Social Experiments - nov. 2009

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Anton Gumenskiy

The document discusses several classic social psychology experiments, including Stanley Milgram's obedience experiment from 1961-1963, the Hofling hospital experiment from 1966, and Philip Zimbardo's Stanford prison experiment from 1971. It provides brief descriptions and links to further information about each experiment and discusses their findings, such as Milgram finding that people were willing to administer what they believed were painful electric shocks when instructed by an authority figure.

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Социальные эксперименты Антон Гуменский МГИМО, ноябрь 2009

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“ E” – Experimenter “ T” – Teacher “ L” – Learner

http://en.wikipedia.org/wiki/Milgram_experiment

Stanford Prison Experiment, 1971 ,[object Object],[object Object],[object Object],[object Object],[object Object]

http://en.wikipedia.org/wiki/Stanford_prison_experiment

www.Prisonexp.org

“ D as E xperiment ”, 2001, http://www.imdb.com/title/tt0250258

www.Lucifereffect.com

Включённое наблюдение или эксперимент… на себе! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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The Milgram Experiment by Saul McLeod published 2007 Milgram selected participants for his experiment by newspaper advertising for male participants to take part in a study of learning at Yale University. The procedure was that the participant was paired with another person and they drew lots to find out who would be the ‘learner’ and who would be the ‘teacher’. The draw was fixed so that the participant was always the teacher, and the learner was one of Milgram’s confederates (pretending to be a real participant). The learner (a confederate called Mr. Wallace) was taken into a room and had electrodes attached to his arms, and the teacher and researcher went into a room next door that contained an electric shock generator and a row of switches marked from 15 volts (Slight Shock) to 375 volts (Danger: Severe Shock) to 450 volts (XXX). Milgram's Experiment Procedure: At the beginning of the experiment, each participant was introduced to another participant, who was actually a confederate of the experimenter (Milgram). They drew straws to determine their roles – learner or teacher – although this was fixed and the confederate was always the learner. There was also an “experimenter” dressed in a grey lab coat, played by an actor (not Milgram). Two rooms in the Yale Interaction Laboratory were used - one for the learner (with an electric chair) and another for the teacher and experimenter with an electric shock generator. The “learner” (Mr. Wallace) was strapped to a chair with electrodes. After he has learned a list of word pairs given him to learn, the "teacher" tests him by naming a word and asking the learner to recall its partner/pair from a list of four possible choices. The teacher is told to administer an electric shock every time the learner makes a mistake, increasing the level of shock each time. There were 30 switches on the shock generator marked from 15 volts (slight shock) to 450 (danger – severe shock). The learner gave mainly wrong answers (on purpose) and for each of these the teacher gave him an electric shock. When the teacher refused to administer a shock the experimenter was to give a series of orders / prods to ensure they continued. There were 4 prods and if one was not obeyed then the experimenter (Mr. Williams) read out the next prod, and so on. Prod 1: please continue. Prod 2: the experiment requires you to continue. Prod 3: It is absolutely essential that you continue. Prod 4: you have no other choice but to continue. Results: 65% of all the participants (teachers) continued to the highest level of 450 volts. All the participants continued to 300 volts. Milgram did more than one experiment – he carried out 18 variations of his study. All he did was alter the situation (IV) to see how this affected obedience (DV). Conclusion: Ordinary people are likely to follow orders given by an authority figure, even to the extent of killing an innocent human being. Obedience to authority is ingrained in us all from the way.

