The Scientific Revolution DBQ Essay Example

The Scientific Revolution DBQ Essay Between the sixteenth and eighteenth centuries, natural philosophers, now known as scientists, founded a new world view on science, which was previously based on the Bible and classic philosophers like Aristotle and Ptolemy. Both people connected their natural studies directly to God and the Bible, creating ideas like a geocentric earth. With time and new ideas, scientists managed to developed methods for creating and discovering things in nature, and with enough resources and patronage, were able to answer asked and unasked questions. Science, however, was not supported by everyone, and had to face many challenges to achieve the power it maintains in todays world. Due to the strong authority that politics, religion, and common social order controlled in the sixteenth and seventeenth centuries, science was subjectively held in the hands of those who could utilize it or reject it. Religious authority typically rejected scientific ideas. In Document 12, Gottfried Leibniz stated in his book that he believed God governs minds as a Prince governs his subjects. The ideas that God puts forth in the Bible are that of truth-?despite the science that strenuously prove it incorrect. Scientists had to keep their scientific studies and experiments secretive cause much of what they proved contradicted Church teachings. In Document 1, Nicolas Copernicus speaks to Pope Paul Ill in his 1543 book, On the Revolution of the Heavenly Spheres, asking for his support of the sciences, and telling him that the fate of scientific research lies in his hands. You, by your influence and judgment, can readily hold the slanders from biting, Copernicus claims, Mathematics are for mathematicians, and they, if I be not wholly deceived, will hold that my labors contribute even to the well being of the Church. This being, Copernicus hopes for the Churchs adoption f science, but knows that it is an obstacle to scientific research. Similarly, Document 3, a letter written by Giovanni Compile to Galileo in 161 5, contains a monk asking Galileo to defer his followers to rel igious authority when examining scientific matters. It is indispensable, therefore, to remove the possibility Of malignant rumors by repeatedly showing your willingness to defer to the authority of those who have jurisdiction over the human intellect, Compile claims as he knew science would constantly be questioned. He believed the church had the ultimate, final say in what was scientifically accurate, therefore limiting the credibility of proven scientific research. In conclusion, the church had little acceptance of the new teachings of natural philosophy. We will write a custom essay sample on The Scientific Revolution DBQ specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Scientific Revolution DBQ specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Scientific Revolution DBQ specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Society, for the most part, also rejected scientific ideas. In Document 5, for example, Marine Emergence, a French monk and natural philosopher, writes to his noble patron asking for none else but approval of his research, which he and hundreds of other scientists have already painstakingly and carefully proved true. In this, the nobleman who funds his work has total control over what is published as scientific fact. My book is still in your hands and subject to your private judgment. If you object to anything, I am ready to remove it entirely, Emergence vows his patron, At least I am assured my experiments have been repeated more than 30 times, and some more than 100 times, before reliable witnesses, all who agree with my conclusions, he adds on knowingly. Even if scientific research is proved to be correct, its validity is still subject to the opinions of the person who funds it. The times mindset of social order also held women back from being able to study science and become known scientists. Document 9, a book geared toward a typically female audience, shows Margaret Cavendish desire to be able to explore the subject of natural philosophy, but because of her gender, simply cannot. Cavendish states that if she had the ability, she would set up her own school of natural philosophy, but that I, being a woman, do fear they would soon cast me out of their schools. This limits a whole gender of people who