Human learning and survival Essay Example for Free

Human learning and survival Essay There is a common belief that the ability to learn is what makes human survival possible. I believe that survival is not based solely on learning. Human survival especially in times of vast environmental change is the result of a combination of learning, logic, reasoning and subsequent application of knowledge. The thing that sets humankind apart from other living things is intellect, which according to the dictionary is the ability to learn and reason. Learning is simply the ability of animals (humans included) to acquire and retain new information. Whenever we try to learn a new dance step, learn a new language or simply remember the names of people we meet, we in fact use our learning faculties. So do animals when they figure out that scrounging around in garbage cans can reward them with food. Darwinian theory proposes the idea of evolution wherein living things adjust biologically, mentally and physiologically to environmental conditions and demands. When the concept of survival of the fittest and natural selection is discussed, it pertains to animals that are not just physically fit but mentally as well (Arrizza). In fact most biologists and anthropologists support this thinking by citing the example of how humans have always depended on their wits in order to survive. More often than not, it is the more dull-witted ones who perish even before they have given birth to offspring, which probably is a good thing for succeeding generations (Thorndike, 1931, p. 184). It was stunningly simple. Nature does what animal breeders do, but gradually, and over longer periods of time. In a species, those individuals who are best adapted in their hereditary endowment will succeed, and survive, better than their fellows. That is the struggle for existence. Those successful individuals will leave more offspring, and this will move the mode, the central tendency of the species, in their direction. Following generations will continue to undergo selection for still better adaptation: running, swimming, seeing, hiding, chewing, or all together. (Howells, 1993, p. 6) Supposing this theory was correct however, it would imply that the weak or learning challenged humans would have been weeded out a long time ago. The thing is that in todays times, learning challenged humans still exist and even thrive. There are some quarters that may opine that intelligence and the development of skill are products of mental evolution. Evolution refers to progress to something more functional, advanced and suited to the current environment (Human Evolution). The fashioning and use of primitive tools are just a few hallmarks of how human intelligence has evolved and applied learning into something that helped their survival. For all practical purposes, learning is often seen as an attempt to create a memory or store information that lasts as it is invariably linked with memory. Dr. Eric R. Kandle, vice chairman of the Dana Alliance for Brain Initiatives sums it as: Learning is how you acquire new information about the world, and memory is how you store that information over time (What is learning) Simply put, it is just the accumulation of facts and information. At this point it is important to point out the difference between learning and memory. Kandle points out that not all learning can get stored into long term memory. Such is the case of things a person learned in school. Unless these lessons are used in day to day life, many will have trouble remembering them some years after. Kandle adds that There is no memory without learning, but there is learning without memory. (What is learning) True learning cannot exist without memory but Thorndike (1911) scorns the idea that human learning is the same as real human intellect. He states that learning alone does not include the more complex processes of reasoning or inference. No real thought is given to the relationship and causality of things, neither is there an appreciation of the progress the application of learning is causing. He further posits that learning is based solely on factors that are present in the environment. It is human intellect that makes it possible for humans to think and develop further learning outside the box or beyond what are present in his environment. Rychlak (1994) supports this contention with his own theory of Logic Learning. Rychlak believes that learning is an inherent quality in both humans and animals alike. Humans however possess the power and capability of logic that enables them to make sense and assign purpose and function to information that is learned. (p. 35) Learning is not limited to humans. Every living organism has the capability to learn. It has been proven that animals including dogs, cats and even bees have information and skill acquiring capabilities. While most animal characteristics are arguably innate or instinctive like a newborn baby or puppys nipple searching and sucking reflex, many later skills are learned. What sets people apart is rather not limited to the capacity to learn and store information but rather in the processing of this information afterwards and figuring out what to do with it. Animal learning is mostly based on impulses and instinct. There are three different ways by which organisms learn: by trial and error, by observation and imitation, and by instruction. (Campbell, 1998, p. 39) Trial and error is by far the most common method of learning among living organisms. An example of this is when a mouse tries to figure its way out of a puzzle by trying out first one path, then another until it hits upon the correct path to follow. Observation and imitation is illustrated by how the young of animals and humans alike acquire learning by watching and imitating the actions of their parents. This is most commonly the basis of the development of behavioral patterns and actions. Finally, and what is arguably the method unique to humans is the method of instruction through language. Why is it unique? Instruction needs conscious thought and full intention of teaching. What is more is that instruction is a big factor in the propagation of a culture yet the topics and methods of instruction are also largely dependent on culture (p. 40). Language is also another important and distinctive part of both human culture, instruction and in effect, human learning (Alland, 1973, p. 209). Using language in instruction speeds up the learning process thereby allowing for more potential information to be learned and assimilated. Instructions and responses are direct and accurate. In the same way, a shared language serves both as a unifying element of culture and shared experience between individuals. Learning and Adaptation Enough mention has been made of adaptation with regard to human survival†¦what is adaptation? Adaptation is lexically defined as an adjustment to conditions present within an environment or a reaction to a persistent and present stimulus. It allows an organism to adapt or change components or behaviors within itself to match the demands of its environment. Survival is an organisms ability to exist and propagate in relation to its surroundings and environments. Is learning the key to adaptation and in effect human survival? No. But it is one of the fundamental and major contributors to it. Like most living organisms, humans have physical limitations that are challenged by natural elements and processes such as climate, hunger and other environmental conditions. Unlike other animals however, humans are relatively less sensitive and attuned to environmental changes (Piantadosi, 2003, p. 1). It is at this point that the human ability to learn, reason and compare their living conditions and determine problems that may exist and threaten their survival. Like people in modern days, primitive men had their environment with its own accompanying problems. If modern people today are challenged by more high tech issues like traffic, work, and finances, our primitive ancestors had to figure out ways of keeping warm in the winter and putting food on the table (or rock). There were challenges in how to hunt and capture prey effectively as well as make sure that they do not become prey to carnivorous predators of their time. From plain materials and tools fashioned with flint and animal bone, primitive humans graduated to working with copper which was more malleable yet as tough as stone, and then to the much stronger bronze which was formed by melting copper with tin and finally, iron (Hartman, 1996). Supporters of learning as the keystone of survival wold point this out as a way by which learning improved human existence. But basing on definitions alone, learning meant that they simply realized that stone is not so easy to work with, copper is malleable but pretty weak, and bronze and iron are harder metals. It is logic and reasoning that made it possible for them to realize that 1. ) there are problems with the materials they are using, 2. ) they need to find a better solution to their requirements, hence the search and formulation of copper and bronze. Without logic and reasoning people then would have simply stopped at knowing. One may look at this the same way as the differentiation between science and technology. Science is that wide and impressive body of knowledge which will remain meaningless unless applied and utilized in technology.

