Describe one (1) factor that prevented "good guards" from objecting or countermanding the orders from tough or bad guards.

Part B:
For Part B of this assignment, go online to the following Web page: http://www.prisonexp.org/ Take a tour through the slide show, which shows actual footage of the Stanford Prison study.
After viewing the slideshow, respond to the following questions. Your response should be one (1) page in length.
1.    Describe one (1) factor that prevented “good guards” from objecting or countermanding the orders from tough or bad guards.
2.    Describe one (1) reason why prisoners try to work within the arbitrary prison system to effect a change in it (e.g., setting up a Grievance Committee), rather than trying to dismantle or change the system through outside help.
3.    Describe two (2) factors would lead prisoners to attribute guard brutality to the guards’ disposition or character, rather than to the situation.
4.    Was it ethical to conduct this study? Provide two (2) reasons to support your position.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
Refer to BAIRD book Think Psychology…

How would you distinguish amnesia from normal forgetting?

Two Kinds of Amnesia
The basic distinction is between retrograde and anterograde amnesia. A person who has lost the ability to recall events preceding a trauma has retrograde amnesia. Someone who cannot form new permanent memories has anterograde amnesia. It is not uncommon for someone to have both kinds at once.
Retrograde amnesia can occur after a concussion, electric shock, hypothermia, hypoxia, some drugs, an epileptic seizure, or brain damage—almost anything that interrupts the normal operation of the brain for a few moments. Since short-term (or working) memory (STM) exists within the brain as a dynamic pattern of electrical activity, disturbing that pattern—that persisting record of recent experience—makes the memory forever irretrievable. It never had a chance to be consolidated or made permanent in long-term memory (LTM). Therefore the memory of the trauma itself—the car wreck, the near-drowning—is lost forever. In addition to this storage impairment, retrograde amnesia commonly involves some disturbance in recalling already-consolidated memories, too. This is a retrieval impairment, which—unlike the storage failure—often recovers; the earliest memories are always recovered first.
Anterograde amnesia typically occurs with disease or surgery such as Korsakoff’s syndrome, temporal-lobe resection, or Alzheimer’s disease.  The patient is left with working memory and, often, an intact LTM, but no way to convert short-term memories to long-term memories—no way to consolidate memories.  Such people can hold events in short-term memory for a couple of minutes, if they’re not distracted; they can recall old memories from before the surgery or onset of disease.  However, they can’t recall anything recent.  They read old magazines anew each day and must be introduced to people each time they meet them.  As the book points out, however, they may have lost declarative memories but not implicit memories. They can’t remember your name from yesterday but they may be able to learn a new motor task like mirror writing.
The surgical removal of temporal-lobe tissue caused the most famous case of anterograde amnesia decades ago in H.M., who died in 2008.  A disease of thyroid insufficiency sometimes seen in alcoholics, Korsakoff’s syndrome,  involves anterograde amnesia. Alcoholics often subsist on poor diets–foods like sugar doughnuts made from refined flour that lacks thiamine.  Unfortunately, ethyl alcohol (grain alcohol) blocks the uptake of whatever thiamine (vitamin B1) is left. As a result, alcoholics suffer major thiamine deficiencies. World War II demonstrated that thiamine deficiencies destroy parts of memory. British prisoners of war held by the Japanese were fed polished rice and little else. The rice was not fortified with vitamins. Almost all of the husk, or bran, had been polished off, and that bran was where the rice’s thiamine was concentrated.  As a result, the POWs developed beri-beri from thiamine deficiency.  They developed heart trouble and memory deficits.
Anatomically, Korsakoff’s syndrome is associated with shrinkage of the hippocampus and with degeneration in several output targets of the hippocampus, such as the mammillary bodies.
Questions (please answer one)
1. At what level(s) of the nervous system are memories formed—molecular, cellular (neuronal), brain systems? Choose one level and describe what happens to form memories or abolish them.
2. Does LTP suggest a process that you might manipulate to prevent or facilitate the formation of memories?
3. How would you distinguish amnesia from normal forgetting? When would you call an absent-minded person amnesic?
4. How might reconsolidation pose a threat of amnesia?
Illustration credit: http://www.miligirlwellness.com/blog/2012/10/trusting-your-body-breaking-the-snack-habit-memory

