Emotions are subjective feelings related to mood and affect. Emotions are biologically basic, present at birth, and universally experi- enced, but can be shaped by culture and learn- ing.
This academic output meant for undergraduate students of BBS, BBA, B.Ed, and BA Psychology.
Emotions are biologically-based psychological states brought on by neurophysiological changes, variously associated with thoughts, feelings, behavioural responses, and a degree of pleasure or displeasure.
This is a paper I wrote on the subject of Motivation and Emotions as part of my Term 1 submission for Micro-OB. Students of Organization Behavior and HR may find it useful. In case you find it useful please drop some feedback so that I can improve my skills. Thanks!
This is a ppt including psychological status and factors about human emotions. this PPT also talk about different kinds of emotions and factors effecting the human behaviors.
Emotions are subjective feelings related to mood and affect. Emotions are biologically basic, present at birth, and universally experi- enced, but can be shaped by culture and learn- ing.
This academic output meant for undergraduate students of BBS, BBA, B.Ed, and BA Psychology.
Emotions are biologically-based psychological states brought on by neurophysiological changes, variously associated with thoughts, feelings, behavioural responses, and a degree of pleasure or displeasure.
This is a paper I wrote on the subject of Motivation and Emotions as part of my Term 1 submission for Micro-OB. Students of Organization Behavior and HR may find it useful. In case you find it useful please drop some feedback so that I can improve my skills. Thanks!
This is a ppt including psychological status and factors about human emotions. this PPT also talk about different kinds of emotions and factors effecting the human behaviors.
There are alternative models, which are based on the evaluation of certain properties, based on physiology or evolutionary psychology. Classical philosophers have addressed emotions as responses to certain types of events that are related to a subject, causing bodily and behavioral changes. In the last century emotions were neglected, being considered a disturbing factor. Lately, emotions have returned to the attention of philosophers and psychologists, corroborating them with other disciplines such as psychology, neurology, evolutionary biology and even economics.
DOI: 10.13140/RG.2.2.28869.06881
The Undoing Effect of Positive Emotions: A Meta-Analytic ReviewMaciej Behnke
The undoing hypothesis proposes that positive emotions serve to undo sympathetic arousal related to negative emotions and stress. However, a recent qualitative review challenged the undoing effect by presenting conflicting results. To address this issue quantitatively, we conducted a meta-analytic review of 16 studies (N=1,220; 72 effect sizes) measuring sympathetic recovery during elicited positive emotions and neutral conditions. Findings indicated that in most cases, positive emotions did not speed sympathetic recovery compared to neutral conditions. However, when a composite index of cardiovascular reactivity was used, undoing effects were evident. Our findings suggest the need for further work on the functions of positive emotions.
Introduction
There is no uniform conception in the literature about what an emotion is and consists of [1,2]. Consensually, essential aspects have been considered to understand emotion: the presence in emotions of physiological changes, the mobilisation of bodily actions or “tendencies of action” and the subjective experience that involves; and emotion has been approached as a result of a system of analysis and processing of information. But taking each of the elements indicated separately has not favoured knowledge of emotion being presented in an integrated manner [3]. Moreover, the investigators have been supported in their work by different a theoretical orientation, which makes it even more difficult to integrate all the knowledge. One perspective that tackles this question is the theories of Embodiment, which have their origin in the French philosopher Merleau-Ponty (1908-1961), according to which psychological processes are based on bodily states. From the perspective of Embodiment, perceiving, recognizing and interpreting an emotion in ourselves or in others requires information from bodily systems. In this way “experiencing emotional states affects somatovisceral and motoric systems” and vice versa. In other words, “bodily states have effects on how emotional information is processed” [4].
Desires and Decisions - A look into how positive emotions influence decision ...Shiva Kakkar
In the past few years the field of emotions has increasingly attracted the attention of researchers. A major reason for this is the ability of emotions to influence human motivation and actions by influencing the cognitive processes of the brain (Latham, 2007). Research by Kahneman and Tversky (1973) has for long suggested that not all human decisions are rational in nature. A significant part of irrational decision making can be attributed to the play of emotions in human beings. Thus, it is interesting to see how emotions interfere with the thinking process of individuals. The paper specifically attempts to view the effect of positive emotions i.e. feeling of happiness, joy and/or enthusiasm on the decision making process in human beings. In order to achieve this, two opposite scientific views in the form of a critique and a refutation are presented to understand the utility of positive emotions in decision making.
Splitting the affective atom: Divergence of valence and approach-avoidance mo...Maciej Behnke
Valence and approach-avoidance motivation are two distinct but closely related components of affect. However, little is known about how these two processes evolve and covary in a dynamic affective context.We formulated several hypotheses based on the Motivational Dimensional Model of Affect. We expected that anger would be a unique approach-related rather than avoidancerelated negative emotion. We also expected that high-approach positive emotions (e.g., desire) would differ from low-approach positive emotions (e.g., amusement) producing a stronger link between valence and approach-avoidance motivation. We also explored other dynamic properties of discrete emotions such as the difference between approach-avoidance motivation and valence as a marker of balance within affective components. We asked 69 participants to provide continuous ratings of valence and approach-avoidance motivation for eight standardized clips representing different discrete emotions. Using multilevel modeling, we established a significant relationship between valence and approach-avoidance motivation with high-approach emotions producing a stronger link between valence and approach-avoidance motivation compared to neutral states and lowapproach emotions. Contrary to expectations, we observed that individuals exhibited an avoidance response during anger elicitation. Finally, we found that awe was a distinct positive emotion where approach motivation dominated over valence. These findings are relevant to the theory and research on diverging processes within the core structure of affect.
