Learning Essays - Behaviorism, Learning, Experimental Psychology

Running head: LEARNING Homework Assignment Chapter 5 Learning John F. Barrow Copper Mountain College Homework Assignment Chapter 5 Learning 1. Describe the history and nature of classical conditioning. One of the major contributors to the study of learning was not a psychologist but a Russian physiologist who was, awarded, a Nobel Prize for his work on digestion. Ivan Pavlov was a brilliant scientist who directed several research laboratories in St. Petersburg, Russia, at the turn of the twentieth century. Pavlov's involvement with psychology began, as a result, of an observation he made while investigating the role of saliva in digestion, using dogs as his experimental subjects (Hockenbury Furthermore, in (1904) Pavlov's studies of digestion, the dogs salivated reflexively when food was, placed on their tongues. However, when the dogs began salivating in response to the sight of Pavlov or to the sound of his footsteps, a new, learned stimulus elicited the salivary response. The process of conditioning that Pavlov discovered was the first to be extensively, studied in psychology (Hockenbury Essentially, classical conditi oning is a process of learning an association between two stimuli. Classical conditioning involves pairing a neutral stimulus that automatically elicits a reflexive response. If the two stimuli (Pavlov + food) are repeatedly, paired, eventually the neutral stimulus (Pavlov) elicits the same basic reflexive response as the natural stimulus (food) even in the absence of the natural stimulus (Hockenbury How does it demonstrate associative learning? According to Pavlov, classical conditioning occurs simply because two stimuli are associated closely in time. Whereas, Psychologist Robert A. Rescorla, classical conditioning depends on the information the conditioned stimulus provides about the unconditioned stimulus. Rather than merely associating two closely paired stimuli, as Pavlov suggested, the animals assess the predictive value of stimuli. Applying this interpretation to classical conditioning, we can conclude that Pavlov's dogs learned that the bell was a signal that reliably predi cted that food would follow (Hockenbury & Hockenbury, 2011, pg 195-196). 2. Describe the history and nature of operant conditioning including the concept of shaping. The investigation of how voluntary behaviors are, acquired began with a young American psychology student named Edward L. Thorndike. A few years before Pavlov began his extensive studies of classical conditioning, Thorndike was using cats, chicks, and dogs to investigate how voluntary behaviors are, acquired. Thorndike's pioneering studies helped set the stage for the later work of another American psychologist named B. F. Skinner. It was Skinner who developed operant conditioning, another form of conditioning that explains how we acquire and maintain voluntary behaviors (Hockenbury Skinner's operant conditioning explains learning as a process in where behavior is shaped and maintained by, its, consequences. One possible consequence of a behavior is reinforcement. Reinforcement is, said to occur when a stimulus or an event follows an operant and increases the likelihood of the operant being r epeated (Hockenbury Shaping, involves reinforcing successively closer approximations of a behavior until the correct behavior is, displayed. For example, the researcher might first reinforce the rat with a food pellet whenever it moves to the half of the Skinner box in which the bar is located. Other responses would be, ignored once that response has, been learned reinforcement is withheld until the rat moves even closer to the bar. Then the rat might be, reinforced only when it touches the bar. Systematically, the rat is, reinforced for behaviors that correspond ever more closely to the final goal behavior pressing the bar (Hockenbury & Hockenbury, 2011, pg 209). 3. Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination, and give an example of each. Stimulus Generalization and Discrimination, Pavlov (1927) noticed that once a dog was, conditioned to salivate to a particular stimulus, new stimuli that were similar to the original conditioned stimulus could also elicit the conditioned salivary response. For example, Pavlov conditioned a dog to salivate to a low-pitched tone. When he sounded a slightly higher-pitched tone, the conditioned salivary response would, also be elicited. Pavlov called this phenomenon stimulus generalization. Just as a dog can learn to respond to similar stimuli, so it can learn the opposite to distinguish between similar stimuli.

