Ladies Gentleman Essay Essay Example

Ladies Gentleman Essay Essay The point was about the term â€Å"ladies and gentlemen. † It would be easy to believe of upper category adult females in brassy frocks and excessive chapeaus and work forces in dress suits and top chapeaus when speaking about ladies and gentlemen. However. one of my ends when utilizing the footings is to do their definitions much more than mere visual aspect. if visual aspect at all. This modernisation of the footings helps conveying the definition into the current century and throw away the traditional and really closed-minded definition. It is for this ground that I believe being a lady or gentleman is based on personality. how a individual treats others. I speak for most people who use the term â€Å"ladies and gentlemen† in mention to a person’s behavior. non a person’s category. societal standing. race. gender. Some. when faced with the footings â€Å"ladies and gentlemen. † will instantly presume the worst by utilizing the out-of-date definitions. Some will besides delve for grounds to label those who use â€Å"ladies and gentlemen† . In labeling us this manner. these people do non ease any kind of advancement for the footings or for any kind of integrity for adult females. or work forces. ladies or gentleman. We will write a custom essay sample on Ladies Gentleman Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Ladies Gentleman Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Ladies Gentleman Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We live where we ought to non judge people by the colour of their tegument. their category. gender. or gender. with all of this. there are still groups who refuse to take off their winkers. Ladies and Gentleman. now there is a stating that has been with us for a long clip. but what does it truly intend and where did it come from? Let’s start with the ladies as we all have been known to make in the century we live in today to ever let ladies to be foremost. The term ladies could intend many different things to many different civilizations so let’s acquire the 1 that is chiefly recognized by all. There are legion definitions of a lady and I am certain that we all have varied sentiments of what a lady is. but here is a few from the lexicon. â€Å"Chiefly British A general feminine rubric of aristocracy and other rank. specifically. Used as the rubric for the married woman or widow of a knight or Bart. Used as a signifier of reference for a marchioness. countess. viscounts. baroness. or baronets’ . Used as a signifier of reference for the married woman or widow of a baron. Used as a courtesy rubric for the girl of a duke. a Marquis. or an Earl. Used as a courtesy rubric for the married woman of a younger boy of a duke or marquis† ( Ladies. n. . ) . To discourse gentleman. as in mention to ladies is an wholly different subject but closely related. However to divide them is about UN heard of in this society we live in today. The author here feels it of necessity to come up with a definition of what is a gentleman where did this term semen from. The definition of what the dictionary provinces is: . A adult male of soft or baronial birth or superior societal place: â€Å"He’s excessively much a gentleman to be a scholar† . Used as a signifier of reference for a group of work forces ( gentleman. n. . ) . Now we have a general thought of what a Ladies and a gentleman Are. let’s put them together to acquire a better apprehension of â€Å"Ladies and Gentleman† . To take a expression at them separately is one facet to see but let’s expression at what a well rounded individual is first and first prior to going a Lady or a gentleman. I’Uomo Universal Literally. â€Å"universal Man† a ego reliant. multitalented. freethinking single â€Å" ( Sayre H 2008-2012 ) . From the art work to the poesy of art and even the given doctrine that was all merely a cultural portion of turning with the ages was known to do Ladies and gentleman and chiefly a humanist in all signifiers of the century. It was certain beliefs and attitudes to assist do people what is universally known every bit good rounded. However the importance from instruction to cultural patterns from doctrine made them who they were and their pattern of going ladies and gentleman. In a study conducted I was able to canvass 10 people and from vary ages and backgrounds. Although they all had varies sentiments on what a lady and what a gentleman is. It was a small redundant on what the ladies had to state refering their definitions. and what the work forces had in their responses. The simple fact from the ladies side was largely about the frock of a lady and how they carried themselves in public. However on the men’s side of the scenario it was largely about them being of a maternal inherent aptitude. and idiosyncrasies of a lady one being polite. sincere and affably whole. However when it came to the Gentleman portion of this study it was all about holding nice employment and being a good supplier. and one time once more a good male parent figure. Funny as it seems this was from both the male and the female’s sentiment. My age bracket was from one. my boy who is 20 one. to my neighbour who is in their 1960ss. The