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Eating (also known as consuming) is the ingestion of food, typically to provide a heterotrophicorganism with energy and to allow for growth. Animals and other heterotrophs must eat in order to survive — carnivores eat other animals, herbivores eat plants, omnivores consume a mixture of both plant and animal matter, and detritivores eat detritus. Fungi digest organic matter outside their bodies as opposed to animals that digest their food inside their bodies. For humans, eating is an activity of daily living. Some individuals may limit their amount of nutritional intake. This may be a result of a lifestyle choice, due to hunger or famine, as part of a diet or as religious fasting.



Economics (/ɛkəˈnɒmɪks, iːkə-/) is the social science that studies how people interact with value; in particular, the production, distribution, and consumption of goods and services.

Economics focuses on the behaviour and interactions of economic agents and how economies work. Microeconomics analyzes basic elements in the economy, including individual agents and markets, their interactions, and the outcomes of interactions. Individual agents may include, for example, households, firms, buyers, and sellers. Macroeconomics analyzes the economy as a system where production, consumption, saving, and investment interact, and factors affecting it: employment of the resources of labour, capital, and land, currency inflation, economic growth, and public policies that have impact on these elements.

Other broad distinctions within economics include those between positive economics, describing “what is”, and normative economics, advocating “what ought to be”; between economic theory and applied economics; between rational and behavioural economics; and between mainstream economics and heterodox economics.

Economic analysis can be applied throughout society, in real estate, business, finance, health care, engineering and government. Economic analysis is sometimes also applied to such diverse subjects as crime, education, the family, law, politics, religion, social institutions, war, science, and the environment.



An economy (from Greek οίκος – “household” and νέμoμαι – “manage”) is an area of the production, distribution and trade, as well as consumption of goods and services by different agents. In general, it is defined ‘as a social domain that emphasize the practices, discourses, and material expressions associated with the production, use, and management of resources’. A given economy is the result of a set of processes that involves its culture, values, education, technological evolution, history, social organization, political structure and legal systems, as well as its geography, natural resource endowment, and ecology, as main factors. These factors give context, content, and set the conditions and parameters in which an economy functions. In other words, the economic domain is a social domain of interrelated human practices and transactions that does not stand alone.


Ecstasy (emotion)

Ecstasy (from Ancient Greek ἔκστασις ékstasis, meaning ‘outside of oneself’) is a subjective experience of total involvement of the subject, with an object of their awareness. In classical Greek literature it refers to removal of the mind or body “from its normal place of function.” Total involvement with an object of interest is not an ordinary experience because of being aware of other objects, thus ecstasy is an example of an altered state of consciousness characterized by diminished awareness of other objects or the total lack of the awareness of surroundings and everything around the object. The word is also used to refer to any heightened state of consciousness or intensely pleasant experience. It is also used more specifically to denote states of awareness of non-ordinary mental spaces, which may be perceived as spiritual (the latter type of ecstasy often takes the form of religious ecstasy).



Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed research. Education frequently takes place under the guidance of educators, however learners can also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.


Educational psychology

Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. It is also informed by neuroscience. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education, classroom management, and student motivation. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.

The field of educational psychology involves the study of memory, conceptual processes, and individual differences (via cognitive psychology) in conceptualizing new strategies for learning processes in humans. Educational psychology has been built upon theories of operant conditioning, functionalism, structuralism, constructivism, humanistic psychology, Gestalt psychology, and information processing.

Educational psychology has seen rapid growth and development as a profession in the last twenty years. School psychology began with the concept of intelligence testing leading to provisions for special education students, who could not follow the regular classroom curriculum in the early part of the 20th century. However, “school psychology” itself has built a fairly new profession based upon the practices and theories of several psychologists among many different fields. Educational psychologists are working side by side with psychiatrists, social workers, teachers, speech and language therapists, and counselors in an attempt to understand the questions being raised when combining behavioral, cognitive, and social psychology in the classroom setting.



In philosophy, systems theory, science, and art, emergence occurs when an entity is observed to have properties its parts do not have on their own, properties or behaviors which emerge only when the parts interact in a wider whole.

