Literature review on learning styles

Literature review on learning styles Chapter 2 Literature review on learning styles 2.1 Background of learning styles Learning styles have received considerable attention in recent years. There are more than 20 style dimensions that have been identified so far. It has come out of the more general research on cognitive styles, particularly from the field of psychology. The earliest and frequently discussed dimension of learning styles is the concept of field dependence and field independence that is advocated by psychologist Herman Witkin. Recent researchers, such as Lardner (1989), Reid(1995), Nam Oxford (1998), Bailey Onwuegbuzie (2000), Malinsky (2001), Ehrman Leaver (2003), Decapua Wintergerst (2005), have contributed greatly to the development of learning style theories. Kolbs (1976) experiential learning theory is prevalent in educational settings, because his theory explains more about the teaching and learning process (Cited by Reid, 1995). Many researchers and instructors have adopted his theory and applied it into different educational areas. The most important thing is that he has proposed four learner types on the basis of his learning theories. And the four learner types are converger, diverger, assimilator, and accommodator. Claxton and Murrell (1987) use an onion metaphor to describe the multi-constructs of learning styles (Cited by Eliason, 1995). The multi-constructs of learning styles are compared as the layers of an onion. The core is composed of personality characteristics, then from insideto outside, the layers are sequentially information-processing the second layer, social interaction the third layer, and instructional layer the fourth and the outermost layer. The core is the mostm constant and stable part, but the successive layers around it can be slightly changed to some extent. Reid (1995) divides the learning-style researches into three major categories: cognitive learning styles, sensory learning styles, and personality styles. Cognitive learning styles, according to her introduction, include field-independent and field-dependent learning styles, analytic. and global learning styles, reflective and impulsive styles, and Kolbs Experiential Model. Sensory learning styles consist of perceptual learning styles and environmental learning styles. Personality learning styles are made up of Myers-Briggs Temperament styles, tolerance of ambiguity styles, right and left hemisphere styles. Riding Rayner (1998) just discuss and describe the two basic dimensions of cognitive styles, including wholist-analytic and verbal-imagery styles. The wholist-analytic style learners tend to organize information into wholes or parts, while verbal-imagery style learners are inclined to represent information during thinking verbally or in mental pictures. It is inevitable that diverse assessment instruments of learning styles exist. It is difficult to find a comprehensive assessment instrument because of the complex nature of learning styles. The majority of the assessment instruments are only to measure one or two dimensions of learning styles. For instance, OBriens (1990) Learning Channel Preference Checklist (LCPC) and Reids (1984) Perceptual Learning Style Preference Questionnaire (PLSP) are instruments just to measure perceptual learning styles, Myers-Briggs Type Indicator (MBTI) measures personality traits, such as extroversion-introversion, sensing-perception and the like, and Oxfords (1993) Style Analysis Survey (SAS) is relatively multi-dimensional and includes learning styles, such as perceptual learning styles, extroverted and introverted learning styles, concrete and sequential learning styles and so on. In this study, we mainly focus on perceptual learning style preference because it is one of the most obvious aspects of learning styles. Rossi-le (1989) refers to it as an individuals preferred mode for perceiving, organizing, and retaining information. Reids (1984) Perceptual Learning Style Preference Questionnaire (PLSP) is used in this study, because of her high reliability and validity for non-native speakers. It measures six types of perceptual learning styles, including visual, auditory, tactile, kinesthetic, individual, and group learning styles. Each of the learning styles possesses unique learning characteristics. Visual-style learners like to learn through eyes. For example, they prefer to obtain information through reading, computers, TV, a nd bulletin boards. Students of auditory learning styles rely heavily on listening or talking; they remember what you say. Tactile-style and kinesthetic-style learners like to learn through touching or moving and prefer to obtain information from audio tapes, lectures, class discussions, field trips, and role-plays. Individual-style learners learn best when they work alone, which contrasts strongly to group-style learners who learn effectively when work with other students or peers. It is evident that all learners have individual attributes relating to their own learning process and learn differently because of their biological and psychological differences. 