Math 1040 Term Project
While obtaining the data for our projects, i learned how much people enjoy eating out. I found the correlation between the more popular the the restaurant, ie, the amount people patronized the restaurant, the more the restaurant had invested in advertisements, such as McDonald’s. Every time you turn on the radio or watch tv, you can hear and see their ads.
If we were to do the experiment again, I think that it would be interesting to see how much any individual spends at a particular restaurant com paired to their financial status. The two parameters that we choose were not very well related. But to me it is very interesting to see how two different things can relate.
Citizen Kane
Citizen Kane is an iconic American film directed by Orson Welles that was released in 1941. The film examines the life and legacy of the fictional character Charles Kane, who was based in part off of real-life media mogul William Randolph Hearst. The film opens with the death of Kane in his extravagant estate “Xanadu” and the famous last words “Rosebud…” Through flashbacks and written memoirs, the life of Kane is examined- from his childhood to his death, as a news reporter named Jerry tries to figure out the meaning behind “Rosebud.” At its time of release, Citizen Kane was highly praised by critics and was even nominated for 9 Academy Awards (Ebert, 2008). However, the film was a commercial failure and was soon forgotten, for a few years, until its reputation was restored in the 1950’s and people began to recognize its brilliance. Although Citizen Kane was released over 70 years ago, it remains an important piece of American film history and is relevant to today’s viewers.
The American Film Institute placed Citizen Kane at the top of its list of “The 100 Greatest American Movies of all Time” nearly 70 years after the film was released in 1941 (“Afi’s 100 years…100 movies,” 2007). At the time of its initial release, there were many controversial events surrounding the Citizen Kane that contributed to its commercial failure and lack of appreciation among moviegoers of the day. The film’s protagonist, Charles Kane, was based off of the real-life media mogul William Randolph Hearst, who was extremely unhappy with the way the film portrayed him and his life. In fact, he was so unhappy with the movie that he attempted to keep the movie from being released entirely. His efforts resulted in the film’s delay and limited run in theaters and it is believed that some of his tactics cost the film the commercial success it deserved (Lennon, n.d.).
One of the most obvious ways in which the film reflects historical events of its time, stems from the fact that the protagonist was inspired by the life of the media tycoon William Randolph Hearst, who was a fascinating historical figure. I had the opportunity to go on a tour of Hearst Castle a few years ago (the model for Xanadu in the film), and while watching the scenes of Xanadu in the film, I couldn’t help but notice the similarities. In addition, Charles Kane was a newspaper tycoon in the film, and during the 1940’s, newspapers were a whole lot more relevant than they are today. When Kane enters the newspaper business, he becomes powerful largely due to the fact that he used yellow journalism tactics, which was likely a very familiar thing to moviegoers of the day.
Although I wasn’t alive in the 1940’s, I believe the films’ setting, plot, and events all paralleled real-life experiences and events going on at that time, and that made it historically important, and it is what continues to make Citizen Kane relevant today.
The story and the message of the film are timeless and continue to be entertaining and relevant to today’s audiences. The film depicts the “American Dream” as anything but desirable, and its’ portrayal of how unhappy Charles Kane was, despite his massive amounts of wealth, is somber. One of the most poignant scenes of the film occurs when child Kane happily plays in the snow outside of his family’s house, even though they are poor. After Thatcher takes Kane, he gives him what appears to be the “American Dream” of financial stability and affluence, material wealth, and luxury. However, these things obviously fail to make Kane neither happy nor emotionally stable, and as an adult, he uses all of his accrued money and power to either make other people miserable, or to try and fill the void in his life with material possessions. The gigantic estate Xanadu that he builds near the end of his life really illustrates how lonely and empty his life is despite his wealth. The film was released in 1941, the same year that Pearl Harbor was attacked and the United States entering WWII. The years prior to the films’ release were tumultuous and some of the darkest days in the United States’ history. Citizen Kane finally began to be recognized as a cinematic masterpiece in the early 1950’s, and I believe it was in part due to the film’s depiction of how wealth failed to make Kane happy, which probably resonated with audiences who had struggled through two world wars and a great depression. I believe the theme of the movie spoke to audiences who had been struggling for so long to even provide for their families and live comfortably. The film shows the viewer that even inordinate amounts of wealth won’t bring happiness. Kane’s final words—“Rosebud”—shows that the only fond memory Kane had of his life came from his childhood, when he was loved and secure and happy with his parents in their little home.
