Posts filled under #meganfollows

One of my all time favori

One of my all time favorite quotes from one of my all time favorite movies, edited onto one of my all time favorite scenes in one of my all time favorite shows . . Kudos to you if you got all that . . #QOTD - did you like the ending? were you satisfied with it #AOTD - at first, no but then the Frary scene came and I was like okay . . #adelaidekane #tobyregbo #torrancecoombs #meganfollows #rachelskarsten #reign #reigncw #cwreign #reignedit #marystuart #maryqueenofscots #queenmary #queen #queens #cw #gaintrick #gainpost #france #francis #frary

why don't you dance like

why don't you dance like that? i'm going to try and have a formal introduction to this account, starting with this piece of shit edit i made. i'm genevieve, i swear too much, i'm abrosexual, my zodiac is a cancer, and megan follows is the most amazing person (right after carrie fisher, ofc) my other account is @tealeaveschreave but i'm on hiatus there because the stress was too much. i hope to keep this one alive! and make friends i hope lol pls i need frend pls help { doggo tags } #reign #reignedit #reignfans #marystuart #queenmary #kingfrancis #thecw #edit #fandom #frary #meganfollows #adelaidekane #textposts #medici #catherinemedici

An extract on #meganfollows

Three individuals were involved: the one running the experiment, the subject of the experiment (a volunteer), and a confederate pretending to be a volunteer. These three people fill three distinct roles: the Experimenter (an authoritative role), the Teacher (a role intended to obey the orders of the Experimenter), and the Learner (the recipient of stimulus from the Teacher). The subject and the actor both drew slips of paper to determine their roles, but unknown to the subject, both slips said "teacher". The actor would always claim to have drawn the slip that read "learner", thus guaranteeing that the subject would always be the "teacher". Next, the "teacher" and "learner" were taken into an adjacent room where the "learner" was strapped into what appeared to be an electric chair. The experimenter told the participants this was to ensure that the "learner" would not escape. The "teacher" and "learner" were then separated into different rooms where they could communicate but not see each other. In one version of the experiment, the confederate was sure to mention to the participant that he had a heart condition. At some point prior to the actual test, the "teacher" was given a sample electric shock from the electroshock generator in order to experience firsthand what the shock that the "learner" would supposedly receive during the experiment would feel like. The "teacher" was then given a list of word pairs that he was to teach the learner. The teacher began by reading the list of word pairs to the learner. The teacher would then read the first word of each pair and read four possible answers. The learner would press a button to indicate his response. If the answer was incorrect, the teacher would administer a shock to the learner, with the voltage increasing in 15-volt increments for each wrong answer. If correct, the teacher would read the next word pair. The subjects believed that for each wrong answer, the learner was receiving actual shocks. In reality, there were no shocks. After the confederate was separated from the subject, the confederate set up a tape recorder integrated with the electroshock generator, which played prerecorded sounds for each shock level. After a number of voltage-level increases, the actor started to bang on the wall that separated him from the subject. After several times banging on the wall and complaining about his heart condition, all responses by the learner would cease. At this point, many people indicated their desire to stop the experiment and check on the learner. Some test subjects paused at 135 volts and began to question the purpose of the experiment. Most continued after being assured that they would not be held responsible. A few subjects began to laugh nervously or exhibit other signs of extreme stress once they heard the screams of pain coming from the learner. If at any time the subject indicated his desire to halt the experiment, he was given a succession of verbal prods by the experimenter, in this order: Please continue. The experiment requires that you continue. It is absolutely essential that you continue. You have no other choice, you must go on. If the subject still wished to stop after all four successive verbal prods, the experiment was halted. Otherwise, it was halted after the subject had given the maximum 450-volt shock three times in succession. The experimenter also gave special prods if the teacher made specific comments. If the teacher asked whether the learner might suffer permanent physical harm, the experimenter replied, "Although the shocks may be painful, there is no permanent tissue damage, so please go on." If the teacher said that the learner clearly wants to stop, the experimenter replied, "Whether the learner likes it or not, you must go on until he has learned all the word pairs correctly, so please go on."

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