Factors affecting the activity of enzymes Essay Example for Free

Factors affecting the activity of enzymes Essay Factors affecting the activity of enzymes Aim: to investigate the factors affecting the activity of enzymes. Factors: The factors that could possibly affect the activity of enzymes are: Temperature: rate of reaction increases as temperature increases. Concentration of enzyme: rate of reaction increases as concentration of enzyme increases. pH: extremes of pH denature enzymes. Surface area: rate of reaction increases as surface area increases. Inhibitors: if there are any impurities, then they will restrict the rate of the reaction. Key Factor: I will be using temperature as a variable, and keeping all other factors constant. Therefore, testing temperature as the key factor. Prediction: I believe, that as the temperature of the starch and amylase increases, as will the rate of the reaction. However, once the optimum temperature is reached, the amylase will stop working. Hypothesis: The reason I believe that as the temperature of the starch and amylase increases, as will the rate of the reaction, is because of the collision theory. The collision theory tells us, that the more the solution is heated, the more the particles inside vibrate. Therefore, if the different particles are vibrating a lot more, it means that they will collide a lot more, and so the reaction will occur a lot faster. So in the case of the experiment we will be doing; the higher the temperature of the starch and amylase, the more these particles will vibrate and collide, and so the faster the amylase will be broken down. I also believe, that once an optimum temperature is reached, the amylase will stop working. This is because, above a certain temperature, enzymes, being proteins are denatured (change shape), and so can no longer combine with the substances. Fair Test: In order to make this a fair test, the following things must be taken into account: Ensure that the volumes of amylase and starch are constant. Ensure that the pH levels of the starch and amylase are the same. Ensure that all the apparatus are totally clean, i. e. have no impurities. Ensure that the temperature of the solutions remain the same as planned. Ensure that the temperatures of the water baths and ice bath are kept as constant as possible. Ensure that the starch and amylase solution is kept in the water bath in between each 30-second gap, so as to ensure a constant temperature throughout. Method: Two test-tubes, one filled with 5mg of starch suspension, and one filled with 5mg of amylase solution, are both put into a tub of ice. Whilst these are left inside the tub to cool down, droplets of iodine solution are put in each cavity of the spotting tray. Once the temperatures of the starch and amylase solution have become constant, then they are mixed together, and a droplet of this solution is then added to the first cavity of iodine. The test-tube is then put back in the ice tub, and then every 30 seconds, another droplet of the solution is added to a different cavity of iodine, until the purple colour that should appear, has disappeared. The time taken for the purple colour to disappear, is then recorded. When the purple colour disappears, it means that the amylase has totally broken down the starch. The same process is then repeated, but in water baths, with temperatures of 30? C, 50? C, and one is also done in room temperature. Everything is then repeated once more, and the average times for each temperature are calculated. Diagram: Apparatus: The following apparatus will be used in the experiment: 3 water baths tub pipette 2 syringes 2 beakers 2 test-tubes spotting tray thermometer test-tube holder Results: Temperature (i C) 0i C 20i C 30i C 50i C Time Attempt 1 450secs 270secs 180secs 210secs taken for Attempt 2 480secs 300secs 180secs 210secs starch to Average 465secs 285secs 180secs 210secs disappear 1/T 1/465secs 1/285secs 1/180secs 1/210secs Graph: Conclusion: To a certain extent my hypothesis was correct, but there still were some unforeseen results. For example, I mentioned in my hypothesis that as the temperature of the starch and amylase increases, as will the rate of the reaction. As the graph shows, the rate of reaction did increase as the temperature increased, but only to a point; after 30? C, the rate of reaction began to decrease. However, in my hypothesis, I mentioned that once a high enough temperature is reached, the amylase would stop working. This of course was incorrect, because once it reached 30? C, the amylase did not stop working, it just became less efficient. One thing I noticed whilst looking at the results table, was that as the temperature increased by 10? C, the rate of reaction doubled. This would explain why the graph increases steadily at the beginning, and then starts to steeply increase. Errors and Improvements: Some of the results may have been inaccurate, due to the 30-second range in between each time another droplet is added to a cavity of iodine. This could have been improved upon, by making it only a 5-second range for example, because the exact time when the starch disappears would be closer to the time recorded than with a 30-second range. An example as to why a couple of the results may not have been proportional, is when the starch and amylase were put in the ice tub. It is very unlikely that the solutions would have reached 0? C and remained constant. This could have been improved upon, by putting the solutions in a freezer instead, because it would keep to the same temperature throughout. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.

