HeartbreakerVs Sweetheart Essay Research Paper Heartbreaker vs free essay sample

Heartbreaker-Vs- Sweetheart Essay, Research Paper Heartbreaker -vs- Sweetheart From my dating experiences in the past, I have come to recognize that of all the different cats that there are two chief types. The first one I call the heartbreaker and the other is the sweetie. This observation, that I have made, is non based on visual aspect, and it is largely based on my ain sentiment. When I was in high school I dated the football star, who was the most popular cat in school, and I thought it was the best thing that could go on # 8230 ; until I got to cognize him. This cat was really genitive, commanding, and highly cocky. He was a heartbreaker type and fortunately plenty, I realized that before it was excessively late! The typical heartbreaker type is normally a really aggressive, selfish individual. He frequently times is the cat who seems excessively good to be true. We will write a custom essay sample on HeartbreakerVs Sweetheart Essay Research Paper Heartbreaker vs or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When involved in a relationship, the heartbreaker feels the demand to be in control and to do most of the determinations. Sometimes he can be emotionally and physically opprobrious. This cat has likely been known to boast about # 8220 ; how far he got # 8221 ; with a miss sexually. Of class this would develop a bad repute for him. He has more than probably had several girlfriends with each enduring merely a short piece ( no more than 3 or 4 months each ) . Many of theses cats are scared of acquiring hurt, themselves, so they feel as if they # 8217 ; re being protective of themselves from being hurt by avoiding any sort of emotional fond regard with a female. These cats will besides hold low ego regard, but they hide this by feigning they love who they are, and moving conceited. This in bend forces them to set others down to hike themselves up. This heartbreaker cat is non respectful of the misss he dates. Some of these cats think of misss as being merely another name on their lis t of sexual accomplishme National Trusts. I ever try to avoid this sort of cat, but sometimes it’s difficult to descry them out because they are really manipulative and fallacious. Not all cats fall into that class, though. I have a loving fellow who is neer selfish, hateful, or uncaring. He is really trusty and I can number on him as my best friend every bit good as my spouse in our relationship. He is the sort of cat I call the sweetie. This caring person is honest, inactive, soft, and most ever trustworthy. You don # 8217 ; Ts have to worry about this cat rip offing on you, because he is a one-girl type of cat. The sweetie doesn # 8217 ; t hotfoot into a relationship or into physical intimacy. This cat is a good hearer and attentions about his dating spouse # 8217 ; s life. You will happen the parents of misss who day of the month this cat be given to ever O.K. of him and even like him because he is respectful and has good ethical motives every bit good as good purposes. All of his relationships likely have been long permanent, and there are really few of them. The sweetie doesn # 8217 ; t experience threatened by other cats because he has good assurance , which makes him a non-jealous individual. While involved in a relationship the sweetie cat will state and make things to demo that he cares ; whereas the heartbreaker will non turn out that actions speak louder than words. The sweetie is non speedy to state he # 8217 ; s in love, because he is cautious to be certain, so no feelings are hurt. It is safe to state that there are many cats that don # 8217 ; t autumn into either one of these classs. The heartbreaker and the sweetie are two utmost antonyms. I am sad to state that it seems as if many misss are attracted to the heartbreaker cat verses the sweetie. It # 8217 ; s true that # 8220 ; nice cats finish last, # 8221 ; but in the terminal I think that the bosom ledgeman will be lonely, whereas the sweetie will be in a happy, healthy relationship.

Microbiology †New Disease

Microbiology – New Disease Microbiology – New Disease Once at the location/site of infection where it is considered as the locus of activity of the infectious agent, the first step would entail separating people showing symptomatic and symptomatic signs of the infection. The next step would be to collecting stool samples for later laboratory analysis. In a bid to establish a possible connection point between the new suspect microbes and the disease this will ordinarily entail the microorganisms will be indentifies under a microscope identified using direct examination methods, for instance, microscopy and gram staining in order to identify some of the displayed morphological features. This would also entail the isolation of causative agents. An understanding of the types of media available and their use will increase the chances of isolating a causative agent (Shimeld Rodgers 475).Direct examination using the light microscope would be done to identify organism features using the stained components. This would entail using the most appr opriate magnification resolutions for direct microscopy. Differential staining would also be done using gram staining techniques. The difference between gram-positive and gram-negative bacteria is in the permeability of the cell wall to these complexes on treatment with mixtures of acetone and alcohol solvents (Ryan, Ray Sherris 232).The basic mechanism of establishing the mode of transmission of the identified microorganism in the new hosts will involve employing inoculation procedures in which the microorganism will be introduced into a test organism, essentially described as ex-situ arrangement where is grown out of the normal host. First, the microorganisms would be cultured using nutrient media, selective media, and indicator media. Nutrient media are essentially meant to satisfy growth of the microorganism in order to allow easy isolation and propagation (Ryan, Ray Sherris 236). Selective media are essentially used for the identification of pathogenic organisms. On the other hand, indicator media are meant to demonstrate the biochemical functions of the specific pathogens under study (Ryan, Ray Sherris 237). The organisms would then be inoculated in the chosen culture media. After inoculation, the media needs to be incubated to allow growth under the right temperatures depending on whether it is an aerobic or anaerobic process. Once growth is detected in any medium, the process of identification begins. Identification involves the use of methods to obtain pure cultures from single colonies, followed by tests to characterize and identify the isolate (Ryan, Ray Sherris 238). Identifying the causative agent would then involve the pursuance of cultural characteristics, biochemical characteristics, toxin production and pathogenicity, antigenic structure, and genomic structures in order to identify the transmission mechanisms to new hosts.In addition, this would entail a consideration of the respective host resistance factors, microbial mechanisms of patho genicity, and pathological mechanisms seen in the new host (Shimeld Rodgers 23). First in host resistance, this will entail consideration of the innate and adaptive resistance factors. Secondly, microbial pathogenicity mechanisms would entail consideration of the respective routes of entry, adherence and invasion mechanisms, toxins production, avoidance of host defence mechanisms, and dissemination to a new host (Shimeld Rodgers 23). Thirdly, pathological mechanisms on the host would entail studying cellular damage, display of hypersensitivity reactions in the host and host susceptibility factors (Shimeld Rodgers 23).

