Extinction of a Conditioned Stimulus Essay Example for Free

Extinction of a Conditioned Stimulus Essay Method: In this experiment, an untrained rat was utilized in order to display the Movement Ratio. 1 stage was selected with ten (10) trials. Each trial had a five (5) minute interval between trials to allow the rat to recover from the medium intensity shock. A medium intensity tone was selected as the Conditioned Stimulus (CS) selected to precede the Unconditioned Stimulus (US), a medium intensity shock. Stage 2 was selected with thirty (30) trials. Each had a five (5) minute interval between trials to allow the rat to recover from the medium intensity shock. A medium intensity tone was selected as the Conditioned Stimulus (CS) to precede the new Unconditioned Stimulus (US), no stimulus. Hypothesis: In the first set of trials, Sniffy will learn to associate the tone with shock; illustrating fear-related behavior or freezing behavior at the tone. In the second set of trials, stage 2, elimination of a conditioned response (CR) (freezing or fear-related behavior) learned in the first set of trials will occur by repeatedly presenting the CS without the US. Results: In the first set of trials; the increase from 0 to 0.7 in the Movement Ratio illustrates that the tone CS, is acquiring the capacity to induce freezing behavior and other fear-related behaviors. As the movement ratio increases, the CS response strength mind window show that the tone’s capacity to elicit fear as a psychological process is increasing. In the second set of trials; the movement ratio window illustrates that repeatedly presenting the CS without the US causes the CS to gradually stop eliciting the freezing and other fear-related behavior. The CS Response Strength mind window shows that this behaviors change is the result of the CS’s losing its capacity to elicit the fear response. Independent Variable (IV) – first trial = shock; second trail = none Dependent variable (DV) – first and second; fear-related behavior, freezing behavior The movement ratio is the proportion of time during each CS presentation that Sniffy is frozen or manifesting other fear-related behaviors.

Jerusalem And The Temple Mount Religion Essay

Jerusalem And The Temple Mount Religion Essay The history of the city of Jerusalem is filled with violence and conflict. According to the Jewish Torah and the Old Testament of the Christian bible, Jerusalem was the capital of the Kingdom of Judah, which was predicted to at one time have been united with the Kingdom of Israel. Around 600 BCE the nation of Babylon conquered Judah and destroyed Jerusalem; including the sacred Temple of the Lord that King Solomon had built there, and took its people captive. It wasnt until decades after the Babylonians had plundered the city that the Jewish people were allowed to return to their home land and rebuild their once glorious city (Gascoigne, 2001). About 80 years later Jerusalem once again became the capital of Judah and the temple was reconstructed. Jerusalem was captured by the Greeks under Alexander the Great in 312 BCE and nearly a century later the Babylonians once again took over the city, this time under the rule of commander-in-chief, Seleucus. By 19 BCE the Roman empire had gained control of the area and set Harod the Great as client King over Jerusalem, under their control. Harod rebuilt the Temple of the Lord after it had lay in ruins for centuries and renamed it the Second Temple. After the death of Harod in 4 CE the Romans implemented direct rule over the city. In 66 CE, after decades of living under the authoritarian rule of the Roman Empire, the Jews rebelled. Their plight for freedom didnt last long and four years later Rome came in and pillaged the entire city and the Temple was once again destroyed. (CITATION) It was in the first century CE that the Christian bible records the death, resurrection, and ascension of Jesus Christ, the Messiah according to the Christian faith. During the second century CE Roman Emperor Hadrian rebuilt the city as a pagan city. Before Hadrians reign, the Jews had been allowed to freely practice their religion; but Hadrians rules restricting worship lead to another rebellion in the city. Hadrian responded with a massacre that led to the death of nearly half a million Jews. The Jews were then forbidden to enter the city save for one day of the year, Tish BAv, a day which Jews set aside to mourn and fast in honor of both of the Temples that had been destroyed. Jerusalem was rebuilt as a Christian city in 335 CE by the Emperor Constantine, but the Jewish people were still not allowed entry. More than 300 years later the famous Muslim shrine, the Dome of the Rock, was built in Jerusalem on the Temple Mount, the predicted location of the first and second Temples. Thr ee centuries after the Dome was built the Al-qsa Mosque, a place of worship specifically for Muslim women, was constructed on the Temple Mount near the Dome. (CITATION) Jerusalem became the Kingdom of Jerusalem in the late 11th century, around the time of the Crusades-a set of several military campaigns that lasted more than a century that were first initiated by Christian Europeans as magnificent and general act(s) of repentant faith that would culminate in the moral reform and total renewal of Christendom (Merton, 2008). Jerusalem, an important religious and historic site to Christians, Muslims, and Jews, had been captured by the Muslims and was under their rule. For the English, who were dominantly Christian, this was an abomination. It was in nearby Bethlehem that they believed the Christian Messiah, Jesus, was born, and it was in Jerusalem that he was crucified by the Jews, resurrected three days later, and then ascended into heaven before the eyes of his disciples and other followers. In the year 1095 Pope Urban II presented his idea of a Church reform (Knox) to France; he proposed that they take up arms against the Muslim Turkish Ottomans who controlled Jerusalem and save the city from Muslim control. The First Crusade began in 1097 and two years later the European army finally