In a couple of paragraphs discuss some recent event where gun violence was an issue and discuss your thoughts on whether guns played a role or did not really play a role in the CAUSE of the violence (obviously guns were involved in the violence, but did access to guns CAUSE the violence?). Be scientific here – it is extremely unlikely that ACCESS to guns caused the violence, so put together some thoughts (NOT A RANT) on how access to guns did, or did not, play a significant role in what happened. Think about how restricting access to guns would, or would not, help prevent this type of violence in the future, and if access to weapons is not the answer, then WHAT IS??? BE BRIEF and BE SPECIFIC but please do NOT be simplistic (don’t say ‘well, if we did not have guns we would not have mass shootings”) – recognize that guns are already out there and we have no way of getting most of them back. So be realistic about our current state of affairs in the US and what happens when we take away rights from passionate people. Comparing us to other nations that have never had access to weapons is not useful here. If you have found some articles to help you formulate your thoughts, then cite or discuss them. There’s not a lot of good research on this topic because research is impossible to do in a controlled or valid manner. You can do this assignment in a “pro/con” manner if you want. It is JUST an opinion piece, don’t go crazy with it and please do not be offensive or otherwise intellectually challenged. Think in terms of PREVENTION and write as if you were writing a scientifically informed blog. NO FAKE FACTS. I will check and you will get a zero, which would be a major drag.
Learning: Perspectives, Perceptions and Performance "Learning" is a dubious, essential term. Whenever made reference to, regular affiliations are frequently consigned to the relationship with youthful schoolchildren and not all that frequently as a standout amongst the most fascinating and heaps of brain research. Before further illustration, as though oft the case, the examination of "learning" justifies a definition. In spite of the fact that it is by all accounts an expression of plainly obvious importance, since it is difficult to think about straightforwardly, some further refining must be used. This plainly obvious 'procurement of learning' must be estimated with conduct results and ought to be observationally ready to be recognized from reflexive or instinctual reactions. A social result may comprise of a high test score, a rodent that rapidly presses a switch, a worker that gets reward pay or some other number of generally imagined precedents. In talking about the idea of learning, there are maybe a few prominently prevailing points of view which are fundamental to comprehend in the development of any sensibly far reaching audit. These points of view incorporate the behaviorist, the social learning, and the intellectual schools. In spite of the fact that it winds up clear that these three impacts are not without scrutinize and that, even inside each, there exists what may be marked 'groups', their basic commitments can't be disregarded. Behaviorism The first of these points of view is the behaviorist. In this plan, there are two expansive branches: established molding and instrumental molding. In established molding, learning happens by the blending of the upgrade with a coveted reaction of the subject. Tentatively, this is a case of Pavlov's popular mutts and the discovering that outcomes is a result of the scholarly cooperative relationship and isn't dependent upon any activity by the subject. The option in contrast to this strategy is instrumental molding in which the subject gets the chance to "pick". By this, it is implied that the support is dependent upon what the subject "picks" as confirm by the typically recognizably extraordinary reaction. Inside the domain of behaviorism, one key donor and voluminous symbol of brain science all in all is Thorndike. As a component of his trials with felines in boxes for which they needed to play out some particular conduct to get away, he presumed that learning was a procedure of an incremental nature and that their was turned into a neural connection between the boost and reaction. This was confirm by his progressive trials in which the felines moved toward becoming 'more brilliant', that is, they realized what particular conduct was required with the end goal to be discharged. As the quantity of preliminaries advanced, there was an opposite association with the time expected to get away. Crafted by Skinner advanced the study of behaviorism by his more prominent clarification of the four general classes of support: Use of a positive improvement – Commonly alluded to as a reward, this includes the introduction of something the subject wants. Evacuation of a positive improvement – A case of this for youngsters would be "time-out". Hypothetically and regularly as a general rule, this technique is helpful to douse undesirable practices. Truth be told, as indicated by Skinner, the best method to wipe out a conduct is to overlook it, in