ladies were a adult female in their mid mid-twentiess to my female parent in her late 1970ss. Their careers were that of fabrication to one of a professional adult female a instructor. However it was an interesting fact when I asked these inquiries to my miss who was brought up good as she calls it bluish blood. or if you will high society and her idea’s and experiences being brought up to be a lady. The fact that she was taught to courtesy in her early old ages and to hold proper idiosyncrasies of that type of upbringing to be able to be presented to other able blue blooded work forces at 18 for a possible mate to guarantee of proper engendering from their lineage was slightly a brainsick response to my inquiries on being a lady or a gentleman. Therefore to some things up and to propose whether or non I agree with Castiglione and his descriptions of a adult female and that of a adult male or should we state a lady and a gentleman? To be or non to be the existent inquiry. a adult female. lady or adult male or gentleman. Therefore I will portion my sentiments on the positives. I see fit and the negatives that I believe could be harmful to 1s general character. To be born out of aristocracy would be an amazing trade but when and where we were born and the freedom of pick in our upbringing is one I am a small half and half on if that makes sense. in other words I do believe it is fantastic to be born with your parents and holding them portion of your life to assist steer you. and to forestall mistakes in their civilization to assist do you a good rounded individual. However to experience that a judgement is made upon you from whose household you were born into and how you were to dress and what reactions one would hold towards you because of your aristocracy at birth and being told you believe this manner or that manner I feel is incorrect. Therefore to be judgmental of the tegument the frock and down to the linguistic communication and how it is spoken to others and to hold their worthiness by a person’s size is a small implausible but possibly in that century the judgement rang true of a person’s actions be it male or female. To be a lady who plucks eyebrows or pulverizations their face. or to be a motiveless adult females to honest work forces or I believe the proper term here is prostitute. Work force of good position and construct for contending wars or one whom is of a cowardice nature. but what of those work forces who categorically merely did non mensurate up to the criterions of a combatant for wars. In our society today we are slightly powerless of what our physical stature is to go and hence about impossible to state what we will go and certainly plays an of import function in the attitude towards that.

Moby Dick Essay Example

Moby Dick Essay Example Moby Dick Essay Moby Dick Essay Essay Topic: Moby Dick The men gather together back onto the beach. The main thing we notice here is that the pulsating beat stops. Although the heart beat attracts us to the advert, the use of this cleverly placed silence makes you watch with suspense and creates dramatic tension. When the beat stops, we instantly think something is about to happen. If you are watching the advert for the first time, you may still be wondering what product is being promoted, as the advert strangely doesnt mention its brand name until the end. For the first time in the whole advert, we see the Guinness. This happens at exactly 53 seconds into the advert. The advertisers could be making us wait to increase anticipation, as this is the theme of the advert. We then see the product thumping like a heart beat. This could metaphorically mean that the Guinness product is the heart of todays society and as important to man as life itself. The words good things come to those who When looking at this phrase, the first thing that comes to mind is the word wait, and this promotes the lengthy process that leads to a pint of Guinness and emphasis the benefits of waiting. Throughout the advert there is a catchy thumping beat. This keeps you gripped as the tension grows. As well as the beat, we hear a voice in the background saying:  He waits; thats what he does.  And I tell you what: tick followed tock followed tick followed tock followed tick  Ahab says, I dont care who you are, heres to your dream.  Heres to you, Ahab.  And the fat drummer hit the beat with all his heart.  Heres to waiting  The background voice over is a clearly from the book Moby Dick  Moby Dick is about the struggle of a man to catch a whale. We can relate it to the advert, as there is a struggle with a colossal wave. The words also add a slightly sinister atmosphere and along with the steady pulsating beat, it gives a very hypnotic refrain. The Guinness advert is inspirational. It portrays Guinness as being a powerful, masculine and desirable product. The combination of the background beat and music creates a mesmerizing and tense scene. Relief from the tension comes with the knowledge that the surfers are safe and just as the viewer feels able to relax, the screen is filled with the picture of a pint of Guinness. Despite this being the only glimpse that we have of the product it is this picture that the audience will remember.