2.2   Definitions of styles and learning styles The concept of style has existed in literature for approximately a century. It can be dated back to a description of personality in classical Greek literature about the ancient classification of temperament and physique created by Hippocrates (Riding Rayer, 1998). Styles are the words used to describe differences among people. They are the general, broad approaches a person uses to learn or to solve a problem. Brown (1994) defines it as consistent and rather enduring tendencies or preference within an individual. Generally speaking, styles are an individuals habitual patterns or preferred ways of doing something that remain consistent over a long period of time. Learning styles originate from the concept of style. There is a lack of concept agreement over the basic terminology. The term has been used in various and sometimes confusing ways in the literature, often interchangeably with the terms of cognitive styles, affective styles, or learning strategies. Cognitive styles and affective styles are only sub-constructs of learning styles and learning styles are more comprehensive. Cognitive styles are often referred to as an individuals preferred and habitual approach to organize and represent information. Its important dimensions are field-dependent and field independent, leveling and sharpening, holist and serialist, impulsive and reflective, and abstract and concrete etc. Affective styles are usually related to an individuals emotional states, including self-esteem, inhibition, risk-taking and anxiety and the like. Learning styles are constant and innate and difficult to be changed, whereas learning strategies can be learned and consciously applied in different learning situations. Learning strategies are specific procedures or techniques a person consciously uses in solving a problem or in working through an assignment. Literature on definitions of learning styles is also rich and diverse. Different researchers emphasize on different aspects of learning styles when rendering the definitions. Keefe (1979) defines learning styles as the cognitive, affective and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment (Cited by Eliss, 1994). Reid (1995) holds the view that learning styles are an individuals natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills. It is difficult to find an overall and comprehensive definition of learning styles, but similarities can be concluded from these definitions that the characteristics of consistency and perseverance are the core of all the learning style definitions. 2.3 Models of learning styles For researchers, it is difficult to propose a comprehensive learning model that encompasses all dimensions of learning styles. Thus the majority of learning style models focus on one or two aspects. In the following part, only two learning style models are introduced and elaborated because of their great popularity in research field. 2.3.1 The Dunn and Dunn learning-style model Compared with other learning-style approaches, the Dunn and Dunn learning-style model encompasses greater comprehensiveness and consistent effectiveness. According to Dunn and Dunn (1993), learning style is the way that students begin to concentrate on, process, internalize, and remember new and difficult academic information and is composed of both biological and developmental characteristics that make the identical instructional environments, methods, and resources effective for some learners and ineffective for others (Cited by Dunn and Griggs, 2000). In this model, the Dunns describe learning style as the ways to affect an individuals abilities to master new and difficult academic information or skills. 21 elements have been identified in this model and are classified into five categories of learning stimuli. (1) Environmental. The elements are sound, light, temperature, and design. Part of an individuals learning style depends on his or her preference regarding sound versus silence, bright versus soft lighting, warm versus cool temperatures, and formal versus informal seating. (2) Emotional. These elements are motivation, persistence, responsibility (conformity versus nonconformity), and preference for structure versus choice. (3) Sociological. These elements describe the group in which a student prefers to learn, such as whether to learn alone, with peers, or with either a collegial or authoritative adult, andlor in a variety of ways as opposed to patterns or routines. (4) Physiological. These elements include perceptual strengths like auditory, visual, tactual, and kinesthetic skills; time-of-day energy levels; intake (snacking while concentrating); and mobility needs. (5) Psychological. These elements describe the way in which a student processes information. For example, analytic students focus on facts or details in step-by-step fashion. Gradually the facts build up to an understanding. Conversely, global students need to understand how they are learning relating to them and their lives before they can begin to focus on facts. Also, analytic students respond to printed words and numbers, whereas global students respond better to illustrations and pictures (Searson, R., Dunn, R., 2001). In summary, Dunn and Griggs (2000) explain the theoretical base towards the Dunn and Dunn Learning-Style Model as follows: 1. Most individuals can learn. 2. Instructional environments, resources, and approaches respond to diverse learning-style strengths. 3. Everyone has strengths, but different people have very different strengths. 4. Individual instructional preference exists and can be measured reliably (Burke, Guastello et al.,1999/2000). 5. Given responsive environments, resources, and approaches, students attain statistically higher achievement- and attitude-test scores in congruent, rather than in incongruent, treatments ( Dunn Dunn, 1992, 1993; Dunn, Dunn, Perrin, 1994; Dunn, Griggs et al., 1995); they also behave better in style-responsive environments (Oberer, 1999). 6. Teachers can learn to use learning styles as a cornerstone of their instruction ( Dunn DeBello, 1999). 7. Students can learn to capitalize on their learning-style strengths when concentrating on new and difficult information (P. Roberts, 1999; Schiering, 1999). 