Current research into the health-related impact of bullying at work. The WritePass Journal

Current research into the health-related impact of bullying at work. Abstract Current research into the health-related impact of bullying at work. from [cipd.co.uk/NR/rdonlyres/D9105C52-7FED-42EA-A557-D1785DF6D34F/0/bullyatwork0405.pdf] Cook, C.R., Williams, K.R., Guerra, N.G., Kim, T.E. Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: a meta-analytic investigation. School Psychology Quarterly, 25(2), pp. 65-83. American Psychological Association. Coyne, I., Seigne, E. Randall, P. (2000) Predicting workplace victim status from personality. European Journal of Work and Organizational Psychology, 9(3), pp. 335-349. Taylor Francis Daniel, T.A. (2006). Bullies in the workplace: A focus on the â€Å"abusive disrespect† of employees. SHRM Whitepapers. Retrieved 16/12/2012 from   [http://moss07.shrm.org/Research/Articles/Articles/Pages/CMS_018341.aspx.] Einarsen, S. (2003). Individual effects of exposure to bullying at work. Bullying and Emotional Abuse in the Workplace: International Perspectives in Research and Practice. London: Taylor Francis. Fuller, Robert W. (2003). Somebodies and Nobodies: Overcoming the Abuse of Rank. Gabriola Island, Canada: New Society Publishers. Hoel, H., Cooper, C.L., (2000). Destruction conflict and bullying at work. UMIST Survey. Retrieved 16/12/2012 from [socialpartnershipforum.org/SiteCollectionDocuments/UMIST%20report.pdf ] Kurth, S. B., Spiller, B.B., Travis, C. B. (2000). Consent, power and sexual scripts: Deconstructing sexual harassment. In C. B. Travis J. W. White (Eds.), Sexuality, society and feminism, pp. 323-354. Washington, D.C. American Psychological Association. Mark,G.M. Smith,A.P. 2008. Stress models: A review and suggested new direction. Vol. 3.  Ã‚   Nottingham University Press. .Namie, G., Namie, R. (2000). The bully at work: What you can do to stop the hurt and reclaim your dignity on the job. Naperville, IL: Sourcebooks, Inc. Rick, J., Perryman, S., Young, K., Guppy A. Hillage, J. (1998). Workplace trauma and its management: a review of the literature. IES Report. Retrieved 17/12/2012 from [hse.gov.uk/research/crr_pdf/1998/crr98170.pdf] Sansone, R.A. Sansone, L.A. (2008) Bully Victims: Psychological and Somatic Aftermaths. Psychiatry (Edgmont), 5(6), pp. 62–64. Turney, L. (2003) Mental health and workplace bullying: The role of power, professions and on the job training. Australian e-Journal for the Advancement of Mental Health, 2(2), [auseinet.com/journal/vol2iss2/turney.pdf] UNISON, (2003). Bullying at work. Retrieved 16/12/2012 from [unison.org.uk/acrobat/13375.pdf] Vartia, M. (2001) Consequences of workplace bullying with respect to the well-being of its target   and   the observers of bullying. Scandinavian Journal of Work Environment and Health, 27(1), pp. 203-214.

Assignment Week 4 Essay Example | Topics and Well Written Essays - 500 words

Assignment Week 4 - Essay Example The ordinary parking zone can be occupied by students who have opted for ordinary parking passes. A parking spot in this zone is not guaranteed but is rather filled up on a first-come first-served basis. The restriction imposed on ordinary parking zone would be that no special pass holder will be allowed to park their vehicles here. On the other hand if the peak hour parking slot is unoccupied after the designated time, it can be occupied by the ordinary pass holder if all ordinary parking zone is full to capacity. e.g.: If the peak hours are between 10:00 am - 12:00 noon and all parking spots are full except for a few peak hour parking spot, the same can be occupied by an ordinary pass holder after 1 hour from the end of peak time (i.e., 1:00 pm or later). In effect peak hour parking zone transforms into ordinary parking zone if spots are empty after end of peak hours to accommodate more vehicles. In this way students who regularly use the parking facility can be given a peak-time parking spot at higher rates to ensure maximum revenue, and additional revenue generated from ordinary parking zone where parking depends on first-come first-served. Parking slots for students, who require parking spots during peak hours, should be assigned only in the special parking zone. The ordinary parking zone can have students driving in and out of the parking lot and spots will not be reserved, thus ensuring that parking spots are not wasted. 3. The condition of the global market / the larger chain of consumers, clients, partners, competitors i.e. the linked organisations and entities that form the channel for revenue flow in and out of the industry and within the industry. If the target market is performing well and there is surplus demand than availability of resources then the pricing strategy should be adopted accordingly. Secondary factors that play a deciding role in the choice of a