Emergence plays a central role in theories of integrative levels and of complex systems. For instance, the phenomenon of life as studied in biology is an emergent property of chemistry, and many psychological phenomena are known to emerge from underlying neurobiological processes.

In philosophy, theories that emphasize emergent properties have been called emergentism.


Emergency medical services

Emergency medical services (EMS), also known as ambulance services or paramedic services, are emergency services that provide urgent pre-hospital treatment and stabilisation for serious illness and injuries and transport to definitive care. They may also be known as a first aid squad, FAST squad, emergency squad, ambulance squad, ambulance corps, life squad or by other initialisms such as EMAS or EMARS.



Emotion is a mental state associated with the nervous system brought on by chemical changes variously associated with thoughts, feelings, behavioural responses, and a degree of pleasure or displeasure. There is currently no scientific consensus on a definition. Emotion is often intertwined with mood, temperament, personality, disposition, creativity and motivation.


Emotion classification

Emotion classification, the means by which one may distinguish or contrast one emotion from another, is a contested issue in emotion research and in affective science. Researchers have approached the classification of emotions from one of two fundamental viewpoints:

that emotions are discrete and fundamentally different constructs
that emotions can be characterized on a dimensional basis in groupings


Emotion perception

Emotion perception refers to the capacities and abilities of recognizing and identifying emotions in others, in addition to biological and physiological processes involved. Emotions are typically viewed as having three components: subjective experience, physical changes, and cognitive appraisal; emotion perception is the ability to make accurate decisions about another’s subjective experience by interpreting their physical changes through sensory systems responsible for converting these observed changes into mental representations. The ability to perceive emotion is believed to be both innate and subject to environmental influence and is also a critical component in social interactions. How emotion is experienced and interpreted depends on how it is perceived. Likewise, how emotion is perceived is dependent on past experiences and interpretations. Emotion can be accurately perceived in humans. Emotions can be perceived visually, audibly, through smell and also through bodily sensations and this process is believed to be different from the perception of non-emotional material.


Emotion recognition

Emotion recognition is the process of identifying human emotion. People vary widely in their accuracy at recognizing the emotions of others. Use of technology to help people with emotion recognition is a relatively nascent research area. Generally, the technology works best if it uses multiple modalities in context. To date, the most work has been conducted on automating the recognition of facial expressions from video, spoken expressions from audio, written expressions from text, and physiology as measured by wearables.

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Emotional intelligence

Emotional intelligence (EI), emotional quotient (EQ) and emotional intelligence quotient (EIQ), is the capability of individuals to recognize their own emotions and those of others, discern between different feelings and label them appropriately, use emotional information to guide thinking and behavior, and adjust emotions to adapt to environments. Although the term first appeared in 1964, it gained popularity in the 1995 best-selling book Emotional Intelligence, written by science journalist Daniel Goleman. Goleman defined EI as the array of skills and characteristics that drive leadership performance.

Various models have been developed to measure EI. The trait model, developed by Konstantinos V. Petrides in 2001, focuses on self reporting of behavioral dispositions and perceived abilities. The ability model, developed by Peter Salovey and John Mayer in 2004, focuses on the individual’s ability to process emotional information and use it to navigate the social environment. Goleman’s original model may now be considered a mixed model that combines what has since been modeled separately as ability EI and trait EI. More recent research has focused on emotion recognition, which refers to the attribution of emotional states based on observations of visual and auditory nonverbal cues. In addition, neurological studies have sought to characterize the neural mechanisms of emotional intelligence.

Studies have shown that people with high EI have greater mental health, job performance, and leadership skills, although no causal relationships have been shown. EI is typically associated with empathy because it involves an individual connecting their personal experiences with those of others. Since its popularization in recent decades, methods of developing EI have become widely sought by individuals seeking to become more effective leaders.

Criticisms have centered on whether EI is a real intelligence, and whether it has incremental validity over IQ and the Big Five personality traits. However, meta-analyses have found that EI has substantial validity even when controlling for IQ and personality.


Emotional intimacy

Emotional closeness is an aspect of interpersonal relationships that varies in intensity from one relationship to another and varies from one time to another, much like physical intimacy. Emotional intimacy involves a perception of closeness to another that allows sharing of feelings, accompanied by expectations of understanding, affirmation, and demonstration of caring.