reached Jerusalem where, after the battle, there was a recorded 70,000 Muslim casualties. (CITATION) There were several other crusades that took place after that and the conquests lasted until the year 1291 (Knox). During this time, Jerusalem was controlled several different nations. The Sultan of Damascus razed the city and destroyed the city walls in 1219 and two decades later, after Frederick II of Germany rebuilt them, the emir of Kerak demolished them once again. The Christians conquered the city in 1243 and for the next 20 years, rule passed between the hands of the Khmarezmian Tatars, the Egyptians, and the Ottomans. Unlike under the ruling of the Tatars and the Egyptians, however, the Ottomans introduced peace back into the city. Jews, Christians and Muslims were granted freedom and were allowed to worship as they desired, in peace, alongside one another. Religious freedom was once again allowed in the city and soon after, the Kingdom of Jerusalem fell. After the Crusades, Christians started migrating to the city in order to rebuild it and salvage its history. They built chu rches throughout the city and converted the Muslim shrines and mosques, including the Dome of the Rock and the Al-Aqsa Mosque. During the 1800s the Ottoman Empire began to decline. Jerusalems population, made up of Jews, Christians, Muslims, and Armenians, did not exceed 8,000 people. The current Israeli-Palestinian conflict in the middle east can trace its beginning back to this time when Jewish immigrants started to arrive from Eastern Europe and other areas of the middle east and European nations sought control of the city. Christian churches were facing a time of religious reform and sent missionaries to the Jerusalem. In addition to the sudden flood of Jews, Europeans, and Christians, archaeologists were also interested in the city for its fascinating history of destruction and war and began flocking to Jerusalem on expeditions. The Muslim Turkish Ottomans had controlled the majority of the Middle East for centuries but in the early 1900s they declared a military jihad with France, Russians, and Great Britain (Woodward, 2009). In 1917 the British defeated the Ottomans and took control of Jerusalem. The Old City of Jerusalem became an ancient community filled with poverty and the New City, located outside the old walls, became the life of Jerusalem. Violence in the city became the norm as the Arabs began to face anxiety over the new British rule and flood of Jewish immigrants. By 1947 the United Nations suggested that the city should go under international administration and a year later the British left Jerusalem (CITATION). In 1948 the Arab-Israeli war began and residents of several Arab villages were misplaced and massacres occurred throughout the city. The city was divided when the New City joined the state of Israel and the Old City was annexed. By 1950, only a century after Jerusalems population was str uggling to meet 8,000 people, the city became the capital of Israel and was the most populous city in the country. (CITATION). (TRANSITION) Today conflict continues to plague the city; just as violence ruled the city in King Davids time, during the crusades, and throughout the 20th century, confrontation continues today amongst the three religions, especially between Muslims and Jews. The famous religious and historical site the Temple Mount is the center for much of this conflict. As stated, the site is sacred to both Islam and Judaism and both religions want reign over the area. Although Israel currently controls the city, the Temple Mount is not completely in the possession of the government; as a highly respected and desired site for so many different people, the Mount cannot stay completely in the control of any one religious group, nor can it really be shared amongst them. The Temple Mount is usually open to visitors but recent restrictions were set on who was allowed to enter the site; these restrictions included not allowing entry to the site to men under 50 years old (Sharp, 2010). However, after a Palestinian r iot in the city, which resulted in the injuries of more than 100 people, including 14 Israeli troops, the restrictions were lifted (Israel relaxes). Another riot broke out recently when Arab youths targeted Jews praying at the Western Wall. According to an article in the Jewish Telegraph Agency (JTA), the violence occurred after an Islamic imam encouraged Muslims to secure and protect sacred Islamic ground including the Temple Mount (Temple Mount reopened, 2010). Muslims have considered the site of the Temple Mount to be sacred since the prophet Muhammad wrote about his Night Journey to Jerusalem which was said to have taken place in 619 CE. It is believed by Islamic tradition that God dictated The Quran, the holy book of Islam, to Muhammad. There is controversy regarding the interpretation of the Quran, but according to most all translations, the location of the Temple Mount is the exact place where Muhammad was brought by the angel Gabriel from the Muslim temple in Mecca on his famous Night Journey. The story continues on to say that the prophets Abraham, Moses and Jesus met him in Jerusalem and they prayed together. Muhammad was offered a drink of wine, milk, and in some translations, water, and he chose the milk. Gabriel then commended him for choosing the correct drink, which represented his choice to follow Islam, the correct religion. Muhammad ascended into heaven and met God face-to-face. Even with the controversy over the story of the Night Journey, the Temple Mount holds rich religious significance to the Islamic faith. The Dome of the Rock, which stands at the center of the Temple Mount, is an important place of worship to Muslims. The Dome was built around 690 AD by Abd al-Malik.