Post-modern management Essay Example for Free

Post-modern management Essay It has always been the goal of man to be able to describe humanity and the world in which they live in. In doing this, we are inclined to search for answers, to find resolutions to our needs and problems. Decisions become important and the ability to use knowledge to make intelligent choices become essential. It is not such a wonder then that through all those years, man has developed countless theories and practices and had reinforced them with countless examples. In the world of management and leadership, the conventional approach to things involves a rigid and tested way of creating solutions. Traditional management science, furthermore, involves the use of computational processes to organizational decision making. It starts off with the recognition and definition of the problem in the real world. The ultimate goal then is to find what is needed is to be able to bridge what the present situation lacks to what the intended result is. It is a beginning of the search for improvement. Conventional methods use an idealized and linear manner to fuse the problem and a known pattern or puzzle to create a solvable model. To make a good intellectual decision, it is necessary to conduct optimization, forecasting, modeling and simulation, and decision analysis. It involves finding out what the best feasible option is, what it entails for the future and what its result would be for varying situations. Models are used wherein the object is to be able to match a puzzle to represent the problem in the real world. Traditional models such as linear and dynamic programming, queuing, discrete-event simulation and causal models are used and from all of these, ultimately the best decision is made. This discipline has become integrated to the basic field of management and has become a standard for various functions of business. (Whalen, 2001) In the context of marketing, traditional methods of simplification and reduction to formulae are used. Highly structured devices, pre-determined market and brand standards are employed to achieve desirable goals. Marketers are the one controlling and driving these goals and therefore consumers respond to this. (McKernon) Robbins, in the article of Summers et al. , further reinforces these patterns of cause and effect by relating organizational behavior through scientific methods. The real world is â€Å"mirrored† by organizational behavior through methods of investigating behavior†. (Summers, 1997) Robbins argues that most of the generalizations of man are made on the basis of intuition, not proven facts and thus investigation is needed. Intuition is likened to common sense and that, most of the times, it is inaccurate. Robbins further explains that common sense is different for different groups of people and that investigation tackles diversity. By investigating, managers can better and more precisely handle and predict the behavior of their personnel. This investigation must be coupled with good research especially on the comparison and weighing trade-offs. The use of case studies, surveys, and experiments must be implemented. Robbins further reiterates that generalizations and conclusions must be based on systematic study, scientific evidence supported by verified data. Organizational behavior knowledge is attained by avoiding intuitive approach and focusing more on knowledge based on meta-quantification analysis and surveys. (Summers, 1997) The leader or manager eventually uses these techniques to properly guide the organization and his/her employees. Optimal leadership ultimately depends on internal and external factors. In the organizational behavior perspective, leaders use contingencies such as national culture, gender and race to improve and strengthen the relationship with subordinates. This contingency theory theoretically provides the manager with the capability to independently make decisions and to do amendments necessary to obtain the desired result. Summers et al. , argue that this is a one-sided view. The conventional organizational behavior methods only show how managers can exercise their influence on the workers but not the other way around. Traditional ways involve exploitation and discipline and encourages an ideology of domination. â€Å"Managers are taught skills in getting workers to accept the status quo, to get ahead and to get along with others but not to question the game plan†. (Summers, 1997) As evident in the deconstruction of Robbins article, Summers et al. propose a de-emphasis on this rigid structure of conventional management. Whalen et al advocate this postmodern view and puts focus on discourses and de-emphasized precise and fixed meanings. With this premise, the dynamic quality in knowledge is established. Soft computing is rallied to be a faster, more creative approach to solutions although admittedly, it welcomes inaccuracy and ambiguity. In the perspective of knowledge management, however, this postmodern approach provides ways for problem management that cannot be quantified through mathematical computations. Whalen et al. further discuss three types of knowledge approach, creation by means of evolutionary and neurocomputing, deployment through decision support systems, and discovery by data mining, applied virtual reality and data visualization. In neural methods, the model build on gathered data and experimentation and proceeds by the random systematic search. The model is based on a fixed database and relies on the matching that of an existent criterion. With experimentation, on the other hand, the aim is to look for an action from a set of choices and parameters that would result to the desired outcome. Decision support systems may also use the case-based approach. Knowledge is derived from various case studies and banks on experiential logic to create the optimal response to a problem. Moreover, data mining utilizes different techniques to look for patterns that associate and correlate various fields of databases. Data visualization and virtual reality applications likewise bring the important contribution of human perception that is irreplaceable by artificial computer simulations. Whalen et al. stress the importance of humanizing the decision process and that the organization’s stakeholders are best catered to when managers are able to produce the right choices that assert the organization’s goals and mission. As the world is getting more complex and dynamic, a postmodern stance must be advocated and that this will â€Å"greatly advance our ability to understand how humans make perception based rational decisions in an environment of imprecision, uncertainty and partial truth† (Whalen, 2001) The postmodernism approach also applies to consumer marketing. The media and marketing are important to aid the people in knowing and explaining the things around them and the events that are occurring. While the consumers are getting smarter, a need for a more suited method arises. In postmodern marketing, the styles of consuming and strategies of the consumer are given more emphasis and focus. In an environment that is mobile and complex, sustainable dynamic techniques must be employed. This approach challenges diversity and creates avenues for discourse among differing people. This is beneficial to managers, employees, consumers, and stakeholders alike. With the right facilitation of information, a brand can reach more of its market and thus generate more favorable returns. Postmodernist approach also banks on the use of critique and story-telling for consumers. Effective stories would be able to connect to the consumer and that its result relies on its ability to provide the consumers with meaning and explanations. Critique, on the other hand, is essential for a brand in that it generates feedback; whether it was a success or not depends on the informed reactions of the users. Reinvention and smooth changing of styles are important techniques in a rapidly changing world. A careful way of guiding the consumers from the familiar and traditional to the contemporary and new must be done with good aptitude. McKernon) It is a fact that the world has increasingly become more complex and ever-changing. At the very least, the knowledge that we have to gain and understand about life in general is much more vast and challenging and that traditional methods and techniques for problem solving, whether in organizational behavior or marketing might actually be lacking in such that they may not be able to solve and explain the entirety of the world’ s troubles and unquantifiable conceptions. It is therefore imperative that a healthy mix of traditional and postmodernist approach to business and management be utilized to be able to grasp more of what the world is telling us. Leaders, employees, customers and stakeholders alike must be able to make informed decisions and take into consideration the various models, theories and practices both old and new for them to make real and objective sense of the world and its organization.

