Examine the main strengths of the cosmological argument for the existence of God free essay sample

The main question the cosmological argument ponders thought on is ‘Why is there a universe at all?’ The cosmological argument asks the scientific question behind the universe as the design argument asks an emotional one. One of the main strengths of the cosmological argument was brought forward again recently by William Lane Craig. The argument tries to say that the world couldn’t have just occurred, there must be some sufficient reason. Gottfried Leibniz is the most asscoitated with this idea of ‘The principle of sufficient reason’ ,he says that anthing that happens ,including the universe, must have become due to a definite reason. Therefore there must be a course or an explanation. However there comes a point when we no longer need to look for an explanation anymore and therefore that’s when we have a sufficient reason. The cosmological argument says this sufficient reason is God. Back to William Lane Craig, he brought the idea of the ‘Kalam cosmological arguyment back (however it was first developed by the Muslim Philosophy of Religion). We will write a custom essay sample on Examine the main strengths of the cosmological argument for the existence of God or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There are 3 main steps to this argument which are 1) Whatever begins to exist is caused to exist by something else 2) The universe began to exist 3) Therefore, the universe has a cause and this cause is God. Step one of the Kalam argument is just common sense. Step two is also common sense as long as not looked into too deeply, which it’s not needed to be, it’s a Brute Fact as Bertrand Russell may say. Lastly the last step may to a first glance seem to jump majorly and offer a completely inaccurate response but it seems like the simplest answer (e.g. Ockham’s razor) therefore it’s the most ration explanation. Some may argue God needs a cause or an explanation then but God is the Cosmological sufficient reason. Coplestons argument is very similar to the one of William Lane Craig although the points seem slightly more detailed to hopefully display the meaning of what the cosmological argument is trying to put across. 1) There are things in this world that are contingent – they might not have existed e.g. we would not exist without our parents. All things in the world are like this – everything depends on something else for its existence 2) Therefore there must be a cause of everything in the universe that exists outside of it then the universe as a whole is contingent. 3) This cause must be a necessary  being – one which contains the reason for its existence inside itself. This necessary being is God Coplestons first point is seems reliable and not too hard to first overcome .His second point brings in the idea of Ockham’s razor, it’s the simplest and probably the most rational explanation. Lastly, again the last point is the sufficient reason. As humans we all want to know why something came to be the way it is and the cosmological argument definitely gives an answer as to why the universe is the way it is. We should just accept the answer we are given, it answers our question so†¦ Many scientists may put forward the idea of the ‘big bang’ but this still can’t be 100% proven and it still doesn’t explain the laws of the universe therefore that point can’t be proven.

Marketing Myopia Summary Essay Example

Marketing Myopia Summary Paper Marketing Myopia Summary Main Points: 1. An industry is a customer-satisfying process, not a goods-producing process. Businesses will be better positioned for growth if they concentrate on meeting customers’ needs rather than on the mass production and selling techniques of their products. 2. Companies stop growing because of a failure in management, not because the market is saturated (Levitt, 2008:1). Myopia is a term used and means to be shortsighted. In business, this would mean not having the foresight or long term plan to fully understand what business you are in as well as how to stay in it. One example that Levitt used, was the railroad industry. The railroads industry declined because they were railroad oriented instead of transportation oriented, they were product oriented instead of customer oriented. They declined not because of cars, trucks, airplanes, and even telephones, but because of their own myopia. To be a growth industry you must focus on satisfying a customer need. Focusing solely on product, profits and mass production will not help a company survive. Management must think of itself not as producing products but as providing customer-creating value satisfactions. A successful industry will include a strong focus on satisfying and meeting the needs of the customer followed by good production, research and development as well as a good selling strategy. In addition it is about how you define the business you are in. It needs to know the needs of the customer and what further innovations the company can bring to keep the consumer interest, as well as adapting to the changing business market. We will write a custom essay sample on Marketing Myopia Summary specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Marketing Myopia Summary specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Marketing Myopia Summary specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Lipase Essays - Enzymes, Hydrolases, Lipase, Phenolphthalein

