Isopod Behavior Lab Report Essay

Background Information: In our lab we were working with isopods, also known as pill bugs or rollie pollies. The isopods that we worked with were land isopods. They like to live in moist places under untouched objects such as boards, bricks, rotting logs and or rocks. Basically, they will live anywhere! If you are lucky enough, you can even find them next to buildings where it is moist and if there is food. All living organisms like certain things and don’t like certain things, for example; most animals will try to eat something sugary or sweet, like a piece of candy. While the same animal my not wanting to eat something that is not sugary or sweet like peas. Every organism acts different, especially when a stimulus is affecting them. While other times the organism can do something for no reason, well at least to our knowledge. Relationships also can be a factor on how organisms act, most likely being aggressive or submissive. For example, male crocodiles will fight each other for a mate; this is showing their aggressive side. After one of the crocs has won the fight, the female croc will be submissive towards him to show dominance. This shows how they can act because of a relationship. Another example is people and the weather, which is a stimulus. People who like mild to hot temperatures will most likely go outside to do things. While people who don’t like the cold temperatures will do things inside, just so they don’t go outside. This shows how a stimulus can affect an organism’s behavior and what they do. Hypothesis: For my hypothesis I wrote, â€Å"If the pill bugs are in the petri dish with the other chemicals then they will go to the filter paper where the sugar is more so then the other filter paper that has chemicals on it†. I choose this hypothesis for many reasons. First off, I know that most organisms, bugs, insects, etc†¦ like sweet and sugary tasting things. I know this because I always see ants in my kitchen trying to get to the sugar rather then anything else. I know the pill bugs will not like the vinegar because most bugs will not go for vinegar. This goes the same with salt. I also thought about the water, this would be my second choice for my hypothesis. As I was writing my hypothesis, I also tried to tie it to me as well. I personally favor sugar over the others, next would be water, then salt, and last but not least vinegar. Using my personal taste, I was better able to make my decision on my hypothesis. Procedures: Procedure 1: 1 petri dish was placed on top of table. A dry piece of filter paper was centered into petri dish. Four pill bugs were placed into the petri dish; the petri dish was covered with an index card then a stack of post-it notes was placed on top of the index cards. The pill bug’s behavior was observed for 5 minutes, data was gathered and written on the paper. No human influence had any affect on the pill bugs behavior. Procedure 2: One piece of circular filter paper was taken and cut into 4 equal sections. The 4 sections of filter paper were then assigned and labeled with a letter from A – D. The chemicals were collected, which were water, salt solution, sugar solution and vinegar. Using a dropper, 5 – 10 drops of each solution were placed on a separate piece of filter paper. Then the filter paper with the solutions on it was placed in the petri dish, 4 pill bugs were then added into the petri dish. The pill bugs behavior was observed and recorded over th e course of 5 minutes by recording how many pill bugs would go on each piece of filter paper in 30-second intervals. After that the pill bugs were returned to their home, the filter paper and the lab station were cleaned. Over the course of our lab, our group collected lots of data from the pill bugs behavior. At the beginning of our lab we had placed the pill bugs in the petri dish with dry filter paper and we observed their behavior. The pill bugs were going around the inside rim of petri in circles following each other, almost as if it were a game of tag. The pill bugs never seemed to stop moving, flipping over and were constantly climbing. Some of the pill  bugs even tried to escape from the petri dish, but our group was quick to make that didn’t happen. As our lab went on, we placed the 4 different pieces of filter paper with solutions on them and then added 4 pill bugs to it. We collected lots of information during this procedure. This table represents how many pill bugs were on each slice of filter paper, that had a different solution on each of them, over 30 second intervals lasting 5 minutes. This is what were recorded our data on for this part of the lab. Conclusions: The purpose of our experiment was to observe the behavior of the pill bugs. We were trying to find exactly whether the pill bugs would be attracted or repelled by the chemicals. The chemicals used were vinegar, water, salt solution and a sugar solution. By placing strips of filter paper with the solutions on it into a petri dish and then adding the pill bugs did attract and repel the pill bugs. This experiment would show whether the pill bugs would be attracted to one or some of the 4 chemicals in petri dish. This experiment was relevant to the topic because the pill bugs would show some kind of different behavior, which is what the topic was related to because the topic was that some animals behave in different ways, especially to a stimulus. From the experiment I learned that the pill bugs behavior did change when the chemicals were added to the petri dish. From the data that we recorded in the chart it showed that the pill bugs like to go to the sugar solution the most. This does not surprise me because I thought the pill bugs would be most likely to go to the sugar solution. I thought this because most animals would chose something that is sugary and sweet, so I tied this into the experiment and this is also how I formed my hypothesis. Next came the water solution that the pill bugs liked. Then, came the salt solution. Then, came the in between filter. Finally, came the vinegar solution. This does not surprise me that the