Globalisation Has Benefited Everyone Brought Advantages Economics Essay

Globalisation Has Benefited Everyone Brought Advantages Economics Essay Proponents of globalisation are of the view that it has benefited everyone and helped to pull millions upon millions out of poverty. However a close analysis of the affects of globalisation tell a very different story. While it is true that globalisation has benefited many, it has had an equally devastating effect on the lives of many others and made true development more of a mirage rather than a reality (Dunning, 2003). This essay will critically analyse and discuss the benefits and disadvantages of globalisation and will conclude by either agreeing or disagreeing with the above statement. Even though globalisation is the buzzword today, it has been in existence in some form or another for over a century. After World War II many regions of the world that were reeling from the devastating effects of the war, came together to create trade agreements that would help each of those regions to grow in the post war era. The European Union is one such trade agreement as is the NAFTA agreement, GATT, APEC, ASEAN and many others. Due to the advances made in technology, especially in the telecommunication industry, globalisation saw a rapid increase in the latter part of the 20th century (Guillen, 2001). The ultimate goal of globalisation was to liberalise formerly closed economies, integrate national economies and create one huge global economy that would not only decrease trade barriers and increase trade and corporation but would also help poorer and developing nations to become industrialised thus uplifting the living standards of billions (Grewal, 2006). While the goals and objectives of globalisation are noble, such goals and objectives are not very easy to achieve. Even though the above may look good in theory, in reality it is easier said than done and usually causes more damage to economies, the social fabric of nations and the environment as a whole (Suà ¡rez-Orozco Qin-Hilliard, 2004). With the onset of globalisation in its current form, which began in the late 1980s and has been gathering steam, many manufacturing organisations in the west have seen their profitability increase. The reason for this positive effect on the bottom line has been chiefly due to the fact that globalisation allowed these companies to relocate their manufacturing plants to developing countries, where labour is cheap. In doing so they were able to reduce the cost of the products and become more profitable. While such a relocation, may have benefited the developing economy where the plant was relocated to, it left huge numbers of individuals unemployed in its home country (Helbling, Batini Cardarelli, 2005). Thus it can be stated that while one economy gained jobs and was able to uplift the living standard of many, another economy lost jobs, which had an equally devastating effect, while the company in question continued to earn profits and prosper. During the 1990s and to date, India is one such country that has benefited immensely from globalisation. Throughout the past decade or more many European and North American, technology companies have outsourced their software development to India, which rose up to the challenge and has become a global IT giant. While such a growth in employment has benefited the country and helped to create a new middle class, globalisation has not been as favourable to its closest neighbour Sri Lanka. Sri Lanka with a literacy rate of 90% has seen much foreign direct investment in the garment sector. While this has helped the country to keep unemployment levels down, the semi-skilled or low skilled nature of the jobs that are available to its citizens does not help the country to grow and prosper to the level that globalisation has aided India (Schmidt Hersh, 2000). On the contrary, Sri Lanka has seen a severe increase in underemployment of its university educate youth, who due to the lack of white collar jobs, have had to resort to working in the garment industry (Kiggundu, 2002). As is apparent from the above, while globalisation benefits one segment of the population, its affects are not equal, on the contrary they are mixed, thereby it can be stated that the above statement is not accurate in its view of globalisation. Proponents of globalisation often cite the fact that increased demand for export from developing countries, create an inflow of foreign exchange revenue and increases employment opportunities, which in turn helps the country to develop (Bhagwati, 2004). While this is true to some extent, there is an equally disadvantageous side to this phenomenon. In order for employment opportunities to increase in an economy, it requires output growth to exceed productivity growth. At the same time for profitability to increase, it needs productivity growth to outpace output growth. This conflict in the two, results in companies opting to increase productivity at the expense of output growth. Thus even though the developing economies have bent backwards to attract foreign direct investment by providing tax cuts, capital and natural resources etc, in the hopes of boosting domestic employment and earning foreign exchange revenues. The companies that enter the country usually plunder the capital and n atural resources made available to them (Samli, 2002). And instead of making use of the labour that is available to them, they automate their production processes to a great extent. Further they return much of the profits earned to the parent company and its shareholders who are often resident in developed economies (Smith Debrah, 2002). Here again it is apparent that while globalisation has helped businesses to develop and become more profitable, the benefits of globalisation are often enjoyed by the developed economies, rather than