Large number of public wells in The U.S. Essays -

Findings showed that naturally occurring contaminants, such as radon and arsenic, accounted for about three-quarters of contaminant concentrations greater than human-health benchmarks in untreated source water. Naturally occurring contaminants are mostly derived from the natural geologic materials that make up the aquifers from which well water is withdrawn. Man-made contaminants were also found in untreated water sampled from the public wells, including herbicides, insecticides, solvents, disinfection by-products, nitrate, and gasoline chemicals. Man-made contaminants accounted for about one-quarter of contaminant concentrations greater than human-health benchmarks, but were detected in 64 percent of the samples, predominantly in samples from unconfined aquifers. "Detections of contaminants do not necessarily indicate a concern for human health because USGS analytical methods can detect many contaminants at concentrations that are 100-fold to 1,000-fold lower than human-health benchmarks," said lead scientist Patricia Toccalino. "Assessing contaminants in these small amounts helps to track emerging issues in our water resources and to identify contaminants that may warrant inclusion in future monitoring." Scientists tested water samples for 337 properties and chemical contaminants, including nutrients, radionuclides, trace elements, pesticides, solvents, gasoline hydrocarbons, disinfection by-products and manufacturing additives. This study did not assess pharmaceuticals or hormones. Most (279) of the contaminants analyzed in this study are not federally regulated in finished drinking water under the Safe Drinking Water Act. The USGS also sampled paired source and finished (treated) water from a smaller subset of 94 public wells. Findings showed that many man-made organic contaminants detected in source water generally were detected in finished water at similar concentrations. Organic contaminants detected in both treated and source water typically were detected at concentrations well below human-health benchmarks, however. Additionally, the study shows that contaminants found in public wells usually co-occurred with other contaminants as mixtures. Mixtures can be a concern because the total combined toxicity of contaminants in water may be greater than that of any single contaminant. Mixtures of contaminants with concentrations approaching benchmarks were found in 84 percent of wells, but mixtures of contaminants above health benchmarks were found less frequently, in 4 percent of wells. This USGS study identifies which contaminant mixtures may be of most concern in groundwater used for public-water supply and can help human-health researchers to target and prioritize toxicity assessments of contaminant mixtures. The USGS report identifies the need for continued research because relatively little is known about the potential health effects of most mixtures of contaminants. Wells included in this study are located in 41 states and withdraw water from parts of 30 regionally extensive aquifers, which constitute about one-half of the principal aquifers used for water supply in the United States. Human-health benchmarks used in this study include U.S. Environmental Protection Agency Maximum Contaminant Levels for regulated contaminants and USGS Health-Based Screening Levels for unregulated contaminants, which are non-enforceable guidelines developed by the USGS in collaboration with the EPA and other water partners. Treated drinking water from public wells is regulated under the Safe Drinking Water Act. Water utilities, however, are not required to treat water for unregulated contaminants. The EPA uses USGS information on the occurrence of unregulated contaminants to identify contaminants that may require drinking-water regulation in the future.

Objective Essays - Free Essays, Term Papers, Research Papers

Objective Essays - Free Essays, Term Papers, Research Papers Objective A graduating Business Administration senior, aiming t o work for a company that aligns with my goals and values in a position that utilizes my various skills and experiences in communication . Experience University of the Philippines Career Assistance Program2015-2017 Communications, Officer Conceptualized promotion plans for two events, CAPTION, a series of talks about the different career paths after college, and CAREER FAIR, the biggest event of the organization. Constructed publicity materials that led to higher attendance and participation in CAPTION and was in charge of the documentation during the event that will be included in the organization's portfolio. Aided with conceptualizing the promotion plan for CAREER FAIR, specifically guerilla marketing tactics, and crafted designs for promotional materials. ABC Philippines, Inc. 2016 Developed and implemented ABC's Diversity and Inclusion Campaign and Branding strategy Updated the Unconscious Bias Training Deck for ABC employees Education University of the Philippines, Diliman2014-2018 BS Business Administration Magna Cum Laude Standing (GWA 1.349) University of the Philippines Integrated School2010-2014 Consistent member of Honors Class (Top 10% of the class) Senior Student Council Public Relations Officer Skills Proficient in MS Word, Powe rP oint and Excel Competent in using Adobe Photoshop and Video Editing Software

Chose one argument and write about it Essay Example | Topics and Well Written Essays - 1250 words

