Family Values and Structures in the Middle East Essay

Family Values and Structures in the Middle East At the end of our program, classes are ending, and events are winding down, but emotions remain powerful. We will all face reentry, and deal with it in different ways, and Im sure that all of us are thinking about what this means personally. I do not know what the first thing is that may come to your mind when you think of home. Maybe you are scared that your little sibling took over while you were gone, and you will have to resolve this in a civil manner. Or, it could be that you are really looking forward to the mashed potatoes that mom is going to make, just the right way. In our circumstance, however, it is likely that you just cant wait to get home and wash your clothes†¦show more content†¦The family is what engulfs and reflects these aspects of a society. It is affected by the political beliefs of a country, and it also reflects the social and economic standpoints in a society, most specifically womens status. As we recently learned from Dr. Carmocolias, kinship, or t he family, is one of the two oldest and most important institutions in the world (religion is the other), and I find it quite interesting, because I found the most significant correlation between the two. Two main aspects that I found most influential on the family were religion, and foreign influence, and I will now summarize my findings in Turkey, Morocco, Egypt, and Greece. Turkey is a prime example of the division between urban and rural family life. This is a country that was greatly impacted by its rich history. The influx of Europeans, due to the commercial treaty of 1839, marked a period of rapid urbanization that changed family structures and brought opportunity for women in the workforce (Duben, 7). One point I concluded here was that the change in household structure mirrored the change in family structure. The European value of independence was adopted by urban upper-class families, and this later showed in the architecture of the homes (Duben, 201). Family life in rural Turkey is still traditional, and maintains, for the most part, the patriarchal system. I interviewedShow MoreRelatedEssay on Mtv Arabia1329 Words   |  6 PagesAmerican and Australia. MTV is one of the most successful channels to expand globally and remain true to their brand image. One of the main reasons why they become very successful with the expansion was that the channel adopted a decentralized structure and gave commercial and creative autonomy to their local employees. They are aware of the cultural differences in each region in the globe, they intelligently used their local staff to break the cultural boundary and present MTV to the people. OneRead MoreMtv s Global Management Team Essay905 Words   |  4 Pagessupply media to the world’s youth had no limitation. 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The Effects of Memory Improvement by Saying Words Aloud Free Essays