Self-reflection Essay Example | Topics and Well Written Essays - 500 words

Self-reflection - Essay Example A patient can easily cajole a therapist to an extent a therapist assumes the role of a parent for the patient. In this case, the process is unconscious given that the therapist is a social being and does not realize that she has given into the patient’s nagging behavior. Broadly, this is one of the negative effects of counter-transference. The other negative effect of the counter-transference especially during HIV/AIDS patient counseling is compromise of the counselor. The concept helps in counseling because it enhances patient-counselor communication. Counter-transference enables the HIV/AIDS patient to be open to the counselor because of the development of trust and faith upon the counselor. The counselor also automatically listens to the challenges facing the patients because he assumes a friend role. Therefore, counter-transference is vital in counseling of HIV patients. However, counter-transference negatively influences the performance of a counselor because of the subjectivity of the counselors. The film Endgame: AIDS in Black America, AIDS statistics reveal the disparity caused by the scourge on the Black community. The most appalling thing is that half of AIDS victims are Blacks. The film covers the personal stories of the Black AIDS victims. One of the interviewees endured stigma, drugs, prejudice and prostitution. The interviewees confirm that the HIV is a human virus as opposed to the common perception that the virus was only associated with white gay men. The difference in the HIV cases in San Francisco and Oakland reveals that HIV cases are higher in Francisco than Oakland. As a result, the HIV cases in San Francisco receive adequate medical attention compared to Oakland. The creation of awareness is critical in the alleviation of the scourge. Creation of awareness on HIV made many people to be aware of their HIV status in San Francisco. One can transmit the virus to another. In this regard, Nel Davis was at crossroads with regard to

Criminal Liability Coursework Example | Topics and Well Written Essays - 1500 words

Criminal Liability - Coursework Example The paper tells that criminal law is a body of statutes and rules that deals with crimes and their punishment; the law defines conduct that is prohibited because it can harm, endanger or threaten the welfare and safety of the public. Fitzerald is aged 13 years and is engaging in behaviours that can threaten public safety; he threw stones at passing car and it hit Gordon’s car and severely injured Gordon. In the second instance, he threw a stone at Dan but missed him and hit John instead. In advising Fitzerald, I will tell him the following legal facts relating to his behaviour; one, under UK law, age 13 years (his age) is under the age of criminal responsibility. Therefore, his behaviour should not be based on the assumption that because he considers himself a child he cannot be found guilty of a crime. As a matter of fact, within England and Wales, a child over the age of 10 years is considered to be responsible for crime as a result of their actions and should face legal con sequences if found guilty. Children below the age of ten years are considered doli incapax and are therefore not capable of forming criminal intent. The law assumes that children under the age of 10 years do not adequately understand differences between right and wrong acts and cannot be responsible for their actions. But children over 10 years are assumed to understand this difference just like adults and can be tried for their actions which may be deemed to amount to a crime. In addition, I will advise Fitzerald on what constitutes a crime according to the law. Glazebrook (2011, p. 49) explains that a person can be found guilty of a crime if it can be proven that that person had intended to commit the act before. Secondly, a crime can be committed through reckless actions of a person; that is, a person not caring about the consequences of his or her actions. Therefore, in Fitzerald situation it is clear that he can be accused from the two perspectives of what constitute a crime. F or example, in the first instance where he was throwing stones at passing cars, it can be said he did that with an intention to harm motorists or he was simply reckless and did care about the consequences of his actions. In the second instance, he had intention to hit Dan but he missed and hit John instead. In both instances, his actions can cause harm to the public and threatens public safety as well. Without doubt his actions which can be supported by substantial evidence in the court of law can result to him being charged and convicted. I will let him know what will inform the decision to convict him in court; one of the major reasons will be retribution which will make him ‘suffer’ in some way as a punishment of harming and making others suffer due to his actions (Mitchell and Farrar, 2008, p. 70). The second reason for his punishment will be rehabilitation. Law Library of Congress (2011) notes that the main aim of punishing criminal offenders especially children is to transform them into members of society who are valuable and can coexist peacefully with others. I will tell him that rehabilitation will aim at preventing future offense through convincing him that his conduct was wrong. Thus, in the light of the legal facts that I will have given to him, I will advise him to desist from such acts in the future to avoid being arrested. Instead, he should divert his time and energy to more constructive activities such as reading. Q2: A’s Criminal Liability and B’s Possible Legal Position Considering the circumstances surrounding the incident involving person A and B, A is not criminally liable for his actions because the intent to cause

Determine how our society decides gender and what elements you believe Research Paper