pill bugs like the vinegar solution because I know ants don’t like vinegar, so I thought the pill bugs would be the same. These  results fully support my hypothesis about the experiment. Through this experiment my hypothesis was proven correct. My original hypothesis was, â€Å"If the pill bugs are introduced to the chemicals, then the pill bugs will most likely go to the sugar solution rather then go to the others†. I then looked at the results of my experiment and it showed that the pill bugs liked the sugar solution the most. This alone proves that my hypothesis is correct. I believe the accuracy and precision in my results is 100% correct. I believe this to be valid because I ensured there were no errors made during the experiment. Even though there was a lot of room for error I made sure that it didn’t happen. This experiment could have been revised, as there should have been a bigger petri dish or something larger to hold the pill bugs in. This way more solutions could have been used like the same 4 chemicals just more slides of them. This would show more accurately that they really did like the sugar; this would eliminate any one saying that it was a fluke, that the pill bugs liked the sugar. I also think more pill bugs should have been added. I think that this would allow for more room for accuracy and precision in the experiment. From the experiment I learned that pill bugs are very interesting organisms. I had a lot of fun doing the experiment. I learned that out of a sugar solution, a salt solution, vinegar and water, that the pill bugs will choose the sugar solution the most. I also learned from this experiment that an experiment can always be redone and that it will show more accurate results. Before this experiment I always thought that one experiment could be good enough for 100% accuracy. Then, I thought about this experiment and I realized that this experiment could be better done. I also learned that pill bugs also like to climb on top of each other. This was interesting to me because I never thought they would do that because, you don’t see people or elephants climbing top of each other. These are some facts that I learned from the lab. In conclusion, the experiment showed the behavior of the pill bugs when chemicals were introduced. When the sugar solution, salt solution, vinegar and water were added and the pill bugs behavior was changed by whether they  were attracted to it or not. Through my results from the experiment the pill bugs liked the sugar solution the most and that supported my hypothesis. The experiment had no errors, but could have been done better. Finally, through the experiment I learned many new things, I had a lot of fun and I realized that not every experiment is not always the best one done. I also learned that an organism’s behavior could be affected by a stimulus even though we may not see it.

Worksheet for Chebyshevs Inequality

Worksheet for Chebyshev's Inequality Chebyshev’s inequality says that at least 1 -1/K2 of data from a sample must fall within K standard deviations from the mean, where ​​K is any positive real number greater than one. This means that we don’t need to know the shape of the distribution of our data. With only the mean and standard deviation, we can determine the amount of data a certain number of standard deviations from the mean. The following are some problems to practice using the inequality. Example #1 A class of second graders has a mean height of five feet with a standard deviation of one inch. At least what percent of the class must be between 4’10† and 5’2†?​​ Solution The heights that are given in the range above are within two standard deviations from the mean height of five feet. Chebyshev’s inequality says that at least 1 – 1/22 3/4 75% of the class is in the given height range. Example #2 Computers from a particular company are found to last on average for three years without any hardware malfunction, with a standard deviation of two months. At least what percent of the computers last between 31 months and 41 months? Solution The mean lifetime of three years corresponds to 36 months. The times of 31 months to 41 months are each 5/2 2.5 standard deviations from the mean. By Chebyshev’s inequality, at least 1 – 1/(2.5)62 84% of the computers last from 31 months to 41 months. Example #3 Bacteria in a culture live for an average time of three hours with a standard deviation of 10 minutes. At least what fraction of the bacteria live between two and four hours? Solution Two and four hours are each one hour away from the mean. One hour corresponds to six standard deviations. So at least 1 – 1/62 35/36 97% of the bacteria live between two and four hours. Example #4 What is the smallest number of standard deviations from the mean that we must go if we want to ensure that we have at least 50% of the data of a distribution? Solution Here we use Chebyshev’s inequality and work backward. We want 50% 0.50 1/2 1 – 1/K2. The goal is to use algebra to solve for K. We see that 1/2 1/K2. Cross multiply and see that 2 K2. We take the square root of both sides, and since K is a number of standard deviations, we ignore the negative solution to the equation. This shows that K is equal to the square root of two. So at least 50% of the data is within approximately 1.4 standard deviations from the mean. Example #5 Bus route #25 takes a mean time of 50 minutes with a standard deviation of 2 minutes. A promotional poster for this bus system states that â€Å"95% of the time bus route #25 lasts from ____ to _____ minutes.† What numbers would you fill in the blanks with? Solution This question is similar to the last one in that we need to solve for K, the number of standard deviations from the mean. Start by setting 95% 0.95 1 – 1/K2. This shows that 1 - 0.95 1/K2. Simplify to see that 1/0.05 20 K2. So K 4.47. Now express this in the terms above. At least 95% of all rides are 4.47 standard deviations from the mean time of 50 minutes. Multiply 4.47 by the standard deviation of 2 to end up with nine minutes. So 95% of the time, bus route #25 takes between 41 and 59 minutes.