Provide a 1-page description of a stressful event currently occurr.docxamrit47
Provide a 1-page description of a stressful event currently occurring in your life. Then, referring to information you learned throughout this course, address the following:
· What physiological changes occur in the brain due to the stress response?
· What emotional and cognitive effects might occur due to this stressful situation?
· Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you?
· If the situation continues, how might your physical health be affected?
· What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels).
· If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations?
In addition to citing the online course and the text, you are also required to cite a minimum of two scholarly sources. Please see the Academic Resources section under Course Home to use the Argosy University online library to find appropriate scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia.
Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page. The body of the paper should be at least 6 pages in length
Stress hormones increase blood pressure and have various other effects on the body that might not be adaptive over long periods.
Selye proposed the concept of the general adaptation syndrome to account for the effect of stress on the body
Currently, there are two primary systems for the classification of psychological disorders—The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) (American Psychiatric Association, 2013), and The International Statistical Classification of Diseases and Related Health Problems (ICD) (World Health Organization, 1992).
Major depressive disorder is characterized by a lowering of mood, energy, and activity that results in significant distress or impairment in life. There is much research focusing on imbalances in the monoamine neurotransmitters (dopamine, norepinephrine, and serotonin) in people suffering from depressive disorders
In the brain, the amygdala and the anterior cingulate cortex show structural and functional abnormalities in people with depression.
Bipolar disorder is characterized by an extremely elevated mood with increases in activity and energy (manic phase) followed by an equally low mood with decreases in activity and energy (depressive phase), resulting in significant distress or imp ...
Trauma at the End of Life: Somatic Experiencing and Other Touch Based Treatme...Michael Changaris
This paper explores the use of touch in working with elders. It explores neurodegenerative disorders, challenges working with individuals with cognitive changes and how to develop a treatment plan that includes safe therapeutic touch.
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
There are alternative models, which are based on the evaluation of certain properties, based on physiology or evolutionary psychology. Classical philosophers have addressed emotions as responses to certain types of events that are related to a subject, causing bodily and behavioral changes. In the last century emotions were neglected, being considered a disturbing factor. Lately, emotions have returned to the attention of philosophers and psychologists, corroborating them with other disciplines such as psychology, neurology, evolutionary biology and even economics.
DOI: 10.13140/RG.2.2.28869.06881
The Undoing Effect of Positive Emotions: A Meta-Analytic ReviewMaciej Behnke
The undoing hypothesis proposes that positive emotions serve to undo sympathetic arousal related to negative emotions and stress. However, a recent qualitative review challenged the undoing effect by presenting conflicting results. To address this issue quantitatively, we conducted a meta-analytic review of 16 studies (N=1,220; 72 effect sizes) measuring sympathetic recovery during elicited positive emotions and neutral conditions. Findings indicated that in most cases, positive emotions did not speed sympathetic recovery compared to neutral conditions. However, when a composite index of cardiovascular reactivity was used, undoing effects were evident. Our findings suggest the need for further work on the functions of positive emotions.
Introduction
There is no uniform conception in the literature about what an emotion is and consists of [1,2]. Consensually, essential aspects have been considered to understand emotion: the presence in emotions of physiological changes, the mobilisation of bodily actions or “tendencies of action” and the subjective experience that involves; and emotion has been approached as a result of a system of analysis and processing of information. But taking each of the elements indicated separately has not favoured knowledge of emotion being presented in an integrated manner [3]. Moreover, the investigators have been supported in their work by different a theoretical orientation, which makes it even more difficult to integrate all the knowledge. One perspective that tackles this question is the theories of Embodiment, which have their origin in the French philosopher Merleau-Ponty (1908-1961), according to which psychological processes are based on bodily states. From the perspective of Embodiment, perceiving, recognizing and interpreting an emotion in ourselves or in others requires information from bodily systems. In this way “experiencing emotional states affects somatovisceral and motoric systems” and vice versa. In other words, “bodily states have effects on how emotional information is processed” [4].
Desires and Decisions - A look into how positive emotions influence decision ...Shiva Kakkar
In the past few years the field of emotions has increasingly attracted the attention of researchers. A major reason for this is the ability of emotions to influence human motivation and actions by influencing the cognitive processes of the brain (Latham, 2007). Research by Kahneman and Tversky (1973) has for long suggested that not all human decisions are rational in nature. A significant part of irrational decision making can be attributed to the play of emotions in human beings. Thus, it is interesting to see how emotions interfere with the thinking process of individuals. The paper specifically attempts to view the effect of positive emotions i.e. feeling of happiness, joy and/or enthusiasm on the decision making process in human beings. In order to achieve this, two opposite scientific views in the form of a critique and a refutation are presented to understand the utility of positive emotions in decision making.