Determine how our society decides gender and what elements you believe are the most influential in this construction - Research Paper Example er couple from Jayme Poisson’s article â€Å"Parents Keep Child’s Gender Secret† consider a social gender as a stereotypic and tyrannical issue, scholars of social science, particularly Thomas D. Steensma in â€Å"Gender Identity Development in Adolescence† and Curt Hoffman and Nancy Hurst in â€Å"Gender Stereotypes: Perception and Rationalization?† are looking for a scientific explanation of a social gender prejudice. Gender firstly should be given a correct definition, and Steensma describes gender in â€Å"Gender Identity Development in Adolescence† as a very complex issue. It’s different from sex, because sex is an inborn biological characteristic which usually matches with genitals differentiation, while gender can be revealed during life (Steensma 289). Gender constitutes of biological inborn characteristic and gender identity, which is a personal revelation of gender, and of a gender role, which is determined by social expectations on males and females (different behavior, social roles and different personal characteristics are expected) (Steensma 291). Thus, gender depends on biological (hormones, chromosomes and genitals) and psycho-sociological (nurturing) factors. It doesn’t seem possible to reveal gender without social interference in a process. Society affects a gender identity by imposing different natures of male and female nurturing: parents and a social environment both tend to raise male and female children with a view of their future social roles (Hoffman & Hurst 197). A nurturing starts early, already from a new born period, and society behaves differently towards babies of different sex, starting from a lexicon used when talking about a baby to different toys and activities imposing. It seems important for society to define gender from the very first days of life. Witterink and Stocker who raise a transgender child admits, â€Å"When baby comes out even the people who love you and are close to you firstly ask if it’s a boy or a girl†