Effectiveness of Ethics Process Assignment Example | Topics and Well Written Essays - 1250 words

Effectiveness of Ethics Process - Assignment Example The first ethical review process in cases where the management has demonstrated a sign of selfishness by failing to execute its primary duty will involve identifying shortcomings in the existing ethical policy. This will step will highlight the underlying reasons behind the company’s unethical conduct. The next important ethical review process will involve identifying the possible alternatives to the existing shortcomings in the ethical policy. The reason behind this move is to ensure that there are no loopholes in the current ethical policy that may be exploited by the management to perpetrate fraud. A fraudulent act will remain to be the crime whether it is contributing to a significant increase in the company revenue or not. The management of the Insurance Company was defrauding the policyholders in improving the company’s earnings. For instance, it was revealed that the insurance company made additional profits close to $40 million annually by concealing insurance p ayments. Fixing shortcomings in the existing ethical policy will ensure that management does not have the loophole to exploit the policyholders and above all the customers gets their right to insurance payment. To undertake retrospective and continuous policy review taking into consideration that it is through reviews that shortcomings in the ethical policy that may be exploited by the management can be identified. Support opportunities for transparency on the operations of the committee. This is only aimed at preventing cases of double standards in the affairs of the committee, as human beings are prone to temptations. Enhance the independence of the committee and mitigate the conflict of interest in order to ensure that the committee performs their roles and responsibilities without fear of intimidation and also to avoid instances of teaming and collusion to breach corporate ethical codes.

The Rape of Lucrece Essay Example | Topics and Well Written Essays - 250 words

The Rape of Lucrece - Essay Example The first stanzas of the poem acknowledge how poetic rhetoric is used in the work to repress praise and violence. Generally the poem highlights the rhetoric behind sexual violence especially in the American culture today which sometimes tends to be hipped with ironical praises. In the rape of Lucrece by Joel Fineman, Lucrece has the confidence to speak after the rape incidence. This incidence limits her ability to celebrate her life sacrifice by acting precisely (Fineman 170). At this juncture, we do not believe the performers. Someone who has been robbed off her innocence will be understood better if she is presented quite, worried and in a state of shock which is contrary to the rape of Lucrece by Joel Fineman. In addition, Lucrece’s suicide is cast as the only way women can intervene politically (Fineman 171). Once someone has committed suicide, she will be gone forever, how can this same person come back to enjoy the political favors sought after. The rape of Lucrece by Joel Fineman’s performance is