Lipase Essays - Enzymes, Hydrolases, Lipase, Phenolphthalein Background information: Enzymes are biological molecules (proteins) that act as catalysts and help complex reactions occur. The enzyme grabs on to the substrate at a special area called the active site. The combination is called the enzyme/substrate complex. Enzymes are very specific and don't just grab on to any molecule. The active site is a specially shaped area of the enzyme that fits around the substrate. The activity of enzymes is affected by three factors; temperature, concentration, and pH. Changes in any of these factors affect the activity of an enzyme. Lipase is an enzyme the body uses to break down fats in food so they can be absorbed in the intestines. Lipase is produced in the pancreas, mouth, and stomach. Most people produce enough pancreatic lipase, but people with cystic fibrosis, Crohn disease, and celiac disease may not have enough lipase to get the nutrition they need from food. Uses of lipase: Most people do not need additional lipase. However, people with the following conditions may find lipase supplements helpful. Celiac disease, Indigestion, Cystic fibrosis Lipase supplements are usually derived from animal enzymes, although plant sources have become increasingly popular. Lipase may be taken in combination with protease and amylase enzymes. These pancreatic enzymes are available in tablet and capsule form. Research question: How different concentrations levels (1%, 2%, 3%, 4%, and 5 %,) of the enzyme lipase affect the enzymatic activity that will be allowed to act on the same amount of milk( Triglycerides are the major type of lipid in milk fat. Triglycerides are composed of three fatty acids covalently bound to a glycerol molecule by ester bonds) and the time taken for the phenolphthalein to turn from pink to white compared? Hypothesis: With higher lipase concentrations, there will be more active sites in the solution to be fit in by the substrates, which means more collisions between the active sites and the Substrates and quicker breakdown of lipids in the milk within shorter period of time. At Enzyme concentration of 1% or 2%, reactions can happen at a relatively slower pace, with lipids broken down and phenolphthalein turning from pink to white over a relatively longer time period. At 3%, enzyme activity will speed up with lipids broken down and phenolphthalein turning from pink to white over a relatively shorter time period. At 4% or 5%, enzyme activity will happen significantly faster. Important note: During the experiment, sodium carbonate solution and pH indicator, phenolphthalein will be added ahead of lipase enzyme; when the pH is below 8.2, phenolphthalein will turn from pink to colorless. Sodium carbonate solution is added in order to turn the solution alkaline and the indicator pink then back to colorless after lipase is added to catalyst the chemical reaction and speed up the breakdown of lipids into fatty acid in the milk. Fatty acid produced then is going to neutralize the solution with sodium carbonate solution added previously; phenolphthalein will finally turn from pink back to colorless. Variables: Independent Variables:Enzyme concentration- effectiveness of enzyme concentration will be tested at 1%, 2%,3%, 4%, and 5%. Enzyme lipase at the concentrations of 1%, 2%, 3%, 4% will be made by mixing lipase at 5% and distilled water; all these solutions will be contained in different beakers to keep them pure. In order to make 1% lipase, for each 1ml lipase, 4ml distilled water will be added and poured into a beaker; to make 2% lipase, for each 1ml lipase, 3ml distilled water will be added; to make 3% lipase, for each 1ml lipase, 2ml distilled water will be added; in order to make 4% lipase, for each 1ml lipase, 1ml distilled water will be added. Dependent variable: The time for the phenolphthalein to turn from pink to colorless will be taken using the stopwatch. Controlled Variables: Volume of milk used, pH of substrate, Volume of lipase solution, Temperature Controlled Variables: Controlled Variables: why they are controlled 1- Volume of the milkVolume of the milk used for every test will be kept constantly at 5ml; substrate concentration will be kept the same since full-cream milk will be used. Different volumes of milk will allow different amount of substrates to be contained in the milk. Therefore, more substrates contained in the milk will take it more time for the

Accounting and Financial management Essay Example | Topics and Well Written Essays - 1500 words

Accounting and Financial management - Essay Example support the financial analysis ideas expressed in the memo, the reader should feel that they have a complete set of facts to substantiate these ideas and provide a reference for them. First we take a look at the financial performance ratios of the two companies. The return on assets ratio of the company shows how well the company is in generating revenues from their assets. i.e.how many dollars of EBIT (earnings before interest and taxes) they can achieve for each dollar of assets they control.the data shows Airline A has return on assets If we analyze the return on assets we will fin that the Airline A in FY 2000 is really high that it means the company is generating good revenues from the assets on the company but going on in the FY 2005 the ratio is dropped to 4.22 which is really observing for the company. The airline B has the return on assets ratio of The airline B has a worse ratio as the company is not able to generate good returns from their assets. After comparing the two ratios we will analyze that the airline A is better in generating revenues from their assets of the company than airline B. Now we look at the return on equity ratios of the companeis . Return on Equity (ROE, Return on average common equity) measures the rate of return on the ownership interest (shareholders equity) of the common stock owners. ROE is viewed as one of the most important financial ratios. It measures a firms efficiency at generating profits from every dollar of net assets, and shows how well a company uses investment dollars to generate earnings growth .the ratio of the company A is By analysing the above ratio we have calculated that the company A has not a better viw of the return on equity as the ratio decreases over the period of six years. On the other hand the company B has done ecxeptional performance in returns generated from the funds over the period of six years. By comparing the two we have analyzed that company B more efficient in using their funds. High