string(78) " the early memory processing, as cited by Reynolds amp; Malley \(2008\)\." This experiment proposes to study the effects of memory improvement by reciting and saying the words out loud to oneself. Participants will be assigned to either two different types of conditions and will then be required to recall the information of words as best as they can. It is assumed that a higher level of generating the targeted words into memory is improved when readers say the words out loud to themselves. We will write a custom essay sample on The Effects of Memory Improvement by Saying Words Aloud or any similar topic only for you Order Now Thus, the hypothesis concluded is that people who say words out loud after reading them are expected to improve their memory in retaining information. The Effects of Memory Improvement by Saying Words Aloud Whenever a person thinks, sees or hear words that are needed later on for remembrance, most of us would automatically try to retain the information by methods of imagery, recitation and elaboration to bring it more meaning in their understanding of the definition of those words. Words and languages are interrelatedly connected and associated with memory. Historically, memory is a complex system which began in primitive organisms that stores an assorted array of fragments that grows more indispensable as we advance through the years. In terms of retaining memory, humans have extraordinary abilities to accumulate a huge amount of knowledge, but they do not always be able to retrieve or gain access to the parts that have since long been forgotten. Since words serve as a medium to communicate and interact with other people, it is a natural part of daily life that people will say certain words out loud in order to effectively convey particular messages or to recall specific information. According to Macleod et al. 2010), saying a word out loud or at least mouthing it, improves memory function by increasing its distinctiveness, i. e. making it unusual compared to others. The fact that producing a word aloud, which is relative to simply reading a word silently, improves explicit memory (Hourihan amp; MacLeod, 2010). The past studies done on the effects of mouthing or vocalizing words to an extent of memory recall often yield consistently similar results in which those who have recited the information out loud were bein g reinforced to maintain that information for a longer term. Physically moving or acting out the words by means of vocalization would involve certain electrical muscle movement so that information sent to the brain are known to increase mental response, thus it has its relativity on the ‘generation effect’. This generation effect refers to an enhanced memory encoding by which a participant has better memory improvement by being involved in its creation or by acting it out. By vocalizing â€Å"out loud†, recitation in past research by Foley et al. (1983) as cited in Dodson amp; Schacter (2001) had participants to hear and say words out loud. Reciting words out loud would naturally be one of the most effective method for review because it employs more of the senses than any other review technique (imagery, auditory). For instance, in Schacter et al. ’s (1999) study, when students were reviewing notes or tests immediately after class by means of vocal recitation, they yielded higher scores in memory improvement because not only will they be consolidating the new information, but also it strengthens the neural traces made to the brain. It ‘provides a basis for employing a distinctiveness heuristic during the test. (Dodson amp; Schacter, 2001). Reciting words out loud to understand the message conveyed by a sentence or paragraph would only then have a higher chance of that information moving on into the long-term memory, as most verbal information goes first in the short-term memory. When information is rehearsed aloud, part of it goes into our long-term memory. The most recent research done by Hourihan amp; Mac Leod (2010) found that reading words aloud during study explicitly improves memory compared to reading a word silently and this is called ‘the production effect’. The researches hold that the production effect is that by saying words aloud would make them distinctive and better recognized than words which are read silently, which will be easier to forget. This distinctiveness is not available for the words read silently (Hourihan amp; MacLeod, 2010). The production effect has its basis on the generation effect whereby reciting words out loud produce a certain distinctiveness as done by a series of experiments by Macleod et al. , (2008). Moreover, a study done by Strain, Patterson amp; Seidenberg, (1995) as cited in McKay et al. (2008) found that words containing high imageability (e. g. house, chair, elephant) are proposed to have stronger representations in semantic memory. However, past researches found contrasting results compared to Hourihan amp; MacLeod’s. Research done by Maisto et al. (1977) as cited in Mohindra amp; Wilding (1980) in a free recall tests found that saying each word out loud three times had impaired their memory performance when subjected to expected recall. This study is further supported by Folkard amp; Monk (1979) as cited in Mohindra amp; Wilding (1980) where they suggested that articulating words impaired free recall. In view of these findings which yielded contrasting or relatively different results in relation to vocalizing words out loud, it can be explained that participants were using a strategic reading process when reading the words aloud, since it does not normally involve the conscious recall of information (MacLeod amp; Masson, 2000) as cited in McKay et al. 2008). There is also a claim that a potential issue in difference of these researchers’ results could be in the time criterion whereby participants shift the influence of certain words to a different semantic pathway (Strain et al. , 1995, as cited in McKay et al. , 2008). However, recent research done by Reynolds amp; Besner (2008) suggests that contrary to the view that by vocalizing words out loud is entirely an automatic memory encoding, it in fact requires some form of attention. Previous research was investigated further where participants were exposed to reading lexicon and pseudo homophones aloud that required the use of central attention. In research done by Blais amp; Besner (2007), repetition of words of lexical representations suggests longer persistence in the early memory processing, as cited by Reynolds amp; Malley (2008). You read "The Effects of Memory Improvement by Saying Words Aloud" in category "Papers" It was discussed earlier that possibly the mere action of vocalizing words for memory recall will encourage memory improvement at a higher level, thus making a person to be able to better retrieve previous information if need be (Macleod et al. 2010). In another study, Kappel, Harfard, Burns amp; Anderson, (1973) gave another possible explanation on the advantage of reading words out loud, indicating that serial voiced recall were found to be superior for the later positions, and these results replicates previous experiments done by Murray (196 6) and Conrad amp; Hull (1968). However, Kappel et al. , (1973) proposed that the results reported suggest that differences in participants’ level of processing information to memory between saying out loud and reading silently. Similar to the researches done by Macleod and Hourihan (2010), our