Social and Political Changes

Martin Luther was a German priest and a person who initiated the Protestant Reformation. Though he was also known for his antisemitic claims which turned out to be controversial for his reputation, Martin Luther contributed greatly to the political and social changes that began in Germany and spread all over the world. The first change that can be seen as the first step to liberation of people from the power of Pope and the Roman church is the translation of the Bible into German.Advertising We will write a custom essay sample on Social and Political Changes specifically for you for only $16.05 $11/page Learn More The thing is that the Bible was read and understood only by people that knew the Latin language whereas the interpretation of it was in accordance with the principles, goals, and intentions of the church and the Pope. In other words, social movement that began after translation and spread of the German variant of the Bible can be seen as the po sitive change that made people aware of what they can do according to the words of God reported in the Bible. It also notable that no one actually questioned whether the variant suggested by Martin Luther was authentic and adequate in terms of the equivalents in Latin and competence of this priest to interpret the Bible while being completely involved into the dispute between him and the clerical powers of Rome and Germany. So, it is questionable whether he translated the Bible into German so that people could interpret it in their own way or he translated the Bible using his own subjective understanding of the Holy Writ making people take it for granted. The second contribution by Martin Luther into the political and social changes was his initiation of the Protestant Reformation. Liberty of people was first reached through the translation of the Bible to make the universal truth more available for ordinary people rather than limited for the rich men only. As reported by Mullet (20 04), â€Å"†¦the Reformation was coming to be seen as a beginning and specifically as an overture to broadening human liberty† (p. 258). In other words, liberation of people and their empowerment in terms of knowledge was the main change achieved by this German priest though he was antisemitic and had no right to spread his ideas in the framework of a conflict. In other words, he had to introduce his position in a way that does not raise any controversies whereas he and his views were full of controversies and questionable ideas. Finally, his actions led to political and social changes in Germany and Europe though this was also a matter of long struggle against the church.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The United States leaders can be seen as a group of people who knew what they wanted and considered it possible to achieve because the laws were new for this coun try and it was easier to alter them. However, it took many years for Martin Luther King, Jr. to achieve positive changes in the perception of black people by whites and vice versa as discrimination was mutual in that case. In other words, it is necessary to evaluate the activity of Martin Luther King, Jr. in terms of the political and social changes that could be traced in the United States. The first action or, it is better to refer to it as, a chain of actions is the activity of Martin Luther King, Jr. against racial discrimination and segregation towards black population of the United States of America. One of the notable cases of segregation on the buses and struggle against it was the â€Å"Claudette Colvin case [that] had come to sparking a challenge to segregation on the buses, since she was the only person to be charged under the city segregation ordinance and†¦ to plead ‘not guilty’ in court† (Kirk, 2005, p. 13). Martin Luther King, Jr. was one of t he most active supporters of non-segregation policy and he contributed greatly to release of Claudette Colvin. In other words, the activity of this Baptist priest was aimed at having an active position of a citizen who strives for changing the situation in a peaceful way making it possible for many people to change their lives and social status without being harmed in a conflict. Another social change was the aggressive attitude of the black people against the whites and vice versa. Special rise of such attitude was given by the assassination of Martin Luther King, Jr. who tried to achieve non-segregation and non-discrimination in a peaceful way. As suggested by Elbaum (2002), many black people wanted to join a rather radical movement of Black Panthers after assassination of Martin Luther King, Jr. because they saw that a peaceful way of making deals does not lead to any positive changes. As such, aggressive attitude of black people is the result of actions by Martin Luther King, Jr . or, to tell it clearly, the result of his failure in achieving the goal. References Elbaum, M. (2002). What Legacy from the Radical Internationalism of 1968? History Is a Weapon. Retrieved from http://www.historyisaweapon.com/defcon1/elbaum.htmlAdvertising We will write a custom essay sample on Social and Political Changes specifically for you for only $16.05 $11/page Learn More Kirk, J. A. (2005). Martin Luther King Jr. Harlow: Pearson Education. Mullett, M. A. (2004). Martin Luther. New York, NY: Routledge. This essay on Social and Political Changes was written and submitted by user Gloria A. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Ap US History DBQ Era of Good Feelings Sample Essay - What Makes US History So Good?

