasion,-one which is the source of belief without knowledge, as the other is of knowledge? 

Gor. By all means. 

Soc. And which sort of persuasion does rhetoric create in courts of law and other assemblies about the just and unjust, the sort of persuasion which gives belief without knowledge, or that which gives knowledge? 

Gor. Clearly, Socrates, that which only gives belief. 

Soc. Then rhetoric, as would appear, is the artificer of a persuasion which creates belief about the just and unjust, but gives no instruction about them? 

Gor. True. 

Soc. And the rhetorician does not instruct the courts of law or other assemblies about things just and unjust, but he creates belief about them; for no one can be supposed to instruct such a vast multitude about such high matters in a short time? 

Gor. Certainly not. 

Soc. Come, then, and let us see what we really mean about rhetoric; for I do not know what my own meaning is as yet. When the assembly meets to elect a physician or a shipwright or any other craftsman, will the rhetorician be taken into counsel? Surely not. For at every election he ought to be chosen who is most skilled; and, again, when walls have to be built or harbours or docks to be constructed, not the rhetorician but the master workman will advise; or when generals have to be chosen and an order of battle arranged, or a proposition taken, then the military will advise and not the rhetoricians: what do you say, Gorgias? Since you profess to be a rhetorician and a maker of rhetoricians, I cannot do better than learn the nature of your art from you. And here let me assure you that I have your interest in view as well as my own. For likely enoughsome one or other of the young men present might desire to become your pupil, and in fact I see some, and a good many too, who have this wish, but they would be too modest to question you. And therefore when you are interrogated by me, I would have you imagine that you are interrogated by them. “What is the use of coming to you, Gorgias? they will say about what will you teach us to advise the state?-about the just and unjust only, or about those other things also which Socrates has just mentioned? How will you answer them? 

Gor. I like your way of leading us on, Socrates, and I will endeavour to reveal to you the whole nature of rhetoric. You must have heard, I think, that the docks and the walls of the Athenians and the plan of the harbour were devised in accordance with the counsels, partly of Themistocles, and partly of Pericles, and not at the suggestion of thebuilders. 

Soc. Such is the tradition, Gorgias, about Themistocles; and I myself heard the speech of Pericles when he advised us about the middle wall. 

Gor. And you will observe, Socrates, that when a decision has to be given in such matters the rhetoricians are the advisers; they are the men who win their point. 

Soc. I had that in my admiring mind, Gorgias, when I asked what is the nature of rhetoric, which always appears to me, when I look at the matter in this way, to be a marvel of greatness. 

Gor. A marvel, indeed, Socrates, if you only knew how rhetoric comprehends and holds under her sway all the inferior arts. Let me offer you a striking example of this. On several occasions I have been with my brother Herodicus or some other physician to see one of his patients, who would not allow the physician to give him medicine, or apply a knife or hot iron to him; and I have persuaded him to do for me what he would not do for the physician just by the use of rhetoric. And I say that if a rhetorician and a physician were to go to any city, and had there to argue in the Ecclesia or any other assembly as to which of them should be elected state-physician, the physician would have no chance; but he who could speak would be chosen if he wished; and in a contest with a man of any other profession the rhetorician more than any one would have the power of getting himself chosen, for he can speak more persuasively to the multitude than any of them, and on any subject. Such is the nature and power of the art of rhetoric And yet, Socrates, rhetoric should be used like any other competitive art, not against everybody-the rhetorician ought not to abuse his strength any more than a pugilist or pancratiast or other master of fence; because he has powers which are more than a match either for friend or enemy, he ought not therefore to strike, stab, or slay his friends. Suppose a man to have been trained in the palestra and to be a skilful boxer-he in the fulness of his strength goes and strikes his father or mother or one of his familiars or friends; but that is no reason why the trainers or fencing-masters should be held in detestation or banished from the city-surely not. For they taught their art for a good purpose, to be used against enemies and evil-doers, in self-defence not in aggression, and others have perverted their instructions, and turned to a bad use their own strength and skill. But not on this account are the teachers bad, neither is the art in fault, or bad in itself; I should rather say that those who make a bad use of the art are to blame. And the same argument holds good of rhetoric; for the rhetorician can speak against all men and upon any subject-in short, he can persuade the multitude better than any other man of anything which he pleases, but he should not therefore seek to defraud the physician or any other artist of his reputation merely because he has the power; he ought to use rhetoric fairly, as he would also use his athletic powers. And if after having become a rhetorician he makes a bad use of his strength and skill, his instructor surely ought not on that account to be held in detestation or banished. For he was intended by his teacher to make a good use of his instructions, but he abuses them. And therefore he is the person who ought to be held in detestation, banished, and put to death, and not his instructor. 