Ghost Stories :: English Literature

Ghost Stories Ghost stories revolve around lots of Spooky tales that work on displacing the reader's fear. Some of the main techniques which make them successful involve: Fear, Drama, Danger and Suspense. However, the main idea is that they create tension too. Such stories which use tension to dramatic affect are "The Red Room" by H.G. Wells and "Farthing House" by Susan Hill; both are written in first person narrative to allow the reader to get scared along with the main character. Both stories also build tension through their Style, Setting, Structure and Language. "The Red Room" is about a ghost hunter who is a legendary ghost, "Farthing House" is about a woman who stays with her aunt at a residential house and feels and sees a woman's supernatural presence in her room - both tales have a dramatic twist at the end! Tension is created through "The Red Room's" setting in many ways - Firstly: "I can assure you, said that it will take a very tangible ghost to frighten me". This dramatic opening to the story sets the ghost hunter as a Brave, Strong character. The word 'tangible' suggests it will take more than a scary image to frighten him, yet tension is caused because the reader now expects that something will be frightening him - soon. H.G. Wells builds on this subtle tension and the supposed 'invincible man' by setting his story to contradict and unease the man's assurances, not only is he in a strange house with a legendary red room (building immediate suspicion by the fact that the room is renowned, "You will show me to this haunted room of yours,") but Wells surrounds him with grotesque characters too. The three custodians set the story by introducing the reader to the Red Room and through their crusty appearance. "If is your own choosing, said the man with the withered arm and glanced at me askance" only four lines into the story and the main character, along with the reader already senses that all is not well, mainly because the man is deformed - "withered" and because he is acting oddly i.e.; "looking askance". This action suggests the custodian knows something we don't, he appears too shifty. Wells continues to build tension through introducing the second man who also adds to the scene: "shambling step", "more bent, more wrinkled, more aged", "his lower lip half averted, hung pale and pink from his decaying yellow teeth", "began to cough". The verb 'shambling' suggests the man may have a limp and the repetition of the word 'more' portrays a disgusting image of the ageing wreck, barely human. The man's manky description backs this up and encourages the