Unknown compound Lab Report Example | Topics and Well Written Essays - 2500 words

Unknown compound - Lab Report Example In this experiment, the flame test of the unknown solution gave a pink color indicating presence of potassium ions. The chemical reaction between the unknown solution and barium chloride followed by acidification using dilute nitric acid gave a white precipitate indicating presence of sulfate ions, which resulted from formation of barium sulfate that is an insoluble salt. The pH and conductometry tests gave numerical values of 7.90 and 3.031Ãâ€"10^4  µS/cm, respectively. The unknown solution had a pH similar to that of the known while the conductivity value of the unknown was different from that of the known by a small margin (-0.003Ãâ€"10^4  µS/cm). Synthesis of potassium sulfate from a reaction between potassium hydroxide and dilute sulfuric acid gave a percentage yield of 89.70%. Following the results obtained in this experiment, the identity of the unknown was confirmed to be potassium sulfate. Physical and chemical characteristics can be used to determine the identity of an unknown compound. Physical properties are those that can be determined without changing the composition of the substance. These include color, taste, odor, melting and boiling point, conductivity and density of a substance. Qualitative analysis is the process of determining the composition of chemical substance in matter by conducting various chemical tests (Davis et al., 2005). Most aqueous samples of various salts can be tested for characteristic reactions by reacting them with dilute nitric acid, dilute hydrochloric acid, aqueous barium nitrate/chloride, silver nitrate, ammonium hydroxide or sodium hydroxide. These reagents are used in determining presence of anions (negatively charged particles) in unknown samples, which must be in aqueous states before the tests can be conducted. A number of signs can be used to deduce whether a chemical reaction has taken place some of which include: Color changes, formation of a precipitate (a solid product which ‘falls out