Emotional intimacy can be expressed in verbal and non-verbal communication. The degree of comfort, effectiveness, and mutual experience of closeness might indicate emotional intimacy between individuals. Intimate communication is both expressed (e.g. talking) and implied (e.g. friends sitting close on a park bench in silence).

Emotional intimacy depends primarily on trust, as well as the nature of the relationship and the culture in which it is observed. Emotional intimacy is different from sexual intimacy. Sexual intimacy can take place with or without emotional intimacy. Sexual intimacy differs from emotional intimacy because it often does not occur within any kind of sexual context. Emotional intimacy is a psychological event that happens when trust levels and communication between two people are such that it fosters the mutual sharing of one another’s deepest selves. Depending on the background and conventions of the participants, emotional intimacy might involve disclosing thoughts, feelings and emotions in order to reach an understanding, offer mutual support or build a sense of community. Or it might involve sharing a duty, without commentary.

Deep intimacy requires a high level of transparency and openness. Conversation is a key point in every emotional intimate relationship. For example, a long-distance relationship is purely based on conversation. A long-distance relationship can be stronger, in comparison to a normal one, because it forces the two partners to enhance the conversation process. This involves a degree of vulnerability that can feel uncomfortable or anxiety-producing to many individuals. These feelings do, however, tend to diminish and even dissolve over time and with practice. Couples who partake in this act of emotional intimacy are able to be more comfortable with each other. They feel they can share their dreams and their positive characteristics, along with the negative characteristics that they may have. There are great moments and also tough moments that come along within a relationship. Emotional intimacy is being able to communicate your feelings to show how much you care. It is important to practice emotional intimacy in relationships. A lack of emotional intimacy could be solved by taking the time to be with your partner throughout the duration of your relationships. Many specialists suggest that talking about problems as soon as they arise is wise to continue emotional intimacy. Being honest, expressing appreciation, and routinely communicating also keeps stable emotional intimacy.

Emotional Intimacy Scale
The 5-item Emotional Intimacy Scale (EIS) is a scale which enables an evaluation of the emotional intimacy in a relationship. Its goal is to predict the different outcomes produced by the existence of an intimate relationship.

This scale is created with a study of different items which are fundamental components of an intimate relationship. Some persons need to answer to a questionnaire. They answer to judge the degree of truth of each of these components in comparison with their actual situation. There are five of them:

This person completely accepts me as I am
I can openly share my deepest thoughts and feelings with this person
This person cares deeply for me
This person would willingly help me in any way
My thoughts and feelings are understood and affirmed by this person
These results are putting in correlation with specific values which characterize an individual such as psychological and physical well-being, social support, and health.

The results provided by the scale prove a positive relationship between an increase of EIS and an increase for the individual of social support, self-efficiency, life satisfaction and other positive effects. It also shows the negative relation between a decrease of EIS and an increase of stress, pain, and fatigue for the individual. An intimate relationship gives a sentiment of purpose and belonging which increases the physiological and psychological well-being.


Emotional safety

In psychology, emotional safety refers to an emotional state achieved in attachment relationships where in each individual is open and vulnerable. The concept is primarily used by couples’ therapists to describe intimate relationships. When a relationship is emotionally safe, the partners trust each other and routinely give each other the benefit of the doubt in questionable situations. When emotional safety is lost, the partners are inclined to be distrustful, looking for possible hidden meanings and potential threats in each other’s words and behaviors.


Emotional security

Emotional security is the measure of the stability of an individual’s emotional state. Emotional insecurity or simply insecurity is a feeling of general unease or nervousness that may be triggered by perceiving of oneself to be vulnerable or inferior in some way, or a sense of vulnerability or instability which threatens one’s self-image or ego.

The concept is related to that of psychological resilience in as far as both concern the effects which setbacks or difficult situations have on an individual. However, resilience concerns over-all coping, also with reference to the individual’s socioeconomic situation, whereas the emotional security specifically characterizes the emotional impact. In this sense, emotional security can be understood as part of resilience.