Abercrombie & Fitch Guys Stripped in Singapore Essay

Concept Branding: How A&F used branding in the new market- Singapore. Brands convey the information to customers and then induce loyalty. Good brands create distinct brand personalities and trigger emotional associations that help the customers connect with brands. This article will analyze A&F’s branding strategies Summary Abercrombie & Fitch, the brand that is well loved for its American-style, cool, casual and trendy clothing, is now aggressively expanding into Asia. Before its grand opening in Singapore, 40 muscular half-naked men stood outside the still unopened store. The alluring smiles and eyes, free hugs, and photo shoot caused a stirring riot. In addition, A&F launched the giant four-floor advertisement at a traffic-heavy shopping area, the muscular topless man wearing extremely low-slung jeans caught people’s eyes in Singapore. See more: Analysis of Starbucks coffee company employees essay It is not the first time A&F has done a marketing campaign like this. It has been a standard practice for all its flagship stores in recent years. However, these â€Å"hot guy† strategies exploded in Singapore. The Advertising Standards Authority of Singapore claimed that the ad is in contradiction of its â€Å"code of decency†, and the giant ad, which is charged as â€Å"lewd and inappropriate†, was ordered to be removed. News of the ad’s possible suspension provoked Singaporean to comment furiously. People were discussing the topics like: â€Å"Is A&F too sexy for Singapore?† â€Å"Is this ad too indecent for Orchard Road?† Eventually, since many Singaporeans supported A&F, the billboard is now safe and sound on Orchard Road. Analyze A&F is good at marketing campaigns and possesses a strong brand personality: sexy and young. A&F did the campaign like it usually does, but the promotions in Singapore had great success since it occurred different contexts and conflicts of culture. A&F triggered people’s emotion and created the special experiences that helped the company to connect to its customers. The Singaporeans who had joined the campaign were excited to share the photos and comment on social media. Those actions induced more and more people to respond and be attracted by A&F. Otherwise, the controversy of the campaign in Singapore is an opportunity for the Singaporeans who are unfamiliar with A&F to know the brand, and it provokes a desire to walk in the stores to satisfy their curiosity. However, there are so many disparities in the clothing preferences between Asian and American: physical shapes, sizes, styles and cultures. Indeed, A&F did an excellent job on catching Singaporeans’ eyes with its opening. But the question is, does masculine image really match the Asian market trend? I am concerned with how A&F maintains its sales for long term via the sexy image in the conservative market. Furthermore, the apparel competition is fierce in Singapore. Competitors for A&F included western brands which are ambitious with Asian market as well as Asian brands which are familiar with the market. Conclusion and Recommendation A&F cleverly built up its brand image and conveyed information through the controversy in Singapore. However, except for the opening campaigns, in order to enhance its brand loyalty, I suggest A&F do more events to focus on Asian customers. For example, use more Asian models on catalogues to show the customers that American style outfits are also fit and look good on Asian people’s body shape. Meanwhile, A&F should do more events to collaborate with celebrities or magazines to lead the new fashion trends in Asia. Last but not least, I suggest A&F conduct more marketing research to understand Asian purchase behaviors and fashion points. Thus, A&F can do some adjustments on the products to fit the Asian consumers’ needs. How â€Å"hot† could A&F be in Singapore? Well, definitely not only the topless hot guys, but also with the right marketing strategies.