(WHO IS HE?) .Tradition says that the Dome was built to commemorate Muhammads ascension into heaven after his night journey to Jerusalem (Quran 17). (Hayes, 2010). The Oxford Archaeological Guide to the Holy Land states that Maliks intentions were actually different; he wanted to show Christians and Jews that Islam was the superior faith (Hayes, 2010). The Dome is a beautiful site to come upon. The famous golden dome had originally been made purely out of gold but was later replaced by copper, then aluminum, and is now covered with gold leaf. Its exterior is decorated with beautiful Turkish tiles and gleaming white marble. The Dome is outlined with intricate inscriptions of verses from the Quran. The interior of the Dome is adorned with picturesque floral designs and other inscriptions apart from those quoting the Quran. The Dome of the Rock was designed as carefully as the Temple, as it is an important holy place for Muslims. AL AQSA MOSQUE The Mount also holds significant value to both the Jewish and Christian faiths. It is believed by both Jews and Christians that it was at Mount Moriah, where the Temple Mount is currently located, that God appeared to the prophet Abraham, an important religious figure to both religions. The significance of the site continues for both religions. In the Old Testament of the Christian Bible and in the Jewish Torah it is written that God gave Abraham a vision of a temple that was to later be built in honor of Him. This same vision was later given to King David who, according to biblical texts, was told by God that he was not fit to build a monument of peace so he passed the plans along to his son Solomon in order for him to build it. The temple was destroyed by the Babylonians rebuilt by Harod, and was destroyed once again by the Romans. The Western Wall, also known as the Wailing Wall, and the Temple Mount were the only two structures of the Temple to survive the Roman conquest and toda y both continue to be important religious symbols to the Jewish faith. The Temple Mount is located above the Kidron Valley and the Tyropoeon Valley, which are to the east and west of the Mount, respectively. At its peak the Mount is 2,428 feet above sea level. When Harod the Great rebuilt the Temple in 20 BCE he increased the plateau of the Mount by surrounding it with four enormous walls and filling in the spaces left behind. After the expansion the total area of the Mount increased to about 35.5 acres. It is the southern wall where the Western Wall, an important landmark to the Jewish faith, is located (CITATION). The locations of the First and Second Temples are predicted to be on top of one another (Dolphin, 1995). According to the Christian bible, the inner most room of the Temple of Solomon, the First Temple, was the Holy of Holies, a place where only the high priest was allowed to enter (1 Kings 6:16).The Holy of Holies contained the Ark of the Covenant, an important religious symbol to both Jews and Christians. 1 Kings 6:21,29-30 (1994) of the C hristian bible says that Solomon covered the inside of the temple with pure gold, and he extended gold chains across the front of the inner sanctuary, which was overlaid with goldOn the walls all around the temple, in both the inner and outer rooms, he carved cherubim, palm trees and open flowers. He also covered the floors of both the inner and outer rooms of the temple with gold. The next room was The Holy Place, and then beyond that were several courtyards; first a Court for the priests, then the Jews and women, then the gentiles. The order of the courtyards was key as they were built in the order of holiness of the people who were allowed to enter each one; the Jews believed that the priests were at a level higher than them and that the gentiles were a step lower. Solomon took great care in building the Temple and it is obvious to see that same respect relayed toward the site then is also given today by the Jewish people, even though the Temple is no longer standing. The exact position where the first and second temples of the Lord were built are unknown, but three main sites have been suggested by scholars, researchers, and archaeologists. The traditional site of the Temple is said to lie beneath or very near to the Moslem shrine known as the Dome of the Rock (Dolphin, 1995). Dr. Dan Bahat, a respected archaeologist in Jerusalem, defends this statement. The two other sites where the original temple also may have laid are known as the Northern Conjecture and the Southern Conjecture. The Northern Conjecture is located 330 feet north of the Dome of the Rock, a Muslim shrine located on the Temple Mount. According to the Arabs, the predicted temple site is under an area known as The Dome of the Tablets or The Dome of the Spirits (Dolphin, 1995). The Southern Conjecture is the newest addition to the predicted traditional temple sites and is located to the south of the Dome of the Rock. Today, some rabbis forbid Jews from even setting foot on the areab ecause as the site of the ancient Jewish temple it is considered holy ground (Sharp, 2010). TRANSITION ADD THIS TO DESCRIPTION OF JERUSALEM: The geographical area known as Palestine sits next to the Mediterranean Sea and the Jordan River and is intertwined with Israel. The majority of Palestinians are Muslim by religion. The Palestinians have slowly been losing land to Israel and currently do not have a nation to call their own, although they have been advocating for statehood, with backing by the United States. Palestinian beliefs that they are being pushed out of the Old City are at the center of the fears of the will-be state. Palestine wants Jerusalem to be its capital when it is finally given independence as its own country, but because of its history, Israel is not so willing to give it up. Violence between Israelis and Palestinians regarding the site is almost a daily occurrence in Jerusalem and it does not appear to be ending any time soon. It seems as though any time Jews visit the Temple Mount, riots break out (Sharp, 2010). There is still frustration over regulations regard ing the Mount, as there have been laws issued abolishing non-Muslim prayer on the Mount. In court the state has argues that allowing Jewish prayer on the Mount would spark Muslim violence (Gershom, 2000). While this is highly likely, swindling the rights of the Jewish people does not appear to be the correct answer to the problem.