2.3.2 Kolbs learning style model Kolbs learning style model has attracted considerable interest since the mid-1970s and has greatly contributed to the development of learning style theories. Kolb remarks that learning is the process whereby knowledge is created through the transformation of experience (Cited by Riding Rayer, 1998). Learning style is described by Kolb (1976) as the individuals preferred method for assimilating information and makes learners actively involve in the learning process. Hauer, Straub and Wolf (2005) state that Kolbs theory of learning is based on Deweys emphasis on the need for learning in experience; on Kurt Lewins work which stresses the importance of a persons active learning; and John Piagets theory of intelligence which explains the interaction between the person and the environment.  According to Kolb, the learning model comprises two independent dimensions: perception and process. The first dimension involves concrete experiences and abstract conceptualization, and the second includes active experimentation and reflective observation. Perception reflects how individuals perceive information. For example, abstract learners comprehend information conceptually and analytically, whereas concrete learners learn most effectively through specific learning experiences. Processing describes how individuals process information. Active learners, for instance, learn primarily by manipulating the environment, while reflective individuals typically learn by introspection and internal reflection on the external world. The learning model of two dimensions can be further classified into the following four learner types: Converger (Common sense learner): these students perceive information abstractly and learn through active experimentation. They are best at finding practical uses for ideas and theories. They prefer activities, such as small-group discussions, classroom participation, and computer use. Their favorite question is How does this work?. Diverger (Innovative learner): these students learn better when they are able to perceive concretely and to process reflectively. They like to do things by themselves and have good imaginative abilities. They are interested in people and culture, and tend to be social learners. Brain-storming and lectures are their favorite activities. They usually bear the question Why do I need to learn this? in their minds. Assimilator (Analytic learner): these students learn more effectively when they are able to perceive abstractly and to process reflectively. They are good at putting the separate information into a logical organization and enjoy theoretical reading. They are more interested in facts and important things. They are more used to traditional classroom learning. Their favorite question is What do I need to learn?. Accommodator (Dynamic learner): these students learn more effectively when they are able to perceive concretely and to process actively. They are good at hands-on experience and like to connect their learning into the context of real world. They like activities of risk-taking, presentations, debates, and group discussions, but dislike authority figures. They always hold the question like What if?. The four learner types can be summarized briefly as below: accommodators are people who learn primarily from hands-on experience rather than from logical analysis; divergers are best at viewing concrete situations from many different points of view; assimilators are best at organizing information into a concise and logical form; convergers are best at finding practical use for ideas and theories.

Implications for the Future

Communities around the world face pollution problems on one level or another. Pollution exists in a number of forms, including noise, air, land, water, indoor, and outdoor. Humans are affected by pollution both physically and emotionally through the effect on the environment and physical health. The life blood of the community is the water source, whether it comes from a river, well, or water treatment plant. The purpose of this paper is to review one pollution problem faced by a community, how the problem affects the psychological health of the community and purpose a solution to that problem.The chosen topic for this paper is water control which will include the pollution problem of water control, the effects on humans, conservation techniques, and barriers to solving the problem. Psychology and the Preservation of the Environment A diverse relationship exists between psychology and the preservation of the environment. The world of psychology covers an extremely huge realm, which i s full of different areas and much information. Inside this realm is the notion of the environment, which surrounds human beings.The word â€Å"environment† is composed of diverse concepts and possesses an extremely large definition or can be quite specific. Certain examples of environments are institutions, office or event buildings, or family settings, to name just a few (Veitch & Arkkelin, 1995). Resources have grown less available over the years. When compared to many years ago when resources like water were in abundance and human beings did not need to concern themselves with running out of this resource, today water and other resources are revealing signs of extreme reduction.This indicates that if the population does not work to conserve these resources, they could evaporate ultimately. One main relationship or connection between psychology and preservation is behavior. Human beings behave in a certain manner, which is influenced by their capability and willingness. Th ese behaviors can possess an effect on the preservation of the natural environment. Nevertheless, a human being’s behavior can be altered to fit the needs of other individuals (Veitch & Arkkelin, 1995).The main component of this behavior modification is the motivation of the human being because if people do not yearn to adapt their behavior, the essential behavior changes will not take place (Veitch & Arkkelin, 1995). The following is an example of the need for adaptive behavior for the occurrence of water conservation. If a human being possesses a large swimming pool, he or she will most likely be adding water on a normal basis to keep water