Insectivorous Plants free essay sample

The rapid acid growth allows the sundew tentacles to bend, aiding in the retention and digestion of prey. [5] Pitfall traps Main article: Pitcher plant Pitfall traps are thought to have evolved independently on at least four occasions. The simplest ones are probably those of Heliamphora, the marsh pitcher plant. In this genus, the traps are clearly derived evolutionarily from a simple rolled leaf whose margins have sealed together. These plants live in areas of high rainfall in South America such as Mount Roraima and consequently have a problem ensuring their pitchers do not overflow. To counteract this problem, natural selection has favoured the evolution of an overflow similar to that of a bathroom sink—a small gap in the zipped-up leaf margins allows excess water to flow out of the pitcher. Heliamphora is a member of the Sarraceniaceae, a New World family in the order Ericales (heathers and allies). Heliamphora is limited to South America, but the family contains two other genera, Sarracenia and Darlingtonia, which are endemic to the Southeastern United States (with the exception of one species) and California respectively. We will write a custom essay sample on Insectivorous Plants or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Sarracenia purpurea subsp. urpurea (the northern pitcher plant) can be found as far north as Canada. Sarracenia is the pitcher plant genus most commonly encountered in cultivation, because it is relatively hardy and easy to grow. Darlingtonia californica: note the small entrance to the trap underneath the swollen balloon and the colourless patches that confuse prey trapped inside. In the genus Sarracenia, the problem of pitcher overflow is solved by an operculum, which is essentially a flared leaflet that covers the opening of the rolled-leaf tube and protects it from rain. Possibly because of this improved waterproofing, Sarracenia species secrete enzymes such as proteases and phosphatases into the digestive fluid at the bottom of the pitcher; Heliamphora relies on bacterial digestion alone. The enzymes digest the proteins and nucleic acids in the prey, releasing amino acids and phosphate ions, which the plant absorbs. Darlingtonia californica, the cobra plant, possesses an adaptation also found in Sarracenia psittacina and, to a lesser extent, in Sarracenia minor: the operculum is balloon-like and almost seals the opening to the tube. This balloon-like chamber is pitted with areolae, chlorophyll-free patches through which light can penetrate. Insects, mostly ants, enter the chamber via the opening underneath the balloon. Once inside, they tire themselves trying to escape from these false exits, until they eventually fall into the tube. Prey access is increased by the fish tails, outgrowths of the operculum that give the plant its name. Some seedling Sarracenia species also have long, overhanging opercular outgrowths; Darlingtonia may therefore represent an example of neoteny. Brocchinia reducta: a carnivorous bromeliad The second major group of pitcher plants are the monkey cups or tropical pitcher plants of the genus Nepenthes. In the hundred or so species of this genus, the pitcher is borne at the end of a tendril, which grows as an extension to the midrib of the leaf. Most species catch insects, although the larger ones, particularly N. rajah, also occasionally take small mammals and reptiles. These pitchers represent a convenient source of food to small insectivores. Nepenthes bicalcarata possesses two sharp thorns that project from the base of the operculum over the entrance to the pitcher. These likely serve to lure insects into a precarious position over the pitcher mouth, where they may lose their footing and fall into the fluid within. [6] The pitfall trap has evolved independently in at least two other groups. The Albany pitcher plant Cephalotus follicularis is a small pitcher plant from Western Australia, with moccasin-like pitchers. The rim of its pitchers opening (the peristome) is particularly pronounced (both secrete nectar) and provides a thorny overhang to the opening, preventing trapped insects from climbing out. The lining of most pitcher plants is covered in a loose coating of waxy flakes, which are slippery for insects, prey that are often attracted by nectar bribes secreted by the peristome and by bright flower-like anthocyanin patterning. In at least one species, Sarracenia flava, the nectar bribe is laced with coniine, a toxic alkaloid also found in hemlock, which probably increases the efficiency of the traps by intoxicating prey. [7] The final carnivore with a pitfall-like trap is the bromeliad Brocchinia reducta. Like most relatives of the pineapple, the tightly-packed, waxy leaf bases of the strap-like leaves of this species form an urn. In most bromeliads, water collects readily in this urn and may provide habitats for frogs, insects and, more useful for the plant, diazotrophic (nitrogen-fixing) bacteria. In Brocchinia, the urn is a specialised insect trap, with a loose, waxy lining and a population of digestive bacteria. [citation needed] Flypaper traps The leaf of a Drosera capensis bending in response to the trapping of an insect The flypaper trap is based on a sticky mucilage, or glue. The leaf of flypaper traps is studded with mucilage-secreting glands, which may be short and nondescript (like those of the butterworts), or long and mobile (like those of many sundews). Flypapers have evolved independently at least five times. In the genus Pinguicula, the mucilage glands are quite short (sessile), and the leaf, while shiny (giving the genus its common name of butterwort), does not appear carnivorous. However, this belies the fact that the leaf is an extremely effective trap of small flying insects (such as fungus gnats), and its surface responds to prey by relatively rapid growth. This thigmotropic growth may involve rolling of the leaf blade (to prevent rain from splashing the prey off the leaf surface) or dishing of the surface under the prey to form a shallow digestive pit. The sundew genus (Drosera) consists of over 100 species of active flypapers whose mucilage glands are borne at the end of long tentacles, which frequently grow fast enough in response to prey (thigmotropism) to aid the trapping process. The tentacles of D. burmanii can bend 180Â ° in a minute or so. Sundews are extremely cosmopolitan and are found on all the continents except the Antarctic mainland. They are most diverse in Australia, the home to the large subgroup of pygmy sundews such as D. pygmaea and to a number of tuberous sundews such as D. peltata, which form tubers that aestivate during the dry summer months. These species are so dependent on insect sources of nitrogen that they generally lack the enzyme nitrate reductase, which most plants require to assimilate soil-borne nitrate into organic forms. Drosera capensis responding to captured prey. This scene is about 4 hours in real-time. Closely related to Drosera is the Portuguese dewy pine, Drosophyllum, which differs from the sundews in being passive. Its leaves are incapable of rapid movement or growth. Unrelated, but similar in habit, are the Australian rainbow plants (Byblis). Drosophyllum is unusual in that it grows under near-desert conditions; almost all other carnivores are either bog plants or grow in moist tropical areas. Recent molecular data (particularly the production of plumbagin) indicate that the remaining flypaper, Triphyophyllum peltatum, a member of the Dioncophyllaceae, is closely related to Drosophyllum and forms part of a larger clade of carnivorous and non-carnivorous plants with the Droseraceae, Nepenthaceae, Ancistrocladaceae and Plumbaginaceae. This plant is usually encountered as a liana, but in its juvenile phase, the plant is carnivorous. This may be related to a requirement for specific nutrients for flowering. Snap traps The snap traps of Dionaea muscipula close rapidly when the sensitive hairs on the leaf lobes are triggered. The only two active snap traps—the Venus flytrap (Dionaea muscipula) and the waterwheel plant (Aldrovanda vesiculosa)—are believed to have had a common ancestor with similar adaptations. Their trapping mechanism has also been described as a mouse trap , bear trap or man trap, based on their shape and rapid movement. However, the term snap trap is preferred as other designations are misleading, particularly with respect to the intended prey. Aldrovanda is aquatic and specialised in catching small invertebrates; Dionaea is terrestrial and catches a variety of arthropods, including spiders. [8] The traps are very similar, with leaves whose terminal section is divided into two lobes, hinged along the midrib. Trigger hairs (three on each lobe in Dionaea muscipula, many more in the case of Aldrovanda) inside the trap lobes are sensitive to touch. When a trigger hair is bent, stretch-gated ion channels in the membranes of cells at the base of the trigger hair open, generating an action potential that propagates to cells in the midrib. [9] These cells respond by pumping out ions, which may either cause water to follow by osmosis (collapsing the cells in the midrib) or cause rapid acid growth. [10] The mechanism is still debated, but in any case, changes in the shape of cells in the midrib allow the lobes, held under tension, to snap shut,[9] flipping rapidly from convex to concave[11] and interring the prey. This whole process takes less than a second. In the Venus flytrap, closure in response to raindrops and blown-in debris is prevented by the leaves having a simple memory: for the lobes to shut, two stimuli are required, 0. 5 to 30 seconds apart. The snapping of the leaves is a case of thigmonasty (undirected movement in response to touch). Further stimulation of the lobes internal surfaces by the struggling insects causes the lobes to close even tighter (thigmotropism), sealing the lobes hermetically and forming a stomach in which digestion occurs over a period of one to two weeks. Leaves can be reused three or four times before they become unresponsive to stimulation, depending on the growing conditions. The tip of one stolon of Utricularia vulgaris, showing stolon, branching leaf-shoots, and transparent bladder traps Bladder traps Bladder traps are exclusive to the genus Utricularia, or bladderworts. The bladders (vesicula) pump ions out of their interiors. Water follows by osmosis, generating a partial vacuum inside the bladder. The bladder has a small opening, sealed by a hinged door. In aquatic species, the door has a pair of long trigger hairs. Aquatic invertebrates such as Daphnia touch these hairs and deform the door by lever action, releasing the vacuum. The invertebrate is sucked into the bladder, where it is digested. Many species of Utricularia (such as U. sandersonii) are terrestrial, growing on waterlogged soil, and their trapping mechanism is triggered in a slightly different manner. Bladderworts lack roots, but terrestrial species have anchoring stems that resemble them. Temperate aquatic bladderworts generally die back to a resting turion during the winter months, and U. acrorhiza appears to regulate the number of bladders it bears in response to the prevailing nutrient content of its habitat. Lobster-pot traps Genlisea violacea traps and leaves A lobster-pot trap is a chamber that is easy to enter, and whose exit is either difficult to find or obstructed by inward-pointing bristles. Lobster pots are the trapping mechanism in Genlisea, the corkscrew plants. These plants appear to specialise in aquatic protozoa. A Y-shaped modified leaf allows prey to enter but not exit. Inward-pointing hairs force the prey to move in a particular direction. Prey entering the spiral entrance that coils around the upper two arms of the Y are forced to move inexorably towards a stomach in the lower arm of the Y, where they are digested. Prey movement is also thought to be encouraged by water movement through the trap, produced in a similar way to the vacuum in bladder traps, and probably evolutionarily related to it. Outside of Genlisea, features reminiscent of lobster-pot traps can be seen in Sarracenia psittacina, Darlingtonia californica, and, some horticulturalists argue, Nepenthes aristolochioides.

