Ethics In Psychology
Ethics In Psychology This essay will look at Ethics in Psychology and will cover some of the BPS codes of conduct regarding Psychological research, socially sensitive research, as well as some of the benefits of using non human animals for psychological research. Every Psychological investigation is an Ethical situation. If a Psychologist wanted to carry out some research he/she would have to address the BPS guidelines. Some of these guidelines are: * Informed Consent. The investigator has to inform the participants of all aspects of the research or intervention that might reasonably be expected to influence willingness to participate. The subject has to be made aware of all of the details because otherwise it would be classed as deception and it flaws the informed consent rule. * Deception. The investigator must not withhold any information or try to mislead the participant. Participants must never be deliberately misled without extremely strong scientific or medical justification. * Debriefing. When participants are aware that they are taking part in an experiment and the data has been obtained, the researcher must provide the participant with conclusive information, in order for participant to understand the nature of the research. * Confidentiality. The information about a participant during an investigation must be treated as confidential unless it has
Protein Synthesis
PROTEIN SYNTHESIS Proteins are used in the cell for a variety of reasons. They may have a structural or a functional role, or they may act as enzymes controlling cell metabolism. Protein synthesis is a very complex process; therefore it is necessary to understand the structures of DNA and RNA which are involved in the process of protein synthesis. DNA and RNA are nucleic acids formed from nucleotides. Individual nucleotides are comprised of three parts: * Phosphoric acid (Phosphate H3PO4). This has the same structure in all nucleotides. * Pentose sugar: These are of two types - Ribose (which occurs in RNA) and Deoxyribose (which occurs in DNA) * Organic bases: There are five different bases which are divided into two groups - Pyrimidines - these are single rings with six sides. i.e., cytosine, thymine and uracil. Purines - these are double rings comprising a six-sided and a five-sided ring, i.e., adenine and guanine. The three components are combined by condensation reactions to give a nucleotide. By a similar condensation reaction between the sugar and phosphate groups of two nucleotides, a dinucleotide is formed. Continued condensation reactions lead to the formation of a polynucleotide. DNA is a double stranded polymer made up of two polynucleotide chains, where the pentose sugar is always deoxyribose and the organic bases are adenine, guanine, cytosine and
TO WHAT EXTENT DO THE GRAND THEORIES TAKE ACCOUNT OF THE ROLE OF SOCIAL EXPERIENCES IN CHILD DEVELOPMENT?
TO WHAT EXTENT DO THE 'GRAND THEORIES' TAKE ACCOUNT OF THE ROLE OF SOCIAL EXPERIENCES IN CHILD DEVELOPMENT? Nowadays it is widely accepted that social context greatly influences a person's development in many aspects and throughout their lives. Developmental psychology aims to describe how children develop and its grand theories emerged to "offer general explanations of child development as a whole, rather than just certain areas" (Oates et al., 2005, p. 49). In this essay, the main elements of the four 'grand theories' of child development are discussed, exploring in more detail which aspects within the social experiences are explored by each grand theory. For the purpose of this essay, when discussing social experiences we will refer to any social aspect of human experience, including socio-cultural contexts and social relations and their products. Some of these experiences have been taken into account by the field of developmental psychology in order to study and investigate how children's minds and behaviour change throughout their lifespan. This field of study has produced many theories that propose hypothesis to explain different aspects of child development. Among these, four theories stand out and are sometimes referred to as 'grand theories': behaviourism, social learning theory, constructivism and social constructivism. The reasons why they are referred to as
THE RESPIRATORY SYSTEM
THE RESPIRATORY SYSTEM As we breathe in, oxygen rich air enters the lungs. This oxygen is vital for the metabolic processes of the body, which are crucial in order for us to survive. In a healthy person, the amount of oxygen present in the inhaled air is more than adequate for the body tissues to function normally. However, if a person is ill or has been injured, the reduction in oxygen reaching the tissues, results in deterioration of body functions. This is called Hypoxia and may lead to death if not rectified immediately. The process of breathing in and out, and the exchange of the gases, oxygen and carbon dioxide, in the lungs and cells throughout the body, is known as respiration and all the organs in the body that are used for respiration are collectively known as the respiratory system. These include the mouth, nose, pharynx (throat), larynx (commonly known as the voice box), trachea (windpipe), diaphragm (a sheet of muscle that separates the chest and abdominal cavities), the bronchi, the lungs and pulmonary blood vessels. The procedure of respiration starts with inspiration (breathing in) through the mouth and nose, which is also referred to as the upper respiratory system. In order for this to happen, contractions of the muscles between the ribs, known as the intercostal muscles, and the diaphragm, which is responsible for the majority of air movement in the
What is punishment, and does it really work?
What is punishment, and does it really work? Abstract Punishment has generated as one of the most effective technique for suppressing social behavior, and also one of the most controversial. Punishment is a reduction in the likelihood of a response due to the presentation of an aversive stimulus. Does it really work? Research has shown that the use of punishment on children with developmental disabilities has helped to eliminate self-injuries and self-stimulating behaviors as well as in suppressing an undesirable behavior temporarily. A punishment that immediately follows the behavior that you want to suppress is effective as well. If a punishment is perceived as fair or reasonable, it may be considerably more effective as explanation helps to clarify which response was punished. It is blatant that when punishment is delivered in a variety of setting, accompanied by a clear explanation, it can be a very powerful tool for elimating undesirable behaviour. On the contrary, punishments elicit emotional reaction such as fear and anger and aversive stimuli directly elicit aggression. So, effectiveness of punishment remains intensely controversial. Punishment is one of society's oldest techniques for controlling behaviour (Lieberman, 1993) and it is also being used to modify undesired behaviours. Punishment can be carried out in many different ways which not necessarily
Why should we and how can we study the media?
November 2003 Student Number 532403 Why should we and how can we study the media? Since starting the course in Media, Culture and Society, it has become evident to me that studying the media is not only interesting but a vital tool in analysing contemporary society. So far in our lectures and seminar sessions we have examined the role of the media, the message and the audience. During this essay I aim to provide a deeper understanding of the importance in studying the media and the shifting ways of approaching its study. There are many different ways of defining what the media essentially is, which therefore makes the study of it all the more challenging. Throughout our daily lives, we come across diverse forms of media and interact with them in a variety of ways. According to many writers, it is the media that creates 'who' and 'where' we think we are. We rely on the media, or more specifically the mass media, for information, entertainment, ideas and education whether we realise it or not. According to Michael Real, (1996, cited in O'Sullivan et al, 1998, page 3) the variety of differing modes that modern media takes form in, are particular ways of creatively participating in the life of modern culture, namely by reading, watching and listening to certain entities around us. In this essay, I focus on the mass media as the driving force of media itself since it has
