Characteristics and Qualities of Heroism

Characteristics and Qualities of Heroism Theories Personality Psychology Print The Characteristics of a Hero What makes someone a hero? By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on August 28, 2019 Oivind Hovland / Getty Images More in Theories Personality Psychology Myers-Briggs Type Indicator Behavioral Psychology Cognitive Psychology Developmental Psychology Social Psychology Biological Psychology Psychosocial Psychology What characteristics or qualities make a person a hero? Is there a hero gene? According to one recent study, the answer might rest in what type of heroism we are addressing. Researchers have found that people who had engaged in one-time acts of bravery (like rushing into a burning building or rescuing someone from the path of an oncoming train) are not necessarily that much different from control groups of non-heroes. By contrast, people who engage in lifelong heroism (such as professional nurses who regularly comfort the sick and dying) do share a number of important personality traits such as empathy, nurturance, and a need to live by a moral code. Definitions of Heroism The scientific study of heroism is a relatively recent topic of interest within the field of psychology. Researchers have offered different definitions of exactly what makes a hero, but most suggest that heroism involves prosocial, altruistic actions that involve an element of personal risk or sacrifice.   Researchers Franco, Blau, and Zimbardo suggest that heroism involves more than just this, however. In their definition, heroism is characterized by: Actions that are done in service of others who are in need, whether it is for an individual, a group, or a communityActions that are performed voluntarilyThe individual recognizes the potential risk or sacrifice they are making by taking these actionsThe heroic individual willing accepts the anticipated sacrifice they are makingThey engage in these actions without any expectation of reward or external gain?? The Characteristics of Heroism Researchers also do not necessarily agree about the central characteristics that make up heroism. One study published in the Journal of Personality and Social Psychology suggested that heroes have 12 central traits which are: Moral integrityBraveryConvictionCourageSelf-sacrificeSelflessnessDeterminationInspirationalHelpfulProtectiveHonestyDetermination The psychology of heroism might not be well understood, but many experts do believe that it is possible for people to learn to be heroes. The following are just a few of the major characteristics that researchers have ascribed to heroes. Heroes Are Concerned With the Well-being of Others According to researchers, empathy, and compassion for others are key variables that contribute to heroic behavior. People who rush in to help others in the face of danger and adversity do so because they genuinely care about the safety and well-being of other people. One study found that people who have heroic tendencies also have a much higher degree of empathy. People who engage in acts of heroism feel concern and care for the people around them and they are able to feel what those in need of help are feeling. The Benefits of Empathy Heroes Are See Things From the Perspective of Others Researchers suggest that heroes arent just compassionate and caring; they have a knack for being able to see things from the perspective of others. They can walk a mile in another mans shoes, so to speak. When they encounter a situation where an individual is in need, they are immediately able to see themselves in that same situation and see what needs to be done to help. Heroes Have Useful Skills and Strengths Clearly, having the training or physical ability to deal with a crisis can also play a major role in whether or not people become heroes. In situations where would-be rescuers lack the know-how or sheer physical strength to make a difference, people are less likely to help or are more likely to find less direct ways to take action. And in many cases, this approach is probably best; after all, people senselessly rushing into a dangerous situation can pose even more difficulties for rescue workers. People who are trained and capable, such as those with first aid training and experience, are more ready and able to step up when their skills are needed. Heroes Have a Strong Moral Compass According to heroism researchers Zimbardo and Franco, heroes have two essential qualities that set them apart from non-heroes: they live by their values and they are willing to endure personal risk to protect those values. Their values and personal beliefs give them the courage and resolve to endure risk and even danger in order to adhere to those principles. Heroes Are Competent and Confident It takes both skill and self-confidence to rush in where others fear to tread. Researchers suggest that people who perform heroic acts tend to feel confident in themselves and their abilities.?? When faced with a crisis, they have an intrinsic belief that they are capable of handling the challenge and achieving success no matter what the odds. Part of this confidence might stem from above-average coping skills and abilities to manage stress. How People Become More Resilient Heroes Face Fear A person who rushes into a burning building to save another person is not just extraordinarily brave; he or she also possesses an ability to overcome fear. Researchers suggest that heroic individuals are positive thinkers by nature, which contributes to their ability to look past the immediate danger of a situation and see a more optimistic outcome. In many cases, these individuals may also have a higher tolerance for risk. Plenty of caring and kind people might shrink back in the face of danger. Those who do leap into action are typically more likely to take greater risks in multiple aspects of their lives. Heroes keep working on their goals, even after multiple setbacks. Persistence is another quality commonly shared by heroes. In one 2010 study, researchers found that people identified as heroes were more likely to put a positive spin on negative events. When faced with a potentially life-threatening illness, people with heroic tendencies might focus on the good that might come from the situation such as a renewed appreciation for life or an increased closeness with loved ones.?? The decision to act heroically is a choice that many of us will be called upon to make at some point in time. By conceiving of heroism as a universal attribute of human nature, not as a rare feature of the few “heroic elect,” heroism becomes something that seems in the range of possibilities for every person, perhaps inspiring more of us to answer that call, write heroism researchers, Zeno Franco, and Philip Zimbardo. A Word From Verywell Researchers have found that in a lot of ways, heroes are not all that different from most people. However, there are a number of skills you can build that can boost your hero characteristics. Building empathy, becoming competent and skilled, and being persistent in the face of obstacles are all abilities you can work on over time. By doing so, you can improve your ability to help others and come through in times of need.