The notion of emotional security of an individual is to be distinguished from that of emotional safety or security provided by a non-threatening, supportive environment. A person who is susceptible to bouts of depression being triggered by minor setbacks is said to be less “emotionally secure”. A person whose general happiness is not very shaken even by major disturbances in the pattern or fabric of their life might be said to be extremely emotionally secure.



Empathy is the capacity to understand or feel what another person is experiencing from within their frame of reference, that is, the capacity to place oneself in another’s position.[1] Definitions of empathy encompass a broad range of emotional states. Types of empathy include cognitive empathy, emotional (or affective) empathy, and somatic empathy.

Empathy definitions encompass a broad range of phenomena, including caring for other people and having a desire to help them; experiencing emotions that match another person’s emotions; discerning what another person is thinking or feeling;[10] and making less distinct the differences between the self and the other.



In philosophy, empiricism is a theory that states that knowledge comes only or primarily from sensory experience. It is one of several views of epistemology, along with rationalism and skepticism. Empiricism emphasizes the role of empirical evidence in the formation of ideas, rather than innate ideas or traditions. However, empiricists may argue that traditions (or customs) arise due to relations of previous sense experiences.



Employment is a relationship between two parties, usually based on contract where work is paid for, where one party, which may be a corporation, for profit, not-for-profit organization, co-operative or other entity is the employer and the other is the employee. Employees work in return for payment, which may be in the form of an hourly wage, by piecework or an annual salary, depending on the type of work an employee does or which sector they are working in. Employees in some fields or sectors may receive gratuities, bonus payment or stock options. In some types of employment, employees may receive benefits in addition to payment. Benefits can include health insurance, housing, disability insurance or use of a gym. Employment is typically governed by employment laws, organisation or legal contracts.



Endorphins (contracted from “endogenous morphine”) are endogenous opioid neuropeptides and peptide hormones in humans and other animals. They are produced and stored in the pituitary gland. The classification of molecules as endorphins is based on their pharmacological activity, as opposed to a specific chemical formulation.

The endorphin class consists of α-endorphin, β-endorphin, and γ-endorphin. All three preferentially bind to μ-opioid receptors. The principal function of endorphins is to inhibit the communication of pain signals. Endorphins may also produce a feeling of euphoria very similar to that produced by other opioids.



Engineers, as practitioners of engineering, are professionals who invent, design, analyze, build and test machines, complex systems, structures, gadgets and materials to fulfill functional objectives and requirements while considering the limitations imposed by practicality, regulation, safety and cost. The word engineer (Latin ingeniator) is derived from the Latin words ingeniare (“to create, generate, contrive, devise”) and ingenium (“cleverness”). The foundational qualifications of an engineer typically include a four-year bachelor’s degree in an engineering discipline, or in some jurisdictions, a master’s degree in an engineering discipline plus four to six years of peer-reviewed professional practice (culminating in a project report or thesis) and passage of engineering board examinations.



Entertainment is a form of activity that holds the attention and interest of an audience or gives pleasure and delight. It can be an idea or a task, but is more likely to be one of the activities or events that have developed over thousands of years specifically for the purpose of keeping an audience’s attention. Although people’s attention is held by different things, because individuals have different preferences in entertainment, most forms are recognisable and familiar. Storytelling, music, drama, dance, and different kinds of performance exist in all cultures, were supported in royal courts, developed into sophisticated forms and over time became available to all citizens. The process has been accelerated in modern times by an entertainment industry that records and sells entertainment products. Entertainment evolves and can be adapted to suit any scale, ranging from an individual who chooses a private entertainment from a now enormous array of pre-recorded products; to a banquet adapted for two; to any size or type of party, with appropriate music and dance; to performances intended for thousands; and even for a global audience.



Entrepreneurship is the creation or extraction of value. With this definition, entrepreneurship is viewed as change, generally entailing risk beyond what is normally encountered in starting a business, which may include other values than simply economic ones.

More narrow definitions have described entrepreneurship as the process of designing, launching and running a new business, which is often initially a small business, or as the “capacity and willingness to develop, organize and manage a business venture along with any of its risks to make a profit.” The people who create these businesses are often referred to as entrepreneurs. While definitions of entrepreneurship typically focus on the launching and running of businesses, due to the high risks involved in launching a start-up, a significant proportion of start-up businesses have to close due to “lack of funding, bad business decisions, government policies, an economic crisis, lack of market demand, or a combination of all of these.”