Ap US History DBQ Era of Good Feelings Sample Essay - What Makes US History So Good?I was excited about the Ap US History DBQ Era of Good Feelings Sample Essay due to my job in the government. However, a few days later I started to have some questions. It turns out that this popular essay was not as expected and only leaves the reader with questions that didn't get answers. In order to find the answers I needed to dig deeper.The first question I asked myself was if I should take a look at the body of the essay. After all, this is a public school essay that is free of charge. When my expectations were met, I thought I would see all the hard work of teachers who are supposed to be trying to make this time for students to learn about the history of the United States. I found that the essay simply didn't address all of the topics and did not provide good information. Besides, there was nothing that would help me come up with my own answer.I was most surprised to see that the main point o f the Ap US History DBQ Era of Good Feelings Sample Essay wasn't really to tell students how history has shaped their lives. In fact, this was simply telling them how it shaped our time. Not so surprising at all. Even the term 'downtime' comes from the famous Senator William Jennings Bryan. But I decided to move on.One of the questions I wanted to ask was where did the data come from to come up with these answers? In other words, why does this essay have so many examples that are biased toward the United States. I found that while the essay had examples from around the world there was no real clear justification for the bias in the writing. Sure there were very few examples that were taken from other countries. The essay itself was also quite vague when it came to citing sources.The second question I wanted to ask was what the question 'What makes US History So Good?' had to do with? Was it all about the United States?The third question I wanted to ask was if the 'Era of Good Feelin gs' included only the United States or if it included other countries as well. After all, there are different perspectives to the world and thus different histories and theories. While the United States seems to be the dominant one, other countries often have very unique stories to tell.The last question I wanted to ask was: If the essay was nothing more than an example book, why does it have to be so expensive? It seems to be pretty obvious that this essay does not really teach students about the United States but only gives them an example of how history has shaped the present.

How to Remember Dates for a Test - Memorization

How to Remember Dates for a Test - Memorization Dates are often difficult to remember because they seem so random and obscure unless we can relate them to something specific. For instance, the  American Civil War  started in 1861, but unless you have a strong interest in the specific timeline of the war, there is nothing special about the starting date that separates that date from any other. What makes 1861 stand apart from 1863 or 1851? Sometimes it can be as simple as leaving off the first two digits. If you are studying a particular time period, you already know what century in which the events take place. Even though it might not seem like it, breaking it down to just two numbers can make memorization much easier. You can associate those numbers with something like the number of a favorite athlete. If that doesn’t work, there are a few other tricks. When trying to memorize a date, students can really benefit from a  mnemonic system  (memory technique) to help them recall the right numbers in the right order. For memorizing dates it might be helpful to borrow a practice from the London Cockneys. A Cockney is an inhabitant of the East End of London, England. Cockneys have an old tradition of using  rhyming slang  as a secret language, of sorts. The tradition originated centuries ago, and it was used by Londons thieves, traders, entertainers, and other members from the lower strata of society. In Cockney slang, Can you believe it?  becomes  Can you Adam and Eve it? More examples: Whistle and flute suitWhite mice iceTom Hanks thanksTrouble and strife wife Remembering Dates We can use the same method to remember dates. Simply think of a term that rhymes with your date. Make sure your rhyme is a little silly and that it paints a strong picture in your head. You can leave off the century, so that 1861, the starting date for the Civil War, becomes 61. Example: 61 Sticky gun Imagine a Civil War soldier struggling with a gun that has been covered with honey. It may sound silly, but it works! More Examples: 1773 was the date of the Boston Tea Party. To remember this, you could think: 73 Heavenly tea You can just picture protesters sipping lovely cups of tea right before tossing them in the water. 1783 marks the end of the Revolutionary War. 83 Ladies bee For this image, think of several women sitting on a quilt and celebrating by stitching a red, white and blue quilt. The most important element of this method is to come up with a great, amusing image. The funnier it is, the more memorable it will be. If possible, come up with a little story to connect all your mental images. If you have trouble coming up with a rhyme or have a lot of connected information to remember, you could set the information to a song. If you are musically inclined, you could make up your own song. More often it is easier to replace the words to a song you already know well.

