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Emphasizes critical thinking, culture, and gender
Psychology, 11/e, shows students why scientific and critical thinking is so important in the decisions they make. In clear, lively, warm prose, this edition continues the title's integration of gender, culture, and ethnicity. By the end, readers will learn how to interpret research and to address and resolve controversies.
MyPsychLab is an integral part of the Wade/Tavris/Garry program. Engaging activities and assessments provide a teaching and learning system that helps students think like a psychologist. With MyPsychLab, students can watch videos on psychological research and applications, participate in virtual classic experiments, and develop critical thinking skills through writing.
Psychology, 11/e, is available in a new DSM-5 Updated edition. To learn more, click here.
This title is available in a variety of formats – digital and print. Pearson offers its titles on the devices students love through Pearson's MyLab products, CourseSmart, Amazon, and more.
Put any group of introductory psychology teachers together, and you are bound to hear two familiar complaints. "Introductory psychology is supposed to be a smorgasbord," one will say, "but my students are overwhelmed by the dozens of dishes; the meal has become indigestible:" Another will venture, "My students complain that there's no `big picture' in psychology; how can we bring some sort of order to our courses?"
Nearly all of the introductory books on the market—including our own text, Psychology—take a topical approach to psychology: a chapter on the brain, a chapter on emotions, a chapter on child development, and so forth. There is certainly a place for such encyclopedias of psychology; we're quite fond of ours! Yet, for many teachers, this conventional organization has grown increasingly problematic. As findings in psychology have burgeoned, and the number of specialty areas has grown as well, textbooks have had to become longer and longer.
And so we thought it was time for a reconceptualization of the introductory course and a true alternative to the traditional, topic-by-topic way of teaching it. Many scientists and educators agree. Several years ago, the American Association for the Advancement of Science launched Project 2061, an effort to determine the best ways of increasing scientific literacy. To this end, they commissioned the National Council on Science and Technology Education to survey hundreds of scientists, engineers, and educators and draw up a report of their recommendations. The result, Science for All Americans, calls on instructors to aim fordepth rather than breadth in their introductory courses; to "reduce the sheer amount of material covered"; to "present the scientific endeavor as a social enterprise that strongly influences—and is influenced by—human thought and action"; and "to foster scientific ways of thinking" (AAAS Project 2061, 1990; for the report from the social and behavioral sciences panel, see Appley & Maher, 1989).
Psychology in Perspective represents our effort to meet this challenge. Typically, courses and textbooks are constructed around the question, "What do I want students to know about my field?" With the question phrased that way, the answer can only be "Everything!" None of us likes the idea of "leaving something out," especially if the introductory course is the only one a student might ever take. In this book, however, we accepted the premise of Project 2061 and asked a different question: "What should an educated citizen know about psychology?" With the question phrased that way, "Everything!" is no longer such a useful answer. For one thing, students can't remember everything. For another, specific findings change yearly, and in some areas (such as genetics and memory) they change faster than that. So we asked ourselves what kind of framework we could provide students that would help them evaluate the psychological findings and claims they will encounter when they leave the classroom. What, for example, should students know about genetics in particular, and biological approaches to behavior in general, that will help them assess someone's claim to have found "the" gene for aggression or homosexuality?
To teach for depth rather than breadth, and for ideas rather than facts alone, we have organized material not by topics or psychological specialties but by what we regard as the five major perspectives in the field: biological, cognitive, learning, sociocultural, and psychodynamic. Our aim is to provide a true introduction to how researchers in each perspective go about their business: the kinds of questions they ask, the methods they use, the assumptions they make, and their major findings. We have included many classic studies along with groundbreaking new ones, but we do not attempt to be encyclopedic. Instead, we are trying to show students the different ways of "doing" psychology. We do not wish to imply that every perspective is monolithic; we discuss many conflicting views and debates within each field. But we also show that the perspectives do differ from one another in certain key assumptions about human behavior and human nature, and in the methods they use to study them.
Writing a book for depth of concept rather than breadth of coverage means, we realize, that many instructors will find some of their favorite studies or even topics omitted entirely. Nevertheless, most of the topics of introductory psychology are in this book, although sometimes in unfamiliar places. Therefore, we encourage instructors to review the table of contents and look up topics in the index before becoming alarmed that their favorite subject is missing.
For instance, subjects that would ordinarily be in a traditional child development chapter have been broken up: Piaget and the development of reasoning abilities are in the cognitive perspective (Chapter 7); moral reasoning and the internalization of moral standards are topics we always thought appropriate for a social-cognitive learning analysis (Chapter 6); and human attachment needs, which start with the baby's innate need for contact comfort and what John Bowlby called a "secure base," are in the biological perspective (Chapter 3).
Psychology in Perspective differs from traditional textbooks in yet another way. We want students to understand and appreciate the real debates and controversies within psychology—the ones psychologists talk about all the time but rarely discuss with their students. For example, the gap between research psychologists and certain psychotherapists is widening, as the split between the clinical and research constituencies of the American Psychological Association dramatically illustrates. Many researchers no longer even consider themselves "psychologists," preferring such labels as "cognitive scientist," "neuroscientist," and the like. This book candidly discusses this split-its origins, the reasons for it, and its consequences for the public (see especially Essay 5, "Evaluating the Psychodynamic Perspective," and Chapter 12, which includes a discussion of the scientist-practitioner gap).
Further, each unit concludes with an essay that critically evaluates each perspective's contributions and limitations. Each evaluation cautions against the temptation to reduce behavior to only one level of explanation. Most people are familiar with the appeal of biological reductionism, but we also examine environmental reductionism ("With the right environment, anyone can become anything"), cognitive reductionism ("The mind can control everything"), sociocultural reductionism ("My culture or The System made me do it"), and psychodynamic reductionism ("Psychic reality is all that matters").
In the last unit, we offer an alternative to reductionism. In Chapter 12, we show how researchers and practitioners in each perspective study, diagnose, and treat various mental disorders. And in Essay 6, we show how research from all five perspectives might be applied to understanding two universal human pleasures: music and sex. We know that many other issues lend themselves to a multiperspective analysis and would make excellent assignments for term papers, including, just for starters, love, drug use and abuse, aggression, emotional experiences, eating habits, and achievement.
Naturally, we recognize that many psychologists travel across perspectives when they do research; for example, most psychologists who study emotion are well aware that emotion involves physiology, learning, cognition, culture, and nonconscious processes. But, in practice, most psychologists do research from the vantage point of the perspective they were trained in. Biopsychologists study the physiology of emotion, social psychologists study the social construction and display of emotion, cognitive psychologists study how attributions create emotions, and so forth.
We learned quickly enough from some of our reviewers how attached psychologists can be to their favored perspective! One reviewer thought that we weren't making it clear enough that biology is the most important one, because it underlies all the others. One thought that we should have begun with the sociocultural perspective, because it influences all the others. One thought that we should have begun with learning, because the laws of classical and operant conditioning are fundamental . . . you get the idea. And, reflecting the anomalous position of psychoanalysis in a field otherwise devoted to the scientific method, almost everyone had questions about our treatment of the psychodynamic perspective: Why did we treat it so kindly? Why did we treat it so harshly? Why did we include it at all? Of course, our goal is not to be "kind" or "harsh" but to show students how researchers within each perspective see the world. We inform readers that many empirically oriented psychologists do not consider psychodynamic approaches worth considering, but we feel that students need to understand and be able to assess critically the continuing legacy and influence of Freud and his followers.