Soc. You, Gorgias, like myself, have had great experience of disputations, and you must have observed, I think, that they do not always terminate in mutual edification, or in the definition by either party of the subjects which they are discussing; but disagreements are apt to arise-somebody says that another has not spoken truly or clearly; and then they get into a passion and begin to quarrel, both parties conceiving that their opponents are arguing from personal feeling only and jealousy of themselves, not from any interest in the question at issue. And sometimes they will go on abusing one another until the company at last are quite vexed at themselves for ever listening to such fellows. Why do I say this? Why, because I cannot help feeling that you are now saying what is not quite consistent or accordant with what you were saying at first about rhetoric. And I am afraid to point this out to you, lest you should think that I have some animosity against you, and that I speak, not for the sake of discovering the truth, but from jealousy of you. Now if you are one of my sort, I should like to cross-examine you, but if not I will let you alone. And what is my sort? you will ask. I am one of those who are very willing to be refuted if I say anything which is not true, and very willing to refute any one else who says what is not true, and quite as ready to be refuted as to refute-I for I hold that this is the greater gain of the two, just as the gain is greater of being cured of a very great evil than of curing another. For I imagine that there is no evil which a man can endure so great as an erroneous opinion about the matters of which we are speaking and if you claim to be one of my sort, let us have the discussion out, but if you would rather have done, no matter-let us make an end of it.  

Psychology as a Science

In this assignment you will design a study that could be used to answer one of the given research topics. 

 

Step 1: Select a Research Topic

Choose one possible research topic from the list below. You do not need to respond to the question posed in the research topic, simply use it to answer the study design questions that follow.

Research Topics:

  • Do yellow walls in hospital recovery rooms promote faster healing?
  • Does the activity level on discussion boards impact final grades in online classes?
  • Can music impact an individual’s mood?
  • Can a history of childhood trauma have impact on happiness as an adult?

Step 2: Design a Study

Now that you have chosen a research topic, answer each of the four questions below. Base your answers on your readings about psychological research methods. 

Study Design Questions:

  • Would you choose to use an experimental method or a correlational methodto study this topic?
  • Describe how you would carry out your study. In other words, state exactly what you would do in your study.
  • Do you anticipate any confounding variables or expectancy effects in your study? If yes, describe them. If no, explain why not.
  • Discuss how you would approach informed consent, risk/gain assessment,intentional deception, and debriefing in your study.

Important Notes

  • You do not need to respond to the question posed in the research topic.
  • You do not need to provide any research or other background information about the topic. Simply design a study to explore the topic, and answer the four study design questions above.

Please be sure you address each study design question, using terms and concepts from your text. A good initial discussion response should be at least 150–250 words in length. In order to earn full credit for participation, you must respond to two or more classmates in a substantive manner before the end of the module.

BOOK REVIEW

The Book Report is due in Module/Week 5. You are encouraged to select a book and begin reading it early in the course. The book you choose must be written about children by a professional in the field of child development (examples of professionals are doctors, educators, pediatric nurses, psychiatrists, psychologists, and social workers) and must be between 250–300 pages. Write a well-focused Book Report discussing the child development issues/ideas addressed in your chosen book. Your paper must include 4–5 pages of text as well as a title page and a references page. The title page, the body of the paper, and the references page must all be formatted according to current APA style as outlined in the APA Manual. In your report, include the number of pages in your chosen book. The Grading Rubric for this assignment provides the specific requirements and expectations for the assignment. Review it before submitting your paper.

Book Report Grading Rubric

 

Student: _______________________________      

 

 

20

17.8

15.8

13.8

11.8

 

0

Structure and Organization

Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content.

Generally clear

introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague. 

Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic. 

Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction . 

Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion. 

No assignment was turned in.

Content

Assignment parameters (length 6–7 pages, subject, objectives) are observed;

focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; conclusion/reflection are clearly supported and/or illustrated

Assignment parameters (length 4–5 pages, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence

Assignment parameters (length 2–3 pages, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; conclusions/reflection weakly supported and/or illustrated

Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; conclusions/reflection weakly supported and/or illustrated

Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned

No assignment was turned in.