the developing economy that were supposed to benefit, in the first place. As a part of the initiative to liberalise an economy, most developing economies were forced to reduce welfare spending in terms of healthcare, education and social assistance. Further in order to attract foreign direct investment into the country, most of these economies were required to relax their stringent labour laws, which have resulted in the exploitation of workers (Murshed, 2002). While it is true that many multi-national companies are now operating in developing economies and have helped to increase employment levels within the country. The lack of strong labour laws, allow these companies to pay meagre wages to their employees and not a living wage as is the ethical thing to do. This combined with the lack of universal health care and education has a devastating affect on the workers (Brysk, 2002). While they may have a job and are able to earn a living, their wages are usually insufficient for paying for more than food and rent. Thus making it impossible for this segment t o educate their children adequately (Mittelman, 2002). Thereby causing a vicious cycle, where the children end up in low skilled or semi skilled jobs much like their parents and unable to breakout of poverty (Midgley, 2007). The lack of education and healthcare also has a catastrophic affect in the long term for the economy, as it will never be able to make the leap from being a developing economy to a developed economy as long as its citizens lack a strong education (Micklethwait Wooldridge, 2001). Further this lack of education not only will increase the wealth disparities within the economy, but it will also continue to increase the disparity between developed and developing nations in the long run. Based on the discussion above it is apparent that globalisation has been very advantageous to businesses. While it is a fact that some countries like India and China have benefited immensely from globalisation and seen the prosperity of their citizens increase to unprecedented levels, other countries have not been so lucky. On the contrary, globalisation has succeeded in further increasing the social challenges faced by these countries and pushed the dream of becoming a developed economy further out of their reach (Micklethwait Wooldridge, 2001). Therefore it can be stated that the statement Globalisation has benefited everyone. It helped all the people to increase their living standards, brought advantages to organisations and businesses and enabled economies to develop is only partially true.

Development from Birth to 19 Essay

Physical:- 0-3 Physical development from birth is usually very quick, within the first few weeks of being born a baby will smile and start responding to sounds and environments. Gradually their muscles start to develop and by 6 months they will start reaching for and holding objects. Around the time a baby reaches one year they are beginning to crawl, and can roll from front to back. Using furniture to aid themselves in standing or using adult support to start taking some first steps. They are now able to sit unaided. Hand eye coordination starts improving as they pass objects between both hands. Teeth may start to show and more solid food will be introduced to them. As they move towards the age of two a child will begin walking and using toys to push and pull while they are walking. Picking objects up in different ways, building small towers and starting to show a preference for one hand. Pointing at their choices and waving and using their head to tell you yes or no. Between two and three they will start making marks on paper and developing their fine motor skills. Gross motor skills will develop, kicking balls and throwing them. 3-7 From three years gross motor skills will start advancing, such as jumping and running, stairs will become easier. They will gain more independence. Fine motor skills will be easier and they can start to dress and undress themselves with a small amount of assistance. By the time a child gets to four girls and boys become slightly different. Boy’s gross motor skills will be developed further when it comes to throwing, catching, climbing pedalling etc, however for girls their fine motor skills will be more developed with use of scissors, pens/pencils and threading beads. When children reach the age of five they will have more control with pencils, copying letters and shapes. Gross motor skills will keep on developing and they are able to kick with an aim, learning to hop on one leg and then the other. By six children will start taking risks with jumping from heights and will start riding bikes better as their confidence increases. They learn to do buttons while dressing thems elves and begin to learn laces. 7-12 At seven years old children can walk along a thin line with arms out to the side for balance. They will start riding a bike two-wheeled or possibly roller skates. Stamina will have increased showing in some activities such as swimming and gymnastics. They start to assess their environment when running avoiding objects that are in their way. Catching becomes better, and may even use only one hand when doing so. They are more competent with their writing skills, incorporating colours with their drawings, such as green at the bottom of the page for grass. Children aged eight and nine have a quicker reaction time and their body strength will have increased. They enjoy participating in sports and energetic games. They can control over small muscles and can draw and write with more skill and dexterity and start joining letters in their handwriting. At ten and eleven years girls and boys begin to differ again, girls experience puberty earlier than boys, generally girls are two years ahead of boys. Body proportions become more like those of adults. Writing has become established and they will now have a writing style, usually with joined up letters. 