Self-Awareness in Childcare

Self-Awareness in Childcare Introduction: In this report the author discusses the importance of self-awareness, effective interpersonal skills and the rights of the child all within an ECCE setting. It also outlines how important it is to communicate effectively with children, families of the children and work colleagues. It gives examples of effective teamwork and how to maintain a quality ECCE environment that complies with the regulations and standards of à istear. The Importance of Self Awareness and Effective Interpersonal Skills in an ECCE setting: Self-Awareness is important within an ECCE setting as it allows you as a childcare practitioner to know your weaknesses, strengths, personality, beliefs, and also allows you to reflect on different situations. You will be looked up to by children from all different age groups and you need to be a good role model and have the realisation of when to change the mood or maybe even your body language to suit the current environment. Through using self-awareness techniques it allows you to look at yourself through other people’s eyes and then to maybe make changes about yourself to suit your professional role within the ECCE setting. Self-awareness is crucial as how you handle yourself when dealing with children will slightly differ to how you represent yourself when dealing with their parents or colleagues. Interpersonal Skills play a big factor within an ECCE setting as it is a key role of all childcare practitioners. To be able to communicate effectively with children, parents and colleagues makes the job in hand easier to achieve. Some valuable steps to having good interpersonal skills are: Always smile as this gives off good energy and makes people comfortable and happy to be in your company. Always try to be positive and encouraging with all people within the workplace i.e. with children and adults. Ensure to take time to listen and observe peoples behaviours or actions, this will enable you to get to know and understand people on a more personal level. Always try to inject a fun atmosphere within an ECCE setting as this gives an overall feel good factor and makes the environment a more enjoyable place. The Rights of the child in the context of an ECCE setting: The United Nations convention on the rights of the child legislation came about in recognition of the importance for children to be respected and valued. This piece of legislation helps us require a recommended standard within the ECCE setting. The following will outline some examples: To maintain children’s right to privacy and dignity always ensure when changing a child’s nappy to do so within the private nappy changing area or if a child should have a toilet accident always make sure to cover them up be as discreet as possible to avoid embarrassment and maintain the child’s dignity. This links in with the UNCRC legislation article 16 which says that children have the right to privacy. Maintaining safety within the ECCE setting is a very crucial step and is carried out in many different ways through door buzzers, CCTV systems, following the recommended child to adult ratio and Garda vetting of all staff. This links in with article 19 within the UNCRC legislation which states all children should be properly cared for. Any disabled child joining an ECCE setting should have their needs catered for and be able to participate freely and independently within the setting. E.g. if a child is in a wheel chair the childcare setting should ensure everything is easy accessible and at the child’s level so he/she can use facilities and toys at their leisure. This links in with article 23 in the UNCRC legislation. Communicating effectively with the children, family and colleagues: Most childcare practitioners realise the importance of having a good relationship with a Childs parents. Working with, involving and informing parents in the daily activities of their children helps to stabilise a good relationship and partnership between both parties. We should always ensure to make parents feel welcome through having parent days and informing them of milestones and progression with their children we can implement this through parent teacher meetings to set down a specific allocated time to discuss the child’s development. Communication with the child/children within the ECCE setting is our number one priority as the child is our main concern so looking out for their health and safety, their happiness and over all well-being is crucial. To ensure a high quality level of communication is enforced it is up to us to always listen to a child with our ears as well as our eyes, to always come down to their level