in the pool and to keep it clean.In addition cleaning and replacing filthy water for clean water is an excellent way to maintain a sanitary swimming pool. However, certain individuals exist who quickly refill their swimming pools with more water once a small amount is splashed out. When a decrease in water availability exists, a human be ing must alter his or her behavior to preserve water. Furthermore, an individual must be willing to desist from refilling his or her water when this happens. This involves certain behavior alterations, which if an individual can achieve can create a huge contribution to his or her environment.However, if an individual does not change his or her behavior, the government body that observes the accessibility of water will need to create a decision regarding how to decrease the water consumption. Numerous issues regarding preserving and conserving the environment possess a focus throughout psychology. As the population evolves and human beings help to protect the environment, people in the intended environment will begin to adapt (Veitch & Arkkelin, 1995). Young children will learn to preserve water and other natural resources.Furthermore, the generation of these young children will adapt easier compared to their parents who knowingly had to change their behavior to preserve the natural resources within their environment. Solution for Water Pollutants Community and Factory Solution In 1972, the Federal Water Pollution Control Act that is now known as the Clean Water Act (CWA) was formed (NPDES. 2011). What this act was to ensure is that there are regulations put in place for the pollutants entering the water from point sources in the United States.Industries are given a limit of how much and how they are disposing of harmful chemicals that will either go directly into the water or into sources that will reach water supplies (NPDES. 2011). Rules, limits, regulations as well as permits are needed for disposal of toxins (NPDES. 2011). Workplaces, factories, and manufacturing plants have been fined, but still continue to release harmful toxins that go against the regulations of the CWA (Dissenting, 2000). The issue with this is that the problem still arises and many of these places are not punished for the crimes they are committing (Dissenting, 2000).As of this time the penalties are a fine of between $5,000 and $50,000 a day as well as but not necessarily, including possible jail time of no more than three years (Dissenting, 2000). Penalties need to be more extensive with laws that also state that after so many offenses that the factories are shut down with a possible permanent license removal. It would also be feasible to have the fines start at the $5,000 to $50,000 a day but have them go up a percentage each day or a larger percentage weekly, however, not to exceed a number of days without loss of licensing and permit loss.Second offense would be the same although time that elapses without license or permit is to be extended. Personal or Household Solution Many brands are labeling their products as â€Å"green† (Yu, 2010, April). It is difficult to know what one is buying when he or she flips to the back of a product and still many of the ingredients are unrecognizable. Many people will pay more money for products in the hopes of buy ing a product that will be better for the environment, themselves, and family. Federal regulation at this time expresses leniency on companies using the word â€Å"green† in their products (Yu, 2010, April).Some companies are using phrases like †nontoxic† such as Simple Green, although the products still contain chemicals that are found to cause red cell damage and even reproductive issues in animals (Yu, 2010, April). Other companies are using the term â€Å"green,† and this actually means in the product is that they are using the least toxic chemicals found in the group which the chemicals are classified under (Yu, 2010, April). There are many simple tricks, or products people may use that they generally have lying around the house.This will ensure that the people know what  products they are using and know that the toxins are not in what they are using. Here are some helpful tips. Bathtubs, Floors, and hard to scrub areas (baking soda with vinegar) Cut ting Boards and Counters (Hot water and vinegar) Furniture (Microfiber cloth dampened) Polished Furniture (A regular cloth and an oil base, such as olive oil or even a citrus oil) Windows (isopropyl alcohol, water, and vinegar) Air Freshener (Water, baking soda, and lemon or even fabric softener) Mold (one part peroxide to two parts water let sit for one hour) Barriers to the SolutionBig corporations, manufacturing companies, and utilities have been given a set of rules and regulations to follow when the use and disposal of chemicals are involved. Often penalties have been enforced for disregarding regulations and the discovery of illegal dumping; however, this has not stopped the problem. Enforcing the regulations and ensuring payments of the fines given has proven to be a difficult task. Political lobbyist hired by the corporations have helped to protect the interests of the companies by effectively limiting the amount of the fines and helped to create legal loop holes to avoid pa ying those fines.The legal battles which may be successfully brought before a court can take years to win and with the financial resources on the side of corporations the cases sometimes never make it into court. In addition the sum of the fine is often easier to pay so the companies can go about their business. Increasing regulations and raising the limits on the fines could be beneficial but difficult to achieve because of the political action of hired lobbyist. Outcome and Justification Water pollution is a serious problem that is affecting the environment in multiple ways. By limiting the amount of pollution, the environment