Time Perception in an Altered State of Consciousness Essay Example

Time Perception in an Altered State of Consciousness Paper The hypothesis that ere was no difference in the mean estimate of relaxation reported by those who are skilled at relaxation and those who are not was unsupported, as a significant difference was found. It was concluded that those who are skilled at relaxation would report a higher level of relaxation and those who were not skilled at relaxation would report a lower level of relaxation. The perception of time during an altered state of consciousness This study explored how time was perceived during a relaxed state; more specifically, it investigated whether people who said they were skilled at elation reported a deeper level of relaxation than people who said they were not so skilled. Relaxation can be viewed as an altered state of consciousness as it is a state that is dramatically different from ordinary responsiveness and awareness. The standard state of consciousness is defined as being alert, awake and responsive to the environment and ones own mental activities (Lepton and Brannon, 2006). This study has been adapted from Gravitas Laurie (1 991), who in turn adapted it from Volcano. Volcano (1938). They too looked at the effect that an altered state of consciousness had on time perception, but did not delve into the question of whether those who were skilled at relaxation were more adept at achieving it. We will write a custom essay sample on Time Perception in an Altered State of Consciousness specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Time Perception in an Altered State of Consciousness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Time Perception in an Altered State of Consciousness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Button (2004) also investigated time perception and found that time seemed to pass slowly when an individual was highly conscious of themselves and their environment, whilst time speed up when an individual was in a more relaxed state when the individuals consciousness of the situation and of themselves is low. Vital et al. (2005) believed that relaxation was a psychologically induced state which reduced autonomic and central arousal, but gain did not delve any further to how the participants who were skilled at relaxation and those who were not experienced it. Assign (1988) discussed the different states of mind and consciousness, whilst Graff Grinding (2006) looked at time perception not in relation to relaxation, but to time-based prospective memory. Although there has been no evident previous research on how skilled and unskilled practitioners of relaxation experience relaxation, this study can extend on and expand the Common-sense belief that those who are skilled at relaxation would be better at achieving it and would report a deeper level f relaxation than those who are not skilled. The aim of the present study is therefore to investigate whether or not there is a difference in the reported level of relaxation by those who are skilled at relaxing and those who are not. It is hypothesized that there is a difference in the mean estimate in personal relaxation level between those who are skilled relaxation practitioners and those who are unskilled relaxation practitioners. Method Participants The participants were undergraduate students studying introductory at University in and in There were 174 participants in total (M = 20 years, R = 16 45 years), 37 men and 137 women, who were participating as it was a required task in the course. Each class was randomly allocated to a group and a set of instructions. There were 57 participants in the control condition, whilst there were 63 in the experimental 1 condition (which involved meditative relaxation) and there were 54 participants in the experimental 2 condition (which involved doodling). Each group had a varied number of males and females in it. Design The dependent variable was perception of time, whilst the independent variable was the method of relaxation. The designs for the experiment are the following; 1. Between groups experimental design (v. 1, 2, 3, 4, 5) 2. Correlation design (v. 1, 2 and 4) 3. Qualitative survey (v. 6) The variables in this experiment are; 1. Estimate of time elapsed whole number of minutes 2. Estimate of personal relaxation loophole number from 1 to 10 3. Sex Male / Female 4. Age 17 to ? In whole years 5. Skilled at relaxation yes / no 6. Preferred relaxation activity (description) Materials The experimenter needed a clock or watch to be able to keep a track of how much time has passed, but the participants did not have access to either of Hess. The experimenter also needed three different sets of instructions (see Appendix B, C D) to give to the participants that detailed what they were meant to do and how they were going to relax. A quiet room free from distractions (such as external noise) was needed to hold the experiment in, one that would preferably be carpeted and have furniture that could be moved around. Each participant was also supplied with pen and paper, and a survey (see Appendix A) which was to be filled out at the end of the experiment. Procedure The participants were told that they would be learning a method for relaxation, ND were asked to remove their watches. Each class was assigned a different group and given a different set of instructions. One class was Condition 1, an experimental group, and given Instruction Set 1 (see Appendix B), which had authentic meditative relaxation instructions. Another was Condition 2, the control group, and given Instruction Set 2 (see Appendix C), which had basic quieting instructions. The last class was Condition 3, experimental group 2, and given Instruction Set 3 (see Appendix B), which had instructions to do an active but relaxing task- free doodling. Once the instructions were distributed, Condition 1 (experimental group) and Condition 2 (control group) were asked to move the furniture to the perimeter of the room, sit comfortably on the floor, and follow the instructions they were given. Condition 3 (experimental group 3) did not move the furniture; instead, they were seated at their tables and asked to follow the instructions they were given on free doodling. The experimenter gave the start signal for the participants to begin, and after 14 minutes, gave the stop signal.