Why an organization should implement an in person group facilitated Essay

Why an organization should implement an in person group facilitated patient orientation program for patients diagnosed with cancer - Essay Example own that such stress of the potential patients attending in an outpatient cancer clinic can be amplified by several factors experienced in such clinics. Some of these are long waiting time, lack of information, absence of psychosocial care, and paucity of communication between care personnel and the patients. Stress in such situations can be ameliorated considerably since part of this stress is self-inflicted, part due to reasons that may be corrected or reverted, and part real. Moreover stress can impact the outcome in such patients in case a positive diagnosis may be made. If an intervention can be designed and implemented which can alleviate this stress of first-time visit to a outpatient cancer clinic, it could be instrumental in generating better patient outcome and client satisfaction which may align to the organizational goal of providing quality care to such patients through measures which have positive benefits over costs incurred (Gallant and Coutts, 2003). With the background that such patients have several physical, psychological, and educational challenges leading to considerable negative emotions, an intervention can be designed which employs principles of group psychology and educational approaches with the aim to ameliorate stress and negative emotions. At the minimal level, the goal may be to facilitate information exchange where facilities of treatment, actual nature of the disease, available resources at different stages of the management so the patients at least can be assured about the positive aspects that can be accessed, and the patients may be encouraged to conquer the fear about the unknown. These pieces of information can be graphically designed in the form of a printed handbook and all can be recorded in an interactive DVD. The patients who are not able to attend in person can access these if the hospital authority mails this along with the handbook to the prospective patient who demonstrates interests. The sessions m ay occur in the

Applied business ethics seminar Essay Example | Topics and Well Written Essays - 250 words

Applied business ethics seminar - Essay Example It is from moral business behaviours that ethical leaders are created. She has made a very valid point, therefore, stating that the two elements should go hand in hand. From her point of view, her tax-evasion schemes are legal and irreproachable. She has clearly stated that she plays by the rules without breaking them. It does not, therefore, prevent her from being a moral person. Her schemes for tax evasion are all legal and within the bounds of the law and saves the company a lot of money. However, these are witty schemes of evading paying taxes and should not be applauded. On the weights of codes, such conduct presents a grey area. Mei-Hua, in a position of a senior manager, is not particularly setting the right example. She is an ethical leader, but business morals are somewhat compromised by her schemes that raise questions towards the same. Deshi is very distasteful about the whole concept of ethics and codes. He also describes them as a document you signs to â€Å"stop you from making money.† They are also documents that you sign to stop you from making money and in addition, they appear to him as guidelines that almost no one in the real business world is clear to follow. Deshi completely disregards the importance of codes of corporate governance. His views may have the benefits of maximizing profit by use of even shrewd means. However, without a code, business would be near to impossible. Deshi has a point in identifying the disparity between what is in the pages of Codes and Ethics and real practice. The codes and ethics seem to be formality documents while actual practice depicts otherwise. He is keen to note that most western companies say one thing but means something else. He implies that even when these documents are signed, most of the businesses do not regard them as their goal is to create profitable, successful businesses. Deshi has had experience in the real world of business. He discovered that no one really

Edward Lee Thorndike And His Behaviour Experiments

Edward Lee Thorndike And His Behaviour Experiments Prior to Edward Lee Thorndikes landmark experimental analysis of behaviour in 1898, the study of the psychology of learning lacked a clear, defined research methodology. Research findings were very much subjective, lacking the quantitative evidence that would give them scientific credence and avoiding impreciseness and ambiguities in their interpretation. People were asked to look inside their minds and describe what they were thinking. (Ormrod, 2008). This method was called introspection, which by its very nature, is devoid of objectiveness. Thus emerged Thorndikes groundbreaking puzzle box experiments with cats, dogs, and chicks, culminating in his doctoral dissertation on animal intelligence in 1898. Through his experiments, the study of learning took on a more objective approach, where the emphasis was on the observables rather than the non-observables. The basis of his experiments was that behaviour is an observable phenomenon and thus is measurable. It led to the birth of the behaviourist movement where research looked primarily at behaviour rather than cognition, given that mental processes (like insight or introspection) cannot be objectively measured with any level of reliability. 