Scot-free

Scot-free Scot-free Scot-free By Maeve Maddox â€Å"To escape scot-free† means to elude merited consequences: [Construction] Site Deaths Soaring as Bosses Escape Scot Free No escape: independent directors won’t go scot free Now all the doctors at Mid Staffs escape scot-free over deaths. In the Middle Ages a scot was a tax or tribute paid by a feudal tenant to his lord. The word derives from a Scandanavian word meaning tribute. It came to stand for different kinds of payments levied for services. In Kent and Sussex, the scot was a tax for the maintenance of drainage systems and flood prevention. In some contexts the scot was simply the bill owed for drinks or entertainment. Explanations of the expression scot-free may be found on numerous web sites. Most of the sites I’ve browsed correctly trace the term to the word for a tax, but a few cling to a mistaken idea that the expression has something to do with the 1857 US Supreme Court ruling known as the â€Å"Dred Scott Decision.† For example, this confident explanation: Its spelt scott-free and refers to a famous US Supreme Court decision involving the black slave Dred Scott. Ironically Scott lost his suit, though you wouldnt know it from the well-known phrase. The misspelling scott occurs both as an error and as a play on the name of someone named Scott. For example: Lincoln’s Assassin Got Away Scott Free (misspelled headline at YouTube) American Idol recap: Getting off Scott-free (The reference is to a contestant named Scott MacIntyre.) The lingering association of scot-free with Dred Scott is probably owing to vague recollections of high school history: a man named Scott wanted to be free. To refresh your memory, here’s a recap of what the Dred Scott Decision was about: In 1846, Dred Scott, then 47 years old, sued the Missouri state government on behalf of his wife, two daughters, and himself; the suit contended that they were being illegally held in slavery. Scott was born into slavery in Alabama. When he was about 30, he was sold to an Army doctor in Missouri. During the following years, Scott married, fathered two daughters, and lived at different times in the free states of Illinois and Wisconsin. Scott’s lawsuit contended that residence in a free state conferred freedom. The case went all the way to the Supreme Court where, in 1857, Chief Justice Roger B. Taney wrote the majority opinion: the Scotts were property and property rights were protected by the Fifth Amendment of the Constitution. Although Dred Scott lost his case, he did not die in slavery. His owner’s widow married an abolitionist who returned the family to Scott’s original owner. The former slave owner had since moved to Missouri and become an abolitionist; he freed Scott, his wife, and their two daughters. Dred Scott died of tuberculosis after enjoying only seventeen months of freedom. His wife Harriet survived him by eighteen years. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†Probable vs. PossibleContinue and "Continue on"

Military discourse Essay Example | Topics and Well Written Essays - 750 words

Military discourse - Essay Example It is inevitable rivalries will arise due to the intense competitive and fighting spirit of all military personnel that results from the very nature of their jobs. In this regard, this paper will examine some of the unique military discourses of the Ground Forces of the Army to which I belonged. The Ground Forces of any armed forces is usually the biggest and most well-funded unit of the military service of a country. This is because it forms the bulk of military personnel needed to fight a war which is usually fought on land. Because of their size, members of the Ground Forces feel a sense of entitlement and priority when it comes to military appropriation for their budget such as that used for the acquisition of weaponry. The nature of war makes it imperative for a military unit to be flexible which is why it happens there is an overlap of the functions of each service. When this happens, rivalries arise due to encroachment of functions and a threat to a service branchs primary responsibilities. The rivalry can intensify to a point of being destructive such as a lack of cooperation although it can improve the esprit de corps. Obedience – being a member of the Ground Forces, I was witness to many of its rules regarding military discipline to maintain unit cohesion. Discipline is the backbone by which the ranked hierarchy is being reinforced daily through total obedience. Discipline is instilled in all recruits right from the very beginning, at the start of their training. The most important rule to remember is the notion of â€Å"obey first before you complain† which is second nature to every military person.

