Habil Qabil Essay Example

Habil Qabil Paper The Play of Habit and Cabal by HISS The content of Habit and Cabal by HISS Presenter: Sulfanilamide and welcome to the play of Habit and Cabal. Before the scene is set, we might Just want to thank all of you for coming and notice that any great from this play Is from Allah STW and any slip-ups or wrong-doings is from ourselves and we request that Allah pardon us and commit light to us our errors, Install. Right away, we trust you appreciate the play (Presenter strolls off. Storytellers stroll on, each on isolated sides of stage) Narrator 1: Once upon a period; Adam, harmony arrive, and his better half Haw, may Allah be satisfied with her, were living In Earth, when one day Haw brought forth their first youngsters, a lot of twins. It was an upbeat day and the two guardians cherished their youngsters beyond a reasonable doubt. The little fellow was named Cabal. (Enter youthful Cabal and twin sister 1, begin playing together in front of an audience) Narrator 2: Soon after, Haw brought forth her second arrangement of twins and like before It was a little fellow and young lady. The kid was named Habit, (Enter youthful Habit and twin sister 2, begin playing along with youthful Cabal and sister in front of an audience) Narrator 1: (stop before perusing this line, let youthful ones play and chuckle a piece) They ere an upbeat family who delighted in the lovely foods grown from the ground that Allah STW had favored them with and therefore the youngsters grew up to be youthful solid and sound. (Little youngsters stroll off stage, enormous Habit (with sheep) and Cabal enter. Propensity take care of sheep, Cabal sort through grains) Narrator 2: Cabal would work the land while Habit would raise the dairy cattle. Storyteller 1 : As time passed by the little youngsters arrived at an age where they wanted deep rooted accomplices. Allah STW uncovered to Adam BUY to teach the young men to wed the twin sister of their sibling. (Sheep stroll off) n grinning and stands close to Habit) is considerably more wonderful than yours! (Point to terrible twin sister who strolls on insulted) Ugly twin sister: What did you say to me? (With backtalk) Cabal: This is uncalled for, Im going to converse with father about this!! (All twins stroll off stage, Cabal strolls off furiously while truly twin sister pursues him saying We will compose a custom article test on Habil Qabil explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Habil Qabil explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on Habil Qabil explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Entirely twin sister: Cabal pause, it isn't so terrible! Scheme! Propensity and terrible twin sister leave, Habit putting arm over his sister and appears as though hes consoling her) Narrator 2: Adam BUY was in a predicament as he needed to keep harmony in the family UT would not like to resist Allah Sets order. So like in any predicament, the Prophet summoned Allah STW for direction. Storyteller 1: It was uncovered that the two siblings brought to the table a penance for Allah STW and whose at any point was acknowledged had directly on their side. (Scheme and Habit (with sheep) enter from various sides of stage and face consecutive. Moderator put orange sheet in front of an audience) Habit: Im going to give my best sheep! (Grins and sets up sheep) Cabal: I dont care what I give, Im Just going to give this spoiling grain. All my work will e gone on the off chance that I give my best grain, Eve buckled down and put an excessive amount of time and exertion into my work Just to part with it! (Plot and Habit leave stage, while sheep pulls orange sheet [represents fire expending it] over him at that point leaves stage) Narrator 2: A fire plunged and devoured Habits penance hence Allah STW had acknowledged Habits sheep leaving Cabals decaying penance as it might have been. Storyteller 1: Adam BUY realized it was Habits true kind contribution that would be the one acknowledged yet Cabal turned out to be irate going up against his dad, requesting that Habits was just acknowledged in light of the fact that he thought Adam BUY had just petitioned God for Habit and not for himself. He guaranteed his dad to settle the issue among himself and his sibling, yet this was to have genuine outcomes. (Moderator expel grain from stage and put stone in front of an audience. Propensity and Cabal enter Cabal: Your penance was acknowledged and mine was not, that is so unreasonable!! Daddys young man consistently gets everything. I work the entire day plowing the land, perspiring and you only remain around watching dairy cattle! You are constantly preferred, you get the opportunity to go out late around evening time chasing however Id never be permitted to! You dont merit any of that and you absolutely dont merit my sister, just I do!! So for that I will most likely execute you with the goal that you won't wed my sister! Propensity: Verily, Allah acknowledges just from the individuals who are devout. In the event that you do extend your hand against me to murder me, I will never extend my hand against you to slaughter you, for I dread Allah; the Lord of such exists. Verily I plan to let you draw my wrongdoing on yourself just as yours, at that point you will be one of the inhabitants of the Fire, and that is the reward for the miscreants. (Scheme gets a stone and eyes Habit for two or three seconds. Plot at that point tosses stone at Habit who lets out a cry as he tumbles to the ground. Scheme grins and runs off stage) Narrator 2: Cabal the main killer of humankind and Habit the primary saint of humankind. (Propensity slither offstage taking stone with him) Narrator 1: After some time, Adam BUY began searching for Habit as he was getting stressed for he had not seen his adored child for quite a while. He asked Cabal who impudently answered that he was not his siblings manager nor his defender. From this, Adam BUY recognized what had occurred and lamented that he had lost the two his children. Lost Cabal to Bills and lost Habit in death. Storyteller 2: Adam BUY, an extraordinary Prophet kept spreading the message all through his youngsters and grandkids in spite of this sad episode, cautioning his offspring of Bills, giving this story for instance of the pitilessness and wickedness of Bills. Storyteller 1 : Meanwhile, Cabal was confronting the results of his awful wrongdoing. (Scheme enter hauling Habit. Spot Habit in center of stage and gazing remorseful beginnings pacing upward and down stage) Cabal: Eve been going for a considerable length of time with this carcass on my back, yet still I don't have the foggiest idea where to shroud it, and on this, the smell of this body is getting more and metal horrendous! Goodness what have I done! (Plot tumbles to his knees hopelessly. Moderator put earthy colored material in front of an audience. Two crows letting out a crow. Crow 1 than utilizes her foot and wings to claim to burrow and afterward covers Crow 2 (puts earthy colored fabric of Crow 2) at that point flies of Cabal: (standing up) Woe to me! Am I not even ready to be as this crow and to shroud the dead body of my sibling? (Crow 2 slithers off stage leaving material. Intrigue starts to cover Doing as crows did Then puts fabric over Habit) Narrator 2: Sending the crows was a kindness of Allah STW in spite of what Cabal had done ND along these lines told Cabal the best way to conceal the body of his sibling accordingly discharging one of his numerous weights. This shows Allahs leniency consistently remains, however it is dependent upon the person to run towards it and request absolution. (Intrigue runs offstage. Propensity creeps off taking material with him) Narrator 1: Unfortunately, Cabal didn't run towards the leniency of Allah and rather fled from his family. He despite everything accepted that what he did was right and kept on experiencing the whisperings of Bills. Moderator: Thank you for viewing. We trust you appreciated watching this play as much as we delighted in performing it. END