In response to suggestions and reactions from reviewers and adopters of the first two editions of Psychology in Perspective, we have made two major changes:
As before, we include a running glossary, which defines bold-faced terms on the pages where they occur, for handy reference and study; chapter summaries and key terms at the end of each chapter, where students will find them easily; and self-tests called What Do You Know?, which encourage students to check their progress, and to go back and review if necessary. These questions do more than just test for memorization of definitions; they tell students whether they comprehend the issues. We have varied the formats and included entertaining examples to motivate students to assess their progress. Many of these self-tests also include critical-thinking items, identified by the symbol in the margin. These items invite the student to reflect on the implications of findings and consider how psychological principles might illuminate real-life issues. Although we offer some possible responses to such questions, most of them do not have a single correct answer, and students may have valid, well-reasoned answers that differ from our own.
Psychology in Perspective can be used on its own, or it can serve as a core book together with additional materials. Prentice Hall has provided a comprehensive supplements package coordinated by Nicole Girrbach:
In this Section:
1. Brief Table of Contents
2. Full Table of Contents
1. Brief Table of Contents
Chapter 1: What Is Psychology?
Chapter 2: How Psychologists Do Research
Chapter 3: Genes, Evolution, and Environment
Chapter 4: The Brain and Nervous System
Chapter 5: Body Rhythms and Mental States
Chapter 6: Sensation and Perception
Chapter 7: Learning and Conditioning
Chapter 8: Behavior in Social and Cultural Context
Chapter 9: Thinking and Intelligence
Chapter 10: Memory
Chapter 11: Emotion, Stress, and Health
Chapter 12: Motivation
Chapter 13: Development Over the Life Span
Chapter 14: Theories of Personality
Chapter 15: Psychological Disorders
Chapter 16: Approaches to Treatment and Therapy
2. Full Table of Contents
Chapter 1: What Is Psychology?
Psychology, Pseudoscience, and Popular Opinion
Thinking Critically and Creatively about Psychology
Psychology's Past: From the Armchair to the
Psychology's Present: The Four Perspectives of
Psychological Science
What Psychologists Do
Chapter 2: How Psychologists Do Research
What Makes Psychological Research Scientific?
Descriptive Studies: Establishing the Facts
Correlational Studies: Looking for Relationships
Experiments: Hunting for Causes 49
Evaluating the Findings
Keeping the Enterprise Ethical
Chapter 3: Genes, Evolution, and Environment
Unlocking the Secrets of Genes
The Genetics of Similarity
Our Human Heritage: Courtship and Mating
The Genetics of Difference
Our Human Diversity: The Case of Intelligence
Chapter 4: The Brain and Nervous System
The Nervous System: A Basic Blueprint
Communication in the Nervous System
Mapping the Brain
A Tour through the Brain
The Two Hemispheres of the Brain
The Flexible Brain
Chapter 5: Body Rhythms and Mental States
Biological Rhythms: The Tides of Experience
The Rhythms of Sleep
Exploring the Dream World
The Riddle of Hypnosis
Consciousness-Altering Drugs
Chapter 6: Sensation and Perception
Our Sensational Senses
Other Senses
Perceptual Powers: Origins and Influences
Chapter 7: Learning and Conditioning
Classical Conditioning
Classical Conditioning in Real Life
Operant Conditioning
Principles of Operant Conditioning
Operant Conditioning in Real Life
Learning and the Mind
Chapter8: Behavior in Social and Cultural Context
Roles and Rules
Social Influences on Beliefs and Behavior
Individuals in Groups
Us versus Them: Group Identity
Group Conflict and Prejudice
The Question of Human Nature
Chapter 9: Thinking and Intelligence
Thought: Using What We Know
Reasoning Rationally
Barriers to Reasoning Rationally
Measuring Intelligence: The Psychometric Approach
Dissecting Intelligence: The Cognitive Approach
Animal Minds
Chapter 10: Memory
Reconstructing the Past
Memory and the Power of Suggestion
In Pursuit of Memory
The Three-Box Model of Memory
The Biology of Memory
How We Remember
Why We Forget 3
Autobiographical Memories
Chapter 11: Emotion, Stress, and Health
The Nature of Emotion
Emotion and Culture
The Nature of Stress
Stress and Emotion
Coping with Stress
Chapter 12: Motivation
The Hungry Animal: Motives to Eat
The Social Animal: Motives to Love
The Erotic Animal: Motives for Sex
The Competent Animal: Motives to Achieve
Chapter 13: Development Over the Life Span
From Conception through the First Year
Cognitive Development
Moral Development
Gender Development
The Wellsprings of Resilience
Chapter 14: Theories of Personality
Psychodynamic Theories of Personality
The Modern Study of Personality
Genetic Influences on Personality
Environmental Influences on Personality
Cultural Influences on Personality
The Inner Experience
Chapter 15: Psychological Disorders
Diagnosing Mental Disorders
Anxiety Disorders
Mood Disorders
Personality Disorders
Drug Abuse and Addiction
Dissociative Identity Disorder
Chapter 16: Approaches to Treatment and Therapy
Biological Treatments for Mental Disorders
Major Schools of Psychotherapy
Evaluating Psychotherapy
The Value and Values of Psychotherapy
When we began work on the first edition of this textbook in the mid-1980s, we had five goals, some of which then were considered quite daring: (1) to make critical thinking integral to the introductory psychology course; (2) to represent psychology as the study of all human beings by mainstreaming research on culture and gender; (3) to keep ahead of the curve in coverage of new research and directions in the field; (4) to acknowledge forthrightly the many controversies in psychology; and (5) to foster active learning, so that students would become involved with the material and see how it applies to their personal and social lives.
Our first ambition, unique to textbooks at the time, was to get students to reflect on what they were learning—to show them what it is like to think like a psychologist. Psychology is not just a body of knowledge; it is also away of approaching and analyzing the world. From the beginning, therefore, our approach has been based on critical thinking, the understanding that knowledge is advanced when people resist leaping to conclusions on the basis of personal experience alone (so tempting in psychological matters), when they apply rigorous standards of evidence, and when they listen to competing views. Because many students equate the word "critical" with "negative," we later added an emphasis on the creative, forward-moving aspects of critical thinking—the importance of generating alternative explanations of events, asking questions, and using one's imagination:
In a textbook, true critical thinking cannot be reduced to a set of rhetorical questionsor to a formula for analyzing studies; it is a process that must be woven seamlessly into the narrative. The primary way we "do" critical and creative thinking, therefore, is by modeling it in our evaluations of research and popular ideas. In this book, we encourage critical thinking about concepts that many students approach uncritically, such as astrology, "premenstrual syndrome," and the "instinctive" nature of sexuality. And we also apply it to some ideas that many psychologists have accepted unquestioningly, such as the decisive importance of childhood to later life, Maslow's motivational hierarchy, and the disease model of addiction. By probing beneath assumptions and presenting the most recent evidence, we hope to convey the excitement and open-ended nature of psychological research and inquiry.