Splitting the affective atom: Divergence of valence and approach-avoidance mo...Maciej Behnke
Valence and approach-avoidance motivation are two distinct but closely related components of affect. However, little is known about how these two processes evolve and covary in a dynamic affective context.We formulated several hypotheses based on the Motivational Dimensional Model of Affect. We expected that anger would be a unique approach-related rather than avoidancerelated negative emotion. We also expected that high-approach positive emotions (e.g., desire) would differ from low-approach positive emotions (e.g., amusement) producing a stronger link between valence and approach-avoidance motivation. We also explored other dynamic properties of discrete emotions such as the difference between approach-avoidance motivation and valence as a marker of balance within affective components. We asked 69 participants to provide continuous ratings of valence and approach-avoidance motivation for eight standardized clips representing different discrete emotions. Using multilevel modeling, we established a significant relationship between valence and approach-avoidance motivation with high-approach emotions producing a stronger link between valence and approach-avoidance motivation compared to neutral states and lowapproach emotions. Contrary to expectations, we observed that individuals exhibited an avoidance response during anger elicitation. Finally, we found that awe was a distinct positive emotion where approach motivation dominated over valence. These findings are relevant to the theory and research on diverging processes within the core structure of affect.
Provide a 1-page description of a stressful event currently occurr.docxamrit47
Provide a 1-page description of a stressful event currently occurring in your life. Then, referring to information you learned throughout this course, address the following:
· What physiological changes occur in the brain due to the stress response?
· What emotional and cognitive effects might occur due to this stressful situation?
· Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you?
· If the situation continues, how might your physical health be affected?
· What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels).
· If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations?
In addition to citing the online course and the text, you are also required to cite a minimum of two scholarly sources. Please see the Academic Resources section under Course Home to use the Argosy University online library to find appropriate scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia.
Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page. The body of the paper should be at least 6 pages in length
Stress hormones increase blood pressure and have various other effects on the body that might not be adaptive over long periods.
Selye proposed the concept of the general adaptation syndrome to account for the effect of stress on the body
Currently, there are two primary systems for the classification of psychological disorders—The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) (American Psychiatric Association, 2013), and The International Statistical Classification of Diseases and Related Health Problems (ICD) (World Health Organization, 1992).
Major depressive disorder is characterized by a lowering of mood, energy, and activity that results in significant distress or impairment in life. There is much research focusing on imbalances in the monoamine neurotransmitters (dopamine, norepinephrine, and serotonin) in people suffering from depressive disorders
In the brain, the amygdala and the anterior cingulate cortex show structural and functional abnormalities in people with depression.
Bipolar disorder is characterized by an extremely elevated mood with increases in activity and energy (manic phase) followed by an equally low mood with decreases in activity and energy (depressive phase), resulting in significant distress or imp ...
Trauma at the End of Life: Somatic Experiencing and Other Touch Based Treatme...Michael Changaris
This paper explores the use of touch in working with elders. It explores neurodegenerative disorders, challenges working with individuals with cognitive changes and how to develop a treatment plan that includes safe therapeutic touch.
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG 115
ASSIGNMENT 2: STANCE ESSAY DRAFT
Due Week 7 and worth 100 points
For your next assignment, you will write a stance essay. A stance essay takes a position on a topic and argues and supports that
position with evidence. Consider your topic:
· What possible positions/arguments are there?
· What position resonates with you? (Which position do you believe is correct?)
· What are your main points?
· What are the counterpoints? Are you ready to dispute them?
· Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should
maintain a formal tone.For this essay, you will need to support your points with credible sources. You’re ready to take a position on
the topic you have been writing about!
Important note: Stance Essays DO incorporate research exclusively from the WebText. DO NOT use outside sources. If you have
written a Stance Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to
use ANY paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?\
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggested
that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation? Do
you limit quotes to no more than 25 words.
4. Write with logic and with transitions throughout your paper?
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that thi.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
ENG 510 Final Project Milestone Three Guidelines and Rubric
Overview: For the final project, you will be creating a writer’s toolkit in which you define, analyze, and apply storytelling elements, literary conventions, and
themes that you can use for future work. In Milestone Two, you focused on applying a deliberate point of view. In this milestone, you will analyze the other
techniques found in your chosen texts.
Prompt: Your analysis should include an in-depth evaluation of both the classic and contemporary texts’ treatment of the storytelling elements of narrative
structure (conflict, crisis, and resolution) and character development. In support of your analysis, you will assess the authors’ choices and literary techniques. In
addition, provide a rationale for the authors’ incorporation of literary conventions of the time period, supporting your stance with research. Lastly, you should
evaluate how the text uses these elements to create its intended theme or meaning. You may submit revised portions of this milestone for your final project.
Specifically, the following critical elements must be addressed:
I. Classic Work
A. Analyze the classic text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
II. Contemporary Work
A. Analyze the contemporary text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
Rubric
Guidelines for Submission: Milestone Three should be 3 to 4 pages in length, with double spacing, 12-point Times New Roman font, one-inch margins, and at
least three sources cited in MLA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Classic Work:
Storytelling Elements
Analyzes the classic work for core
storytelling elements—narrative
structure (conflict, cris.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
ENG 271
Plato and Aristotle
a Classical Greek philosopher, mathematician
student of Socrates
writer of philosophical dialogues
founder of the Academy in Athens, the first institution of higher learning in the Western world
Plato (@427 [email protected] BCE)
a genre of prose literary works in which characters discuss moral and philosophical problems, illustrating a version of the Socratic method (learning through open ended, critical thinking questioning)
The Republic is one of Plato’s Socratic dialogues
Socratic dialogue
a Socratic dialogue written by Plato around 380 BC concerning the definition of justice and the order and character of the just city-state and the just man.[
The Republic
Allegory: A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one. An extended metaphor.
In Book VII of The Republic, it follows the “metaphor of the sun.” In it, the sun symbolizes illumination or enlightenment.