The Principles Of Relationship Building Children And Young People Essay

The Principles Of Relationship Building Children And Young People Essay Effective communication plays vital role in developing positive with children, young people and adults. To build a positive relationship with children, young people and adults. As a TA you have to model the positive and effective communication skills between you and your other peers. You can do this by approaching and responding in positive communication, making the children feel comfortable in your presence or while you are supporting them. The effective communication is important for developing positive relationship with a child can often take sometimes. In my practice we reinforce this by greeting the children with smile, good morning and asking how are you? We also use Makaton signs while greeting. We also give chance to children to tell anything they want share with us. Its good that while you are talking with children get down to their level and give the positive response while communicating to children. If you are communicating with reception children, use short sentences and easy words. Build a relationship with by children by asking their favourite this, make an eye contact as this will boost the confidence of the child. As when the child or young people feel relaxed they will the child education and development. Explain the principles of relationship building with children, young and adults. (1.2) In my view all good relationships are built on warmth, caring, mutual respect and a willingness to listen to and accept one another. Relationships with children are especially tender and deserve extra attention and care as children are developing their concepts of the world and their place in it. Children look to the relationships with caring adults in their lives to answer many questions. They want to know, Do I belong? Am I doing all right? Do you see who I am? and Am I safe with you? They may not ask these questions with words, but they are looking to their relationships for the answers. Its important that you communicate how much you enjoy having the child or young adult you want to build a relationship with in your life. You can do this simply by giving the priority to the child or young person and leave everything else for a moment and giving them your full attention and a warm look. Show the child or young person or adult that you are pleased and fully attentive to whatever the child or young person presents. Youll be amazed where things go when we make time for them to unfold. In my practice we implement by giving the child the priority for example if I am writing the observation or busy in any activity and child comes to me . Then give the importance to child putting that activity aside for while and responding them positively. Explain how different social, professional and cultural contexts may affect relationships and the way people communicate. (1.3) Different social, professional and cultural contexts may affect relationships and the way people communicate because of a lack of understanding of one anothers background and or/culture. There are several behaviours that may be perceived differently by people. When communicating with others we need to consider the context in which we are working, we need to adapt the way we communicate in different situations. We should also remember that different cultures will have their own norms of behaviour which may extend to gestures, body language and eye contact. Explain the skills needed to communicate with children, young person and adult. (2.1) As a TA You have to demonstrate many skills while communicating with the children , young person and adult. It is really important that you give the opportunities to the children , young person or adult to talk about their views or any concerns .for example in my practice we done an activity regarding the expression or how you are feeling today ? after finishing the activity we gave the chance to every child if he/ she wants to discuss how is he feeling today and why? . You have show the respect to their views by active listening and valuing their views. While you were listening them make sure to have an eye contact and if communicating with child show your interest by saying different expressive work like thats sound amazing or praising them if they are telling about their good act .you have to get down to their level while communicating with the children. Get involved with children while communicating for example if the child is talking about a story book ask different question like what is your favourite character , did your like the story ? , Which part you find interesting in the book? Explain how to adapt communication with children and young people for: the age of child or young person , the context of communication and communication differences.(2.2) We have to adapt different way of communication with children and young people . As children of different ages will have various levels of attention and requirements than that of an older child, younger children who are starting school will require lots of support and reassurance in order for them to adjust to a school environment and develop their independence. As a TA You can do with this by praising and encouraging the child to build up good relationship and friendships with other children or children they may not usually associate with. When communicating with younger children it is really very important that we make an eye contact with the child and use simple instructions broken down into manageable steps. With some children with educational needs you may have to use alternative forms of communication like in our practice we use hands gestures, pictures or symbols. With an older child they still require lots of encouragement, praise and approval in order to improve their social skills. We also need to give older children opportunity to talk and express their views and opinions and it is vital that you make them feel that you are interested in listening to them. An older child still needs to understand boundaries and behaviour expected from them. The context of the communication; We have to change the verbal communication according to the situation we find ourselves in when with children or young people. If we are working in a more social location in school . For example in my practice when are in the playground or outside area then we use to communicate the children in very friendly way involve in what they are playing by giving different ideas of games they can play. It will gives us the opportunity to build relationships with the children. In a situation such as a learning activity or if I am working with target groups then it is important that the children are focused and can work without any distractions in order to complete the activity. At that time my way communicating with children will be forma, firm and proficient as I am working are in class and in an educational environment When working with children or young people with communication difficulties it is vital that we ensure patience and understanding as they will need to take more time . If a child has a speech difficulties such as stammer then they could feel anxious or nervous when trying to say something so it is important that we try not to speak for them or guess what they are trying to say as this may add to their anxiety. In my practice we use the resources such as PECS (picture exchange communication system) which is a form of alternative communication which uses pictures instead of words. And also use Makaton; a simple form of sign language which uses signs and picture symbols as well as speech. Explain the main differences between the communication with children and young people. (2.3) When communicating with the children, the language used should be appropriate to their age and understanding. Children need simpler terms than young person and also need to think of concentration levels and attention spans. Make sue that you never interrupt children and never dismiss anything they are saying; this will only lower their self esteem. Never laugh or hurry them when they are speaking. Active listening, taking note of their views and opinions. Showing smile and being polite to them. Provide the opportunities to young children to develop the communications skills, taking their ages in your mind. Use of non verbal communication, written communication like grammar and handwriting We can also communicate with them in formal or informal language, they are more self conscious when speaking in front of others. If Young person who have difficulty in social skills, adults communicate with using good manners may help building up social skills. Explain how to adapt communication to meet different communication needs of adults.