Grammar and Mechanics

Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices

Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices

Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions

Significant errors in sentence fluency and structure, spelling, punctuation and capitalization; diction weak or inappropriate

Serious and persistent errors in: sentence fluency, sentence structure, spelling, punctuation, usage, and word choice

No assignment was turned in.

 

 

 

 

20

17.8

15.8

13.8

11.8

 

0

 

 

 

Book Report

Book was on child development and/or issues facing children. The book was between 250–300 pages.   

Book was on child development and/or issues facing children. The book was between 200–250 pages

Book was not completely on child development and/or issues were irrelevant. The book was less than 200 pages.

Book was not on child development and/or issues were irrelevant. The book was less than 150 pages.   

Book was not on child development and/or issues were not issues facing children.  The book was less than 100 pages.

No assignment was turned in.

Format

Appearance is readable and neat; correct use of APA, margins, font size/ style, pagination (3–4 pages), reference page correctly formatted, double-spaced, alphabetized; sources correctly cited

Appearance is readable and neat; most of paper uses correct APA, font size/style, pagination; reference page format generally consistent and alphabetized; sources correctly cited

Readability and neatness of paper are compromised by the number of errors; APA/ format is inconsistent and inadequate; reference page is inconsistent and not alphabetized; most sources correctly cited

Disorderliness of paper makes it difficult to read; several format errors; significant errors in reference page; references are not alphabetized; errors in citations

Paper is not readable and is disorderly; APA format is not used; no reference page and/or numerous format errors; sources not cited or incorrectly cited

No assignment was turned in.

Instructor’s Comments:

Assignment

To support your work make sure to utilize your course and text readings. When asked also utilize outside sources as well. As in all assignments make sure to cite your sources in your work and provide a reference for that citation utilizing APA format.

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between one or more lines of reasoning in the discussion.

 

Part 1:

A person’s lifestyle has a significant influence on the person’s health and development as he or she moves into middle age (and old age). Stability and change are also common factors in an adult’s life.

  • Describe how middle adulthood provides stability in a person’s life. Explain some of the factors that would lead to stability in a person’s life as he or she moves through middle age.
  • Describe some of the more common lifestyle issues that have a negative impact on a person’s continued development. Explain how a person may be able to reverse some of the lifestyle influences.
  • On the basis of your readings, describe what is meant by a midlife crisis. Explain why a midlife crisis may or may not be critical.

Justify your answers with appropriate reasoning and research from your text and course readings. Comment on the postings of at least two peers, and provide an analysis of each peer’s postings while also suggesting specific additions or clarifications for improving the discussion question response.

Part 2:

Erikson, Helson, and Levinson provide different perspectives on middle age in adulthood.

  • Describe each of these theories as it relates to middle adulthood.
  • On the basis of your readings, compare and contrast these theories. Which one gives a better explanation of middle adulthood?

FOR MASTER TUTOR2011 ONLY

Assignments: Critical Reasoning Essays: Select of the following 5 topics and prepare a multi-paragraph essay (at least four paragraphs). Include results from class materials, readings and research on the topic. Provide a hard copy the completed essay to me; emailed submissions are preferred. The essay must be submitted by the eleventh week of the term (last regular class meeting).

 

Topics to choose from:

1.) Neural Pathway

2.) Learning Process

3.) Operant Conditioning and Modifying a Behavior
4.) Stages of Development: Understanding Yourself

5.) Psychological Disorders

 

Critical Reasoning Essay Prompts

Choose any one from the following essay prompts. Essays should be submitted during the term after the appropriate material has been covered in class lectures. No papers will be accepted after the eleventh week of the term. Your essay can be submitted earlier than the suggested deadline.Your essay is worth 100 points. Department policy does not accept late assignments; therefore, if the assignment is not turned in on time, you will receive “0” points for that assignment.

1) Neural Pathways
Choose any neural pathway you feel passionate about like the visual pathway, auditory pathway, olfactory pathway, etc., and describe how the pathway travels from the stimuli through the nervous system. Then, explain how the environment (experiences) may have an effect on how stimuli may be perceived. Example: If you were to choose the visual pathway and you were raised around snakes as pets, first describe the visual pathway from stimuli to occipital lobe, and how would a picture of a snake (the stimulus) travel from the occipital lobe to other parts of the brain like the limbic system (specific parts of the limbic system) to the cortex and how might your autonomic nervous system react.

2) Learning Process
Describe how learning is accomplished from stimuli to processing. Here you don’t have to be specific with the neural pathways if you choose not to, but you do have to identify the brain components responsible for learning. What I am looking for is that you understand the different components, modalities, and how to optimize your time to learn material presented during your academic career.