Self-Verification Free Essays

Self-confirmation is a social mental hypothesis that declares individuals need to be known and comprehended by others as indicated by their solidly held convictions and sentiments about themselves, that is self-sees (counting self-ideas and confidence). Since ceaseless self-ideas and confidence assume a significant job in understanding the world, giving a feeling of intelligibility, and controlling activity, individuals become persuaded to keep up them through self-check. Such strivings give soundness to people’s lives, making their encounters increasingly intelligent, systematic, and conceivable than they would be something else. We will compose a custom paper test on Self-Verification or on the other hand any comparative subject just for you Request Now Self-confirmation forms are additionally versatile for gatherings, gatherings of differing foundations and the bigger society, in that they make individuals unsurprising to each other in this way serve to encourage social connection. To this end, individuals take part in an assortment of exercises that are intended to acquire self-confirming data. As indicated by self-confirmation, individuals favor criticism that is predictable with their self-idea in any event, when that input is unflattering. They won't acknowledge input that is at chances with their self-concept.In our speculation, men who decided to utilize urinals for pee are intended to be increasingly certain and have a more grounded confidence than the individuals who decided to utilize can bowls. They have a more grounded self-idea and thus more grounded self-check. They would consider that they worked admirably and merited an increasingly positive input. Hence, an increasingly positive criticism would expand their inspiration and execution. On the off chance that more negative input is given to this gathering of individuals, they would not get this criticism as the more negative criticism didn't coordinate with their self-concept.For those decided to utilize can bowl, which demonstrated that they had less certainty and lower self-idea, a more negative criticism would cause a higher inspiration and execution since they think they merited more negative input. They would acknowledge it and consequently it fulfilled their confidence. When their confidence is fulfilled, they would elevate to a higher chain of command: self-completion. P. s. I dun realize when to utilize self-idea, confidence, self-check these suck words. Since I just got the screwing old both without these suck words and definitions. The most effective method to refer to Self-Verification, Papers

Sometimes you just gotta relax

Sometimes you just gotta relax The week of Monday, 10/2 â€" Friday, 10/6 was very, very difficult. We were both sick, had a super long and challenging 6.00 pset (literally stayed in office hours for 15 hours), a 6.042 pset (wouldn’t have been able to do it had our freaking amazing friend not helped us from 11pm 2am the night before it was due), Danny had a CMS.100 essay, Allan had a Ring Comm Study Break to help plan, and we were assigned 8 â€" we repeat E I G H T â€" animation assignments. So the long weekend Saturday, 10/7 â€" Tuesday, 10/10, could not have come at a better time! While the weekend was FAR better than the week (just by the fact that it was a weekend, and we actually could sleep in… sleep is wonderful), we were still very, very busy. Here’s why (sidenote: left out boring basic human functions like eating, but those did happen, don’t worry!) (sidenote 2: the numbers in parenthesis correspond to notes at the end of the post) : Saturday 10:30am â€" Borderline Exec meeting to plan for our first general body meeting of the semester! (1) 11:30am Had to skip art club because our wonderful grandparents were visiting from New York. They knew we had a bad week so they drove up to help us clean our room (a dumpster at the time), and to bring us homemade soup (we have the best grandparents in the world tbh). Also here is a picture of us and our grandma doing our massive amount of laundry. 4:00pm â€" Allan went to take a picture of the statue in front of the green building to make a test for Borderline while Danny did treasury stuff for clubs (2) 7:00pm â€" Allan prepared Unity files for Borderline (a general one, just to refresh on how unity works, and then one for the statue test) (3) 2:00am â€" glorious sleep Sunday 11:40ish am Woke up 1:00pm Tested Unity files irl to see if they worked (they did!) (4) 2:00pm â€" Did animation homework 9:00pm Emails 12am â€" Started studying for our 6.042 exam 2:00am â€" Glorious sleep Monday 10:30ish am â€" Woke up 11:30am â€" Continued studying for 6.042 and started 6.00 pset 3:30am Meeting 5:00pm 6.042 in our room 6:00pm 6.042 in office hours 7:00pm 6.042 on campus 10:00pm â€" Danny meets with someone for an event-planning thing, while Allan continues 6.042 studying 12:00am â€" Get back to Next House 1:00am â€" Decide we have to give up our spots for apple picking the next day because we still have to study for 6.042 2:00am â€" Somewhat sad sleep (cause we really wanted to go apple picking ?) Tuesday 10:30isham â€" Woke up 11:30isham â€" Studied more for 6.042 4:00pm Went to take a better quality video showing the successful Unity test, but it didn’t work because of weird lighting from the sun at that time. (5) 5:00pm Dinner with friend 6:00pm â€" Reshot video when the lighting wasnt wierd anymore! It worked this time! (6) 7:00pm â€" After a super busy weekend, we finally wound down by relaxing with friends and roasting marshmallows! (we really wanted to take a picture of this, but we forgot. That’s probably a good sign because that means we genuinely experienced a social interaction in the present moment, while not thinking about any work i.e. blog documentation) 9:00pm 6.042 Office hours 11:00pm â€" Recorded footage for a hype video for the Borderline that was shown at our general body meeting! 