Catch me if you can Essays

Catch me if you can Essays Catch me if you can Paper Catch me if you can Paper Essay Topic: Everything I Never Told You Film Society is everything we see around us the atmosphere we live in and the place we call home, the average people and their beliefs and what is accepted and what isnt. It is in other terms, the world around us. In the film, society is represented as a gullible, and stereotypical place, as people tend to generally go with what they see, and believe everything they see. In some cases, the film is a true reflection of society in the 1960s. However there is a vast difference between its setting and society today, hence it is arguable that it is not true reflection of todays world and society At the beginning of the film the setting is quickly portrayed. It is set in a small America town during the Mid 1960s. At this time family was extremely important, especially communication and relationships within the family unit. The bond between Frank Jr and Mr and Mrs Abagnale appears to be very strong from the very first scene. Frank Abagnale Jrs eyes lighten up in awe as he watches his father receiving his award. His is the hardest to clap and the last to stop clapping as his mother beamed in delighted. However, not everything is always as it seems. The family seem to have a good relationship towards one another, especially the parents as they had been dancing. Frank portrays fondness and affection towards his parents watching in admiration whilst they are dancing. Franks mother spills her drink and thus creating a stain on the carpet. Although they were laughing and dancing over it, the stain may symbolise a patch or a bad sign on their marriage, which was there was as we see later on in the film. Furthermore, it was the mother who clumsily spilled the drink, and it was her who drove the family to break apart by having an affair behind her husbands and sons back. Frank views his family as the perfect, unbreakable family. He idolises his dad and is very optimistic towards the familys bond to one another. He believes that his familys love for one another can not be broken and is never-ending. He shows this through his willingness and determination to bring his mother and father back together again, as he views the divorce as a minor obstacle and believes that the bond of his family cannot be broken by this. He tries extremely hard to bring his family back together, as this was the reason which made him turn into a con artist, and forging cheques so he could regain the money lost in the family. He is desperate to have things back to normal, and even more to have his mum and dad back together again, as he was always offering his dad gifts to use to seduce and charm his mum just as he had done in France, I bought you a Cadillac dad, maybe you could take mum for a ride. Frank Abagnales mother is presented as an attractive middle aged housewife. She dresses in family orientated clothes, and appears to be the average housewife. However she is not what she appears to be at all as she is an extremely deceptive and dishonest character within the play. She shows this when she has an affair on her husband with a friend of his. She also shows nervousness in her character, when Frank Abagnale walks in on her. She quickly tries to get rid of him by bribing him do you want some money to buy anything? This also shows her deceitful manner and personality. Franks father, however, is presented as a more optimistic, diligent and charming father figure within the film, and he knows he is al of this. He is diligent and hard working, and it is seen through his mice speech Two mice fell in a bucket of cream. The first mouse quickly drowned but the second mouse struggled and swam and finally turned that cream into butter and managed to walk out. I am that second mouse. He is also very optimistic, and this is shown in the whole matter of the divorce. He keeps reassuring his son that everything will be fine again, when it obviously will not be, thus showing his optimistic behaviour. He is also a very charming character, a characteristic which his son has obviously inherited. He uses his charms to his great advantage, and his main technique is achieved only when talking to a pretty, younger woman. He pulls out a necklace whilst the woman is telling him when the issue he is trying to deal with can not be completed, i. e. the suit incident, and asks her, did you drop this in the car park? It must have slipped right off your neck. The young woman is then flattered to be attracted to what appears to be a well supported handsome man and does not take great care into what she actually is doing, thus completing what he is trying to purchase or achieve. Frank is driven to run away simply because he can choose neither his mum nor dad. It is an impossible choice to make for any teenager, and this reflects that Frank is still only a kid as he runs away. He cant choose between his parents because he needs both of them, and we see this by his reaction when he was told of the divorce. In America during the 1960s, the type of clothing you wore portrayed your status, what type of job you had and even how much money you may have owned. For example, if you were seen in a suit, you would automatically be thought of as a richer, more upper class member of society. You would be looked up at, and would receive more public respect. This is portrayed in the film by Frank Abagnale Jr to a great extent. Knowing that clothing was a vital part in his scams, Frank Abagnale Jr used this to his advantage along with his wit and charm. He can be very deceiving simply by the type of clothes he is wearing. He uses them to disguise himself and take on different roles, especially when trying to deceive others. On his first day of public school, Frank is dressed as he would be expected to if he was going to a private school. As he is dressed in this upper class clothing in a middle class school, he is mistaken for a teacher, and automatically gains status over his fellow students just through his clothes. He gains confidence from this experience, thus creating the new deceptive and ambiguous character. People in society in the 60s were very credulous and had an inclination of judging people by what they wore. Since they were very gullible for this reason, they tended to believe Frank