Ideas are the highest form of knowledge—not physical sensations
Explores the philosopher’s role in society (they are best for leadership roles)
Knowledge is freedom
Those with knowledge are obliged to share it
The Allegory of the Cave
The Allegory of the Cave
Greek philosopher and sage
student of Plato
teacher of Alexander the Great
Aristotle (384-322 BCE)
335 BCE: the earliest-surviving work of dramatic theory and the first philosophical treatise to focus on literary theory.
Key terms:
Mimesis or "imitation", "representation"
Catharsis or, variously, "purgation", "purification", "clarification"
Mythos or "plot"
Ethos or "character"
Dianoia or "thought", "theme"
Lexis or "diction", "speech"
Melos, or "melody"
Opsis or "spectacle"
The Poetics
Theogony and Metamorphoses
eng 271
Jf drake state technical college
Hesiod
Hesiod was a Greek oral poet generally thought by scholars to have been active between 750 and 650 BC, around the same time as Homer
The invocation of the muses
Muses dancing on Mount Helicon. Hesiod claimed he was inspired by the Muses to become a poet after they appeared to him on Mount Helicon. His poetry was partly an account of heroes and divinities, such as the Muses themselves, and included praise of kings.
Theogony
“the generation (or birth) of the gods”
The Theogony concerns the origins of the world (cosmogony) and of the gods (theogony), beginning with Chaos, Gaia, and Eros, and shows a special interest in genealogy.
The creation myth in Hesiod has long been held to have Eastern influences, such as the Hittite Song of Kumarbi and the Babylonian Enuma Elis. This cultural crossover would have occurred in the eighth and ninth century Greek trading colonies such as Al Mina in North Syria.
Chaos, Gaia, and Eros
Chaos (Greek χάος khaos) refers to the formless or void state preceding the creation of the universe or cosmos in the Greek creation myths, more specifically the initial.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
Background:
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas
that you will be using to defend your argument. Be sure to have a thesis that
clearly states which conflict you feel is the most important and drives the other
conflicts.
o Your thesis could begin with, “In the play, Fences, August Wilson uses the
conflict of __________ to drive the other conflicts and elements of the story as
evidenced by….
Sources and evidence:
o Be sure to use things that you have learned about Wilson’s life and his writings.
For example, if you are analyzing Troy and his father’s conflict, you could bring
in information that you researched about Wilson’s relationship with his own
father.
o Include direct quotations from the play. To cite a direct quote from a play, the
format is:
“quotation” (Wilson,1985, act #, scene #, line #).
OR
As Wilson (1985) writes, “quote” (act#, scene #, line#).
o Use at least three outside sources. Two of them could be from your previous
research essay. Be sure to include all of these in your reference page.
Requirements:
Length and format: 3-4 pages.
The title page and reference page are also required, but they should not be factored
into the 3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,”
“we,” etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Skills to be assessed with this assignment: creating effective thesis statements,
incorporating research, analyzing rhetoric.
Please be cautious about plagiarism. Make sure to use in-text citations for direct
quotes, paraphrases, and new information.
Argumentative Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Introduction Introduction is not
present.
Background details
are a random
collection of
information,
unclear, or not
related to the topic.
Introduction is
attempted and
explains the
background, but
may lack detail.
Introdu.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. motivational cues to facilitate and anticipate appropriate
behaviours. Thus, stimuli with potentially negative or positive
consequences become “emotionally-competent” (Damasio,
2001) and divert physiological resources to meet evolutionary
imperatives (Panksepp, 1998). Arguably, if a stimulus elicits
no change in bodily physiology then it cannot be viewed as
emotive. Action programmes (stereotypical changes in bodily
physiology) are evoked automatically by strongly salient stim-
uli without the initial need for cognitive appraisal. James (1994)
and Lange (1885) proposed that the emotion follows the physi-
ological response and is the feeling of that response. James used
a number of analogies to describe what he meant by emotion;
for example, proposing that the absence of this bodily response
would result in a perception being “pale, colorless, destitute of
emotional warmth.” Walter Cannon challenged this view by
arguing that the same emotion can occur in different bodily
states, and that the differentiation of physiological arousal was
too coarse to account for the richness of emotional experience
(Cannon, 1927). A partial resolution was proposed by Schachter
and Singer (1962), who argued that changes in the body can
initiate and intensify emotions but must be interpreted cogni-
tively to determine which emotion is experienced. In Schachter
How Emotions Are Shaped by Bodily States
Hugo D. Critchley
Brighton & Sussex Medical School, University of Sussex, UK
Sackler Centre for Consciousness Science, University of
Sussex, UK
Sussex Partnership NHS Foundation Trust, UK
Yoko Nagai
Brighton & Sussex Medical School, University of Sussex, UK
Abstract
3. The state of the body is central to guiding motivational
behaviours. Here we discuss how afferent information from face
and viscera
influence the processing and communication of emotional
states. We highlight (a) the fine-grained impact that facial
muscular
and patterned visceral responses exert on emotional appraisal
and communicative signals; (b) short-term changes in visceral
state
that bias brain responses to emotive stimuli; (c) the
commonality of brain pathways and substrates mediating short-
and long-term
bodily effects on emotional processes; (d) how topographically
distinct representations of different bodily states are coupled to
reported feelings associated with subtypes of disgust; and (e)
how pupil signals contribute to affective exchange. Integrating
these
observations enriches our understanding of emotional processes
and psychopathology.
Keywords
autonomic, body, emotion, feelings, interoception, viscera
Corresponding author: Hugo D. Critchley, Brighton & Sussex
Medical School, Clinical Imaging Sciences Centre, University
of Sussex Campus, Falmer, Brighton BN1 9RR, UK.