(2.4) Communication with the adults, use the respectable language , When we are communicating with adults it is important to address them by their preferred title this in turn is showing respect. It is important for them to feel comfortable with you, especially since you are going to be working closely with them in the classroom, In my practice we reinforce that by showing respect their views and ideas. We also encourage the courteous and polite way of communication in my practice. As a TA I provide all support they might need in the classroom or around school. This will make it easier to work in a team and therefore less likely to cause friction in the setting, this will also make you a good role model for children as well as the adults. Explain how to manage the disagreements with children , young people and adults. (2.5) Everyday kinds of conflict that happen all the time in schools . However to deal with these disagreement you should follow the school policy and procedures, You should not to deny them help if they want it, but to give them as much opportunity to sort out their problems for themselves without taking over and doing it for them. In most circumstances the schools use procedure guide line that could be listen calmly to the both sides, You Should encourage them to reflect I can see you are very upset. I can understand why you are annoyed. As a TA you should give the child opportunity to resolve the problem for him/herself Is this something you can sort out for yourself or do you need my help? . Listens carefully to both sides, while insisting that each side respects the others opportunity to speak. If you are working with nursery children and they squabbling over something suppose a Push chair, you should first wait and see if they can resolve or sort it by themselves often children do. However if they are unable to sort it then you can step in and ask both children and then putting their ages into your mind you can explain them: 1. If there are two prams so they can both play with prams or 2. If there is only one pram so I will explain they have a choice, they can either play (and share) together and one push, whilst the other holds on, on one side and then swap over or 3. They must decide who is going to play with it on their own for a few minutes often the older/more able child is able to understand that they will have a turn very soon. Explain that you will make a note of the time if they choose this option. This is a good time to explain that it is much more fun to share because they have a friend to play with, very rarely have I found that a child wants to play alone unless of course they are very young and are not at the stage where they are looking to form relationships Another example in my practice I recently come up with a disagreement between two children. They are arguing on the scarf claiming that it belongs to both of them, then they come to me by saying that this scarf belongs to me and child b is also saying this scarf belongs to me. I said to them I have to speak them one by one and listened to them then we decided to go the coat pegs to make sure if they had a same scarf , by going their and having conversation with both children we come up with one thing that one child has a name on his scarf. After that we checked on the peg and found another scarf with the name , and they both got their scarf and disagreement is resolved. Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information.(3.1) Every Adult who is working with the children or young people should have the knowledge of the legislations and how they are using in their practice. As a TA my responsibility is to keep the information confidential and record it wherever needed. In our practice we reinforce it by using the data protection act 1998 as a guide for our school procedures. All staff use this and follow that guideline. In my practice if a parent come to me and discuss any medical condition regarding the child I always record in our class book and make a copy for sence as well. I pass on that information to the teacher or Senco, depending on child educational needs. We are not allowed to discuss any school records with the parents or any other member of staff. In school we can gather some information about the child which is related to needs in the school such as dietary needs or any allergies child may have, any educational needs, medical information like if a child have to take any medication during the school time or any medical condition which can effect the child education . As a Ta you cannot disclose any information as this is the breach of confidentiality .You can only do this when it is need to know situation like a child has some medical needs which have to cover in the school by doing the parent consent. Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this. (3.2) Children, young people and adults need to know confidentiality will be honoured unless their, or others safety and well-being is threatened, a crime has or is likely to be committed, and a professionals knowledge of and access to the child, young person or adults information will not be abused, in the same way that it is important for professionals to understand how important shared information is, where and how its stored, transported and disclosed to other appropriate professionals. The school has a Confidentiality Policy, which all staff needs to be aware of, this sets out the schools aims and objectives relating confidentiality and gives guidelines on how to handle confidential information. The Data Protection Act 1998 states that any organisation holding confidential information should be registered with the Data Protection Commission. The Act gives eight principles of practice that govern the use of personal information. Such information must be processed fairly and lawfully, we can only use it for the purpose for which was gathered. It should be adequate, relevant and not excessive, also very accurate and kept no longer than necessary. The information should be processed in line with the individuals rights and kept it in secure place and discard it when it is not necessary. Justify the kinds of situation when confidentiality protocols must be breached. (3.3) As a TA when you work with children and young people will come to know most of the personal information like date of birth, address and contact details and also sensitive information like behavioural issues, some medical information, family background, whether parents are divorcing and so on. It is the responsibility of the adult to keep this information confidential. You must protect the identity of the child they work with and that of their families and carers. You must do everything in their power to protect the privacy of every child and adult. This can be done by keeping their personal information safe and secure. You can pass it on those who have authorised and legitimate reason to have the information only after they have permission from their parents and carers. This involves parents signing a consent form. If parents refuse permission then the school would not able to pass on the information even if it involves a behavioural specialist working with a child who has special needs.

