Multimedia & Education Essay

With a vast array of educational sources available online or by using technology which is involved with multimedia, it is only inevitable that a great deal of teaching will be used this way. Advantages may include improved efficiency, interested learning and a sense of enjoyment for younger learners. Traditional classroom based teaching will need to work together with the advances of computer based learning to fulfil and expand the learners knowledge. Bibliography www. computerweekly. com www. mit. com www. nhs. com www. bbc. co. uk. As technology has evolved rapidly in and around our environment, public services are now steadily introducing multimedia and other forms of computer based applications. The Territorial Army (TA) and the National Health Service (NHS) are two that have evolved dramatically within the last ten years in relation to technology. The TA has several high-tech intelligence and weaponry applications and the NHS has such vital modern equipment all implementing some form of multimedia. With this it should only make sense that multimedia be included in another very important sector, Education. Within the last five years multimedia and education have bonded well to produce some very informative information. This has become readily available for children as young as two up to adults participating in education via adult learning schemes. The most significant and straightforward way to view these types of information is from the World Wide Web (WWW). The similarity between primary and university study is that they need to be online indefinitely. Although they need internet access it must not be a limited package. The connection they apply must be quick and effective otherwise users will establish a lackadaisical attitude towards the idea. Inside the last twelve months there has been a surge in primary and secondary schools in particular enquiring about wireless connections. Many schools are looking at this form of connection due to its low cost and flexibility. Laptops can be transferred from one classroom to another, rather than having a fixed station. An example of multimedia used within education is a project aimed towards disaffected children to encourage them back into learning. Interactive mathematics, composing digital music and building virtual 3D art exhibitions are some of the applications which are used and created. The main idea behind the project is to establish a stable bond between pupil and teacher with the use of I. T. Other outcomes which are hopefully achieved is the better retention of the technology they are using (both pupil and teacher). If the time for this technology is used wisely and productively with the school environment it could play and integral part in the pupils advances post education, however if the pupil is not receptive to new forms of teaching then the answer must lie elsewhere. Ian Peacock chairman of Hackney Council’s Education Committee said â€Å"We need to ensure that the children’s use of computers in the classroom provides some of the buzz they get from playing media-intensive games in their leisure time†. (ComputerWeekly, 2001). As education and multimedia within the ages of two to sixteen is of great importance, the education of the older age group should also be considered vital for those willing to expand their skills and acquire the relevant knowledge. This next form of learning via means of multimedia shows how far the technology has developed to cater for this age group. MIT Open Courseware is designed to: – ?Provide free, searchable, access to MIT’s course materials for educators, students, and self-learners around the world. ?Extend the reach and impact of MIT OCW and the â€Å"open courseware† concept. There is a wide variety of courses to opt for, from history to nuclear engineering. The site is aimed at self-learners who can log on anywhere in the world and start accessing information on their chosen subject. Lecture notes and assignments are all included just as if they were studying in University. This form of studying is very familiar at present with more than 2000 courses available on the internet reported by 1996. That number has grown progressively and there are courses available today to suit the majority of users whatever their subject. These online courses prove to be significant to those who maybe cannot afford fees towards university or who reside to far from any teaching institute. â€Å"We live in a very rural area. Access to quality educational materials is a 225-mile drive to the nearest library of any significance. † (Self Learner MIT, 2005).