proposed study focuses in determining whether reading and saying words out loud would have an effect on people’s memory improvement and recall when acquiring new information. The hypothesis of our proposed experiment is that adults, who vocalize new information aloud is expected to have higher memory improvement and better recall of information, thus have the highest number of correct answers in the test as indication of their reading the story out loud during the experiment. Based on past researches, I am taking the side with the assumption that saying words aloud can aid in memory improvement to gather information during other reviewing or learning new knowledge, as such an act would require a certain amount of cognitive effort, thus enabling adults to improve their memory technique on learning tasks at hand. Methods Participants As many as 200 participants from schools and offices will be recruited in this study. All participants will include both English speaking males and females and should be between the ages of 18 to 30 years old. All participants will be divided into two categories, each receiving a story in the English language of an average English proficiency level. It should be estimated that the total number of males and females selected are approximately equal in number. The participants will not engage in any other experiments beforehand. Design In this experiment, we will be using a 1 (memory improvement or performance) x 2 (participants recite the story out loud or does not recite the story out loud) independent design. The first independent variable (IV) is the participants’ memory improvement and their ability to remember certain information in the story. For this proposed experiment, the operational definition of reciting the story out loud is where a participant vocally recites aloud a story as they read and comprehend the story at the same time. The dependent variable (DV) is the vocal recitation of the story either the participants read it out loud, or to just read the story silently. Materials The materials to be used in this experiment include administrative letters sent out to the participants informing them of the research and what is expected of them. Procedural materials include the sheets of paper containing the story, test papers with 30 fill-in-the-blank questions, experimenters’ scripts and a stopwatch to keep track of time. The sheets of paper which contains the story to be later recalled by the participants will be a short story that is in English and contains approximately 1000 words. It is entirely fictional and unique, therefore it is not in any way affiliated to share any resemblance or similarities to stories the participants would have known in the past i. e. fairytales or well-known childhood stories. Thus, we expect the participants to be reading and learning about new information based on the fictional story given. This is done so as to reduce any extraneous variables that may interfere with the results of the experiment. The test papers consist of 30 fill-in-the-blank questions that require the participants to answer by recalling information based on the story provided. This format is chosen to avoid any possibility that participants may get the correct answer by chance of lucky guesses. The experimenters’ scripts will contain the standard instructions for the experimenters to read out to the participants when conducting the experiment. Procedure Participants will be randomly assigned to 1 of 2 rooms. In each of the rooms, it is expected to have approximately similar ratio of male and female participants so as to avoid gender directed outcomes and to maintain neutrality. Participants will be led into the room by the experimenter and be asked to take a seat. They will then be briefed on the experiment and will be required to sign two consent forms, one of which is to be kept for themselves and the other, for the research copy of the experimenter. In Room 1, each participant will be provided with a sheet of paper containing the fictional story to be read out loud by the participants. The following instructions will be read out to them: â€Å"You are required to read the fictional story provided out loud. You are highly encouraged to vocalize your words aloud at your own pace. † In Room 2, each participant will be provided with a sheet of paper containing the fictional story. The instructions read will be as follows: â€Å"You are required to read the fictional story given silently. You are not allowed to vocalize your words by reading the story out loud. You will read the story silently at your own pace. † The experiment will take 25 minutes for the participants to take time to read the story. After they read the story, each participant will be given a surprise fill-in-the-blanks test. The test consists of 30 questions relating to the fictional short story that they had to read earlier. Participants will be given 20 minutes to answer the set of questions. Their answer sheets will then be collected and the participants will be thanked for participating in the research. Statistical Analysis This experiment will use an independent t-test to calculate the results of the experiment. This test will be used because this study has only 1 IV with 2 levels (1Ãâ€"2) and uses between-subjects design, in which the participants will experience different levels of the IV. References Besner, D. , O’Malley, Shannon, amp; Robidoux, S. (2010). On the Joint Effects of Stimulus Quality, Regularity, and Lexicality When Reading Aloud: New Challenges. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(3), 750-764. Retrieved June 16, 2010 from PsychARTICLES database. Dodson, Chad S. amp; Schacter, Daniel. L. (2001). If I Had Said It, I Would Remember It: Reducing False Memories with a Distinctiveness Heuristic. Psychonomic Bulletin amp; Review, 8 (1), 155-161. Retrieved June 14, 2010 from http://pbr. psychonomicjournals. org/content/8/1/155. full. pdf Hourihan, Kathleen L. amp; Macleod, Colin M. (2008). Directed Forgetting Meets the Production Effect: Distinctive Processing is Resistant to Intentional Forgetting. Canadian Journal of Experimental Psychology, Vol. 62, No. 4, 242-246. Retrieved June 14, 2010 from PsychARTICLES database. Kappel, S. , Harford, M. , Burns, V. amp; Anderson, N. (1973). Effects of Vocalization on Short-Term Memory for Words. Journal of Experimental Psychology, 101(2), 314-317. Retrieved June 16, 2010 from PsychARTICLES database. MacLeod, C. , Gopie, N. , Hourihan, K. , Neary, K. , amp; Ozubko, J. (2010). The Production Effect: Delineation of a Phenomenon. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(3). 671-685. Retrieved June 16, 2010 from PsychARTICLES database. McKay, A. , Davis, C. , Savage, G. , amp; Castles, A. (2008). Semantic Involvement in Reading Aloud: Evidence from a Non-Word Training Study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(6), 1495-1517. Retrieved June 18 from PsychARTICLES database. Reynolds, M. , amp; Besner, D. (2008). Contextual Effects on Reading Aloud: Evidence for Pathway Control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(1), 50-64. Retrieved June 14, 2010 from PsychARTICLES database. Wilding, J. , amp; Mohindra, N. (1980). Effects of Subvocal Suppression, Articulating Aloud and Noise on Sequence Recall. British Journal of Psychology, 71(2), 247. Retrieved June 18, 2010 from Academic Source Premier database. How to cite The Effects of Memory Improvement by Saying Words Aloud, Papers