Leadership Challenges in Virtual Teams Research Proposal

Leadership Challenges in Virtual Teams - Research Proposal Example This discussion explores that virtual teams have gained a lot of prominence in various institutions due to the proliferation of information technology in business. Therefore, medium, small and large organizations may adopt this approach to project work depending on their goals. This report descusses that The size and geographical dispersion of these companies warrants special attention in the study. These organizations select virtual teams in order to minimize cost and time wastage associated with bringing all members of the group together. Sometimes experts may be located in different areas, so virtualization allows professionals to make their contributions across great distances. The method also enhances decision making, productivity and response times to tasks. It adds flexibility to the work process and brings about innovation processes transnationally. When developing conceptual understandings of a problem, these groups often struggle to come to an agreement. It is difficult to control and monitor activities in these teams. Such groups must follow through on decisions in a structured way. The model is vulnerable to communication breakdowns, power struggles and mistrust. The distance between these team members creates challenges in project management. T echnophobia is a real problem for companies using virtual teams and so is cultural diversity. Issues concerning conflict management may also be difficult in this set up. 2. Problem statemen

What Ways Does An Individuals Behaviour Change?

What Ways Does An Individuals Behaviour Change? This essay will explore whether an individuals behaviour truly changes when they are part of a group through the consideration of various perspectives, methods and underpinning epistemological assumptions and will take the viewpoint that an individuals behaviour does change when s/he is part of a group, however it is necessary to consider the context, such as societal and cultural factors and the importance of experience, interactions, social norms and values as one branch of social psychology, or one form of experimentation cannot fully predict or explain group and individual behaviour. The most prominent debates, theories and studies in relation to group behaviour will be discussed from a multi-perspective position, mainly exploring the social and cognitive aspects of group behaviour, as well as the methodology of experimentation and how group behaviour is measured. This will ensure that a reductionist approach to the subject is avoided. Key factors involved in group behaviour incl ude; obedience, conformity, groupthink, social identity theory (Tajfel, 1979), prejudice, stereotypes and schemas, which will be discussed and evaluated alongside relevant research throughout the essay. This is due to how these factors influence how an individuals behaviour changes under group influence, for example how Aschs line test portrayed the effects of majority influence (Asch, 1952). A group has been defined by some theorists as two or more individuals who perceive themselves as being members of the group or social category (Turner, 1982; Brown, 2000). Group behaviour refers to a situation in which individuals interact in small or large groups, within these groups there may be certain norms, values which are internalised within the individual (Vygotsky, 1978), communication patterns and status differentials. The majority of research conducted in the area of group behaviour is mainly based in the experimental psychology perspective; however critical and qualitative psychologists argue there is a lesser focus on the study of behaviour in context which ideally involves the acknowledgment of the impact of society and culture on group behaviour (Bronfenbrenner, 1979; Fox Prilleltensky, 1997; Gergen, 1973; Himmelweit Gaskell, 1990; Renshon Duckitt, 2000), social roles, environments, experiences, relationships, and a movement away from laboratory based measurements. Within mainstream psychology there is still a focus on the cognitive and affective aspects of behaviour, whilst individual level processes which are fundamental in social and group processes are not always acknowledged. According to Nafstad Blakar (Nafstad Blakar, 2012); A full-fledged social psychology cannot be based on experimental laboratory research alone. This is because it is necessary to concentrate on methodological approaches for future research as much of the quantitative experimental psychology involved in addressing and measuring group behaviour does not acknowledge core social aspects such as social life, social behaviour and human development