The Milgram Experimentby Saul McLeod published 2007Milgram sel.docx

The Milgram Experimentby Saul McLeod published 2007Milgram sel.docx

The Milgram Experimentby Saul McLeod published 2007Milgram sel.docx

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Groups- Obedience_Stanford Prison

Groups- Obedience_Stanford Prison

Read “Zimbardo’s Experiment: The Individual and the Social Role,” located on page 48 of the textbook. Discuss one (1) alternative approach to the one used in the Zimbardo experiment to investigate how role expectations shape behavior. Provide a rationale for your response. Here is the information : Zimbardo’s Experiment: The Individual and the Social Role Social psychologist Philip Zimbardo (1974; Haney, Banks, & Zimbardo, 1973) wanted to investigate how role expectations shape behavior. He was intrigued by the possibility that the frequently observed cruelty of prison guards was a consequence of the institutional setting and role, not the guards’ personalities. In an experiment that has since become well known, Zimbardo converted the basement of a Stanford University building into a makeshift prison. A newspaper ad seeking young men to take part in the experiment for pay drew 70 subject candidates, who were given a battery of physical and psychological tests to assess their emotional stability and maturity. The most mature 24 were selected for the experiment and randomly assigned to roles as “guards” or “prisoners.” Those assigned to be prisoners were “arrested,” handcuffed, and taken to the makeshift prison by the Palo Alto police. The behavior of the guards and the prisoners was filmed. Within a week, the prison setting took on many of the characteristics of actual prisons. The guards were often aggressive and seemed to take pleasure in being cruel. The prisoners began planning escapes and expressed hostility and bitterness toward the guards. The subjects in the experiment so identified with their respective roles that many of them displayed signs of depression and anxiety. As a result, some were released early, and the experiment was canceled before the first week was over. Since the participants had all been screened for psychological and physical problems, Zimbardo concluded that the results could not be attributed to their personalities. Instead, the prison setting itself (the independent variable) appeared to be at the root of the guards’ brutal behavior and the prisoners’ hostility and rebelliousness (the dependent variable). Zimbardo’s research shows how profoundly private lives are shaped by the behavioral expectations of the roles we occupy in social institutions. Despite questions about the ethics of Philip Zimbardo’s experiment, sociologists still study his work. Is it wrong to use research data gathered by means we now consider unethical? Do the results of research ever justify subjecting human beings to physical or psychological discomfort, invasion of privacy, or deception? Stanford University archives Think It Through ▶ Zimbardo’s experiment could not be repeated today, as it would violate guidelines for ethical research with human subjects. How might a researcher design an ethical experiment to test the question of the circumstances under which apparently “normal” individuals will engage in violent or cruel acts? Refer ...

Read Zimbardo’s Experiment The Individual and the Social Role,” lo.docx

Read Zimbardo’s Experiment The Individual and the Social Role,” lo.docx

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Rebellion Transcript Classic Studies in Psychology 2 Rebellion Transcript Speakers: Dr. Philip Zimbardo, Guard 1, Guard 2, Prisoner 1, Prisoner 2, Prisoners DR. PHILIP ZIMBARDO: But the next day, on the morning of the next day, the prisoners rebelled. And what the guards did, they came to me and said, “The prisoners are rebelling. What are we going to do?” I said, “It's your prison, whatever you want. I will do it, but you've got to tell me.” And they said, “We have to treat force with force,” so they broke down the doors -- GUARD 1: (Indiscernible) take your bed (Indiscernible). DR. PHILIP ZIMBARDO: -- stripped the prisoners naked, dragged them out. Some of them, they tied up their feet. They put them in solitary confinement which is a tiny little hole in the closet oh, about this big and dark, and they said, “At this point, everything but breathing air is a privilege. Food is a privilege. Clothes are a privilege. Having a bed is a privilege.” And so the guards began to say, “Here are the new rules. And the new rules are you are dangerous and we are going to treat you as such.” And then, it began to escalate. Each day, the level of abuse, aggression, violence against prisoners got more and more extreme. And so the guards changed to become more dominant, and, you see, it's all about power. It's the whole institution that empowers the guards who are the representative of this institution called prison to do whatever is necessary to prevent prisoners from escaping, maintain law and order. GUARD 2: Keep going. Once I was blind. PRISONER 1: (Singing) Once, I was blind. DR. PHILIP ZIMBARDO: The way -- the direction it took was having them engage in ever more humiliating tasks, cleaning toilet bowls out with their bare hands, taking their blankets and putting them in dirt with nettles, and the prisoner had to spend hours taking the nettles out if they wanted to, you know, sleep. And it's essentially saying, “We have the power to create a totally arbitrary, mindless environment, and that's the environment you have to live in.” So some of the prisoners are now crushed. And in 36 hours, the first kid has an emotional breakdown meaning crying, screaming, irrational thinking. PRISONER 2: I've got to go to a doctor, anything. I want out! I want out now! Goddamnit! DR. PHILIP ZIMBARDO: And we have to release him. In 5 days, we had to release five of the prisoners because the situation was so overwhelming. What about the kids who didn't break down? They became zombies, zombies in the sense that they became almost all mindlessly obedient. Whatever the guards would say, they did. Do this, they did. “Do 10 pushups. Do 20 pushups. Step on him while he's doing pushups. Tell him he's a bastard.” PRISONERS: Prisoner 819 did a bad thing. Prisoner 819 did a bad thing. DR. PHILIP ZIMBARDO: It was horrifying to see the kids break down. It was even more horrifying to see these other kids just become mindlessly obedient. PRISONERS: Because of what pr.

