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.