The first chapter starts with an extended discussion of what critical thinking is and what it isn't, and why critical thought is particularly relevant to the study of psychology. Here we introduce eight guidelines to critical thinking, which we draw on throughout the text as we evaluate research and popular ideas. (These guidelines are also listed and described briefly on the inside front cover of the book.)
Many, though by no means all, of our critical-thinking discussions are signaled by the lightbulb symbol shown in the margin, along with "signposts" containing provocative questions. We have explicitly identified the relevant guidelines in each signpost so that students can see more easily how the guidelines are actually applied. The questions in the signposts are not, in themselves, illustrations o f critical thinking; rather, they serve as pointers to critical analyses in the text and invite the reader into the discussion.
Of course, all introductory textbooks are divided into chapters that cover particular topics or subfields, such as the brain, emotion, developmental psychology, and social psychology. Increasingly, however, some areas of investigation can no longer be squeezed into a single chapter, because they are relevant to topics throughout the course. This is especially true of findings from the "bookends" of human behavior—culture and biology—as well as research on gender.
At the time of our first edition, some considered our goal of incorporating research on gender and culture into introductory psychology to be quite radical—either a sop to political correctness or a fluffy and superficial fad. Today, the issue is no longer whether to include these topics, but how best to do it. From the beginning, our own answer has been to include studies of gender and culture in the main body of the text, wherever they are relevant to the larger discussion, rather than relegating these studies to an intellectual ghetto of separate chapters or boxed features.
Gender. We cover many kinds of gender differences in this book—differences in pain perception, sexual attitudes and motives, body satisfaction, depression, antisocial personality disorder, children's play preferences, and ways of expressing love, intimacy, and emotion, to mention just a few. (You will find many other gender-related topics in the index.) We do not equate "gender" with "women," either! We have been particularly attentive to research on the psychology of men, for example in discussing the underdiagnosis of male depression and the rise of eating disorders and distorted body images in young men. In many cases, we have tried to go beyond mere description of differences, by examining competing explanations for them: biological influences, evolutionary influences, social roles, gender socialization, gender schemas, and the power of current situations and experiences to shape people's choices and lives.
Nor do we focus exclusively on gender differences. Many differences, though reliable, are trivial in terms of real-life importance. And gender similarities, though they are often overlooked, are every bit as important and interesting as the eternal search for differences. We therefore include findings on similarities, too—for example, that men and women do not, overall, differ in moral reasoning (Chapter 14), obedience to authority (Chapter 8), or mood swings in the course of an average month (Chapter 5).
Culture. In recent years—and certainly in the aftermath of 9/11—most psychologists have come to appreciate the profound influence of culture on all aspects of life, from nonverbal behavior to the deepest attitudes towards how the world should be. Thus we report empirical findings about culture and ethnicity throughout the book—for example, in our discussions of addiction, anxiety symptoms, differing cultural norms (e.g., for cleanliness, risk, and conversational distance), emotional expression, group differences in IQ scores and academic achievement, motivational conflicts, personality, psychotherapy, rules about time, attitudes toward weight and the ideal body, and the effectiveness of medication. (Again, we refer you to the index for a complete listing of topics.) In addition, Chapter 8 highlights the sociocultural perspective in psychology and includes extended discussions of ethnocentrism, prejudice, and cross-cultural relations. However, the scientific study of cultural diversity is not synonymous with the popular movement called multiculturalism. The study of culture, in our view, should increase students' understanding of what culture means, how and why ethnic and national groups differ, and why no group is inherently better than another. Thus we try to apply critical thinking to our own coverage of culture, avoiding the twin temptations of ethnocentrism and stereotyping.
Biology. Anyone who is awake and conscious knows that we are in the midst of a biomedical revolution that is transforming science and psychology. Findings from the Human Genome Project, studies of behavioral genetics, astonishing discoveries about the brain, the development of technologies such as PET scans and fMRIs, the proliferation of medications for psychological disorders—all have had a profound influence on our understanding of human behavior and on interventions to help people with chronic problems. This work, too, can no longer be confined to a single chapter; accordingly, we report new findings from the biological front wherever they are relevant: for example, in our discussions of neurogenesis in the brain, memory, emotion, stress, child development, aging, mental illness, personality, and many other topics (again, we refer you to the index for a full list). But just as we do with culture and gender, we apply principles of critical thinking to this domain of research, too. Thus we caution students about the dangers of reducing complex behaviors solely to biology, overgeneralizing from limited data, failing to consider other explanations, and oversimplifying solutions (e.g., as promises of "miracle" drugs often do).
Psychology has always been full of lively, sometimes angry, debates, and we feel that students should not be sheltered from them. They are what make psychology so interesting! Sociobiologists and feminist psychologists often differ strongly in their analyses of gender relations (Chapters 3 and 12). Psychodynamic clinicians and experimental psychologists differ strongly in their assumptions about memory, child development, and trauma; these differences have heated repercussions for, among other things, "recovered memory" therapy and the questioning of children as eyewitnesses (Chapter 10). The "scientist-practitioner gap" between researchers and psychodynamic psychotherapists is continuing to widen (Chapter 17). Developmental psychologists are hotly debating the extent and limits of parental influence on children (Chapters 13 and 14). And psychologists continue to argue among themselves about the genetic and cultural origins of addiction, in a debate that has profound importance for the treatment of drag abuse (Chapters S and 16). In this book we candidly address these and other controversies, try to show why they are occurring, and suggest the kinds of questions that might lead to useful resolutions.
Throughout this book, we have kept in mind one of the soundest findings about learning: that it requires the active encoding of material. You can't just sit there and expect it to happen. Several pedagogical features in particular encourage students to become actively involved in what they are reading.
What's Ahead consists of a brief set of questions introducing each major section within a chapter. These questions are not merely rhetorical; they are intended to be provocative and intriguing enough to arouse students' curiosity about the material to follow: Why are people all over the world getting fatter? What part of the anatomy do psychologists think is the "sexiest sex organ"? How are your beliefs about love affected by your income? What is the difference between ordinary techniques of persuasion and the coercive techniques used by cults? What is the "Big Lie"?
Looking Back, at the end of each chapter, lists all of the What's Ahead questions along with page numbers to show where the material for each question was covered. Students can check their retention and can easily review if they have trouble answering a question. This feature has another purpose as well: It gives students a sense of how much they are learning about matters of personal and social importance, and helps them appreciate that psychology offers more than "common sense." Some instructors may want to turn some of the Looking Back questions into essay or short-answer test items or written assignments.
Get Involved exercises in each chapter make active learning entertaining. Some consist of quick demonstrations (e.g., clasping your hands together to find out if you are genetically a "right thumb over left" person or the reverse). Some are simple mini-studies (e.g., observing seating patterns in the school cafeteria). Some help students relate course material to their own lives (e.g., if they drink, listing their own motives for doing so). Instructors may want to assign some of these exercises to the entire class and then discuss the results and what they might mean.
Conceptual graphics help students visualize material in order to understand and retain it better. Students can see at a glance, for example, the various types of attachment, distinctions between different types of memories, the difference between positive and negative reinforcement, the elements of successful therapy, and how a self-fulfilling prophecy is created. We have tried to keep these visual summaries simple, straightforward, and appealing.