12:00am Edited video (7) 1:00am Glorious sleep So it may seem like this blog was super random. It probably is. But we just really wanted to get the message across that even if you are really busy, sometimes you really do just have to relax. We were pretty bummed that we didn’t get to go apple picking on Tuesday, because it was going to be scheduled relaxation time. But we still made smores with friends on Tuesday night, and that was honestly a highlight of the weekend! There is a high likelihood that you are a high school senior applying to colleges right now, and we know the deadline for early action is approaching. We just want to let you know that it’s okay to R E L A X. Notes (1) Bordeline is a mural project started last semester. It was created to make the MIT Tunnels more aesthetically pleasing, and to also make them a destination rather than a way to get from A to B. The team also made augmented reality animations and an app. We both painted murals, and made animations. This year, since most of the founding team is busy (or graduated), we joined the exec team (Allan as Animation/AR Chiar, and Danny as Treasurer (but Danny also helps with Animation stuff)). This semester the goal is to add more murals so the tunnel is COMPLETELY filled (no wall space showing), and to add more animations. Borderline is also expanding this semester to out of the tunnels. One of the projects is to make AR animations on MIT landmarks! (this new project is still in super early development, but we will post updates as they come!) (2) The picture Allan took of the Sail Statue to use for the target image of the Unity File (3) Unity test to remind ourselves how unity works lol (also edited and repurposed gif from our last blog!) (4) SAIL TEST WORKED (video is bad quality) (5) Weird lighting that made the test fail (the top right corner of the statue is reflecting light) (6) Good quality video of sail test (7)Borderline Hype Video Post Tagged #6.00 #6.042 #CMS.100 Intro to Media Studies #The Borderline at MIT

The Addiction That Differentiated Both Wes Moores

The Addiction That Differentiated Both Wes Moores Individually, we create a metaphorical puzzle as we reflect on our life. These puzzle pieces represent all of the small-scale decisions we’ve made. Inside of those decisions, also consists of other people and how they influenced our upbringings. When this puzzle is put together, all of these decisions create one large picture. Specifically, Wes Moore’s â€Å"puzzle† obtains unfinished than other people, these pieces may not fit particularly well with other pieces, and they may never will. The reader may never perceive why Wes made any of the poor decisions he has made in his lifetime, nevertheless, there’s one large section of the puzzle that holds together–this would be Wes Moore’s influence from drug abuse. The idea of drug abuse continues to be frowned upon by other people. However, what most people may not understand is that there’s an addiction that comes with it, not an addiction to the drugs specifically, though an addiction to the lifestyle that came with it. In chapter 1, the author gives a brief yet detailed background story of both his and the â€Å"other† Wes’s family life. One key instance is shown on page 24, â€Å"Since leaving high school years prior, Bernard hadn’t found a steady job. He spent most of his time searching for himself at the bottoms of liquor bottles. Mary was left with two alcoholic, abusive men who shared the DNA of her two children but no husband or dad for her boys.† His father’s drug and alcohol abuseShow MoreRelatedThe Development of Empathy10581 Words   |  43 PagesStudent: Vanessa Anseline Introduction Empathy and caring is an essential part of human health. We love because we can empathize (Szalavitz Perry, 2010). Empathy underlies everything that makes society work; such as altruism, collaboration, love and charity. 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Why America Should Not Be A Multicultural Country Ever...

America has been growing as a multicultural country ever since the 17th century. Over the years more cultures have been spreading throughout the colonies. At first Native American traditions were being used by colonists for agricultural purposes. However, the colonists took the Native American style of farming and claimed it as their own. Different cultures have been becoming ‘Americanized.’ Chinese food in America is not the text book definition of a traditional dish in China. America will take anything they can and transform it to the point of being an ‘Americanized,’ product. However, different cultural dishes are not the only concern in fact many people of different races suffer from political corruption. Hate crimes are on a widespread throughout the nation causing riots and rallies to form. America should not be considered a melting pot of cultures until people stop ‘Americanizing,’ different cultures and start focusing on law enforcement and what people are targeted the most. Within the last five years multiple hate crimes have risen from within the United States. In Ferguson, Missouri a black teenager, Michael Brown was gunned down by an armed police man. Witnesses claimed that Brown was a few yards away from the police man before he was gunned down. In protest to the police brutality people revolted in violent riots all over Missouri and a majority of the south. However, people did protest in peace in South Carolina protestors sat in the streets and chanted ‘BlackShow MoreRelatedRacism : A Long Way Down The American History1426 Words   |  6 PagesAmerican colonies through the 17th and 18th centuries, where African slaves helped in building the economic foundations of the now American nation. Slavery was then spread to the South in 1793, with the new invention of the cotton gin. 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The Importance of Religious Beliefs: â€Å"One Nation under God † †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Chapter II The Nation of Immigrants†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2.1. American beliefs and values†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreJudy Chicago Dinner Party Essay6539 Words   |  27 PagesCHICAGOS DINNER PARTY A Personal Vision of Womens History JOSEPHINE WITHERS In the fifteenth century, Christine de Pisan dreamt of building an ideal city for eminent and virtuous women, and with the help of her three muses, the sisters Reason, Rectitude, and Justice, she reflected on the many women in history and mythology who might live together in this Cità © des Dames. 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As such, they should provide a useful backbone to a programme of study but could sensibly be supplemented by other material. We have provided a mixture of longer and shorter cases to increase the ï ¬â€šexibility for teachers. Combined with the illustrations and the short case

Learning Styles Inventory Free Essays