Email: [email protected]
http://crossmark.crossref.org/dialog/?doi=10.1177%2F17540739
11430132&domain=pdf&date_stamp=2012-04-27
164 Emotion Review Vol. 4 No. 2
and Singer’s (1962) experiment, participants were injected with
saline or adrenaline and placed in a room with a “stooge” who
4. acted irritable or happy; participants who were physiologically
aroused by the adrenaline reported experiencing more emo-
tion, the quality of which corresponded to that expressed by the
stooge. This two-stage model allowed for complex emotional
experience to be grounded on the interpretation of an undiffer-
entiated emotional arousal state.
Over the last 20 years, the notion that emotions have a
peripheral origin was reinvigorated by Damasio, Tranel, and
Damasio (1991). Their “somatic marker hypothesis” devel-
oped from the observation that behavioural learning of the
motivational significance of stimuli is coupled to physiological
arousal responses evoked by the stimuli. An interpretation
was that arousal responses reflect learning and (implicitly/
preconsciously) guide decision-making. This interrelationship
is lost in people with ventromedial prefrontal lesions who con-
sequently fail to learn by experience despite retaining insight
into what, in fact, would be appropriate behaviour (Damasio
et al., 1991). Both emotion and cognition were argued to be
subject to bodily biases (Damasio, 1994, 1999). Damasio’s
recent writings emphasize the primacy of emotion action
programmes (triggered within brainstem regions such as the
periaqueductal grey matter [PAG]) that may provide feedback
and emerge as perceived feelings (Damasio, 2010). It is note-
worthy that the ventromedial prefrontal cortical and adjacent
subgenual brain area identified by Damasio’s group as mediat-
ing the coupling of somatic state to motivational behaviours is
functionally compromised in anhedonic and depressive states
(Drevets et al., 1997; Keedwell, Andrew, Williams, Brammer,
& Phillips, 2005; Mayberg et al., 2000; Mayberg et al., 2005),
conditions that are associated with abnormalities in physiolog-
ical reactivity (Carney, Freedland, & Veith, 2005).
Muscles as Context
Widely used tools used in emotion science are the Ekman
emotional face stimuli (Ekman, 1972; Ekman & Friesen, 1978),
5. depicting six “prototypical” emotions. These expressions origi-
nate from evolutionary-selected reactions (Darwin, 1998), are
recognized in the same way across different human societies,
and appear to be a “universal” means of exchanging core
emotions among healthy humans (Ekman, 1972). Thus, indi-
vidual Ekman stimuli are frequently used as experimental
probes to evoke responses (at neural and behavioral levels)
within brain systems supporting those specific basic emotions.
This is interesting and potentially counterintuitive (e.g., fear
responses are engaged more by processing fearful face stimuli
than by threatening/anger stimuli). One interpretation is that
when we see an emotion, we simulate the same state within our
own brains and bodily states (including facial expression); so
fear in others generates fear in us. However, recent human
emotional neuroscience has focused on facial expressions at the
expense of other responses (though Darwin, James, and Lange
drew attention to the whole body’s role in emotion). Gait and
posture betray emotion at distances well before one can see
salient facial features such the whites of eyes. Interactions
between bodily and facial expressions of emotion have been
highlighted by de Gelder et al. (2006). They show Ekman
expressions are influenced by context. Thus, if an angry expres-
sion is placed on a “fearful” body then recognition accuracy
drops by 20%. Clearly, there are competing signals within such
hybrid stimuli. Part of that competition is at the level of
embodied
context; if a stimulus triggers a corresponding emotional bodily
state in the viewer, this compromises the ability to judge the
facial emotion.
The role of feedback from one’s own body state as a context
for appraising emotional material was elegantly illustrated
behaviourally by Strack, Martin, and Stepper (1988), who
focused on facial expressions. Participants judged how funny
cartoons were, while holding a pen with either their teeth or
6. lips.
These manipulations interfered with evoked emotional facial
muscle responses: You cannot smile if you hold a pen with your
lips. You activate the same muscles as smiling if you hold the
pen
with your teeth. A cover story ensured participants were
unaware
that these were “emotional” manipulations, yet cartoons were
perceived as funnier if the pen was held with the teeth and less
funny if held in the “pouting” lip position. This finding, among
others, led to the theoretical formulation of the facial readout
(or feedback) hypothesis, which, at its most “Jamesian”
extreme,
suggests that we might experience things as funny or pleasant
because we feel ourselves smile (James, 1994). Emotional facial
reactions can be automatic: Valenced emotional stimuli elicit
covert electromyographic (EMG) responses in the “smile mus-
cle” (zygomaticus) or “frown muscle” (corrugator supercilli)
even to subliminal stimuli (i.e., for which the viewer has no
con-
scious recollection of having processed them; Dimberg,
Thunberg, & Elmehed, 2000; Sonnby-Borgström, 2002). Facial
muscles develop from branchial arches (i.e., origins of the gill
system of fishes) and facial nuclei are proximal to autonomic
control centres. The implication is that facial expressions are
similar to, and intrinsically coupled with, unconsciously regu-
lated visceral arousal states (see Porges, 1997).