Special Program in the Arts and Basic Education Curriculum Essay Example For Students

Special Program in the Arts and Basic Education Curriculum Essay Their Influence in the Achievement and Attitude of Students Towards Mathematics Ma. Christina B. Balsams The study investigated the achievement and attitude towards mathematics of the second year high school students in the Special Program in the Arts and the Basic Education Curriculum in Gingko City Comprehensive National High School, Gingko City. The answers to the following problems ever sought: The comparison of the mathematics achievement of the students when they are grouped according to Special Program in the Arts and the Basic Education Curriculum; the comparison of the mathematics achievement Of the students in the Special Program in the Arts and in the Basic Education Curriculum when they are grouped according to their mathematics ability level; and the comparison in the attitude Of the students towards mathematics in the Special Program in the Arts and in the Basic Education Curriculum. The descriptive research method was used in the study. A 30. Tem validated achievement test was used to determine the level of achievement of the dents; while the go-item mathematics attitude scale of Awaken (1979) was used to determine the attitude of the students toward mathematics. The sixty -eight respondents were the second year students enrolled in the Special Program in the Arts and the Basic Education Curriculum. Ability grouping of the students was based trot their final grades in mathematics during first year. We will write a custom essay on Special Program in the Arts and Basic Education Curriculum specifically for you for only $16.38 $13.9/page Order now Two groups were identified the high ability group and the average ability group. High ability students were those students whose grades ranges from and above, while the average ability students were those whose grades ranges from 80 to 85 (Depend memo # 79 s. 2003). The data gathered were interpreted and analyzed using the mean, standard deviation, t-test and the two-way analysis of variance (NOVA)_ The following findings were revealed. There was a significant difference in the mathematics achievement between those second year high school students in the Special program in the Arts and those high school students in the Basic Education curriculum. Although both groups have very satisfactory performance in mathematics, a difference was observed in their mean scores favoring the second year high school students from the Special Program in the Arts. There was a difference in the mathematics achievement of the second year high school students in the Special Program in the Arts and the second year high school students I the Basic Education Curriculum when the students oeuvre grouped according to their mathematics ability level. There was no difference in the attitude of the students in the Special Program in the Arts and the students in the Basic Education Curriculum towards mathematics. The students in both groups have favorable attitude towards mathematics.

Favorite place Essay Example

Favorite place Essay Example Favorite place Essay Favorite place Essay I always loved the beach since I was a child. There is nothing like the fulfillment the beach brings with your toes in the sand, and nothing but the horizon in my perception. The sounds of the waves crashing, the smell of the salty atmosphere, and the relaxation you get from Gods beautiful creation. Throughout this essay I will get more into depth of why I have chosen the beach to be my favorite place to be. This essay will briefly describe my experiences, exposures, existences, and observations of my visits to the beach. The beach has always been my favorite place to go. Its a great getaway from everyday life. : The beach is a whole different world then where Im from in Tennessee. The smell of the air at the beach is so comforting and relaxing. Theres nothing like waking up every morning and smelling that salty water atmosphere on the ocean front property. I like to wake up early in the morning so I can catch that beautiful sunrise in the never-ending horizon with a nice cup of coffee in my hand. The beach is like a free spirited world. I have no worries in the world when Im at the beach. My mind is always put at ease when Im at the beach. There is no way you can wake up or be in a bad mood when youre there. While lying out on that white sand listening to the amazing sounds of Gods creation is so peaceful and relaxing. Staring out into the horizon, letting your mind start wondering how far the waters go, or where it ends. I like seeing people have a good time, so watching all the different people do their own thing while having a blast puts a smile on my face. I like to take walks down the beach, and being adventurous when Im there. Theres no better feeling then having the sand between your toes, and the water crashing onto shore, going over your feet. Night walks down the beach are very relaxing also.