Biology Prefixes and Suffixes Cyto- and -Cyte

The prefix (cyto-) means of or relating to a cell. It comes from the Greek kytos, meaning hollow receptacle. Biology Prefixes With Cyto- Cytochemistry (cyto - chemistry) - a branch of biochemistry whose focus is studying both the chemical composition and chemical activity of a cell. Cytochrome (cyto - chrome) - a class of proteins found in cells that contain iron and are important for cellular respiration. Cytogeneticist (cyto - geneticist) - a scientist who studies cytogenetics. In a clinical setting, a cytogeneticist is often tasked with finding abnormalities in chromosomes. Cytogenetics (cyto - genetics) - a branch of genetics that studies the components of cells that impact heredity. Cytokinesis (cyto - kinesis) - the division of a cell into two distinct cells. This division occurs at the end of mitosis and meiosis. Cytomegalovirus (cyto - mega - lo -virus) - a group of viruses that infect epithelial cells. This group of viruses can cause infant disease. Cytophotometry (cyto - photo - metry) - refers to using a device known as a cytophotometer to study both cells and compounds within the cells. Cytoplasm (cyto - plasm) - all of the contents inside of a cell excluding the nucleus. This includes the cytosol and all other cell organelles. Cytoplasmically (cyto - plasmically) - of or referring to a cells cytoplasm. Cytoplast (cyto - plast) - refers to an intact cytoplasm from a single cell. Cytoskeleton (cyto - skeleton) - network of microtubules inside the cell that help give it shape and make cell movement possible. Cytosol (cyto - sol) - semifluid component of a cells cytoplasm. Cytotoxic (cyto - toxic) - a substance, agent, or process that kills cells. Cytotoxic T lymphocytes are immune cells that kill cancer cells and virus-infected cells. Biology Suffixes With -Cyte The suffix (-cyte) also means of or relating to a cell. Adipocyte (adipo - cyte) - cells that compose adipose tissue. Adipocytes are also called fat cells because they store fat or triglycerides. Bacteriocyte (bacterio - cyte) - an adipocyte that contains symbiotic bacteria, often found in some types of insects. Erythrocyte (erythro - cyte) - red blood cell. Erythrocytes contain hemoglobin, the pigment that gives blood its distinctive red color. Gametocyte (gameto - cyte) - a cell from which male and female gametes develop by meiosis. Male gametocytes are also known as spermatocytes while female gametocytes are also known as oocytes. Granulocyte (granulo - cyte) - a type of white blood cell that contains cytoplasmic granules. Granulocytes include  neutrophils, eosinophils, and basophils. Leukocyte (leuko - cyte) - white blood cell. Leukocytes are usually made in an organisms bone marrow. They are found primarily in blood and lymph. Leukocytes are an integral part of the bodys immune system. Lymphocyte (lympho - cyte) - type of immune cell that includes B cells, T cells, and natural killer cells. Megakaryocyte (mega - karyo - cyte) - large cell in bone marrow that produces platelets. Mycetocyte (myceto - cyte) - another name for a bacteriocyte. Necrocyte (necro - cyte) - refers to a dead cell. It can be part of a dead cell layer that serves a protective function. Oocyte (oo - cyte) - a female gametocyte that develops into an egg cell by meiosis. Spermatocyte - (sperm - ato - cyte) - a male gametocyte that ultimately develops into a sperm cell by meiosis. Thrombocyte (thrombo - cyte) - a type of blood cell known as a platelet. Platelets clump together when a blood vessel is injured to form a blood clot helping to protect the organism from excessive blood loss. cyto- and -cyte Word Dissection Just as a biology student might dissect a frog, learning important biologically related prefixes and suffixes can help biology students dissect unfamiliar words and terms. Now that youve reviewed biology prefixes that begin with cyto- along with biology suffixes that end with -cyte, you should be well prepared to dissect additional similar words like cytotaxonomy, cytochemical, cytotoxicity and mesenchymocyte. More Biology Terms For more information on understanding biology terms, see: Understanding Difficult Biology Words Biology Word Dissections Glossary of Cell Biology Terms Biology Prefixes and Suffixes Sources Reece, Jane B., and Neil A. Campbell. Campbell Biology. Benjamin Cummings, 2011.