12-19 Physical becomes very different in each child from the age of twelve upwards as they are now in adolescence. Boys and girls have a big difference. Boys will become bigger than girls, body shape will change, muscles will develop and body hair will grow. Strength and coordination will increase. Other changes that happen within puberty will start such as their voices getting deeper, testicles and scrotum will begin to grow. With Girls body shape will change and start to round and become curvy. Their breasts will start to develop, menstruation will start however this can range from eight years until late teens, and the average age is around thirteen. Some girls may become physically mature by the age of fifteen and close to their adult height, however some may still develop larger breasts and a fuller figure. Intellectual:- 0-3 When a baby is born intellect is very simple by imitating and trying new ways of behaviour. For example, imitating adults when opening their mouth and sticking out their tongue. They start to make eye contact and recognise their primary carers and cry in expressive ways. Begin to understand the meanings of words such as bye and mama. By the time they are turning nine months old they will understand their daily routines and follow simple instructions. They will watch a toy be hidden and then look for it (object permanence) and also look in the correct direction for a falling toy. By one year old children will use the trial and error method to learn about objects. They understand simple instructions such as ‘clap hands’ or ‘wave bye’. They will start to learn body parts and will point to them and refer to themselves by name. By two years children begin to understand the consequences of their own actions and of those around them. They follow simple instructions and give empathy to other babies cry and try to provide comfort. Vocabulary will grow to about 1,000 words and will start to put phrases together. 3-7 At three years old children are able to match two or three colours, following instructions will have grown and are fascinated by cause and effect often asking ‘why’. They have grasped the concept of one and lots. At four years old children will talk about things in the past and in the future, their memory skills have increased and can often confuse fact with fiction, they can give reasons and solve problems, and are able to sort objects into groups. By five years old, a child can produce drawings with great detail, they become interested in reading and writing. By six years old, children think in a more co-ordinated way and can hold more than one point of view at a time. They are able to know the difference between reality and fantasy but may still be frightened by supernatural characters. They develop concepts of quantity such as length, volume, capacity and weight. Cultural conventions influence their drawing and writing. 7-12 At seven years old, children will start to become better with technology, using computers for simple word processing using the mouse and keyboard. They start to challenge themselves by using new materials for experiments. They enjoy learning mathematical and scientific concepts and can perform simple calculations in their heads and telling time. Children develop a logical way of thinking but are still limited compared to an adult. At eight and nine years old children have an increased attention span, they understand complex sentences and are able to speak and express their ideas. They learn to plan ahead and evaluate what they do. At ten and eleven, they begin to devise memory strategies, they understand the motives behind the actions of another. Children may become curious about alcohol, tobacco and drugs and want to understand more about them. 12-19 During adolescence teenagers become more responsible for their own thoughts, words and actions, they think about possibilities and their future, occupations and relationships etc. Teenagers form their individual identity with guidance from education, parents and peers. They think through hypotheses and by using their ability they think about situations that are contrary to fact. They use imagination when solving problems and they approach a problem with a systematic method. Communication and language:- 0-3 A child’s language development usually begins within their first three months, babies will watch faces and mouths and try to copy other people’s movement and sounds. They will coo, gurgle and cry in expressive ways, they smile in response to speech. They laugh and vocalise with increasing tone and intensity. At around six months babies babble spontaneously, talk to themselves and squeal with delight. At nine months babies enjoy communicating with sounds, they understand and obey the command ‘no’. At the age of one, children will speak two to six or more recognisable words and show that they understand many more. At twelve months deaf babies stop babbling and begin to learn the special manual gestures of sign language. They start to learn a few body parts. At eighteen months the vocabulary grows to six to forty recognisable words and understand many more than that, using gestures alongside these words. Singing is enjoyable as well as listening to songs and rhymes. At two years old children speak over 200 words and learn new words rapidly, but can understand many more words than they can speak. Phases are used as telegraphic speech some phrases can mean more than one thing. Naming things becomes fun and they spend a great deal of time doing this. ‘Why’ becomes a favourite word and questions are constantly being asked. As a child reaches three years old, they will join in and remember both words and actions to songs, speech progresses into longer sentences and can easily learn new words, names, places and so on. 