Tricks and Tips on How to Pre-Read Text

Tricks and Tips on How to Pre-Read Text Pre-reading is the process of skimming a text to locate key ideas before carefully  reading a text (or a chapter of a text) from start to finish. Also called ​previewing or surveying. Pre-reading provides an overview that can increase reading speed and efficiency. Pre-reading typically involves looking at (and thinking about) titles, chapter introductions, summaries, headings, subheadings, study questions, and conclusions. Observations on Pre-Reading To be successful today, it not only becomes necessary to skim, but it becomes essential to skim well.(Jacobs, Alan. The Pleasures of Reading in an Age of Distraction. Oxford University Press, 2011.) Pre-reading strategies allow students to think about what they already know about a given topic and predict what they will read or hear. Before students read any text, teachers can direct their attention to how a text is organized, teach unfamiliar vocabulary or other concepts, search for the main idea, and provide students with a purpose for reading or listening. Most importantly, teachers can use pre-reading strategies to increase students interest in a text.(Brassell, Danny and Timothy Rasinski. Comprehension That Works. Shell Education, 2008.) Understand the Purpose of Pre-Reading Pre-reading encompasses all of the things that you do, before you start reading, to increase your capacity to understand the material. In many cases, taking just a few minutes to learn more about what you are about to read can dramatically increase your reading comprehension and retention. . . . If you build the big picture before you start, you begin reading the text with a conceptual framework already in place. Then, when you encounter a new detail or a new bit of evidence in your reading, your mind will know what to do with it.(Austin, Michael. Reading the World: Ideas That Matter. W.W. Norton, 2007.) Know the Four Steps (4 Ps) Pre-reading includes four steps: preview, predict, prior knowledge, and purpose. You can remember these steps by thinking of them as the 4 Ps. Previewing is taking a quick look at a reading before trying to understand the whole thing... [In predicting, you] look at clues from what you read, see, or already know to figure out what information you are likely to get from the reading... Prior knowledge is what you know about a subject before you begin a new reading about it... The fourth P in prereading is purpose... Figuring out an authors purpose will help you understand what you read.(Content-Area Reading Strategies for Language Arts. Walch Publishing, 2003.) Generate Questions Begin by having students identify their purpose for reading. Then, lead students in generating a list of pre-reading questions that will help them to achieve their purpose.(Successful Strategies for Reading in the Content Areas. 2nd ed., Shell Education, 2008.) Skim a Book Systematically Skimming or  pre-reading is  the first sublevel of inspectional reading. Your main aim is to discover whether the book requires a more careful reading... The habit of skimming should not take much time to acquire. Here are some suggestions about how to do it. You have now skimmed the book systematically; you have given it the first type of inspectional reading. Look at the title page and, if the book has one, at its preface. Read each quickly.Study the table of contents to obtain a general sense of the books structure; use it as you would a road map before taking a trip.Check the index if the book has one- most expository works do. Make a quick estimate of the range of topics covered and of the kinds of books and authors referred to.If the book is a new one with a dust jacket, read the publishers blurb.From your general and still rather vague knowledge of the books contents, look now at the chapters that seem to be pivotal to its argument. If these chapters have summary statements in their opening or closing pages, as they often do, read these statements carefully.Finally, turn the pages, dipping in here and there, reading a paragraph or two, sometimes several pages in sequences, never more than that. (Adler, Mortimer J. and Charles Van Doren.  How to Read a Book: The Classic Guide to Intelligent Reading. Touchstone edition, 2014.)

The State of California Essay Example | Topics and Well Written Essays - 1500 words