In the field of economics, the term entrepreneur is used for an entity which has the ability to translate inventions or technologies into products and services. In this sense, entrepreneurship describes activities on the part of both established firms and new businesses.



Epistemology (/ɪˌpɪstɪˈmɒlədʒi/ (About this soundlisten); from Greek ἐπιστήμη, epistēmē ‘knowledge’, and -logy) is the branch of philosophy concerned with knowledge. Epistemologists study the nature, origin, and scope of knowledge, epistemic justification, the rationality of belief, and various related issues. Epistemology is considered one of the four main branches of philosophy, along with ethics, logic, and metaphysics.



Erotica is (in a broad sense) any literary or artistic work that deals substantively with subject matter that is erotically stimulating or sexually arousing but (in a strict sense) is not generally considered to be pornographic. Erotic art may use any artistic form to depict erotic content, including painting, sculpture, drama, film or music. Erotic literature and erotic photography have become genres in their own right.

Curiosa is erotica and pornography as discrete, collectable items, usually in published or printed form. In the antiquarian book trade, pornographic works are often listed under “curiosa”, “erotica” or “facetiae”.



Eroticism (from the Greek ἔρως, eros—”desire”) is a quality that causes sexual feelings, as well as a philosophical contemplation concerning the aesthetics of sexual desire, sensuality, and romantic love. That quality may be found in any form of artwork, including painting, sculpture, photography, drama, film, music, or literature. It may also be found in advertising. The term may also refer to a state of sexual arousal or anticipation of such – an insistent sexual impulse, desire, or pattern of thoughts.



Essence (Latin: essentia) is a polysemic term, used in philosophy and theology as a designation for the property or set of properties that make an entity or substance what it fundamentally is, and which it has by necessity, and without which it loses its identity. Essence is contrasted with accident: a property that the entity or substance has contingently, without which the substance can still retain its identity.

The concept originates rigorously with Aristotle (although it can also be found in Plato), who used the Greek expression to ti ên einai (τὸ τί ἦν εἶναι, literally meaning “the what it was to be” and corresponding to the scholastic term quiddity) or sometimes the shorter phrase to ti esti (τὸ τί ἐστι, literally meaning “the what it is” and corresponding to the scholastic term haecceity) for the same idea. This phrase presented such difficulties for its Latin translators that they coined the word essentia (English “essence”) to represent the whole expression. For Aristotle and his scholastic followers, the notion of essence is closely linked to that of definition (ὁρισμός horismos).

In the history of Western philosophy, essence has often served as a vehicle for doctrines that tend to individuate different forms of existence as well as different identity conditions for objects and properties; in this logical meaning, the concept has given a strong theoretical and common-sense basis to the whole family of logical theories based on the “possible worlds” analogy set up by Leibniz and developed in the intensional logic from Carnap to Kripke, which was later challenged by “extensionalist” philosophers such as Quine.


Ethical egoism

Ethical egoism is the normative ethical position that moral agents ought to act in their own self-interest. It differs from psychological egoism, which claims that people can only act in their self-interest. Ethical egoism also differs from rational egoism, which holds that it is rational to act in one’s self-interest. Ethical egoism holds, therefore, that actions whose consequences will benefit the doer are ethical.

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Ethics or moral philosophy is a branch of philosophy that involves systematizing, defending, and recommending concepts of right and wrong conduct. The field of ethics, along with aesthetics, concerns matters of value, and thus comprises the branch of philosophy called axiology.



Eugenics (/juːˈdʒɛnɪks/ yoo-JEH-niks; from Greek εὐ- ‘good’ and γενής ‘come into being, growing’) is a set of beliefs and practices that aim to improve the genetic quality of a human population, historically by excluding people and groups judged to be inferior or promoting those judged to be superior.

The concept predates the term; Plato suggested applying the principles of selective breeding to humans around 400 BC. Early advocates of eugenics in the 19th century regarded it as a way of improving groups of people. In contemporary usage, the term eugenics is closely associated with scientific racism and white supremacy. Modern bioethicists who advocate new eugenics characterise it as a way of enhancing individual traits, regardless of group membership.