How to Jumpstart Your Career in Education

How to Jumpstart Your Career in Education Maybe you’re looking for your career path in general, and think that you’d be well-suited to working in a classroom. Or maybe you already work in an educational role, and are feeling a little stagnant. Either way, it’s time for your next step, and we’ve got the tips and information you need to move on in your educational career. What Do Educational Professionals Do?You probably know that educators teach. They also plan, manage, coach, administer, organize, troubleshoot, advise, and assist. Whether working with the tiniest of preschoolers or the elderly woman going back to finish her degree, educators can be found in many different types and levels of schooling. Before you take your first (or next) step in the education world, it’s important to see what’s out there.Primary/Elementary LevelAt the early childhood education/elementary school level, there are many different kinds of roles available. There are classroom teachers, of course, but als o different kinds of staff that contribute to the overall running of the school.Preschool teacher- These are classroom educators who work with young children (pre-kindergarten).Elementary school teacher- These teachers work with students from kindergarten through approximately grade 5 (depending on the school).Paraprofessional/teaching assistant- These are classroom aides who work with teachers on classroom maintenance, lessons, and administrative tasks.Administrator- Principal, vice principal, superintendent, or other administrative leadership positionSubstitute teacher- This is a floating teacher who covers other teachers’ absences.Reading/literacy specialist- This is an educator who works on reading comprehension and development directly with students.Special education teacher- These educators work with students who have special physical or emotional education needs.Secondary LevelAt the secondary level, educators work with middle and high school students. Teachers are oft en subject-matter specific (math, science, history, language arts, etc.) and specialize in specific student areas.Middle school teacher- These teachers work with students from approximately grades 6 through 8 (depending on the school). Rather than teach multiple disciplines in a single classroom, these teachers often specialize in subject matter (reading/language arts, history, math, science, etc.)High school teacher- These teachers work with students from approximately grades 9 through 12 (depending on the school). Rather than teach multiple disciplines in a single classroom, these teachers often specialize in subject matter (reading/language arts, history, math, science, etc.)Administrator- These are principals, vice principals, superintendents, or other administrative leadership positions.Substitute teacher- This is a floating teacher who covers other teachers’ absences.Foreign language teacher- These are teachers who specialize in teaching languages other than English.Rea ding/literacy specialist- This is an educator who works on reading comprehension and development directly with students.Special education teacher- These educators work with students who have special physical or emotional education needs.Educational SupportNot all educators or educational staff are found in the classroom. These professionals work at schools in support roles.Counselor- These are professionals who can advise students on personal matters, or help them with academic plans and progress.School librarian- These professionals manage a school’s library (also sometimes known as media centers), and work with students on reading and research.ESL teacher- These are classroom teachers who work with students who speak a language other than English as their primary languageCollege/Postsecondary LevelThere are many educational career opportunities at the college level as well. Educators can work at community colleges, colleges and universities, allied health schools, professio nal colleges, and online schools/programs.Adjunct professor- These are teachers and lecturers who may teach classes and work for the school on a part-time or non-tenure basis.Associate Professor/Professor- These are educators who teach in specific disciplines as full employees of a college or university. They are often subject matter experts with experience in advanced academics or real-world applications of the field.Administrator- Colleges and universities are often large bodies, with many different departments and programs. Administrators work in education, but are often more behind the scenes to make sure programs are developed, budgeted, maintained, and running smoothly.How Much Do Educators Get Paid?Salary and benefits for educational jobs depend on many different factors: what the role is, where you’re located, the level of education needed at an entry level, and how much experience the person already has. It can vary, but here are some example median salaries for job s in the field, per PayScale:Elementary School Teacher: $43,697Middle School Teacher: $45,879High School Teacher: $48,072Preschool Teacher: $29,592Special Education Teacher: $45,011ESL Teacher: $40,658School Counselor: $48,217Administrator, Elementary and Secondary School: $67,202Paraprofessional: $18,339Adjunct Professor, College: $30,313Professor, College: $85,697School Librarian/Media Center Specialist: $45,388How Do I Become an Educator?Just about all of the roles outlined above require specialized education before you can start a job. In some cases, you can finish your degree after you start working (for example, you can finish a Master’s while teaching in some states), but in most cases a four-year degree or a program-specific certificate is a baseline necessity to become a teacher or an administrator at any education level.Each state also has its own requirements for certifying educators, particularly teachers and paraprofessionals. Many states require teachers to pass exams like the Praxis before they are fully certified. Some states, like New York and Texas, have their own state-specific exams as well. So once you’ve decided to go into the educational field, it’s important to check with your state’s Department of Education to see what kind of certification will be required for the role you want.How Do I Get the Education Job I Want?Once you’ve got your degree, maybe done an internship, and passed your certification with flying colors, you still have a very important hurdle: the job hunt. The educational job hunt isn’t too different from the application processes you’ve seen before, although you can expect to face extra-thorough background checks, particularly if you’re looking for a job on the elementary or secondary school level.Get Your Resume In ShapeAs with any job hunt, you want your resume to be stellar and attention-catching for all the right reasons. If you’re already in the field, you’ll want to emphasize your experience. If you’re just starting out, don’t hesitate to include any volunteer experience. For examples of teaching resumes for reference as you craft your own, click here.Write Your Cover LetterAlthough education has gone as digital as many other industries, you can really make your application package stand out with a great cover letter. It’s your chance to add context to your resume, and give the reader a stronger sense of who you are, and what you’d bring to your job in education. For examples of educator cover letters, click here.The Bottom LineIf you’re considering a career in education, it could be a great option because it’s a field where you can build skills and take them with you to the next step. And there are always paths for moving up. Say you start as a paraprofessional, and decide you want to pursue life in the classroom, so you become a teacher. A few years later, you decide you want to work in a more administrative role, so you start looking at vice principal jobs. The skills and experience you’ve built along the way make you a seasoned professional with valuable expertise.Similarly, there are plenty of outlets if you decide that a certain segment of education just isn’t for you. If teaching third graders isn’t what you thought it would be, maybe you can take your science whiz skills to a middle school Earth Science classroom, or teach chemistry at the local community college. There are so many options available that you can make a varied, satisfying career in education that works best for your skills and your goals.

How and why did European states abandon or redefine their empires in Essay

How and why did European states abandon or redefine their empires in the 1950s and 1960s - Essay Example 15). In 1956 France passed laws that allowed elected officials in colonies to decide labor legislation. The French would continue to give sovereignty to these colonies until France many colonies in Africa their independence in 1960, and then Algeria at the end of the Algerian War in 1962. The case was different in colonial Sudan under Britain. America once supported British imperialism. However, according to White by the 1950’ the Americans came "to view controlled decolonisation as an essential element in Cold War strategy; the continuance of European imperialism would only drive nationalist movements into the arms of the Soviet Union" (p. 68). After the United States withdrew its promise to help construct the Aswan Dam due to Egypt’s increasing relationship with the U.S.S.R. the Egyptian president nationalized the canal, leading to the Suez Crisis. After the crisis and America failing to step in and aiding its allies, the U.S.S.R. accused the West as being weak and di vided. Several colonies in Africa, including the British colony Anglo-Sudan gained their independence in the following years.

Influences and Interest for Pursuing a Career in Medicine Essay

Influences and Interest for Pursuing a Career in Medicine - Essay Example The researcher’s family has been the most important influence in his decision to choose medicine as the profession. Many of the author’s family members, including his parents, are doctors and discussion about their patients, different types of illnesses and new discoveries and invention in the medical field have always fascinated the researcher throughout the childhood. The researcher remembers that when one of his far-off relatives had died of cancer at his young age, his father was highly upset. He said it was curable and had his parents consulted him, he could still be alive The researcher always remembers this and believe that as doctors, they can, not only help people to lead a healthy and active life but also prolong life with proper medical care. At the same time, one could also help dispel myths about diseases which were once not curable but now with advancement in science, a cure is easy and relatively cheaper. Another very important thing is that biology is th e author’s favorite subject and he has always been a high achiever in the subject in his academics. The researcher loves reading medical journals and he always pays attention to any news for advances in medical sciences. He also likes to attend to the sick people. From the childhood, the author has been drawn towards community service and working with the underprivileged. His father gives free medical consultancy to poor on Sundays in the local Church. The researcher always tries to go there and act as his assistant! It has made him more determined to get a medical degree from a good college and serve poor people. The author is a highly driven person and till now, his academic excellence could be contributed to his grandfather who was not only a very good surgeon but also a philanthropist who helped build a hospital for the poor. He has been the researcher’s main motivator and also his mentor. He has ensured that the author develops moral and ethical values.