2. Thorndikes Experiments (Task (a) of Assignment) To circumvent the subjective nature of research then, Thorndike developed some experiments on the learning phenomenon whose results were beyond subjective interpretations. The idea behind them was to observe the behaviour of a hungry animal trapped in puzzle boxes in its attempt to escape. He conducted the experiments using three animals, viz. cats, dogs, and chicks. Food, functioning as the temptation factor (stimulus), was placed outside the box in full view of the animal. He started with a cat. For it to escape, the cat had to manipulate a device that would open the door in order to get at the food. There were altogether 15 of these boxes, each with different escape mechanisms, ranging from a wire loop, lever, and a treadle which had to be depressed for it to escape. The variety of mechanisms was (presumably) to observe any consistency in behavioural mode despite the variables presented by the escape devices. In its attempts to escape, Thorndike closely observed the cat initiating numerous, apparently random movements, seemingly driven by impulse rather than reasoning. Through the cats struggles, it would eventually trigger the release mechanism. This was achieved more by chance through trial and error rather than by any reasoned action of the cat. The cat was repeatedly put into the box. Thorndike observed that what was initially random and chaotic behaviour became relatively more orderly and efficient. In other words, he noticed gross changes in behaviour when the same set situation was repeated. In addition, he recorded the time it took for the cat to escape from its confinement. He then plotted a time-curve graph which enabled him to not only analyse the animals speed of learning, but also the rate of learning. Thorndike repeated the same puzzle box experiment with dogs and chicks, with minor practical adjustments to the procedure. Again, time-curves were plotted and compared to those exhibited by the cats. However, in some experiments, Thorndike varied the escape mode. Instead of the animal physically manipulating a release device, he would, for example, remove a chick from a box whenever it preened its feathers; or he would open the door when a cat licked or scratched itself. He observed that the chick started preening itself when it was re-placed into the box, indicating the animals instinctive desire to be let out of the box. Time curves were plotted and compared to the curves obtained by the escape device mode. There were also certain other variations in the way the experiments were conducted. One such variation was placing the same cat that was used in a particular box into another differently designed box. He then observed how the cat reacted to the changed environment. In another variation, Thorndike allowed the animal to observe another member of its species in its attempt to escape. He wanted to find out if animals could learn by imitation. 3. Summary of Main Findings (Task (a) of Assignment) 3.1 Overview The overarching finding of Thorndikes experiments was that there are responses (explicit behavioural changes) when there is a stimulus (food). In that sense, there is a stimulus-response (S-R) connection in how animals learn. How well the animals learnt is determined by the experience it gained from the same experiment conducted repeatedly. In effect, this perspective of learning (connectionism) emphasized the role of experience in the strengthening and weakening of the S-R connections. In general, it could be said that the essence of intellectual development depends on how strong this S-R connection is. The main findings from Thorndikes experiments in animal intelligence would form the basis for his formulation of theories related to learning. They led to further research into the more complex intellectual abilities of humans, eventually leading to the development of modern era comparative psychology. 3.2 Findings from the Experiments The main findings from Thorndikes puzzle box experiments can be summarized below: 3.2.1 Gross changes in behaviour When presented with a stimulus (S), the animal displayed an overt response (R), i.e. food (the stimulus) elicited a reaction in a hungry animal. In other words, Thorndike noted explicitly observable behavioural changes when an S-R setting is presented to the animal. The gross changes described by Thorndike manifested itself by the animals impulsive actions in what he described as trial-and-error learning in order to escape from the box. 3.2.2 Learning is gradual Time curves were plotted in all of Thorndikes experiments involving cats, dogs and chicks. The curves were a measurement of the time required for the animal to escape over repeated number of trials ranging from 24 to 117. The graphs allowed Thorndike to not only obtain the escape times, but also the rate of learning, which was represented by the slope of the curves. The time curves presented by all the animals showed remarkably similar patterns of behaviour. Analyses of the curves proved that learning took place gradually, i.e. in incremental steps rather than huge jumps. This was seen in the gradual reduction of escape times over the total number of trials. In one of the experiments, for instance, escape times for a cat varied from a high of 160 seconds to a low of 6 seconds over 24 trials, indicating that it had been steadily more efficient in its attempts to escape. Thorndike alluded to this when he described its initially random, chaotic demeanour gradually becoming more orderly and deliberate. It also proved that in some innate way, the animal had learnt from past experience. 