Plato and the Concept of Knowledge Essay

Plato’s Theaetetus is a dialogue that discusses and attempts to find a definition of knowledge. The two characters, Socrates and Theaetetus, approach the argument with the initial idea that knowledge is the addition of a true judgment and an account. However, Socrates raises some concerns regarding the fundamental aspects that make the definition true. Ultimately, the two characters find that their original definition of knowledge is not as accurate, nor as simple as they once believed. The article opens with Theaetetus recalling a definition of knowledge he once heard, which stated â€Å"true judgment with an account is knowledge [and is therefore knowable], and the kind without an account falls outside the sphere of knowledge [and is therefore unknowable]† (126). Socrates begins to question one’s ability to determine whether something is or is not knowable, and he demonstrates the concept using the relationship between elements and complexes. In doing so, he explains a recent dream of his, which, in turn, is actually an explanation of Dream Theory. Dream Theory states that â€Å"the primary elements, of which we and everything else are composed, have no account. Each of them itself, by itself, can only be named† (126). In other words, as elements cannot be broken down further, elements cannot have an account because that would require the determining of whether or not the said elements exist. The addition of that information onto the original element itself results in something that is no longer in its simplest form. Therefore, no elements can have accounts, nor can they be knowable; elements can only be perceived. Consequently, this poses the question as to whether or not complexes are knowable given that their elements are not. When complexes are viewed as the sum of all their elements, it is safe to conclude that the complexes are unknowable, as their elements are unknowable. This idea allowed Socrates to then consider whether complexes were mere sums or if they should instead be viewed as wholes that cannot be dissected into parts. However, the problem with this idea is that, when viewed as a whole that cannot be separated, the complex is then no different than an element, and therefore cannot have an account. After failing to determine what does and does not have an account, Socrates decides to turn his attention to determining what constitutes an account. First, he defines it as stating one’s judgment through speech. Immediately, this manifests flaws in the sense that any true statement could then be considered an account. If this were the case, there would be no differentiation between an account and a true judgment. Next, he defines an account as listing the elements of the things known. Again, this must be incorrect because the possibility exists that one could simply memorize the elements without actually understanding them. Without understanding, one cannot have knowledge. Finally, he defines an account as differentiating the known thing from everything else. This would require knowledge of the differences, and ultimately would again be a reiteration of the true judgment. Additionally, one would be defining knowledge as true judgment plus knowledge, which would be considered a fallacy. This marks the final turning point in Socrates’s and Theaetetus’s overall definition of knowledge, where the two characters decide that their initial definition could not be considered correct. Through their attempts to dissect the supposed explanation of knowledge, Socrates and Theaetetus finally reach the conclusion that knowledge is â€Å"neither perception, nor true judgment, nor an account added to true judgment† (133).

Gi Bill of 1944

A Building Block for the Future: The G. I. Bill of 1944 â€Å"We’re finally home boys! † shouted one of the young invigorated soldiers as the plane landed on the runway. The young men arriving from the European and Japanese fronts were filled with excitement but among them there resonated a feeling of unknown. World War II had finally come to a conclusion and what the future held for many young men in the middle of the 1940’s was completely unknown. The only feeling of security that the soldiers returning home was the feeling of winning.The feeling of satisfaction persisted among the American soldiers that they had avenged the tragedy of Pearl Harbor. The same feeling of satisfaction existed on the European front as they had helped the other European powers stop the Fascist Nazi’s. Among the men there was a contagious energy in which many had never had the opportunity to experience in many of their lifetimes. These men and women had just accomplished one o f the most incredible feats of the twentieth century and it was now time for them to return to America and start the rest of their lives.Most of the soldiers involved in the war grew up during the Great Depression of the 1930’s and had never known anything that resembled a comfortable lifestyle. As soldiers returned home from the Pacific and European fronts many questions arose about what their futures would hold. Among many Americans there was a general fear that the economy would return to its pre-war state in which people were starving and the unemployment rate was at an all-time high. Most believed that the war was responsible for the economic turnaround that had occurred in America due to the influx of money spent by the U.S. government for an arms buildup. This build up of arms provided many jobs to women and non-white races that had not had the opportunity to find a job before the war but the question that persisted was were these men going to return to work and put th ese people back on the streets? Many questions lingered in Americans minds, but a question that stood out for many Americans