Case Scenario, Final Discussion Study Example | Topics and Well Written Essays - 1250 words

Scenario, Final Discussion - Case Study Example These include social aspects of people. For example, there are people who are difficult to deal with. People who are non-compliant. In text books and literature, it is assumed that all patients are compliant.This means that what is taught in text books is enhanced by the actual practice. Therefore one cannot fully rely on the knowledge in schools when they get to the actual practice. This however does not mean that it should be ignored. There are also hospitals and procedures that govern a health facility. There are the standards set to regulate the actual in the work place. They can be different from what the nursing text books say and other forms of literature. This is because every facility is unique with its own set of rules. A nurse should therefore know when to apply the books knowledge and when to apply knowledge gained from experience (Ramsden, 1992). A culture of safety is when an organization priorities the safety of patients. Elements of culture safety include making safety a priority across the organization, Training of on going assessment of safety, clear safety goals for patients and policies. The only way the culture of safety can be attained is by speaking up. Many health workers witness cases of rules being broken among their colleagues, but they do not report. Drew’s case is not different. He should speak up without feeling intimidated in order to uphold the culture of safety. He should approach the RN with those concerns and should not be intimidated by the fact that he is an inexperienced fresh graduate. Drew should also air his concerns in writing to the relevant authority.He should stand up for what is right and this will even earn him respect from his colleagues. The hospital environment should set an atmosphere where health workers can speak up openly. Patient safety can be defined as liberty from accidental harm due to medical care or medical error. If Drew speaks up, he will prevent patients from getting infections and