3.2.3 Effective behaviour diminishes ineffective behaviour By analysing the time curves, Thorndike concluded that effective behaviour, i.e. actions that could lead to a satisfactory end, persisted. Conversely, ineffective behaviour diminished. In effect, there was a stamping in of some behaviours and a stamping out of others (Ormrod, 2008). This phenomenon was demonstrated in the way the animals became more efficiently adept in their escape attempts as proven by the quicker escape times. For example, in the experiment with a chick, the initial escape attempt was arbitrary and disorderly. But after many repetitions, the chick learnt to escape quickly with little of the initial chaos. As Chance (1999) puts it: Eventually the bird performed the act required for escape as soon as it was placed in the enclosure. In short, ineffective behaviour petered out. It could also be said that generally, other than through experiential learning, positive learning generates further positive learning. 3.2.4 Generalization of behaviour Thorndike also found that an animal that had learnt to escape via a particular means, e.g. by clawing, tended to employ the same means when placed in a different box with a different escape device. It could be inferred that animals generalize when first put in circumstances different than what they are familiar with, with their immediate prior experience influencing how they subsequently behave. It is only after they have adapted to the new environment that they adopt a new learning approach. 3.2.5 Discriminatory behaviour Another aspect of learning that Thorndike noted from his experiments was that an animal is capable of being discriminatory. This was evident, in one of his experiments, when (i) he made a statement to feed it and indeed fed it, and (ii) he made a statement to feed it, but he did NOT feed it. There far fewer errors in situation (i) than there were in (ii). This illustrated yet another perspective about the learning process that Thorndike delved into. 3.2.6 Learning by observation Thorndike asserted that animals, at least other than primates, do not learn by imitation, even after observing the successful behaviour of other members of their species. He effectively concluded that imitation could be discounted as an aspect of an animals successful behaviour. 4. Theories propounded by Thorndike (Task (b) of the Assignment) Thorndikes experiments on animal intelligence resulted in the formation of a body of theories related to the learning process and laid the scientific foundation for educational psychology. These learning theories were bound together by the theory of connectionism. The principal credo of Thorndikes connectionism is that learning is the result of associations forming between stimuli (S) and responses (R) (http://tip.psychology.org/thorn.html). Connectionism debunked the dominant view held by psychologists before Thorndike that animals learnt by the association of ideas, i.e. they could logically relate events and reason out solutions to a problem. Rather, through his experiments, Thorndike established that animals are equipped with action impulses. It was these impulses, responding to the stimulus (S), that activated the trial-and-error behaviour of the animals trapped in the puzzle boxes. Their eventual successful escape was the result of the gradual learning they experienced arising from actually performing the act. It derived from an innate understanding that the correct actions (affirmative response) produce the desired effect (getting to the food). In short, Thorndike believed that learning requires no ideas in the head of the animal; only the performance of the act itself was essential for a satisfactory consequence. The learning theories propounded by Thorndike, being subsets of connectionism, can be summarised as follows: 4.1 The Law of Effect Responses to a situation that are followed by satisfaction are strengthened; responses that are followed by discomfort are weakened (Ormrod, 2008). This theory basically emphasizes the role of responsive actions and their consequences. In the act of responding, the impulse that produced the successful act would be stamped in (strengthened), whilst all other non-successful impulses would be stamped out (weakened). Eventually the stamping in would become habitual responses to that same situation. In the puzzle box experiments, the S-R connection was established because the response resulted in a satisfying consequence (escape from box). This response was strengthened, as seen when the animal reduced its vain actions (e.g. clawing and scurrying aimlessly) in the repeated experiments, as shown by the much faster escape times. Applied to human learning, this law implies that positive stimuli breed correspondingly positive responses. In practical terms, in schools or any learning institution, students should be provided with an environment that is conducive to learning. Libraries, for example, in general provide this conduciveness. As Ormrod (2008) puts it: Students should experience academic tasks in contexts that elicit pleasant emotions rather than in contexts that elicit anxiety, disappointment, or anger. This statement is consistent with the premise of Thorndikes Law of Effect that satisfactory consequences strengthen the response. 