at this time was with the war effort now over and production down will America again fall into the deep depths of the depression?This question was answered with the passing of a bill and the pen of Franklin Roosevelt on May 19, 1944 when the American government made a down payment for their future. When President Roosevelt signed the Readjustment Act he was betting on the returning soldiers to have a lasting impact on America; the soldiers would not disappoint as many men used the bill to brighten their futures and in doing so made America a stronger nation. The G. I. Bill influenced America in many different ways in which all had positive effects.First, when soldiers returned home from the European and Pacific fronts many were still trying to get the horrific images that they had to endure out of their heads. Not only did many experience the loss of many of t heir closest comrades, but many were trying to overcome the symptoms of Posttraumatic Stress Disorder. The G. I. Bill offered financial aid for a year that would allow those soldiers that were struggling psychologically. These men were struggling with Posttraumatic Stress Disorder either could not find a job or didn’t have the ability to initially work after the war.The bill provided reasonable unemployment allowances that were payable each week for up to a maximum period of a year. As a result of the Great Depression and pre-war America the state of the economy was of utmost importance to President Roosevelt. He and the rest of the political leaders of America knew something needed to be done to create new jobs and stimulate spending. The leaders also knew that something had to be done to protect the future of the returning soldiers as such a large group of young men were returning home. Roosevelt’s core idea of the G. I. ill is exhibited by Altschuler when he writes, â€Å"To Roosevelt, this was neither educational opportunity nor government-guaranteed residential loans but the successful transitions of millions of veterans from military service to civilian work. He singled out ‘satisfactory employment’ as the most urgent need of service personnel and concluded the GI Bill would help that need. † Not only were the returning soldiers fearful of a return to the Great Depression, but clearly our political leaders were fearful represented by Roosevelt’s urgent need to stimulate jobs.Another portion of the G. I. Bill that had a considerable positive effect on the American economy was the government establishing provisions for the returning soldiers for fifty percent of certain loans made to them. These loans to the soldiers could be used for the purchase or construction of homes, farms, and business properties. This part of the act made it easier for entrepreneurs to try to start their own businesses resulting in a swellin g in the number of small business in the 1950’s and 1960’s. Not only did the G.I. Bill have a lasting effect on small businesses but also it transformed the way Americans lived in the cities. As veterans received the financial benefits from the G. I. Bill and began to make their way into higher paying jobs a housing boom occurred and suburbs began to quickly develop. The housing boom of the 1950’s affected not only the people that were living at this time, but the lifestyle of Americans forever. No longer was the middle class of America only relegated to living within the cities.With the housing boom of the 1950’s as well as the development of mass production of vehicles people could now live in the Suburbs and commute to their jobs in the cities. Vehicles before the 1950’s had been mass produced, but the difference between the 1950’s and before is the amount of people being able to afford vehicles increased drastically in the 1950’s. People could now afford to buy vehicles as a result of the education or benefits that they had received from the government years before due to their service during World War II.During the 1940’s and the ten years following the development of housing communities increased rapidly. According to Altschuler, who used the 1670 U. S. Census report writes, â€Å"the rapid movement of big-city dwellers to new homes outside the central city increased that proportion to 41 percent and in the 1950’s it grew again to 49 percent. Major cities did see growth at this time just not at the same rate. Sometimes during the early 1960, the area outside the nation’s largest cities surpassed these cities in population, and the balance has continued to shift. People at this point were establishing a pattern that is still followed in today’s society of living out in the suburbs and commuting to the city for work. After the invention of the suburbs there was a need for better roads at the middle of the 1950’s. President Eisenhower firmly believed America needed to modernize their roads in the form of an Interstate system that would be globally unrivaled. Eisenhower wanted a roads system that was even unrivaled by the Germans which is saying something because in the 1930’s there interstate system gave them a distinct advantage during the second war.Eisenhower believed a National Interstate System was essential to the United States not only as a result of the suburbs but also militarily. Eisenhower is quoted as saying, â€Å"together the uniting forces of our communication and transportation systems are dynamic elements in the very name we bear- without them we would be an alliance of separate parts. † Once the Interstate system was created the majority of America’s middle class was now living in the suburbs and a large percentage of the middle class that were building houses out in the suburbs were recipients of the G.I. Bill. The Bill transformed cities and it also provided a foundation for an increase in birth rates as a result of families