was an upstanding member of society and was of a very upper class status, and because of this type of prejudgement they were very likely and did believe him. Frank Jr sees this as an opportunity to make money and relishes it, especially when cashing cheques. When he is dressed in the pilots outfit, the public smile and greet him in the street as they see him to have a much respected job and position within society. A boy asks for Franks autograph when he is walking on the street, which shows he is idolised for wearing a pilots suit without having a proper qualification or job, and thus proving peoples gullibility. Furthermore, when he wants to cash in cheques, he goes to the younger and better looking women who are very easily impressed and also very susceptible like others in society at that time, they would be very amazed and pleased with themselves for being able to attract such a handsome, well mannered man, and one of a higher status. This makes them help him to do what he needs when he uses the necklace trick, hence why they are his main targets when looking to cash his cheques and use his charms and wit. Frank Jr expresses his need of a stable, strong-bonded family throughout the film. It is what he wishes to have more than anything else. But however, he is expected to choose one parent over another. This for him is an impossible task as at the end of the day he is still a teenager and he needs both parents to support him in what he does and through his teenage life. His love for his parents, which he portrays throughout the film, is immensely strong. Brendas family, or the strong family, have high expectations of Frank. They expect him to have a high and successful job so he supports Brenda. Furthermore, they expect him to be a Lutheran, and to follow their beliefs. Not only this, but they see him as a good candidate as he seemed to have a great background and an even better education. Hanratty is enormously determined to catch Frank Abagnale Jr for a single purpose- he left him looking like a fool. He has been repeatedly fooled by Frank, and the desire to catch him has gone from a simple challenge to a massive obsession. He craves to catch Frank to put him away for good at first, but however his opinion of Frank changes and he has the expectation that he will be sensible and law abiding when caught. Franks character is completely reflective of a teenager. His reaction when he finds out about his parents decision to split up is reflected by this completely. He decides automatically to run away and this shows that he is still young and cannot handle the responsibilities of being an adult and a man. He cannot live without both parents, and this shows his major dependability on both of his parents. The audience watching the film perceive him as a likable fun character within the play. They love seeing him get away with his scams, and believe that he is justified for his misdemeanours. His life changes drastically, when he is caught as he no longer has that sense of freedom, and he finally realises that there is more to life than just fun. He accepts to work for the FBI and this proves he has now developed some maturity and a sense of responsibility. Franks relationship with Hanratty changes drastically in the play. They go from being enemies to being friends and become closer. They develop a trust between them and so the relationship changes, because Hanratty believes Frank will change, and so gives him a job and a new life. The film is a representation of what society was like in the 1960s. I dont believe it reflects what it is like now, since it is based on a true story on something which DID happen in the 1960s, and people nowadays are not as gullible or as easily impressed.

Marks & Spencer Essay Example | Topics and Well Written Essays - 1500 words - 1

Marks & Spencer - Essay Example Britain hypermarket net Tesco is one of such leaders. This company sails one third of all foodstuffs in the country. At first glance Tesco and Marks & Spencer have similar sites intended for online shopping. But in fact there is a good deal of differences, which can be disclosed after some working with the necessary parts of these sites. Marks & Spencer sails more elegant staffs (like clothes, gifts or furniture), so it's aimed to another audience. But surely the same person can do shopping as in Tesco so in Marks & Spencer shops, but in Tesco - each day, while in Marks & Spencer once a week or rarely. Tesco set close cooperation with University College London. The scientists offered new methods of gathering, checking, collating, review, storage, access, retrieval and update of statistics information of retail sells. Fed every second by Tesco's 12 million Clubcard holders, the Crucible database could in theory generate about 12 billion pieces of data a year if each cardholder bought just 20 items a week. This information is analyzed very attentively. MIS helps managers to understand what goods are sold better together, to place them accordingly on the counters in supermarkets. Experts, who carry out such analysis for Tesco, insist that the company has one of the biggest customer databases in the world. National brand buildup took place thanks to Tesco owners and managers, who understood British customers wishes, whims and the mechanism of decision making. It became possible after using Management Information System (MIS). In fact company's managers pay much attention to analyzing the customers behavior: what, when and why do they buy and in what way is it possible to lead them to buy more. At first, hypermarket provides constant (season, holiday, single) discounts for that goods and stuffs, which customer buys oftener then others. At the end of a quarter each Clubcard holder gets voucher, equivalent to sum total, he spent in Tesco hypermarkets. Additionally they are rewarded with coupons, which allow discounts to that goods, the customers can enjoy (according to MIS results). Surely, this generated information is based on purchase data analysis. Management Information System (relevant module) defines the consumer goods basket, which can be potentially interested to a customer. During the quarter Tesco sells about 6 million letters with propositions of different discounts to loyal clients. Surely, Marks & Spencer hasn't such a model. But they needn't! Their target audience differs from Tesco's, so as their discount system. They also offers great discounts on their site and a customer can immediately watch it. Let's provide a comparative analysis between two these sites. Each side should contain company information. At Marks & Spencer website this information is represented rather widely: you can see as general information (company