4.2 The Law of Readiness A series of responses can be chained together to satisfy some goal which will result in annoyance if blocked. (http://tip.psychology.org/thorn.html) This theory arose in an experiment where a chick had to execute a sequence of actions to trigger a series of release devices for it to escape confinement. This sequence of acts is today known as a response chain. Extending the aspect of satisfying some goal to humans, it could be surmised that optimal learning takes place only when someone is ready to act; in so doing, the consequences are satisfying. On the other hand, forcing someone to act when he is not ready will be annoying. Forcing can be interpreted as interfering in someones goal-directed behaviour. Interference that leads to unwilling behaviour causes frustration. An analogy could be made of a child who is force-fed to eat vegetables. He may grow up to hate eating vegetables if it is forced upon him. However, if he himself is ready to eat them, the act will more likely lead to satisfaction. In the long run, vegetables are a must in his meals; not having them may lead to annoyance. On a broader perspective, the level of readiness could be linked to a major factor in the efficacy of learning, viz. motivation. At its basic level, motivation is some kind of internal drive which pushes someone to do things in order to achieve something. (Harmer, 2007). When a person is sufficiently motivated to learn, the aforesaid internal drive should ready him/her to learn. In the context of the classroom, a conducive learning environment (S) can also motivate (R) students (the S-R connection in the Law of Effect). Hence it can be said that the stimulus (S) breeds a response (R) (of readiness to learn); in turn the response (R) breeds another positive response (motivation). Here, there is a chain of positive responses in the learning process. 4.3 The Law of Exercise Stimulus-response associations are strengthened through repetition. (Wikipedia, 2009) There are two sub-laws arising from the theory:- a. The Law of Use: The S-R connections are strengthened as they are used. b. The Law of Disuse: The S-R connections are weakened as they are not used. In effect, this theory stresses the importance of repetition in the learning process. This was how the animals strengthened the S-R response progressively in Thorndikes experiments, resulting in the faster escape times evident in the time-curves. The exercise in the law refers to practice, as in the commonly-held adage Practice makes perfect. This is especially true, not only cognitively, but also in skills where psychomotor and kinaesthetic abilities are critical to the learning. For instance, the more successful golfers are more likely to be the ones who hone their skills through longer periods of repetitive drills, all other factors being equal. Motor mechanics achieve a higher level of competency through constant and repetitive work. The importance of repetitive practice in learning cannot be overemphasized. A student can achieve a greater mathematical proficiency through tireless repetitive practice. In language learning, repetition has always played a part to provoke the structuring and re-structuring of noticed language (Harmer, 2007). Hence teachers in language classrooms put their students through choral drilling for them to internalise not only grammatical structures, but also the sentence intonation. The three laws of learning above are interestingly linked to each other. Connections are strengthened because S-R pairings occur many times (Law of exercise) and then rewarded (Law of effect) as well as forming a single sequence of actions (Law of readiness). Re-stating the link in another way, it can be said that in learning, motivation (readiness) is driven by incentives (effect). Both motivation and incentives can drive the learner towards practice (exercise) until ultimate success is achieved. 5. Thorndikes perspective of animal learning (Task (c) of the Assignment) The MacMillan English Dictionary (2002) defines reasoning as: the process of thinking about something in an intelligent and sensible way in order to make a decision. The Concise Oxford English (2002) dictionary defines thinking as: using thought or rational judgement; intelligent. But are both these definitions applicable universally, i.e. applicable to humans and animals? In a general sense, it may appear so. After all a process of thinking, in whatever way, has to take place before an animal acts. But does an animal think by using rational judgement? On the premise that animals do not rationalise, it follows then that animals do not think, at least not in the way that we humans do. Barrow and Woods (2006) declared that rationality is inextricably tied up with the notion of thinking. So it begs the question: How do animals think? Given that thinking is needed for learning, how do animals learn? Thorndike, in his doctoral dissertation, asserted that animal learning has nothing to do with reasoning or the association of ideas. Rather, he declared that it (learning) occurs as a result of trial and accidental success. He concluded this based on his puzzle box experiments where success (of escape) was due to the animals trial-and-error actions rather than a reasoned, logical, i.e. thinking, approach to the problem. According