may be preserved.Behavior modification techniques can enforce proper waste control and proper chemical use. To preserve the environment, harsher punishments are suggested for companies that violate the regulations of the Clean Water Act. Fines are currently at a flat rate per violation. A suggested action is to increase the fine until the regulations are fol lowed. In the case that regulations are continually violated, companies should face loss of license. These suggestions may prove difficult to enforce because of legal and political barriers. Household pollution can be limited by changing the use of products.Some products are misleading in advertisements and claims; phrases such as â€Å"green† and â€Å"non-toxic† do not always mean chemical free. These types of products can cause severe damage to the environment, animals, and people. Behavior modification is the basis behind the suggestions to reduce and prevent water pollution in both industrial environments and in the household. Behavior modification relies on the concept of conditioning (Sullivan, 2009). Behaviorism was based on the idea that individuals had no free will and all actions could be explained using stimuli and responses.Operant conditioning modifies behavior through rewards and punishment. To encourage a behavior, a reward is offered upon completion of the behavior (Sullivan, 2009). To reduce a behavior, a punishment is given upon each occurrence of the undesired behavior. Using rewards and punishments, behavior can be modified. In this situation, behavior can be modified to reduce pollution (Sullivan, 2009). In the case of companies violating regulations of the Clean Water Act, a punishment would be given with each violation. If the severity of the punishment is sufficient, the behavior will be less likely to occur again.The idea behind increasing the fines is that increasing the severity of the punishment will decrease the likelihood of repeat behavior. In the situation of chemical use and pollution in the household, rewards may be used to modify behavior. Suggested alternatives to harmful chemicals are less costly and simple to use. Benefits also include a sense of health safety when harsh chemicals are not present. The financial reward of not buying chemicals and less concern for health may increase the likelihood of using ho me remedies rather than chemical filled products.Small changes can create differences in actions and the influence on the environment. Behavior modification regarding water pollution may reduce pollution and preserve the environment. Conclusion Pollution plagues communities around the world affecting health and the environment. Identifying pollution problems, their causes, and solutions is the key to preserving the future for the next generations. Water is a necessity for every living organism on the planet and clean drinking water is a must for humans and animals alike.Once the target pollution issue has been identified, creating a workable solution that can be accomplished by all those in the community is the next important step. Every potential solution may have various barriers to overcome, such as political, legal, and financial considerations. Political barriers, such as corporate lobbyist are likely to be a problem. However, environmental lobbyists are helping to fight soluti ons to pollution and the damage it is doing to the earth and humans. The implications for the future are not very promising without conscientious changes individually and communally. Implications for the Future Communities around the world face pollution problems on one level or another. Pollution exists in a number of forms, including noise, air, land, water, indoor, and outdoor. Humans are affected by pollution both physically and emotionally through the effect on the environment and physical health. The life blood of the community is the water source, whether it comes from a river, well, or water treatment plant. The purpose of this paper is to review one pollution problem faced by a community, how the problem affects the psychological health of the community and purpose a solution to that problem.The chosen topic for this paper is water control which will include the pollution problem of water control, the effects on humans, conservation techniques, and barriers to solving the problem. Psychology and the Preservation of the Environment A diverse relationship exists between psychology and the preservation of the environment. The world of psychology covers an extremely huge realm, which i s full of different areas and much information. Inside this realm is the notion of the environment, which surrounds human beings.The word â€Å"environment† is composed of diverse concepts and possesses an extremely large definition or can be quite specific. Certain examples of environments are institutions, office or event buildings, or family settings, to name just a few (Veitch & Arkkelin, 1995). Resources have grown less available over the years. When compared to many years ago when resources like water were in abundance and human beings did not need to concern themselves with running out of this resource, today water and other resources are revealing signs of extreme reduction.This indicates that if the population does not work to conserve these resources, they could evaporate ultimately. One main relationship or connection between psychology and preservation is behavior. Human beings behave in a certain manner, which is influenced by their capability and willingness. Th ese behaviors can possess an effect on the preservation of the natural environment. Nevertheless, a human being’s behavior can be altered to fit the needs of other individuals (Veitch & Arkkelin, 1995).The main component of this behavior modification is the motivation of the human being because if people do not yearn to adapt their behavior, the essential behavior changes will