One illustration of how Citizen Kane remains relevant today can be seen in the 2011 film The Social Network. Like Citizen Kane, the film depicts the life of a media tycoon, this time, Facebook creator Mark Zuckerberg. Using the same kind of narrative and flashbacks, the viewer watches the rise of Zuckerberg, who uses ruthless tactics and alienates his friends and loved ones. Like Charles Kane, however, Zuckerberg fails to find happiness in his wealth and fame, and the same kind of apparent loneliness and isolation that was depicted in Citizen Kane is prevalent throughout Social Network. And, much like Charles Kane longed for his childhood sled on his deathbed, the Social Network ends with Mark Zuckerberg, alone after being sued by his former friends, refreshing his Facebook pages after requesting the friendship of his old girlfriend. Despite all of his money, and his attainment of the “American Dream,” Zuckerberg, like Charles Kane, is miserable, and wants more than anything to recreate the happiness he once felt before his rise to power and wealth.
Citizen Kane is definitely one of the most iconic and important films in American history. Before watching it, I didn’t think I would enjoy a movie made 70 years ago, but even with the black-and-white images and how old the film is; I truly enjoyed it. The Social Media is one of my favorite movies that came out this year, and watching it in class along with Citizen Kane made it especially interesting, and I was pretty surprised at how easy it was to compare and contrast the two movies. Even though it’s old, Citizen Kane remains a relevant and important movie in American film today and probably will for a very long time.
References
Afi’s 100 years..100 movies. (2007, June). Retrieved from http://www.afi.com/100years/movies.aspx
Ebert, R. (2008, September 04). Whats your favorite movie?. Chicago Sun-Times. Retrieved from http://blogs.suntimes.com/ebert/2008/09/whats_your_favorite_movie.html
Lennon, T. (n.d.). The battle over citizen kane. Retrieved from http://www.pbs.org/wgbh/amex/kane2/producers.html
The reason I choose this paper to put into my eportfolio is because Citizen Kane was my favorite movie that we watched in class this semester. I feel that this film was a great example of all of the topics and elements in introductory film that we discussed in class this semester. I was also very impressed to see the similarities with this film and The Social Network. I think that this film will most likely be shown in introductory film classes for years to come because of the pioneering elements and effect, and have been duplicated in many films that have been made since.
Psy-1100: Reflective Writing
Social Sciences
Psy-1100: Human Growth and Development
Reflective Writing
For this assignment, we were asked to complete a reflective writing prompt on a topic such as what I have learned in the class, what was difficult for me, how I grew as a student, etc. I chose to address this question: “What were the most meaningful accomplishments for you in this class? What risks did you take as a student/person in this class and how did you learn or grow from those risks?”
Here is my essay:
Before this class began, I assumed it would be easy for me. Growth and Human Development didn’t seem like a very difficult topic- after all, I am a human who has grown to adulthood, so I thought most of the subject matter would be fairly easy to learn. My preconceived notions were quickly shattered, however, when the course began and I learned what would be required of me during the semester.
I am not a very emotional person. Like most men, I feel like I have the emotional range of a teaspoon. Part of the requirements of this class, however, included meaningful, thoughtful discussions for each chapter in the book, as well as responding to other student’s discussions. Out of anxiety, I missed the first four chapters of discussion in the course. Fortunately, the instructor was willing to work with me and let me make up those discussions for partial credit. When I finally sat down to write my first discussion, in which I was to briefly describe one of my personal characteristics or abilities that I thought was due to nature, and one that was due to nurture, I froze. For some reason, the thought of writing something so personal and posting it online for all of my classmates, and my teacher, to see, terrified me. So, I ended up writing about how I was tall and athletic. My anxiety about contributing meaningful, personal, discussions to the class persisted throughout the next few chapters worth of discussions.
It wasn’t until chapters 5 & 6 that I finally made a connection with what I was supposed to be writing about, and something that was meaningful to me. The prompt for the discussion asked us to think about children ages 2-6 and their media exposure in terms of how it might affect their development. I was reminded of a book my mother-in-law had recommended to me once, called “The Price of Privilege,” which discusses the claim that in affluent communities, external accomplishments and material items (such as cell phones as other electronics), are becoming more important to children than their own happiness. Excited about the connection I had made, I researched more about the topic and wrote my discussion in just a matter of minutes. From there on, each chapter’s discussion became easier and easier for me.