Differences Between Classical and Operant Conditioning

Differences Between Classical and Operant Conditioning Learning is a constant process moulding our behaviour from pre-birth to death enabling humans to attain an understanding of the world. This area of psychology has been studied since the late nineteenth century by Ivan Pavlov with his classical conditioning theory (learning by association), the early twentieth century with Burrhus Skinner’s composition of operant conditioning (linking a certain behaviour to a certain repercussion of demonstrating such conduct) (McLeod, 2014). More recently in the late seventies, Albert Bandura proposed the ‘Social Learning Theory’. In his work, he was not satisfied with the other behavioural learning models conclusion on conditioning behaviour. Bandura believed human conduct to be formed from watching others and repeating their actions. Before long in a 1965 study he demonstrated how an individual in a movie demonstrating violent behaviour through physically striking a bobo doll lead to the youngsters copycatting his/her behaviour. SLT differs from classical and operant conditioning in a few ways: social learning theory avoids an animal’s acquisition of behaviour, ideologues of SLT believe learning is more complex than simply an input and a reaction, other mental processes connect the two and lastly SLT centres on learning via other peoples conduct and not conditioning participants into repeating behaviours (Gross, 2001). Briefly, this essay will provide a general description of classical and operant conditioning with a final roundup of the similarities and differences for both and provide further research examples relevant to both learning types. In addition, the real life applications of classical and operant conditioning including the behaviourist therapy (Systematic Desensitisation), which helps people, overcome mental illness. With regard to classical conditioning, Blumenfeld (2008) argues that a variety of research has this conditioning method at the core. Ivan Pavlov during the ten years prior to the year 1900 was originally studying the canine gastrointestinal system and evidently, he found that the trio of glands in the oral cavity release saliva depending on certain untaught responses to a stimulus. In brief, Woollard (2010) outlines Pavlov’s study. He had dogs locked in an experimental compartment and attached a hollow cylinder that enabled their saliva to run through it. While monitoring their actions, the canine’s occasionally drooled at the sight of meat. Eventually, the researcher discovered a link between drooling and an approaching researcher or the food dispenser noise. Then he attempted to pair the food distribution alongside the bell’s noise (CS).Pre-study the bell was a neutral stimulus inducing no drooling. As a result, the unconditioned stimulus (glimpse of food) and the conditioned stimulus (the bell) creates a conditioned response (drooling). Now the first stage labelled acquisition (Schacter et al., 2012) is complete since the canine has devised a close connection between bell and drooling, the canine will not only drool in response to viewing the food (Woollard, 2010). Afterwards, second-order conditioning can possibly take place – no longer needing the bell and food association instead, an alternative noise from a toilet could stimulate drooling. However, the bell (CS) and the sight of food (UCS) together will weaken in effect, as the bell, ringing continues but the presentation of food ceases, this is extinction. Lastly, spontaneous recovery may develop meaning the behaviours can return after a whole day (Schacter et al., 2012). Classical conditioning is applicable to real life. For instance, Cherry (2014a) suggests Pavlovian conditioning is relevant in education. It is utilised through educators creating pleasant surroundings for p upils that aids them in conquering their nervousness in fearful situations. The educator enables the pupil to construct a brand new correlation between an unnerving predicament (class presentation) and an amiable environment to put the pupil at ease in similar future occurrences. Before Skinner made his mark with operant conditioning, Edward Thorndike had already developed similar notions. Edward Thorndike’s ‘Law of Effect’ (1905) denotes that the subject needs to experience a positive reaction from a stimulus in order to increase the chance of the behaviours future repetition and vice versa (Magoon and Critchfield, 2008). Two decades later, John Watson and Rosalie Rayner (1920) developed Pavlov’s ideas further by using classical conditioning on an infant called Little Albert. Field and Nightingale (2009) explain the method they implemented in conditioning Little Albert. In brief, the main goal of the study was to manifest how the feeling of horror in a person towards a stimulus that formerly induced no reaction now would increase the individual’s ability to feel terror when in the presence of a distressing incident for a set period. As far as Little Albert was concerned, the researchers investigated how afraid the infant was regarding ear-splitting noise by battering a hammer off a steel bar at the back of his skull. After each whack with the hammer, he became even more timid and he eventually shrieked in fear. Similarly, to Pavlov’s research, he utilised classical conditioning and the (UCS) became the ear spitting sound with a white rat as the (CS). Resultantly the (UCS) was remo ved and the (CS) alone was enough to provoke the same response. The conditioned Little Albert associated the white rat (CS) with feelings of terror (CR) but Watson and Rayner had no opportunity to remove the fear he learned and he may have never broke free of the phobia (Field and Nightingale, 2009). On the other hand, Burrhus Skinner a key figure of operant conditioning entertained another viewpoint by the mid twentieth century. Bennett (1990) outlines Skinner’s theory in centring on the effect of the surroundings in the learning process of animals or humans and observe the repercussions of such a setting. Yet he did acknowledge the hereditary impact as well. His ideas stand apart slightly to Thorndike’s ones; he merely added an additional feature in the form of reinforcement and avoided the usage of unpleasant stimulus (Bennett, 1990). Reinforcement can be either positive or negative but both maintain behaviour. Schacter et al. (2012) describes how the ‘Skinner box’ study demonstrates the usage of schedules of