as social beings. One key area within group behaviour is obedience. The study of obedience entails the tendency to comply with orders from an authority figure and where group behaviour is concerned obedience entails an individual adapting their actions in order to comply with the groups wishes or rules. Concerned with the atrocities committed during Nazi Germany, Milgram explored the effects of obedience under the influence of authority (Milgram, 1974). Participants, who witnessed the confederate being strapped into a chair with electrodes in another room, were given the role of teacher whilst a confederate of the experimenter was given the role of learner; The teacher was expected to administer an electric shock for every wrong answer in what they were lead to believe was an experiment about learning, the shocks increased at 15 volt increments and when the participant refused to administer the shocks, they were given standard instructions (prods) by the experimenter, who wore a lab coat, therefore ac ting as an authority figure within the group. 65% of participants administered the full 450 volts, suggesting that obedience is related to situational pressures. In order to attempt to explain why individuals would behave in the way they did during the experiment, Milgram proposed the agency theory. The agency theory according to Milgram consists of two states; the autonomous state, in which individuals make decisions on their own ideas and beliefs, and the agentic state, in which in which individuals give up responsibility and defer the responsibility to those of a higher status. Although the agency theory does attempt to explain rare occurrences such as the obedience in events such as the Mai Lai Massacre and Nazi Germany, there may be other explanations for the obedience, as suggested by French and Raven (French Raven, 1959) who suggested there are five different types of power; legitimate power, reward power, coercive power, expert power and referent power. It is also important to note that the agency theory is more of a description of how society works, rather than explaining why individuals obey authority figures against their better j udgement in some situations. The theory of groupthink could also be applied in order to explain the phenomological behaviour in Milgrams study, as groupthink entails group decisions which are often irresponsible, dangerous, made under extreme pressure and dominated by a powerful leader, therefore Milgrams theory alone by not be sufficient in exploring individual and group behaviour. There are several ethical issues within Milgrams study such as the lack of debriefing, the distress caused to the participants and deception about the nature of the study. Also, despite Milgram carrying out several variations of his original experiment, the experiment has methodological flaws. Due to the laboratory setting of the experiment there was a distinct lack of ecological validity as the obedience portrayed in compliance with an authority figure does not necessarily represent and cannot be generalised to real life social interactions. It has been suggested that Milgrams experiment became caught up in the broader processes of psychologisation (De Vos, 2009). This is due to the power of science and the authority of experimentation which is suggested in the study, specifically where the experimenter acts as an authority figure within the peer-group, urging participants to continue with the experiment. Also, it has been argued that the experiment dramatizes peoples capacity for violence (Brannigan, 2004) and only demonstrates a short-term measure of obedience (Stainton Rogers et al, 1995). Taking these points into consideration, the need for a multi-perspective view of group behaviour can be reiterated as a concentration on laboratory experiments alone does not fully account as an explanation of group behaviour and obedience, this is further evidenced by the suggestion that Milgram does not make a concise conclusion concerning the study. We are led to no conclusions about obedience, really, but rather are exhorted [à ¢Ã¢â€š ¬Ã‚ ¦] to be impressed with the power of your situation as an influence context (Parker, 2000). Further replications of Milgrams original study were conducted in order to address some of the issues which were presented within the experiment, such as ethical issues (Burger 2009) and methodological flaws (Meeus and Raaijmakers, 1995), therefore taking a further qualitative stance on the original study. A solely experimental approach to the study of obedience within individual and group behaviour may not necessarily be useful, although the phenomenon of obedience is portrayed in Milgrams experiment, no true conclusion