3) Operant Conditioning and Modifying a Behavior
Drawing on personal 
experience, choose a person whose behavior you want to change. You may select one of your own behaviors for this question. How could you use operant conditioning to change the less desirable behavior into the desired behavior?
In a multi-paragraph essay describe your plans to condition the new behavior. Be sure to mention what type of reinforcer and reinforcement schedule you would use and explain why you mad
those particular choices. Include information from class materials, readings and research on operant conditioning to support your discussion.

4) Stages of Development: Understanding Yourself
Psychologists, such as Jean Piaget and Erik Erikson, theorize that humans go through stages in their development throughout life, growing from infancy to old age. Piaget outlined stages of
thinking, referred to as cognitive development; Erikson described stages of personality, referred to as psychosocial development. How can you use this information to better understand your own life? What stages of cognitive and psychosocial development have you gone through since you were an infant? Which stages will you encounter during adulthood and old age?

In a multi-paragraph essay describe all the different stages of cognitive and psychosocial development throughout your life span. Be sure to provide examples to illustrate the thoughts, emotions and behavior typical of each stage. Include details from class materials, readings and research on human development to support your discussion.

5) Psychological Disorder
Choose any psychological disorder and write how it can be developed from the environment (experiences or biological) or genetics. If it is genetics, what may trigger the gene to synthesize? Then, choose a current media, where someone may be suffering from this disorder and give the main exhibited behaviors that may have led to the diagnoses.

Again, be sure to provide evidence from the person’s or character’s thoughts, emotions and behavior. Include details from class materials, readings and research on personality to support your discussion.

Essay Format

 

1. Proper APA citation of article. This includes author/s (last name/s first), date of publication, article title, name of journal, and pages.
2. Four paragraphs: Introduction–stating the topic you will be discussing and why you feel passionate about it; description of the topic and how it fits within your hypothesis, discussion, or position; support your hypothesis, discussion, or position using the text and any other scholarly material (at least one reference must be other than the text); summarize by suggesting why you were passionate about the topic and how your evidence is supported.

PSYCHOLOGY: Analyzing with ANOVA

Submit your answers to the following questions using the ANOVA source table below. The table depicts a two-way ANOVA in which gender has two groups (male and female), marital status has three groups (married, single never married, divorced), and the means refer to happiness scores (n = 100):

  1. What is/are the independent variable(s)? What is/are the dependent variable(s)?
  2. What would be an appropriate null hypothesis? Alternate hypothesis?
  3. What are the degrees of freedom for 1) gender, 2) marital status, 3) interaction between gender and marital status, and 4) error or within variance?
  4. Calculate the mean square for 1) gender, 2) marital status, 3) interaction between gender and marital status, and 4) error or within variance.
  5. Calculate the F ratio for 1) gender, 2) marital status, and 3) interaction between gender and marital status.
  6. Identify the critical Fs at alpha = .05 for 1) gender, 2) marital status, and 3) interaction between gender and marital status.
  7. If alpha is set at .05, what conclusions can you make?

Source

Sum of Squares

(degrees of freedom [df])

Mean Square

Fobt.

Fcrit.

Gender

68.15

?

?

?

?

Marital Status

127.37

?

?

?

?

Gender * Marital Status (A x B)

41.90

?

?

?

?

Error (Within)

864.82

?

?

NA

NA

Total

1102.24

99

NA

NA

NA

Please Note: The table that you see in the assignment has been slightly modified from the one presented in the module notes since it is beyond the scope of this unit to have students calculate p values. Instead you are asked to calculate the F value and compare it to the critical F value to determine whether the test is significant or not.

By Wednesday, August 13, 2014, deliver your assignment to the M4: Assignment 2 Dropbox.

Assignment 2 Grading Criteria

Maximum Points

Correctly identified the independent and dependent variables.

4

Provided appropriate null and alternative hypotheses.

8

Correctly identified the degrees of freedom for 1) gender, 2) marital status, 3) interaction between gender and marital status, and 4) error or within variance.

8

Correctly calculated the mean square for 1) gender, 2) marital status, 3) interaction between gender and marital status, and 4) error or within variance.

20

Correctly calculated the F ratio for 1) gender, 2) marital status, and 3) interaction between gender and marital status.

16

Correctly identified the critical Fs at alpha = .05 for 1) gender, 2) marital status, and 3) interaction between gender and marital status.

16

Provided the correct conclusion based on alpha = .05.