Dumont Surname Meaning and Family History

Dumont is a French topographical surname meaning from the mountain, from the Old French du mont, meaning of the mount. Dumont is the 46th most common last name in France. Dumond is a common variant. Surname Origin: French Alternate Surname Spellings: DUMOND, DUMONTE, DUMONDE, DUMONTET Famous People with the Surname Dumont Alberto Santos-Dumont -  Brazilian aviation pioneerEleanore Dumont  - one of the first known professional blackjack players in America; known by the pseudonym Madame MoustacheJean-Franà §ois-Benjamin  Dumont  de Montigny - officer in the French colonial military; Louisiana historianAllen Balcom DuMont - American electronics engineer,  scientist  and  inventorGabriel Dumont  - Canadian indigenous leader of the Mà ©tis peopleJules Dumont dUrville  - French naval officer and explorerMargaret Dumont (born Daisy Juliette Baker) - American stage and film actress Where the Dumont  Surname Is Most Common According to surname distribution from  Forebears, the Dumont surname is most prevalent in France, where it ranks 57th most common in the nation, but there are more Dumonts in Belgium (ranked 40th) based on the percentage of the population. Dumont is also fairly common in other countries with French-speaking populations, such as Canada (342nd) and the Ivory Coast (432nd). Surname maps from  WorldNames PublicProfiler  indicate the Dumont surname is especially common along the border of France and Belgium, including the French regions of Picardie, Haute-Normandie, and Nord-Pas-de-Calais, plus the Belgium region of Wallonie. Dumont is also somewhat common in Luxembourg, Canada, and Switzerland. As it is of French origin, Dumont is also fairly prevalent in Quebec, Canada, as well as the U.S. states of Maine, Vermont, New Hampshire, and Massachusetts. Genealogy Resources for the Surname Dumont French Surname Meanings and Origins: Does your last name have origins in France? Learn about the various origins of French surnames and explore the meanings of some of the most common French last names.How to Research French Ancestry: Learn about the various types of genealogical records available for researching ancestors in France and how to access them, plus how to locate where in France your ancestors originated.Dumont Family Crest - Its Not What You Think: Contrary to what you may hear, there is no such thing as a Dumont  family crest or coat of arms for the Dumont surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.DUMONT  Family Genealogy Forum: Search this popular genealogy forum for the Dumont  surname to find others who might be researching your ancestors, or post your own Dumont query.FamilySearch - DUMONT Genealogy: Explore over 700,000  results from digitized  historical records and lineage-linked family trees related to the Dumont surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints.DistantCousin.com - DUMONT  Genealogy Family History: Explore free databases and genealogy links for the last name Dumont.GeneaNet - Dumont  Records: GeneaNet includes archival records, family trees, and other resources for individuals with the Dumont surname, with a concentration on records and families from France and other European countries.The Dumont Genealogy and Family Tree Page: Browse genealogy records and links to genealogical and historical records for individuals with the Dumont  surname from the website of Genealogy Today. References Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick, and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