Natural Religion Versus Revealed Religion Philosophy Essay

Natural Religion Versus Revealed Religion Philosophy Essay Dialogues Concerning Natural Religion is a religious philosophical work of the Scottish philosopher David Hume.  It is about the fight the three characters of Cleanthes, Philo and Demea about the nature of Gods existence. Hume began the process of dialogue later than in 1750, it was published only in 1779. Dialogues Concerning Natural Religion, religion, philosophical works of David Hume, were published posthumously 1779.  The work is written as a fictional dialogue between the three main characters Cleanthes, Philo and Demea. Cleanthes argues for the existence of God.  He stresses the teleological sense, for example, that the worlds effectiveness suggests an intelligent designer. Demea can rather be characterized as a mystic, who claims that God is beyond reason.  The main reason for that belief is an internal feeling or certainty.  However, Demea is trying, at one point, to defend a version of the cosmological proof of God. Philo is the most skeptical of the three, and probably the most often seems to reflect the Humes own point of view, as described in Humes Dialogues as Philosophy of Science. Conversations about religion in the Dialogue concerning Natural Religion, is the literature on philosophy by the Scottish philosopher David Hume.  The publication consults together with three characters- Demea, Philo and Cleanthes, the nature of religion and the existence of God.  They all agree that God exists, but disagree on the nature and properties, and that they can ever gain knowledge of the gods.  Among the things they talk about is the design rationale for the existence of God. Hume started writing the Dialogues on religion in 1750, but did not finish with them until 1776, shortly before he died.  The publication is based in part on the publication of Cicero De Natura Deorum (On the nature of the Gods).  Conversations about religion came to Hume, after he died in 1779. 3. Give a complete account of the Argument from Design as stated by Cleanthes. In part I, the skepticism is discussed, which is made strong by Philo.  Cleanthes, however, rejects the global skepticism because it was not for pragmatic reasons, could be represented.  In Part II to VIII, the argument was put forward by Cleanthes, as the argument from design was discussed. Cleanthes believes that the world has similarity with the products of human activity and could be seen as a great machine.  Since similar effects could also lead to similar effects, it is permissible to infer by analogy that God to the man is similar.  God is a kind of exaggerated human being is, however, better and probably also was distinguished by the usual attributes of immortality, omnipotence, omniscience and benevolence. Thus, represented by Cleanthes anthropomorphism is criticized by the other two severely and extensively.  Demea calls for the incomprehensibility of God, pointing to the weak nature of the human spirit, which is composed of variable and  Philo designs also a long list of alternative conclusions, and describes the world that could not be excluded by Cleanthes: his argument still leaves many gods instead of one, also could the world be regarded as good as an animal, which enables a completely different description of God.  He also puts forward a variant of the theory of nature, passes after a series of finite worlds to each other the momentum of change.  In this theory, he is already approaching the Hume to as yet unknown theory of evolution.  Cleanthes can be traced from Philo provoking presentations and throws out any of his theories of the world, which were produced exactly as it is of necessity.  This philosophy applies, however, against the design argument for which th is is true either.  At the end of Part VIII, he claimed that there was the reluctance of any appeal, the only tenable position, as stated in How David Humes Critique of the Design Argument Survives for Three Centuries. Two of the experts involved in the dialogues represent two major trends of the Century of Enlightenment in the discussion of natural religion: one, Cleanthes, is a deist, a theist or perhaps better, not only argues for the existence of God but also of  His providence, the other Demea, is a defender of orthodox Christianity.  The third, Philo is the fencing of the skeptical point of view.  The theist Cleanthes claims arrogantly that the power of human reason is sufficient to reach, drawing on the experience of the world and the logic of the arguments, the authors knowledge of the universe.  The orthodox Demea insists, that it is not the strength, but the weakness of a man, and his reason which brings us to the infinity of God and his mysteries.  The skeptic Philo sometimes slyly encourages optimism for the Cleanthes and other pessimism of Demea, thus provoking the confrontation between the two.  This strategy paves the way to defending their thesis of the triumph of mode rate skepticism concerning natural religion.