string(52) " Observes all the physical elements in a classroom\." LEARNING STYLES INVENTORY The report is the outcome of the project titled â€Å"Learning Styles Inventory† . This project report aims to determine the learning Styles of the employees and also to develop a learning styles Inventory. The management can better understand their faculty and environment, conduct effective and productive meetings, refine conflict resolution skills and assemble more effective teams. We will write a custom essay sample on Learning Styles Inventory or any similar topic only for you Order Now India, one of the strongest contenders for the leadership in the Global IT industry, is fast emerging as the â€Å"New† leader, especially in the â€Å"New Economy† services such as Software Development, IT Services and Business Process Outsourcing services. KGFSL, an acclaimed Information Technology (IT) consulting company catering to clients globally has always focused on leveraging new technologies in a proven, cost-effective fashion by the way of developing quality employees. Everybody has a preferred learning style. Knowing and understanding the learning style helps one to learn more effectively. Through identifying the learning style, one will be able to capitalize on his strengths and improve the self-advocacy skills. Howard Gardner’s Multiple Intelligence Theory which teaches many aspects of human intelligence, learning style, personality and behaviour – in education and industry forms the major input for the study. The study was conducted with a sample of 80 employees of the company,who were actually involved in developing the financial business solution softwares . The sample represented the entire population . The researcher collected primary data from the respondents by means of questionnaire. The Questionnaire is divided into three parts namely, ‘Personal variables’, ‘Training programs’, and ‘Learning Styles’. Multiple Intelligence questionnaire was completed by the respondents and their scores as Visual, Aural, Linguistic, Kinesthetic, Logical, Solitary and Social learners were recorded. The topic Learning Styles Inventory is relevant for modern era. People have preferences about how they like to learn (learning style). This learning preferences sometimes account for problems in learning. The problem may not be entirely due to their learning style but also due to their previous experience. From the cohort of employees of KGFSL it was found that Visual, Aural and Logical Intelligences were dominant with them. Also a high degree of correlation is found to exist between the Visual and Social intelligences. Hence it is suggested that the training materials emphasis on interaction coupled with pictorial and diagrammatic representations, multimedia applications utilising sounds and music and procedural flow of concepts need to be incorporated while designing the training materials to exploit the available human talent. LEARNING STYLES INVENTORY A learning style is the method of learning, particular to an individual that is presumed to allow that individual to learn best or Learning styles are simply different approaches or ways of learning. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Based on this concept, the idea of individualized â€Å"learning styles† originated in the 1970s, and has gained popularity in recent years. Learning style Inventory(LSI) will provide details of different learning preferences and to determine a student’s learning style. The LSI diagnoses an individual’s preferences and needs regarding the learning process. It does the following: 1) Allows students to designate how they like to learn and indicates how consistent their responses are 2) Provides a foundation upon which teachers can build in interacting with students 3) Provides possible strategies for accommodating learning styles 4) Provides for student involvement in the learning process 5) Provides a class summary so students with similar learning styles can be grouped together. Everyone has a mix of learning styles. We each learn and process information in different ways. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are the styles fixed. The learning style of one may have more influence than he may realize. Using multiple learning styles and â€Å"multiple intelligences† for learning is a relatively new approach. Multiple Intelligences Theory posits that there are seven ways people understand in the world, described by Dr. Howard Earl Gardner in 1983 as seven core intelligences. It suggests that the traditional notion of intelligence, based on I. Q. testing, is far too limited. Instead, Dr. Gardner proposes seven different intelligences to account for a broader range of human potential in children and adults. Types Of Multiple Intelligence : Visual (spatial) intelligence – prefers using pictures, images, and spatial understanding. Aural (auditory-musical) intelligence – prefers using sound and music. Verbal (linguistic) intelligence – prefers using words, both in speech and writing. Physical (kinesthetic) intelligence – prefers using your body, hands and sense of touch. Logical (mathematical) intelligence – prefers using logic, reasoning and systems. Social (interpersonal) intelligence – prefers to learn in groups or with other people. Solitary (intrapersonal) intelligence – prefers to work alone and use self-study. According to Gardner, intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. In his definition, â€Å"Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture†. The visual (spatial) learning style – Picture Smart The visual style learners, prefer using images, pictures, colors, and maps to organize information and communicate with others to retain information. They can easily visualize objects, plans and outcomes in their mind’s eye. They also has a good spatial sense, which gives them a good sense of direction. They can easily find their way around using maps, and rarely get lost. When they walk out of an elevator, they instinctively know which way to turn. Learning strengths : =; Remembers what they read and write. ; Enjoys visual projects and presentations. =; Can remember diagrams, charts, maps well. =; Understands information best when they SEE it. Traits : =; Prefers to see words written down =; When something is being described, the visual learner also prefers to have a picture to view. =; Prefers a time-line or some other similar diagram to remember historical events. =; Prefers written instructions rather than verbal i nstructions. =; Observes all the physical elements in a classroom. You read "Learning Styles Inventory" in category "Learning" =; Carefully organizes their learning materials. ; Enjoys decorating their learning areas. =; Prefers photographs and illustrations with printed content. =; Remembers and understands through the use of diagrams, charts and maps. =; Appreciates presentations using OHP transparencies or handouts. =; Studies materials by reading notes and organizing it in outline form =; Enjoys visual art activities The aural (auditory-musical-rhythmic) learning style – Music smart These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. They have a good sense of pitch and rhythm. They typically can sing, play a musical instrument, or identify the sounds of different instruments. Certain music invokes strong emotions. They notice the music playing in the background of movies, TV shows and other media. They often find themselves humming or tapping a song or jingle, or a theme or jingle pops into their head without prompting. Learning strengths: =; Remembers what they hear and say. =; Enjoys classroom and small-group discussion. =; Can remember oral instructions well. =; Understands information best when they HEAR it. Traits: =; Remembers what they say and what others say very well. =; Remembers best through verbal repetition and by saying things aloud. =; Prefers to discuss ideas they do not immediately understand. =; Remembers verbal instructions well. =; Enjoys the opportunities to present dramatically, including the use of music. =; Finds it difficult to work quietly for long periods of time. =; Easily distracted by noise, but also easily distracted by silence. =; Verbally expresses interest and enthusiasm. =; Enjoys class and group discussions. The physical (bodily-kinesthetic) learning style – Body smart Kinesthetic learners learn through , moving, doing and touching. If the physical style is more like them, it’s likely that they use their body and sense of touch to learn about the world around them. They would prefer to pull an engine apart and put it back together, rather than reading or looking at diagrams about how it works. They have the ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e. . ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information. Learning strengths: =; Remembers what they DO, what they experience with their hands or bodies (movement and touch). =; Enjoys using tools or lessons which involve active/practical participation. =; Can remember how to do things after they’ve done them once (motor memory). = Have good motor coordination. Traits = Remembers what they DO very well. = Remembers best through getting physically involved in whatever is being learnt. Enjoys acting out a situation relevant to the study topic. = Enjoys making and creating. = Enjoys the opportunities to build and physically handle learning materials. = Will take notes to keep busy but will not often use them. = Enjoys using computers. = Physically expresses interest and enthusiasm by getting active and excited. = Has trouble staying still or in one place for a long time. = Enjoys hands-on activities. = Tends to want to fiddle with small objects while listening or working. = Tends to want to eat snacks while studying. The verbal (linguistic) learning style – Word Smart Linguistic learners find it easy to express themselves, both in writing and verbally. They love reading and writing. They like playing on the meaning or sound of words, such as in tongue twisters, rhymes, limericks and the like. They know the meaning of many words, and regularly make an effort to find the meaning of new words. They use the words, as well as phrases that the other person have picked up recently, when talking to others. The logical (mathematical) learning style – Logic Smart Logical learners like using their brain for logical and mathematical reasoning. They can recognize patterns easily, as well as connections between seemingly meaningless content. They can classify and group information to help so that they can learn or understand it. The logical learners work well with numbers and can perform complex calculations. They remember the basics of trigonometry and algebra, and can do moderately complex calculations in their head. They typically work through problems and issues in a systematic way, and like to create procedures for future use. They are happy setting numerical targets and budgets, and track their progress towards these. They like creating agendas, itineraries, and to-do lists, and typically number and rank them before putting them into action. These learners ask lots of questions and like to do experiments. The social (interpersonal) learning style – People smart If one has a strong social style, he communicates well with people, both verbally and non-verbally. People listen to these learners or come to them for advice, and they are sensitive to their motivations, feelings or moods. They listen well and understand other’s views and may enjoy mentoring or counseling others. The social learners typically prefer learning in groups or classes, or like to spend much one-on-one time with a teacher or an instructor. They heighten their learning by bouncing their thoughts off other people and listening to how they respond. They prefer to work through issues, ideas and problems with a group. They thoroughly enjoy working with a â€Å"clicking† or synergistic group of people. The people smart prefer to stay around after class and talk with others. They prefer social activities, rather than doing their own thing. They typically like games that involve other people, such as card games and board games. The same applies to team sports such as football or soccer, basketball, baseball, volleyball, baseball and hockey. These social learners are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation. They use both verbal (e. g. speaking) and non-verbal language (e. g. eye contact, body language) to open communication channels with others. The solitary (intrapersonal) learning style – Self Smart Solitary learners are more private, introspective and independent. They can concentrate well, focusing their thoughts and feelings on their current topic. They are aware of their own thinking, and may analyze the different ways they think and feel. They spend time on self-analysis, and often reflect on past events and the way they approached them. They take time to ponder and assess their own accomplishments or challenges. They keep a journal, diary or personal log to record their personal thoughts and events. The self smart like to spend time alone and have a personal hobby. They prefer traveling or holidaying in remote or places, away from crowds. They feel that they know themself and think independently. They may have attended self-development workshops, read self-help books or used other methods to develop a deeper understanding of themself. These solitary learners prefer to work on problems by retreating to somewhere quiet and working through possible solutions. They may sometimes spend too much time trying to solve a problem that they could more easily solve by talking to someone. They feel a deep sense of dissatisfaction if they don’t know their current direction in life. Inshort the self smart have the ability to self-reflect and be aware of one’s inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. As per the multiple intelligence theory these learning styles provide absolutely pivotal and inescapable indication as to people’s preferred learning styles, as well as their behavioural and working styles, and their atural strengths. The types of intelligence that a person possesses (Gardner suggests most of us are strong in three types) indicates not only a persons capabilities, but also the manner or method in which they prefer to learn and develop their strengths – and also to develop their weaknesses. The pressure of possible failure and being forced to act and think unnaturally, have a significant negative influence on learning effectiveness. Happy relaxed people learn more readily than unhappy stressful people. Develop people through their strengths and we not only stimulate their development – we also make them happy (because everyone enjoys working in their strength areas) – and we also grow their confidence and lift their belief (because they see they are doing well, and they get told they are doing well too). Developing a person’s strengths will increase their response to the learning experience, which helps them to develop their weaknesses as well as their strengths The different intelligences – in Gardner’s context are not a measure or reflection of emotion type. Intelligences are emotionally neutral. No type of intelligence is in itself an expression of happiness or sadness; nor an expression of feeling good or bad. In the same way, the multiple intelligences are morally neutral too. No type of intelligence is intrinsically right or wrong. In other words intelligences are amoral, that is, neither moral nor immoral – irrespective of a person’s blend of intelligences Intelligences are separate to the good or bad purposes to which people apply whatever intelligences they possess and use. Intelligences