Discover the Benefits of Whole Class Instruction

Discover the Benefits of Whole Class Instruction Whole group instruction is direct instruction using traditional textbooks or supplemental materials with minimal differentiation in either content or assessment. It is sometimes referred to as whole class instruction. It is typically provided through teacher-led direct instruction. The teacher provides the entire class with the same lesson regardless of where any particular student is. The lessons are typically designed to reach the average student in the classroom. The Teaching Process Teachers evaluate understanding throughout the lesson. They may reteach certain concepts when it appears that many students in the class do not understand them. The teacher will likely provide student learning activities designed to practice new skills, and that will also build on previously learned skills. In addition, whole group instruction is a great opportunity to review previously learned skills to help a student maintain their proficiency in using them. Whole group instruction is easy to plan for. It takes a lot more time to plan for a small group or individual instruction than it does for an entire group. Addressing the whole group takes one plan, where addressing small groups of students takes multiple plans or approaches. The key to planning for whole group instruction is two part. First, the teacher must develop a lesson that engages students throughout the entirety of a lesson.  Second, the teacher must be able to teach the concepts in such a way that the majority of the class grasp the information that is being presented.  Doing these two things helps decrease the amount of time needed for reteaching and/or small group instruction. The First Step in a System Whole group instruction is a terrific tool for introducing new material. Introducing concepts in a whole group setting gives the teacher the opportunity to present the basic material to every student at once. Many students will pick up these new concepts through whole group instruction, particularly if the lessons are dynamic and engaging. Trying to introduce a new concept in a small group setting is both cumbersome and repetitive.  Whole group instruction ensures that every student is exposed to key concepts and new information on a particular topic. It should, however, serve a first step in the learning process. Whole group instruction helps determine a baseline for learning and assessment. Within any class, there are going to be students who pick up new concepts quickly and those who take a little more time. Teachers utilize the information gained from whole group instruction to plan for the future. Teachers must conduct both informal and formal assessments as they move throughout a whole group lesson. If the teacher is receiving little to no feedback from students when questions are posed, the teacher probably needs to go back and try a different approach.  When a majority of the class seems to have grasped a topic, the teacher should then beg to focus on strategic small group or individual instruction. Whole group instruction is most effective when it is immediately followed by small group instruction. Any teacher who does not see value in both whole group and small group instruction is limiting their effectiveness. Whole group instruction should occur first, for many of the reasons discussed above, but it should immediately be followed with small group instruction.  Small group instruction helps solidify the concepts learned in the whole group setting, allows the teacher identify struggling students, and take another approach with them to help them master the content.

Pollutants, their impacts, and mitigation of harmful effects Essay

Pollutants, their impacts, and mitigation of harmful effects - Essay Example Despite all these impacts that acid rains poses to health and the environment, all is not lost because programs and laws have been put in place to mitigate these impacts. Acid rain has two main causes. These include the natural causes and the human causes (Jakubiak, 2012). Volcanic eruptions are the leading natural cause of acid rain. Erupting volcanoes contain different chemicals in the gaseous form of sulfur dioxide that get mixed up with oxygen and water in the atmosphere and dispersed to other large areas by wind pattern. These may then fall down as acid rain. Other natural causes of acid rain include the rotting of vegetation that also leads to the production of sulfur dioxide. Sea sprays can sometimes cause sulfur dioxide to be released into the atmosphere. Lightening and bacterial decomposition are also natural causes of acid rain because they lead to the generation of nitrogen dioxide, which when mixes with water and oxygen, falls back as acidic rain. Apart from the natural cause of acid rain, human activities have contributed a great deal to these rains. Some of these activities include burning of fossil fuels and running of factories and automobiles, which lead to emission of sulfur dioxide and nitrogen oxides. The emitted gases then react with oxygen, water, and various chemicals to form acidic compounds such as sulfuric acid, nitric acid and ammonium nitrate. Wind will blow these acidic compounds over large areas and they will fall back to the ground as acid or any other form of precipitation such as fog, sleet, mist or snow. Acid rain as Jakubiak, (2012) explains, comes in two main forms that are wet deposition and dry deposition. The wet deposition occurs when wind blows acidic chemicals in the air to areas where the weather is wet causing the acid to fall in the form of rain, fog, sleet, mist or snow. It affects large numbers of plants, animals and aquatic life when it flows through the ground. The acid water flows to rivers