Tiger Woods Essay -- Golf Biographies Papers

Tiger Woods â€Å"Given the year we just experienced in golf, it would be phenomenal if we see anything in 2001 that will even remotely compare. We witnessed an incredible season by the game’s most dominant player-in this era or any other. We saw how fans and players alike could respect the game in an international competition. And, we have seen the game’s visibility skyrocket† (Strange 20). â€Å"Are you ready for me† (Kindred 232)? -Tiger Woods arriving on the tour with this famous television commercial that presented him not only as a talented golfer but also as an in your face crusader against racial discrimination. These quotes make it clear of Tiger Woods’ impact on the game of golf and the entertainment world in general. But how did he get that way? Under Gardener’s Model, Woods fits in the bodily kinesthetic intelligence, but all professional athletes possess this trait. To be the greatest in the sport of golf, a player must possess multiple intelligences. Tiger Woods is great because he blends that with great intrapersonal, and interpersonal skills, and his minor intelligences of verbal linguistic, and scholastic achievement. Childhood/ Origins of the Dominant Intelligence: Eldrick â€Å"Tiger† Woods is obviously a master in the bodily kinesthetic intelligence. The part African American, part Asian golfer was born December 31, 1975 in Orange County California to Earl and Kultida Woods. Earl Woods introduced him to the game almost immediately, and by the age of two he was already a star, appearing on â€Å"CBS News† and the â€Å"Mike Douglas Show†, putting with the legendary Bob Hope. The next year he shot a 48 for nine holes at the Navy Golf Club in Cypress, California. ... ...4-G8. â€Å"Is Tiger Woods the Greatest Golfer Ever?† http://www.standrewsgolf.ws/tiger-woods 2000. Kindred, Dave. â€Å"Tiger Woods Grows Up. Golf Digest April 2000: 77-78, 232-242. McDaniel, Pete. â€Å"Take the Tiger Test.† Golf Digest April 2000: 80-83. â€Å"PGA Championship Rating Jumps from Last Year.† www.synchrocanada.com/99PGAChamp/aug16-pga.html. 1999. Sherman, Ed. â€Å"Roots of success parked in garage.† www.chicagosports.com. 2001. Spitzer, Gabriel. â€Å"Tiger, Tiger, burning bright-and costing big bucks.† www.medialifemagazine.com. 2001. Strange, Curtis. â€Å"An Eye on the Game.† Golf Magazine January 2001: 20. Villiotte, Erin. â€Å"Williams World Challenge Presented by Target to Benefit Special Charities.† www.twfound.org. 2001, Pgs. 1-2. www.pgatour.com/players/bios. 2001. www.texnews.com. 2001, Pg. 1-5. www.world.std.com. 2001

The Triangular Silas Marner Essay -- Silas Marner Essays

The Triangular Silas Marner      Ã‚  Ã‚  Ã‚  Ã‚   As a result of betrayal, Silas Marner of George Eliot's so titled novel becomes a man in body without incurring any of the duties normally associated with nineteenth century working class adults. Eliot creates these unusual circumstances by framing our title-hero so it appears to his comrades that he has stolen money. Thereby, she effectively rejects innocent Marner from his community and causes him to lose his fiancà ©. At this pivotal moment in Marner's life, just as he is about to assume fully the role of a man, depended upon as such by his neighbors, future wife and probable children, he is excised and does not successfully complete the transformation. Accordingly, he moves on to a new place, Raveloe, with the same carefree lack of responsibility as a boy, who is clearly unable to act like the man he seems he should be.    By denying Marner the possibility of a traditional family from the start, Eliot immediately brings forward the question of family values. A question that she answers in the course of her novel. Jeff Nunokawa, in his essay The Miser's Two Bodies: Silas Marner and the Sexual Possibilities of the Commodity, claims that Eliot "simply" shows "support for family values" (Nunokawa 273), and that she "encourages" them through her narrative (Nunokawa 290). As evidence, he cites quotations from the text that paint, as he puts it, "men [living] without women... in a barren region" (Nunokawa 273). Adeptly, he points to Eliot's line, "The maiden was lost... and then what was left to them?'" (Nunokawa 273). Furthermore, Nunokawa goes on to label the moral implications of the novel as those of a "blunt dichotomy," saying that Eliot hands her reader "the ... ... for it is the middle ground between its own two opposites, which include the possibilities of not having a family at all and going with the one you are biologically given. Silas Marner is not a tale of black and white, right and wrong, it is more complex and aims to depict at least three angles -- if not more that I have, as of yet, failed to unravel.    Bibliography Carroll, David, "Reversing the Oracles of Religion," Casebook Series on George Eliot, Ed. R. P. Draper. London: Macmillan Press Ltd, 1977. Cave, Terence, "Introduction to Oxford World Classic's Silas Marner" (see following entry for details.) Eliot, George. Silas Marner. Oxford: Oxford University Press, 1996. Nunokawa, Jeff, "The Miser's Two Bodies: Silas Marner and the Sexual Possibilities of the Commodity," Victorian Studies, 1993, Spring, v. 36. pp. 273-390.   