It may seem like a small and insignificant thing, but one of the most meaningful accomplishments for me in this class was learning how to share my thoughts and ideas with others. I grew up in an environment where I often feel stupid or ashamed for the things I thought or talked about. Even though I am an adult now, I guess I still carry around that childhood wound and often worry about what others will think about what I have to say. For years, I learned to keep my mouth closed, because opening it wasn’t worth the risks I faced when opening it. This class taught me that it was okay to have unique ideas, and it was okay to share what I thought without fear of being criticized or made fun of. About halfway through the semester, my wife and I were at dinner with her family when a topic came up for discussion that was very similar to what I had just learned in class. My wife’s mother is a psychologist, and can be quite intimidating sometimes to talk to, but I found the words and added my thoughts to the discussion. It was such a small thing, but it really was a huge step forward for me.
More than anything, this class has taught me critical thinking and how to express myself and my ideas to the people around me. As I continue to further my education, I hope to graduate with a degree in Psychology, which will require even more critical thinking and expression from me. For the first time in my life, I feel like I am prepared to do such a thing, and I feel that this course has prepared me for what lies ahead in my education. For that, I will always be grateful.
Psy-1100: Gender Differences According to 5-Year-Olds
Social Sciences
PSY-1100 Growth and Human Development
Gender Differences According to 5-Year-Olds
What I did:
For this assignment, I interviewed two 5-year-old children and asked them questions that I hoped would help me understand what they believed regarding the gender differences between boys and girls. I have an aunt and a cousin with 5-year old children who were willing to let me interview them for this project. Although the two children come from somewhat different backgrounds and live in different family environments, they are cousins as well as classmates in Kindergarten, and I believe that they both live normal enough lives to represent the beliefs of two typical five-year-olds. Because these two children are cousins and I have seen them get pretty wild together at family functions, I decided to interview them separately with the hopes that I would be able to get the best, most honest, interview that way. I first spoke with Hazel, who was adopted from China when she was about 18 months old. She lives with her father (a rancher and inventor), her mother (who helps at the ranch but is a stay-at-home mom otherwise), and her two older brothers (who are teenagers), on a small, working farmhouse in Davis County. I then spoke with Landon, the adored and very spoiled first child and grandchild in his family, who, after almost 5 years of being an only child recently gained a baby sister and lives in a big house in a nice neighborhood with his father (who is the CFO of a thriving internet company), and his mother, (who is a part-time nurse).
Why it was of interest to me:
As I thought about the various topics that I could focus this paper on, I decided that I wanted to do something that would get me completely out of my comfort zone and help me expand my understanding of childhood development. When I was an adolescent and young adult, I was never really around young children, and to be honest, they are a complete mystery to me. Now that I am married and planning on starting a family of my own soon, I thought that doing a project that would help me understand some aspect of young children would be not only interesting but also enlightening. The interviews did not go as well as I had hoped they would, in the sense that the children didn’t sit patiently and answer my questions politely while offering insights into the child’s mind that were previously unknown. I had to do a lot of improvising and have a lot of patience, but I ended up having a great time and learning quite a lot.
What I learned:
In Invitation to the Life Span (Berger, 2010), we learn that by age 2, children not only know whether they are boys or girls but are also able to apply gender labels dependably. Then, by age 4, children have been socialized enough to believe that certain objects (such as toys) are appropriate for one gender and not the other (Berger, 2010). Initially, I thought that Hazel’s family environment might cause her to be pretty liberal in her beliefs regarding gender roles. After all, she lives on a farm with two brothers and often sees her mother engage in pretty laborious work. However, it turned out that Landon was actually much more liberal in his beliefs. For example, when I asked the question “do you think that boys and girls can do the same jobs when they grow up?” they each responded:
Hazel: No, because boys don’t like doing girl jobs. And girls can’t work because they have to be moms.
Landon: I guess, if they want. My mom works at a hospital with lots of boys so she is doing a job like them.
Despite their different views in the role of women in the workplace, Hazel and Landon did share a common belief when it came down to playing with members of their own gender or members of the opposite gender. During early childhood, as children’s awareness of sex differences grows, they increasingly begin to prefer same-sex playmates (Berger, 2010). When I posed the question “do you like playing with boys or girls better?” and both children answered very passionately:
Hazel: Girls! Because they smell pretty and like to eat candy and play and boys aren’t as good as girls.
Landon: I only have best friends that are boys because girls just cry like my sister Cici and they always want attention.
