RLG210Y1 Lecture : Egypt Cont. and Hell

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sapphirewasp325

9 Feb 2012

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Book of gates from the new kingdom era narrates passage of the deceased to the underworld (tuat), after judgment before osiris. Must pass through a series of 12 gates with guardian goddesses . In the 8th region, the fire-serpent burns up the bodies and souls of wrong-doers. Book of am-tuat describes and depicts the deceased pharaoh s. 12 hour night journey with ra, in cosmic battle with apep, demon of darkness and disorder (a snake below the horizon). Also contains scenes of torments, with 5 fire-pits and a serpent breathing fire, burning up bodies and souls, and in another pit the wrong-doers are hung upside down and hacked to pieces. If there are equal rewards not fair to people who lived their lives in a good manner. Egyptian hell features destruction rather than eternal punishments. Death as a theodicy problem, and a social control problem.

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QUESTION 1

A 5-year-old observes his father yelling at his older brother after he dropped and broke his dinner plate while removing it from the table. Thereafter, due to __________, the 5-year-old is very cautious when removing his own plate.

	a.	vicarious conditioning
	b.	classical conditioning
	c.	generalization
	d.	extinction

QUESTION 2

A child has learned to avoid his father in the morning because his father is always grouchy at that time. Generally, being able to learn what stimuli predict pleasure or pain is consistent with Pavlov's belief that

	a.	some types of learning are more important than others.
	b.	conditioning is how we adapt to our environments.
	c.	conditioning is how we modify our environments.
	d.	behavior is modified by others.

QUESTION 3

A sudden puff of air in his left eye caused Bill to blink. In terms of classical conditioning, the air puff was a ______________ and the blink was a ______________.

	a.	CR; CS
	b.	CS; CR
	c.	US; UR
	d.	UR; US

QUESTION 4

After a large balloon burst loudly and suddenly at her birthday party, Cindy showed a fear of balloons. In terms of the acquisition phase of classical conditioning, the balloon is the __________ and her fear is the __________.

	a.	CS; US
	b.	US; UR
	c.	CS; CR
	d.	CR; CS

QUESTION 5

After getting a bad sunburn, before heading out for a day at the beach, Stanley slathers on sunscreen to avoid getting sunburned. In this case, Stanley's habit of using sunscreen has likely been acquired by way of

	a.	negative reinforcement.
	b.	positive reinforcement.
	c.	punishment.
	d.	vicarious conditioning.

1 points

QUESTION 6

After she gets a speeding ticket, Susan's parents take her driver's license away for a month. This is an example of

	a.	negative punishment.
	b.	modeling.
	c.	negative reinforcement.
	d.	extinction.

QUESTION 7

After struggling with a complex math problem, Stacey takes a short break. While making herself a cup of tea, she suddenly comes up with a solution. "Aha!" moments such as this are a form of __________ learning that occurs in the apparent absence of reinforcement.

	a.	insight
	b.	non-associative
	c.	associative
	d.	observational

QUESTION 8

Alphonse watches the way his brother shovels the driveway in order to clear a spot for their grandmotherâs car. Alphonse then goes outside, takes another shovel, and starts shoveling the snow off of the walkway from the driveway to the front door. Alphonse uses the same technique as his brother. This demonstrates learning through

	a.	modeling.
	b.	classical conditioning.
	c.	vicarious reinforcement.
	d.	shaping.

QUESTION 9

Dave observed that after returning from the vet, whenever he took his dog, Smooches, near his car, she began to shake and whine. Which of the following types of learned response was Smooches exhibiting?

	a.	vicarious conditioning
	b.	operant conditioning
	c.	long-term potentiation
	d.	classical conditioning

QUESTION 10

David is taking a class about learning and motivation and he has to work in the laboratory two times a week teaching a rat to press a bar. The cage that he uses allows David to control the reinforcement and punishment that the rat receives. The name for this device used for investigating learning in animals is called a

	a.	Pavlov terrarium.
	b.	Thorndike aquarium.
	c.	Watson chamber.
	d.	Skinner box.

sapphiremarten838

Homework 5: Sigmund Freud

Freudâs general theory of personality is called ___________________ theory. While working with patients experiencing conversion disorders, Freud became convinced that all such cases were caused by unexpressed sexual motives.

Freud viewed the mind as being composed of the three parts. The ___________________ functions entirely at the unconscious level and operates according to the ___________________ principle, which attempts to satisfy its needs by using wish-fulfilling mental images. A second part of the mind is called the ___________________, which can be thought of as the executive of personality and helps us to deal with the world through the reality principle. The only part of the mind containing a sense of morality is the ___________________, which is created mainly by parents. Parental punishment creates the moral inhibitions called conscience, whereas parental rewards establish a standard of conduct called the ego ideal.

Freud believed that our personalities are formed as we pass through a series of developmental stages from infancy to adulthood. Stressful events experienced during a stage can leave the personality ___________________ at that stage. According to Freud, the developmental stages result from a shifting energy from one ___________________ zone to another. Since these stages represent the release of sexual energy, they are called ___________________ stages. The first stage, lasting from birth to one year of age, is called the ___________________ stage. If a person becomes fixated in the oral stage, he or she may engage in overeating and drinking.

The second stage of development, from one to three years, is called the ___________________ stage. Fixations at this stage may lead to a personality that is either stingy and compulsive, called ___________________ ___________________, or cruel and disorderly, called ___________________ ___________________.