are not in themselves good or bad. People possess a set of intelligences – not just one type and level of intelligence. The primary driver of Gardner’s thinking is the fact, or assertion, that intelligence is not a single scalable aspect of a person’s style and capability. Historically, and amazingly a perception that still persists among many people and institutions and systems today, intelligence was/is thought to be measurable on a single scale: a person could be judged – supposedly – to have a high or low or average intelligence; or a person would be considered ‘intelligent or ‘unintelligent’. Gardener has demonstrated that this notion is ridiculous. Intelligence is a mixture of several abilities (Gardner explains seven intelligences, and alludes to others) that are all of great value in life. But nobody’s good at them all. In life we need people who collectively are good at different things. A well-balanced world, and well-balanced organisations and teams, are necessarily comprised of people who possess different mixtures of intelligences. This gives the group a fuller collective capability than a group of identically able specialists. By the same token a person who struggles with language and numbers might easily be an excellent sportsman, or musician, or artist. Many very successful business-people were judged to be failures at school. They were of course judged according to a very narrow definition of what constitutes intelligence. Each one of us has a unique and different mix of intelligence types, and commonly the people with the least ‘conventional’ intelligence actually possess enormous talent – often under-valued, unknown and under-developed. Gardner pointed out that managing people and organising a unique mixture of intelligence types is a hugely challenging affair. Gardner said that one should not judge and develop people (especially children, young people, and people at the beginnings of their careers) according to an arbitrary and narrow definition of intelligence. We must instead rediscover and promote the vast range of capabilities that have a value in life and organisations, and then set about valuing people for who they are, what they can be, and helping them to grow and fulfill their potential. The seven intelligences are a bloody good first step towards valuing and developing people in a more compassionate and constructive way. One of the most remarkable features of the theory of multiple intelligences is how it provides seven different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. The theory of multiple intelligences has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the pportunity to develop through courses, hobbies, or other programs of self-development. The seven intelligences are measurable, we know what they are, what they mean, and we can evidence or illustrate them. However the potential additional human capabilities, perceptions and attunements, are highly subjective and complex, and arguably contain many overlapping aspects. Criticisms: The theory has been widely criticized in the psycho logy and educational theory communities. The most common criticisms are, ? Gardner’s theory is based on his own intuition rather than empirical data and that the intelligences are just other names for talents or personality types. ?Intellectual relativism: People have differing abilities within these types of intelligences. Albert Einstein and a person who is good at mathematics both display logical-mathematical intelligence, but at no point does the theory say that all people with the logical-mathematical intelligence are equally intelligent. Despite these criticisms, the theory has enjoyed a great deal of popularity amongst educators over the past twenty years. Multiple Intelligence theory served as a base for the development of the questionnaire on learning syles. The Questionnaire is divided into three parts namely, ‘Personal variables’, ‘Training programs’, and ‘Learning Styles’. Based on the details elicited an Inventory of learning styles is made. Deciding on the learning styles will provide for the proper development of the training content. This content when matched with the learning preference of the target it will contribute to the success of the training program. Furthermore tips for Trainers is also given. Learning styles are simply different approaches or ways of learning. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Through identifying the learning style, one will be able to capitalize on his strengths and improve the self-advocacy skills. The need to retrain during the career has increased over the past 20 years. As economies and job roles change faster and faster, the ability to learn well, adapt to change and stay mentally healthy has an increasing importance n the future employment livelihood. Most employees have elements of more than one learning style. It may be useful for the employees to think about their strongest style and weakest style to identify how they learn. By thinking about their preferred style, they can try and apply this to learning new things. If they are able to use their natural style, they may find learning much easier and quicker. Knowing the learning style may h elp the employees to develop coping strategies to compensate for the weaknesses and capitalise on strengths. It can no longer be assumed that all employees will achieve by being taught the same way, and consequently new teaching practices are required. The interchange between tutee and tutor plays a vital role in the dynamics of a session. Because of this, it is very important that the tutor uses appropriate and varied tutoring techniques. BIBLIOGRAPHY BOOKS ?A. K. Sah, Systems Approach to Training and Development,Sultan Chand And Sons , Reprint 1992, pp 135-145. ?Ahwathappa. K. , Human Resource Management and personnel Management,Edition 2002,pp 408-421. Anthony Landale, Training and Development-A complete handbook, John Wiley Sons Ltd, First edition-2004, pp 47,48,67-72. ?C. R. Kothari, Research Methodology ,New age International Publishers, Reprint edition 2006, pp 2 -3, 258-270. ?E. D. Setty, A Practical handbook on Training, Himalaya Publishing House,First edition-2003, pp 42-56,171-180. ?John Braton,Gold Human Resource Management, MacMillan, Edition 1994,pp 666-678. ?Martyn Soloman, A Handbook for Training Strategy, Mohit Publications, First edition-2001, pp 32-38. ?P. L. Rao, HRD Through in-house Training, TATA Mc. GrawHill, First edition-1995,pp 163-174. ?Sumathi Reddy, Training and Development Trends and experience, Himalaya publishing House, First edition-2003, pp 123-138. ?T. V. Rao, Readings in HRD, Mohit Publications, Fourth edition-2003, pp 142-149. ?Udai Pareek, Training Instrument in HRD and OD, New Age International Publishers, Second edition-2003,pp 351-354. ?Vijaya Kumari kaushik, S. R. Sharma, Education and Human Resource development, Sultan Chand and Sons, Reprint-2004,pp 284-297. ?Wendell L. French, Human resource development, Houghton Mittlin Company Boston, New Jersey, 1990, pp 326-331. JOURNALS Colleen Aalsburg Wiessner, Tim Hatcher, Diane Chapman, Julia Storberg-Walker,† Creating new learning at professional conferences: an innovative approach to conference learning, knowledge construction and programme evaluation†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 