Automaticity in facial expressions is evident in expression
contagion. High-speed cameras can surreptitiously film people
watching another’s facial expression to show subtle mimicry in
the facial movements of the observer (similar to EMG responses
observed by Dimberg et al., 2000). Contagion provides, through
facial feedback, a mechanism for representing how others feel
by using the data coming back from our own automatically
reacting faces. In our lab, we explored this experimentally:
7. Participants were cued to smile or frown after viewing neutral,
smiling, or frowning face stimuli. Using EMG, we showed that
it was harder to smile quickly if you saw a frowning expression
and harder to frown if watching a smile. Using functional
magnetic resonance brain imaging (fMRI), we located corre-
sponding changes in brain activity in a set of areas that linked
the processing of facial expressions (superior temporal sulcus;
STS), internal emotional feeling (insula), and effort (cingulate).
Activity in these areas also reflected differences across
individuals in measures of empathy (Lee, Dolan, & Critchley,
2008). In another experiment closer to that of Strack and
Critchley & Nagai Embodiment of Emotion 165
colleagues (1988), we asked people to smile, frown, or hold
neutral expressions while they rated emotional face stimuli
(Lee, Dolan, & Critchley, 2011). If the participant was
frowning,
this reduced their perception of happiness in smiling faces
and enhanced their perception of anger (by approximately 6%),
while if they smiled, frowning faces appeared milder and
smiling faces happier. In the brain, these effects occurred within
the amygdala (a rapid detector for emotional salience) and the
insula (implicated as the readout for internal bodily feeding
states). Together these observations highlight musculature self-
reference in shaping emotional brain processes and responses,
but raise an important issue regarding the boundaries between
self and other; in the phenomenon of contagion, the emotions
are typically attributed to another.
Mechanisms underlying motoric simulation of emotions can
be compromised in affective disorders and specific neurological
conditions. The negative underreactive expression of a
depressed
8. person can exacerbate that individual’s disengagement from
interactions with other people who may find the experience
unrewarding and depressing. For the depressed individuals
themselves the fixed depressive facial expression can negatively
bias stimulus processing and encoding into memory. While the
causality is complex in depression, neurological conditions that
compromise facial expression including Parkinsonism, Moebius
syndrome, and even the cosmetic use of botulinuum toxin have
been reportedly associated with flattening of subjective feelings
and vulnerability to depressive mood disorder (Davis, Senghas,
Brandt, & Ochsner, 2010; Gillberg & Steffenburg, 1989;
Katsikitis & Pilowsky, 1991). In contrast, enhanced emotional
contagion of facial expression accompanies Tourette syndrome
(and perhaps attention deficit hyperactivity disorder [ADHD]
and hypomania), where there is a link to emotional lability and
instability (e.g., Cavanna, Robertson, & Critchley, 2008).
Perturbation of Internal Visceral State
The internal state of the body, in health, is closely regulated
through neural (autonomic) and humoral control systems in a
way that signals motivational needs, facilitates adaptive behav-
iours, and permits stimulatory understanding of others’ emo-
tion. Sickness illustrates how perturbed internal bodily state can
change thoughts and feelings: If you are “under the weather”
because of an infection, mood drops, reaction times slow, you
fatigue easily, and thoughts get muddled. This is an expression
of a stereotyped specific response to inflammation that directs
bodily defences toward recuperation (Dantzer & Kelley, 2007).
Neuroimaging research has addressed underlying mechanisms:
Inducing a mild transient inflammatory response with typhoid
vaccination (for overseas travel) will evoke increases in circu-
lating immune chemicals such as cytokines. Mood will drop
within 4 hours and self-reported fatigue and confusion increase
(recovering within 24 hours). Neural responses change:
Alterations in subgenual cingulate reactivity correlate with the
degree of inflammation-evoked depression, while other related
9. regions predict the impact of inflammation on cognition and
fatigue (dorsal cingulate cortex, insula) (Harrison, Brydon,
Walker, Gray, Steptoe, & Critchley, 2009; Harrison, Brydon,
Walker, Gray, Steptoe, Dolan et al., 2009). Changes in sub-
genual cingulate cortex are of particular interest as the region
is linked to anhedonia, depression, and response to antidepres-
sants (Mayberg et al., 2000). It is also a target for deep brain
stimulation for treatment-resistant depression (Mayberg et al.,
2005). The vegetative and psychological effects of inflamma-
tion-induced sickness suggest that clinical depression may rep-
resent aberrant engagement of adaptive tonic reactions to
visceral perturbation. Here effects are sustained over time, but
in principle the same psychophysiological mechanisms may
operate over much shorter periods.
Short-Term Autonomic Fluctuation and
Central Processing
Dynamic fluctuations in heart rate and blood pressure interact
with emotional processing and experience (Critchley, 2009).
The contextual expression of these effects is apparent in stud-
ies of patients with peripheral autonomic denervation who
cannot control their cardiovascular responses (Critchley,
2009; Critchley, Mathias, & Dolan, 2001, 2002; Critchley,
Nagai, Gray, & Mathias, 2011). However, rapid changes in
cardiovascular arousal also impact on our feelings and
thoughts. A central aspect of cardiovascular autonomic con-
trol is the regulation of blood pressure to meet, among other
things, postural demands (e.g., stopping us from fainting when
we stand). Changes in blood pressure are sensed through baro-
receptors (sensors in the large arteries), which fire with each
heartbeat indicating arterial pulse pressure (Gilbey, 2007;
Jänig, 2006). This signalling contributes to the baroreflex;
blood vessels dilate and heart rate slows if pressure is too high,
or conversely vessels constrict and heart rate quickens if the
pressure is low. Baroreceptor activation provides a major inter-
10. oceptive route to the brain (the representation of which may
emerge as feelings of physical arousal). This baroreceptor sig-
nal is phasic and pulsatile, suggesting that whatever cognitive/
emotional processes are sensitive to cardiovascular arousal
may have intrinsic short-term rhythmicity.