There are several psychological theories that explain gender differences between girls and boys. Behaviorists believe that gender differences are the product of ongoing reinforcement. Gender appropriate behaviors, such as a little girl playing with a princess doll, are reinforced more than gender inappropriate behavior, like a little boy playing with a princess doll, which may even be punished by some parents. Social learning theory states that children observe and notice the different ways that men and women behave and learn to internalize their observations of what is normal for each gender. The Cognitive Theory states that a child possesses a “gender schema,” which serves as a guide to his or her beliefs regarding sex differences and is based on observations and experiences. After a young child learns to label themselves as a “boy” or “girl,” they also categorize everyone else as either male or female and act accordingly. Finally, the Systems Theory of gender differences believes that there are multiple dimensions upon which children learn gender. Genes, culture, the influence of parents, friends, and society all interact and affect each child in turn. I believe this is the most comprehensive theory of gender differences and it encompasses all of the factors that lend a hand in producing gender differences and gender identity in children.
As I interviewed both Hazel and Landon, I couldn’t help but wonder the causes for their unique beliefs regarding gender differences. Hazel is at home with her mom a lot, and her dad is often away on business, so perhaps she has learned that mothers stay home while father’s work. On the other hand, Landon has observed his mother go off to work as a Nurse and seems to understand that women can work outside of the home a little bit better than Hazel did. As I saw some of the toys that each child plays with, I saw how gender differences were reinforced through objects. Hazel had pretty pink dolls and sparkly toys, while Landon had video games and super heroes and cars. It really is quite interesting to think about the social construction of gender differences in our modern day and how, if it were any different, children would also learn to be different.
4. Suggested follow-up:
I would be interested in re-interviewing each child in about a year, when they are six or seven years old. Children go through a lot of developmental changes after age six, especially in their emotional development and regulation as well as their self-esteem. I would be interested in not only asking the same questions I asked in these 5-year-old interviews to gauge how their responses mature from those they gave me now, but also asking more in-depth questions to better understand their development as six or seven year olds. Additionally, I think it would be really interesting to supplement my interviews with observations of the children in their everyday lives. I usually see both Hazel and Landon every month at an organized family get together on Sunday evenings. I know what they are like there, in the company of all of their adoring family members and cousins, but I would be really interested in observing their everyday behaviors during school, when they’re playing with their friends, and when they’re just at home with their families.
References
Berger, K.S. (2010). Invitation to the life span. New York, NY: Worth Publishers.
Interview Transcripts:
Below are the transcripts of each interview with Hazel and Landon. I tried to stick to my planned interview questions the best I could, but I learned that a five-year-old has a limited attention span and often had to improvise or go off on tangents with the children. For content’s sake, I only included the answers the children gave me that are relevant to this project.
Interview # 1: Hazel
Jase: Hi Hazel. How are you?
Hazel: I’m playing.
Jase: Hazel, how old are you?
Hazel: Fiiii-iiii-iiii-ii-ve.
Jase: Do you go to school?
Hazel: I go to school and my teacher is really nice.
Jase: Do you like school?
Hazel: I wish I could stay home and play all day but I like recess too.
Jase: What is your favorite part of school?
Hazel: I like my friends!
Jase: Hazel, do you have any brothers?
Hazel: [nods] they are gone now at school and I don’t have to.
Jase: Do you have any sisters?
[at this point, Hazel got up and ran out of the room. She returned with a puzzle and wanted me to play with her–it was hard to get her to focus for a few moments and I didn’t ever get a straight answer as to if she has any sisters]
Jase: Hazel, do you like your brothers?
Hazel: No.
Jase: Why not?
Hazel: They are old and don’t play with me but I like when John plays with me but Daniel never does anymore because he’s old.
Jase: Do you ever fight with your brothers?
Hazel: Yes.
Jase: Why do you fight?
Hazel: They are mean
Jase: What do they do that is mean?
Hazel: They don’t share the computer with me and they don’t like to play.
Jase: Hazel, do you have a best friend?
Hazel: Yes she is my best girl and she is from China too.
Jase: She is your best girl? So your best friend is a girl?
Hazel: Yeeessssss [laughing]
Jase: Do you like playing with boys or girl better?
Hazel: Girls!
Jase: Why?
Hazel: Because they smell pretty and like to eat candy and play and boys aren’t as good as girls.
Jase: Hazel, can you tell me how boys and girls are different from each other?
Hazel: Boys have pee-pees [laughing]
Jase: Is there any other way that they are different?