might have contributions they could make to science. Society also had the right to question the authority of scientists, and often wondered if what they were reading was right or wrong. In Document 7, English philosopher Thomas Hobbes, author of the Leviathan, writes that the doctrine of what is right and wrong is perpetually disputed both by the pen and by the sword, but geometry is not. He believed that in an insignificant field like geometry, very few men cared if what they were finding out was true or false because nobody s ambition or profit depended on it. Hobbes points out, however, that if a mathematicians idea conflicts the idea of another man with power, the thought would be challenged. Because of societys patterns of natural order, even if the mathematician is right, the ruler cannot allow the one who is of lesser power to be correct. This therefore shows how the power of an old, flawed idea restricts the emergence of a valid, new one. As a result of a flood of new scientific ideas, society, for the most part, stuck to their original archetypes, and rejected scientific ideas. While the Church and the traditional order of thought seem to reject the idea of allowing new inventions and theories into their perfectly contented society, they both do not seem to realize how science can make their practices even stronger. In terms of religious practices, Document 2, for example, features a passage from John Calvin as he explains why science only further proves God. This study should not be prohibited, nor this science condemned, because some frantic persons boldly reject whatever is unknown to them, Calvin explains, for astronomy is not only pleasant, but also very useful: it cannot be denied that this art unfolds the admirable wisdom of God. What is not known, or what cannot be explained, is God to John Calvin. The complexity of science only proves that there is a God out there. In terms f society, Document 6, a letter written by Secretary of the English Royal Society Henry Oldenburg to Johannes Hovels, states that if educated people formed friendships with other educated people, then it would be a great aid to the investigation and elucidation of the truth. He further concludes the thought by stating that Philosophy would then be raised to its greatest heights. Not only would science improve the bonds and social aspects of society, but science itself would improve, being that ideas would spread and be debated on a daily basis, requiring all educated people to have the retreat knowledge on the philosophy so they can have conversation with others. With the Churchs and society traditional archetypes general rejection Of scientific ideas, natural philosophers of the sixteenth and seventeenth centuries found one last place that, more than any other power of civilization, were able to use the s cientists discoveries. The government grasps the fact that they can utilize scientific research to their best abilities. This is evident in Document 10, a drawing depicting Louis Xiv visit to the French Royal Academy. In this artwork, published in 1671, the king and his posse stand in a room filled with technology and discoveries, pointing at different objects with interest. The artist clearly wants the viewer to see how politics find acceptance in the scientific world, and how they glorify the king for doing so. Similarly, in Document 1 1 , Jean Baptists Collect, a French finance minister, expresses positivist about the influence of science on the government. Because the splendor and happiness of the State consists not only in maintaining the glory of arms abroad, but also in displaying at home and abundance of wealth and in causing the arts and sciences to flourish, they state proudly, We have been persuaded for many years to establish several academies for both letters and science. With the employment of scientific discoveries in the government, both can benefit, being that war can become more high tech, and research can be more easily conducted. Considering that the happiness of the state depended on how well science flourished, scientists would then be pressured to keep working toward new technology and improvement of old ones. Natural philosophers in the sixteenth and seventeenth centuries were constantly dependent on the criticism of religion, social archetypes, and politics, as they w ere the deciding factors to how science would be utilized or rejected.