8

Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.

20

Total:

100

 

Read description

DISCUSSION QUESTION #5 INSTRUCTIONS

HOW DO EMOTIONS CONTRIBUTE TO YOUR DECISION MAKING & MOTIVATION?

Long ago Emotions were given a bad wrap.  Emotions were something to be controlled, minimized, and often demoted to being extremely troublesome to human logic.  In fact, some early philosphers believed humans would be much better off without emotions–which would allow us to be much more rational creature ( FunctionsEmotions_Hockenbury.pdf). However, current research provides us evidence that this perspective isn’t true at all.  In fact, those without the ability to sense emotions (brain injury, etc.) end up making horrible decisions, if they can make decisions at all.  AND emotion is CRITICAL for motivation.  Just watch this video and listen to the story of Michael Riley–without his emotion & logic, many service men would have died!! We depend on emotion to help us appraise a situation.  Watch this video–powerful story of how Emotion is critical to good decisions making!  You may click on the video or copy & paste this link: http://youtu.be/gWoX0Td4IBg:

Now that we know emotions are critical for good decisions, let’s check the other side. There are indeed times when emotion needs to be controlled–or better yet, we need to somehow learn when to allow the emotion to guide us and when to rely on our cognitive processes/training. You may click on the video or copy & paste this link: http://youtu.be/N2iJF2I94pg

DISCUSSION INSTRUCTIONS:

Think of a decision you have made:

  1. Describe a decision in which emotion HELPED you make a wise choice
  2. Apply a motivational theory that would fit the behavior that led to or followed the above decision.
  3.  List 3 – 5 things that motivate you … describe enough so others can identify the type of motivation.
  4. Then read the posts from your peers and identify “the type” of motivational theory or incentive that applies to their examples (at least one of their examples)….use any of the motivation theories in our text or other academic resources to help explain the motives of your peers.
  5. Be sure to continue to respond to the posts in your original thread to let your peers know how they did or discuss until you feel comfortable with the final result of the identified motivational theories.

PSY 250 Personality Refection

University of Phoenix Material

 

Personality Reflection

 

 

 

Using the textbook, the University Library, the Internet, and/or other resources, answer the following questions. Your responses to each question will vary but overall should be 700- to 1,050-words in length.

 

 

1.     How would you define personality?

 

 

 

 

 

 

 

2.     What are some key personality features that define you?

 

 

 

 

 

 

 

3.     What key concepts or “constructs” are used to explain your personality?

 

 

 

 

 

 

 

4.     Are your personality features consistent or do they change according to the situation?

 

 

 

 

 

 

 

5.     Have you ever taken a personality test before? If so, what was your reaction to the analysis? If not, what would you expect a proper test to measure?

 

 

 

 

 

 

 

6.     What would make a personality test reliable and valid?

 

Psychology

 

 

Assignment 1: Violence on Children’s TV

The National Television Violence Study found that in 1996-1997, 61% of television programs contained violence, and, of those selected, 75% showed no remorse, criticism of, or penalty for the violence. Forty percent of violent acts were committed by attractive characters.

For this assignment, you need to watch an hour of children’s television, preferably cartoons, and analyze the level of violence in the chosen children’s show.

  • Rate the aggressive acts using the following scale:
    • Mild: Verbal aggression with no physical contact
    • Medium: Physical contact with no blood, such as pushing, shoving, and hitting
    • Extreme: Use of force to cause bodily injury, such as guns, knives, and other weapons, where blood is produced
  • Determine if any of the following occurs after the violent acts:
    • remorse for the violence
    • criticism of the violence
    • any consequences of the violence
  • Analyze how the chosen show might influence the growing child, based on your readings. What messages is this show giving to the child?

Council on Communications and Media. (2009). Media violence. Pediatrics, 124(5), 1495-1503. Retrieved from http://pediatrics.aappublications.org/content/124/5/1495.full

By Saturday, September 12, 2015, write your initial response to each part in 3–4 paragraphs. Apply APA standards to citation of sources.

analysis of experiment

Important:

1.      Provide the formulas for everything the 1st time before giving the answer. Include your SAS programs for all problems.

2.      Approximate your numbers to four decimals and highlight all-important answers.

3.      Work on your own, you are not allowed to ask a classmate about the test.  If I notice copying or cheating, both get an F in the class, I do not care who copied and who provided.