Review tables summarize and contrast theories and approaches discussed in the text—for example, methods used in brain research, theories of dreaming, theories of personality, and the factors that lead to health or illness. The Reviews help students extract main points, organize what they have learned, and study for exams.
Quick Quizzes are periodic self-tests that encourage students to check their progress, and to go back and review if necessary. These quizzes do more than just test for memorization of definitions; they tell students whether they comprehend the issues. Mindful of the common tendency to skip quizzes or to peek at the answers, we have used various formats and have included engaging examples in order to motivate students to test themselves.
Many of the quizzes also include critical-thinking items, identified by the critical-thinking symbol. These items invite the student to reflect on the implications of findings and to consider how psychological principles might illuminate real-life issues. For example: What kinds of questions should a critical thinker ask about a new drug for depression? How might a hypothetical study of testosterone and hostility be improved? How should a critical consumer evaluate someone's claim that health is entirely a matter of "mind over matter"? Although we offer some answers to these questions, students may have valid, well-reasoned answers that differ from our own.
Other pedagogical features designed to help students study and learn better include a running glossary that defines boldfaced technical terms on the pages where they occur; a cumulative glossary at the back of the book; a list of key terms at the end of each chapter that includes page numbers so students can find the sections where the terms are first mentioned; chapter outlines; and chapter summaries in paragraph form to help students review.
Taking Psychology with You, a feature that concludes each chapter, illustrates the practical implications of psychological research for individuals, groups, institutions, and society. This feature tackles topics of personal interest and relevance to many students, such as managing pain (Chapter 6), getting along with people from other cultures (Chapter 8), managing anger (Chapter 11), rearing children (Chapter 14), and assessing self-help books (Chapter 17).
The final "Taking Psychology with You" feature in the book is an Epilogue, a unique effort to show students that the vast number of seemingly disparate studies and points of view they have just read about are related. The Epilogue deals with a typical problem that everyone can be expected to encounter: conflicts in a close relationship. We show how topics discussed in previous chapters can be applied to understanding and coping with such conflicts. The Epilogue can be a useful tool for helping students integrate the diverse approaches of contemporary psychology. Asking students to come up with research findings that might apply to other problems also makes for a good term paper assignment.
We have added up-to-date research in every chapter, from the latest findings on neuronal growth throughout life to new theories of schizophrenia. We have also made a few organizational changes, such as moving the discussion of weight and obesity from the genetics chapter (Chapter 3) to the motivation chapter (Chapter 12). As for content updates, a detailed explanation of all deletions, additions, and modifications in the Seventh Edition is available to adopters of the Sixth Edition, so that no one will have to guess why we made particular changes. We hope this support will make the transition from one edition to the next as painless for instructors as possible. You can obtain this description from your Prentice Hall representative or by writing to: Marketing Manager, Psychology, Prentice Hall Publishers, One Lake Street, Upper Saddle River; New Jersey 07458.
Psychology, Seventh Edition's supplements package has gone through extensive revision and refinement to provide you and your students with the best teaching and learning materials, both in print and media formats.
NEW Instructor's Resource Binder. Created by Barbara Brown of Georgia Perimeter College, Kerri Goodwin of Loyola College, and Alan Swinkles of St. Edwards University, this exhaustive collection of resources will appeal to new and experienced instructors alike. Each chapter in the IRB includes the following resources, organized in an easy-to-reference Keyed Chapter Outline: Introducing the Chapter; Learning Objectives; Lecture Suggestions and Discussion Topics; Classroom Activities, Demonstrations, and Exercises; Out-of-Class Assignments and Projects; Multimedia Resources; Video Resources; Transparencies; and Handouts. Designed to make your lectures more effective and to save you preparation time, this comprehensive set of materials gathers together the most effective activities and strategies for teaching your introductory psychology course.
NEW Media Portfolio CD-ROM. Included with the Instructor's Resource Binder, this valuable, time-saving supplement provides you with a wealth of teaching resources in one place so that you may customize your lecture notes and media presentations. It includes PowerPoint slides customized for the Seventh Edition, electronic versions of the artwork in the text chapters, electronic versions of the overhead transparencies, and electronic files for the material in the Instructor's Resource Binder and the Test Item File. It also contains clips from Prentice Hall's Video Classics in Psychology CD-ROM, formatted for in-class presentation.
Test Item File. Created by Kathleen McGreal of Michigan State University, this test bank contains over 4,500 multiple-choice, true/false, and short-answer essay questions. For each question, there is a reference to the relevant section and page number in the text; a key designating each item as easy, moderate, or difficult; and a descriptor of the question as factual, conceptual, or applied.
Prentice Hall's Custom Test for Windows and Macintosh. Now available on one dual-platform CD-ROM, this best-selling test-generating software program includes a gradebook, online network testing capability, and many tools to help you edit and create tests. The program comes with full technical support and telephone "Request a Test" service.
PowerPoint Slides for Psychology, Seventh Edition. Created by Krista Forrest of the University of Nebraska at Kearny, these slides highlight the key points covered in the text. They are provided in two versions, one with the chapter graphics and one without, to give you flexibility in preparing your lectures. Available on the Media Portfolio CD-ROM or on Prentice Hall's PsychologyCentral Web site described below.
NEW Prentice Hall's Introductory Psychology Transparencies, 2002. Designed to be used in large lecture settings, this set of over 130 full-color transparencies includes illustrations from the text as .well as images from a variety of other sources. Available in acetate form, online at PsychologyCentral, or on the Media Portfolio CD-ROM.
NEW PsychologyCentral Web Site. Password protected for instructors' use only, this site allows you online access to all of Prentice Hall's psychology supplements. You'll find a multitude of resources for teaching introductory psychology. From this site you can download any of the key supplements available for Psychology, Seventh Edition, including the following: Instructor's Resource Binder, Test Item File, PowerPoint slides, chapter graphics, and electronic versions of the Introductory Psychology Transparencies, 2002. Contact your Prentice Hall representative for the user ID and password to access this site.
Online Course Management with WebCT, BlackBoard or CourseCompass. This feature is free upon adoption of the text. Instructors interested in using online course management have their choice of options. Each version comes preloaded with text-specific quizzes and tests and can be fully customized for your course. Contact your Prentice Hall representative.
NEW Prentice Hall Custom Video for Introductory Psychology. Adopters can receive this new videotape, which includes five- to eight-minute clips covering all major topics in introductory psychology. The videos have been carefully selected from the Films for Humanities and Sciences library, and then edited to provide brief and compelling video content for enhancing your lectures. Contact your local Prentice Hall representative for a full list of video clips on this tape.
The Brain Video Series. Qualified adopters can select videos from this series of eight, 1-hour programs that blend interviews with world-famous brain scientists and dramatic reenactments of landmark cases in medical history. Programs include The Enlightened Machine; The Two Brains; Vision and Movement; Madness; Rhythms and Drives; States of Mind; Stress and Emotion; and Learning and Memory. Contact your local representative for more details.
The Discovering Psychology Video Series. Qualified adopters can select videos from this series produced in association with the American Psychological Association. The series includes thirteen tapes, each containing two half-hour segments. Contact your local sales representative for a list of videos.