The Essay Topics for Class 8 Diaries

The Essay Topics for Class 8 Diaries Gun ownership ought to be tightly controlled. Attempt to consider what age is fantastic for students to date with one another. The folks who think Obama made an excellent president are the exact same men and women that are now starting to say that Bush was a fantastic president. The folks who think Warren would earn a fantastic president are the exact men and women who think Obama made an excellent president. The 30-Second Trick for Essay Topics for Class 8 Conclusion It takes quite a lot of determination to develop into a best student. Even though it's common, student has to find right to become superior grades. Students ought to be permitted to pray in school. Change them depending on your requirements. The Ultimate Essay Topics for Class 8 Trick At length, review what you've written. Everyone in their class wishes to be their buddies. Children should have to read more. Parents should speak to kids about drugs at a youthful age. Parents of bullies should need to pay a fine. Conclusion Parents must understand their son or daughter can't attain excellence by himself. Essay Topics for Class 8 Secrets Writing about nuclear weapons is always a great idea. Question 4 (a) In the subsequent passage, there's a word given in the brackets fill in each one of the blanks numbered 1 to 10 the appropriate kind of the word and don't copy the full passage. Because it isn't hard to do things habitually. Simply review your primary points and offer reinforcement of your ideas. The Upside to Essay Topics for Class 8 Let's have a peek at negative effect of cell phones. If you're using mobile phone for extended hours daily it may create serious health problems. Essay Topics for Class 8 Explained If you don't believe that you have sufficient ideas about how to proceed with the essay, it's prudent to drop the topic straight out. Recent argumentative essay topics that are related to society is going to do. It is somethi ng no one can guess which topic is going to come. Persuasive essay is also called the argument essay. Life is far better than it was 50 decades ago. Moreover, it would likewise be far better choose one where you have some experience in. The concepts discussed are still pertinent to anybody that has a GOAL IN MIND. For this reason, you must deal with the time for your studies. The Number One Question You Must Ask for Essay Topics for Class 8 This list of topics may offer a notion which you can get excited about. You should make sure that you're very interested in the topic before you are able to persuade others about it. The very best benefit of social media sites is for the students. Take assistance from the hints provided. Essay Topics for Class 8 - the Story ICSE class 8 is among the essential classes in school. You are going to be able to carry out well only when you're physically and mentally fit. When it's unclear, don't be afraid to ask. Things You Won't Like About Essay Topics for Class 8 and Things You Will Inside my experience, descriptive essays are only difficult in regards to deciding just what things to write about. It is far better pick a topic in which you have your interest, and you may present new ideas by studying the appropriate literature currently offered. Deciding on your topic isn't that easy. Despite the ideal teacher, you will probably need more help outside the classroom to acquire through the more challenging concepts and topics. Each body paragraph is going to have the exact standard structure. As soon as it is great in the event the topic gestates out of your own head, it's always alright to have a peek at a number of the sample suggestions and topics. In the event you were assigned with a particular subject, make it even more thought-provoking by deciding upon a fresh perspective and an original stance. The same as the research writing the collection of the research topic is a difficult matter to do. In the majority of instances, you will need to develop a topic which will enable other people to realize your perspective, and telling them to feel that what you write is true. Another reason is to observe how well students argue on unique views and demonstrate understanding of the studied subject. Often college students get into lots of stress to get the ideal topic for the essay. Or, set a thesis statement, and leave the remainder of the introduction for later. Every family needs to have a all-natural disaster survival program. A physician's career is the work related to providing medical treatment to patients suffering from injuries and diseases, for example, description of standard therapies. There are lots of new method of communication that have made our life so straightforward and easy going. Irrespective of how much you'll be taking that day, there are a few ways that can help you get through the essay with a very low quantity of stress. Typically, a structure of ess ay contains three primary sections, in other words, introduction, body, and conclusion. Set your objective first, and think of a means to write it in an intriguing manner for your readers to relish. Next, you have to think about the method on how you need to relay it to your readers. The reader ought to be impressed by the manner in which you defend your ideas.