Years of Impossible Goodbyes Essays

Years of Impossible Goodbyes Essays Years of Impossible Goodbyes Paper Years of Impossible Goodbyes Paper Years of Impossible Goodbyes Years of Impossible Goodbyes, written by, Kook Null Cool, Is a very emotional and suspenseful historical novel. Kook Null Cool was born In the sasss In Pyongyang, North Korea. She wanted to share her experience with the people, and let them know about one of the turbulent period of the Korean history. Told by a first person narration; Samoan, the protagonist, tells the story. Place back in the years of 1945- 1946, within Krimmer, a village in the Pyongyang, North Korea, about a childs (the authors) past life, talking about her familys courage, love, and determination to find freedom from the North Koreans near the ending of the World War 2. In this novel, Samoan, the mall character, endures the cruelty of the Japanese occupation forces. She was only ten-years-old when all of it occurred. In the story, she was a very courageous child, suffering from the lost of her father and brothers, to the labor camps, and to the death of her beloved grandfather, she still hung tight. She cared deeply for her family; mother, father, brothers, aunt, cousin, and friends. Always acting to protect her brother, as well as listen when told to. Samoan speaks for herself, and says what she think Is right, for example, suddenly one of the big boys shouted, Stop, stop, stops Dont you know that we will stab you bastards firstly Well help the Americans destroy you all! You killers! The students gasped. But I clapped my hands in delight. (80-81 Through the passage it shows that she is a very independent speaker, and thinker. Then I realized all the first and second grade girls standing around me were starring in silent horror. Marina Sensei came over to me and hit me so hard that I fell to my knees crying. (81 Through that excerpt, you can see that Samoan did frequently get in trouble for speaking her mind, but she did what was right. The Japanese had a really dominant grip over the Koreans, additionally into the story after the Japanese left, the Russians came and conquere d the Northern Koreans. Hence, the type of conflict in this novel is man vs.. Man. The Japanese took over the Koreans and made them do whatever they wanted; learn their language, wear their clothing, and do their dirty work. Samoan and her family wanted to get out of their grip, and thus they were free when the Japanese lost the war to the Americans, White Devils. Not soon after, the Russians came over, and established a Communist government in North Korea; in addition to that, they would kill any traitor who crosses over to South Korea where the united Nation was. An excerpt from the book that would support the killing of the traitor is, l cant go. If I disappear, the Russians will notice immediately and will send a search party after me. Then wed all get caught and be brought back ere to face the machine guns. (122) Sonars father and two older brothers were already over in the south; while her mother, younger brother, aunt, cousin, and she, were still in the north. Sonars aunt and cousin became a double agent, helping Samoan and her mother plus brother out of the south. Her father then hired a guide to guide them towards the south, but on the way there her mother gets stopped at a checkpoint, and in addition to that, the guide leaves them at a house and runs off. Canon Ana near younger Trotter winner stuck together Walt no adult gulled whatsoever, and since as the older sister, she had to take care of him. Seeking help from an old woman that owns an inn, they found out that the guide too, was a double agent for the Russians. After wondering around for about three days without an adult; scared as she was, Samoan and her brothe r looked for help from the Russian guards at the checkpoint who stopped their mother. They where brought inside to be questioned and soon after let go. Heading back to the train station they got help from a kind man. He told them where to go, and what to do to get across to the south. They followed the direction as so, carefully trying to avoid the watch light, dogs, and guards of the Russians. Making the softest sounds ever, they carefully crossed. Running with all their might at the last stretch; hearing the Russian dogs barking and soldiers screaming, they made it all by themselves. The Americans lend them a hand, nursing them back to health when they crossed. When Samoan and her brother where back in good shape, the Americans found her father and brothers, but sadly no mother. Six months later, she came to their house that was now in Seoul, South Korea. Captivated by one of the Russians to be a maid, she managed to escape and found Samoan and the family. As well as as for Sonars cousin and aunt, they were marked as traitors, thus they where shot and hung in the town square of North Korea. She had to face her fears, and manned up Just to save her brothers and her life. An example of her courageousness for her brother was when they where brought into the Russians headquarter for questioning, and when they took her brother she spoke up saying, l am his nana and we go everywhere together. Can I come too? She got pass her fears and became a brave young girl. This historical novel to me was a very inspiration story. Its inspirational for the fact that, a young girl like Samoan, took on the responsibility of caring for her brother through the scariest and hardest time; all by herself. Something that was very surprising to me was how the lost of her family did not really keep her down; it Just gets her back on her feet again. With each knock down she got stronger. The story also gives you a feeling that you are back in the days of World War 2. Having the leaning that whatever she is going through, you are going through with her. Kook Null Choc really knows how to write stories. She pulls you in so well, and gives you so much information through her books. This is an incredibly compelling story of a young girl going through the roughest times at such a young age with immense responsibility. Years of Impossible Goodbyes is a must read. Having a part of history and a story together in one astounding book, what more do you possibly want? Canon, KOOK Null. Year AT Impossible Dyes. New York, NY: Houghton Muffling Company, 1991.