ABC News Videos for Introductory Psychology, Series III. Qualified adopters can obtain this selection of segments from ABC's World News Tonight with Peter Jennings, Nightline, 20/20, Prime Time Live, and The Health Show.
Films for the Humanities and Sciences Video Library. Qualified adopters can select videos on various topics in psychology from the extensive library of Films for the Humanities and Sciences. Contact your local sales representative for a list of videos.
Companion Web Site. Designed to reinforce student learning, this online study guide allows students to review each chapter's material, take practice tests, research topics for course projects, and more. The Psychology, Seventh Edition companion Web site includes the following resources for each chapter: Chapter Objectives; Interactive Lectures; five different types of quizzes that provide immediate, text-specific feedback and coaching comments; WebEssays; WebDestinations; NetSearch; NEW F1ashCards; and NEW Live!Psych Media Labs (described below). Access to the Psychology, Seventh Edition Web site is free and available to all students.
New Live!PsyCh Media Labs. This series of 33 interactive media simulations, animations, and assessments was developed to teach key concepts-often the concepts students find most challenging. Designed to get students to interact with the material and to appeal to different learning styles, these Live!Psych Media Labs were created in consultation with psychology instructors and carefully reviewed by a board of experts to ensure accuracy and pedagogical effectiveness. Each Live!Psych Media Lab is integrated into the presentation of the text material through the use of the Live!Psych icon. Chapter-specific Live!Psych Media Labs can be found on the Companion Website. A special thank you goes to Lynne Blesz-Vestal, the content author, and to the members of our Live!Psych review board: Kim Ainsworth-Darnell (Georgia State University); Eric J. Chudler (University of Washington); Margaret Gatz (University of Southern California); Karen Hoblit (Victoria Community College); Gail Knapp (Mott Community College); John Krantz (Hanover College); Nancy Simpson (Trident Technical College); and Chuck Slem (California Polytechnic State University, San Luis Obispo).
NEW Video Classics in Psychology CD-ROM: Using the power of video to clarify key concepts presented in the text, this CD-ROM offers original footage of some of the best-known classic experiments in psychology. It shows, among other things, Milgram's obedience study, Watson's Little Albert, Bandura's Bobo doll experiment, Pavlov's dog, and Harlow's monkeys. In addition, students can see interviews with renowned contributors to the field, such as B.E Skinner, Carl Rogers, and Erik Erikson. Each video is preceded by background information on the importance of the experiment or researcher, and is followed by questions that connect the video to concepts presented in the text. The Video Classics in Psychology CD-ROM can be packaged free with Psychology, Seventh Edition. Contact your local sales representative for the value pack ISBN.
NEW Prentice Hall Guide to Evaluating Online Resources: Psychology, 2003. This guide provides students with a hands-on introduction to the Internet, features numerous Web sites related to psychology, and gives students guidelines on how to evaluate online resources. It now comes with free access to ContentSelect, a customized research database for students of psychology. Created by Prentice Hall and EBSCO, the world leader in online journal subscription management, this site provides students access to many peer-reviewed publications and popular periodicals in psychology.
Study Guide. Written by Jody Davis of California State University, Fullerton and Jeffrey Green of Soka University, this student study guide helps students master the core concepts presented in each chapter. Each chapter of the guide includes learning objectives, a brief chapter summary, a preview outline of the text chapter, and three different practice tests.
Mind Matters CD-ROM: Free when packaged with a new text, Mind Matters features interactive learning modules on history, methods, biological psychology, learning, memory, sensation and perception. Each module combines text, video, graphics, simulations, games and assessment to reinforce key psychological concepts.
Contact your Prentice Hall representative to package any of these supplementary texts with Psychology, Seventh Edition at a reduced price:
Psychobabble and Biobunk, Second Edition by Carol Tavris. This expanded and updated collection of opinion essays written for The Los Angeles Times, The New York Times, Scientific American, and other publications encourages debate in the classroom by applying psychological research and the principles of scientific and critical thinking to issues in the news.
Forty Studies that Changed Psychology, Fourth Edition by Roger Hock (Mendocino College). Presenting the seminal research studies that have shaped modern psychological study, this brief supplement provides an overview of the environment that gave rise to each study, its experimental design, its findings, and its impact on current thinking in the discipline.
The Psychology Major: Careers and Strategies for Success by Eric Landrum (Idaho State University), Stephen Davis (Emporia State University), and Terri Landrum (Idaho State University). This 160-page paperback provides valuable information on career options available to psychology majors, tips for improving academic performance, and a guide to the APA style of research reporting.
Experiencing Psychology by Gary Brannigan (State University of New York at Plattsburgh). This hands-on activity book contains 39 active learning experiences corresponding to major topics in psychology to provide students with hands-on experience in "doing" psychology.
How to Think Like a Psychologist: Critical Thinking in Psychology, Second Edition by Donald McBurney (University of Pittsburgh). This unique supplementary text uses a question-answer format to explore some of the most common questions students ask about psychology.
If you are reading this introduction, you are starting your introductory psychology course on the right foot. It is always a good idea to get a general picture of what you are about to read before charging forward.
Our goal in writing this book is to guide you to think critically and imaginatively about psychological issues, and to help you apply what you learn to your own life and the world around you. We ourselves have never gotten over our initial excitement about psychology, and we have done everything we can think of to make the field as absorbing for you as it is for us. However, what you bring to this book is as important as what we have written—we can pitch ideas to you, but you have to step up to the plate to connect with them. This text will remain only a collection of pages with ink on them unless you choose to read actively.
To encourage you to read and study actively, we have included some special features.
In the first chapter, we will introduce you to the basic guidelines of critical and creative thinking—the principles we hope will help you learn the difference between unsupported claims or "psychobabble" and good, scientific reasoning. The identifying symbol for critical thinking is a lightbulb, like the one in the margin. Throughout the book, some (but not all) of our critical-thinking discussions are signaled by a "signpost" in the margin that includes this lightbulb and one of the critical-thinking guidelines. We will be telling you about many lively and passionate debates in psychology—over gender differences, psychotherapy, memory, multiple personality disorder, and many other topics—and we hope our coverage of these debates will increase your involvement with the ongoing discoveries of psychology.
Before each major section in a chapter, a feature called What's Ahead lists some preview questions designed to stir your curiosity and give you an overview of what the section will cover. For example: Why does paying children for good grades sometimes backfire? Do people remember better when they're hypnotized? Do men and women differ in the ability to love? When you finish the chapter, you will encounter these questions again, under the heading Looking Back. Use this list as a self-test; if you can't answer a question, you can go to the page indicated after the question and review the material.
Each chapter also contains several Get Involved exercises, entertaining little experiments or explorations you can do that relate to what you are reading about. In Chapter 3, for instance, you can find out immediately whether you are genetically disposed to cross your right thumb over your left or vice versa when you clasp your hands together; and in Chapter 11 you can find out how your own thoughts affect your emotions. Some of these exercises take only a minute; others are "mini-studies" that you can do by observing or interviewing others.
Every chapter contains several Quick Quizzes that permit you to test your understanding and retention of what you have just read and give you practice in applying the material to examples. Do not let the word "quiz" give you a sinking feeling. These quizzes are for your practical use and, we hope, for your enjoyment. When you have trouble with a question, do not go on; pause right then and there, review what you have read, and then try again.