Nursing Reflective Essay Mentorship

Nursing Reflective Essay Mentorship According to the Nursing and Midwifery Council (NMC) (2006) the term mentor is used to denote the role of a registered nurse who facilitates learning and supervises and assesses students in the practice place. They furthermore identify the eight mandatory standards that must be achieved to become a mentor, and within the assignment I shall be referring to the Standards to Support Learning and Assessment in Practice; NMC standards for mentors, practice teachers and teachers, and identifying the standards for mentors required (SM). This assignment will first look at the personal and professional reasons why I wanted to undertake the mentorship module. It will also discuss the importance of a supportive learning environment in the workplace, and how essential it is. My role as a mentor to a nursing student will be evaluated, looking at the way in which I supported her on the ward and how I facilitated this. In conclusion, I will identify my own personal development in undertaking and completing this module. As a registered nurse on a busy Paediatric ward I always enjoy supporting student nurses whilst they are on placement with us. There is an apparent shortage of qualified mentors on the ward, and within my last personal development review with my line manager I identified a need to attain the mentorship qualification. The Nursing and Midwifery Council (NMC) (2004) states, that as a registered nurse, you must keep your knowledge and skills up-to-date throughout your working life. You also have a duty to facilitate nursing students and others to develop their competence. According to Hand (2006), teaching is seen as an important part of the health professionals role, and at some point in their career, members of most healthcare professions are expected to teach other staff, students, patients and relatives. Therefore, the standard of teachers and mentors available in the practice place will have a major impact on the quality of future practitioners, consequently making an improvement in patient care. Most students and many professionals note that learning acquired from placement experience is much more meaningful and relevant than that acquired in the lecture room (Quinn 2000). To ensure any learner has a positive learning experience it is essential that the learning environment is practically, professionally, and psychologically supportive to all who work and learn within it. Clarke et al. (2003) notes that current nurse education puts a high value on learning in the clinical environment and this places numerous demands on clinical areas and staff. The quality of these clinical placements has a significant influence on the learning process for nursing students. The ward on which I work aims to foster a good all-round learning experience to students on placement as we are fortunate to be a well resourced ward with many experienced staff. Although we are an extremely busy ward, students are positively received and supported well, the majority wishing to work with us once qualified. On commencement of the mentorship module it was found that there were no students or learners available to me initially so the time span for my period of mentoring for the purpose of the assignment was limited to just one month. I was however, able to identify my own clinical mentor on the ward, and after analysis of my own strengths, weaknesses, opportunities and threats (SWOT) I decided on my short and long term goals and set a learning contract with my mentor in readiness for the allocation of a student. Jasper (2003) regards SWOT analysis as getting to know yourself. The understanding of our skills and abilities and the awareness of where our limits lie is seen as crucial to being able to act as a professional practitioner. I was finally allocated a first year child branch student, and was informed by the matron that this would be her first clinical placement. It was important to know where she was in her training for me to plan adequately when supporting her on the ward. A frequently used taxonomy in nurse education is the framework by Benner (2001) in which there are five levels; novice, beginner, competent, proficient, and expert. Benner (2001) suggests that nurses may be at different levels in different areas dependent on their previous experiences. It was unfortunate that I was not able to work with her on her first shift as I was finishing the nightshift as she was starting with the dayshift. I did however welcome her to the ward and orientated her to it, ensuring she knew who she would be working with on her first ever clinical shift. Davidson (2005) notes that students can be made to feel welcome by someone simply knowing their name and being expected. He also notes that a physical tour is a good start. This allows for brief introductions to other staff that the student will be working with. On this initial meeting I also gave her the wards student nurse orientation/resource pack. This provided her with basic information about the ward and the different teams and staff within it, this was to provide a good introduction into the environment that she would be learning in during her placement. Two days after she began, we had our first clinical shift together. I was pleased to hear that she had found other members of staff supportive during her first two days on the ward. Cahill (1996) acknowledges that the single most crucial factor in creating a positive learning environment is the relationship between staff and nursing students. She also notes that a common problem for students is that they are unable to work regularly with their mentor, so I took this opportunity to discuss and plan her off-duty taking into account any requests she had. Kenworthy and Nicklin (2000) remark that the more comfortable and safe a student feels within the environment, the more likely it is that effective learning will take place and the student will become motivated to learn. I was also able to discuss the learning pack which I had previously given her and she acknowledged that it appeared to be very informative. Morton-Cooper and Palmer (2000) state that although, in practice the mentor act s as a learning resource, it is necessary for the student to become self directed in the development of their learning needs. An important part of her placement was to establish a learning contract with myself as her clinical mentor. A learning contract is a document used to assist in the planning of a learning project. It is a written agreement negotiated between the learner and the mentor in which learning needs are identified (Lowry 1997). In order to do this successfully we needed to identify her learning objectives which included the learning outcomes of the modules to be assessed in practice. As this was her first attempt to set a learning contract it was important for me to support her through the process. Twentyman et al (2006) discuss assisted learning where the mentor asks the student to identify their goals and aim to secure learning opportunities that support the achievement. Jackson and Mannix (2001) note that amount of interest the nurse shows in the learning needs of the student and the key role he or she plays in their achievement are essential to the students development. During the shifts that I worked with her we discussed her required learning outcomes and during one of our formal meetings we agreed her learning contract. Within this learning contract she had identified that she needed to develop her awareness in the safe use of medical equipment used on the ward and the principles regarding using these. Quinn (2000a) remarks that it is important to have knowledge of the students programme and the required outcomes in order to ensure effective learning. After discussion with her it was decided that a teaching session surrounding the safe use of blood glucose monitoring equipment would be of benefit to her, as it was a procedure that was often required on the ward. It would cover one of her learning outcomes, and I agreed to facilitate this. Wallace (2003) notes, that it is important to reduce the possibility of exposing student or patient to any risk, until the student has acquired sufficient skill and knowledge when carrying out a practical procedure. The importance of assessment by a mentor is therefore crucial to ensure students become proficient in practical skills. The commonly held principle that accountability comes from training and education, is evident within the student nurse role. According to Pennels (1997) if accountability comes with knowledge, students are rightfully protected from full accountability until trained. Although responsible for their actions their knowledge base may be inadequate to allow accountability. Therefore, professional accountability lies with the registered nurse that a student nurse works with. It was reassuring for me that she and I had quickly developed an effective working relationship in which I had confidence in her ability to always ask if she became unsure about a situation. She appeared to fully understand her role as a student nurse as identified in the NMC guide for students of nursing and midwifery (NMC 2006a). Before embarking on any programme of teaching it is important to recognise that there are different learning theories and styles to consider. Reece and Walker (2003) state that there is a great deal written about the way people learn and numerous theories on the methods to teach effectively or guide people in learning. They discuss that the main learning theories are Behaviourism, Cognitivism and Humanism. According to the Behaviourism theory (Skinner 1974), the learning environment is fundamental to learning, and if this environment is right, learning occurs as connections are made between stimulus and response, and response and reinforcement (cited by Quinn, 2000a). The Cognitive theory (Bruner 1966) considers learning as an internal process that involves higher order mental activities such as memory, thinking, problem-solving, perception and reasoning (cited by Hand, 2006). The Humanistic learning theory (Maslow 1968) is based on the belief that humans have two basic needs, a need for growth and a need for positive regard by others. It is seen as the most holistic approach as it takes into account the drive and motivation of an individual to learn. Reece and Walker (2003) suggest that this theory also depends on the overall influence of the environment which may hinder or aid the learning process. Honey and Mumford (1992) discuss four different learning styles, and whenever possible, it is important to allow the students own style to influence your choice of teaching method. They describe learners as activists, pragmatists, theorists or reflectors. They further note that although many people were a mixture they generally had a preference for one style. To ensure her learning experience on the ward was successful it was important for me as her mentor to be aware of her preferred learning style as clinical education is an essential part of the nursing curriculum. During the shifts that I had worked with her, and with discussion it was established that she preferred a more practical experience therefore she favoured a pragmatist approach to learning. I therefore incorporated her preferred learning style into my planned teaching session. To enable an effective teaching session to take place, I as the facilitator needed to select an appropriate environment which was safe, clean, private and comfortable. It was also important that my learner, clinical mentor and myself were guaranteed time free from interruptions. The SWOT analysis that I had completed had highlighted the difficulties on the ward often found when teaching sessions were cancelled due to staff being too busy to attend. I therefore negotiated in advance protected time for all parties for this facilitation of learning and assessment. Davison (2005) notes that mentors need to plan ahead as good preparation can ease the experience for all parties. Watson (1999) also states that if teaching opportunities for students are to be meaningful and productive, planning is an important part of the mentors role. Although I felt I had established a good relationship with her since she had been working with me, it was important for me as her mentor to be aware of learne r anxiety as discussed by Price (2005). Anxiety is seen as disabling and requires mentor support if progress is to be made when learning in practice. Good communication skills are paramount when mentoring students, and diplomacy and tact must be employed when students need extra help in challenging situations. It is also worth noting that as a mentor with good communication and practical skills facilitating a well planned teaching session, I still experienced some anxiety. Price (2005) notes this often happens when your practice is being held up as exemplary and your knowledge may be tested later. On reflection I felt the teaching session achieved all the objectives set, and she was able to demonstrate this to me in both verbal feedback and the self assessment sheet provided. I also received positive verbal and written feedback from my clinical mentor. McAllister et al (1997) suggest the intention of giving positive feedback is to aid the receiver when developing their clinical and interpersonal skills. Reflective practice in nursing has been encouraged since the 1980s (Jasper 2003). Johns (1995) describes the process of reflection as a tool we use to assess, understand and learn through our lived experiences. Jasper (2003) also acknowledges that reflective practice is seen as one of the ways we can learn from our experiences, and in education for healthcare professions it is recognised as an essential tool for assisting students to make the links between theory and practice. As an effective mentor it is important for me to understand the value of supporting her in critically reflecting upon her learning experiences in order that her future learning can be enhanced, and when working with her I have actively encouraged her to do so. In conclusion, through undertaking and completing this module, I have developed an advanced knowledge and critical awareness of mentorship in health care practice. I have been encouraged to look at my own practice, ensuring that it is evidence based at all times, thus enabling me to fully support students in applying evidence base to their own practice. Research into the learning environment has clearly shown the impact that it can have on student learning and I intend to ensure that the ward resources are kept up to date for all learners. The exploration of learning theories and styles within the module has allowed me to acquire valuable understanding of the philosophies and theories surrounding learning, teaching and assessing and when planning learning experiences for students I now feel more equipped to integrate theory into practice. It is also important that once becoming a qualified mentor I attend the regular updates provided by the university, as the role of a mentor will be seen as the gate keeper to the profession. This will in turn enable me to mentor students more effectively on the ward as the importance of the mentors role in assessing practice cannot be over-emphasised.