B. F. Skinner and Behavior Conditioning Free Essays

Behavior conditioning is viewed as a significant psychopathological influence that extends beyond the concept of psychoanalysis and sexual psychology. Burrhus Frederic Skinner (1904-1990) considers the concept of conditioning as comprehensive type of learning wherein behavioral changes are manipulated rather than intrinsically stimulated. According to the article of Moore (2002), behavior conditioning of Skinner gives rise to two primary components: (1) the biological foundation of behavior manipulation through hormonal systems and other physiologic relations (e. We will write a custom essay sample on B. F. Skinner and Behavior Conditioning or any similar topic only for you Order Now g. neurologic functioning, genetic relationships, etc. ), and (2) the occurrence of the behavioral event. Behavior conditioning is the indirect manipulation of activities in order to elicit a behavioral response or behavioral pattern. B. F. Skinner’s idea of behavior conditioning revolves in his concept of Operant Conditioning, which is a type of learning process wherein stimulation of behaviors illicit behavioral modifications. According to the article of O’Donohue and Plaud (1994), Skinner’s behavioral conditioning involves a mutual relationship between the strengthening and weakening effects rendered by environmental consequences. The mutual relationship between (1) reinforcement and (2) punishment is directed by a stimulus control. According to B. F. Skinner, â€Å"human behavior is not a simple machine-like product of a stimulus, but is something dynamic, changing and in flux, as the environment is in influx†. Behavior conditioning of B. F. Skinner, indeed, constitutes environmental reinforcements and punishments that set the behavioral trends of a human being. Discussion Behavioral Conditioning The psychological activities fostering behavior in an individual are said to be dynamic, ever changing and mutually linked with the external forces of the human environment. Skinner has observed early on that a large part of our behavior is not automatically elicited by an unconditioned stimulus. According to Moore (2002), the concept of behavioral conditioning is associated to the process of survival wherein a human being is directed to a specific pattern of behavior in order to foster adaptation towards the changing environment. Skinner’s operant conditioning can be viewed as a diverse behavioral process that evolves and influences the individual’s survival during its lifetime by facilitating the adaptation towards the environment (Moore, 2002). The consequence behavior is the result of the individual’s way of adaptation towards the environment. In the process of the individual’s adaptation, the â€Å"environment in turn acts back on the behavior and on the individual: both are changed as a result of reciprocal behavior-environment interchange (Skinner, 1953)†. According to Burgess (1997), Skinner’s idea of behavior conditioning comprises of three perceivable components that explain to the process of behavioral modification. These elements are (1) the inner activities of behavior, (2) nature of inner behavior, and (3) the role of the environment. Inner activities include the cognitive processes and activities (e. g. thinking, problem solving, decision-making, etc. ) that an individual performs prior to the adaptation of behavior. Meanwhile, the nature of inner behavior is assessed whether the individual’s behavioral change is due to the evolution of society or external environment (phylogenetic) or genetically acquired (ontogenetic). Lastly, the environment facilitates the learning atmosphere that reinforces the permanent change of behavior in the individual (Burgess, 1997). In application of this theoretical proposition, the behavioral transformation of 12-year old that initiates a bullying behavior at school is first established by an inner assessment of self and environment. The child analyzes the capacity of his strength over the others in the class, and then further internalizes the nature of his preferred action. Reinforcers of this behavior can either be other classmates influencing him to bully others or his intrinsic psychological desire to bully others. In a well-appropriate environment where the subject is regarded as the strongest, the chance of producing a bullying behavior to 12-year old boy is more likely (Burgess, 1997; O’ Donohue and Plaud 1994). As for the analysis above, behavior conditioning is therefore affected by three major components, namely (1) the inner self, (2) the environment and (3) the process of behavioral adaptation. However, according to Moore (2002), another contributing factor to consider is the biological foundation of behavior. In Moore’s (2002) argument derived from Skinner’s behavioral conditioning, the influence of hormonal and genetic compositions is another perspective of behavior modifications. â€Å"The science of behavior is concerned with behavior directly selected according to phylogenic contingencies, via inherited genetic mechanisms (Moore 2002)†. The contributions of genetics to causal behavioral events are said to be due to the sensitivity of nervous function to environmental stimulation. Skinner suggests that some behaviors dominating in an individual are not externally fostered, rather elicited only by the environment or other forms of reinforcements (Moore 2002). Components of Behavior Conditioning B. F. Skinner’s view of behavioral conditioning comprises of diverse factors, specifically (1) the material environment during the lifetime of the individual organism (Moore 2002), (2) inner activities and nature of a behavior – phylogenetic (Moore 2002; Burgess 1997), (3) the Gene-Behavior relationship (Moore 2002), and (4) the reciprocal behavior-environment interchange (O’ Donohue and Plaud 1994). In these four contributing factors of behavior conditioning, Skinner, in his operant conditioning, has proposed two essential balancing components: (1) positive reinforcements (rewards), and (2) negative reinforcements (punishments). Operant conditioning involves the functional relationships between behavior events and environmental events. Consequent behaviors can be demonstrated by systematic and controlled changes in the environment. To Skinner, â€Å"there are three-term contingency that exemplifies the relationship among antecedents, behavior and consequences. † Most activities that human beings perform socially provide the context for other people to react according to these activities in one way or another; thereby, initiating consequences of behavior. Such principle is also true in terms of physical environment through the presence of reinforcements, specifically reward systems and punishments. According to Skinner, â€Å"behavior is governed to some degree by reinforcement, which can be organized in endless variety of ways according to reinforcements and punishments. † In addition by Moore (2002), reinforcements largely depend on the environmental settings and the behavioral nature present in the individual. Negative and positive reinforcements act as the behavior leverages that manipulates an individual’s behavior. According to O’ Donohue and Plaud (1994), behavior conditioning and the basic elements of reinforcements and punishments are defined as the Law of Effect responsible for manipulating both desired and undesired behavioral practices. The main emphasis of behavior modification is to reinforce behaviors that are valuable, and negate those behavioral patterns that are not appropriate. In operant conditioning, the individual’s behavior operates on the environment and determines the occurrence of reinforcements as contingent to the behavioral conditioning. According to Moore (2002), reinforcements are interrelated to the individual’s survival and adaptation. â€Å"Operant conditioning occurs when the probability of a response in the presence of an antecedent stimulus increases because of the prior consequences of the response in the presence of the stimulus in question (Moore 2002)†. Skinner’s view of behavioral conditioning identifies covert, implicit or private events as contributing factors to the mutual relationship between stimuli and the influence on behavior response. Conclusion In conclusion of the study, B. F. Skinner in his idea of behavioral conditioning emphasizes behavior as a consequence of the relationship between environment and behavioral events. Conditioning behaviors is facilitated by manipulating the external reinforcements, specifically reward systems and/or punishments, derived from the different contributing factors. Behavior conditioning revolves in various contributing factors, namely (1) the inner and nature of behavior, (2) physical environment, (3) biochemical processes of behavior, and (4) reciprocal behavior-environment interchange. Consequent behaviors are product of the individual’s adaptation in his environment as a form of survival mechanism. References Jensen, R. , Burgess, H. (1997). Mythmaking: how introductory psychology texts present B. F. Skinner’s analysis of cognition. Journal of Psychological Record, 47, 221-227. Moore, J. (2002). Some Thoughts on the Relation between Behavior Analysis and Behavioral Neuroscience. Journal of Psychological Record, 52, 261-266. O’Donohue, W. , Plaud, J. (1994). The Conditioning of Human Sexual Arousal. Journal of Sexual Behavior, 23, 221-228. How to cite B. F. Skinner and Behavior Conditioning, Papers