when speaking to them and most important to make sure they feel comfortable and safe in your presence. Communicating with your work colleagues is a must as everyone needs to know what everyone else is doing to ensure a smooth running of the centre. It is up to each childcare practitioner to have a good understanding of the workplace rules and polices so everyone is inflicting the same polices throughout. This can be done through filling out forms accurately and always ensuring to inform your colleagues of any major incidents like if a child falls or you have administered a child with medicine. Examples of effective teamwork: Administering Medication is one example where teamwork within the ECCE setting is essential as if you do not communicate with your team members that you have administered a child with their medication the dosage and the time you administered the medication it could lead to a child being over dosed or not getting the correct amount at the correct time. Planning an outing within the ECCE setting involves a lot of teamwork and planning. Through teamwork everyone knows what is expected of them and their role throughout the outing to ensure all of the children’s safety and well-being needs are catered for. Team members will be involved in the issuing of permission slips, booking a bus, ensuring the correct child- adult ratio is enforced and maybe a bit of brainstorming on the events that will take place on the day. Putting an End of Year Concert together also involves a lot of teamwork as everyone will work together to pick out roles, costumes, music and themes for the children. There will be informing of the concert to the families of the children involved. Then there will be ensuring that the concert runs according to plan in accordance with the concert programme. The team members will be on hand to help or reassure the children throughout the performance. Child protection cases that may arise is one great advantage when it comes to teamwork. This allows you to gather information and relay it back to your team members where they in turn will give you their opinion or advice on the situation and then as a team ye will make a collective decision on what action if any is needed. Maintain a quality ECCE environment that complies with relevant regulations and standards: Here are a few examples of how to maintain a quality ECCE environment using à istear regulations and standards: By organising a simple activity by where a child uses sand to draw shapes, numbers and pictures allows the child to communicate through play and through the use of their imagination. Then to get the child thinking about what they drew get them to explain their picture while asking questions that will get them to think how their picture relates to life and how people can read and understand their picture through the use of visual senses as well as language. This links in with à istear’s communicating theme aim 3 and learning goal 3 which states â€Å"children will broaden their understanding of the world by making sense of experiences through language. Another good and interesting activity to do with children that would make them aware of nature and also of well-being would be to make bird feeders with pieces of string allowing the child the tread through pieces of food e.g. blueberries, cheerio’s, etc. and allow the child to put the feeder out for the birds to eat. This creates great interest in animals and the need to look after them an also gives them a good example of why different foods especially fruit is good. This links with à istear’s principle of learning and developing within a holistic need for children. By getting the children to participate in a family wall chart or birthday chart links in with à istear’s theme identity and belonging aim 2 which states â€Å"children will have a sense of identity, where links with their family and community are acknowledged and extended. Conclusion: In this report the author states the importance of self-awareness and effective interpersonal skills along with the rights of the child within an ECCE setting. Notes the importance of effective communication with children, families and colleagues. Gives examples of effective team work and how to maintain a quality ECCE environment that complies with relevant regulations and standards of à istear. Bibliography: Early Education and Practice Handbook. (2015). Creative Training. google. (2015, may 29). google books. Retrieved from www.googlebooks.ie: https://www.google.ie/search?tbm=bkshl=enq=google+books+on+selfawareness= NCCA. (2015, 06 4). NCCA. Retrieved from www.ncca.ie: http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/Aistear_Toolkit/