3-7 As children grow at three years old, if more than one language is being spoken around them they will learn more than one language. They can carry on conversations but often miss link words like ‘the’ and ‘is’ During their singing and speaking they will use pitch and tone. At four years old, children start to talk in past and in the future. They begin to recognise patterns in the way words are formed and apply these when talking however they are unaware that many common words have irregular forms, they may say ‘I runned’ or ‘I goed’. Jokes and play on words become enjoyable. At five years old children will talk with a good knowledge of tense, using the past, present and future in conversation. They are fluent in speech and grammatically correct for the majority. Questions are asked about abstract words like ‘beyond’. Children at six years old gain confidence when they speak and remember and repeat songs and nursery r hymes. They may alternate between wanting stories read to them and reading books themselves. 7-12 At seven years old children understand that words have more than one meaning. Expressing themselves becomes easier in speech and writing. They use compound and complex sentences, and can carry adult-like conversation. At eight and nine, children use and understand complex sentences, they are very verbal and enjoy making up and telling jokes. Spelling becomes understood, and using simple punctuation becomes consistent. They use writing for different purposes, for both imaginative and factual. They use books to find out answers, reading independently for long periods of time, sometimes using the help of adults. Through the ages of ten and eleven children can write moderately lengthy essays, to do this they may use dictionaries, school libraries or the help of an adult to gain the correct information. They will look at work they have done and try to correct punctuation and revising their own writing. 12-19 During adolescents, language skills may still be developing, but with a more complex manner. They may start using sarcasm and wit the older they get. They will have a fast legitimate style of handwriting and will communicate in an adult manner, including increased maturity. Teenagers are able to process text talk and abstract meaning, understanding abstract language and the meaning, figurative language and metaphors. Emotional and Personal:- 0-3 From birth babies respond to adults especially their mother/father’s faces and voices.. At one years old children may show distress or separation anxiety. Objects such as blankets or teddies will be used for comfort. They become emotionally liable, meaning that they are likely to have variable moods throughout the day. From two years old, children want to please adults and become much more independent, but frustration will show when they are unable to complete some tasks without the help of an adult resulting in tantrums. Jealousy begins to show when they are not receiving attention, sharing may become hard for some children, this can be with attention from adults or even some toys. Frustration is now shown more because of not being able to express themselves. Children may also show toilet needs by restlessness or words. 3-7 From three years old, children will begin to learn to share better with other children. They feel more secure are able to cope in new surroundings and new adults for a longer period of time, but still need routine and structure to feel safe. They like to do more things independently and unaided. Affection is shown to siblings whether it be older or younger. Using the toilet independently and dry throughout the night but may still have accidents, although this may be different with each child. Fears may develop for example of the dark, this is because they are capable of pretending and imagining. At four years old children can eat skilfully with a spoon and a fork. Dressing themselves and doing things like brushing their teeth, washing and drying their hands can be done independently but still need help with buttons and laces. Children at five years old have definitive likes and dislikes, but may have small apparent logic, for example they may eat on food when it is only cut a certain way. From the age of six children begin to compare themselves with others around them, thinking that they are like others but in a different way. They carry out simple task and like to get rewarded for doing so, some people may use reward charts to do so. 7-12 At seven years old children learn how to control their emotions, learning that they can keep their emotions to themselves and hide their true thoughts and feelings. Who they would like to be becomes thought about and can be critical of their own work. Children at eight and nine years old can easily be embarrassed, can be discouraged easily and take pride in their own competence. They can become argumentative and bossy however can still be kind and approachable. The feelings and needs of others may not be fully understandable to them but they do begin to see things from somebody else’s point of view. Through the ages of ten and eleven, children have an increasing ability to understand the needs and opinions of others, developing a more defined individual personality. They can become gradually more self-conscious and are able to identify and describe what they are feeling to others. For girls especially those who start puberty early they may have sudden dramatic or emotiona l changes. 