Abstract Advantages and Disadvantages of Technology Essay

Statement of the Problem This study sought to identify the advantages and disadvantages of modern technology based on the perception of 2nd year BSAMT students. Specifically it answers the following questions 1. What are the reasons of the students in using modern technology? 2. What are the effects of using modern technology in the learning of students? 3. How can the students maximize the use of technology in learning? Research Design The design of this study is a survey method which refers to a descriptive approach. It has the intention to determine the correlation between subtopics. Included in this study’s sample population of hundreds respondents to ensure the validity of the estimate of the overall relationship between the variables obtained. Findings 1. The total number of respondents that comprised our data gathering is 168 2nd year BS Aircraft Maintenance Technology from different sections. 2. Most 2nd year AMT students take 1-2 hours/day of WIFI usage for Educational purposes pointing out that using technology students can lessen their time in doing their homework. Though some takes more than 3 to 5 or even more hours in using it indicating that they are mostly using the internet nowadays rather than books. 3. If WIFI was ever possible in the school the respondents mostly answered that they will use it generally for learning unlike the other respondents you answered to use it for playing and socializing. WIFI connection brings us the world wide web to the palm of  our hands it may be advantages for learning it is still open disadvantages such as gaming and socializing which is a distraction in a students learning. 4. Ever since technology incorporated applications in our mobile phones it has helped us every day from personal and school activities indicating that it is now essentials in our lifestyle since the respondents answered mostly that mobile phones and their apps is the biggest benefit of using digital media in the classroom. 5. PATTS is on the verge in improving and incorporating technology in its facilities and from the respondents they have chosen that the school should focus on mounting projectors in each classroom together with speakers to integrate audio visual learning which will benefit the students well because through the use of projectors instructors can now PowerPoint their lessons, play videos to understand complicated things like (e.g. â€Å"how a rocket works?†) 6. The school has provided its library with computers so it can help students research topics and lessons in the school with internet. Though it lacks performance in terms of the computers being used that it needs improvement as said by the respondents that the internet connection is sometimes not working and the computers performance is slow and laggy therefore reducing its worth and functionality in the school. 7. Respondents answered that projectors is neither agree nor disagree in making them more active and attentive in class. Agree because they are able to understand the lessons very well and disagree because they tend to be sleepier because some instructors just read their presentations. 8. Internet/online is better than books is neither agree nor disagree. Agree because they are a lot easier to find by simply using a computer and just copy paste and printing it. While others answered disagreeing because some online e references are opinionated therefore not good sources for getting information. 9. Taking pictures of lessons written on the board is better than writing notes is neither agree nor disagree. Agree because you don’t have to write anymore and just saved photos and just view it later and also you don’t have to bring notebooks anymore. Disagree because they don’t have high pixeled camera to take pictures from their phones or better yet they still prefer writing in notebooks. 10. Respondents answered neither agree nor disagree in taking notes by using camera, it will be difficult to remember and understand the topic discussed. Agree because they will just  lean to their picture notes therefore not reading or even studying it. Disagree because with their notes they can study them on their phones. 11. Using laptops and projectors in class make learning more efficient is neither agree nor disagree. Agree because they can use laptops to help them in their studying habits, disagree because they tend to use notebooks and just prefer to listen to their instructors. Conclusions Based on the respondents answer and the researchers findings and interpretations. The researchers has derived conclusions that would give clarity to what this thesis is seeking to answer. 1. The reasons why students use modern technology in learning because it helps them in their studying habits and even doing their homework with ease. It also is a tool in the classroom through projectors which also helps the instructors deliver their lessons clearly. Through the internet we can research information obtained from google understanding things more gaining more ideas. 2. The effects of using modern technology in learning of the students have its good and bad sides. Good because the research time span for researching will decrease and it can help in finding more information in a short time. With that we can gain more ideas about the topic to make class discussions more interesting at school. Making the student more ready for school. The bad side when it is not used properly and it is merely used for gaming and socializing rather than learning it can create may distractions for students and it can also be a cause for them to fail their classes. Therefore it is still in the students choice whether he will use it wisely. 3. Students can maximize their learning when their school technology incorporated already using modern technology in their curriculum. Like WIFI connections and computers with programs to help each and every student in their school activities. Also we have to raise awareness to students on how technology be able to aid them in their studies therefore maximizing their learning capabilities and ideas. Recommendations According to the conducted research, survey and observation by the researchers, Modern technology is neither advantage nor disadvantage but, if PATTS is willing to put money on improving its facilities it will be an advantage. 