The instructor tells the teacher that this is a memory test and if the learner misses a question then the learner will be shocked with voltages varying from 15 volts to 450 volts. The only way for the teacher to quit the experiment is to refuse to obey the instructor. The first subject does just this, as expected, and refuses to continue the experiment. Milgram asked various people for their predictions about the experiment. They predicted that the teachers would stop, not going past 150volts, while only one in a thousand would actually go to 450 volts.
In Variation One of the experiment, the results of the average level of shock at which the ‘teachers’ refused to continue (244V) and the percentage of ‘teachers’ who used maximum voltage (20%) were lower than the results of the Original Study. In Variation Two, the average level of shock at which ‘teachers’ refused to continue was 75V and 0% used maximum voltage, lower than the results of Variation One. This could be due to the contradicting instructions not seeming so authoritative. Where the average level of shock at which ‘teachers’ refused to continue is higher, there is a higher percentage of ‘teachers’ who used maximum voltage. The table demonstrates that the level of authority at which instructions were delivered affected the outcome of the results.
On October 24,1994, Dr. Nicely notified Intel about his findings. When he didn’t get an immediate response from Intel, he posted a notice on message boards, asking if others have encountered the same errors. This caused a media sources to interview him on his findings, which caused Intel to acknowledge there was a problem with the FPU. Intel didn’t publicly acknowledge there was a problem with the FPU until November 28, 1994. When Intel did acknowledge the flaw, they offered to replace Pentium chip for customer that experience the error.
TMA01: Summarising and interpreting a table Average Level of shock at which 'teachers' refused to continue (Volts) Percentage of 'teachers' using maximum voltage Predictions made by: Psychiatrists 123 0 College students 140 0 Experimental Results: Original study 368 65 Ordinary man gives orders 224 20 Two experimenters give contradictory instructions 75 0 Adapted from Milgram, S (1974) Obedience to Authority: An Experimental View, London, Tavistock. The above table shows the average level of shock administered and the percentage of ‘teachers’ that used the maximum voltage, including the predictions made and eventual results. Most notably is the discrepancy between the predictions made and the experimental results. Psychiatrists predicted that the average shock at which the participant would refuse would be 123 volts, the results showed that this figure was actually 368 volts, more than twice what was predicted. This
At the conclusion of the meeting, Spilman told the group that the Board rejected the four demands and that the selection of Zinser stood” (Gannon). When the student body learned that there conditions where rejected thing started to change within the group a bit. They where basically being told that what they wanted didn’t matter and just needed to suck it up and go home. They weren't buying it, and they didn’t believe that there was no way things could change. The next day[Tuesday] the protesters did release the main campus building but they still protested and boycotted their
They should be of a reasonable length and contain directions that are easy to understand and ready to replicate. It is also important that they result in acceptance and
After Stanley first hole he nearly got in a fright then he got the nickname caveman. Near the end of part one Stanley took the blame for what magnet did. Stanley started to teach zero to read and write and zero started to help Stanley with his hole so Stanley would have more energy to teach him. The other boys didn’t like what they were doing. Were I am in the story is that zero hit mom and ran away two days later
One of the biggest ones is the effect of money coming into the school or education system is overrated and not enough to make a difference in our education system. The first argument that is being made is where the money is going. They complain that only parts of its going into education and not the whole thing. There are many states that prove this idea wrong including Michigan and Vermont who put 100% of their gains from the lottery back into public education. Also in Ohio, when lottery funds were put into education they actually shrunk actual state funding used towards education.
One could argue that evidence based practice bridges the gap between research and practice with its focus on outcomes. Pierson and Thomas (2012) see effective outcomes as deriving from a systematic, reasonable and thoughtful regard for the best evidence. Basing actions on what is available and using an approach that has the most effective outcome is often the rational for best practice and course of
How do recipes reflect language change? One thing I noticed when reading all 3 recipes was that each one used different terms to measure quantity and size, the adjective used was less accurate and seemingly more vulgar in text one, which was the earliest, this was less apparent in texts two and three but a clear distinction was still there. We saw this in text one where words such as “shovel” and phrases such as “big as a walnut” were used to measure quantity, This was not surprising for a text from 1747 as the general populace at this age would not have been familiar with more precise measures of quantity due to lack of education and were more likely to have such ‘general’ concepts of quantity, such as how big a walnut is. We saw how quantity was measured differently in the second text from how “table-spoonfulls” replaced “tea spoonfulls” in the first text, and how “spoon” now replaced “shovel” from the first text. This text was from 1852; a time when economy was dwindling so adjectives such as “economical” and “thrifty” which suggested a semantic field of money-saving now were more frequent in use, and small quantity measures such as a tablespoon were now present to replace the lesser precise ones from the earlier text.