or explanation is drawn due to a lack of acknowledgement of social, political and cultural factors, and a reliance on quantitative and experimental social psychology. Another area of study within individual and group behaviour is conformity. Conformity is the influence on an individual which may alter their beliefs or behaviour in response to the pressure of a group in order to internalise or fit in with a group. According to Man (Man, 1969) there are three types of conformity; these are normative, which is a desire to be liked by the group, informational, which is a desire to be correct and identification which is conformity to a social role. Aschs well known line study explores normative conformity due to the participants attempts to avoid rejection from the group and informational conformity due to the participants desire to be correct. Asch suggests that an individual will attempt to internalise with a group and display the effects of majority influence (Asch, 1952). The experiment consisted of a participant who was given a selection of lines and was asked to judge which was most similar to a comparison line in the presence of others, who were actually confederates of the experimenter who were instructed to purposely give incorrect answers. 5% of participants conformed to all of the trials, 33% conformed to over half of the trials and 25% did not conform at all. Several variations of the original experiment were conducted; when one confederate was present none of the participants conformed, however when more than three confederates were present strong conformity occurred. This suggests the effects of majority influence and pressure on the individual to act in a manner in accordance to a group, the desire to be liked and avoidance of rejection from the group. Aschs line study distinctly lacked ecological validity due to its artificial laboratory setting, which suggests that the experiment had low ecological validity and may be difficult to generalise to a real-life situation. A replication of Aschs original experiment in which the participants were British engineering, mathematics and chemistry students suggested low reliability within the original study, out of the 396 trials, a participant conformed with the incorrect majority on only one trial.. Aschs experiment has been referred to as a child of its time, due to the social, political and historical context in which Aschs experiment was conducted, as conformity was a social norm during Post-World War Two era, whilst the notion of individualism was rejected (Perrin and Spencer, 1980). The lack of reliability in the study may be due to a change in what is socially acceptable rather than a methodological flaw, and therefore it is of importance to acknowledge social norms and values whilst studying group behaviour as well as the notion that group behaviour cannot be based within experimental psychology alone (Nafstad and Blakar, 2012). One prominent theory which may be applied to real life examples of group behaviour is Social Identity Theory (Tajfel, 1979). Social Identity Theory details how membership to a group gives an individual a sense of social identity, these groups are important in enhancing an individuals self-esteem and pride, therefore individuals may attempt to increase the status of their own group, or simply discriminate against an out-group through social categorisation. Discrimination against an out-group occurs through prejudice and stereotypes which occurs through three cognitive processes; social categorisation, which is the decision about which group you belong to, social identification, which is more overt identification with the in-group, and social comparison which is comparison to the out-group which is believed to be inferior, this in turn increases the self-esteem of the in-group (Tajfel Turner, 1979). Although it can be argued that Social Identity Theory can provide a concise and full e xplanation for the formation if in-groups and out-groups, it does not clearly define how the process occurs and also is not a predictor of behaviour (Hogg, 2000). Therefore, although Social Identity Theory can explain some aspects of group behaviour, it may not be applicable to real world phenomenon as it cannot provide full explanation for real-life group behaviour such as acts of terrorism. In real-world research, such as a psychological approach to terrorism, it has been suggested that it is necessary not to allow cognitive biases to cloud the analysis of political situations (Abrahms, 2006; Scheier, 2007). Therefore, experimental psychology alone may not be useful in analysing and explaining real-life situations. However, Zimbardo (Zimbardo, 2002) argues that terrorism is all about psychology