Some of the Quick Quizzes contain a critical-thinking item, denoted by the lightbulb symbol. The answers we give for these items are only suggestions; feel free to come up with different ones. Quick Quizzes containing critical-thinking questions are not really so quick, because they ask you to reflect on what you have read and to apply the guidelines to critical thinking that are introduced in Chapter 1. But if you take the time to respond thoughtfully to them, we think you will learn more and become a more sophisticated user of psychology. At the end of each chapter, a feature called Taking Psychology with You draws on research to suggest ways you can apply what you have learned to everyday problems and concerns, such as how to improve your memory or get a better night's sleep, as well as more urgent ones, such as how to live with chronic pain or help a friend who seems suicidal. The very last "Taking Psychology with You," at the end of the book, is an Epilogue that shows how you might integrate and use the findings and theories you have read about to solve problems in your own relationships.
In our years of teaching, we have found that certain study strategies can vastly improve learning, and so we offer the following suggestions. (Reading Chapter 7, on learning, and Chapter 10, on memory, will also be helpful.)
Before you even start the book, we suggest you read the Table of Contents to get an overall view of the book's organization and coverage. Likewise, before starting a chapter, read the chapter title and outline to get an idea of what is in store. Browse through the chapter, looking at the pictures and reading the headings.
Do not try to read the text the same way you might read a novel, taking in large chunks at a sitting. To get the most from your studying, we recommend that you read only a part of each chapter at a time.
Instead of simply reading silently, nodding along saying "hmmmmm" to yourself, try to restate what you have read in your own words at the end of each major section. Some people find it helpful to write down main points. Others prefer to recite them aloud to someone else, or even to a patient pet. Do not count on getting by with just one reading of a chapter. Most people need to go through the material at least twice, and then revisit the main points several times before an exam. Special tables called Reviews will help you summarize, integrate, and compare psychological theories and approaches discussed in the chapter.
When you have finished a chapter, read the Summary. Use the list of Key Terms at the end of each chapter as a checklist. Try to define and discuss each term to see how well you understand and remember it. If you need to check your recall, the page number that follows each term refers you to the term's first mention in the chapter. Finally, go over the Looking Back questions to be sure you can answer them.
Important new terms in this textbook are printed in boldface and are defined in the margin of the page on which they appear, or on the facing page. The marginal glossary permits you to find all key terms and concepts easily, and will help you when you study for exams. A complete glossary appears at the end of the book.
The Study Guide for this book, available at your bookstore, is an excellent resource. It contains review material, exercises, and practice tests to help you understand and apply the concepts in the book.
If you are assigned a term project or a report, you may need to track down some references we provide or do further reading. Throughout the book, all studies and theories include citations in parentheses, like this: (Aardvark and Zebra, 2002). A citation tells you who the authors of a book, article, or paper are and when the work was published. The full reference can then be looked up in the alphabetical bibliography at the end of the book. At the back of the book you will also find a name index and a subject index. The name index lists the name of every author cited and the pages where the person's work is discussed. If you remember the name of a psychologist but not where he or she was mentioned, look for the person in the name index. The subject index lists all the major topics mentioned in the book. If you want to review material on, say, depression, you can look up "depression" in the subject index and find each place it is mentioned.
We have done our utmost to convey our own enthusiasm about psychology, but in the end, it is your efforts as much as ours that will determine whether you find psychology to be exciting or boring, and whether the field will matter in your own life. We welcome your ideas and reactions so that we will know what works for you and what doesn't. In the meantime, welcome to psychology!
Carole Wade
Carol Tavris


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School might be out for the summer, but next year is just around the corner. Summer is a time for relaxation, reflection and planning. Are you looking for read alouds to share with your class? In the Children's Room, stop by the Info Desk and ask the librarians about their favorite reads. We also own a helpful bibliography binder for Preschool aged students and School aged students. Each binder is filled with great books to include in your school library, book recommendations and read alouds.
Are you teaching this summer?We have a great program for you! It's Make a Splash: READ at your Childcare and/or Classroom. Sign-up your center or class at the Info Desk in the Children's Room at the Menasha Public Library. You will receive a folder with a June poster, a July poster, a classroom sign-up sheet, stickers and instructions.
New at the library!
What Your First Grader Needs to Know
Our Parent/Teacher section in the Children's Room is constantly changing. Here's our latest book added to the collection:
Empty walls can be good and evil, happy or sad. It's similar to a glass that is half full or half empty. It's all in how you look at it. Sometimes when you have empty space it's difficult to find the perfect "stuff" to fill the void. Should you buy a poster? Should you paint something? Is it possible to use it at a work surface? The possibilities can be endless, yet still hold a road block.
Read the Library Newsletter

subset: commoncrawl


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New York
Adam Scott's Guide to New York, New York
The actor finds that the Big Apple never loses kid-appealRead more
Scene It Before: Location Forensics
Did Debra Morgan really hunt down her own serial killer brother from a police precinct in Miami? A brief investigation into the TV crime dramas that pretend to take place outside of L.A.Read more
Recipe: Rao's Meatballs
When the holiday tables are all booked up, just DIY.Read more
Three Cheers to Us! America's Best Bartenders Create L.A.-Inspired Drinks
Plus, a recipe from San Diego-based Erick Castro.Read more
Blank Generation: The CBGB Movie Is Loads of Fun, Just Don't Expect Accuracy
The mother of all punk clubs, CBGB, is the subject of a movie. The film gets a lot wrong, but it displays a genuine appreciation and affection for its subject.Read more
7 Things You Wanted to Know About Thomas Pynchon's New Novel but Were Afraid to Ask
Welcome to the spring of 2001 and the waning days of unbridled dotcom imperialism, the landscape for Thomas Pynchon's new novel, "Bleeding Edge."Read more
Umami Takes Manhattan: Yelpers, Chowhounders, and Critics Bow Down
New Yorkers really like waiting in line for food.Read more
Don't Let The Door… Jeffrey Deitch Out at MOCA
Jeffrey Deitch is taking his funky, owlish spectacles–and the spectacle that surrounded his tenure as director of MOCA–and returning to New York.Read more
Adam Fleischman Takes The Fifth Taste East
Happy National Burger DayRead more
Where Is The Center Of Los Angeles?
Wikipedia says it's a small apartment in Westwood.Read more


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Go for gold, silver, bronze at NY Fashion Week
He also figured out an alternative to the shoulder pad that has been so prevalent this season: folding the fabric on the shoulder to create a stiff square that stands away from the body without bulking it up.
In his notes to an audience that included Rob Thomas, Alicia Keys and Rachel Bilson, Azria explained he was exploring "the ethereal seduction of the dark side."
Nanette Lepore turned up the heat with layers upon layers of fresh fall styles. She also managed to mine a little romance, something that's largely been missing from this round of seasonal style previews.
Who could argue with a dress that brings the next generation of plaid, with laser cutouts of the usual geometric shapes and layering gold under them to contrast the purple on the rest of the dress?
She showed further attention to detail when she paired a gold pailette top under a V-neck tweed dress and lined with a gold fabric a shiny paisley print dress so that as the model walked, the audience caught glimpses of shimmer. A gold pailette cocktail dress was the a dressier complement to the daytime gold-fabric dress she wore to take her bow.