being secure financially. The G. I. Bill along with families settling down in the suburbs are two major reasons for the large increase birthrates of the 1950’s and 1960’s and the Baby Boomer Generation. Even today, the period of the Baby Boomers in the 1950’s and 60’s is unrivaled when comparing birth rates during different times. Creation of jobs through great loan rates and unemployment are very important portions of the G. I. ill, but what helped to lay the groundwork for America more than anything was the financial aid that was offered for the returning soldiers to attend college. The bill stated the returning soldiers had access to tuition charges of up to $500 per school year; furthermore, the right to receive a monthly living allowance while pursuing their studies at universities. The school portion of the Readjustment Act created so mething many soldiers would have never had access to: the opportunity to rise to a higher socioeconomic status level as a result of a college degree.This opportunity is exemplified by Private Leslie Faulk and his incredible story. If it weren’t for the G. I Bill Mr. Faulk would most likely have returned home from Europe and would have come home to work in his native smoky western Pennsylvania industrial town where the days of the Great Depression were still apparent. Kiester writes, â€Å"Then he would look for work. If he were very lucky, he would move up from his high school occupations of caddying at the local golf course and racking balls in Kindler's poolroom.Maybe he'd even find what the town considered a â€Å"good job. † That meant he might be stoking a steel-mill open-hearth furnace or winding copper armatures in the Westinghouse generator plant. † However, with the opportunity that America granted Leslie he had the opportunity to go pursuit a college e ducation and eventually become an engineer for the United States military leaving the western Pennsylvania town behind. Thanks to the government’s aid Leslie along with hundreds of thousands of soldiers now had the opportunity to become an engineer, lawyer, or even a doctor.Before the Readjustment Act of 1944 someone that was from the lower class never even had the option to attend a university or trade school because to them it was just too expensive. For this reason of creating opportunity to a class of people that had never had such opportunity the G. I. Bill is one of the most significant pieces of legislation in American history. Kiester believes that there were two periods in American history when expanding education has eventually resulted in an economic gain for the United States.The two periods in which education has worked to expand the economy are the Land Grant for colleges of 1860 and the period of the G. I. Bill. He asserts, â€Å"G. I. Bill statistics are awes ome. Out of 14 million eligibles, 2. 2 million veterans jumped at the chance to attend college. At a cost of $5. 5 billion, the first G. I. Bill turned out 450,000 engineers, 240,000 accountants, 238,000 teachers, 91,000 scientists, 67,000 doctors, 122,000 dentists, 17,000 writers and editors, and thousands of other professionals. † As these professionals entered the American workforce the impact was immediate, and it was a substantial impact.The more successful the G. I. graduates were the more of a return the America government had as a result of the taxes that these people would pay into the government for many decades to come. Ironically, the returning veterans had better access to the more prestigious schools which contributes largely to the high number of engineers, doctors, and dentists. According to statistics taken by the U. S. Office of Higher Education in 1948, â€Å"With tuition paid by the government, veterans attempted to enter the best institutions their record s would permit.In the fall of 1948 the majority of veteran men enrolled in privately controlled institution, while the majority of nonveteran students registered at publically controlled institutions. † This represents that returning soldiers were drawn to better known institutions and since the government was granting them a healthy sum of money for their schooling they could afford the best schools in the country. Those who opposed legislation of the Readjustment Act of 1944 feared that passing the bill would be another step in Roosevelt’s New Deal policy.Many right wing conservatives objected at the idea believing that the origins of the bill arouse from liberal ideologies. Liberals responded with their argument claiming the different nuances of the Readjustment act which included: compensation education and training benefits were designed in no measure to breathe new life into the New Bill. Liberals go on to make the point that the Readjustment Act of 1944 was put i n place for one reason only and that was to mitigate the effects of a postwar depression or recession.Many questions came about when different legislators were discussing the different mandates for the G. I. Bill. Question such as should every veteran receive the benefits or only those soldiers returning that are under the age of twenty five years old? Or another question that arose that is described in Altschuler’s book is â€Å"After one year, should government officials in the VA or the U. S. Office of Education select the best students in fields (like engineering) where shortages were anticipated- and authorize them to complete undergraduate, professional, or graduate degrees? Many more questions were being debated among legislators and it was a common perspective from right wing conservatives that the bill had ties to the Roosevelt’s New Deal. However, in the end the Republicans understood the importance of the bill to the returning soldiers and that is why the b ill was able to pass. The most pressing matter was the matter of the Readjustment was the part of the bill granting unemployment. Among the legislatures there was a debate over what was a fair number of weeks that a veteran could receive the unemployment benefits from the Readjust Act.Some argued for fifty two weeks and others objected claiming that if veterans returned home to America and were able to receive money for a year then they would become very complacent and not want to put forward the effort after a year to go find a job. When using a digestion of minutes by Ross during the Nation Executive Committee Meeting during the dates of November 18th through November 20th 1944, Ross makes the point, â€Å"Within six months of discharge, about 70 percent of veterans without disabilities had found full-time employment. Another 8. 