End of the Vietnam War - Fall of Saigon

End of the Vietnam War - Fall of Saigon Previous Page | Vietnam War 101 Working for Peace With the failure of the 1972 Easter Offensive, North Vietnamese leader Le Duc Tho became concerned that his nation could become isolated if President Richard Nixons policy of dà ©tente softened relations between the United States and his allies, the Soviet Union and China.  As such he relaxed the Norths position in the ongoing peace negotiations and stated that the South Vietnamese government could remain in power as the two sides sought a permanent solution.  Responding to this change,  Nixon’s National Security Advisor, Henry Kissinger, commenced secret talks with Tho in October.  Ã‚   After ten days, these proved successful and a draft peace document was produced.  Angered at having been excluded from the talks, South Vietnamese President Nguyen Van Thieu demanded major alterations to the document and spoke out against the proposed peace.  In response, the North Vietnamese published the details of the agreement and stalled the negotiations. Feeling that Hanoi had attempted to embarrass him and to force them back the table, Nixon ordered the bombing of Hanoi and Haiphong in late December 1972 (Operation Linebacker II). On January 15, 1973, after pressuring South Vietnam to accept the peace deal, Nixon announced the end of offensive operations against North Vietnam. Paris Peace Accords The Paris Peace Accords ending the conflict were signed January 27, 1973, and were followed by the withdrawal of the remaining American troops. The terms of the accords called for a complete ceasefire in South Vietnam, allowed North Vietnamese forces to retain the territory they had captured, released US prisoners of war, and called for both sides to find a political solution to the conflict. To achieve a lasting peace, the Saigon government and Vietcong were work towards a lasting settlement that would result in free and democratic elections in South Vietnam.  As an enticement to Thieu, Nixon offered US airpower to enforce the peace terms. Standing Alone, South Vietnam Falls With US forces gone from the country, South Vietnam stood alone. Though the Paris Peace Accords were in place, fighting continued and in January 1974 Thieu publicly stated that the agreement was no longer in effect. The situation worsened the following year with the fall of Richard Nixon due to Watergate and passage of the Foreign Assistance Act of 1974 by Congress which cut off all military aid to Saigon. This act removed the threat of air strikes should North Vietnam break the terms of the accords. Shortly after the act’s passage, North Vietnam began a limited offensive in Phuoc Long Province to test Saigon’s resolve. The province fell quickly and Hanoi pressed the attack. Surprised by the ease of their advance, against largely incompetent ARVN forces, the North Vietnamese stormed through the south, and threatened Saigon.  With the enemy nearing, President Gerald Ford ordered the evacuation of American personnel and embassy staff.  In addition, efforts were made to remove as many friendly South Vietnamese refugees as possible.  These missions were accomplished through Operations Babylift, New Life, and Frequent Wind in the weeks and days before the city fell.  Advancing quickly, North Vietnamese troops finally captured Saigon on April 30, 1975. South Vietnam surrendered the same day. After thirty years of conflict, Ho Chi Minh’s vision of a united, communist Vietnam had been realized. Casualties of the Vietnam War During the Vietnam War, the United States suffered 58,119 killed, 153,303 wounded, and 1,948 missing in action. Casualty figures for the Republic of Vietnam are estimated at 230,000 killed and 1,169,763 wounded. Combined the North Vietnamese Army and the Viet Cong suffered approximately 1,100,000 killed in action and an unknown number of wounded. It is estimated that between 2 to 4 million Vietnamese civilians were killed during the conflict. Previous Page | Vietnam War 101

Community Paper - Assignment B Essay Example | Topics and Well Written Essays - 1000 words

Community Paper - Assignment B - Essay Example Individuals can also belong to psychological communities, which involve personal interaction governed by sentiments of trust, collaboration, and altruism. This definition by Aristotle expanded to acknowledge that the world has contracted into a global village. One characteristic of such a community is bringing together of isolated individuals giving rise to communities which are unrestricted by geographical location. With the emergence of information technology there has been a creation of networks and cyber communities that link organizations and individuals across the globe through the internet irrespective of national boundaries (Stuckey, 2008). A community is a network of self-organized individuals with a common cause, agenda, or interest and these individuals collaborate by sharing information, ideas, and other resources with an aim of progression. In this regard, virtual communities consist of individuals in an online discussion on matters of common concern, or of those who fre quent a certain website for such purposes as socialization. This, therefore, implies that a community is a cluster of individuals with a common interest that arise from their association. An instance of a community is a college community, which involves individuals attending college. A neighborhood community comprises of people who live in a neighborhood and an online community made up of members of a certain website such as Facebook. Characteristics of a community The common defining characteristics of a community have common components, which are the people in the community, social interaction, common ties, and a place. Stuckey (2008), notes that the most essential characteristic of a community is the people People The people in a community involve a group of individuals who possess common initiatives. These individuals identify themselves with a thing or event that is larger than the summation of their individual relationships. A community must have people, and without this funda mental characteristic, a collection of any other thing cannot qualify as a community. These people can also be a group entity who have a common identity or are located within some defined boundaries. A community can, however, be restricted by limited membership to the community, but the individuals in the community must have some relationship with each other often because of a common ground. Rituals, social agreements, and social policies must govern the people in a community. These policy agreements and rituals ensure that each member of the community is valued. The people in a community are often organized according to the roles they play in the community. Sociability of the people in a community generates content for the community (McMillan & Georg, 2006, p.130). In the college community, this characteristic of people characterizes the students and the college staff. These individuals are guided by the college rules and follow the social agreements put in place by the college. Em ergence of roles also emerges in such a community where the roles of the staff and that of the students are clearly differentiated. Online communities also have the characteristic of people and are exemplified by the participants in the discussion or members of a website. It is only real people who can form a virtual community and it are necessary to note that computer robots, despite their abilities to engage in activities similar to that of

Risk assessment and management Essay Example | Topics and Well Written Essays - 1750 words