1. In order for the PATTS to cope up with schools, PATTS should incorporate modern technology in their curriculum to improve the education of its courses to have a name especially in the aviation industry. An aviation school like PATTS needs a major upgrade especially in its enrollment system school nowadays use online enrollment and they can even view their grades at home. 2. Researchers recommend that PATTS should try M-LEARNING (what is M-Learning? Is a new educational paradigm, that creates an environment in which students access to course materials, instructions and applications anytime and anywhere) taking the school’s curriculum to a technology based learning bring a lot of opportunities in one students learning for example with M-Learning a student can study anywhere as long as there is access to an internet connection, can work at own pace and can accommodate different learning styles through different activities. 3. Given the idea that 2nd year AMT students in PATTS have neither agreed nor disagreed about the advantages and disadvantages of modern technology in their learning we would like to recommend the study be conducted again. Given the changing nature of technology a series of studies, based on our model, would document improvements and thereby increase the potential that decisions regarding the composition of modern technology in learning would lessen bias and answer the question whether modern technology is a neither advantage nor disadvantage in learning.

Professional Teachers Essay

â€Å"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires† (William Arthur War). Teaching is more than a profession; it is about being full time parents to the students. Students spend most of their hours with teachers, thus when you are a teacher, you don’t just teach the basics; teachers are expected to go the extra mile for their students and ensure all the necessary requirements are met. On the other hand, learning can be defined as gaining knowledge or skills that can be useful or beneficial (www. cidde. pit. edu). Beliefs about teaching and learning strategies do not always help one to become a good teacher. Beliefs can be defined as â€Å" the mental act, condition or habit of placing trust or confidence in something or someone† (www. thefreedictionary. com), therefore as you can see if a teacher believe in using a wrong strategy for learning or teaching is the correct application this may cause devastating results for students. Good teaching is an act of generosity, a whim of the wanton muse, a craft that may grow with practice, and always risky business (www. couragerenewal. org). I believe that teaching, if done wholeheartedly and effectively can make a profound impact on students. The impact would not just be restricted to the transfer of knowledge but understanding and guidance. Teachers should develop a bond with their students and a relationship so that students can feel safe and protected by teachers. They should be able to have the same sense of feeling they have towards their parents or guardians. They can serve as effective caregivers — loving and respecting their students, helping them succeed at the work of school, building their self-esteem by treating each student as having worth and dignity, and enabling students to gain a first-hand appreciation of the meaning of morality by being treated in a moral way (www2. cortland. edu). After participating in this course I understood that these small factors make up the bigger picture. I learned that by having these qualities would make you a memorable teacher and would impact on the children in a positive way. Being a patient teacher is also an essential factor that leads to good teaching. As a teacher, you encounter a variety of situations and it is your responsibility to be patient and understanding in all events. A good teacher must remain patient with his or her students at all times. However, that doesn’t mean the teacher should let the students get away with whatever they want to. Discipline and fairness must be used as well. A teacher with these qualities is able to understand his or her students and know how to help them succeed. A teacher with little or no patience can easily give up on a troublesome student as a way to avoid the problem (sithpenguin. hubpages. com). My in class session showed me that some teachers are not patient because of troublesome children and they give up on the students to make their lives easier, but this should not be so. Meanwhile I also learnt that as teachers we should try our best with the students to help them become better people. If their home is not stable, we should help them as much as possible in school and do not turn them down. We should give them the guidance and comfort they are not getting at home. It is our job to be affectionate with students because teachers are like the second parents/guardians for students. Different children adapt to different learning methods, therefore learning can be universal and can be accessed via multiple avenues to facilitate all learners. I believe that learning should be an engaging and rewarding experience. When children attempt to do something instead of criticizing them, I think they should be applaud when they are right and corrected if they are wrong. When they achieve something, they should be rewarded and motivated to do better. If they do not understand something, teachers should correct them in a positive way and make it an engaging and interactive experience. According to Professor Michele Clarke of the School of Geography, learning should be fun; an engaging, challenging and rewarding experience both for student and teacher. Of course, making complex ideas fun for all participants is a far from easy task but if you can enable students to use their own imagination and creativity in an interactive manner which develops critical thought and deep understanding, the academic achievements can be impressive, the task memorable and the benefits for the individual long-lasting (www. nottingham. ac. uk). My Practicum course showed me that learning is supposed to be an engaging and rewarding experience for students. It must be this way in order for learning to take place, especially in primary schools because they consist of small chidden at a tender age who