12-19 As teenagers go through adolescents through the ages of twelve and sixteen they may feel misunderstood, they may become self-conscious or anxious about their physical appearance and often compare themselves to others, needing a great deal of reassurance. They may alternate between behaving like a child and behaving as an adult, this is because they will experience big emotional changes and may find them difficult to control. Recognition from peers becomes important to teenagers feeling the need to be accepted, this may influence their clothing styles and interests. Through sixteen and nineteen teenagers may begin to explore their own sexuality, they can start to question their own family’s beliefs, values and attitudes and develop their own. Their peers have less influence on them as it becomes less important to them. Social and Behavioural:- 0-3 From Birth babies enjoy feeding and cuddling. They enjoy the company of others and games like ‘peek-a-boo’ become one of their favourites. They will become shy around others and look to their primary carer for comfort and reassurance. They begin to show a particular temperament, they can be placid or excitable. At around six months babies become more wary of strangers and show distress when their mothers leave, they smile at familiar faces and strangers. From one year, children help with daily routines, such as getting washed and dressed, they enjoy socialising at meal times, trying to master feeding themselves.. They may repeatedly throw objects on the floor during play or because of rejection. Playing by themselves contently but may prefer to be near a family member or familiar adult. At two years old children become curious about their environment and are eager to try new experiences, they like to play with other children but may not like sharing their toys. 3-7 From three years old children can see things from someone else’s point of view and family meal times become very enjoyable. They are willing to share their toys with their peers and begin to take turns when playing, it is interesting to make friends and having them. They are more cooperative with adults and like to help them. At four years old children like to be independent and are strongly self-willed. They like to be with other children but often show sensitivity to others. When a child reaches five years old they are able to amuse themselves for longer periods of time, for example looking at a book or watching a DVD, they show sympathy and comfort to friends who are hurt and are able to choose their own friends. At six years old children choose their friends from their personalities and interests, they hold long conversations with them naturally taking it in turns to speak and listen. 7-12 Children from seven years old start to form close relationships mainly with those of the same sex as them, however adult help may be needed in resolving arguments. Speaking up for themselves becomes easier for example when visiting people like the dentist or doctor. Around this age it is important for children to understand boundaries and why they are there. At eight and nine children make friends rather casually and may change quickly, the majority of friends are still the same sex as them but begin to show interest in the opposite sex. They start to join informal clubs formed by other children themselves but also like to join adult led groups like brownies or cubs, and start to show a sense of loyalty to these groups. Through the ages of ten and eleven children have stronger relationships with friends and usually have a best friend, the friendship will also last longer, these friendships will be formed on the basis of a mix of different shared interests and things that they have in common. Children fall into peer pressure and want to talk, dress and act like their friends, they prefer to spend time with friends and still continue to enjoy belonging to small groups of the same sex. 12-19 During adolescents teenagers start to identify more with friends and the relationship with parents becomes weaker. Because of the emotional need of feeling accepted from their peers, friends influence their interests. Teenagers become more socially skilled and become better at resolving conflicts with others. As they reach the age of sixteen to nineteen relationships with parents become strong again as they can have much more of an adult relationship with them. Friends and others around them influence their behaviour less as they become less important to them.

Classical Conditioning Definition and Examples

Classical conditioning is a behaviorist theory of learning. It posits that when a naturally occurring stimulus and an environmental stimulus are repeatedly paired, the environmental stimulus will eventually elicit a similar response to the natural stimulus. The most famous studies associated with classical conditioning are Russian physiologist Ivan Pavlov’s experiments with dogs. Key Takeaways: Classical Conditioning Classical conditioning is the process by which a naturally occurring stimulus is paired with a stimulus in the environment, and as a result, the environmental stimulus eventually elicits the same response as the natural stimulus.Classical conditioning was discovered by Ivan Pavlov, a Russian physiologist, who conducted a series of classic experiments with dogs.Classical conditioning was embraced by the branch of psychology known as behaviorism. Origins and Influence Pavlov’s discovery of classical conditioning arose out his observations of his dogs’ salivation responses. While dogs naturally salivate when food touches their tongues, Pavlov noticed that his dogs salivation extended beyond that innate response. They salivated when they saw him approach with food or even just heard his footsteps. In other words, stimuli that had previously been neutral became conditioned because of their repeated association with a natural response. Although Pavlov wasn’t a psychologist, and in fact believed his work on classical conditioning was physiological, his discovery had a major influence on psychology. In particular, Pavlov’s work was popularized in psychology by John B. Watson. Watson kicked off the behaviorist movement in psychology in 1913 with a manifesto that said psychology should