reinforcement on animals. First, fixed interval – the means to carry out the strengthening of behaviour occurs once a certain period has passed since the earlier reinforcement. In addition, the next reaction afterwards generates the stimu lus. In addition, variable interval is a schedule similar to fixed interval but the elapsed time changes between stimuli. The fixed ratio schedule commences depending on the amount of reactions and finally the variable ratio schedule elucidates a certain mean amount of reactions are needed before reinforcement starts. Sweeney (1999) suggests positive reinforcement is in operation when a canine travels on foot to the left hand side and at first obtains a prize for moving leftwards. The dogs’ caretaker issues more treats on occasions where the dog makes a further shift to the left. After a set period, the dog only attains a treat if it walks a three hundred and sixty degree circuit (Sweeney, 1999). Negative reinforcement in AllPsych (2011) suggests the deletion of something unpleasant raises the odds of the participant carrying out the task in future. For example, meeting certain targets at work each week to avoid the boss’s wrath. In addition, Skinner believed punishmen t causes a behaviours removal or simply reduces it (McLeod, 2014). As for a behaviourist treatment of mental disorders, system desensitisation draws on core classical conditioning ideas. Rachman (1967) argues that system desensitisation dominates the practice of behavioural therapy. In the mid twentieth century, Joseph Wolpe devised this method to guide patients through a systematic process and ultimately the responses demonstrating a somewhat fixed state of worry and uneasiness face extinction. Jacobson (1938) highlighted the effectiveness of this treatment in fighting against mental disorders, which inflict anguish on sufferers. Mainly Wolpe believed introducing responses, involving mental rest or supplying patients with food minimises the anxiety’s strength. Numerous points accentuate distinctions between classical and operant conditioning. In summary, the main differences between classical and operant conditioning. Cherry (2014b) exhibits classical conditionings as learning through the pairing of a stimulus and an instinctual reaction. Whereas operant conditioning is a learning process involving, an intentional action followed by a repercussion. Secondly, the participant in operant conditioning receive inducements but classical conditioning learners have no such luxury. Not forgetting that operant learners have more of an active role in the acquisition process than their classical equals (Cherry, 2014b). Yet stark similarities connect the two as Gross (2001) claims the behaviourist school including classical and operant conditioning plays down the part of genetic elements and underline environmental ones instead. Furthermore, the pair of conditioning processes are a version of learning by association denoting that after a stimulus and response link, previously non-existent affinities appear due to the learning procedur e (Gross, 2001). Overall, classical and operant conditioning have revolutionised psychology. Pavlovian conditioning altered the direction of psychology forever by illustrating the way animals can learn. Especially when applying this learning to a classroom situation that aids every pupil’s attempts in overcoming the nightmare task of class presentations. Moreover, systematic desensitisation has been an effective therapy for anxiety sufferers throughout the world. Concerning operant conditioning, my workplace notably stresses on workers meeting targets and the manager can become unkind so negative reinforcement is at work when i strive to sell enough promotional products to avoid the uncomfortable end of day conversation with the manager. Therefore, both learning theories belong in the psychology hall of fame but more research needs conducting to improve standalone behavioural therapies rather than a cognitive behavioural therapy that blames patients for creating their problems. Bibliography AllPsych (2011) Psychology 101 – Chapter 4: Learning Theory and Behavioural Psychology – Reinforcement and Reinforcement Schedules. Available: http://allpsych.com/psychology101/reinforcement.html [Accessed: 19 March 2014]. Bennett, C. M (1990) B.F. Skinner: An Appreciation, The Humanist, [online], Vol. 50 No.6 pp. 26. Available: Glasgow Caledonian University Library Website http://www.gcu.ac.uk/library/ [Accessed: 19 March 2014]. Benson, N., Collin, C., Ginsburg, J., Grand, V., Lazvan, M. and Weeks, M. (2012) The Psychology Book. New York: Dorling Kindersley. Bouton, M.E. (2007) Learning and Behaviour: A Contemporary Synthesis. Sunderland, US, Sinauer Associates. Cherry, K. (2014a) Introduction To Classical Conditioning. Available: http://psychology.about.com/od/behavioralpsychology/a/classcond.htm [Accessed: 19 March 2014]. Cherry, K. (2014b) Classical vs Operant Conditioning. Available: http://psychology.about.com/od/behavioralpsychology/a/classical-vs-operant-conditioning.htm [Accessed: 19 March 2014]. Field, A. P. and Nightingale, Z. C. (2009) TEST OF TIME: What if Little Albert had Escaped?, Clinical Child Psychology and Psychiatry, [online], Vol. 14 No.2 pp. 311-319. Available: Glasgow Caledonian University Library Website http://www.gcu.ac.uk/library/ [Accessed: 23 March 2014]. Gross, R. (2001) Psychology – The Science of Mind and Behaviour, 4TH ed. London: Hodder Arnold. Magoon, M. A. and Critchfield, T. S. (2008) Concurrent Schedules of Positive and Negative Reinforcement: Differential Impact and Differential-Outcomes Hypotheses, The National Center for Biotechnology Information, [online], Vol. 90 No.1 pp. 1-22. Available: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2441574/ [Accessed: 22 March 2014]. McLeod, S. (2014) Skinner Operant Conditioning. Available: http://www.simplypsychology.org/operant-conditioning.html [Accessed: 18 March 2014]. Rachman, S. (1967) Systematic Desensitization, Psychological Bulletin, [online], Vol. 67 No.2 pp. 93-103. Available: Glasgow Caledonian University Library Website http://www.gcu.ac.uk/library/ [Accessed: 23 March 2014]. Sweeney, K. (1999) Psychologist B.F Skinner, Investor’s Business Daily, [online], A08. Available: Glasgow Caledonian University Library Website http://www.gcu.ac.uk/library/ [Accessed: 20 March 2014]. Woollard, J. (2010) Psychology for the Classroom: Behaviourism. Oxford, UK,Routledge/David Fulton Education. 1 Kieran Bark