From ages three to six, children are in the ___________________ stage, in which the genitals become the primary source of pleasure. During this stage, boys develop a sexual attraction to their mothers, referred to as the ___________________ ___________________. Boys also develop a fear of their fathers, called ___________________ ___________________. Girls develop desires for their fathers called the ___________________ ___________________. According to Freud, failure to resolve the phallic stage results in a phallic personality, characterized by egocentric selfishness, impulsiveness, and a lack of genuine feeling for others.

From ages 6 to 11, children enter the ___________________ stage, during which sexual interest is relatively inactive. From age 11 through adulthood, the individual is in the ___________________ stage, in which sexual and romantic interests are directed towards oneâs peers. Most modern revisions of psychoanalysis agree that Freud overemphasized ___________________ motivation, underemphasized positive aspects of personality and the importance of relationships, and was prejudiced against women.

Word Bank

Phallic

Oedipus Complex

Erogenous

Anal Retentive

Psychoanalytic

Anal Expulsive

Sexual

Psychosexual

Genital

Latency

Oral

Electra Complex

Superego

Unconscious

Ego

Fixated

Defense mechanisms

Castration anxiety

Penis envy

Sublimination

Anal

Pleasure

Repression

apricottermite769

Objectives:

ÃÂ· Learn how individuals contribute to teamwork

ÃÂ· Experience some of the features of group work and teamwork

ÃÂ· Understand what managers and organizational developers do to transform

ÃÂ· groups into teams

ÃÂ· Articulate the tangible benefits (both quantitative and qualitative) of

ÃÂ· high-performing teams

ÃÂ· Finish with an interest in learning more about these concepts and

ÃÂ· techniques to apply what you learn

Background: For this assignment, you will plan and play a game with your family or friends, or at work based on the idea of the classic prisoner's dilemma. If you have had a class on game theory, you will be well aware of this concept. It forms the basis of many TV game shows. The prisoner's dilemma was illustrated in Truman Capote's book, "In Cold Blood" concerning the 1959 robbery of a Kansas farmhouse by Perry Smith and Dick Hickock, who murdered their victims in order to eliminate the witnesses. After the men were captured, the police interrogated them separately. To get a confession, the police offered the men a reduced sentence for cooperating. Failure to cooperate would result in a death penalty charge for both.

In the prisoner's dilemma, if both parties cooperate they are mildly punished; if one betrays another, one is severely punished while the other goes free; and if both betray one-another, both are moderately punished. Can you think of settings where you work in which the organizational structure has created a prisoner's dilemma? Competition can (but does not necessarily) bring out conflict.

In game theory, there are non-cooperative and cooperative games. A non-cooperative zero-sum game has a definite winner and loser. For one to win, one must lose. We often think of politicking as an element of that. A cooperative game is where everyone who plays is better off for having played than not having played the game. That is not to say that everyone is equally well off, but simply better off than they were before playing. Hence, even in a cooperative game, some people will likely benefit more than others.

Instructions

Review in your textbook, the Big Five personality dimensions, pp. 82Ã¢ï¿½ï¿½84, and then consider the 3.1 Personality Insights inventory, pp. 89Ã¢ï¿½ï¿½91
Select four or five friends, coworkers, or family members and have them take the personality inventory
Plan and play a game with the participants
Write a 5-10 page paper that addresses the assignment questions below

As you plan and play your game, you will negotiate the type of game you want to play and your role in it. Strive to determine some personal characteristics of the game participants a head of time, or by observing them. Consider how the personal characteristics of the individuals in the game manifest themselves in the informal roles they assume during the planning and execution of the game.

For the purpose of this assignment, you will want both a cooperative and a competitive element. To do that, you can form several groups to compete and cooperate with each other, or you can have individuals in one group compete and cooperate. You can use rewards and/or punishments to create the competitive/cooperative motivations.

Evaluation: When groups are formed, we want to consider how organizational structures, processes, and situations impact on group motivation, politics, and goals achievement. Alignment of all of these structural, personal, and interpersonal components will help to ensure that the group will meld into a team. A defining feature of teamwork (versus group work) is cooperation!

One of the factors that affect cooperation is conflict. Conflict is defined as when someone perceives that his/her interests are opposed or negatively impacted by another. Conflict can at times produce positive results depending on the basis for the conflict and how the conflict is handled (functional conflict). The worst kind of dysfunctional conflict produces betrayal.

Note that team performance can be observed in how well the team coordinates their interdependencies, works efficiently, communicates, and accomplishes their mission. Consequently, as you implement your game, assess your players based on these factors and the informal roles they play.

After you have played the game, reflect on the personality assessments your participants took, and then consider how they planned and played the game.

Write a (5- 10) page analysis to address the following questions:

1. How well did the personality assessments reflect in the behaviors participants displayed during the game?

2. What do these assessments tell us about how we perceive ourselves versus how others perceive us?

3. What informal roles did participants assume during the game, and were they different from the planning portion from the playing portion of the exercise?

4. What did I learn about myself? For example, did the exercise show that you have characteristic ways of relating to others that are distinctive, or similar, to those the others? Did the exercise show that in a particular type of situation you acted in a particular way, or that when others acted in a particular way, you felt happy or anxious or angry, etc.?

5. What did I learn about someone else in the exercise? Did you see something new about them, such as "they seemed more capable than I imagined," or "inattentive when things were stressful?"

6. In playing your game, what could you have done to increase cooperative behaviors?

7. Based on your game experience, what are some of the key factors involved in gaining cooperation from people in a business setting?

8. How would you go about getting cooperation from a "difficult" co-worker? Give an example or scenario.

Please provide a unique type of game theory preferably instead of Mafia Game.

Text:

Organizational Behavior and Management 10th Edition

John Ivancevich, Robert Konopaske, Michael Matteson

cyanfox187

RLG210Y1 Lecture : Egypt Cont. and Hell

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