American Industrialization after the Civil War Essay

American Industrialization after the Civil War - Essay Example This period marked the start of the big budgets of federal government and direct governmental liaisons with the corporate sector, especially those that expanded the railroad lines and other infrastructures. Railroads had immensely contributed in Union victory, hauling supplies and ferrying servicemen. Foner avers that the â€Å"second industrial revolution† was achieved with limited government interference in the corporate sector affairs; businesses developed through self-regulation (512). Civil War had taught the average citizens that real economic emancipation would be achieved if everyone played his or her role as required, especially in demanding moments, such as grappling with water privation and power rationing as well as taking up the arms to defend national goals. The short but often severe conflict taught Americans to not only exercise stoicism, but persevere in order to realize sound economic goals. As the country achieved better economic growth and industrialization transformed the nature of American ideology, the society achieved the growth of middle class, and a generation unique innovations within the industries. The country joined forces in the wake of strong government support, a steady supply of labor and a spirit of sacrifice and determination to achieve a mature industrialized society. Gilded Age political system The Gilded Age saw an ineffective political system that failed to effectively meet its goals, despite the fact that the period experienced remarkable economic and social transformations, which required the input of the political leadership. Although, some political figures made significant contribution during this period in an effort to tackle the challenges faced by the society, most national goals went unattended. The failure of the political leadership can be attributed to a larger proportion of the national leaders, who abandoned their call to formulate good policies for the country, maybe because they ascended to office d ue to their financial muscle, rather than ideology. The â€Å"Politics in a Gilded Age† according to Foner, saw influential businessmen control state institutions from the private sector platforms, to the chagrin of public good (523). The political parties in the Gilded Age were divided by parochial interest. The era was marked by rampant corrupt practices in the political system, a culture that presently would be classified as grand corruption, was the order of the day. Businessmen wantonly bought public officers at all levels of government. Political machinations turned democratic elections into a sham, hence denying voters rightful and deserving leaders. The slim majority between Republican and Democratic political parties made both sides unwilling to make good policies for the good of the country for fear of losing political support. In a nutshell, political accountability in the use of public funds; and few legislations passed by Congress drew the country back in terms o f socio-economic progress. The outcome was that the country made slight achievement of national goals. The Gilded Age and American Freedom According to Foner, â€Å"freedom in the Gilded Age,† was a significant aspect of the era (528). The economic growth of the Gilded Age impacted American freedom in the labor market and the running of business in the country. The period influenced the development of a liberal market, with decreased tariffs, affordable taxes, and low inflation

Nursing Informatics Assignment Example | Topics and Well Written Essays - 250 words - 3

Nursing Informatics - Assignment Example advocates for healthcare reform by adopting meaningful use of certified electronic health records (EHRs) Tenet Healthcare across the nation (National Quality Forum, 2015). Through the implementation of electronic health records, Elizabeth Johnson enables nurses to analyze health data and improve the provision of quality healthcare in America at reduced costs. Elizabeth Johnson plays a major role in The TIGER initiative where she is a committee member in the powerful HIT Standards Committee (The TIGER Initiative, 2014). The committee ensured the implementation of EHRs in America by the end of last year (The TIGER Initiative, 2014). Elizabeth Johnson has immense experience in executive and professional nursing (National Quality Forum, 2015). She uses this experience in health organizations that seek to reform the U.S. healthcare. Through her contribution, healthcare organizations establish the most effective way of enacting ARRA’s HITECH legislation (National Quality Forum, 2015). Subject to her immense contributions, Elizabeth Johnson has won numerous awards and recognitions where she is one of America’s top 25 clinical informaticists and 2010 HIMSS 2010 Nursing Informatics Leadership Award winner (National Quality Forum, 2015). The TIGER Initiative. (2014). Revolutionary Leadership Driving Healthcare Innovation: The TIGER Leadership Development Collaborative Report. Retrieved from

Linguistics and Language Essay Example for Free