Heilners beneath The Wheel And Me :: essays research papers

Heilner's "Beneath the Wheel" and Me As it did every school day of my junior year, 11:12 AM had come once more to mark the end of my academic morning, and the beginning of my lunch period. After paying my one dollar for a small cherry vita-pup slush drink and a strawberry fruit roll-up, I would take my place at the usual lunch table. The next forty-five minutes were always used as an escape from the labor and frustration of the academic world. Whether my time was spent playing bass in the band room, or spent engaging myself in conversation with my close friends, I never let schoolwork, tests, or quizzes interfere with this opportunity to let my mind leave school for a few moments. Meanwhile, just a couple of tables away sat Chris. Just as religiously as I relaxed during the period, Chris would be diligently working. Chris and I did not have much in common, but one thing we did share was our Algebra II class that followed the lunch period. Most days Chris would still be studying while I was on the way out of the cafeteria. One day in particular, the bell that marks the end of the lunch period had just rung, and I was heading out for Ms. Henyon's math class. I saw up ahead of me, Chris frantically flipping through his Algebraic Concepts text book. I approached Chris and asked: "Did we have any homework we were supposed to do?" "All we had to do was study for the test today," Chris replied. As usual, I had forgotten another quiz; either that I had chosen to neglect it. Whichever it was, I never study for tests and quizzes. "Yeah, I've been studying for it all period. I studied last night too, so I should be pretty good," Chris added. "Oh, well that's a surprise; guess it slipped my mind," I responded. With time marching on I gave Chris a "see ya there," and went on my way. Two days went by and the test results were in. "Henyon" marched down the rows of desks and slapped the quizzes down on our desks like death passing judgement on us little students. At least that's how seriously some people took it. The usual aftermath of "What did you gets?" and "How did you do's?" inevitably followed. "How did you do?" Chris asked in a concerned tone, as if studying meant passing. "93, A-. How did you do?" "95, A. Good job Mike." Chris had spent hours and hours working to come out on top of me and the

English Essay

Holt tells us that joke books became routine after the first one was published in English in 1484. Jokes remained fairly lowbrow until the middle of the 19th century when with especially the clever retort became prized in English culture. A typical joke concerned a hefty fellow rushing to Florence late one evening. He asked a peasant â€Å"Do you think I’ll be able to make it through the city gate?† The man replied, â€Å"Why if a cart of hay can make it through, you can, too!† No one embodied this shift better than Oscar Wilde. Holt tells us that in the 1890s, poet Sir Lewis Morris complained to Wilde because he was not to be named England’s poet laureate. â€Å"It’s a complete conspiracy of silence against me,† Morris said, â€Å"a conspiracy of silence! What ought I to do, Oscar?† â€Å"Join it!† Wilde replied. While detailing this history, Holt discusses the three major theories of humor. The â€Å"superiority theory†, propounded by Plato and Groucho Marx, sees the essence of humor in mockery and derision, in the â€Å"sudden glory we feel when† those we dislike are leveled whether they be the high and mighty or members of religious and ethnic groups. After researching about various television shows I found this joke from â€Å"Friends,† episodes two hundred and two. It is a dialogue between Chandler and Joey who are asking their friend Carol about breastfeeding. Chandler asks Carol, â€Å"Carol I was just wondering if Joey could ask you questions about breastfeeding?† Carol replies, â€Å"Sure.† Joey then asked her, â€Å"Uh, does it hurt?† Carol said, â€Å"Well, at first but not anymore.† Joey then says, â€Å"Oh. Chandler?† Chandler then asked Carol, â€Å"So uh, how often can you do it?† Carol replied, â€Å"As much as he needs.† Joey then said, â€Å"Oh okay I got one. Uh if he blows into one does the other one get bigger?† There are topical jokes, perennial jokes, cultural jokes, and universal jokes like, â€Å"I was so unpopular when I was little, even my imaginary friend played with the kids across the street†. There are jokes about groups of people, jokes appropriate for polite company, and jokes that are dirty enough to be somewhat scandalous such as, George H. W. Bush’s favorite â€Å"How do you titillate an ocelot? You oscillate its tits a lot.† Then there are the political jokes, geographical jokes as well as jokes of various lengths one-liners, two-liners, long jokes, â€Å"shaggy dog† jokes, and even jokes of only two words: â€Å"Pretentious? Moi?† As with so many philosophical issues these days, perhaps only because of our current fashions of research, humor may simply come down to the neurological. Using an electric probe to try to find the cause of a patient’s seizures, doctors stimulated a part of her left frontal lobe, eliciting a laugh. It happened over and over, and it was not just a mere physical reflex. She really did find things funny, whether she was looking at the operating team, or at a picture of a horse they showed her. Put a little current to the â€Å"L-spot† of the brain, and everything becomes a joke. There is little risk that neurosurgical procedures are going to impair the activities of joke-tellers, however; telling a joke is a simpler way of getting a laugh than doing brain probes, and anyway, whatever the purpose of jokes is, it probably cannot be accomplished in such an electromechanical way. Like many things, jokes are probably best appreciated for themselves and not for any thinking that they might inspire. Holt’s little volume will inspire some thinking, but it also contains more than its share of good along with some bad jokes, including one that he has traced back in different forms which people have been laughing at for fifteen centuries. And he even includes a personal favorite of mine, a meta-joke: â€Å"A priest, a rabbi and a minister walk into a bar. The bartender says, `What is this, a joke?'† According to Holt’s essay I found this joke from Friends to be a universal joke because it is appropriate for polite company. Everyone knows that men have no clue about babies or at least women are more experienced on that subject. This is what made the joke from Friends so funny to me because it allows all viewers to relate to Chandler and Joey’s curiosity regarding breastfeeding. Family type jokes such as this one allow shows like Friends to become such a success. The joke regarding breastfeeding is a great example of Holt’s definition of a universal joke. I find universal jokes to be the funniest because they are funny enough to be able to enjoy with your family and in my opinion being able to have a good laugh with your family is a very important part of life.