Cooperative Learning Essay -- Education Mathematics Essays

Cooperative Learning What is cooperative learning? In their article Cooperative Learning in Mathematics, Roza Leikin and Orit Zaslavsky propose four conditions that establish a cooperative-learning setting: (1) Students learn in small groups with two to six members in a group; (2) the learning tasks in which students are engaged require that the students mutually and positively depend on one another and on the group’s work as a whole; (3) the learning environment offers all members of the group an equal opportunity to interact with one another regarding the learning tasks and encourages them to communicate their ideas in various ways, for example, verbally; and (4) each member of the group has a responsibility to contribute to the group work and is accountable for the learning process of the group. The third condition is considered to be important because it shows that cooperative learning is more than just having students form groups in a class. The purpose of cooperative learning is not just for students to work with their peers, but to also be able to interact and communicate, which is very helpful in mathematics in particular. For example, â€Å"Cooperative learning includes the following features: face-to-face interaction, positive interdependence, individual accountability, and building social skills† (Rubenstein, Beckmann, and Thompson 11). Through this technique the students will learn and grow at the same time. However, before beginning this process, there are a few things that need to be taken into consideration. Before beginning cooperative learning in a classroom the teacher needs to make decisions. Determining the size of each group is the first choice to be made; this depends on the numb... ...h one another, and therefore developing their social skills. They are learning interpersonal and small-group skills by building trust within their groups and using conflict-resolution skills. Overall, â€Å"Cooperative learning is an effective tool for building collaboration within classrooms, a major component of learning communities† (Rubenstein, Beckmann, and Thompson 11). It is a teaching strategy that, in most cases, is beneficial to all. Bibliography Davidson, Neil. Cooperative Learning in Mathematics: A Handbook for Teachers. Menlo Park, CA: Addison-Wesley, 1990. Leikin, Roza and Orit Zaslavsky. â€Å"Cooperative Learning in Mathematics.† Mathematics Teacher 92 (March 1999): 240-246. Rubenstein, Rheta N., Charlene E. Beckmann, and Denisse R. Thompson. Teaching and Learning Middle Grades Mathematics. Emeryville, CA: Key College Publishing, 2004.

Austrian Immigration to Canada :: essays research papers

There are a lot of important migration routes nowadays; one of pretty crowded route is between the Canada and Europe. This essay will answer the questions of migration issue among the Austrian immigration to Canada. Canada can be identified simply as a country of vast geographical size, the second largest country in the world, but with a small population of some 25 million people, and is in many ways several countries accidentally linked by the historical development, peopled by different and distinct immigrant cultures, symbolised by having two official languages.(Brake, 1985, p.144) Immigration is a big complex issue that depends on individual choice but if there should be a generalisation it would be indicate as a struggle to create a new life with hopes by sweeping the past mostly. To an answer to why is it a â€Å"complex† issue, it can be said that the general dissatisfaction, which means, people migrating to other countries by leaving many things behind mostly nag abou t the conditions of the new country in terms of racism, ethnic prejudice also native residents complain about newcomers too. So if nothing has changed in terms of satisfaction why are these people still continuing to migrate? To make this question clearer, some points have to be highlighted as firstly brief information about how Austrians came to Canada then why Canada is attractive to Austrian residents, sociologic profile of Austrian immigrants, what are the contributions of immigrants for the migrated country and also the issue of native’s feedback to immigrants. Even tough Austrian immigration seems considerably positive for Canadians, they implement discriminations and prejudice among them. Immigrants from the Austro-Hungarian Empire began to arrive in Canada as early as the seventeenth century (who) were soldiers enrolled in French regiments which came to New France, sojourners, and settlers (Engellman, 1996, p.45). From 1880s on, more Austro-Hungarians immigrated to Canada and, after the turn of the century they were arriving on a large scale. During the world-wide crisis (1923-1929) the unemployment rate was on average 9.5 percent which followed on World War two by continuing rose more sharply still (Engellman, 1996, p.59). Moreover, in the Second World War period, Austrians had violent oppression and had fear about their on lives on racial grounds then they faced with a new problem: to find a secure place to live. Because of the unstable economy and having own problem in herself, Canada shut down their doors to large scale of refugees, but post-war period Austrian immigration also be successful, approximately 30,000 refugees and Austrian citizens found a new home th ere (Engellman, 1996, p.