Educational Action Research

Educational Action Research Action Research Insights How have you seen or experienced traditional educational research conducted in the past? Traditional research is conducted by outside professional who have limited stakes in achievement and meeting academic standards. Over the years, many different methods of instruction have been introduced and these methods have been the product of outsider research. Dana Yendol-Hoppey (2009) state that teachers voices have typically been absent from discussions about education change and reform (p.1). Who leads educational research? Where, when, and why is it conducted? Those who lead education research consist of business leaders, governmental groups, college groups, and others that are outsiders to education and have limited ideas of what a classroom teachers needs on a daily basis (Dana Yendol-Hoppey, 2009). These researcher use data review, surveys, and process oriented methods to conduct research. Based on Dana Yendol-Hoppey(2009). There are two paradigms that are mostly responsible for educational research. The first in process-product oriented method with the teacher as technician in the classroom (p.2-3). The research is linear in scope and the researcher is an outsider to the classroom. The second paradigm is qualitative or interpretive (p.3). This requires the teacher as active participant, discussion on the focus, and interpretation (p.3). Outsider researcher will conduct the research. Both Paradigms have as a reason why to do the research the concept of identifying problems to improve performance within the classroom and education. What is the difference between teacher inquiry/action research and educational research? Essentially, there is no difference between educational research and teacher inquiry/action research. Educational research is the big umbrella that encompasses all research in the education area. Dana Yendol-Hoppey (2009) states that â€Å"Teacher inquiry highlights the roll of teachers as knowledge generator, researcher, and participant. It focuses on the concerns of teachers and engages teachers in the design, data collection, and interpretation of data around a question†( p. 4). After studying your completed comparison chart, in what ways are these action research studies the same as traditional educational research studies? In what ways are they different? What are the strengths and weaknesses of them both? Action research studies are similar to other traditional educational research studies. Both types of research pose questions about education that will solve a problem, create a vehicle for change and educational reform, and generate valuable insights into the teaching and learning process. The differences in the action research model is that Action Research includes the teacher as a participant, leader, and implementer of change. The weaknesses of the process-product model and the interpretive is its single focused question. Describe which action research study promoted teaching practices that resulted in more culturally responsive teaching. How was it different from the others? â€Å"Mother Tongue: The role of parent teacher communication in helping students reach new standards† by Lara Goldstein (2003) promotes teaching practices that resulted in more culturally responsive teaching. The purpose of this study was to help students achieve standards at high levels focusing on language standards. Assessments of student achievement, communication with parents, and reflections from students and parents were collected. Three problems were obvious from the study: Lack of confidence Cultural values Shy and introverted. Identified need for more translators, translated materials, and overcoming cultural barriers(Goldstein, 2003). Primarily, English as Second Language students were impacted or affected. Asian-American cultural barriers were pointed out as a factor contributing to these student not participating in classroom discussions. Identified need for more translators, translated materials, and overcoming cultural barriers(Goldstein, 2003). Primarily, English as Second Language students were impacted or affected. Describe the teacher action research study that most influenced the teaching and students learning. How was it influential? Drexler, Dawson, and Ferdig (2007) wrote â€Å"Collaborative Blogging as a Means to Develop Elementary Expository Writing Skills.† In this article, the purpose of the study was to show that collaborative blogging would improve student’s motivation to write. Students attitude via surveys were used to assess before and after attitudes toward writing(Drexler, Dawson and Ferdig, 2007). A four-step systematic data analysis process was used to conduct, collect, and analyze data. Diversity was addressed as an unintentional result. The major finding indicated that collaboration with college/third grade students increased positive attitudes and motivation towards writing at school(Drexler, Dawson and Ferdig, 2007). Blogging and the use of technology should be used more to help student gather, retain, and assimilate knowledge. Students would benefit from more use of interactive tools to help them learn and retain concepts. Describe the action research study that encouraged equity in teaching practices to meet the needs of a diverse student body. â€Å"Understanding High School Black Male Student’s Achievement and School Experience† written by Q. T. Nguyen (2007) is the action research study that encouraged equity in teaching practices. . The purpose of the study is to identify what factors contribute to achievement levels of minorities, black males in particular. This was the inquiry question: â€Å" What are the factors that support Black male student’s achievement in MMSD?† (Nguyen,2007). Reviewing current data and interviewing high school students was used as data and for review. The group being studied was a minority which constitutes a diverse population. â€Å"Disconnectedness with teachers, low expectations, and irrelevant classes, peer pressure, and family issues were factors that affected high achievement in the population of student?† (Nguyen,2007).. Shared information and realization that more student subjects were needed to further assess. Basically, this topic is needed with a bigger, more focused group of students and needed to include parents and teachers in the next research. Based on all of this weeks Resources, what is the most important thing you learned about the action research process? What questions do you still have about teacher inquiry/action research? Do you think traditional educational research can positively influence your teaching practice? Why or why not? Based on all the week’s resources, the most important thing I learned about the action research process was it was conducted and lead by classroom teachers, and this process has relevance to the classroom and to the curriculum being taught in that particular class. One question I have about action research is how individualized can it be to reflect impact in special education classes. Traditional educational research has uses in education. These practices are good for identifying processes and for interpreting data for academic success. One research method is not going to serve all facets of the education climate. Action Research Comparison Chart Directions: One of the goals of this week’s learning is to become familiar with various action research scenarios that are classroom and student based and see how different they are from traditional-based research studies. Complete the chart below. This exercise will help you compare and contrast the action research studies and better prepare you in responding to the Application questions. Note: You will submit the completed chart as an Appendix to the Application assignment. Questions Action Research Study #1 Action Research Study #2 Action Research Study #3 Who is the author of the study (i.e., insider or outsider, researcher or teacher)? Insider and researcher Researcher Insider, teacher What is the title of the action research study? Understanding High School Black Male Student’s Achievement and School Experience. Collaborative Blogging as a Means to Develop Elementary Expository Writing Skills Mother Tongue: The role of parent teacher communication in helping students reach new standards. What is the purpose of the study? Why is it important to the author? The purpose of the study is to identify what factors contribute to achievement levels of minorities, black males in