The Great Inflation Essays - Reparations, Treaty Of Versailles

The Great Inflation In late-1922 the German government were forced to ask the Allies for a moratorium on reparations payments; this was refused, and she then defaulted on shipments of both coal and timber to France. By January of the following year, French and Belgian troops had entered and occupied the Ruhr. The German people, perhaps for the first time since 1914, united behind their government, and passive resistance to the occupying troops was ordered. A government-funded strike began as thousands of workers marched out of their factories and steel works. The German economy, already under massive pressure, gave way. The huge cost of funding the strike in the Ruhr and the costs of imports to meet basic consumer needs were met by the familiar expedient of the printing presses. Note circulation increased rapidly, and by November 1923 had reached almost 92 trillion marks. With less than three per cent of government expenditure being met from income and with the cost of one dollar at four billion marks, Germany was in the throes of economic and social chaos. Starvation became a reality for millions of people, despite a bumper cereal harvest, as shops reverted to the barter system. Farmers refused to accept the effectively worthless, banknotes in exchange for grain, and food quickly began to run short in the cities. Prices rose one trillion-fold from their pre-war level. More importantly, for the long-term political future of Germany, the middle and working classes saw their savings wiped out. These were, in essence, the people who were later to become the hard-core of the Nazi vote. Economists will argue that runaway hyperinflation has two sources. Firstly, it arises through a fall in the foreign exchange value of a currency, when an adverse balance of payments reduces foreign investors demand for the currency. A falling exchange rate increases the cost of imports and, therefore, the cost of living. Wages rise as workers try to maintain their standard of living, especially if previous institutional arrangements have linked wages to living costs. Firms paying higher wages raise the price of the goods they sell, prices rise still further, the foreign exchange value of the currency falls still more, and the cycle continues. Secondly, it arises through a large budget deficit which no one believes will narrow in the future. Faced with the prospect of budget deficits for many years to come, the usual sources of credit available to the government decline to make further loans; the government can no longer borrow to cover the deficit between revenue and expenditure. The only alternative is to print more and more banknotes. As government workers and suppliers present their bills to the Treasury, it pays them off with newly-printed pieces of paper. This puts more banknotes into the hands of the public and they then spend them. In Germany, as we have seen, the problem was that there were trillions of marks worth of paper currency in circulation. Prices could rise one thousand times between a worker being paid and his reaching the shops. A common analogy used is that if one could afford a bottle of wine today, one should keep the empty bottle which would be worth more tomorrow than the full bottle was today. Eventually, the power to boost government spending by printing money goes. When the government can no longer gain, even in the short-term, a budgetary balance through inflation, the situation becomes so intense that stabilisation through a currency board, a new finance minister or a link to the gold standard is implemented, and reform can be successful. It was at this point that some sanity was injected into the German economy by the election of Gustav Stresemann. He called a halt to resistance in the Ruhr, and set out to stabilise the mark. Luther, Stresemann?s Finance Minister, introduced the rentenmark the value of which was based on Germany?s staple, rye, rather than gold. In fact the rentenmark represented a mortgage on Germany?s land and industry, which could never be redeemed. It did not matter. The point was that the currency was stabilised and became exchangeable at a rate of one billion old marks to one new mark, and at the pre-war parity of