Research Paper -- essays papers

Research Paper Inclusion is a type of teaching that is being researched by many school districts across the country. It is the act of combining special education students in a regular classroom environment. Inclusion is a very controversial topic when it comes to the education of children, both regular and special education students. There are many beliefs in the welfare of all students and their ability to learn and function together. This belief has put a damper on school districts adopting the program of full inclusion. People feel that this will cause problems in the classroom for both general education and special education students. They feel that it will be a distraction for all students and that it will harm both their education and their emotional development. The articles that follow show that inclusion is extremely beneficial for all students and that the popular belief and the stereo-types given for full inclusion are not entirely right. The first article, â€Å"Full Inclusion, Dream or Reality,† (1995) focused on the passage of the Individuals with Disabilities Act which has had a major impact on the educational rights of all children, specifically children with disabilities. This act ensures that all children have equal rights to education, where these children can expand their knowledge and become educated with the least restriction. Special Education students will be able to be in a classroom with students their age regardless of their skill level or type of disability. This full inclusive setting will allow students to develop socially as well. The students are now able to associate with many different groups of people then if they were segregated in their classroom. These social interactions will p... ...ver, or many people might turn to full inclusion as more research comes out. Bibliography Biklen, D. (2000 November). Constructing inclusion: lessons from critical, disability narratives. International Journal of Inclusive Education, 4 (4). Retrieved 20 April2003 from www.ebsco.com Cavallaro, C & Haney, M. (2002 April). Early Childhood and Inclusion. The ERIC Clearinghouse on Disabilities and Gifted Education. Retrieves 21 April 2003 from http://ericec.org/faq/ec-inclu.html Gibb, G., & Young, J. (1997 July/August). A team-based junior high inclusion program. Remedial and Special Education, 18 (4), 243. Retrieved 20 April 2003 from www.ebsco.com. Morse, T., & Santos, K. (1995 October). Full inclusion: dream or reality? Journal for a Just and Caring Education, 1 (4) 449. Retrieved 20 April 2003 from www.ebsco.com