Cluster Intersections and the Evolution of the Bay Area Bioinformatics Cluster :: essays research papers

Cluster Intersections and the Evolution of the Bay Area Bioinformatics Cluster The recent establishment California-based bioinformatics industry clusters is a logical consequence of the intersection of existing local Biotechnology, Information Technology and Venture Capital clusters. The very definition of Bioinformatics: â€Å"the science of managing and analyzing biological data using advanced computing techniques, 1† helps to illustrate the nature of this intersection. Research and development for Biotech companies generates volumes of biological data and IT companies provide tools that assist in processing this data. It seems only natural that in light of this mutual dependency and given the proximity of existing IT and Biotech clusters a new, specialized Bioinformatics cluster would emerge. In his article, â€Å"Clusters and the New Economics of Competition,† Porter describes the benefits created by the â€Å"direction and pace of innovation 2† sustained by local competitors in their existing products and technologies. For example, given the already lengthy process of bringing a new pharmaceutical to market, Biotech companies must have realized early on that their ability to stay abreast of competitors was highly dependant on the speed at which they could process massive amounts of genetic information to find therapeutic candidates. Clearly, the incorporation of cutting edge information technologies into Biotech research and development processes was itself a critical innovation, but it was also critical to future innovations within the Biotech industry. Porter would probably argue that the competitive pressures of clustered Biotech firms fostered more urgent and rapid incorporation of advanced computing into genetic research. The proximity of the knowledg e and resources in the IT cluster made it easier to both conceive of these innovations and to access the resources that enabled them. Conversely, innovations in the field of Information Technology were stimulated in response to the both the needs of the Biotech cluster, and the urgent clamoring of IT competitors to capitalize on a new market. Porter asserts that â€Å"vibrant† clusters not only stimulate innovation in established companies but that new businesses and new innovations take shape in response to the competitive environment. Start-up firms have a unique opportunity to observe the incumbents in the cluster and conceive of ways to improve existing products or develop complementary offerings. New firms benefit from an existing local customer base but also may be able to more readily recognize and capitalize on a niche market in the midst of many established competitors 3. The Bioinformatics industry appears to have emerged in a similar manner, filling the gap between the IT and Biotech clusters.