Euphoria is the experience (or affect) of pleasure or excitement and intense feelings of well-being and happiness. Certain natural rewards and social activities, such as aerobic exercise, laughter, listening to or making music, and dancing, can induce a state of euphoria. Euphoria is also a symptom of certain neurological or neuropsychiatric disorders, such as mania. Romantic love and components of the human sexual response cycle are also associated with the induction of euphoria. Certain drugs, many of which are addictive, can cause euphoria, which at least partially motivates their recreational use.




Evidence, broadly construed, is anything presented in support of an assertion, because evident things are undoubted. There are two kind of evidence: intellectual evidence (the obvious, the evident) and empirical evidence (proofs).

The mentioned support may be strong or weak. The strongest type of evidence is that which provides direct proof of the truth of an assertion. At the other extreme is evidence that is merely consistent with an assertion but does not rule out other, contradictory assertions, as in circumstantial evidence.

In law, rules of evidence govern the types of evidence that are admissible in a legal proceeding. Types of legal evidence include testimony, documentary evidence, and physical evidence. The parts of a legal case that are not in controversy are known, in general, as the “facts of the case.” Beyond any facts that are undisputed, a judge or jury is usually tasked with being a trier of fact for the other issues of a case. Evidence and rules are used to decide questions of fact that are disputed, some of which may be determined by the legal burden of proof relevant to the case. Evidence in certain cases (e.g. capital crimes) must be more compelling than in other situations (e.g. minor civil disputes), which drastically affects the quality and quantity of evidence necessary to decide a case.

Scientific evidence consists of observations and experimental results that serve to support, refute, or modify a scientific hypothesis or theory, when collected and interpreted in accordance with the scientific method.

In philosophy, the study of evidence is closely tied to epistemology, which considers the nature of knowledge and how it can be acquired.


Evidence (law)

The law of evidence, also known as the rules of evidence, encompasses the rules and legal principles that govern the proof of facts in a legal proceeding. These rules determine what evidence must or must not be considered by the trier of fact in reaching its decision. The trier of fact is a judge in bench trials, or the jury in any cases involving a jury. The law of evidence is also concerned with the quantum (amount), quality, and type of proof needed to prevail in litigation. The rules vary depending upon whether the venue is a criminal court, civil court, or family court, and they vary by jurisdiction.

The quantum of evidence is the amount of evidence needed; the quality of proof is how reliable such evidence should be considered. Important rules that govern admissibility concern hearsay, authentication, relevance, privilege, witnesses, opinions, expert testimony, identification and rules of physical evidence. There are various standards of evidence, standards showing how strong the evidence must be to meet the legal burden of proof in a given situation, ranging from reasonable suspicion to preponderance of the evidence, clear and convincing evidence, or beyond a reasonable doubt.

There are several types of evidence, depending on the form or source. Evidence governs the use of testimony (e.g., oral or written statements, such as an affidavit), exhibits (e.g., physical objects), documentary material, or demonstrative evidence, which are admissible (i.e., allowed to be considered by the trier of fact, such as jury) in a judicial or administrative proceeding (e.g., a court of law).

When a dispute, whether relating to a civil or criminal matter, reaches the court there will always be a number of issues which one party will have to prove in order to persuade the court to find in his or her favour. The law must ensure certain guidelines are set out in order to ensure that evidence presented to the court can be regarded as trustworthy.


Executive functions

Executive functions (collectively referred to as executive function and cognitive control) are a set of cognitive processes that are necessary for the cognitive control of behavior: selecting and successfully monitoring behaviors that facilitate the attainment of chosen goals. Executive functions include basic cognitive processes such as attentional control, cognitive inhibition, inhibitory control, working memory, and cognitive flexibility. Higher-order executive functions require the simultaneous use of multiple basic executive functions and include planning and fluid intelligence (e.g., reasoning and problem-solving).

Executive functions gradually develop and change across the lifespan of an individual and can be improved at any time over the course of a person’s life. Similarly, these cognitive processes can be adversely affected by a variety of events which affect an individual. Both neuropsychological tests (e.g., the Stroop test) and rating scales (e.g., the Behavior Rating Inventory of Executive Function) are used to measure executive functions. They are usually performed as part of a more comprehensive assessment to diagnose neurological and psychiatric disorders.