Risk assessment and management - Essay Example Their tools are: - To keep account of their own risks, risk assessment and prevailing regulations - To establish internal goals for work environments based on risk assessment - To keep the employees informed and instructed, to have sufficient knowledge available to manage risks and ensure that the employees participate in the Health and Safety (H&S)-work. - To assess dangers and problems, measure exposure if necessary The company also has to carry out preventive measures like: - Substitution of chemicals, products, methods or processes - Technical measures (encapsulation, confinement, exhaust devices) - Organisational measures - Hygienic measures (clothing, availability of lockers and showers etc) - Providing personal protective equipment (PPE) - Perform internal audits, in form of verifications as well as revisions, surveillance 3 - Evaluation of preventive measures Stakeholders: Stakeholders should also be involved in the risk management in production and transportation of Formaldehyde so that a transparent and effective process is ensured. When stakeholders are involved, it gives them a chance to take part in the interactive exchange of information and opinion about risk. It also helps to connect gaps in understanding, to add to the distribution of values and perceptions, and to assist the exchange of information and thoughts that allow all parties to make knowledgeable decisions. (http://www.fao.org/docrep). According to the European Chemicals Bureau, elimination should be the main objective. But since the manufacture of Formaldehyde and its transportation is the main reason of survival of the company, it can adopt by taking preventive measures and... Risk assessment and management The different risk management tools which the management can use to reduce risk in the manufacture and transportation of formaldehyde is: (Ackley 1980, Bosseau et al 1992). The company has to implement the regulations laid out by the concerned body and has to try to establish a form of quality assurance (Internal Control) to ensure that they are actually implemented. This includes responsibility for characterising exposure, performing proper risk assessment of conditions and taking the necessary preventive measures. Do away with risks: Less risky situations can be ensured by bringing in changes in the productive process or substitution of dangerous substances; Decrease and limit risks by taking measures at the source of the exposure such as isolation, aspiration, ventilation systems, and other actions; And finally, protection of workers, in case the risks are not fully eliminated, or properly reduced and controlled. The worker has to be provided with individual protective equipment. Sometimes a combination of the three prevention measures above-mentioned may be required. If at all these preventive measures cannot be taken, then the risk is not fully eliminated or it can be said that it is not at a minimally acceptable degree. Technical evaluations in the form of tests to workers and the workplace environment should be done to compare the actual exposure in the workplace with threshold limit values.

Last Of The Mohicans Essay -- essays research papers

â€Å"The Last of the Mohicans†   Ã‚  Ã‚  Ã‚  Ã‚  The main difference between â€Å"The Last of the Mohicans† book version by James Fenimore Cooper and â€Å"The Last of the Mohicans† movie version, generally speaking, is that the book has a more adventurous theme and the movie has a more love and romantic theme. Never the less, both stories were extremely interesting.   Ã‚  Ã‚  Ã‚  Ã‚  Main details that support this difference are that in the movie, Cora is supposed to wed with Heyward and Cora agreed with that. Then she met Hawkeye when he saved her from an ambush from the Hurons. From there they fell in love and Heyward was out of the picture as far as love is concerned. So, Cora is the one who is in love with Hawkeye and Alice takes the role of Cora. Another factor, dealing with the love theme differences is in the book, there was not a big love scene between Hawkeye and Alice as there was in the movie between Hawkeye and Cora. Thus making the movie a more romantic story. In the movie, key things that happen have different importance because the roles switch. For instance, towards the end of the book, Cora dies. In the movie, Alice dies. This is important because Alice and Cora have certain traits that make this more and/or less important to the story.   Ã‚  Ã‚  Ã‚  Ã‚  Differences in the between Heyward are that in the book, Heyward does not play as an important role as he did in the movie. In the movie, he sacrifices himself to the Hurons, in exch...