The era of the late 1960s-early '70s seems to be an endless well for fashion inspiration. The new 3.1 Phillip Lim collection borrowed ideas, inspiration and haircuts from the decade's breakthrough music scene.
One model wore an ivory morning coat with tails named "the Hendrix," and another wore a shorter "Sergeant Pepper" topper. A dusty-rose "Bowie" pantsuit with sharp shoulders and skinny legs also made its way down the runway to the live music of the band Lissy Truillie.
Designer Lim also tapped into Carnaby Street, mixing "dandy" blouses with more hard-core rock 'n' roll tight trousers, many of them slung low around the hips. Lim's staple military influences and ruffles were also well represented. "He loves a good ruffle," says Cindy Weber Cleary, fashion director for InStyle.
New York Fashion week is no stranger to drama – front-row dustups, shouting photographers, fewer seats than guests – but J. Mendel put drama to a better use: He put it all on the clothes.
Mendel didn't just put fur coats on this runway, which are the brand's heritage, he offered toppers that combined the luxe textures of swakara and mink with leather. And no bow details on the gowns here, instead he used wide black ribbon cascading down the front to create a little bit of art.
Those were the pieces the J. Mendel customer, who appreciates fine detail, is used to. But designer Gilles Mendel also put some untested styles on the runway, more casual – by ladies-who-lunch standards – daytime pieces.
It's part of a plan to broaden the brand's reach, says Susan Sokol, J. Mendel's new president.
Somehow "fabulosity" doesn't seem all that anymore.
That means even bling-heavy Kimora Lee Simmons' Baby Phat collection had to be toned down for the fall.


text:
Giant's Ridge
Hotel search
EatingTwo reataurants on site.
NightlifeThe nearest club is 20 mins away.
AccomodationThere is some slope side accommodation or alternatively 20 mins away.
Resort Information
- Overview
- Village life, accommodation and nightlife
- Mountain statistics
- Giant's Ridge 6-day weather forecast
- How to get to Giant's Ridge
- Your views on Giant's Ridge
- Videos on Giant's Ridge


text:
Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/4757
|Identifying the importance of phosphorylation of SNAP-25 at Ser187 in protein kinase C-mediated enhancement of exocytosis
|Shu, Yilong, 1977-
SNAP-25; Ser187.
SNAP-25; Ser187
|University of Missouri--Columbia
|Protein Kinase C (PKC) activation has been shown to enhance exocytosis in various studies. However, the molecular mechanism for PKC to promote exocytosis is still elusive. A possible target of PKC is SNAP-25 (25 kDa synaptosome-associated protein), which is a key member of the SNARE (soluble N-ethylmaleimide-sensitive fusion protein attachment protein receptor) core complex that is essential for exocytosis. Both in vitro and in vivo experiments demonstrate that activation of PKC results in phosphorylation of SNAP-25 at Ser187. However, the importance of SNAP-25 phosphorylation at Ser187 in PKC-mediated enhancement of exocytosis has not been fully studied. Here, I investigated the importance of SNAP-25 phosphorylation at Ser187 upon activation of PKC by a phorbol ester to stimulate exocytosis in rat insulin-secreting INS-1 cells. With the transfection of botulinium toxin E (BoNT/E) to disable the endogenous SNAP-25, my results show that SNAP-25 phosphorylation at Ser187 is important for phorbol ester-enhanced exocytosis. However, my results also indicate that SNAP-25 phosphorylation at Ser187 is not the only mechanism involved in phorbol ester-enhanced exocytosis at high [Ca²+]i. This work helps clarify the molecular mechanisms by which phorbol ester and PKC enhance exocytosis. It also contributes to our understanding of the role of SNAP-25 in exocytosis.
|Other Identifiers:
Items in MOspace are protected by copyright, with all rights reserved, unless otherwise indicated.


text:
Woodrow House Bed & Breakfast in Lubbock, Texas
Woodrow House Bed and Breakfast is a beautiful, spacious 10 room Bed and Breakfast located across the street from Texas Tech University. Our Lubbock lodging is within walking distance to virtually all Texas Tech University events and activities. When planning your next visit to Texas Tech University, Lubbock Texas, or visiting the Buddy Holly Center, remember the Woodrow House Bed and Breakfast. We'd love to have you stay with us.


text:
Thank You for Being a Friend
Doubleday, Jan 1, 1980 - Religion - 192 pages
The author discusses ten women-friends and relatives--who have inspired and influenced her development as a person, a wife, a mother, and a Christian
From inside the book
16 pages matching walk in this book
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Addenbrooks Hospital Angie answered anyway asked beautiful began believe better Bible Billy Graham Book of Ruth Bootle boy friends Capernwray child Christ Christian church decided discovered door dress Elspeth enquired Eternal eyes face Father fear feel felt friends gifts girl God's Grace hand heart Heaven Holy Holy Spirit Homerton College invited Janet Jesus Jill kids knew ladies laughed learned listen live Liverpool look Lord marriage marvelous Mary mind mother needed never night Orpah Peggy play pray prayer Praying Mantis Psalm 19 remember reminded River Cam seemed Shirley sister sitting smiled somehow someone soon sound law Spirit stay stop strange Stuart suddenly sure sweet talk teen-age tell thank things thought tion told turned ultra-suede wait walk wanted watched wondered Woolworth's words young


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A cochlear implant is
a small electronic device that can help "make" sound if you have severe or
total hearing loss. The implant does the job of the damaged or absent nerve
cells that in a normal ear make it possible to hear. Cochlear implants can be
programmed according to your specific needs and degree of
hearing loss.
implants may help people with severe or total hearing loss in both ears who do
not get any benefit from hearing aids. Cochlear implants have been shown to
improve a person's ability to understand speech and speak clearly. Unlike
hearing aids, cochlear implants do not make sounds louder but improve how well
you hear sound.
A cochlear
implant consists of a:
The microphone picks up sound and sends it to the speech
processor, which changes the sound to information the cochlear implant can
understand. The implant then tells the nerves in the ear to send a message to
the brain. The message is understood as sound.
Speech therapy will help you make the most of your cochlear implant. Training
in listening, language, and speech-reading skills (paying attention to people's
gestures, facial expressions, posture, and tone of voice) also help you.
Cochlear implants have a low rate of complications, which may
In July 2002, the U.S. Food and Drug
Administration (FDA) released a public health notification on a possible link
between cochlear implants and bacterial
meningitis. The U.S. Centers for Disease Control and
Prevention (CDC) has looked into this and found:
The CDC and U.S. Food and Drug Administration (FDA) have
recommended the following to decrease the risk of bacterial meningitis in
people with a cochlear implant:
It is possible that a cochlear implant can be affected by a
magnetic resonance imaging (MRI) scan. This could
cause the implant to stop working. Make sure you tell your doctor you have a
cochlear implant before having an MRI.
Last Revised:
April 22, 2009
Healthwise Staff
Medical Review:
Kathleen Romito, MD - Family Medicine & Donald R. Mintz, MD - Otolaryngology
This information does not replace the advice of a doctor. Healthwise disclaims any warranty or liability for your use of this information. Your use of this information means that you agree to the Terms of Use.