abandon the study of things like consciousness and only study observable behavior, including stimuli and responses. After discovering Pavlov’s experiments a year later, Watson made classical conditioning the foundation of his ideas. Pavlov’s Experiments Classical conditioning requires placing a neutral stimulus immediately before a stimulus that automatically occurs, which eventually leads to a learned response to the formerly neutral stimulus. In Pavlov’s experiments, he presented food to a dog while shining a light in a dark room or ringing a bell. The dog automatically salivated when the food was placed in its mouth. After the presentation of the food was repeatedly paired with the light or bell, the dog started salivating when it saw the light or heard the bell, even when no food was presented. In other words, the dog was conditioned to associate the previously neutral stimulus with the salivation response. Types of Stimuli and Responses Each of the stimuli and responses in classical conditioning are referred to by specific terms that can be illustrated with reference to Pavlov’s experiments. The presentation of food to the dog is referred to as the unconditioned stimulus (UCS) because the dog’s response to the food occurs naturally.The light or bell is the conditioned stimulus (CS) because the dog must learn to associate it with the desired response.Salivation in response to the food is called the unconditioned response (UCR) because it’s an innate reflex.Salivation to the light or bell is the conditioned response (CR) because the dog learns to associate that response with the conditioned stimulus. The Three Stages of Classical Conditioning The process of classical conditioning occurs in three basic stages: Before Conditioning At this stage the UCS and CS have no relationship. The UCS comes up in the environment and naturally elicits a UCR. The UCR wasn’t taught or learned, it’s a completely innate reaction. For example, the first time a person takes a ride on a boat (UCS) they may become seasick (UCR). At this point the CS is a neutral stimulus (NS). It has yet to produce any kind of response because it hasn’t been conditioned yet. During Conditioning During the second stage, the UCS and NS are paired leading the previously neutral stimulus to become a CS. The CS occurs just before or at the same time as the UCS and in the process the CS becomes associated with UCS and, by extension, the UCR. Generally the UCS and CS must be paired several times in order to reinforce the association between the two stimuli. However, there are times when this isn’t necessary. For example, if an individual gets sick once after eating a specific food, that food may continue to make them nauseous in the future. So, if the individual on the boat drank fruit punch (CS) right before getting sick (UCR), they could learn to associate fruit punch (CS) with feeling ill (CR). After Conditioning Once the UCS and CS have been associated, the CS will trigger a response without the need to present the UCS with it. The CS now elicits the CR. The individual has learned to associate a specific response with a previously neutral stimulus. Thus, the individual who got seasick may find that in the future fruit punch (CS) makes them feel ill (CR), despite the fact that the fruit punch really had nothing to do with the individual getting sick on the boat. Other Principles of Classical Conditioning There are several additional principles in classical conditioning that further detail how the process works. These principles include the following: Extinction As its name suggests, extinction happens when a conditioned stimulus is no longer associated with an unconditioned stimulus leading to a decrease or complete disappearance of the conditioned response. For example, Pavlov’s dogs started to salivate in response to the sound of a bell after the sound was paired with food over several trials. However, if the bell was sounded several times without the food, over time the dog’s salivation would decrease and eventually stop. Spontaneous Recovery Even after extinction has occurred, the conditioned response may not be gone forever. Sometimes spontaneous recovery happens in which the response reemerges after a period of extinction. For example, suppose after extinguishing a dog’s conditioned response of salivation to a bell, the bell isn’t sounded for a period of time. If the bell is then sounded after that break, the dog will salivate again — a spontaneous recovery of the conditioned response. If the conditioned and unconditioned stimuli aren’t paired again, though, spontaneous recovery won’t last long and extinction will again occur. Stimulus Generalization Stimulus generalization happens when, after a stimulus has been conditioned to a specific response, other stimuli that may be associated with the conditioned stimulus also elicit the conditioned response. The additional stimuli are not conditioned but are similar to the conditioned stimulus, leading to generalization. So, if a dog is conditioned to salivate to the tone of a bell, the dog will also salivate to other bell tones. Although the conditioned response may not occur if the tone is too dissimilar to the conditioned stimulus. Stimulus Discrimination Stimulus generalization often doesn’t last. Over time, stimulus discrimination begins to occur in which stimuli are differentiated and only the conditioned stimulus and possibly stimuli that are very similar elicit the conditioned response. So, if a dog continues to hear different bell tones, over time the dog will start to distinguish between the tones and will only salivate to the conditioned tone and ones that sound almost like it.   