Experimentally, salient stimuli such as electric shocks or
faces can be briefly presented at different phases of the cardiac
cycle, either when the heart has just ejected blood (during natu-
ral baroreceptor activation) or when it is firing (between bursts
of baroreceptor activity). Combining autonomic monitoring
with neuroimaging reveals some interesting effects: Automatic
blood pressure reactions to electric stimulation to the skin are
blocked by natural baroreceptor activation when shocks are
delivered at systole. This interaction between internal signals
and stimulus processing is associated with changes in neural
responses of amygdala, insula, and dorsal brainstem which also
mediate contextual effects of individual differences between
participants in autonomic parasympathetic tone (Gray,
Rylander,
Harrison, Wallin, & Critchley, 2009). Thus, our processing of
salient environmental stimuli can fluctuate within each
heartbeat
interval. Such short-term changes in bodily context
(baroreceptor
activation) selectively affect conscious appraisal of stimuli,
rather than “low-level” sensory detection. We have now shown
this for electroencephalography (EEG) response to pain (Gray,
166 Emotion Review Vol. 4 No. 2
Minati, Paoletti, & Critchley, 2010) and for detection of flicker
in visual stimuli (unpublished observations). If we look at
emotional face stimuli, baroreceptor activation alters some
11. emotional expressions (e.g., disgust and happiness) but not
others (sadness and anger) (Gray et al., 2011), implying that the
effect is coupled to parasympathetic control (more prominent
in happiness and disgust). Together short-term phasic changes
in cardiovascular state modulate emotional judgements, and
behavioural/autonomic responses to motivationally salient stim-
uli. The brain mechanisms involved, dorsal brainstem, insula,
and amygdala, appear the same as those also sensitive to tonic
perturbations of bodily state.
Distinct Visceral States and Affective
Exchange
The James–Lange theory implies that different internal bodily
states engender different emotions. The evidence for this was
limited to only a few studies that link emotional experience to
patterning across different axes of autonomic response (e.g.,
Ekman, Levenson, & Friesen, 1983; Kreibig, 2010; Rainville,
Bechara, Naqvi, & Damasio, 2006). Thus, the concept that
there are multiple bodily arousal states is not widely embraced
in psychology, yet autonomic neuroscience highlights the
organ-specific autonomic control of peripheral arousal states
consistent with cultural and experiential associations linking
emotions with distinct visceral feelings; for example, the heart
skipping a beat with fear, the face going red with anger.
An examination of disgust representation provides a clearer
picture of the relationship between central emotional experience
and internal physiological responses. The term disgust is used
as a label for different types of negative emotional experiences,
from visceral reactions to contaminated food to rejection of
social immorality. Even at its most basic, there is more than one
sort of disgust: The type that makes you vomit (usually
involving
contamination and food) and the type that makes you faint
(“body boundary violation” [BBV] disgust, usually involving
active breaching of the skin and the presence of blood),
12. indicating physiological differentiation within a single verbal
descriptor. In an fMRI study, participants watched video stimuli
designed to elicit degrees of “nauseating” and “bloody” disgust
while brain activity was measured concurrently with electri-
cal responses of the stomach and the heart (Harrison, Gray,
Gianaros, & Critchley, 2010). The responses of the stomach to
food-related (nauseating) scenes evoked focal activity within
bilateral regions of insula cortex and this neural activity also
predicted how strong the participant rated the experience of dis-
gust. The response of the heart to surgical/bloody stimuli (BBV
disgust; withdrawal of parasympathetic cardiac influences)
evoked activity within a different subregion of left insula cor-
tex, which again predicted subjective ratings of disgust feelings.
This study is perhaps the first to illustrate direct neural
coupling
(i.e., through shared regional brain substrates) of bodily state
with emotional feeling state. Insula cortex is more generally
implicated as a substrate for declarative feelings originating in
internal physiological changes; for example, states of
cardiorespiratory arousal linked to anxiety states (Craig, 2004;
Critchley, Wiens, Rotshtein, Ohman, & Dolan, 2004). There are
strong relationships between disgust and psychopathology.
Disgust
is often intrinsic to the symptomatology of mood and anxiety
disorders. Contamination fears feature often in obsessive-
compulsive disorder and major depression—in the latter this
can have strongly self-directed and moral content.
Predisposition
to disgust-triggered autonomic responses is linked to vulnerabil-
ity to anxiety states (Olatunji, Cisler, McKay, & Phillips, 2010).
People who faint at the sight of blood are twice as likely to
develop an anxiety disorder as people without a personal history
of fainting (Kouakam et al., 2002).
Pupillary Response and Affective
13. Exchange
The methods used to probe disgust responses tap into vicarious
aspects of emotion including facial signals (as discussed
before).
Some visceral correlates of emotion are overtly communicative,
for example, blushing or pallor. Other signals, like changes in
pupil size, are more subtle, yet these automatic unconscious
processes still betray our fears and feelings to others. Schachter
and Singer’s (1962) model of emotion suggests that increases in
arousal trigger and intensify emotion, but that the quality of the
emotion is cognitively interpreted from other contextual cues.
One signal for physiological arousal (heuristically increased
sympathetic decreased parasympathetic tone) is pupil dilatation.