Chose one argument and write about it - Essay Example The happiness, however, is subject to fall. This makes the second premise of the argument where Aristotle proclaims that, in the event that the noble happiness disappears, the recovery is a challenge. Happiness, therefore, is a strong virtue that needs consistent and careful observation to limit change to extreme conditions. The authority of academic minds reveals various dilutions that attempt to shift the point of judgment from happiness to experimental proof. In this light, the paper will attempt to examine, these objections to come up with a more preferable conclusion that misjudging Aristotle. Objectors to the premises Happiness is an activity of the soul that varies from person to person depending on a range of factors. This includes personality and surrounding environment (Ross and Lesley 56). It, however, is not clear whether happiness arises because of training or divine intervention. In addition, the element is not easy to predict linking it to either learning or habituatio n. Detractors can take advantage of this argument to contradict Aristotle’s first premise. In this regards, the essay assembles a series of surface interjectors that subject happiness to destiny rather than a transit mobile element. The Earl of Shaftesbury was a supporter of constitutional monarchy who has non-ending support for the human nature. According to him, Humans are essentially good with limited problems regarding life. He regards moral virtues to be innate and natural with no link to religious doctrines. This is an objection to Aristotle’s Perception of humans. The antique objection furthermore focuses on the potential of goodness relating happiness to other life elements. This contradiction causes a shift in understanding for the Aristotle’s pessimistic life in the study for happiness. Replies to objections The retrospective objections render interest of independence and strength to Aristotle’s second premise. A mature man is responsible for th e judgments he makes. Furthermore, he is liable to the various convictions that come because of his actions. This makes the pursuit of progress and peace affect the natural peace that people enjoy. From this perspective, the argument by Aristotle holds no water as people must use the environment to succeed in the setbacks. The life trials and errors furthermore abstract contemporary happiness to resistance of the future. The detractors, therefore, disqualify the veto claims by Aristotle who seems to be suppressed by sadism and spewing thirst for reasoning. This is withstanding the various pre-existing conditions for noble actions by men that guide their rational judgment. Buddha, for example, argues that happiness succeeds an extremely harsh asceticism, which attracted by sensual pleasure. This makes happiness a meditative life and not a virtue (Ross and Lesley 77). Therefore, according to the detractors, happiness is a usually found virtue that does not have boundaries. Theoretical observations Notably, there is no amount of force, which can control a man. It, therefore, is wrong for Aristotle’s detractors to substitute cooperation with authoritarianism in their argument. Whether acquired by habituation or learning, happiness comes with divine providence. It, therefore, must be based on set criteria of resonance. This makes life a non-chance event that entrust efficient definition of happiness to prosperity and misfortunes. From this perspe

Economics Essay Example | Topics and Well Written Essays - 1250 words - 4

Economics - Essay Example He displayed both mathematical dexterity and wide literary grace. As a good economist, Keynes took keen interest in statistical methods of solving economic problems and maintained strong vigilance on the activities that took place in the economy. He mastered the way of observing the particular details that occurred in an economy and then used these details to develop general economic theories. As a person, Keynes demonstrated a dazzling intellect and an arrogance which, to some appeared to be the result of dismissive elitism of the Victorian era. Three elements guided the thoughts and writings of Keynes. These three elements were his presumptuous egotism, his strong identification with the elite class to which he was born and his despise for the values held by the bourgeoisie class (Rothbard, â€Å"Keynes, the Man†). Keynes overweening egotism allowed him to get the confidence that he was capable of handling the intellectual problems that arose during the contemporary period a nd solving them with precision. He scorned at the general principles that went against his ego. This man strongly believed that he was destined to become the leader of the ruling elite class of Great Britain. Keynes dealt with the issues that arose in Britain with a sense of perceived self confidence. He occupied a â€Å"position of power and dominance† (Rothbard, â€Å"Keynes, the Man†). Besides, the deep hatred of the values held in the bourgeoisie way of leading life made Keynes rebel against the institutions and establishments of family life, that supported the notions of savings and prudence. He led the life that was characterized by â€Å"social intellectual rebellion† (Rothbard, â€Å"Keynes, the Man†), the life of an aesthete and a bohemian. Major contributions in the field of economics Keynes’s elucidated the causes of rampant unemployment that affected major economies around the world. In most of the countries, unemployment rates soared h igh and all efforts to reduce inflation rate failed to bring the desired result. Keynes was able to realize the looming shadow of depression that was going to envelop the world economy and argued that monetary policies would not be sufficient enough to combat the effects of depression (Snowdon and Vane 34). He suggested the policy measures, which would help in increasing the aggregate demand and reduce unemployment. Despite the optimism of the time during his youth, Keynes intellectual career started with his thoughts about recession that was about to hit the world economy after a period of economic boom. The Great Depression actually arrived in the mid 1930s, towards the end of Keynes life span. During his life, Keynes had made significant efforts â€Å"to make sense of the disruptions and crises that began with the First World War and continued through the Great Depression† (â€Å"John Maynard Keynes†). His theories made profound impact in the macroeconomic field of study. Microeconomics Micro economics deals with the theories of demand and supply in the market at the firm level. According to most economic thoughts, there is a departure between micro and macro points of view of the world and the market. There is a distinction between the way in which the