Linguistics and Language Essay In this essay, I will explain as well as compare two theories of first language acquisition, behaviorism and innatism. I will explore the differences between them in such categories as the role of the learner, the role of the environment and as well as their strengths and weaknesses. I will then state and explain which one I find more tenable with examples of relevant literature. Role of the Learner Behaviorism, credited to B. F. Skinner in the 1950s, states that the learner knows nothing to start with, he is an empty slate [o1] to be taught. The learner is passive and learns by positive-negative reinforcement, only repeating what he hears. Innatism, credited to Noam Chomsky in 1965, states that the learner is wired from birth for language. The learner is equipped with a LAD, a language acquisition device. This device allows the learner to discover the rules of his language, any language. Role of the Environment Behaviorism states that the role of the environment is key and vital to the learning process. The environment is the active agent while the learner is the passive agent. The environment produces the necessary language input for the learner. It is up to the environment to give positive and negative reinforcement for the learner. Innatism states that the role of the environment is minimal because it only acts as the trigger for learning. It is also thought the environment is flawed and can’t be relied upon to always give perfect information. Therefore, it is up to the learner to find the rules of the language[o2] . Strengths There are a few strengths to support the behaviorism theory. It is easy to monitor the learners’ performance. This is how parents (as teachers) usually teach their children, through nurturing which puts emphasis on the role of the environment. This theory can also explain why learners have the ability to memorize. On the other hand, there are several strengths of the innatism theory. A learner cannot memorize all the possible different language and grammar combinations that he learns through the environment. The LAD helps the learner to generalize rules and make his own creative use of the language. A child will resist using an irregular form because of over-generalizing, and he will create his own form of a word according to the rules that he has internalized. And these rules don’t necessarily conform to adult grammar rules which include many exceptions. By applying these internalized and generalized rules, a child is able to acquire a language at a fast pace. [o3] Weaknesses The Behaviorism theory only accounts for the performance of the learner, and not on his competence. The learner is passive, so this theory does not focus on the learner’s mind and knowledge. It also does not explain why children acquire a language so quickly even if they are exposed to different environments. In addition, this theory also doesn’t offer an explanation of why children over-generalize rules such as the simple past tense of irregular verbs even though they hear irregular forms in the environment. There are also several weaknesses to the Innatism theory. One of the first weaknesses is that it demands the existence of the Language Acquisition Device (LAD), its existence is difficult to prove and is immeasurable. This theory also doesn’t take into account different kinds of learners, just ideal learners with ideal grammar. The environment plays a minor role in this theory, so it doesn’t take into account the social aspect of the learner. My Opinion Looking at the two of these theories, I find the Innatism theory the most tenable. In my own experience with my children and students, the learners do not always model my behavior. This usually occurs with irregular patterns, particularly past tense verbs. This is similar to the â€Å"wug† test where a child will form a past tense of a verb that he has never heard before by applying the general grammar rules that he has learned. This behavior cannot be memorized and must be driven by an internal structure. Another reason to support this theory is that learners with impaired intelligence have been able to learn the structure of language. It has also been proven that American Sign Language which is taught to the deaf also has its own language structure. In addition, the creation of Creole languages supports the theory. As a Creole develops, grammar and structure are built in. The LAD would account for the formation of these languages as well as for creative uses of language by a learner. Conclusion In this essay I have explained two theories of language acquisition, behaviorism and innatism. In doing so, I have explained the different roles of the learner as well as the environment. I have also explored strengths and weaknesses of each theory and why I support the innatism theory over the behaviorism theory[o4] . [o1]Good one, I forgot this in my essay [o2]Do you think you should mention poverty of stimulus here? [o3]ording? Universal grammar is built off of two propositions, that all languages are governed by a set of universal principles, and that the mind is equipped with parameters which are set intuitively by the child according to the language input they receive. UG researchers have found a number of universal principles. One of the more prominent principles is structure dependency. Structure dependency states that all sentences regardless of the language are built off of propositions that carry both a noun and a verb phrase; in other words, every sentence in every language must have at least a subject and a verb (Chomsky, 1959). One parameter setting that is contained in the LAD is the head setting. Some languages such as English are head first, other languages such as Japanese are head last. Various arguments have been used to support the existence of universal grammar. Chomsky (1959) has proposed the poverty of the stimulus argument, positing that the input children receive cannot account for what they produce, and therefore, children must have an innate facility. He argues that the input is marred in two ways; first it contains a hodgepodge of performance slips, and secondly, it does not contain any negative evidence. How do children acquire language when they don’t know what they can’t say, or how do they learn to speak correctly when the input they here is at times in correct? They do so, according to Chomsky, through this innate capacity. Jackendoff (1994) offers another argument in support of universal grammar, the argument from expressive variety. Jackendoff argues that given that languages are recursive, there is simply no way of storing all of the possible sentences one can create in one’s mind. In other words, sentences don’t come from habits, but rather from creative expression. Universal grammar has had a lot of capital in language acquisition theory, although it has been critiqued on some fronts. Connectionists, particularly, N. Ellis (2006) has argued that language acquisition is not due to an innate faculty and the creative expression of humans, but equates it to a usage-based approach where children learning piecemeal frequently reoccurring chunks of language. Another argument