PSY 330 Week 2 DQ1 Essay

PSY 330 Week 2 DQ1 Essay PSY 330 Week 2 DQ1 Essay This pack of PSY 330 Week 2 Discussion Question 1 Neurobiology shows the solutions to the following problems: Select one of the following options for this discussion. Indicate in your post which option you are responding to. Option A: Review this week Psychology - General Psychology Neurobiology Select one of the following options for this discussion. Indicate in your post which option you are responding to. Option A: Review this week’s reading, which introduced the role of neurotransmitters in human behavior and personality. Use the Ashford University Online Library to locate one peer-reviewed research study which was published in the last five years and that implicates a neurotransmitter as the cause of an abnormal behavior (psychological disorder). Clearly indicate in your discussion: a. The abnormal behavior being studied. b. The neurotransmitter that is implicated. c. The role of the neurotransmitter in the expression of the abnormal behavior. Your initial post should be a minimum of 250 words and utilize at least one peer-reviewed source that was published within the last five years, cited according to APA guidelines as outlined in the Ashford Writing Center. Guided Response: Review several of your classmates’ posts. Respond substantively to two peers who chose a different neurotransmitter or abnormal behavior than you did. Address the role of the neurotransmitter in the expression of the abnormal behavior that they each selected. Are there other possible explanations for the cause of this abnormal behavior? Which explanation do you think makes the most sense? Why? Option B: Review this week’s reading, which introduced the impact of early trauma on function and personality development. Use the Ashford University Online Library to locate a peer-reviewed research study which was published within... Click this link Now for Complete Course - https://bitly.com/1ruc8U7 Develop good, long lasting relationships with professors. Your number one resource in college is your professor, and they are able to provide you with a lot of assistance. Lend a hand if appropriate and don't hesitate to ask questions or request assistance. When you have a positive relationship with professors, you will have endless opportunities. Psychology - General Psychology Neurobiology Select one of the following options for this discussion. Indicate in your post which option you are responding to. Option A: Review this week’s reading, which introduced the role of neurotransmitters in human behavior and personality. Use the Ashford University Online Library to locate one peer-reviewed research study which was published in the last five years and that implicates a neurotransmitter as the cause of an