8 percent had regular work in less than a year.Thus, â€Å"52-20† and job placement services, which was once the key issue sponsors and supporters would now see the issue as less pressing by the end of 1945. † With the resolution of the issue of unemployment resolved the bill could move forward in its debates. It is ironic to think that the most pressing issue of congress was the debate over the unemployment which in the end was the portion of the bill that had the least amount of impact and users. This strong debate over unemployment demonstrates the legislatures underestimating the amount of soldiers that would take advantage of the college portion of the G.I. Bill. When trying to gain an understanding of the mindset of people in the 1940’s I had a discussion with my grandmother on the G. I. Bill. Her husband Harold, who passed away before I ever had the opportunity to meet him, was directly affected by the Readjustment Act. She made the point to me that she was in high school as the war in Europe was coming to a close but he had actually been able to attend Colorado State University due to his years over in Eu rope and he made the point that the Readjustment Act was crucial to him to be able to go to school. When I asked her what she he told her about the G.I. Bill? She responded by saying, â€Å"He was just always very thankful for what the government had provided him with. Harold did not come from a lot of money and when he was drafted to the war he had a nervous feeling he used to describe to me. Once he got out he did know what he was going to do but the G. I. Bill allowed him to get a good education that provided him with a career opportunity. † My grandmother’s description of what her husband had told her about the G. I. Bill solidified to me the importance of the bill to so many different returning soldiers.It didn’t matter what region you were from or what your socio-economic status was at the time if a returning soldier wanted to better them through education it was now a possibility. Similar to Leslie Faulk from Western Pennsylvania, my grandfather had also risen out of poverty through the use of education that was made possible by the Readjustment Act of 1944. When conducting the interview with my grandmother Elizabeth, it showed me that as a history major that enjoys twentieth century American history I should be talking to my older family members to acquire more information.It would be interesting because it would be from my own family’s perspective on different issues I have acquired information about in my college history courses. The G. I. Bill had a lasting impact on so many individuals and is probably not recognized in history enough for the lasting impact that it had on the United States people and the government. The G. I. Bill’s largest weakness is not allowing the equal opportunity for returning women or at least telling them about it as they were being discharged out of the war. The Veterans Administration made no special efforts to inform women of their benefits to which they were entitled.Men were briefed a bout the bill when they were discharged; furthermore, once they were discharged they were provided with educational and vocational counseling. Metter explains the gender back that existed in the Readjustment Act, he writes, â€Å"it was provided only sporadically to women. † Going Back to Civilian Life, a pamphlet issues by the War Department, did not refer to women. Moreover, since women were far less likely than men to join a veteran’s organization, they lacked access to another important source of information and encouragement. † A woman not being given equal treatment to the distribution of the G.I. Bill funds is no surprise as over the course of history there are many different instances where women have not been on an equal playing field. As a result of this statistic education and training under the bill, were far less significant for female veterans. The difference in treatment of women at this point in history is demonstrated by the occupational segregat ion and wage differentials that were being place on all women jobs. For jobs that carried a certain amount of influence or high status within a community women rarely got hired for these positions and if they did they would make less much money.That factored into women not trying to pursuit a higher education because even if they were more qualified than a male candidate there was a good chance that the male would get hired due to gender discrimination. The uneven distribution of the G. I. Bill had a significant impact on the percentage of women in college. The uneven distribution of women in colleges is shown by Hartman when he writes, â€Å"Constituting 40 percent of all college graduates in 1940, women made up a mere 25 percent of degree candidates in 1950.Since veterans received preferential treatment in the most selective, private colleges, women often had to choose between a public institution or no institution at all. † By 1959 women accounted for a third