The State of California - Essay Example But the state of California had a nonstop ferment of innovations and creativity waiting for the world to explore. After a tiny lapse of time, the period of innovations began again. It was the World Wide Web (The Internet) which became the talk of the town in no time. But this innovation required the largest investment on Earth yet to be spending on. Late 1990s witnessed no unemployment in Silicon Valley due to this massive technological outburst. Thousands and thousands of entrepreneurs and risk takers lend billions of dollars from their lenders in a hope to cash it in the future with their new big idea. It was not like the Gold Rush which occurred 150 years ago; it was different, it was a marvel which said that ‘details are yet to come.’ Nonetheless this boom came to a halt as well as the world crossed millennium. Most of the businesses with a snappy logo and more than a eye catching logo bored the people and thus failed. The whole state was in a state of terror and fru stration as energy shortages were gifted to the state in the beginning of the millennium.   In the present era it is seen that technology has proved to be of great benefit to the entertainment industry itself. The three entertainment industries that benefit the economy of California are; Hollywood, Universal Studio and Disney Land respectively. These three industries use technology in almost everything that they enter in. Hollywood is the largest movie making industry in the world and is able to excel in providing quality by using specific technology.... Subsequently, he typed letter ‘O’ and same thing happened. Excitedly, he typed ‘G’ and the system halted; but nevertheless a massive invention which was to change the world in the future was born- The Internet.3 The State of California has the privilege of having Silicon Valley as it paved the road to first ever digital revolution with the improvement of Personal Computers during the tenure of 1980s. Ultimately, this boom ended as quickly as it has emerged and thousands of businesses went down. But the state of California had a nonstop ferment of innovations and creativity waiting for the world to explore. After a tiny lapse of time, the period of innovations began again. It was the World Wide Web (The Internet) which became the talk of the town in no time. But this innovation required the largest investment on Earth yet to be spending on. Late 1990s witnessed no unemployment in Silicon Valley due to this massive technological outburst. Thousands and thousan ds of entrepreneurs and risk takers lend billions of dollars from their lenders in a hope to cash it in the future with their new big idea. It was not like the Gold Rush which occurred 150 years ago; it was different, it was a marvel which said that ‘details are yet to come.’ Nonetheless this boom came to a halt as well as the world crossed millennium. Most of the businesses with a snappy logo and more than a eye catching logo bored the people and thus failed. The whole state was in a state of terror and frustration as energy shortages were gifted to the state in the beginning of the millennium. 4 Present In the present era it is seen that technology has proved to be of great benefit to the entertainment industry

Thomas Reid's Position on Common Sense Essay Example | Topics and Well Written Essays - 1500 words

Thomas Reid's Position on Common Sense - Essay Example This was thought to condition human experience and make possible knowledge of moral, religious, and scientific kind. The first thinkers were Herbert of Cherbury, as well as Rene Descartes; other British representatives were Henry Lee, Claude Buffier, Henry Home, G. Leibniz, and many more (Redekop, 2009, p.407). Thomas Reid is considered a founder of the Scottish School of Common Sense, whose ideas influenced several generations of philosophers well throughout the 19th and 20th centuries. Rejecting the Theory of ideas, he claimed that it was â€Å"sensus communis† (the term Reid used to describe the â€Å"common sense†) that should be perceived as a solid basis of the philosophical quest. Reid’s main arguments on common sense revolved around his reaction to the ideas by Hume and Berkeley. Hume believed that a person can never comprehend what the world which is external for him/her consists of, since human knowledge is restricted by the ideas that are present in hu man mind. Berkeley, in his turn, maintained that the external world is just ideas inherent in human mind. Both Berkeley and Hume asserted that a mental phenomenon exists as perceptions of certain mental objects (Yaffe & Nichols, 2009, [online]). Contrary to these philosophers, Reid asserted that the foundations of common sense provide a justification to human belief in the existence of an external world. Reid provided response to the arguments by Hume, both naturalistic and skeptical by devising a set of common sense principles. He saw them as the basis of rational perception of the world and rational thought. To illustrate, any person who commits oneself to a philosophical argument must unconditionally presuppose particular beliefs. The examples are I am speaking to a real person, or the external world does exist under the laws which remain unchanged. Along these claims, more presuppositions can be found, which are all positive, meaningful, and reality-based. In this context, it is worth mentioning that Reid does not see the belief in these principles’ rightness as something rational. Instead, he asserts that it is reason that demands that the aforementioned principles act as prerequisites and that it is human mind that inherently produces them. Thus, the question of sanity arises here, which Reid believes leans back on his understanding of the common sense functioning. In relation to this, Reid writes, â€Å"For, before men can reason together, they must agree in first principles; and it is impossible to reason with a man who has no principles in common with you.† (Reid, 1846, p.230). Reid also believed that qualities are to be in â€Å"(...) Something that is figured, colored, hard or soft, that moves or resists. It is not to these qualities, but to that which is the subject of them, that we give the name body. If any man should think fit to deny that these things are qualities, or that they require any subject, I leave him to enjoy his opini on as a man who denies first principles, and is not fit to be reasoned with.† (Reid, 1785, p.766) While Reid’s position on common sense can be well understood through analyzing his criticism of Hume, I would like to briefly outline his ideas regarding Hume’s understanding of knowledge. As it has already been mentioned, Hume along with Descartes, Locke, and Berkeley developed the ideal theory of human mind, which Reid refuted by offering the positive idea of mind instead. The grounding argument against the theory by Hume is