Conduct your observations over one species in a natural habitat for two hours

Biology homework help
. Conduct your observations over one species in a natural habitat for two hours. Note: this does not include a nature video, your home, people at the beach, classmates or relatives, or domesticated animals.
Your observation is only over 1 species and not multiple species and it should be on wild species found in a natural habitat. For example, if you are observing egrets, that’s all you’re observing. You don’t also observe alligators, herons, ibises, etc.
The following are approved locations for observation:

  • Beach
  • Nature park: state or county
  • Pond, lake or river
  • Local zoo
  • Local aquarium

While observing, record your observations using the following guidelines:

  • Record your observations electronically in a Microsoft Word document, or transfer your written notes to a Microsoft Word document following your observations. You will be submitting your observations in a Dropbox folder here in the online course (see below). All observations will be checked for originality / duplication among the group.
  • Start each observation with a time, date and weather conditions
  • Record the time at 10 minute intervals throughout the observation for a total of 2 hours.
  • Record simply what is going on in the area during your time there. Was there one individual or many of the same species? Was the species you are observing interacting with other organisms? If so, was it another organism of the same or different species? Was the species you are observing sleeping, eating, etc. Do not make any judgments in the observation.
  • Include at least 5 pictures taken on site of the observation and the species you are observing.

2. Plan your observation schedule. Your schedule may consist of two single-hour observations, or one 2 hour observation. Make sure to note time, date and weather conditions regardless of schedule.
3. Read the following resources to learn about systematic observations:

  • “What is Naturalistic Observation?” article by Kendry Cherry
  • “Systematic Observation” article by B. Sommer
  • “Outdoor Action Guide to Nature Observation & Stalking” article by Rick Curtis
  • Sample observations blog by the Montana Natural History Center
  • Observation Examples

4. When finished observing, ensure that your recorded observations are in a Microsoft Word (.docx or .doc) or Rich Text File (.rtf) formatted file, and submit the file to the My Science Experiment dropbox folder.
PART II
You will need to look at the observations you have made, and try and draw conclusions for what you have observed. Answer the following questions using a minimum word count of at least 500 wordstotal. Email your Professor if you have any questions.

  1. Did the species stay or leave the area in your time frame?
  2. If the species left, did it return? Why do you think it did this?
  3. Was the species alone or in a group?
  4. Did you see any patterns in how they grouped together?
  5. Can you tell if they were a mixed group (males and females, adults and juveniles) or homogeneous?
  6. What was the behavior of the species: sleeping, eating, playing, etc.
  7. Where there any juveniles or babies around? If so, what was the behavior of the organism?
  8. Once you find a pattern, discuss what you believe is the explanation, and support it with at least two sources of support. Note: this is not your opinion on their behavior, but the scientifically supported research discussing the species’ behavior as documented by others.

Use APA style for your citations.
2. When finished observing, ensure that your recorded observations are in a Microsoft Word (.docx or .doc) or Rich Text File (.rtf) formatted file, and submit the file to the Analysis of My Science Experiment dropbox folder.

American Psychological Association (APA)

Biology homework help
PROFESSIONAL ASSOCIATIONS REVIEW AND REPORT

For this assignment, due by the end of Week 3 of the course, students will research and report on the organizations listed with their corresponding websites below and write a one and a half page summary of EACH organization’s purpose/structure/function/mission/benefits and resources it offers to members and the general public (if public resources are available). All 5 organization reports must be submitted in a single paper with the organizations used as divider headers. This paper must contain paraphrases of organization website contents with proper APA source crediting in the paper body, a title pg., abstract and an attached “Reference(s)” page and with no content copied directly from the sites (the latter constitutes plagiarism and will void the assignment points and result in a course grade of “F” if more than one instance is detected). No papers will be accepted an an emailed attachment unless previously agreed upon. Please attach your paper to the appropriate assignment tab in the classroom.
Professional Organizations for use in this assignment:
American Psychological Association (APA) http://www.apa.org
American Counseling Association (ACA) http://www.counseling.org
American School Counseling Association (ASCA) www.schoolcounselor.org
Society for Industrial and Organizational Psychology (SIOP) http://www.siop.org
American Psychology and Law Society http://www.ap-ls.org