How this information was developed to help you make better health decisions
To learn more visit Healthwise.org
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text:
Brass Hinges (industrial) Datasheets
from Grainger Industrial Supply
Hinge, Barrel, Material Solid Brass, Color Satin Brass, Finish Satin Brass, Height 27/64 In., Width 25/64 In., Pin Material -, Door Thickness 1/2 In., Range of Motion 180, Thickness 1.008 In., Pin Type -, Door Leaf Length 27/64 In., Door Leaf Width 25/64 In., Frame Leaf Length 27/64 In., Frame Leaf... [See More]
- Leaf Material: Brass
- Length: 0.4219
- Leaf Thickness: 0.5000
- Open Width: 0.3906
from LaDeau Manufacturing Corporation
All LaDeau brass continuous hinges are fabricated from half hard brass. Hinges are cut to length or otherwise modified to your specification on request. Brass pins are half hard wire. Intermediate and wider widths available on application. Where applicable, custom items can be made from stock... [See More]
- Leaf Material: Brass
- Direction: Reversible
- Hinge Type: Continuous
- Leaf Thickness: 0.0320
from RS Components, Ltd.
Type:Fixed Pin; Material:Chrome Plated Brass; Length:30mm; Width:98.5mm; Thickness:3mm; Fixing Hole Diameter:4mm [See More]
- Leaf Material: Brass
- Length: 1.18
- Leaf Thickness: 0.1181
- Open Width: 3.88
from Sugatsune America, Inc.
Inset Glass Door Hinge. Inset. Glass door thickness : 5 ~ 8mm. Adjustable: Vertical - 2mm, Horizontal - 2.5mm. Door Weight: Maximum 15 kg (32lbs) [See More]
- Leaf Material: Brass
- Direction: Reversible
- Hinge Type: Glass Door Hinge (Unequal Leaves)
- Leaf Thickness: 0.0984
from Ultra Hardware Products, LLC
". Threaded button tip. Furnished w/screws [See More]
- Leaf Material: Brass
- Material Finish: Brass/US3
- Hinge Type: Bearing


text:
Seller agreed to offer, but set a clause,"no discounts after survey"
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Re: Seller agreed to offer, but set a clause,"no discounts after survey"
Originally Posted by
To be fair, there are many buyers that use the survey to chew down a reasonable price, despite it only identifying the obvious. I sympathize with sellers that have to deal with that. I've seen it proposed by some on this board. It isn't honest..
This is what I was alluding to as "double dipping"....
"YOU" are the primary value assor in the transaction...you looked the boat over and you made the offer...
If accepted that should be the selling price....
The survey (and the home inspector) are just there to cover all the bases and make sure there were no hidden or undiscovered , major, defeciencies which may affect the value of said item...
If found, that would negate the deal, period...
And then it's time to start a "new" offer on what is now known...seller may want to correct to original offer specs, or take repairs in account when "you" make new offer...
But that is major hidden/unknown issues (deal breakers) not the mundane and obvious and easily recognizeable issues (which were taken into account in the "first" offer....
"Might as well take 'er out...If anything is gonna happen...It's gonna happen out there..."
"Captin Ron"
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Roberto Coin's Tiny Treasures Horseshoe Pendant
.45ct Diamond Horseshoe
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18K White Gold Diamond Martini Necklace
Angel Wings
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Black Sapphire Skull and Crossbones from Tiny Treasures Roberto Coin collection Pendant Necklace
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A Penny Saved Is Far Easier Than a Penny Earned
by Chuck Saletta Sep 6th 2014 9:06AM
Between all those taxes and other costs of working, you might find it easier to save a little bit of what you're already earning than to earn more. Really.
Between all those taxes and other costs of working, you might find it easier to save a little bit of what you're already earning than to earn more. Really.
Uncle Sam figures raising a middle-class child costs $241,000 over 18 years. So what about the first few years?
These tips can help you cut your costs on school supplies, clothes and electronics. Can you get all your children need for less than the $669 U.S. average?
College textbook prices are soaring, but there are multiple ways to get them cheaper -- and maybe even sell them at a profit.
Learn the truth behind seven misconceptions about credit cards, debit cards, teaser rates, overdrafts and freebies.
41 percent of Americans live in households with no landline telephones. They often just use cellphones, but a technology called VoIP is even cheaper.
Your retirement savings will stretch further if you take steps to reduce housing and entertainment costs. Here are 10 tips to help you save money.
Half of Americans visited their local library at least once last year, a new survey finds, and they -- and you? -- are saving big bucks by not buying books.
How much do you save for the time you spend comparison-shopping? Results are best for car insurance and worst for gas, a survey for an insurance site finds.
You may be tempted to use a raise to upgrade your life, help a friend or family member, or fund an unproven business. Don't. Just don't. Here's why.
Want to reduce your cost of health care? Consider university operations, referral bonuses, cash discounts and a dozen more simple techniques.
The art abandonment movement is about liberating original pieces of art -- for free -- to people who will love them.
Sometimes, little things can make a big difference. Try these six quick and easy techniques to improve your budget's bottom line.
New offers from AT&T and Verizon allow subscribers with older smartphones to save a fair amount of cash on their monthly bills.
About 25% of all smartphones are paid for with financing plans. Here's how to assess such deals vs. two-year contracts when it comes to the next-gen iPhone.
Good-looking sunglasses cost so much because one firm has quietly built a near-monopoly in the business. Here's how to beat Luxottica and save anyway.
Our homes cost a lot to run, but they are also full of the potential to save money (or even earn you some). And even small tweaks can have a big impact.
The small frugal hacks of daily spending are a great way to develop a habit of savings and conscious spending.
July is a good time to buy things to use now (condiments), stuff you should stock up on (bottled water) and items you'll enjoy in the future (jeans).
With the average cost of being a bridesmaid about $1,700, here's how to be supportive, loving and frugal.
In our Money Mic series, one woman shares how she went from being a spendthrift to saving nearly half of her income -- each month.
You don't want your wedding gift to be the one the bride and groom deem the worst they received. Here are pleasing alternatives to seven bad ideas.
There are a variety of ways for retirees to reduce their bills that will have a meaningful impact on their spending power. Here's how.
There's a fine line between cheap and frugal, and the side on which you fall can make all the difference. Here's how to figure out which one your are.
Why not bring back a few of frugal ideas from days gone by? Like bag lunches, car pools and playing outside.
Young people have shown an interest in saving, but they're unable to follow through because debt is holding them back.
The expense of eating out can add up quickly -- especially if you do it frequently. But there are easy-to-use apps that can help you trim the cost.
How much money do your bad habits -- like smoking, drinking and eating fast food -- cost you? Each individual outlay may seem small. But they add up fast.
Protecting your knees is part of protecting your overall health, and protecting your health helps ensure your financial security.
A $1 million nest egg for your retirement is reachable if you have persistence, sacrifice, dedication, a solid investing strategy and time.
Reduce the cost and hassles of your next vacation by skipping the air travel and enjoying a staycation featuring fun and relaxing activities near your home.
The reception hall, the guest list, the in-laws, grandiose desires and other issues can blow your wedding budget. Here's how to stay on track.