to Thorndike, the outwardly random, chaotic behaviour of the animal was due to the activation of its innate action impulses responding to the stimulus. There was no evident association of ideas in the solution. In laymans terms, animals do not put two and two together (as humans do) in a rational, logical way when they act, i.e. there is no reasoning. If animals could reason, then learning should be abrupt, NOT gradual as proven in Thorndikes time curves. What Thorndike offered, on the other hand, was that instead of the association of ideas, animals learnt through the association of sensations. This perspective was diametrically opposed to the views subscribed by comparative psychologists before him. They had contended that animals had cognitive insight, they being able to establish ideas and employ reasoning in their actions. Thorndikes experiments effectively debunked that long held contention. He said that there was no solid evidence that animals grasped ideas or learned through reasoning (Chance, 1999). In summary, Thorndike put forth four arguments in support of his beliefs. These arguments were empirically backed by the main findings of his puzzle box experiments. Chance (1999) expressed them thus: (1) The behaviour of animals is impulsive and apparently random, not systematic and logical. As enunciated above (and in other sections), when presented with a stimulus, the response of a trapped animal is chaotic; it follows that there is no contemplation or thoughtfulness, therefore no insight. Impulse rather than thought drives its actions. (2) The change in an animals behaviour is gradual, not abrupt. This assertion was validated by the time curves. The curves established that animals learn in incremental steps, not in sudden surges. This implies that there is an absence of reasoning (Chance, 1999). (3) The animals show no sign of understanding between action and consequence even after they have learnt to escape from the box. This arose from an experiment when a cat, which had escaped by pulling a loop, would repeat the same action, even when the loop was absent in the repeated trials. It shows that the cats response had been strengthened due to earlier successes (The Law of effect). It again confirms Thorndikes view that animal learning does not involve reasoning. (4) Animals learnt only if they performed the necessary act themselves. As described in 3.2.6 Learning by observation, animals do not learn by observing and imitating models. Neither would they learn if they are prompted to perform the act, as Thorndike discovered when he repeatedly assisted the cat to pull the release device. When left on its own, the cat could not associate the loop as a means of escape. This indicates that, unless the animal acted on its own volition, learning would not take place (the Law of readiness). It stands that animals cannot reason their way through a problem. 6. Conclusion It has been over 100 years now since Thorndikes pioneering work in the study and psychology of learning, resulting in a learning perspective referred to as connectionism, emphasizing on behaviour as opposed to cognition. It laid the foundation for latter day psychologists to conduct a more objective, scientific research into the process of human and animal learning. Thorndikes puzzle box experiments primarily focussed on the S-R relationship that provided the catalytic impetus to learning. It led to the development of Thorndikes theories, which expounds how learning takes place. Through his experiments, Thorndike also disproved the views held by other psychologists that animals possess insight in their learning process. All in all, Thorndikes research provided a fresh perspective of the learning process which led to further research by others. In a way, this scenario is an instance of the S-R environment. (End)

A Place Where the Sea Remembers †Short Story Essay

In A Place Where the Sea Remembers, Sandra Benitez invites us into a mesmerizing world filled with love, anger, tragedy and hope. This rich and bewitching story is a bittersweet portrait of the people in Santiago, a Mexican village by the sea. Each character faces a conflict that affects the course of his or her life. The characters in this conflict are Remedios, la curandera of the small town who listens to people’s stories and gives them advice, Marta, a 16 year old teenage girl, who was raped and became pregnant. Chayo is Marta’s big sister and Calendario is Chayo’s husband. Justo Flores, his conflict is person vs. self. One of the most important conflicts in this story is person vs. person, then person vs. supernatural followed by person vs. self. Marta was raped at a young age, so she wants to have an abortion. As she talks about it, Calendario, her brother in-law promises her that he and Chayo would take care of her baby when he is born, for he has been promoted to the salad maker in town. But everything changes when Chayo and Calendario are blessed with a child that they thought they would never have. Since Chayo is about to have a baby of her own, she refuses to take care of Marta’s baby. Marta’s dream is to go to El Paso. She goes to see Calendario and she finds out that her own sister did not want to take care of her child because she is having one of her own. So that is when the conflict person vs. person begins between Marta and Chayo. When Chayo finds out about her sister’s betrayal they do not speak for years. There are hard feelings going on between