Hazel: Boys just like boy things and they don’t care about dresses.
Jase: Well, what do boys care about?
Hazel: They just care about super heroes and basketball.
Jase: What if a boy liked dresses?
Hazel: What?
Jase: What if there was a boy who liked dresses? Would that be okay?
Hazel: Um…. Boys don’t like dresses.
Jase: Hazel, what do you want to be when you grow up
Hazel: I want to play lots and eat candy all the time
Jase: Do you think that boys and girls can do the same jobs when they grow up?
Hazel: No, because boys don’t like doing girl jobs. And girls can’t work because they have to be moms.
Jase: What do you mean, boys don’t like doing girl jobs?
Hazel: [getting exasperated] Boys don’t like doing things that girls do. They always have to be doing something else instead.
Jase: Hazel, are there some things that boys do better than girls?
Hazel: I am better than my brothers at swinging.
Jase: But are there some things that boys can do better than girls?
Hazel: They can be super heroes and stuff, but I think girls are just better than boys because we are nicer and have pretty stuff.
Interview # 2: Landon
Jase: Hi Landon. How are you?
Landon: I’m ok, I’m just playing with my iPod.
Jase: Landon, how old are you?
Landon: Five.
Jase: Do you go to school?
Landon: I go to [he said the name of his school, which I have left out for privacy]
Jase: Do you like school?
Landon: I’m really good at school and I like to have recess and eat lunch and I’m learning Chinese at my school, I can count to ten in Chinese.
Jase: What is your favorite part of school?
Landon: I like when I come home from school and the house is clean and I didn’t have to help clean it.
Jase: Landon, do you have any brothers?
Landon: No but my uncle Jo-Jo is in California right now but I only have a sister she’s just a baby.
Jase: Do you like your sister?
Landon: I guess. But sometimes my mom has to take care of her and she can’t play with me so I have to play alone. But I have three blue-ray players in my house and I can use any of them I know how. My dad plays with me when he comes home too sometimes and he is so good at playing video games too.
Jase: Landon, do you have a best friend?
Landon: Wellll…. I have two best friends right now.
Jase: Are your best friends boys or girls?
Landon: Boys.
Jase: Do you like playing with boys or girl better?
Landon: Boys.
Jase: Why?
Landon: I only have best friends that are boys because girls just cry like my sister Cici and they always want attention.
Jase: Landon, can you tell me how boys and girls are different from each other?
Landon: Boys have weenies and girls don’t and boys can be tough but girls have to be girls and they can’t like to do tough things.
Jase: What if a girl liked to do tough things? Would that be okay?
Landon: Why?
Jase: Well, what if there was a girl who liked to do tough things, like play football. Would that be okay?
Landon: Girls can’t play football because they’re too small and boys would crush them
Jase: Landon, what do you want to be when you grow up?
Landon: Oh, probably a fire fighters or maybe a police or something like that.
Jase: Do you think that boys and girls can do the same jobs when they grow up? Could a girl be a fire fighter or policeman?
Landon: Well…..[long pause] I guess, if they want. Sometimes my mom works at a hospital with lots of boys so she is doing a job like them.
Jase: Are there some things that boys do better than girls?
Landon: Be strong and make money. And my dad always goes on trips for work and brings me back cool things.
Jase: But are there some things girls can do better than boys?
Landon: They have babies and boobs.
What Breeds Obedience?
What Breeds Obedience?
Jase S. Henderson
Psychology 1010-019
Summer 2011
In 1955, Soloman Asch conducted a series of studies which examined whether or not participants would conform to group pressures when asked to perform the simple task of determining the length of a line. From his research, he determined that “reasonably well-meaning young people are willing to call white black” (Myers, p. 194), and his research proved quite startling because it demonstrated that people were willing to conform to group pressures without being told to do so. Intrigued by Asch’s research, a social psychologist named Stanley Milgram wondered, if people were conforming to only minimal pressure, how easily would they conform when explicitly told to do so? The research he conducted from this question produced some of the most famous and controversial psychology experiments thus far and offers some very insightful understanding into the powerful demands of obedience.