Rebellion TranscriptClassic Studies in Psychology2Rebellio.docx

Rebellion TranscriptClassic Studies in Psychology2Rebellio.docx

Rebellion TranscriptClassic Studies in Psychology2Rebellio.docx

The Stanford prison experiment: how our environment can affect our behaviour

The Stanford prison experiment: how our environment can affect our behaviour

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P1: GXB ph200-hcan-466585 HCAN.cls August 8, 2003 19:29 Health Care Analysis, Vol. 11, No. 1, March 2003 (C© 2003) Milgram and Tuskegee—Paradigm Research Projects in Bioethics Emma Cave1 and Søren Holm2,3 This paper discusses the use of the Milgram obedience experiments and the Tuskegee syphilis study in the bioethical literature. The two studies are presented and a variety of uses of them identified and discussed. It is argued that the use of these studies as paradigms of problematic research relies on a reduction of their complexity. What is discussed is thus often constructions of these studies that are closer to hypothetical examples than to the real studies. KEY WORDS: deception; ethical argument; harm to research subjects; Milgram; research ethics; Tuskegee; use of examples. Conscience and morality, Milgram teaches us, do not run in smooth, log- ical grooves but recede and advance according to the expectations and possibilities embedded in situations both more public and politicized than hypothetical moral dilemmas (Damico 1982, p. 427) INTRODUCTION One of the ways in which research projects and their findings are used in ethical discussion is as paradigms. Certain studies are assumed to be so well known that you just have to mention their name, and a whole host of associations are supposedly established in the head of your reader. 1Department of Law, University of Leeds, Leeds, United Kingdom. 2Institute of Medicine, Law and Bioethics, University of Manchester, Manchester, United Kingdom. 3Correspondence should be directed to Søren Holm, Institute of Medicine, Law and Bioethics, University of Manchester, Williamson Building, Manchester M13 9PL, United Kingdom; e-mail: [email protected] 27 1065-3058/03/0300-0027/0C© 2003 Kluwer Academic Publishers P1: GXB ph200-hcan-466585 HCAN.cls August 8, 2003 19:29 28 Cave and Holm Two of the most central paradigms in this sense in the field of research ethics are the Milgram obedience experiments and the Tuskegee syphilis study (Bowman, 1999, Fairchild, 1999).4 In this paper we will present an analysis of how these studies are used in writing and teaching about research ethics. We will show that the studies are often pared down to the bare essentials when they are presented, and that the considerable complexity of the actual studies has a tendency to disappear. The first part of the paper will briefly introduce the two studies. The second and main part will then look at a variety of uses of the studies. THE MILGRAM OBEDIENCE EXPERIMENTS From the moment Stanley Milgram published his first findings in 1963 showing that 65% of a group of ordinary experimental subjects where willing to give another person electrical shocks up to 450 volts if prompted to do so by an experimenter the Milgram experiments have been widely discussed (Milgram, 1963). Some have subjected the experiments, and Milgram personally to severe criticism, whereas others have found the results disturbing but a.