Battle of Salamis in the Persian Wars

Battle of Salamis in the Persian Wars The Battle of Salamis was fought in September 480 BC during the Persian Wars (499-449 BC). One of the great naval battles in history, Salamis saw the out-numbered Greeks best a larger Persian fleet. The campaign had witnessed the Greeks pushed south and Athens captured. Regrouping, the Greeks were able to lure the Persian fleet into the narrow waters around Salamis which negated their numerical advantage. In the resulting battle, the Greeks badly defeated the enemy and forced them to flee. Unable to supply their army by sea, the Persians were forced to retreat north. Persian Invasion Invading Greece in the summer of 480 BC, Persian troops led by Xerxes I were opposed by an alliance of Greek city-states. Pushing south into Greece, the Persians were supported offshore by a large fleet. In August, the Persian army met Greek troops at the pass of Thermopylae while their ships encountered the allied fleet in the Straits of Artemisium. Despite a heroic stand, the Greeks were defeated at the Battle of Thermopylae forcing the fleet to retreat south to aid in the evacuation of Athens. Assisting in this effort, the fleet then moved to ports on Salamis. Athens Falls Advancing through Boeotia and Attica, Xerxes attacked and burned those cities that offered resistance before occupying Athens. In an effort to continue resistance, the Greek army established a new fortified position on the Isthmus of Corinth with the goal of defending the Peloponnesus. While a strong position, it could be easily outflanked if the Persians embarked their troops and crossed the waters of the Saronic Gulf. To prevent this, some of the allied leaders argued in favor of moving the fleet to the isthmus. Despite this threat, the Athenian leader Themistocles argued for remaining at Salamis. Frustrations at Salamis Offensively-minded, Themistocles understood that the smaller Greek fleet could negate the Persian advantage in numbers by fighting in the confined waters around the island. As the Athenian navy formed the larger component of the allied fleet, he was able to successfully lobby for remaining. Needing to deal with the Greek fleet before pressing on, Xerxes initially sought to avoid fighting in the narrow waters around the island. A Greek Trick Aware of discord among the Greeks, Xerxes began moving troops towards the isthmus with the hope that the Peloponnesian contingents would desert Themistocles in order to defend their homelands. This too failed and the Greek fleet remained in place. To promote the belief that the allies were fragmenting, Themistocles began a ruse by sending a servant to Xerxes claiming that Athenians had been wronged and wished to switch sides. He also stated that the Peloponnesians intended to depart that night. Believing this information, Xerxes directed his fleet to block the Straits of Salamis and those of Megara to the west. Moving to Battle While an Egyptian force moved to cover the Megara channel, the bulk of the Persian fleet took up stations near the Straits of Salamis. In addition, a small infantry force was moved to the island of Psyttaleia. Placing his throne on the slopes of Mount Aigaleos, Xerxes prepared to watch the coming battle. While the night passed without incident, the following morning a group of Corinthian triremes was spotted moving northwest away from the straits. Fleets Commanders Greeks ThemistoclesEurybiades366-378 ships Persians XerxesArtemisiaAriabignes600-800 ships Fighting Begins Believing that the allied fleet was breaking up, the Persians began moving towards the straits with the Phoenicians on the right, the Ionian Greeks on the left, and other forces in the center. Formed in three ranks, the Persian fleets formation began to disintegrate as it entered the confined waters of the straits. Opposing them, the allied fleet was deployed with the Athenians on the left, the Spartans on the right, and other allied ships in the center. As the Persians approached, the Greeks slowly backed their triremes, luring the enemy into the tight waters and buying time until the morning wind and tide (Map). Greeks Victorious Turning, the Greeks quickly moved to the attack. Driven back, the first line of Persian triremes was pushed into the second and third lines causing them to foul and for the organization to further break down. In addition, the beginning of a rising swell led the top-heavy Persian ships to have difficulty maneuvering. On the Greek left, the Persian admiral Ariabignes was killed early in the fighting leaving the Phoenicians largely leaderless. As the fighting raged, the Phoenicians were the first to break and flee. Exploiting this gap, the Athenians turned the Persian flank. In the center, a group of Greek ships managed to push through the Persian lines cutting their fleet in two. The situation for the Persians worsened through the day with the Ionian Greeks being the last to flee. Badly beaten, the Persian fleet retreated towards Phalerum with the Greeks in pursuit. In the retreat, Queen Artemisia of Halicarnassus rammed a friendly ship in an effort to escape. Watching from afar, Xerxes believed that she had sunk a Greek vessel and allegedly commented, My men have become women, and my women men. Aftermath Losses for the Battle of Salamis are not known with certainty, however, it is estimated that the Greeks lost around 40 ships while the Persians lost around 200. With the naval battle won, Greek marines crossed and eliminated the Persian troops on Psyttaleia. His fleet largely shattered, Xerxes ordered it north to guard the Hellespont. As the fleet was necessary for the supply of his army, the Persian leader also was forced to retreat with the bulk of his forces. Intending to finish the conquest of Greece the following year, he left a sizable army in the region under the command of Mardonius. A key turning point of the Persian Wars, the triumph of Salamis was built upon the following year when the Greeks defeated Mardonius at the Battle of Plataea.