Behaviourist Thoery Essay

E.L.Thorndike(1874-1949) was the chief exponent of th theory of connectionism or trial and error. He was an American Psychologist who conducted Stimulus – Response(S-R) theory experiment with the help of animals. Thorndike was the first to study the subject of learning systematically using standardized procedure and apparatus. All learning, according to Thorndike is the formation of bonds or connections between Stimulus- Response. The Puzzle Box Experiment Thorndike’s Experiment on cat in the puzzle is widely known and often quoted in psychology of learning. The experimental set up was very simple. A hungry cat was confined in a puzzle box and outside the box a dish of food was kept. The cat, in the box had to pull a string to come out of the box. The cat in the box made several random movement of jumping, dashing and running to get out of the box. The cat atlast succeeded in pulling the string. The door of the puzzle box opened, the cat came out and ate the food. He promtly put the cat to next trial. The cat again gave a lot of frantic behaviour but it soon succeeded in pulling the string. It repeated for several time, Thorndike noticed as the repetition increases the error also reduced i.e., Thorndike’s cat showed slow, gradual and continous improvement in performance over successive trials. He concluded that learning of cat in the puzzle box can be explained in term of formation of direct connectionism between stimulus and response. Features of Trial and Error Learning 1. Learning by trial and error is gradual process. 2. For learning to occur, the learner must be definitely motivated. 3. The learner makes random and variable response. 4. Some responses do lead to the goal (annoying response) 5. Some responses lead to the goal. (satisfying responses) 6. With the increase in number of trials the annoying responses will tend to be eliminated and the satisfying responses will be strengthened and repeated. 7. The time taken to perform the task (to repeat the satisfying response) decreases with successive trials. The experiment sum up the following in the process of learning: 1. Drive : In the present experiment, drive was hunger and was intensified with the sight of food. (motivation) 2. Goal : To get the food by getting out of the box.  3. Block: The cat was confined in the box with a closed door. 4. Random Movement: The cat, persistently, tried to get out of the box. 5. Chance of Success: As a result of this striving and random movement the cat, by chance, succeeded in opening the door. 6. Selection (of proper moevement) : Gradually the cat recognised the correct manipulation of latch. 7. Fixation: At last, the cat learned the proper way of opening the door by eliminating all the incorrect responses and fixing the only right responses. Through the experiment, Thorndike explains that the learning is nothing but the stamping in of correct responses and stamping out of incorrect responses through trial and error. Thorndike’s Laws of Learning i) Law of Readiness : The law states â€Å"When any conduction unit is ready to conduct, for it do so is satisfying. When a conduction unit is not ready to conduct. for it to conduct is annoying. When any conduction is ready to conduct, for it not to do so is annoying.† ii) Law of Effect: The law states â€Å"When a modifiable connection between a stimulus and response is made and is accompanied or followed by a satisfying state of affairs the strength of connection is increased. When a connection between stimulus and response is made and accompanied or followed by an annoying state of affairs , it strength decreases. iii) Law of Execise: The law states â€Å"Any response to a situation will, other things being equal, be more strongly connected with the situation in proportion to the number of times it has been connected with that situation and to the average vigour and duration of the connection.† The law has two sub parts: a) Law of Use and b) Law of Disuse a) Law of Use states that â€Å"When a modifiable connection is made between a situation and response that connection strength is increased if it is practised.† b) Law of Disuse states that â€Å"When a modifiable connection is not made between a situation and response, during a length of time, that connection’s strength is decreased.† This means, any act that is not practised for sometime gradually decays. Educational Implication 1. Thorndike’s theory emphasize the importance of motivation in learning. So learning should be made purposeful and goal directed. 2. It stresses the importance of mental readiness, meaningful practise and incentive in learning process. 3. The law of readiness implies that the teacher should prepare the minds of the students to be ready to accept the knowledge, skills and aptitudes before teaching the topic. 4. More and more opportunities should be given to the learners to use and repeat the knowledge they get in the classroom for effectiveness and longer retention. 5. To maintain learned connection for longer period, review of learned material is necessary. 6. The law of effect has called atention to the importance of motivation and reinforcement in learning. 7. In order to benefit from the mechanism of association in the learning process what is being taught at one situation should be linked with the past experience of the learner.