Effects of Emotion Regulation on Risk Aversion

This paper is on â€Å"Emotion Regulation and Decision Making Under Risk and Uncertainty† by Mircea Miclea, Andrei C. Miu, Renata M. Heilman, Liviu G. Crisan from Babes-Bolyai University, in Cluj-Napoca, Romania and Daniel Houser from George Mason University in Virginia, USA. The study was published in the American Psychological Association, 2010, Vol. 10, No. 2. It deals with emotion regulation (ER) tactics such as cognitive reappraisal and expression suppression and their effects on risk aversion and decision making. Reappraisal involves reformulating the meaning of the situation.Suppression involves inhibiting the responses and behaviours associated with emotions, such as facial expressions, vocal tonality or body language. The researchers hypothesized that participants using reappraisal would portray lower risk aversion (increased risk taking) than subjects using suppression. They induced negative emotions of fear and disgust on their participants through short movie clips and then rated how they did on tests that measure risk-taking based on the ER tactic that they were previously instructed to use. (Heilman, Crisan, Houser, Miclea & Miu, 2010, p. 58). Our textbook defines an experiment as a scientific method of research in which several factors called independent variables are modified to determine their effects on the dependant variable. This enables researchers to find cause and effect between different variables because they will observe if changes in one variable causes changes in the other (Baron, Byrne, Branscombe, & Fritzley, 2010, p. 19). For the purposes of this paper, focus will be on study 1 which looked at the effects of negative emotions such as fear or disgust.The sample was of sixty participants (56 women; mean age 21. 45 years) from the Babes-Bolyai University campus. They were randomly distributed in 6 groups based on the emotion experienced (either fear or disgust) and the ER strategy employed (cognitive reappraisal, expressive su ppression, or control/no ER instructions). The independent variables in this experiment were the ER strategy induced and the emotion experienced by the subjects. The emotion was measured using PANAS-X (posttest).The participants then completed the Emotion Regulation Questionnaire (ERQ) to confirm that they employed the instructed ER strategy. The dependant variable was the risk taking behaviour of the subjects, measured with BART and IGT tests. Results showed that reappraisers, but not suppressors, showed significantly decreased fear and disgust. Findings reveal that cognitive reappraisal increases risk taking by reducing the experience of negative emotions, while expressive suppression does not because it is ineffective in reducing negative emotions (Heilman et al. , 2010, p. 258-61).The textbook deals with the topic of emotion and cognitive regulation by addressing the topics of thought suppression, affect and cognition and emotion regulation. First, thought suppression is the eff ort we take to prevent certain thoughts from entering our consciousness. It is involved in two steps: the first is an automatic process which detects unwanted thoughts, and the second is a conscious process by which we decide to not think about the unpleasant thoughts and concentrate on something else. When we are too tired, the conscious process cannot operate and the unwanted thoughts become stronger.We engage in though suppression to control our feelings and behaviour (Baron et al. , 2010, p. 47-48). Second, the textbook looks at the influence of affect on cognition. Research indicates that our mood influences the way we see the world and our interactions with it. The textbook states that information of affective nature is processed differently than standard information, and as such it is almost impossible to ignore it once it has been introduced into a situation. People in a good mood are encouraged in heuristic thinking, and more likely to accept facts. Baron et al. , 2010, p. 50-53). Lastly, the textbook defines emotion regulation as a cognitive mechanism by which we use our thoughts to regulate and control our feelings. A study by Tykocinski lists two ER techniques: counterfactual thinking, when people adjust their thoughts about negative events to make them seem unavoidable and less distressing, which reduces negative affect, and giving in to temptation, which involves doing things that are potentially bad for us but pleasant in order to improve our mood (Baron et al. 2010, p. 54-55). Some similarities can be traced between the experiment and the textbook. They both agree that our mood has an influence on our cognition. In particular, the textbook tells us that people in a good mood engage in heuristic thinking, that is employing mental shortcuts, and that they are more likely to accept fewer arguments as demonstrated in the study by Ruder and Bless (2003). The experiment by Heilman et al. (2010) shows us that the ER technique one uses can decrease our risk aversion.The textbook does discuss forms of ER techniques that are similar as the one present in Heilman’s study. Thought suppression, as discussed in the textbook, has a few similarities with expressive suppression, in that they both attempt to inhibit something. Cognitive reappraisal is very similar to Tykocinski’s counterfactual thinking. In terms of the research done for the experiment and the textbook, no similarities could be found.This translates in the different names given to the emotion regulation techniques (i. e. reappraisal vs. counterfactual thinking) in between the two. The study certainly has a lot more detailed information on the topic of emotion regulation than the textbook. The latter approaches the topic in a more general way, not surprisingly so since it is a college level manual. A critical look at the journal article reveals that, overall; they did a good job, however there are a few things that are not good.The independent and dependant va riables were chosen properly and they took great care to measure the effects using a variety of tests and statistical analyses. They made sure that fear and disgust was felt and that ER strategies were employed. However, further specification on the way they instructed their participants over which ER strategy to use would be welcome. The study does not list any further information on that topic, other than the participants were given the Emotion Regulation Questionnaire at the end to determine if they followed the assigned instructions.The conclusions seem to follow the results in a coherent and logical fashion. The main problem with this study is their sampling. First of all, it is not very large, and second, it is not representative, as it consists almost exclusively of young women (56) from the campus. This does not allow for generalization. Further experiments with a larger, more representative sample would shed more light on the exact effects of emotion regulation on decision making under risk.