P1 GXBph200-hcan-466585 HCAN.cls August 8, 2003 1929.docx

P1 GXBph200-hcan-466585 HCAN.cls August 8, 2003 1929.docx

P1 GXBph200-hcan-466585 HCAN.cls August 8, 2003 1929.docx

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Social psychologist Philip Zimbardo (1974; Haney, Banks, & Zimbardo, 1973) wanted to investigate how role expectations shape behavior. He was intrigued by the possibility that the frequently observed cruelty of prison guards was a consequence of the institutional setting and role, not the guards’ personalities. In an experiment that has since become well known, Zimbardo converted the basement of a Stanford University building into a makeshift prison. A newspaper ad seeking young men to take part in the experiment for pay drew 70 subject candidates, who were given a battery of physical and psychological tests to assess their emotional stability and maturity. The most mature 24 were selected for the experiment and randomly assigned to roles as “guards” or “prisoners.” Those assigned to be prisoners were “arrested,” handcuffed, and taken to the makeshift prison by the Palo Alto police. The behavior of the guards and the prisoners was filmed. Within a week, the prison setting took on many of the characteristics of actual prisons. The guards were often aggressive and seemed to take pleasure in being cruel. The prisoners began planning escapes and expressed hostility and bitterness toward the guards. The subjects in the experiment so identified with their respective roles that many of them displayed Despite questions about the ethics of Philip Zimbardo’s experiment, sociologists still study his work. Is it wrong to use research data gathered by means we now consider unethical? Do the results of research ever justify subjecting human beings to physical or psychological discomfort, invasion of privacy, or deception? signs of depression and anxiety. As a result, some were released early, and the experiment was canceled before the first week was over. Since the participants had all been screened for psychological and physical problems, Zimbardo concluded that the results could not be attributed to their personalities. Instead, the prison setting itself (the independent variable ) appeared to be at the root of the guards’ brutal behavior and the prisoners’ hostility and rebelliousness (the dependent variable ). Zimbardo’s research shows how profoundly private lives are shaped by the behavioral expectations of the roles we occupy in social institutions. .

Social psychologist Philip Zimbardo (1974; Haney, Banks, & Zimbard.docx

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MadonnaJacobsenfp

PHILIP G. ZIMBARDO ON HIS CAREER AND THE STANFORD PRISON EXPERIMENT’S 40TH ANNIVERSARY Scott Drury, Scott A. Hutchens, Duane E. Shuttlesworth, and Carole L. White Delta State University We interviewed Philip G. Zimbardo on April 19, 2011, in anticipation of the 40th anniversary of the Stanford Prison Experiment in August 2011. While Zimbardo’s name is mentioned often in tandem with the experiment, he has distinguished himself in many other areas within psychology before and after the experiment, beginning with an accomplished early career at New York University in which he took interest in social psychology research on deindividuation. We discussed the Stanford Prison Experiment in the greater context of his varied and illustrious career, including recent pioneering work on heroism, the establishment of The Shyness Clinic at Stanford University, and the iconic Discovering Psychology series. We also addressed his adroit and candid approach to the experiment itself over the years. Keywords: Philip G. Zimbardo, Stanford Prison Experiment, heroism, shyness, Discovering Psychology Scott Drury: The purpose of our project is to create an interview that is assuming a learned audience that already knows the particulars of the Stanford Prison Experiment, placing this in the context of your larger career, including your recent heroism research. When did the moniker “Stanford Prison Experiment” gain footing as a coined term? It appears as a coined term as early as 1973 in the Cognition article [(Zimbardo, 1973)]. Is that something that you coined your- self, or did it sort of just emerge? Philip Zimbardo: No, I think I actively coined the term “Stanford Prison Experiment,” in part because I didn’t want it to be the “Zim- bardo Prison Experiment,” like the Milgram obedience experiment [(Milgram, 1963)], and in part, because it was in deference to the graduate students who worked with me: Craig Haney and Curt Banks. I felt that if it was the “Zimbardo Prison Experiment,” then they would not be given adequate credit. In fact in the first articles we published, I made them senior authors [(Haney, Banks, & Zimbardo, 1973)], and it really wasn’t until subsequently that I assumed the senior authorship, although I wrote most of the material. Scott Drury: Was there a swell in notori- ety for you that followed your 1973 New York Times Magazine article [on the experiment; (Zimbardo, Haney, Banks, & Jaffe, 1973)]? Did that represent the onset of the most media at- tention, or was it prior to that? Philip Zimbardo: It’s hard to break down the point at which that experiment went from being a little social psychology demonstration, which I always simply saw as the bookend to the Milgram study of the power of the situation. Milgram’s work focused on one-on-one social power and the prison study focused on institutional power over individuals in groups. What I say in my book, The Lucifer Effect [(Zimbardo, 2007)], is that really the study got to be what it is.