of the colleg e graduates but there still existed a large disproportion between genders. Keith Olsen, the author of The G. I. Bill, Veterans, and Colleges actually does a case study on the University of Wisconsin and he uses a quote from the President of the University of Wisconsin that was taken in 1950. The President states, â€Å"For the past four years we have gone â€Å"all out: to be of service to the ex-G.I. s but the transaction has not been one-sided. Our 30,000 student veterans have been a stabilizing influence in Wisconsin Student life. Their maturity had enabled them to raise scholarship levels. Their great sense of responsibility has improved student-faculty relationships. † The overall excitement and satisfaction of the President of Wisconsin exemplifies many of the beliefs that most in the academic world expressed at most of the returning soldiers were responsible and cared about their academics. One of the headlines of the Daily Cardinal which was the paper in Madison read , â€Å"U.W. Will Admit All Students It Can House. † The want ads of the Madison newspaper demonstrated the shortage of housing that occurred on many other campuses nationally. In Madison tents were set up to provide veterans a place to sleep while searching for a room. While the amount of housing was eventually solved with temporary housing being brought in, the impact that these students had on the colleges still has a lasting impact. Olson writes, â€Å"In addition to their superior performances, the veterans left a heritage to the college generation that followed.They made the married student an accepted part of academic life and demonstrated the feasibility of a massive federal aid program to higher education. † Other impacts that the G. I. Bill had on colleges is it increased state financial support of universities around the nation. These first students graduated under the G. I. Bill laid the ground work for the path that many kids choose today. Those kids that come from lower socio–economic status or possibly didn’t do that well in school can now go to the military and receive financial aid for their military service. The G. I.Bill transformed America in so many different ways and the importance of the bill should never be overlooked. The veterans who made their way into the classrooms first wanted to be treated as students that were known for fighting in World War II. They wanted to be absorbed into college communities with as little disruption as possible and receive an education. With their hard work within the classroom and their aid on the two different fronts during World War II these men were able to provide a better life for themselves and their families and they succeeded in doing just that.The G. I. Bill allowed many people to live their own version of the â€Å"American Dream. † Bibliography Altschuler, Glenn C. , and Stuart M. Blumin. 2009. The GI Bill: a new deal for veterans. Oxford: Oxford University Pr ess. P. 66 Dwight Eisenhower quotes out of Snyder, Logan Thomas. 2006. â€Å"THE CREATION OF AMERICA'S INTERSTATE HIGHWAY SYSTEM. † American History 41, no. 2: 32-39. Academic Search Premier, EBSCOhost (accessed April 19, 2011). E. B. Fred, Report of the President, November 1950 from the book Olson, Keith W.The GI Bill, the Veterans, and the Colleges (University Press: Kentucky 1974) p. 74 Education Interests College G. I. s, â€Å"School and Society† (Feb. 10, 1945); Mettler, Soldiers to Citizens, 149-150 Hartmann, Home Front and Beyond, 107. Interview of Elizabeth Berckefeldt on March 12th, 2011 in Cheyenne, Wyoming. Grandmother of Dustin Gochenour Kiester Jr. , Edwin. 1994. â€Å"The G. I. Bill may be the best deal ever made by Uncle Sam. † Smithsonian 25, no. 8: 128. Academic Search Premier, EBSCOhost (accessed April 18, 2011). Olson, Keith W.The Gi Bill, the Veterans, and the Colleges (University Press: Kentucky 1974) p. 98 Ross, Preparing for Ulysses, 235- 236; â€Å"Digest of Minutes,† National Executive Committee Meeting, American Legion, Nov. 18-20, 1947, American Legion Archives, Indianapolis, Indiana U. S. Bureau of the Census, U. S. Census of Population: 1960. Vol, I Characteristics of the Population. Part 1 United States Summary (Washington D. C. : U. S. Government Printing Office, 1964 1-106) U. S. Office of Education, â€Å"1948 Fall Enrollment in Higher Educational Institutions,† Circular no. 248, 15 November 1948.

Learning Experience Paper Essay

From the moment we enter into this world from the womb, humans are bombarded with stimuli and other conditioning. This stimulus plays a significant role in developing who we are, how we perceive elements before us and as important, how we react to those stimuli or events. The course that we take on this journey varies greatly from person to person. The various theories and methods discussed in the proceeding paper will evaluate the potential results from these various stimuli and conditioning, where they derive from and how they impact our learning experience. Throughout the world, there are few learning experiences that rival the association of sharks and the ocean and the subsequent fear that is elicited by people as a result. Some fear has reached an irrational level and is known as galeophobia, which means â€Å"Excessive and persistent fear of sharks† (Definition of fear of sharks, 2012, para. 1). These fears can occur on their own. However Hollywood of past, the maker of â€Å"JAWS† and ever increasing current events covered by expanding media have assuredly brought many new shark phobias into the fold. Fears commonly develop from the unknown or based on what cannot be seen, and those of the deep continue to underlie a mysterious phenomenon. On top of that, recent proof of bull sharks making their way into the brackish waters of rivers and tributaries have only