Questions in this section

You will have a choice of two questions in this section: Part A is the starter question, for which you are awarded a maximum of three marks. You need to explain the term, then in order to get full marks you will need to give an example: The only terms you will be asked about are the following: science, scientific benefits, ethical costs, genetic Influences, environmental Influences, cultural bias, gender bias, free will and determinism.In the second part – Part B you will be asked to either – describe, discuss or evaluate one of the following , for which there is a maximum of 22 marks – psychology as a science the balance of scientific benefits measured against ethical costs in psychology the balance of genetic and environmental influences on human behavior issues of cultural bias issues of gender bias the question of free will and determinism In respect of human behavior. The essay needs to be In the form of an argument- a dialogue between opposing views.To get full marks your argument needs to be presented in a structured manner, clearly interpreted and analyses, you need to have range and depth of evidence, reasoned conclusion, use appropriate terms throughout. Up to 15 marks will be awarded for this (AAA). When providing evidence, the mark scheme says that these do not need to be provided in equal measure. This means that you can equal and depth range of evidence or, you can give a very wide range, but not so much depth, or discuss a couple of pieces of research in depth, but thereby not showing quite as much range..Challenge with the view that at least some ‘levels' of psychology are scientific, but conclude with the argument that not all psychologists think science with its monotheistic approach is an appropriate for psychology and this leads to the use of therapies which reflect this dual approach. Chemotherapy, for example, which might be thought of as the more scientific response to abnormal behavior has been shown at times t o be less successful than CAB, a more person-centered and impotence of the therapist as well as the service-user's perceptions of their competence.Psychology eclectic use of several approaches and a range of methodologies lead to the conclusion that it is in part scientific, but employs subjective strategies to explore behavior when deemed more appropriate. This has been acknowledged within the British Psychological Society with its recently founded qualitative methodological group. Use the following research to support your answer: Psychology as a Science Arguments against Psychology as a Science One of the arguments against psychology as a science is that it lacks objectivity and intro.Issues of experimenter bias and demand characteristics can compromise objectivity and validity However, disconcerting research by John et al (2012) has also found evidence to suggest that, in some instances, the research process is manipulated to suit the researcher (rather than to reveal any object ive fact) further undermines Psychology status as a science. Ironically however, Psychology claim to be a science means that results which are deliberately manipulated or distorted by the researcher (through one or more of a variety of questionable research raciest) are given greater credence than they deserve because they are ‘scientific'.Trading on Psychology scientific status, the assumption is that the adulterated results are accurate and objective representations of reality. John et al (2012)g's work involved carrying out an anonymous electronic survey about the use often questionable research practices. These included things such as the researcher failing to a report all dependent variables, collecting additional data after checking for significance, selectively reporting studies that Worked' (I. E. Significant findings) and falsifying data.The researchers also asked participants to make estimates of the proportion of other psychologists who engaged in those practices, a nd the proportion likely to admit to carrying out those practices in the survey. They incorporated into their work an incentive to encourage participants to tell the truth. Some respondents were told that a larger charity donation would be made by the researchers if they answered honestly) and this did lead to a higher rate of admission amongst those given the incentive.The results were astonishing and raise important questions concerning the use of scientific method in Psychology. One in ten psychologists admitted falsifying data; the majority to selectively reporting studies (67%), not reporting all dependent variables ( 74% ); collecting data after checking for significance (71 reporting unexpected findings as expected (54%) and excluding post data post-hoc (58%). A considerable number (35%) admitted that they had doubts about the integrity of their research, with differences being found amongst disciplines within Psychology.

Albert EinsteinMan of Vision essays

Albert EinsteinMan of Vision essays Albert Einstein, perhaps the greatest mind ever to have walked the face of the earth, was born on March 14, 1879 in Ulm, Germany. As a boy, he hated school, and felt that the regimented and repetitive nature of schooling in Germany at that time had any promise of helping his future. He did not do well in school, mainly because he did not care to learn what was being taught to him. While he seemed to be a bright child, his schoolwork did not interest him, but at the same time the simple compass that his father owned fascinated him. Albert constantly harassed his father and his Uncle Jake with questions concerning how the compass worked, and what caused it to work. The answers about gravitation and magnetism kept him up at nights as he attempted to obtain a better grasp of the meaning of these concepts. After hearing of his fascination with these scientific concepts, Max Talmey, a family friend, lent young Einstein books on mathematics and natural science. Upon reading these boo ks, Albert was hooked. From that time on, he was constantly reading about science, geometry, and other areas of math. Even with his newfound knowledge, school was still not interesting, and it was actually worse than it had been before. Now, along with his dislike of the teaching methods, his classmates disliked him for being somewhat of a loner, and because he was so much more intelligent than any of them. His lone passion outside of science was playing the violin, which he continued to do throughout his life. His love of the violin stemmed from his love of classical music, which his mother encouraged him to listen to. But because of his difficulties associating with his teachers and fellow students, he dropped out of school at the age of fifteen. Two years later, however, he was back in school at the Polytechnic Institute in Zurich, Switzerland, a place that would continue to have a profound effect on his life. Even this did not come easily fo...