PHILIP G. ZIMBARDO ON HIS CAREER AND THESTANFORD PRISON EXPE.docx

PHILIP G. ZIMBARDO ON HIS CAREER AND THESTANFORD PRISON EXPE.docx

PHILIP G. ZIMBARDO ON HIS CAREER AND THESTANFORD PRISON EXPE.docx

Basics of Research Methods for Criminal Justice and Criminology (Maxfield & Babbie, 2016) The Stanford Prison Experiment Few people would disagree that prisons are dehumanizing. Inmates forfeit freedom, of course, but their incarceration also results in a loss of privacy and individual identity. Violence is among the realities of prison life that people point to as evidence of the failure of prisons to rehabilitate inmates. Although the problems of prisons have many sources, psychologists Craig Haney, Curtis Banks, and Philip Zimbardo (1973) were interested in two general explanations. The first was the dispositional hypothesis—prisons are brutal and dehumanizing because of the types of people who run them and are incarcerated in them. Inmates have demonstrated their disrespect for legal order and their willingness to use deceit and violence; persons who work as prison guards may be disproportionately authoritarian and sadistic. The second was the situational hypothesis—the prison environment itself creates brutal, dehumanizing conditions independent of the kinds of people who live and work in the institutions. Haney and associates set out to test the situational hypothesis by creating a functional prison simulation in which healthy, psychologically normal male college students were assigned to roles as prisoners and guards. The “prison” was constructed in the basement of a psychology department building: three 6x9-foot “cells” furnished with only a cot, a prison “yard” in a corridor, and a 2x7-foot “solitary confinement cell.” Twenty-one subjects were selected from 75 volunteers after screening to eliminate those with physical or psychological problems. Offered $15 per day for their participation, the 21 subjects were randomly assigned to be either guards or prisoners. All subjects signed contracts that included instructions about prisoner and guard roles for the planned two-week experiment. “Prisoners” were told that they would be confined and under surveillance throughout the experiment, and their civil rights would be suspended; they were, however, guaranteed that they would not be physically abused. “Guards” were given minimal instructions, most notably that physical aggression or physical punishment of “prisoners” was prohibited. Together with a “warden,” however, they were generally free to develop prison rules and procedures. The researchers planned to study how both guards and prisoners reacted to their roles, but guards were led to believe that the purpose of the experiment was to study prisoners. If you had been a prisoner in this experiment, you would have experienced something like the following after signing your contract: First, you would have been arrested without notice at your home by a real police officer, perhaps with neighbors looking on. After being searched and taken to the police station in handcuffs, you would have been booked, fingerprinted, and placed in a police detention facility. Next, you would have b ...

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Basics of Research Methods for Criminal Justice and Criminology.docx

Basics of Research Methods for Criminal Justice and Criminology.docx

Option #1: The Stanford University Prison Experiment: Structure, Behavior, and Results Philip Zimbardo’s Stanford University Prison Experiment could be described as a system whose systemic properties enabled the behaviors of the system's actors, leading to disturbing results. Analyze the situation. What were the key elements of the system? How did the system operate? Why did the participants behave as they did? What lessons can be learned from this experiment about systems in relation to management? Your well-written paper should meet the following requirements: Be six pages in length. Be formatted according to the APA Include at least seven scholarly or peer-reviewed articles. Include a title page, section headers, introduction, conclusion, and references page. Reference: Zimbardo, P. G. (2007). Revisiting the Stanford prison experiment: A lesson in the power of situation (Links to an external site.) . Chronicle of Higher Education, 53( 30), B6. BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop. In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths. Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people su.