The Link Between Shamanism and Schizophrenia

We have no tradition of shamanism; modern day society is terrified of madness because the western mind is a house of cards, and the people who built that house of cards know that it is a house of cards. We have a great phobia about the mind and hesitate when first principles are questioned, Rarer than corpses are the untreated mad and this is because we cant come to terms with it. As Terence McKenna says in a lecture on this subject: â€Å"a shaman is someone who swims in the same motion as a schizophrenic but the shaman has thousands and thousands of years of sanctioned technique and tradition to draw upon†¦Ã¢â‚¬  in a tribe if a child shows ‘schizophrenic’ tendencies they are immediately drawn away from society (but not rejected) and put under the care and tutelage of master shamans who will teach the child how to heal and enlighten the masses, in western society if someone is classified as a schizophrenic they are drawn out of society and told not necessarily verbally that they don’t fit in and are not of equal worth to the rest of society, they are locked up in asylums, equal to prisoners and numbed with drugs, this treatment makes schizophrenia incurable, Terence McKenna says in the same lecture â€Å"If you’ve ever bin in a mad house then you know that it is an environment calculated to make you crazy and keep you crazy †¦Ã¢â‚¬  . Culture is everywhere, it tells people what to do, what to believe and who they are. Culture embeds notions deeply inside people to the point where they are unaware of their presence these preconceived cultural notions dictate human life Culture determines who is going to be at the top of society and who is going to be at the bottom of society. The building blocks that make up a culture in turn make up weather someone is a schizophrenic or a shaman, for instance the Yanomamo people who live in the Amazon rainforest are a shamanic community, and their cultural building blocks are vastly different to those of New York City and it is because of these cultural building blocks that there are shamans in the Yanomamo culture and no schizophrenics, just like there are schizophrenics in New York City (western culture) and no shamans. This is due to the different cultures attitudes towards god, humanity and the earth. If you took a newly born baby who had a genetic predisposition towards Schizophrenia and dropped him off in the Amazon Rainforest, he would surely become a shaman. If you took a newly born baby who is from a long line of shamans and dropped him off in New York City, he would surely become a schizophrenic. Take away their culture and schizophrenics and shamans practically are one in the same. So far through researching the topic I have found that there is a startling resemblance between schizophrenic and shamanic tendencies. Both shamans and schizophrenics experience hallucinations and become very introverted and withdraw from ordinary realities. From the moment a person becomes schizophrenic or shamanic they are in a constant psychedelic state and perceive the world in a completely different way to normal people. What is different between schizophrenics and shamans is how that psychedelic potential manifests and conditions itself. For a schizophrenic the conditioning takes place the moment he/she is born, the schizophrenic experiences and neutral stimulus, ordinary reality, this then elicits an unconditioned response, ordinary perception, but as the child grows up he/she is subjected to a new unconditioned stimulus, culture, when this new unconditioned stimulus is repetitively paired with the neutral stimulus, ordinary reality, Eventually the neutral stimulus, ordinary reality, becomes a conditioned stimulus and begins to elicit a conditioned response, non ordinary perception which in turn makes the schizophrenics perception psychedelic. In a sense, this psychedelic state of perception is permanent, for the schizophrenic is most likely always going to be a member of his original culture. Only through the external manipulation of the taking of antipsychotic drugs can the schizophrenic come out of the permanent psychedelic state that he/she is in. the shaman is conditioned in a similar way When a shaman is born, the Conditioning process takes place. A neutral stimulus, ordinary reality, elicits an unconditioned response, ordinary perception. Eventually, when the shaman begins his rigorous training, he takes a powerful psychedelic, an unconditioned stimulus. This unconditioned stimulus, a powerful psychedelic, elicits an unconditioned response, non-ordinary perception. Eventually, The neutral stimulus, ordinary reality, becomes a conditioned stimulus and begins to elicit a conditioned response, non-ordinary perception . Thus, the shaman’s perception is made psychedelic. This psychedelic state is permanent, for a powerful psychological agent, such as a psychedelic substance, changes you forever. Counter-conditioning a psychedelic experience is extremely difficult. It may happen, however. The sychedelic substance that the shaman takes reinforces his mind to perceive the Psychedelic and the culture that the schizophrenic grows up in reinforce his mind to perceive the psychedelic. If the shaman stopped taking his psychedelics, and if the schizophrenic started taking his anti-psychotics, then their state of mind would change, and this change is solely a somewhat controllable change. Therefore, the schizophrenic, like the shaman, takes a substance in order to transcend, and this substance is culture, a psychedelic. The shaman’s act of taking a psychedelic and the schizophrenic’s act of taking a psychedelic is a somewhat controllable act. Shamans and schizophrenics both experience religion . Although schizophrenia is not seen as a religion unlike shamanism, many schizophrenics when experiencing delusions and hallucinations said is was a spiritual and religious experience which can be both positive and negative, sometimes their religious beliefs and faith can strengthen and comfort them, other schizophrenics can be rejected and contradicted by their faith because the delusions and hallucinations they have may challenge their beliefs, when this occurs schizophrenia itself sort of turns itself into a religion different from mainstream ones. Schizophrenics interpret a certain stimulus, the archetype of religion, in ways that don’t correspond with the accepted norm of their culture or rather the accepted religions of their culture. Shamans also interpret the archetype of religion but in ways that are accepted by their culture and religion. Shamans are accepted by their society where as schizophrenics are not.