not take place (Veitch & Arkkelin, 1995). The following is an example of the need for adaptive behavior for the occurrence of water conservation. If a human being possesses a large swimming pool, he or she will most likely be adding water on a normal basis to keep water in the pool and to keep it clean.In addition cleaning and replacing filthy water for clean water is an excellent way to maintain a sanitary swimming pool. However, certain individuals exist who quickly refill their swimming pools with more water once a small amount is splashed out. When a decrease in water availability exists, a human be ing must alter his or her behavior to preserve water. Furthermore, an individual must be willing to desist from refilling his or her water when this happens. This involves certain behavior alterations, which if an individual can achieve can create a huge contribution to his or her environment.However, if an individual does not change his or her behavior, the government body that observes the accessibility of water will need to create a decision regarding how to decrease the water consumption. Numerous issues regarding preserving and conserving the environment possess a focus throughout psychology. As the population evolves and human beings help to protect the environment, people in the intended environment will begin to adapt (Veitch & Arkkelin, 1995). Young children will learn to preserve water and other natural resources.Furthermore, the generation of these young children will adapt easier compared to their parents who knowingly had to change their behavior to preserve the natural resources within their environment. Solution for Water Pollutants Community and Factory Solution In 1972, the Federal Water Pollution Control Act that is now known as the Clean Water Act (CWA) was formed (NPDES. 2011). What this act was to ensure is that there are regulations put in place for the pollutants entering the water from point sources in the United States.Industries are given a limit of how much and how they are disposing of harmful chemicals that will either go directly into the water or into sources that will reach water supplies (NPDES. 2011). Rules, limits, regulations as well as permits are needed for disposal of toxins (NPDES. 2011). Workplaces, factories, and manufacturing plants have been fined, but still continue to release harmful toxins that go against the regulations of the CWA (Dissenting, 2000). The issue with this is that the problem still arises and many of these places are not punished for the crimes they are committing (Dissenting, 2000).As of this time the penalties are a fine of between $5,000 and $50,000 a day as well as but not necessarily, including possible jail time of no more than three years (Dissenting, 2000). Penalties need to be more extensive with laws that also state that after so many offenses that the factories are shut down with a possible permanent license removal. It would also be feasible to have the fines start at the $5,000 to $50,000 a day but have them go up a percentage each day or a larger percentage weekly, however, not to exceed a number of days without loss of licensing and permit loss.Second offense would be the same although time that elapses without license or permit is to be extended. Personal or Household Solution Many brands are labeling their products as â€Å"green† (Yu, 2010, April). It is difficult to know what one is buying when he or she flips to the back of a product and still many of the ingredients are unrecognizable. Many people will pay more money for products in the hopes of buy ing a product that will be better for the environment, themselves, and family. Federal regulation at this time expresses leniency on companies using the word â€Å"green† in their products (Yu, 2010, April).Some companies are using phrases like †nontoxic† such as Simple Green, although the products still contain chemicals that are found to cause red cell damage and even reproductive issues in animals (Yu, 2010, April). Other companies are using the term â€Å"green,† and this actually means in the product is that they are using the least toxic chemicals found in the group which the chemicals are classified under (Yu, 2010, April). There are many simple tricks, or products people may use that they generally have lying around the house.This will ensure that the people know what  products they are using and know that the toxins are not in what they are using. Here are some helpful tips. Bathtubs, Floors, and hard to scrub areas (baking soda with vinegar) Cut ting Boards and Counters (Hot water and vinegar) Furniture (Microfiber cloth dampened) Polished Furniture (A regular cloth and an oil base, such as olive oil or even a citrus oil) Windows (isopropyl alcohol, water, and vinegar) Air Freshener (Water, baking soda, and lemon or even fabric softener) Mold (one part peroxide to two parts water let sit for one hour) Barriers to the SolutionBig corporations, manufacturing companies, and utilities have been given a set of rules and regulations to follow when the use and disposal of chemicals are involved. Often penalties have been enforced for disregarding regulations and the discovery of illegal dumping; however, this has not stopped the problem. Enforcing the regulations and ensuring payments of the fines given has proven to be a difficult task. Political lobbyist hired by the corporations have helped to protect the interests of the companies by effectively limiting the amount of the fines and helped to create legal loop holes to avoid pa ying those fines.The legal battles which may be successfully brought before a court can take years to win and with the financial resources on the side of corporations the cases sometimes never make it into court. In addition the sum of the fine is often easier to pay so the companies can go about their business. Increasing regulations and raising the limits