367 – 383. ?David McGuire, Thomas N. Garavan, David Oâ€⠄¢Donnell,Sudhir K. Saha, Maria Cseh,â€Å"Managers’ personal values as predictors of importance attached to training and development: a cross-country exploratory study†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 335 – 350 Steven Eric Krauss, Khaw Ai Guat , † An exploration of factors influencing workplace learning†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 417 – 426 ? Yahn-Shir Chen, Bao-Guang Chang, Chia-Chi Lee ,†The association between continuing professional education and financial performance of firms†, The International Journal of Human Resource Management, Volume 19, Issue 9 September 2008 , pages 1720 – 1737. WEBSITES ?MargaretC. Lohman,http://books. google. co. n/books? id=FueGlAOAM9ICpg=PA118lpg=PA118dq=factors+affecting+learning+stylessource=blots=FJHLBiCAddsig=PAggcKGlja0C1NN3YYZSo1sB_o8hl=ensa=Xoi=book_resultresnum=7ct=result#P PA119,M1 ? Bethany R. Hartshorn, Dante R. Hill, and Dominique F. Keaton , http://www. learning -styles-online. com/inventory/ ? Colin P West and Tait D Shanafelt, http://www. dominican. edu/query/ncur /display_ncur . php? id=3159 ? French W. L , http://www3. interscience. wiley. com/journal/119534767 ? Paulet How to cite Learning Styles Inventory, Essays

Detailed Report on Classical Conditioning & Perruchet Effect

Question: Write a report on the classical conditioning and the perruchet effect. Answer: Abstract Classical conditioning is considered to have been the very first form of learning to be discovered and studied within behaviorist tradition (Mitchell, De Houwer Lovibond, 2009). Many individuals today have the general notion that is it one of the most basic types of associative learning, believing that Ivan Pavlovs 1927 dog experiments had something to do with it. Being a Russian scientist, Pavlov started out by studying the digestive system of dogs and eventually was intrigued with his observation. He observed that dogs deprived of food for a given period of time would begin to salivate when one of his assistants walked into the room. Pavlov then investigated this particular occurrence and established the laws of classical conditioning. From his observations, he determined that a stimulus could become linked with food, causing salivation on its own. This report aims at determining whether or not a conditioned response requires conscious expectation of the Unconditioned Stimuli. An experiment questioning the Perruchet Effect will be conducted and the expectancy ratings measured. The relevant methods and outcomes will also be discussed, and conclusions provided at the end. Introduction The basic classical conditioning procedure takes place when a Neutral Stimulus (NS) is combined with an Unconditional Stimulus (US). Here, the NS can be anything as long as it is not capable of provoking any form of response in the animal or person. The US, on the other hand, is something that automatically results in an inherent response. Pavlov referred this as the Unconditional Response (UR). Notably, classical conditioning emphasizes on the significance of learning from the environment, supporting nurture over nature. One of the numerous strengths of classical conditioning theory is that it is scientific as it is founded on the empirical proof conducted by controlled experiments. Secondly, it is also a reductionist explanation of behavior (Lovibond Shanks, 2002). This means that complicated actions are broken down into smaller stimulus-response units of behavior. An alternate theory contending that the underlying mechanisms of human conditioning incorporate both automatic and co nscious processes has resulted in heated discussions in the literature. The strongest proof for the duel process theory is the one referred to as the Perruchet Effect which refers to a psychological occurrence in which dissociation is indicated between conscious expectation of an event, and the speed or strength of a response to this particular event (Perruchet Vinter, 2002). In 1985, Perruchet carried out an eyeblink conditioning study, providing evidence for a double dissociation between Unconditioned Stimulus expectancy and eyeblink Conditioned Responses in eyeblink conditioning. He made use of a 50% random partial fortification schedule, and participants offered ratings in the course of the intertribal session. Notably, Perruchets study is considered to be quite significant because participants eyeblink Conditioned Responses revealed the opposite pattern (Clark, Manns Squire, 2001). This is to say that as the number of successive non-reinforced trials increased, participants eyeblink CRs gradually decreased. On the other hand, as the number of successive reinforced trials increased, their eyeblink CRs also increased. Perruchet offered some proof against the Unconditioned Stimulus sensitization explanation by including an unpaired control group which received USs and CSs in an unpaired manner. Notably, participants in the US sensitization group did no t indicate any transformations in eyeblink CRs as an outcome of US recency. The role played by knowledge with respect to the connection between CS and US in human Pavlovian conditioning is not well understood. However, despite the presence of a clear-cut consensus on this particular issue, many employees acknowledge that the awareness of CS-US connections is a necessary condition for the occurrence of human conditioning (Moratti Keil, 2005). Recently, there has been a need for cognitive theories of conditioning to pursue the line of inquiry and it is here that the idea of expectancy becomes useful. With regards to the human eyeblink conditioning, Perruchet introduced a model for evaluating the significance of expectancy and conditioning strength. In human learning research, it is often assumed that the experience with unforeseen events between occurrences tend to influence cognition and behavior in manners not necessarily considered to be under the conscious control of the person (Burns Corpus, 2004). However, numerous literatures have highlighted Perruchets dissociation between trends in expectancy of the Unconditioned Stimulus and trends in conditioned responding. Notably, the repetition of CS-US pairings tends to increase the strength of the CS-US connection, together with the possibility that a human respondent realizes the connection between stimuli, expecting the occurrence of the US after the CS. Similarly, the r epetition of CS alone often weakens the firmness of the CS-US connection in keeping with the principle of extinction. The transformations in expectancy as a function of the inherence of preceding runs in Perruchets paradigm are attributed to the Gamblers Fallacy. This is a mistaken tendency to believe that a completed run of a specific result will automatically be balanced by a propensity for the opposite result in the immediate future, given a random sequence of occurrences (Perruchet, Cleeremans Destrebecqz, 2006). It is important to note that while in the Perruchets paradigm sampling is without replacement, the Gamblers Fallacy is applicable to situations where successive occurrences are sincerely random. Human participants are able to demonstrate associative learning by simply recording when they expect the Unconditioned Stimulus to take place. It can also be demonstrated by describing