Both Anne Eliot and Rosalind Must Overcome Substantial Obstacles to End Up with the Men They Love. Whose Obstacles Prove the Greater of the Two

Both Anne Eliot and Rosalind Must Overcome Substantial Obstacles to End Up with the Men They Love. Whose Obstacles Prove the Greater of the Two The main female characters Anne Elliot from Persuasion by Jane Austen and Rosalind from As You Like It y Shakespeare have the similar problems and circumstances that prevent them from happy life with their lovers. The timid and composed Anne Elliot finds a number of barriers and faces with the rivals, trying to maintain the hope about the future with her love.Advertising We will write a custom essay sample on Both Anne Eliot and Rosalind Must Overcome Substantial Obstacles to End Up with the Men They Love. Whose Obstacles Prove the Greater of the Two? specifically for you for only $16.05 $11/page Learn More However, the social opinion is too strong and the girl suffers under pressure of people’s influence. As the result, Anne Elliot is close to lose her love, being persuaded by people. On the other hand, Rosalind is intelligent, beautiful girl with a quick wit who presents herself as a leader. This girl is brave and has a strong character. Although th e circumstances in both stories are quite similar and both girls have to fight for their love, Rosalind demonstrates more ability to cope with a number of the problems and to overcome substantial obstacles to end up with the man she loves and, therefore, Rosalind’s obstacles prove that she is greater. The romance tale Persuasion describes the story of the timid Anne Elliot and exquisite Captain Wentworth. 27-years old Anne is kind, intelligent woman with an elegant mind. In spite of her sisters and father who are selfish and vain, Anne seems more quite and humble. Living in the society where timid people would be rather abandoned than respected, Anne is isolated in her own narrow sphere. The main characteristic of this heroine is her inclination to be easily persuaded by others. Although she is intelligent and kind, she â€Å"was nobody with either father or sister; her word had no weight; her convenience was always to give way; she was only Anne† (Austen). Anneâ€℠¢s young sister is described as the manipulative hypochondriac, spoiled and unkind and the elder one is vain. Being in the middle of those people, Anne absorbs their negative reactions and words against her own reflections and feeling about Captain Wentworth. He is ready to reject her feelings and lose her love under pressure of influence and persuasion. In this context, Anne can be considered as the girl without any strengths of character. Her family members are dominated over her. Although Anne is a heroine of the novel; the real heroine is a girl who can protect her points of view and feelings and who is ready to struggle against the social opinion. Thus, Rosalind, the character of the comedy As You Like It, demonstrates a will to control her life by herself.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Rosalind is the daughter of Duke Senior who was banished. She demonstrate s herself as the adventurous girls who angers her uncle and runs away from his court to the Forest of Arden, trying to get more freedom. She disguises and changes the name, pretending to be a man named Ganymede. In this way, she wants to protect her life, because woman is more vulnerable. She understands that, in her age, girl should be more passive and silent: A gallant curtle-axe upon my thigh, A boar-spear in my hand; and – in my heart Lie there what hidden woman’s fear there will – Well have a swashing and a martial outside, As many other mannish cowards have That do outface it with their semblances.  (Shakespeare) Shakespeare created very interesting and new character that does not scared to make fun of the difficult circumstances and people. Obviously, Rosalind has a very strong character and this girl knows how to overcome substantial obstacles to end up with her love; moreover, she knows how to resist all barriers in her life and to withstand the negat ive influences and opinions. In fact, she does not care about any opinion; this girl is too strong to be dominated or persuaded by someone. The relationships between Rosalind and Orlando open the conversation about the gender roles within the society. The challenges that the characters face during the comedy motivate them to change the typical gender roles. There are the strong preconceptions about their relationships within the usual society of the court. However, Rosalind does not want to give up and to submit to the public opinion. Rosalind pretends that she is a man and, in fact, she does it well. She is very self-aware and, obviously, much more strong than Anne Elliot. Even in the matters of love, Rosalind demonstrates that she has a cool head and wants to prove her power. When Orlando claims that he will die without her, she answers that â€Å"men have died from time to time, and/ worms have eaten them, but not for love† (Shakespeare). One can notice that Rosalind seems quite cynical and sometimes treats her lover in a way that, on her opinion, seems funny; however, Orlando suffers a lot. Thus, when Orlando says that he will love her forever, Rosalind answers â€Å"no, no, Orlando;/ men are April when they woo, December when they wed:/ maids are May when they are maids, but the sky/ changes when they are wives† (Shakespeare). In spite of majority of girls, Rosalind does not want to hurry up with marriage and supposes that, after marriage, Orlando will lose his interest so fast.Advertising We will write a custom essay sample on Both Anne Eliot and Rosalind Must Overcome Substantial Obstacles to End Up with the Men They Love. Whose Obstacles Prove the Greater of the Two? specifically for you for only $16.05 $11/page Learn More On the other hand, Anne Elliot seems less realistic and more dreamer. Obviously, even when the circumstances seem complicated and insoluble, it is better to fight. Only one who struggle for his happiness, will get it. However, Anne Elliot prefers to be dominated by people and suffers alone. Such way of life which is possible for Rosalind is absolutely unreal for Anne. She cannot imagine herself fighting and protecting her opinion. It is evident that such person would be always a puppet in the hands of others. She does not try to make the steps towards her love; she just waits for her fate. However, all other characters do not want to make her happy. To some extent, they enjoy of the process to control Anne’s life and get the advantage from it. In any case, Anne is a positive character. Comparing with other characters, she is the most sympathetic one. However, her incapability to be strong and independent makes her less interesting as the main hero. Many people can consider her as a victim of the circumstances. However, in fact, her problems are caused by the weak character. At the same time, Anne is the person who can understand people and to empathize them. Theref ore, everyone wants to share with her and to get the advice and support. Why then she is unable to improve her own life? Anne loses the man of her dreams, being persuaded by Lady Russell who says that only one right way is to leave Captain. In spite of the emotional pain, Anne does it and tries to devote her life to the care about nephew and help other people. She is ready to die alone as an old maid. She does not expect that one day Captain Wentworth will back to her life; she does not keep the hope and just accepts the life she has now. Driven by the good intentions, Anne Elliot forgets about her own needs and sacrifices her life. However, it is now clear why and what for she does this action. Who will get the advantage of it? And, moreover, if she married Captain, she would be able to continue doing the good affairs as before. Although both Anne Elliot from Persuasion by Jane Austen and Rosalind from As You Like It y Shakespeare face the problems and have the similar circumstance s that do not allow them to reunion with their loves, although, in both situations, the social opinion is against them, the girls demonstrate different reaction and act in different way. While Anne Elliot is persuaded by other people and leaves her loved man due to the persuasion of Lady Russell, Rosalind does not give up and escapes from the uncle’s court, pretending that she is a man.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Even the girls’ attitudes to their lover are different: Rosalind plays with Orlando, demonstrating her independence, while Anne Elliot is dependent on everything and everyone. This girl sacrifices her life and neglects her feelings. She prefers to suffer than to struggle and fight for her happiness. Therefore, obviously, the way how Shakespeare’s Rosalind overcomes the obstacles proves that is greater one; her problems are bigger, but she copes with them. Austen, Jane. Persuasion. Gutenberg.net. Web. gutenberg.org/ebooks/105?msg=welcome_stranger Shakespeare, William. As You Like It. Gutenberg.net. Web. gutenberg.org/cache/epub/1121/pg1121.html