on the fines could be beneficial but difficult to achieve because of the political action of hired lobbyist. Outcome and Justification Water pollution is a serious problem that is affecting the environment in multiple ways. By limiting the amount of pollution, the environment may be preserved.Behavior modification techniques can enforce proper waste control and proper chemical use. To preserve the environment, harsher punishments are suggested for companies that violate the regulations of the Clean Water Act. Fines are currently at a flat rate per violation. A suggested action is to increase the fine until the regulations are fol lowed. In the case that regulations are continually violated, companies should face loss of license. These suggestions may prove difficult to enforce because of legal and political barriers. Household pollution can be limited by changing the use of products.Some products are misleading in advertisements and claims; phrases such as â€Å"green† and â€Å"non-toxic† do not always mean chemical free. These types of products can cause severe damage to the environment, animals, and people. Behavior modification is the basis behind the suggestions to reduce and prevent water pollution in both industrial environments and in the household. Behavior modification relies on the concept of conditioning (Sullivan, 2009). Behaviorism was based on the idea that individuals had no free will and all actions could be explained using stimuli and responses.Operant conditioning modifies behavior through rewards and punishment. To encourage a behavior, a reward is offered upon completion of the behavior (Sullivan, 2009). To reduce a behavior, a punishment is given upon each occurrence of the undesired behavior. Using rewards and punishments, behavior can be modified. In this situation, behavior can be modified to reduce pollution (Sullivan, 2009). In the case of companies violating regulations of the Clean Water Act, a punishment would be given with each violation. If the severity of the punishment is sufficient, the behavior will be less likely to occur again.The idea behind increasing the fines is that increasing the severity of the punishment will decrease the likelihood of repeat behavior. In the situation of chemical use and pollution in the household, rewards may be used to modify behavior. Suggested alternatives to harmful chemicals are less costly and simple to use. Benefits also include a sense of health safety when harsh chemicals are not present. The financial reward of not buying chemicals and less concern for health may increase the likelihood of using ho me remedies rather than chemical filled products.Small changes can create differences in actions and the influence on the environment. Behavior modification regarding water pollution may reduce pollution and preserve the environment. Conclusion Pollution plagues communities around the world affecting health and the environment. Identifying pollution problems, their causes, and solutions is the key to preserving the future for the next generations. Water is a necessity for every living organism on the planet and clean drinking water is a must for humans and animals alike.Once the target pollution issue has been identified, creating a workable solution that can be accomplished by all those in the community is the next important step. Every potential solution may have various barriers to overcome, such as political, legal, and financial considerations. Political barriers, such as corporate lobbyist are likely to be a problem. However, environmental lobbyists are helping to fight soluti ons to pollution and the damage it is doing to the earth and humans. The implications for the future are not very promising without conscientious changes individually and communally.

Descartes s Theory Of God - 1490 Words

Within his work, Descartes presents the causal argument, in which he demonstrates the idea that God must exist because everything with an affect must have a cause . This is one approach that Descartes uses to show the proof of God. By the end of meditation two, following onto meditation three Descartes concludes that we as humans are considered as a ‘res cognitas’ in which we are recognised as a thinking thing. However due to humans being known as the ‘res cognitas’ that means God is the ‘perfect being’. Descartes uses this to prove the existence of God, because it takes his view that anything with an effect must have a cause, in terms that we as humans are the affect concluding that God is the cause. The argument entitles that God is†¦show more content†¦The effects must come from a greater source. Meditation three includes the idea that God must exist because he is a perfect being , therefore it is more perfect for him to exist than for him to be non-existent. If God was not to exist but instead was just a concept, than our idea of the concept of God would not be perfect, because he is unable to exist. Furthermore it results that God must exist, because if our concept of God is to be a perfect being, then that perfect being should be capable of existing also, to truly make him perfect. Concluding there must be the existence of God in Descartes view, because we must have a greater reality. There is a distinction between two realities with Descartes meditation. It entails that there is a formal reality and a modal formal reality. Formal reality is demonstrating that we are finite beings, and because of this there must be something greater than that. There must be an existence that is greater than us. To this it concludes that there is an infinite being, which would also be the source of our being . Within this reality God is the only thing which has an infinite formal reality that exists. 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The Issue Of Mental Health Care Reform - 1300 Words

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