particular The purpose of the the study was to show that collaborative blogging would improve student’s motivation to write. The purpose of this study was to help students achieve standards What is the research question, and what is its focus (i.e., to predict, make an impact, control, explain a phenomenon or a process, or provide insight into a teacher’s practice to make change)? What are the factors that support Black male student’s achievement in MMSD? How can technology be effectively integrated with an expository writing project? Will blogging improve third grade students’ attitude toward writing? Will blogging improve the quality of writing? Will third grade students be further motivated to learn about a topic if they are teamed with college partners for guidance? What are the limitations of blogging in the third grade classroom? What happens when I communicate explicitly with parents about standards and what is the impact of parental understanding of LA standards of achievement? Which data are collected? How are data collected and analyzed? Reviewing current data and interviewing high school students, Students attitude via surveys were used to assess before and after attitudes toward writing. A four-step systematic data analysis process Assessments of student achievement, communication with parents, and reflections from students and parents were collected. Is diversity addressed? If so, how? The group being studied was a minority which constitutes a diverse population. Diversity was addressed as an unintentional result. Asian students were addressed and culturally linguistics was mentioned in study. What were the major findings of the action research study? Disconnectednes with teachers, low expectatins, and irrelevant classes, peer pressure, and family issues were factors that affected high achievement in the population of student s The major finding indicated that collaboration with college/third grade students increased positive attitudes and motivation towards writing at school Three problems were obvious from the study: 1. Lack of confidence 2.Cultural values 3.Shy and introverted What actions or changes resulted from the study? Whom did the changes impact? Shared information and realization that more student on this topic is needed with a bigger, more focused group of students. Include parents and teachers in the next research. Blogging and the use of technology should be used more to help student gather, retain, and assimilate knowledge. Students would benefit from more use of interactive tools to help them learn and retain concepts. Identified need for more translators, translated materials, and overcoming cultural barriers. Primarily, English as Second Language students were impacted or affected. References Dana, N. F., Yendol-Hoppey, D. (2009). The reflective educators guide to classroom  research: Learning to teach and teaching to learn through practitioner inquiry (Laureate Education, Inc., custom ed.). Thousand Oaks, CA: Corwin Press. Drexler, W., Dawson, K., Ferdig, R. E. (2007). Collaborative blogging as a means to  develop elementary expository writing skills. Electronic Journal for the  Integration ofTechnology in Education, 6, 140–160. Goldstone, L. (2003). The mother tongue: The role of parent-teacher communication in  helping students meet new standards. In E. Meyers, F. Rust (Eds.), Taking  action with teacher research (pp. 63–78). Portsmouth, NH: Heinemann. Laureate Education, Inc. (Executive Producer). (2010). Action research for educators:  Student course introduction. Baltimore, MD: Author. Nguyen, Q. T. (2007). Understanding high school black male students achievement and  school experience. In C. Caro-Bruce, R. Flessner, M. Klehr, K. Zeichner (Eds.), Creating equitable classrooms through action research (pp. 78–99). Thousand Oaks, CA: Corwin Press. Walden University M.S. in Education Program Formative Evaluative Criteria for Applications and Reflective Essays Quality of Work Submitted Work reflects graduate-level critical, analytical thinking. A: Exemplary Work A = 4.00; A- = 3.75 All of the previous, in addition to the following: B: Graduate Level Work B+ = 3.50; B = 3.00; B- = 2.75 All of the previous, in addition to the following: C: Minimal Work C+ = 2.50; C = 2.00; C- = 1.75 F: Work Submitted but Unacceptable F = 1.00 Adherence to Assignment Expectations The extent to which work meets the assigned criteria. Assignment exceeds expectations, integrating additional material and/or information. Assignment demonstrates exceptional breadth and depth. All parts of the assignment are completed, with fully developed topics. The work is presented in a thorough and detailed manner. Assignment demonstrates appropriate breadth and depth. Most parts of assignment are completed. Topics are not fully developed. Assignment demonstrates minimal depth and breadth. Does not fulfill the expectations of the assignment. Key components are not included Assignment lacks breadth and depth. Assimilation and Synthesis of Ideas The extent to which the work reflects the student’s ability to- Understand the assignment’s purpose; Understand and analyze material in videos, readings, and discussions; Apply presented strategies **May include, but are not limited to, scholarly articles, collegial discussions; information from conferences, in service, faculty development, and/or meetings. Outside sources also may include materials from previous Walden MSED courses, videos, and readings. (but aren’t currently being used in this course)In addition, students may refer to the course Webliography, course reference list (Bibliography), and the theoretical foundations, all of which are located on â€Å"Course Home† in BlackBoard.. Demonstrates the ability intellectually to explore and/or implement key instructional concepts. Demonstrates exceptional inclusion of major points, using creditable sources**, in addition to course videos or required readings. Demonstrates insightful reflection and/or critical thinking. Demonstrates a clear understanding of the assignment’s purpose. Includes specific information from course videos or required readings to support major points. Provides careful consideration of key instructional concepts. Shows some degree of understanding of the assignment’s purpose. Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped Minimally includes specific information from course videos or required readings. Shows a lack of understanding of the assignment’s purpose. Does not apply theories, concepts, and/or strategies Does not include specific information from course videos or required readings. Written Expression and Formatting The extent to which scholarly, critical, analytical writing is presented in APA format; Standard Edited English ( i.e. correct grammar, mechanics). Represents scholarly writing in a correct APA format. Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions. Effective sentence variety; clear, concise, and powerful expression are evident. Work is written in Standard Edited English. No prominent errors interfere with reading. Work is well organized with correct APA formatting throughout. Ideas are clearly and concisely expressed. Elements of effective communication such as an introduction and conclusion are included. Work is written in Standard Edited English with few, if any, grammatical or mechanical errors Somewhat represents mature, scholarly, graduate-level writing, with APA generally followed. Ideas are not clearly and concisely expressed. Elements of effective communication such as an introduction and conclusion are not included. Work contains more than a few grammatical, or mechanical errors. The quality of writing and/or APA formatting are not acceptable for graduate level work. Major points do not reflect appropriate elements of communication. No effort to express ideas clearly and concisely. Work is not written in Standard Edited English. Contains many grammatical or mechanical errors A: Exemplary Work A = 4.00; A- = 3.75 All of the previous, in addition to the following: B: Graduate Level Work B+ = 3.50; B = 3.00; B- = 2.75 All of the previous, in addition to the following: C: Minimal Work C+ = 2.50; C = 2.00; C- = 1.75 F: Work Submitted but Unacceptable F = 1.00 It is expected that all applications and reflective essays will be submitted according to the assignment due dates indicated. Exceptions may be made  at the discretion of the faculty member if contacted by the student prior to the due date describing extenuating circumstances. Updated: 7-3-2012