the nature of the contingency between the CS and the US, or both (Lovibond Shanks, 2002). Associative learning is the ability possessed by many organisms to learn about connections between separate occurrences when such events are repeatedly combined with one another. It has been suggested that there exists to autonomous learning systems in function in Pavlovian conditioning. Whereas one system results in declarative available knowledge of the stimulus possibilities, the other incorporates the automatic establishment of excitatory connections between nodes that represent the CS and the US. Notably, this dual system perspective of associative learning is widely accepted. However, the empirical proof on which it is founded is rather weak. Definition of key terms and description of key phenomena US Unconditioned Stimulus UCR Unconditioned Response NS Neutral Stimulus CS Conditioned Stimulus CR Conditioned Response Stimulus Any characteristic of the environment affecting human or animal behavior Extinction The dying out of a CR by breaking the connection between the US and the CS Response The action brought about by the stimulus, such as, the salivating response from Pavlovs experiments with dogs Generalization When a stimulus similar to the CS also elicits a response Statement of the Experiment Aim and general description of the experiment, including key variables In this report, an experiment was carried out to determine whether or not Perruchets dissociation was still evident even when participants have a good reason to expect that one outcome is more likely than the other. Participants were expected to score as many points as possible in a coin toss task where the outcome of the coin flip was presented as either Heads or Tails. If the result was Heads, the participants had to press space bar as fast as possible (Livesey Costa, 2013). Conscious expectancy was also included where these participants had to predict whether the next test will be Heads or Tails. Prediction converted to expectancy rating of -5 to 5. Hypothesis in relation to relevant theory (or theories) The main hypothesis in relation to this particular experiment and relevant theories was that there would be a stronger expectancy in Heads predictions than Tails. It was also hypothesized that predictions that are influenced by runs of occurrences are always consistent with the Gamblers Fallacy theory. Method The experiment consisted of 127 university students as the respondents who completed this particular experiment in a tutorial class. There were a total of 86 female students whose average age was 22 years. Participants were randomly allocated to either a tails biased, heads biased, or unbiased condition in each session. Notably, none of the respondents were excluded from the experiment. The devices that were used were the Apple iMac computers installed with programming software, MatLab. These devices were used to create stimuli, provide stimuli, and record reactions. For the experiment, a 3x8 design was utilized, with the between subjects conditions incorporating a heads biased, tails biased, and unbiased condition. While the probability of heads was 0.6, and tails biased 0.4, that of unbiased condition was 0.5 (Mitchell, De Houwer Lovibond, 2009). The basic run framework was consistent with previous studies on the Perruchet effect and the key within subjects factors were randomly ordered lengths of trials. Additionally, the kinds of trials were collated in consecutive 8-run length groups from -5 to 5. When assessing the progression of trials offered to each respondent, repetitions of the same or opposing US as equivalents of positive and negative runs of trials were examined. For the procedure, the participants were informed that they were to take part in a coin toss prediction game whose aim would be to score as many points as possible. The experiment basically consisted of two main tasks, that is a speeded response task and a prediction task. The latter measured conscious expectancy and required respondents to predict the outcome of the coin toss on the following trial. If the correct prediction was made, then the participant would win the number of points they chose, and vice versa. Results From the results, when the participants were presented with a biased coin, there was a stronger expectancy in Heads biased condition than Unbiased. Moreover, weaker expectancy was witnessed in Tails biased condition than Unbiased. Mean prediction was considered to be sensitive to the length of the previous run in all groups. With regards to reaction time, Tails biased condition was slower than the Unbiased one while Heads biased did not indicate any significant difference to the latter (Shanks Lovibond, 2002). Discussion Looking at the experiment that was conducted in relation to Perruchets dissociation, it was observed that predictions actually tend to be influenced by runs of events consistent with the Gamblers Fallacy. The speed of the participants response time was also influenced by runs of events consistent with conditioning. Explicit predictions were quite sensitive to the total probability of each outcome. Response times were not wholly sensitive to the total probability of each result, and the Tails biased group was much slower than their Heads and Unbiased counterparts. Despite these outcomes, Perruchets dissociation still holds true. When grouping participants on whether they exhibited a consistent Gamblers Fallacy or not, those who did not do so showed a downward linear trend on both forms of expectancy trials. The outcomes suggested that when the respondents are clearly asked to make an expectancy judgment, it affects the preparation of the successive choices in a manner that overrides a utomatic influences of learning (Soetens Notebaert, 2005). Since long successive runs of expectancy trials and no expectancy trials were not all inclusive in this experiment, the presence of the Gamblers Fallacy was founded on the results taking place on both these trials. Concurrent measurement of expectancy in choice response time tasks does not necessarily eliminate Perruchets dissociation, but rather prevents its manifestation. Participants still learn the connection between the tone and the result, and it is this learning that affects response time, as the downward linear trend can be seen on the no expectancy trials. Moreover, voluntary responses in the speeded tasks were affected by automatic learning dependent on trial history, and conscious beliefs with regards to upcoming events (Perruchet Vinter, 2002). Overall, the experiment proved reliability of Perruchet Effect when expectancy was moderated or manipulated. The limited number of relevant research studies has left much room for generalization and expansion. Future research is therefore necessary with regards to instructions conveyed to participants about the actual possibility of different results. A masking task often used in conditioning literature can also be exploited in order to limit participants engagement of higher-order cognitive processes (Clark, Manns Squire, 2001). The influence of greater variations in the procedure could be explored. Conclusion Concurrent measurement of expectancy in choice response time does not usually get rid of the Perruchet Effect. 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