them throughout the story. Marta has a second conflict, person vs. supernatural. Marta goes to see Remedios, la Curandera, to help her with her problem. Remedios knows what happened to Marta even before she speaks. She knows that she was raped on the beach against her will. When Marta tells her about her problem and asks if she could help her Remedios refuses. Marta, disappointed about her sister’s selfishness, goes to el brujo to put a spell on her sister’s son. Marta regrets doing that and goes to Remedios to undo the spell. Chayo still thinks the curse is there after four years. Marta takes care of her own child, and learns how to deal with the fact he came from a rape but in the end there is a twist of fate. Remedios has seen Marta’s future. She knows that her child is going to die; she sees this when the boy was in his mother’s womb. The conflict of person vs. person begins with Don Justo Flores. Each day he goes to the beach where people beach pay him to see his birds perform tricks. Don Justo is a lonely man but he has a story. He had two wives and five children, including Justina, his first, and Ernestina, his fifth. Suddenly he receives a telegraph; he suspects it is bad news but he cannot read. He hopes the telegraph is from Justina saying all is forgiven. So as he walks on the beach as usual, he finds a girl named Rita and asks her to pick her fortune. Don Justo asks the guy next to her to read him the telegraph. The guy tells him it is bad news after he reads, â€Å"Come home at once, papa Justina is gone from us.†(A Place Where the Sea Remembers, Sandra Benitez, p. 108) So he gathers his things and goes to town for tequila and he blames himself for not being a good father and not being there for Justina when she was a little girl. He remembers allowing his second wife to push Justina out of the hou se; he cannot stand the pain. Whether we like it or not, conflict is a part of everyday lives. It can happen to anyone, from your friends to your family. Often it is not the fact that conflict occurs, but how it is dealt with, how people react to it. After being touched by conflict, people can evolve and build strong relationships. However, conversely many people can also suffer and be influenced. Therefore, in some ways conflict can be commendable, and some ways it can be brutal. Often conflict is violent, negative and destructive. However, this is not always so. There are times where conflict can bring unexpected qualities from people change a person for the better. Humans are stubborn. In A Place where the Sea Remembers, Marta and Chayo are experiencing person vs. person conflict. If the sisters understood each other and accepted that each other’s perspective is different, but not wrong, there would not have been any conflict.

Were the American Colonists Justified in Waging War?

Tymyr Wilson 11/20/12 Mr. Jones U. S HIST. Were the American colonists justified in waging war and breaking away from Britain ? The colonists were in every right, aspect and mind not only justified but also it was about time that they stood of and actually take action against the British. The choice of going to war with them, was the only choice that they had.All diplimatical options that they had ceased to stand a chance against the tyrant Britain. From the very beginning when the colonists felt upset against their mother country and the way that they went about the law making, up until the beginning of the war, they tried all diplimatical options that they had by sending letters. When they didn’t work then they had no other means but to declare war. It was said and is very true, that the British gave a lot to the colonists and we see such helpings as in the French and Indian war.The British gave up a lot of troops and money and numerous others in fighting that war that the l east that the colonist could do is to pay the taxes. Well they do have a good right to say that since they were the contributing factor in the colonists being safe from the French and Indians. The people in the end should go about daily lives and pay the normal taxes but you do have to draw the line somewhere. The American colonists were justified in waging war and breaking away from Britain because of unjust laws, a King of tyranny, and both violating searches and officials.These things outraged the colonists in different ways. Forcing them to unite together and rebel against Britain, hence leading to Revolutionary War. First off, Parliament imposed many unjust laws they believed that Britain had the right to impose laws to regulate trade. However contrast the introduction of The Stamp Act was purely to gain revenue. The Stamp Act particularly affected lawyers merchants, and editors, as well as the general public parliament can make laws to bind us in all cases. The colonists wishe d to have a leader of respect who could look out for prosperity.The colonists argued that they were unfairly taxed without representation. In contrary there are many different views, concerning the causes of the Revolutionary War. The colonists felt that their privacy was offended and they were being treated inhumane fashion. Intolerable King oppressed the colonists. over the duration of time, there were many occurrences of injuries unlawful seizures. For example once the Sons Of Liberty used mob violence. Stamp agents resigned The Stamp Act was repealed. Parliament asserted with The Delatory Act. They felt it could pass numerous laws to keep control.