Dispositional Optimism Essay -- Psychology, Behaviorism

Behaviorism is an essential part of our daily lives since it reflects how we learn and deal with varying circumstances. Schacter, Gilbert and Wegner (2011) states that behaviorism restricts psychologists to focus purely on observable behavior; it rejects the emphasis of the conscious and unconscious mind (p. 16). Ivan Pavlov, who was a Russian physiologist, discovered this concept when he researched the role that saliva played on digestion. In his experiment, he gave the dogs’ meat powder to see how they would salivate to it. After a while, he noticed that the dogs’ salivated even before he gave them food; if the dogs’ saw the white lab coat, put in the harness, hear the sound of a buzzer, or the ringing of a bell. He then concluded that these dogs’ were learning from the environment, which at first, they thought was an annoyance, leading Pavlov to the classical conditioning process - which says that we learn through pairings and association ( Ryan, G. (2013) Lectures on Learning. Personal Collection of G. Ryan, Suffolk County Community College, Brentwood NY). Another advocate of behaviorism was John B. Watson, who wanted to demonstrate that even sophisticated behaviors such as emotion are subject to classical conditioning. Watson conducted a study known as â€Å"Little Albert,† where he taught the infant to fear the white rat, which was originally a neutral stimulus. Every time the rat appeared, he would bang two metal pipes together to scare the infant. Consequently, it resulted to â€Å"Little Albert† to fear similar objects to the rat- known as stimulus generalization, and in this case, it was a broad selection of animals. However, according to the authors Schacter, Gilbert, and Wegner (2011) classical conditioning stu... ...the end, you are the only one who can truly put you in the dark. Moreover, you, yourself, are the one who can take you out of your darkness. References Brodhagen, A., Wise, D. (2008). Optimism as a Mediator Between the Experience of Child Abuse, Other Traumatic Events, and Distress. Journal Of Family Violence, 23(6), 403-411 Brunk, L., Hirsch, J. K., LaLonde, S. M., Morris, A. P., and Wolford, K., 2007 (2007). Dispositional Optimism as a Moderator of the Relationship Between Negative Life Events and Suicide Ideation and Attempts. Cognitive Therapy & Research, 31(4), 533- 546. Ryan, G. (2013) Lectures on Learning. Personal Collection of G. Ryan, Suffolk County Community College, Brentwood NY Schacter, D. L., Gilbert, D.T., and Wegner, D.M., (2011). Learning (p. 16 and 177). Psychology (Second Edition). New York, N.Y: Worth Publishers.