against the innate language faculty is that UG researchers have claimed that only humans have access to syntax, yet this has been found not to be true. Certain animals, such as the humpback whale and songbirds have been found to possess a recursive syntax, suggesting that syntax and language may have evolved from lower order primates. Whereas universal grammar begins with language from the inside, Sociocultural theory, another prominent first language acquisition, posits language acquisition begins from the outside. Vygotsky, the founder of sociocultural theory, argues that language is a psychological tool, which children acquire and learn to manipulate as they interact with their environment and with more capable peers (Vygotsky, 1978). Children first learn language as they interact with their parents. Parents use caretaker speech, which makes it easier for the child to understand and grasp a hold on the concepts of the language. As the child begins to understand and produce simple utterances, they are able to use the language to mediate their psychological functioning (Vygotsky, 1978). Vygotsky argues that children begin learning language by first learning single words, which are pure meaning. As they develop their language skills, and engage in social speech, single word sentences are augmented through incorporation of non-meaningful elements, such as function  words, and the child’s thoughts and words begin to develop more sense meanings. For instance, where the word ‘cat’ for the 1 or two year old child could have served as an exemplar for all cats, by the time the child is nine, and having undergone a variety of experiences related to cat, they have imbibed the word with their own unique s enses. Thus syntax and word senses expand, the more a child learns. Now, whereas social speech began from one and developed into many, inner speech, the speech that goes on inside of our heads becomes more and more truncated. Vygotsky argues, contrary to Piaget, that egocentric speech does not ‘disappear’ rather it becomes internalized as inner speech. And this inner speech is something that could not be understood by anybody but the person who is thinking it. Vygotsky suggests that just as people who have known each other for many years, and who have had a large amount of experiences together exhibit language tendencies of shortened syntax because of their historical shared experience, a person’s inner speech also exhibits this characteristic, but even more so; the stuff of thought is nothing but psychological predicates (Vygotsky, 1978). One of the primary ways humans learn anything, according to Vygotsky, is through the zone of proximal development. This concept explains that what a person can do today with assistance, they can do tomorrow by themselves (Vygotsky, 1978). Applied to first language acquisition, the child may receive help from an expert, such as their parents, who point at objects and say their name, for example, cat. After seeing this, the child may repeat ‘cat’ immediately after. The next day, as the child sees the cat, it says the word ‘cat’ without needing to be told by their parents. Chomsky maintains that languages consist of an infinite number of sentences and cannot be learned through habit formation. Language is too complex to be learned in such a short amount of time (Chomsky, 1959). He believes that every human is born with an innate language learning capacity, which is embedded in the language acquisition device (LAD). Chomsky believes that all language share grammatical structures. This is called universal grammar (UG). Proof of UG includes poverty of stimulus, which explains how children acquire the language despite their limited exposure and incorrect input they may receive. Another evidence for UG that languages are recursive, (Jackendoff, 1994). It is impossible to know all the possible combinations; however, they are learned by children. According to UG, there must be some sort of innate capacity that provides the additional information. The fact that children are resistant to correction once again proves that language is developed through an innate capacity. According to Chomsky (1959), all languages share principles, which are invariable across languages. For example, noun phrases and verb phrases. This is called structure dependency. All languages have verbs and nouns. What distinguishes languages from each other according to Chomsky, are parameters, which are language specific. For example, some languages are head first, and some are head last. In relation to UG, Eric Lenneberg (1967) introduced the Critical Period Hypothesis (CPH), which is a window of language learning opportunity before puberty. Proponents of CPH believe after this period, language learning becomes a much more difficult task and adults tend to rely on other mechanisms such as problem solving skills, reasoning, and deductive instruction to learn a language. Evidence of the CP is for example abused children, who despite being removed from the environment where they were deprived of social contact, were not able to learn the language. There have been many criticisms to Chomsky’s UG, for example, the LAD cannot be located and is immeasurable. Also, Chomsky’s theories overlook the effects of social contact and the environment on language learning. Social interactionist Vygotsky (1978) was a strong proponent of the social interaction hypothesis. He believed that learning takes place through social interaction, and give and take of information with caregivers, parents, or peers. According to Vygotsky, children begin with external speech, which could consist of one word only, but have the meaning of a whole sentence. Gradually, as the child grows older, he develops more complex and longer sentences and associates more meaning with his words. A child also engages in private speech (similar to adults), which is usually meant for problem solving or thinking out loud, but is not meant for sharing although articulated. Vygotsky believes that as the child develops more linguistic skills, this private speech becomes internalized and turns into inner speech, which is pure meaning, and does not consist of subjects; it is predicated. In direct opposition to the environment being the active participant in language learning, Chomsky flips behaviorism on its head and presents