as it is key to understanding the motives, values and ideology of terrorists; therefore it is clear there is debate as to how real-life examples of group behaviour should be studied. Although many of the most prominent studies in the area of group and individual behaviour are based within experimental psychology, there is a tendency for discursive, critical and qualitative psychologists to argue that there is a need for the exploration of social norms, values and experiences, rather than the notion held by experimental psychology which simply acknowledges that these factors have an affect. When considering the experiments and debates which are discussed within the study of group behaviour, in order for future research to attempt to provide a more concise explanations of group behaviour it may be appropriate to concentrate on people on an individual level within context as well as their actions in a group situation, for example acknowledging their experiences, relationships, values and social roles in order to draw conclusions as to why individuals act in accordance to a group instead of simply displaying extreme phenomena such as in the cases of Milgram and Zimba rdo. It has been suggested that current mainstream social psychology is primarily characterised by the study of the interactions between the individual and groups through experimental study and as a result of this, context such as social and cultural levels have not been represented to their true extent (Doise, 1982/1986). References Abrahms, M. Why Terrorism Does Not Work, International Security, Vol. 31, No. 2, pp.42-78. Asch, S. E. Social psychology. New York: PrenticeHall, 1952 Brannigan, A. (2004) The Rise and Fall of Social Psychology: The Use and Misuse of the Experimental Method. New Jersey: Aldine Transaction. Bronfenbrenner, U. (1979). The ecology of human development. Experiments by nature and design. Cambridge, MA: Harvard University Press. Brown, R. (2000) Group Processes: Dynamics within and between groups (2nd ed.), Oxford, Blackwell. Burger, J. (2009). Replicating Milgram: Would people still obey today? American Psychologist, 64, 1-11. De Vos, J. (2009) Now that you know, how do you feel: The Milgram experiment and psychologisation. Annual Review of Critical Psychology, 7, 223-246. Accessed at: http://www.discourseunit.com/arcp/7.htm on 24th November 2010. Doise, W. (1982/1986). Lexplication en psychologie sociale/Levels of explanation in social psychology. Paris: Editions de la Maison des Sciences de lHomme. Cambridge: Cambridge University Press. Fox, D., Prilleltensky, I. (Eds.). (1997). Critical Psychology. An Introduction. Thousand Oaks, CA: Sage Publications. French, J. R. P., Raven, B. The bases of social power. In D. Cartwright, A. Zander. Group dynamics. New York: Harper Row, 1959. Gergen, K. J. (1973). Social psychology as history. Journal of personality and social psychology, 26, 309-320. Himmelweit, H. T., Gaskell, G. (Eds.). (1990). Societal Psychology. London: Sage Publications. Hogg, Michael A.; Williams, Kipling D. (2000). From I to we: Social identity and the collective self. Group Dynamics: Theory, Research, and Practice 4 (1): 81-97 Man, L (1969). Social Psychology. New York: Wiley Meeus, W.H.J., Raaijmakers, Q.A.W. (1995). Obedience in modern society: The Utrecht studies. Journal of Social Issues, 51 (3), 155-175. Milgram, S. (1974). Obedience to authority: An experimental view. New York: Harper Row Parker*, I. (2000). Obedience. Granta, 71(4): 99-125. Perrin, S. Spencer, C. (1980) The Asch effect: a child of its time? Bulletin of the British Psychological Society, 32, 405-406. Nafstad, H. E. Blakar, R. M. (2012). Ideology and Social Psychology. Social and Personality Psychology Compass. 6 (4), 282-294. Renshon, S. A., Duckitt, J. (2000). Political psychology. Cultural and crosscultural foundations. London: MacMillan Press Scheier, B. (2007) The Evolutionary Brain Glitch that Makes Terrorism Fail, WIRED. Accessed at: http://www.wired.com/politics/security/commentary/securitymatters/2007/07/securitymatters_0712 on 25th October 2007. Stainton Rogers, R., Stenner, P., Gleeson, K. Stainton Rogers, W. (1995). Social Psychology: A Critical Agenda. Polity: Cambridge Tajfel, H., Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33-47). Monterey, CA: Brooks/Col Turner, J. C. (1982). Toward a cognitive redefinition of the social group. In H. Tajfel (Ed.), Social identity and intergroup behavior (pp. 15-40). Cambridge, England: Cambridge University Press. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Zimbardo, P.G. (2002) Psychology to Play Key Role in National Centre on Terrorism. Monitor on Psychology, 33 (11), December 2002. Accessed at: on 23 January 2006.