Organizing, Decision-Making, Ethics, and the Law in Managemen Essay

Organizing, Decision-Making, Ethics, and the Law in Managemen - Essay Example The detrimental effect that stress has on decision making is mediated by the impairment of alternative scanning patterns. (Keinan, 1997) This means that stress makes one not adequately search for different courses of action that are available to the individual. If I were Rick I would have evaluated all possible options that are available to me and try to pick the correct one. Since Stan is my boss, I know whatever he asks me to do should get done. However, in this case, the instructions involve violating ethical standards by including his excess personal expense together with my own monthly expense voucher. Even though there is a rare chance that it could be identified through auditing, it would still be against my personal moral standing. Therefore, I believe the best option would be to decline to do as my boss asks, explain the evident risk of losing my job and hope that it would be reason enough for him to understand my decision. I do agree with Mr. House’s response to Rick. This is because he gave Rick a true picture of what would be the consequences for different courses of action. For one to make a critical decision all possible options must be considered and their pros and cons weighed. The correct decision will be based on the option that has the most pros and the least cons amongst all. Therefore by Mr. House giving Rick the different courses of action available to him and evaluating them one by one, it actually is the best possible way to make a good decision. Mr. House also tells Rick that â€Å"†¦ every man at some time has to make a decision that determines his survival of the fittest. This situation could be one of them.† This is, in fact, a correct statement in all realms of life and I agree with it since the decision that Rick is about to take will definitely be a tough one in all respects.

Edward Lee Thorndike And His Behaviour Experiments

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

The Women of Shirley Jackson :: Biography Biographies Essays

The Women of Shirley Jackson      Ã‚  Ã‚  Ã‚   Throughout her life, Shirley Jackson refused to fit into society's limited concept of a woman's role.   Her works feature female protagonists who are punished for seeking a more substantial existence than that of the traditional wife or mother.   In most cases, these characters are condemned as witches, ostracized by society, and even killed for their refusal to conform.      Ã‚  Ã‚  Ã‚   From her youth, Jackson was an outsider.   Always self-conscious about her obesity and plain appearance, she preferred spending time alone in her room writing poetry to socializing with other children (Oppenheimer 16).   As an adult, she struggled to fulfill her role as a mother without sacrificing her career as a writer.   Kathleen Warnock writes:    [Jackson] served as chauffeur for her children and hostess for her husband's university colleagues at Bennington College [where he was a professor]. . . .   But she also set aside time each day for her writing.   "There was always the sound of typing," her children wrote, "pounding away into the night (10)."      Jackson's husband, writer and literary critic Stanley Edgar Hyman, felt threatened by her talent and tried to discourage her by preoccupying her with housework.   This, however, only made Jackson more determined.   Her writing became a form of rebellion against her husband (who was allegedly unfaithful) and, ultimately, against a male-dominated society.      Ã‚  Ã‚   This element of rebellion in Jackson's works led to its poor reception by contemporary critics and readers alike.   According to mythologian Barbara G. Walker, "Any unusual ability in a woman instantly raise[s] a charge of witchcraft" (1078).   In the flood of mail that followed the publication of "The Lottery," Jackson was labeled "un-American, perverted, and modern" (Sullivan 71).      Ã‚  Ã‚  Ã‚   Rumors of supernatural events concerning Jackson began to circulate.   According to David Gates, Jackson was "widely believed to have broken the leg of publisher Alfred Knopf by sticking pins into a voodoo doll" (67).   Bennington College student Elizabeth Frank recalls "a rumor that. . . [Jackson] had turned a certain male faculty member into a pumpkin" (6).   Jackson's extensive library of witchcraft as well as the mystique that arose from her agoraphobic tendencies added to this characterization.   Her house became a cave, her small social circle a coven, and her many cats "familiars."      Ã‚  Ã‚  Ã‚   In the words of Jack Sullivan, "Jackson's real witchcraft is her fiction" (71).