the learner as having a primary role while environment becomes secondary. Within the Universal Grammar Theory (UG), Noam Chomsky (1959) presents a Language Acquisition Device (LAD) that is responsible for the language learning process. Purely biological, language is filtered through the innate LAD that is structured with principles that are unchanging and parameters that vary according to the language being learned. Proofs to support this theory are many. Syntax and the head-first/head-last parameter are two such proofs. As a child learns language, they hold to one of only two possibilities in any given language – head-first and head-last – and language is formed through recursion and syntactic movement that follow a pattern within a particular language. This shows that language is rule-governed and that the LAD is programmed with language foundations from which a child can develop. That children are resistant to correction follows this same thought as they develop language through the LAD. Language is not linked to intelligence as we see in brain damaged adults who are completely coherent in language skills and others who are cognitively normal but cannot speak correctly. Stroke victims also show that, depending on the area of the brain that is affected, intelligence and speech are not linked. Broca’s and Wernicke’s Aphasias show that certain areas of the brain affec t speech while intelligence remains unaffected. As evidenced by the Gopnik family, genetic impairments have also proven that a glitch in the UG can be passed down from one generation to another, thus proving that the LAD is indeed biological (Jackendoff, 113). Eric Lenneberg’s Critical Period Hypothesis (1967) and the cases of â€Å"wild children† are yet further evidence. Lenneberg holds that the LAD becomes dormant or ineffective after a certain age – around the age of 12 – and this is why children acquire language so much more quickly than adults who are attempting the same. Through these studies of particular children who did not learn language and who were void of contact with language as a whole, it shows that the younger the child, the more fully they were able to learn language. Once a child was passed the age of 12 or so, they were unable to acquire proper language skills. The younger children were not only able to learn more adequately but then went on to continue in the language learning process as a normal adult would. As many proofs as there are for Chomsky’s UG and the LAD, criticisms are plentiful as well. First and foremost, where is the evidence that a device like LAD exists? It certainly has not been located in the brain, therefore, it remains immeasurable and some have serious doubt as to its legitimacy. This theory also limits the role of the environment and gives no account for the social context of the language learning process. It idealizes the speaker and the grammar itself to a certain degree and packages the entire process a bit too neatly. Cognitive Development Theory Jean Piaget’s (1955) work in cognitive development is foundational on many levels. Watching his own children, nature, and certain study groups of young children, Piaget introduces a theory that is completely developmental. As a child is ready and developed (both biologically and cognitively), they are able to assimilate, accommodate and adapt new experiences. Underlying in this theory is reasoning and logic. The role of the environment is minimal and the learner is vital but only as they are cognitively developed and ready for new experiences. A child will not learn what they are not cognitively developed to receive at that point no matter what the instruction. Piaget holds to the notion of children developing schema. As a new experience is received and they are biologically and cognitively ready to receive it, they will develop new schema to fit into the framework of schema that they already have developed. This theory also relies heavily on egocentric and socialized speech with each one serving a different function. Egocentric speech is what is used (mainly by children) when words and thoughts are spoken out loud but the one speaking is only dealing with their own thoughts and ideas. Socialized speech is a shift away from egocentric speech where one simply derives pleasure from speaking to being a way of exchanging their ideas or opinions. Although Piaget’s work and theory is critical, it neither accounts for the child’s behavior as a whole nor for the cognitive development after the stage of ‘formal operation’ is reached. It offers vast insight into the developmental process of a child but little instruction on attaining language skills. It was also based solely on a Western model and is therefore quite limiting. SECOND LANGUAGE ACQUISITION Input Output Hypotheses As a result of older models of language teaching where attention was given to language grammar, Krashen (1981) places his focus on communication input. He contends that if the learner is given a chance to absorb the language, they will be better equipped to acquire it. Rather than forcing output immediately, Krashen holds to a silent period where learners have the privilege of just listening to language before attempting it†¦much like a young child would in learning their mother tongue. Comprehensible input (i + 1) is the formula that Krashen holds to for optimal language learning for second language learners (SLLs). This states that if a SLL is offered input that is only slightly beyond what they already know, acquisition will take place. He also makes a differentiation between language learning and language acquisition, claiming that acquisition is what is needed for the language learning process. Criticisms of Krashen’s hypothesis are that input alone cannot account for acquisition and that some grammatical forms cannot be learned without being taught. Swain (1985) introduces her Output Hypothesis in contrast to Krashen and claims that no matter the input, if the output is unintelligible, acquisition has not truly occurred. It is the output that forces learners to grapple with the grammatical processing and figure out what works. Through output, a learner can realize their problem areas, can experiment with new areas they are unsure of, and gives them the chance to analyze problems they are having in their language learning process.