validated some of these fears. As an experienced outdoorsman, surfer and diver, I have learned to have respect for all of my surroundings. While mankind typically has a good command of their surroundings, we are at risk on a daily basis, from muggings to shootings, to vehicle accidents and more. Climb a mountain, walk a ledge, run out in lightening or swim in the ocean and possibilities of injury or more are there. We simply must live our lives regardless and accept the risks that we face. People, throughout times, have been drawn to the coasts and oceans, first as a means of access ways for trade and some time after as a place of relaxation. We have always known there were mysterious creatures in the sea, some dangerous and sharks are definitely among the top of the  predators. Classical conditioning can play a role in developing situations such as this fear. In this instance, the shark is the unconditioned stimulus, as most people would inherently fear it. As such, fear would constitute the unconditional response. The neutral stimulus, in this case, would be the beach or entry into the waters of the beach. â€Å"After some such pairings the CS will elicit, by itself, a conditioned response (CR) very much like UR.† (Reber, Allen, Reber, 2009) Shark attacks have occurred for as long as we have been associated with the water. Over the past several decades, is that shark attacks, movies concerning them, and an increasing media presence to cover the actual occurrences, have misrepresented the actual level of danger associated with swimming at beaches. This misrepresentation has caused people to now associate beaches to sharks. Beaches have become for many, the conditioned stimulus, and those associating that conditioned stimulus to sharks is exhibiting a conditioned response. In the case of Operant Conditioning, behaviors are based on consequences. These consequences could be in the form of repeatable behaviors or reinforcement or punishments. â€Å"Any well-trained â€Å"operant† is in effect a habit.† (Staddon, 2003) An example of its use would be that the South African Coast is notorious for sharks, especially Great Whites. A surfer entering the water with no incidents will likely continue to enter, reinforced by the fact that no attack occurred. On the other hand, if that surfer were attacked, that would be a strong consequence, in the form of punishment, to discourage further entry. Cognitive social learning involves less of outside stimulus and relies more on the inherent capabilities of the individual to assess the stimulus and make determinations. In the same South African Coast example, the surfer, knowing that a particular area had many sharks, would have developed sufficient reasoning. To determine that he or she should find another safer, less populated area to surf in. In all of the learning theories discussed, there are elements of each that work best in particular situations. Overall, it is my opinion that cognitive-social learning is the most reliable theory, with regards to the learning process, for it relies on the inherent nature of the beings. Classical conditioning utilizes association that does not necessarily pertain to that behavior. Consequently, operant conditioning modifies behavior only after several occurrences and or consequences. Reference MedicineNet.com. (June 14, 2012). Definition of Fear of sharks. Retrieved from http://www.medicinenet.com/script/main/art.asp?articlekey=12519 Staddon, J. E. R., & Cerutti, D. T. (2003). Operant conditioning. Annual Review of Psychology, 54, 115-44. Retrieved from http://search.proquest.com/docview/205795898?accountid=458 Classical conditioning. (2009). In A. Reber, R. Allen, & E. Reber, The Penguin dictionary of psychology. London, United Kingdom: Penguin. Retrieved from http://search.credoreference.com.contentproxy.phoenix.edu/content/entry/penguinpsyc/classical_conditioning/0

Cultural Activity Essay Example | Topics and Well Written Essays - 1500 words

Cultural Activity - Essay Example Each painting had a certain charm all its own. Perhaps one of the most famous paintings of all time was the Mona Lisa. Currently, the Mona Lisa is available for viewing at the Louvre Museum in Paris. Interestingly enough, there are many copies of the Mona Lisa in art galleries all over the world, as was the one that this writer viewed. According to Leonardo da Vinci’s Life (2012), â€Å"The mastery of the painting lies in its subtle detail, including the faint smile, and Mona Lisas distinctive gaze. The work [might] have been commissioned by†¦Francesco del Giocondo, who hired Leonardo to paint [his wife’s portrait], and this is why The Mona Lisa is sometimes referred to as La Gioconda† (pgh. 1). Of course, as has been mentioned before, it is Mona Lisa’s slight yet very distinct smile which has drawn people near and far to see her famous face. Since many artists lived off of their commissions from paintings, Da Vinci most likely wanted to ensure that he painted a very nice piece for Francesco del Giocondo—because creating a great painting, versus just a â€Å"good† one, might be the difference between him getting paid the full sum he was owed by Del Giocondo, who most likely commissioned this one particular painting. The interesting link that this painting has to today is that it was rumored that another painting was actually found hidden under the painting of the Mona Lisa. This was just found recently, and it is believed that this other painting was also done by Da Vinci. Of course, new discoveries are happening all the time in the art world—with many more surprises to come in the future as we all know. There is no limit as to how many surprises might be in the rafters, just waiting to be discovered. Perhaps we will realize that there are many more surprises hidden within and outside of famous commissioned Renaissance paintings. Arguably, one of