Option #1The Stanford University Prison Experiment Structu.docx

Option #1The Stanford University Prison Experiment Structu.docx

Option #1The Stanford University Prison Experiment Structu.docx

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Discover the Kisan Call Centre: Your Gateway to Agricultural Assistance KISAN CALL CENTRE In order to harness the potential of ICT in Agriculture, Ministry of Agriculture & Farmers Welfare launched the scheme “Kisan Call Centres” (KCCs) on January 21, 2004. Main aim of the scheme is to answer farmers’ queries on a telephone call in their own language. These call centres are working in 21 different locations in the country covering all the States and UTs. A countrywide common eleven digit Toll Free Number 1800-180-1551 has been allotted for Kisan Call Centre. This number is accessible through mobile phones and landlines of all telecom networks including private service providers. Replies to the farmers’ queries are given in 22 local languages. Kisan Call Centre services are available from 6.00 AM to 10.00 PM on all seven days of the week at each KCC location. Kisan Call Centre agents known as Farm Tele Advisors (FTAs), who are graduate or above (i.e. PG or Doctorate) in Agriculture or allied sectors (Horticulture, Animal Husbandry, Fisheries, Poultry, Bee-Keeping, Sericulture, Aquaculture, Agricultural Engineering, Agricultural Marketing, Bio-Technology, Home Science, etc.) and possess excellent communication skills in respective local language. Queries which cannot be answered by FTAs are transferred to higher level experts. These experts are Subject Matter Specialists (SMSs) of State Departments of Agriculture (SDAs), ICAR Institutes, KVKs and State Agricultural Universities (SAUs). A Kisan Knowledge Management System (KKMS) has been developed to capture all the details of the caller and sending gist of answer given through SMS. KKMS has its independent website : http://dackkms.gov.in. The KCC, FTAs working at various KCC locations throughout the country have access to this website through their specific IDs and password provided to them. Welcome to the Kisan Call Centre - your one-stop destination for agricultural assistance and support. With dedicated team of experts and cutting-edge technology, we're here to revolutionize the way farmers access information and guidance. In this powerpoint, we delve into the world of the Kisan Call Centre, exploring how it functions, the services it offers, and the impact it has on farmers across the nation. From real-time advisory services to multilingual support, we'll uncover the key features that make the Kisan Call Centre an indispensable resource for farmers of all backgrounds. Join us as we showcase the achievements of the Kisan Call Centre, from its enhanced farmer outreach to its empowerment of women farmers. Discover how our feedback mechanism ensures continuous improvement, and learn about our collaborations with agricultural institutions to provide accurate and reliable information. Whether you're a seasoned farmer or just starting out, the Kisan Call Centre is here to support you every step of the way. Subscribe now to stay updated on the latest agricultural insights

Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...

Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...

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The recently published educational policy document under the title ‘National Education Policy Reform’ (NEPF for short) has been the subject of much criticism. Various parties have expressed their grave concerns about this proposed NEPF on many platforms. This document attempts to cover some angles which the author deems less covered in other criticisms. This critique is by no means complete or exhaustive; rather, the author prefers that it be read in conjunction with other such criticisms.

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Social Experiments - nov. 2009

1. Социальные эксперименты Антон Гуменский МГИМО, ноябрь 2009

2.

3.

4. “ E” – Experimenter “ T” – Teacher “ L” – Learner

5.

6.

7. http://en.wikipedia.org/wiki/Milgram_experiment

8.

9.

10. http://en.wikipedia.org/wiki/Stanford_prison_experiment

11. www.Prisonexp.org

12. “ D as E xperiment ”, 2001, http://www.imdb.com/title/tt0250258

13. www.Lucifereffect.com

14.

15.

16. www.blogberry.ru