Milgram’s experiments were as follows: Students at Yale University came to his lab under the premise that they would be participating in a study about learning and memory. A very stern experimenter in a lab coat would then explain that they were actually there to test the effects of punishment on learning. He would tell them that one of the participants (the learner) must learn a list of word pairs and the other participant (the teacher) would punish errors made in learning by delivering a series of increasingly strong shocks (in every case, the learner was actually a confederate working for the experimenter, and no shocks were ever delivered). The participants were separated by a partition and the teacher would sit near the experimenter in front of a shock generator that ranged from 15 to 450 volts. The teacher was then instructed to turn up the voltage of the shock every time a mistake was made by the learner. As the shocks increased, the learner would begin to complain of discomfort, cry out in pain, or even beg the experimenter to let them stop. Sometimes they would fall silent, other times they would yell out in pain and refuse to answer any questions. As the “shocks” grew to above 300 volts, the learner would let out agonized screams and plead for help. While all of this was happening, the experimenter would forcefully tell the teacher that they must continue to administer the shocks to the learner. The findings of Milgram’s studies were quite distressing. In the original study conducted with 40 men ranging from 20 to 50 year olds, an astounding 26 of them progressed to delivering 450 voltage shocks to the confederates. Milgram himself was quite disturbed by the results of his study, and found after replicating the study two dozen times that the results were consistent, and that about 60-65% of participants would obey the experimenter when instructed to shock the learner, even up to the very dangerous 450 voltage shocks.
Milgram later stated that one of his objectives when conducting these obedience studies was to come to a better understanding of how the German Nazi’s were able to control the people of Germany as effectively as they did. For all of the controversy and ethical concerns regarding his research, Milgram was effective in not only demonstrating the extent to which someone would obey an authority figure (such as an experimenter in a lab coat, or even a Nazi soldier), but he also provided insight into the conditions which best breed obedience. For example, when the two participants in Milgram’s studies were physically separated from one another, the teacher was much more likely to continue shocking the learner up to the dangerous 450 volts, as opposed to when the participants sat very close to each other and the teacher was able to see the learner. In Germany, the Nazi’s also distanced themselves from their victims, through the use of depersonalization as well as gas chambers, where the individuals killing their victims would be far away from the reality of their actions. Milgram’s studies (as well as later studies inspired by his research) also showed that physical closeness and perceived legitimacy of the authority figure as well as the perceived authority of the institution or group the authority figure represented impacted the willingness of a participant to obey orders quite significantly. Reflections on these experiments make it evident that one does not have to be a soulless Nazi to be coerced to do harm to another human being, and that sadly, many times obedience will take precedence over a person’s moral sense of what is right and wrong.
I believe that if we were to conduct Milgram’s original experiment today with participants who had never heard of his research, we would get fairly similar results. At first, I thought that these studies were outdated and the world has changed too much for people to be so accepting of authority to the point where they would harm another human being without question. But after further thought, I realized that there are everyday examples of current events that are further proof of mindless obedience to authority. For example, one of the guards who was convicted for her part of the abuse of the Iraqi prisoners being held at Abu Ghraib prison said during her trial that at first, she refused to take part in the abuse, but the persistence of those around her and the pressure she felt led her to eventually take a significant role in the abuse scandal (Schacter, Gilbert, and Wegner, p. 475). I also feel confident in speculating that during the recent uprisings and revolts in Egypt, Yemen, and Libya, among others, many of the civilian casualties were due to nothing more than soldiers being obedient to their leaders and inflicting harm upon many innocent people.
Learning and reflecting upon this study has impacted the way that I view and understand obedience and people’s actions. It’s very easy to judge people who have committed terrible acts under pressure from authority as being really evil people. Learning about this study has helped me to realize that it is very easy for people to be coerced by obedience and authority into doing something they do not want to do. I feel like my understanding of this knowledge will impact the way I see others and will aid me in becoming more understanding of the motivations and behavior of those around me.
This assignment illustrates the growth I’ve experienced during my time in Psychology 1010 because it has really inspired me to critically think and examine issues (such as obedience to authority) and not just accept what is presented in lectures or textbooks, but to really think about things. Like other Gen Ed courses I have taken at Salt Lake Community College, I have learned from this assignment very valuable real-world concepts that will be applicable not only for this class but for my personal and professional life as well.
Works Cited
Blass, Thomas (2011). Dr. Thomas blass presents Stanley milgram.com. Retrived from ` http://www.stanleymilgram.com
Milgram, Stanley (1974). Obedience to authority: an experimental view. Harper Collins.
Myers, David (2008). Social psychology. New York, NY: McGraw-Hill College.
Schacter, D., Gilbert, D., Wegner, D. (2011). Introducing psychology. New York, NY: Worth ` Publishers.
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