Should the tv media (television shows and ads) be required to present Essay

Should the tv media (television shows and ads) be required to present women in a realistic and respectful way at all times - Essay Example Most people have different views, and this is what we will try to explore and come up with our point of view by the end of the day (Parker and Adrian 1-4). Different writers have featured on this topic, and this is where we will get ideas and arguments so that we can come up with a substantive opinion on the topic. First, I think television should and must present women in a respectful and a more realistic way all the time. The reason behind this is that women play important roles in our society, and most people look unto them as their role models (Richmond and Hurtman 58-59). For instance, when a child is being brought up, he or she believes that her mother is always right. However, when they grow up and understand what the world means to them, they start to change they mentality and way of view on very many issues. One of the things that greatly influence them is the role and impact of media on their lives. Televisions plays are important role in our lives as they give and update us on all the information on what is happening both locally and internationally (Berger 16-29). Almost every household can afford a television in our homes today and easily accessible to our children. Most of the advertisements that are aired on television focusing on various products use women to convey these messa ges. A good example could be women who are used to advertise toilet soaps where most of them are mostly naked. From a recent study, it showed that women are mostly used as sex objects in most television adverts. This study mostly focused on specific environment under certain conditions. The main aim of this study was to help promote gender stereotypes in response to social views and perceptions. Behavior was also an important factor was also considered. This is because this is where young children and teenagers where they learn and emulate these people as their role models. In most cases, television advertisements are normally very persuasive and suggestible.

Organisational Behaviour Literature review Example | Topics and Well Written Essays - 1250 words

Organisational Behaviour - Literature review Example This paper can help at understanding the concept of organizational behavior. It is important because without it, innovation and changes can never be welcomed which are hugely necessary for maintaining a successful position in the market and ensuring customer satisfaction. Facts and literature review presented in this paper are basically meant to address the problem that â€Å"with fierce competitiveness that forms the hallmark of the present business age, resolving myriad organizational behavior issues like leadership, change, etc. remain unaddressed due to which the whole organizational structure starts destroying beyond repair.† Literature review included in this paper focuses on addressing this problem and the need to maintain stability in an organization and for this, both leaders and employees should respect each other while taking care to add the element of solidarity to the organizational framework. According to, strict yet understanding and focused leadership is excess ively important for stabilizing the structural framework of organizational behavior. A leader should definitely ensure if all of the employees, should they experience any issue or problem, have easy access to him/her or not for discussing that issue. Most of the times, conflicts arise when there is no kind of communication or any friendly relation between the leader and subordinates, with the result that small issues grow into an oversized giant creating much trouble and pandemonium in an organization. The research study presented by (Mills, 2005) in his book regarding the critical importance of leadership lays stress on the need to adopt such a leading style that would not discourage the employees to bring forward any ideas they have in their minds for the betterment of the organization, rather a broadminded leader should hold regular meetings with the employees working at every level so that intricate visions can be shared and strategies can be introduced. It is a reality that foc used leadership and positive organizational behavior â€Å"focuses primarily on constructs such as compassion, virtue, and forgiveness as ends in themselves for today’s organizations.† (Luthans, 2002, p. 698). With a haphazard and uncoordinated leadership that never remains focused, organizational setup becomes stagnated, slow, and targets become virtually unreachable. It is justifiably claimed that â€Å"walking at the front isn’t really leadership unless the person in front is actually choosing the direction!† (Mills, 2005, p. 14). Coming to the models that organizations around the world operate out of, (Medsker, Williams, & Holahan, 1994, pp. 439-464) have laid emphasis on the four major models proposed for broadening the concept about organizational behavior and recent developments made in these models since the time they were introduced. This research study lays particular stress on the need to evaluate these models so that ambiguities could be remov ed and better understanding for the overall benefit of an organization could be ensured between the leaders and employees. Development of understanding and bias-free respect for each is majorly marred by negative notions that are most of the times, absolutely groundless and by following a set useful organizational behavior model, coherency in thinking and implementing ideas can be achieved by the leaders. The autocratic model is probably the most