Higher-Order Conditioning In his experiments, Pavlov demonstrated that after he has conditioned a dog to respond to a particular stimulus, he could pair the conditioned stimulus with a neutral stimulus and extend the conditioned response to the new stimulus. This is called second-order-conditioning. For example, after a dog was conditioned to salivate to a bell, the bell was presented with a black square. After several trials the black square could elicit salivation by itself. While Pavlov found he could also establish third-order-conditioning in his research, he was unable to extend higher-order conditioning beyond that point. Examples Examples of classical conditioning can be observed in the real world. One instance is various forms of drug addiction. If a drug is repeatedly taken in specific circumstances (say, a specific location), the user may become used to the substance in that context and require more of it to get the same effect, called tolerance. However, if the individual takes the drug in a different environmental context, the individual may overdose. This is because the user’s typical environment has become a conditioned stimulus  that prepares the body for a conditioned response to the drug. In the absence of this conditioning, the body may not be adequately prepared for the drug. A more positive example of classical conditioning is its use to support wildlife conservation efforts. Lions in Africa were conditioned to dislike the taste of beef in order to keep them from preying on cattle and coming into conflict with farmers because of it. Eight lions were given beef treated with a deworming agent that gave them indigestion. After doing this several times, the lions developed an aversion to meat, even if it wasn’t treated with the deworming agent. Given their aversion to the meat, these lions would be highly unlikely to prey on cattle. Classical conditioning can also be used in therapy and the classroom. For example, to combat anxieties and phobias such as a fear of spiders, a therapist might repeatedly show an individual an image of a spider while they are performing relaxation techniques so the individual can form as association between spiders and relaxation. Similarly, if a teacher couples a subject that makes students nervous, like math, with a pleasant and positive environment, the student will learn to feel more positive about math. Critiques While there are numerous real-world applications for classical conditioning, the concept has been criticized for several reasons. First, classical conditioning has been accused of being deterministic because it ignores the role of free will in peoples behavioral responses. Classical conditioning anticipates an individual will respond to a conditioned stimulus with no variation. This may help psychologists predict human behavior, but it underestimates individual differences. Classical conditioning has also been criticized for emphasizing learning from the environment and therefore championing nurture over nature. The behaviorists were committed to only describing what they could observe so they would stay away from any speculation about the influence of biology on behavior. Yet, human behavior is likely more complex than simply what can be observed in the environment. A final criticism of classical conditioning is that it is reductionist. Although classical conditioning is certainly scientific because it utilizes controlled experiments to arrive at its conclusions, it also breaks down complex behaviors into small units made up of a single stimulus and response. This can lead to explanations for behavior that are incomplete.  Ã‚   Sources Cherry, Kendra. â€Å"What is Classical Conditioning?† Verywell Mind, 28 September 2018. https://www.verywellmind.com/classical-conditioning-2794859Crain, William. Theories of Development: Concepts and Applications. 5th ed., Pearson Prentice Hall. 2005.Goldman, Jason G. â€Å"What is Classical Conditioning? (And Why Does it Matter?)† Scientific American, 11 January 2012. https://blogs.scientificamerican.com/thoughtful-animal/what-is-classical-conditioning-and-why-does-it-matter/McLeod, Saul. â€Å"Classical Conditioning.† Simply Psychology, 21 August 2018. https://www.simplypsychology.org/classical-conditioning.htmlPlatt, John R. Lions vs. Cattle: Taste Aversion Could Solve African Predator Problem. Scientific American, 27 December, 2011. https://blogs.scientificamerican.com/extinction-countdown/lions-vs-cattle-taste-aversion/

The Legal Issues For Technologists - 1639 Words

Introduction Legal Issues for Technologists, has been an extremely informative class in which much was learned. It directly tied into many of the topics that I have studied in other classes. Entrepreneurial studies and sustainability seem to be at the very core of many majors here at Arizona State University, my major is no exception. In my previous classes I have had to reflect on the materials of the class and demonstrate my knowledge of the curriculum, so that I may bring my skills to my practices in the real world. While I did have some general ideas about various concepts and topics covered in this class. Much previous knowledge was very non-specific and I had many gaps in my understanding. In classes taught by Lucy Qiu, I have learned the incredibly intricate, and often tedious nature of entrepreneurial finance. Aram Chavez has taught me the value of marketing, the power of the cult, and brought insight into the dealings that an entrepreneur might encounter throughout their Aha to Exit journey. Jason Bronowitz has instilled skills relating to the building products, brands, and creating market opportunity analyses. And Finally, as we come to the end of the fall 2015 semester it is once again time for me to reflect on my studies to see what I will carry with me into the future. In an effort to conduct a thorough and effective reflection, one that I believe will be the most beneficial to me, it is imperative that we start at the beginning of the class. 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