Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Psychology Stamford Prison Experiment Questions
- What police procedures are used during arrests, and how do these procedures lead people to feel confused, fearful, and dehumanized?
- If you were a guard, what type of guard would you have become? How sure are you?.
- What prevented “good guards” from objecting or countermanding the orders from tough or bad guards?
- If you were a prisoner, would you have been able to endure the experience? What would you have done differently than those subjects did? If you were imprisoned in a “real” prison for five years or more, could you take it?
- Why did our prisoners try to work within the arbitrary prison system to effect a change in it (e.g., setting up a Grievance Committee), rather than trying to dismantle or change the system through outside help?
- What factors would lead prisoners to attribute guard brutality to the guards’ disposition or character, rather than to the situation?
- What is “reality” in a prison setting? This study is one in which an illusion of imprisonment was created, but when do illusions become real? Contrast consensual reality and physical or biological reality, and explain the implications of the following poem (by PGZ):Within the illusion of life, Death is the only reality,
But is Reality the only death?
Within the reality of imprisonment,
Illusion is the only freedom,
But is Freedom the only illusion?
- What is identity? Is there a core to your self-identity independent of how others define you? How difficult would it be to remake any given person into someone with a new identity?
- Do you think that kids from an urban working class environment would have broken down emotionally in the same way as did our middle-class prisoners? Why? What about women?
- After the study, how do you think the prisoners and guards felt when they saw each other in the same civilian clothes again and saw their prison reconverted to a basement laboratory hallway?
- Moving beyond physical prisons built of steel and concrete, what psychological prisons do we create for ourselves and others? If prisons are seen as forms of control which limit individual freedom, how do they differ from the prisons we create through racism, sexism, ageism, poverty, and other social institutions? Extend your discussion to focus on:
- The illusion of prison created in marriages where one spouse becomes “guard” and the other becomes “prisoner”
- The illusion of prison created in neurosis where one aspect of the person becomes the prisoner who is told he/she is inadequate and hopeless, while another aspect serves as a personal guard
- The silent prison of shyness, in which the shy person is simultaneously his or her own guard and prisoner
- Was it ethical to do this study? Was it right to trade the suffering experienced by participants for the knowledge gained by the research? (The experimenters did not take this issue lightly, although the Slide Show may sound somewhat matter-of-fact about the events and experiences that occurred).
- How do the ethical dilemmas in this research compare with the ethical issues raised by Stanley Milgram’s obedience experiments? Would it be better if these studies had never been done?
- If you were the experimenter in charge, would you have done this study? Would you have terminated it earlier? Would you have conducted a follow-up study?
- How can we change our real institutions, such as Attica Prison, when they are designed to resist critical evaluation and operate in relative secrecy from taxpayers and legislators?
- Knowing what this research says about the power of prison situations to have a corrosive effect on human nature, what recommendations would you make about changing the correctional system in your country?
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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