Exercise is any bodily activity that enhances or maintains physical fitness and overall health and wellness. It is performed for various reasons, to aid growth and improve strength, preventing aging, developing muscles and the cardiovascular system, honing athletic skills, weight loss or maintenance, improving health and also for enjoyment. Many individuals choose to exercise outdoors where they can congregate in groups, socialize, and enhance well-being. In terms of health benefits, the amount of recommended exercise depends upon the goal, the type of exercise, and the age of the person. Even doing a small amount of exercise is healthier than doing none.



Existence is the ability of an entity to interact with physical or mental reality. In philosophy, it refers to the ontological property of being.



Experience is the first person effects or influence of an event or subject gained through involvement in or exposure to it. The term does not imply that useful or long term learning, or the acquisition of skills necessarily takes place as a consequence of the experience, though the two are often associated, and experience is often used as a proxy for competence. A large amount of learning of knowledge and skills is associated with experience, and experience is a necessary, though not always sufficient component of the learning of physical skills. Terms in philosophy such as “empirical knowledge” or “a posteriori knowledge” are used to refer to knowledge based on experience. A person with considerable experience in a specific field can gain a reputation as an expert. The concept of experience generally refers to know-how or procedural knowledge, rather than propositional knowledge: on-the-job training rather than book-learning.



An experiment is a procedure carried out to support, refute, or validate a hypothesis. Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale, but always rely on repeatable procedure and logical analysis of the results. There also exists natural experimental studies.



An explanation is a set of statements usually constructed to describe a set of facts which clarifies the causes, context, and consequences of those facts. This description may establish rules or laws, and may clarify the existing rules or laws in relation to any objects, or phenomena examined.

Explanation, in philosophy, is a set of statements that makes intelligible the existence or occurrence of an object, event, or state of affairs. Among the most common forms of explanation are causal explanation; deductive-nomological explanation, which involves subsuming the explanandum under a generalization from which it may be derived in a deductive argument (e.g., “All gases expand when heated; this gas was heated; therefore, this gas expanded”); and statistical explanation, which involves subsuming the explanandum under a generalization that gives it inductive support (e.g., “Most people who use tobacco contract cancer; this person used tobacco; therefore, this person contracted cancer”). Explanations of human behaviour typically appeal to the subject’s beliefs and desires, as well as other facts about him, and proceed on the assumption that the behaviour in question is rational (at least to a minimum degree). Thus an explanation of why the subject removed his coat might cite the fact that the subject felt hot, that the subject desired to feel cooler, and that the subject believed that he would feel cooler if he took off his coat.


Extraversion and introversion

The traits of extraversion (or extroversion) and introversion are a central dimension in some human personality theories. The terms introversion and extraversion were introduced into psychology by Carl Jung, although both the popular understanding and current psychological usage vary. Extraversion tends to be manifested in outgoing, talkative, energetic behavior, whereas introversion is manifested in more reflective and reserved behavior. Jung defined introversion as an “attitude-type characterised by orientation in life through subjective psychic contents”, and extraversion as “an attitude-type characterised by concentration of interest on the external object”.

Extraversion and introversion are typically viewed as a single continuum, so to be high in one necessitates being low in the other. Jung provides a different perspective and suggests that everyone has both an extraverted side and an introverted side, with one being more dominant than the other. Virtually all comprehensive models of personality include these concepts in various forms. Examples include the Big Five model, Jung’s analytical psychology, Hans Eysenck’s three-factor model, Raymond Cattell’s 16 personality factors, the Minnesota Multiphasic Personality Inventory, and the Myers–Briggs Type Indicator.


Eye contact

Eye contact occurs when two animals look at each other’s eyes at the same time. In human beings, eye contact is a form of nonverbal communication and is thought to have a large influence on social behavior. Coined in the early to mid-1960s, the term came from the West to often define the act as a meaningful and important sign of confidence, respect, and social communication. The customs and significance of eye contact vary between societies, with religious and social differences often altering its meaning greatly.


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