4.      You can only use the textbook, SAS, Excel and your notes.

1.      Two different methods were used to determine the yield of a chemical.  The experiment was run using eight  different batches.                                                                                           (10 points)

 

Sample

Method A

Method B

1

1.2

1.4

2

1.3

1.7

3

1.5

1.5

4

1.4

1.3

5

1.7

2.0

6

1.8

2.1

7

1.4

1.7

8

1.3

1.6

 

a.       Analyze the data as a paired data experiment using a t-test using a two sided alternative.

b.      Analyze the data using randomized block design.

 

2.      Consider the following two designs for a 28-3 fractional factorial design.                 (13 points)

Design I  Design generators                            Design II Design generators

F=BCD   G=ABD   H=ABCE                       F=ABCD   G=ACDE   H=ABDE

a.       What is the defining relation for each design.

b.      What is the resolution of each design. Explain why.

c.       Find the Abberation Vector for each design and explain which one (if any)  is a better (Minimum Abberation) design and why.

d.      How many estimable blocks will be in the alias structure.

3.      Consider the following experiment:                                                               (12 points)

Run

Condition

Y

1

ab

1

2

b

6

3

ad

2

4

abcd

7

5

bcd

8

6

d

8

7

ac

12

8

c

10

 

a.       Write down the design matrix.

b.      What is (are) the design generator(s).

c.       What resolution is this design and is this the best design under this situation.

d.      List all unestimable factors and the alias structure.

e.       Sketch the half-normal plot using any method. Don’t comment on it. Give the graph and the table used to produce that graph.

 

 

4.      A process for the manufacture of penicillin was studied. There were five variants of the basic process being studied, denoted by A, B, C, D and E. It was known that an important raw material, corn liquor, was quite variable. So each treatment was used with each different blend of corn steep liquor. (remember the interaction)                                                                  (12 points)

 

 

Blend of Corn Liquor

Treatment

1

2

3

4

A

89

88

97

94

B

84

77

92

79

C

81

87

87

85

D

87

92

89

84

E

79

81

80

80

 

a.       Analyze the data and do any plots you think are useful to test the adequacy of the model.

b.      Find the 99% confidence interval for the difference between treatments A and C. Be sure to clearly state your conclusions (need lsmeans/pdiff=… cl).

c.       Explain how the degrees of freedom of the error is calculated.

 

 

 

5.      The following factors were studied to see their effect on light intensity (y):            (19 points)

A

B

C

D

E

F

G

 

Molarity

Solute type

pH

Gas Type

Water Depth

Horn depth

Flask Clamping

 

A

B

C

D

E=BCD

F=ACD

G=ABC

y

-1

-1

-1

-1

-1

-1

-1

70.6

1

-1

-1

-1

-1

1

1

56.1

-1

1

-1

-1

1

-1

1

49.1

1

1

-1

-1

1

1

-1

58.9

-1

-1

1

-1

1

1

1

65.1

1

-1

1

-1

1

-1

-1

323.8

-1

1

1

-1

-1

1

-1

56.8

1

1

1

-1

-1

-1

1

69.6

-1

-1

-1

1

1

1

-1

100.3

1

-1

-1

1

1

-1

1

73.1

-1

1

-1

1

-1

1

1

58.4

1

1

-1

1

-1

-1

-1

78.1

-1

-1

1

1

-1

-1

1

68.1

1

-1

1

1

-1

1

-1

312.2

-1

1

1

1

1

-1

-1

67.6

1

1

1

1

1

1

1

51.9

 

a. What kind of model is the above model? What factors are un-estimable?

    What is the resolution and why?

b. Using Half-Normal Plots, Determine the active factors that affect the  light intensity.

c. Using SAS and the active factors, analyze the data, remove any in-active factors. Run the

     model again (Need the F-Valuses and p-values and effect estimate).

d. Test the adequacy of the final model in c. Normality plot for residuals and Predicted Vs

    residuals, model fit and R2.

e. Use Tukey to determine what settings for the seven factors yield the highest light intensity.

    Include the SAS output.

 

 

6.      Each part of this problem is a separate problem.

a. Using  ADX in SAS write down the runs for an experiment with 19 main  factors and 20 runs. 

     i) What kind of design is this. ii)  Is there an Alias structure and why.

b.  If we have 16 runs with 15 main factors  .                      

i) What kind of design is this. ii)  Is there an Alias structure, if so explain it in words.

            c. If you have 16 runs and 16 main factors

i) What kind of design is this. ii)  Explain in two line one way to proceed with the analysis in

    such a design.

 

(9  points)

 

 

 

 

 

Good Luck

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