Importance of News in Democracy

Importance of News in Democracy A free media is considered as the backbone of any true democracy. It is the most important source of information for the masses that on the other hand are charged with the responsibility of voting. Since the voters base decisions on how to vote based on the information received, the media then becomes a very powerful tool in politics. These institutions identify problems in society.Advertising We will write a custom essay sample on Importance of News in Democracy specifically for you for only $16.05 $11/page Learn More The journalists are always on the lookout for areas of socio political and economic importance with the aim of reporting to the people in order to attract the required responses which may alter the sociopolitical setting of a society. More importantly, the media is the most vocal watchdog charged with the responsibility of unearthing the evils committed by those who wield power. However it is clear that this power is prone to abuse hence requi ring that the media be reasonable so as to maintain democracy. In fact the any democratic society will assume that the media is responsible. A checklist of the most critical democratic functions of the media reveals a wide range of activities. First is the continuous check of the developments in the sociopolitical arena. Secondly, the media offers an unrivalled public platform for the people to debate issues and express themselves especially with the aim of getting the attention of those in power. It also offers a chance for the citizens to learn, make choices and participate more in the political process. In doing this they have to persistently resist any interference from outside aimed at invading their independence hence advance own interests. It is however emerging that these functions are not being fully met. There are concerns that the most powerful media are controlled by a few multinational with both political as well as economic agenda. News has been slowly transformed from being informative to pure entertainment. More emphasis is now on sex, violence, scandals and celebrity gossip. According to critics, these have little or no value in informing and educating the viewers. This subverts the democratic ideology advanced through such means. Even when issues of politics are covered, it is clear that focus is more on personalities instead of ideology.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More In absence of issue based news, the electorate is exposed to skewed political propaganda which not only misinforms them but also makes them cynical and disinterested in politics. In other areas it has been observed that the watchdogs bark at the wrong things. The news coverage of scandals in private lives of celebrities, politicians and other such issues is done in full ignorance of the consequences (Curran, 2005, p99). The news is now more often than not heig htening fear for the wrong things. Minor hazards are often blown out of proportion leading to extra ordinary resources being allocated towards eliminating such hazards. This is done at the expense of more deserving dangers in society which go unnoticed but continue to pose danger to the society. Again, there has been failure in the news to adequately cover wrongs in certain industries. The tobacco industry is one such industry. Advertisers appear to have put lots of pressure on media to suppress information relating to the hazards of smoking. In addition, some mass media including magazines especially those targeting the women promote dubious health products hence conspiring with manufacturers to swindle billions from consumers. All these claims have been fairly studied and seen to be largely true. This then necessitates a review of the way democracy works and the power of media in subverting democracy. The social and political outcomes of misinformation by the media are not yet ful ly exhausted. The outcomes on the democratic process due to commercialization of news are numerous. The development of the society is influenced in many ways. This creates the need to integrate findings from different disciplines to address the problem (Curran, 2005, p99). The economic factor Most media channels are privately owned and hence are pure investments requiring sustainable revenues to guarantee returns. For most of them, a greater percentage of revenues are generated through sponsorships and advertisements. This being the case, the newspaper, and TV and radio stations will definitely seek to best satisfy the specific interests of those who guarantee their revenue. These interests however are not in many ways similar to the interest of the viewers, readers and listeners. The predominant assumption among economists is that a free market benefits that entire society as it gives opportunity for more players meaning that there is higher differentiation and at a competitive pri ce. This reasoning dictates much of the western media policies today. However, it is also clear that full competition in the market does not always meet the market expectations. Issues of market failure exist. This is as a result of the fact that the free forces of demand and supply do not always maximize welfare. Products such as public goods including healthcare cannot be solely delivered by private firms.Advertising We will write a custom essay sample on Importance of News in Democracy specifically for you for only $16.05 $11/page Learn More On these note, news delivered by media houses influenced by commercial interests, public interest is only served to the extent to which they coincide with the interests of the advertisers. Consequently, just the same way a public good may not be adequately provided to the public, news contains inadequate quantities of information of public interest. This is probably the most important reason why most countries have m aintained public television and radio stations as public obligations are equally important to the state. The assumption that competition increases diversity and hence expands democracy may only be true in theory. This is so yet numerous policies have been developed to propagate higher competition to ensure that all interests are served. However, this approach has failed many times. Instead of achieving diversity in the delivery of news to propagate democracy duplication is the norm. Popular programs are simply duplicated across many competing media hence defeating the whole concept of diversity. According to analysts, modest competition is much better in achieving diversity of content in the media as opposed to the cut throat competition advocated for in the west. When a country has about three television stations each with one channel, then each of these competing stations will be tempted to duplicate the same popular news content in a bid to expand their market share. But if the c hannels have one owner, then there is a likelihood that each of the channels would seek to offer different content t minimize competition. In this case then, decreased competition is seen to increase diversity. As mentioned above free press is critical input in any democracy. Even in the early days, early theorists argued that openness and publicity were the most important tools to protect the masses from tyrannical rulership. This made the media earn the title â€Å"the fourth estate† another arm of the government providing crucial checks and balances hence ensuring effective governance. An effective watchdog is important especially in democracies with weak institutions and huge political pressures. When the executive, judiciary and legislative arms of government are subject to corruption, only the media can check any abuse of power. Despite the risks, news in modern democracies has exposed presidents, prime ministers, judges and even legislators. In fact the watchdogs do no t just watch out for corruption but also against some natural disasters. It is claimed that famine does not occur in functional democracies. This is because the media is always ready to fill the news agenda with information concerning the famine hence prompting necessary action towards elimination of the drought. The authorities cannot ignore such information because this would amount to political suicide.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The media also acts as a conduit between the governed and the governors. Through the discussions provided, policies are interrogated to ensure that they best fit the interests of the masses. As a request decision making is seen to incorporate those to be affected and there is improved relations and understanding between the two parties. This aide in the development of a civic culture among the masses which emphasizes on dialogue as opposed to conflict. Also, the media has become an important tool for poverty reduction as well as national reconciliation and popular empowerment. Issues of poverty reduction do not only entail reallocation of resources from the rich to the poor. It also entails availing information for the poor so that they are better able to participate in a bigger scale in the political as well as social processes. This is based on the understanding that it is difficult for the poor to push for their rights yet they do not even understand them. If the poor are not inf ormed about the laws and procedures followed in order to obtain their entitlements or remedy what is deprived then it is really difficult to uplift them from the poverty. This is so yet democracy cannot be said to be embedded in a society where the very poor and powerless cannot be heard. News does provide this information to the poor hence encouraging them to take part in public life (Keane, 2005, p215). In most cases news are structured in such a way as to ensure that they give a voice to the marginalized. When information about poverty gender and ethnic as well as religious discrimination come to the forefront through news, then the entire public is involved in unearthing the vice and bringing up commonly agreeable solutions against social injustices. This way, news can help ease social tensions and conflicts and also promote reconciliation among different social groupings. In other cases though the news agenda is used proxies to extend political battles. This can be retrospectiv e as it enables few powerful people to sow divisiveness rather than build consensus. Rather than propagate sober debates, news can elicit deep suspicion and hate as well as social mistrust. In such cases then the news do not serve to encourage democracy. This can build cynicism hence subverting democracy. In some countries the news agencies have brought down governments due to investigative reporting. This is evidenced by the fall of governments in Latin America as a result of sustained news coverage of human rights violations, corruption and other social ills. At least four presidents in the Latin America fell due to pressure from the media. Fernando Collor de Mello came down in 1992; in Ecuador, Abdala Bucara’s downfall was in 1997; Carlos Perez of Venezuela fell in 2003 while Alberto Fujimori of Ecuador fell in 2000. All these presidents fell due to exposure of massive corruption and undercut dealings which were blown out by credible media houses leaving the culprits with no choice but to leave office. Such outcomes gave a lot of credibility for viewers in the region (McCullagh, 2002, p88). However such brave reporting requires that the journalists be protected by a functional and independent judiciary as well as security forces. This creates a chicken and egg dilemma. The freedoms of the media may not be guaranteed if other government institutions are dysfunctional. However these institutions cannot be fully functional unless there are independent checks like the media. From this point then it is left to the crusading journalists with the nerve to broadcast critical news. Recommendations Democracy is definitely propagated through dissemination of news by the media whose rights are protected. In addition, the news has to be developed by people with the requisite skills to ensure in-depth and holistic reporting as demanded by modern day democracies. The power of the media cannot be under estimated thus requiring that news is developed in a manner that is not only accountable to the public but also in observation of both professional and ethical standards (Keane, 2005, p45). The authenticity of news to propagate democracy is only guaranteed when the media houses are financially stable and free from manipulation by the owners. The power of news is however enhanced when the reach is widespread towards a large part of the society. This is because democracy does suffer whenever a sizeable proportion of the society cannot be reached by the media. Numerous initiatives have been explored in a bid to ensure that news coverage is free from manipulation or control by the powerful in society. In countries with weak democracies there have been deliberate efforts to protect the journalists. This is because independent delivery of news will more often than not brush the powerful groups in the wrong ways. Therefore specific laws have been passed to guarantee the rights of journalists as well as those who blow the whistle. Outdated laws restrict information flow and also impose heavy penalties for libels and defamations which in effect stifle the efforts put by the media. In addition, many countries have press associations which are charged with the responsibility of monitoring media freedom and pointing out issues relating to any attempts to stifle the freedom of the press. This way the news content is largely protected from malicious interference. This speeds up the process of achieving even greater democracy. In conclusion, news remains the most important piece of media broadcasting as it disseminates direct reports to people with minimal requirement for further processing. The news are compressed and delivered at specific times to ensure maximum reach. This being the case, contents should be free from any partisan interest in order to paint the correct picture of the socio political and economic situation as this is what ensures that democracy thrives. Reference List Curran, J. 2005.What democracy requires of the media â€Å"in the press. Keane, J. 2005. Journalism and democracy across borders in the press ed.G. Overholser K. Hall Jamieson, London:Routledge. McCullagh, C. 2002. The production of media messages: who sets the media agenda? media power London: Palgrave.