Pupils dilate when one is more aroused. A few years back, we
wondered what effect pupil size might have on the processing of
different emotional facial expressions. We altered pictures of
emotional faces to portray different sizes of pupils. We pre-
dicted that bigger pupils would intensify the rated intensity of
all the different emotions; we were wrong. Behavioral tests,
repeated on a number of occasions, showed pupil size affected
only the judgement of sad faces; smaller pupils on sad faces
made the face look more negative and more intensely sad to
healthy raters (who were not explicitly aware of the pupil
manipulation). People who were more sensitive to this covert
pupil effect scored higher on an empathy questionnaire. We
scanned people looking at these face stimuli and showed that
brain areas implicated in emotion perception (amygdala, insula,
STS) were specifically engaged (Harrison, Singer, Rotshtein,
Dolan, & Critchley, 2006; Harrison, Wilson, & Critchley,
2007).
The next finding was also surprising: During scanning, we
measured the observers’ own pupil size and observed a mirror-
ing of the pupil response only when viewing sad faces. We had
expected that pupil size would either have no effect, or that it
would be copied automatically irrespective of what emotion
was portrayed. Yet if a participant saw a small pupil on a sad
14. face his/her own pupil constricted, and this was not true for
other emotional expressions. The degree to which people mir-
rored the pupil in sadness also predicted their empathy scores.
Within the brain, this effect was expressed in the activity of a
dorsal brainstem region that contained the (Edinger-Westphal)
nuclei controlling one’s own pupil (activity within this same
region also correlated with the degree of contagion of pupils)
(Harrison et al., 2006). This study highlights the contribution
of pupillary signals in communicating emotional states and
Critchley & Nagai Embodiment of Emotion 167
the embodiment (simulation/mimicking/contagion) of those
responses in the viewer in a way that follows the individual
empathetic responses, but which may also directly influence
judgements of emotion (either because dilated pupils compro-
mise visual accommodation, or because there is active feedback
from the pupil muscle itself; a topic of ongoing experimental
study). For pupils the effect is powerful for sadness and does
not
appear to generalize to other expressions of emotion.
A further neuroimaging study examined what happens in the
brain when two people are engaged in dynamic eye-to-eye
contact and experience either matching or unmatched changes in
pupil size (Harrison, Gray, & Critchley, 2009). A stimulus (pair
of eyes) was linked to the output of an eye tracker in the fMRI
scanner. For some periods, when the viewers’ pupils
constricted,
the stimulus pupils constricted, and for other periods, when the
viewer’s pupils constricted, the stimulus pupils dilated. We
found the following: The more the stimulus pupils changed in
size, the more activity was evoked within amygdala and STS.
When pupils varied congruently (coupled in the same direction),
15. there was little extra effect on brain activity. However, when
the
size of observed (stimulus) pupils changed in the opposite way
to the pupils of the viewer, this powerfully activated brain
region
linked to emotional arousal (including anterior cingulate and
insula cortices), indicating that pupil mismatch is an important
cue to evoking activity within the “salience network” (Seeley et
al., 2007). A speculative interpretation is that if you are talking
to another person, pupils tend to harmonize, both because of
ambient lighting and “bodily attunement” through shared emo-
tionality. If there is an unexpected, unmirrored change in your
companion’s pupillary state of arousal, this breaks the harmoni-
zation and is a salient event signalled in the brain, which may
be
of sufficient magnitude to interrupt the flow of cognition and
behavior and redirect attention toward the other’s mental state.
This effect during eye-to-eye contact is dependent on
subconscious
feedback from your own pupils against which the pupillary
responses of another person are gauged. Clinically, the
reactivity
of pupils is compromised in depression. In sadness and pain, the
mechanisms through which the pupils constrict can be uncou-
pled from the reactivity to ambient light.
General Conclusions
Bodily states act as a context for emotions, shaping affective
processes in a manner similar to the effects of external contexts
and occasion setters (Bouton, 2001). However, they do more, as
they are a source of affective feeling that arises from highly
patterned physiological states. The changing representation
of internal bodily “self” exerts a dynamic contextual effect on
emotional processing (even changing within a single heartbeat).
The same basic mechanisms appear to underlie brain–body
interaction across different timeframes from baroreceptor acti-
16. vation, emotion-evoked autonomic reactions, embodied mood
states, and tonic interoceptive perturbations associated with
illness and inflammation. These mechanisms also extend
beyond the individual to the communication and exchange of
emotional states and can be engaged to appraise the feelings
of others. Neuroimaging in combination with physiological
monitoring permits the dissection of these processes at the
level of coordinated neural systems, competing processes,
and modular substrates for experience and behavior. These
basic approaches in healthy individuals allow us to address in a
more comprehensive manner states of psychopathology in
which constitutional differences in physiological reactivity or
interoceptive sensitivity are linked to vulnerability to mood and
anxiety disorders, the presence of daily mood and anxiety symp-
toms, and fluidity of social interaction (Fukushima, Terasawa,
& Umeda, 2011; Hubert, Wicker, Monfardini, & Deruelle,
2009; Paulus & Stein, 2010). At a deeper level it has been
argued that viscerosensory mechanisms are central to integrity
of self (Damasio, 2010). Individual differences in interoceptive
awareness not only predict sensitivity to the occurrence of mood
symptoms (Critchley et al., 2004; Paulus & Stein, 2010), but
also susceptibility to illusory distortions in self-representation
(Tsakiris, Tajadura-Jiménez, & Costantini, 2011). Dysfunctional
processing of the mismatch between predicted and actual
internal bodily states (prediction errors) has been …