works well when learning is fun, rewarding, engaging and motivating. During our in class group discussions I also understood that when learning is rewarding, it actually makes the children want to come to school and be enthusiastic about doing the work. Children learn best in a secure and supportive environment where provision is made for discovery, challenge and choice. Inviting surroundings enhance children’s positive disposition towards learning and a sense of belonging. Creating environments for learning is more than just a simple classroom arrangement (www. education. gov. sk. ca)The indoor environment receives the most attention from educators, children and other adults, therefore as teachers we should create an environment where colours, graphs, charts, pictures and arts and crafts are seen in abundance. This way the children would be excited about learning and they would find themselves enjoying their class sessions while, using graphs, pictures and charts as references when the teacher is teaching. Apart from the indoor environment, the outdoor environment is important. The indoor environment communicates the values and beliefs that underpin the living and learning that takes place in that space (www. education. gov. sk. ca). Learning should felicitate guide play, exploration and discovery also. Outdoor activities also lead to effective learning. Doing this course, I got a further understanding of how the environment impacts on a child’s learning. I understood as a teacher it is my job to ensure that I develop a proper learning environment for my students. During our Practicum Seminar when one of our speakers; a teacher from San Fernando Boys RC school came and introduced us to her classroom, I was amazed with the environment she provided for her students. Her classroom was like a resource centre with millions of materials to enhance learning in the classroom. My beliefs on teaching changed in that the traditional method of teaching by role does not do the job anymore and guarantees that any teacher using methods of lecture, copy what’s on the board and memorization will lose the student’s attention and kill the desire of students to learn (www. themommydaddy. com). Teachers must now evaluate themselves and move forward from these â€Å"old school† ways and norms and bring new and innovative ways of bringing across the lecturers/ lessons across to the class in a more interesting and interacting way. They should develop new and innovative learning strategies for the students. Groups are composed of individuals who may share some of the same knowledge and skills, however, oftentimes, members come from different educational backgrounds and have different work and volunteer experiences, which uncovers strengths that one group member may have, while others are lacking. (ehow. com) During my form three days at school, my Technology Education teacher would often divide us into groups of four to five to do projects. These projects would not be just any plain portfolio hand up. Mr Awesome would instruct us to actually brainstorm, think critically and creative and build innovative objects and/or create our own piece of work. By doing this our teacher encouraged us to exchange ideas and know how creative our peers could be. Group work along with brain storming also taught me to look at a problem from different angles and understand that it could be solved via a wide range of solutions by my peers. This would encourage effective learning by students. During the Practicum course, I even further understood the importance of group work among students, because as a student myself, I do not like group work. My teacher went on to explain that group work also helps students look at how their friends look at problems and how it encourages the child to feel comfortable if he/she does not understand something, so they can ask for help as a group and not individually. Working in a group can help individuals build long-lasting relationships based on trust and loyalty. As group members, people learn about the commonalities they share and differences, which lead them to seek group members they can build relationships with even outside of the group (ehow. com; Esquith, R. 2007). As a teacher, you should do your homework also. I learned this from my lower six teacher who was always prepared for a class. She would never reach to class and question the class where in the syllabus she are supposed to teach or she would never come to class and start organizing her lesson for the day, she would always come prepared and she would always make the extra time to go the extra mile for the class. For effective teaching to take place teachers should always be organized and their class must always be well planned. Lesson plans is always the best method to be organized. When using lesson plans, teachers do not have to think on their feet, they are clear on the procedure to follow and they build on previous teaching and prepare for coming lessons (myenglishpages. com). I always admire my teacher for always including activities in her lesson plan rather than just reading and writing. Including activities in your lesson plan develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components: Objectives for student learning, teaching/learning activities, strategies to check student understanding(www. crlt. umich. edu) With the Practicum course, ,my views on lesson planning did not change , because during class, I would often remember my teacher stressing on doing a lesson plans accurately and do it for all areas of teaching. She also explained the importance and benefits of lesson planning so I held my beliefs on lesson planning to a high standard. Without students teaching is nothing and without teachers learning is nothing. All students have had hundreds of teachers in their lifetimes. A very few of these teachers they remember as being exceptionally good. Good teaching is as much about passion as it is about reason. It’s about motivating students not only to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful and memorable. It’s about caring for your craft, having a passion for it and conveying that passion to everyone, but mostly importantly to your students (www. facultyfocus. com) â€Å"Demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers and teachers†-Richard Bach.