Confession of faith Essay Example | Topics and Well Written Essays - 250 words

Confession of faith - Essay Example He wanted to leave his estate behind so to be used to build a â€Å"secret society†. He wanted the best for his race, the Anglo-Saxon race. He wanted them to spread and multiply in other countries. He wished for the British to conquer the world so that the Anglo-Saxon race could occupy that space. He also wanted his estates used to educate the future leaders of the Great Britain. During this period, the British Empire had just lost America. America was no longer under the British rule. Moreover, the Russian-Turkish war had just ended. Africa had not come under colonization. According to Rhodes, Africa was lying there just waiting for the British to colonize them. This source connects me to the time the British Empire lost America. I already knew about the British colonizing other countries. According to Rhodes, the British could have been able to stop the Russian-Turkish war if only America was still under their rule. To make sense of this information, I would need to know why Rhodes was obsessed with expanding the Anglo-Saxon race and why he sounded so bitter with so many regrets to an extend of leaving his estates for the establishment of a â€Å"secret society†. The source states that he wanted to make his country better, but still, this does not make sense. Communication: How does this source make its argument? (Give an example, perform a close reading) Point of view: What does this source say when ‘reading between the lines’? In what ways is the source reliable? Where is there room for doubt or speculation? This source makes its argument by blaming something or someone for everything that Britain was not able to achieve. For example, the source says that the reason why the British were unable to stop the Russian-Turkish war was that they had lost America. The source shows the desire for Britain to become the super power at that time and to conquer and rule all nations. The source is credible since Cecil Rhodes is a man known

1000 word - Written Review Sociology subject PART 2 Essay

1000 word - Written Review Sociology subject PART 2 - Essay Example She prophetically prefaces her article with the questions â€Å"What is the use of friendships in our lives?† and â€Å"What does it gives us?† hinting at the thrust of her entire article. She outlines in this article the gains that friendship can offer a person in terms of moral growth by taking advantage of the vicarious experience that the other person can give when she trustfully shares not only her life experiences but how such life experiences impact on her. In suggesting this approach, Friedman relegates friendship to a motive-based venture which purports to offer commitment to gain trust from the other for the end purpose of using that person’s experiences for ‘self-advancement.’ Consistently employing only the feminine pronouns through her article, Friedman properly characterizes friendship as a relationship based on approximate equality. She explains that approximate equality does not refer to values that are quantifiable like similarity in age or educational attainment but rather on personalities, attitudes and the like. Since there will always be inequality in certain respects, friendship must involve a balancing act to arrive at the ‘approximate equality’ status. The balancing involves finding aspects or traits in the other which can fill the gap left by the superiority of a party in one aspect, otherwise a mentor-student kind of relationship, rather than a genuine friendship will ensue. For example, if one of the parties to a friendship is economically superior to the other, this must be balanced by a trait or character which the other has comparative superiority like a higher educational attainment. Another important characteristic of friendship, according to Friedman, is commitment. Commitment is not based on some abstract standard but must be person-based. A connection must be established with the person and that person’s peculiar needs, wants, attitude and personality. Friedman states that commitment consists of the