suzannes case essays

suzanne's case essays We can meet various leaders everywhere, regardless of a small or large organization. We used to be a leader and want to be a leader. If so, who is the effective leader? I believe that the effective leader must think in advance organizational goals rather than individual goals, motivate people and guide them in right direction against a coming economic and cultural change. We used to classify the leader as transformational leader and transactional leader. After reading Suzannes case, I think that Suzanne has charismatic, transformational leadership. The reason is as follows: First, Suzanne is charismatic. Second, she creates a vision to guide and motivate employees. Third, she gave supportive leadership to group members and recognized individual achievements. Fourth, she practiced empowerment by involving team members in decision making. Fifth, she has creative thinking. Last, she led by example. As I said, Suzanne is considered an ideal, charismatic and transformational leader, which differs from transactional leaders who control people by negative feedback, threats, or disciplinary actions. To take a closer look at Suzannes attributes, the comparison of transformational leadership and transactional leadership is as follows. Transformational leadership contains four components: charisma or idealized influence (attributed or behavioral), inspirational motivation, intellectual stimulation, and individualized consideration (Bass, 1985, 1998, Bass I would like to explain Suzannes attributes of transformational leadership through the case given. ...

Statistics Project Work Essay Example | Topics and Well Written Essays - 1250 words

Statistics Project Work - Essay Example 2 Coefficients(a) Model Unstandardized Coefficients Standardized Coefficients t Sig. 95% Confidence Interval for B B Std. Error Beta Lower Bound Upper Bound 1 (Constant) 19.212 2.953 6.505 .000 12.981 25.443 GDP per Capita 7.072E-05 .000 .243 1.028 .318 .000 .000 Price Inflation .103 .401 .061 .258 .800 -.742 .949 a Dependent Variable: Savings Rate SR = 19.212 + 0.0000707(GDP) + 0.103(PINF) + u ‘u’ is the noise- an identically and independently distributed (iid) random variable. i) b0, the intercept would be expected to assume a positive sign; b1, the coefficient of GDP is expected to have a positive sign since GDP is intended to contribute positively to the ability of a nation to save; b2, the coefficient of price inflation is expected to have a negative coefficient since inflation has a negative contribution to the ability of a nation to save. ii) The marginal propensity to consume is worked out when disposable income and change in consumption are both available in a d ataset. The disposable income is in this case the amount left after the individual has spent out on all the essential needs. It could be equated to the savings rate. Therefore using the above obtained equation we can formulate it to be: SR = 19.212 + 0.0000707(GDP) + 0.103(PINF) + u iii) b0 is positive (19.212). This value has an impact on the general values obtained using the model, though not necessarily on b1 and b2 since the model was developed from a purely randomized data- the GDP, SR and PINF for any country are the products of many other factors that cannot be controlled with certainty (Wood, Hewlin & Lah, 2011). iv) The ‘u’ term in these equations stands for the noise (the uncontrollable random variable) whose nature is random and unpredictable. 3. ANOVA(b) Model Sum of Squares df Mean Square F Sig. 1 Regression 85.335 2 42.667 .612 .554(a) Residual 1184.575 17 69.681 Total 1269.910 19 a Predictors: (Constant), Price Inflation, GDP per Capita b Dependent Variab le: Savings Rate Coefficients(a) Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 19.212 2.953 6.505 .000 GDP per Capita 7.072E-05 .000 .243 1.028 .318 Price Inflation .103 .401 .061 .258 .800 a Dependent Variable: Savings Rate Both the GDP per Capita and the tice inflation (PINF) have positive coefficients, which means that they contribute positively to the ability of the nationals to save. The situation is as real as it happens in real sense. Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .259(a) .067 -.043 8.34751 a Predictors: (Constant), Price Inflation, GDP per Capita From the adjusted R-square statistic, it is noted that only 4.3% of the variation in the ability of nationals to save can be explained by the two independent variables together (GDP per capita and price inflation of commodities). This is a clear indication that there are other more powerful determinants of the the ability of a nation to save. The unrepresented factors account for as much as 95.7% of the total variation observed. 4. Descriptive Statistics N Std.

Arts and Crafts Movement in America Essay Example | Topics and Well Written Essays - 500 words

Arts and Crafts Movement in America - Essay Example Many eminent designers and their works have contributed to the success of Arts and Crafts movements in America. As Boehm points out, in Cincinnati, socially prominent women, like Mary Louise McLaughlin engaged in overglaze decoration of ceramic pieces at the Cincinnati School of Art. Her works were sent to the Centennial Exposition where she expanded her knowledge into Oriental pottery and French barbotine with underglaze decoration in colored slips. Later in 1879, McLaughlin started the Women’s Pottery Club, and flourished in the crafting field. There were other women too taking the initiative in the reform, like the Newcomb College Pottery, started in 1895. Another designing group that got flourished before the Arts and Crafts movement was the Rookwood Pottery. It was founded by Maria Longworth Nichol, the granddaughter of Cincinnati real-estate millionaire, Longworth, in an old schoolhouse in 1880 and named it after their family estate. Within a few years from its birth, th e Rookwood Pottery started to succeed and thrive. They produced several thousand pieces and held a dominating place in the market. The pragmatic attitude in production boosted up the developments of the organization into becoming a commercially successful one with obtaining gold medal at the World’s Fair in Paris In 1889. Realistic attitudes taken by the Rookwood Pottery had a great influence on the Arts and Crafts Movement in America. Prominent potters such a George Ohr had demonstrated his skills on the formation.