this way evacuating any outside fortification. Use of a negative upgrade – Typically alluded to as "discipline", this includes the utilization of an undesirable or harmful improvement to shape conduct. Expulsion of a negative upgrade – This is the be the rebuilding of "typical" endless supply of an unfortunate activity or commission of some coveted conduct. A child rearing precedent would be the expulsion of a 'grounded' condition upon adequate apology of some past activity. Also Skinner distinguished another kind of reinforcer that he named a "general reinforcer" because of its wide materialness. Cash is one such thing and is so named on the grounds that subjects want it paying little respect to their condition of degeneracy. This is as opposed to nourishment which isn't a sufficient boost except if one is ravenous, that is denied of sustenance. Another scholar, Guthrie gives yet extra knowledge into the hypotheses and strategies for learning. One of his key commitments to the field is with his "Law of Continuity". In this, Guthrie proposes expressively that, "a blend of upgrades which has been joined by development will on its repeat will in general be trailed by that development"… as such, an activity in a given circumstance will probably be rehashed when the subject winds up in a comparative circumstance. The Cognitive Approach While there is the outstanding discussion of nature versus nuture that keeps running all through science, such extremity additionally exists inside the field of brain science and learning. An unadulterated behaviorist would demand that supposed 'decisions' are extremely just a creature like activities in all conduct is reducible to boost and reaction type components. As behaviorism has essentially added to our comprehension of the human condition, there exist elective points of view that are likewise very valuable. One such part of the more psychological division of brain research is alluded to a Gestalt brain research. From this point of view, the understanding that the mind isn't the aloof beneficiary of upgrade yet effectively engaged with the recognition and development of the truth is set. Further, Gestalt clinicians bear witness to that a given upgrade exists not in segregation but rather in the aggregate setting of the impression of the subject. For instance, Wertheimer, the dad of Gestalt brain science, refered to the case of two flickering lights having the capacity to show the view of evident movement. This and also the prevalent brain science precedents in which a specific line resembles being longer than another relying upon the lines and figures around it addresses the fundamental of Gestalt brain science that an affair overall, is more noteworthy than the total of the individual parts that influence it to up. From these and other model, the possibility that the psyche can shape its own point of view of reality by excellence of its own convictions about how things ought to be or how they are wanted to be is a noteworthy persevering commitment of the Gestalt development. Despite the fact that not a cognitivist, Piaget's commitment to learning could seemingly be documented around there. Especially noted for his commitments to formative brain science and along these lines much proper for kid instead of grown-up learning, Piaget announced the presence of genuinely characterized time of improvement. Amid these periods, a tyke could learn particular aptitudes and secure certain capacities with not having the capacity to accomplish certain others because of the development and intrinsic capacities that of a creating cerebrum. For instance, the time of around seven to twelve years of age is alluded to as the solid activities time frame. Amid this range, thinking and critical thinking capacities are by and large restricted to "solid" marvels that can be seen and watched instead of unique in nature. Observational or Social Learning Despite the fact that intellectual in nature, these speculations have been dealt with independently because of both their simple insight by increasingly 'unadulterated' psychological points of view and by the uniqueness of the commitments of the key scholars. So far, the models of discovering that have been proposed, regardless of whether behaviorist or intellectual, have been centered around the subject as it were. Moving to some degree further far from the 'clean' and 'unadulterated' point of view of behaviorism, social learning hypothesis bears witness to that the center must stretch out past the subject to the logical impact on others. In portraying the perspectives of social adapting, probably the most dubious and instructive analyses in present day brain science have be led. For instance, Bandura's celebrated 'jail analyze' in which subjects were put into a deride jail with a few subjects doled out to be "watches" while others were basically "detainees". The investigation was ended ahead of schedule due a portion of the subjects 'playing their jobs a bit too truly'. In another exemplary test, youngsters were demonstrated a film demonstrating a grown-up acting forcefully by hitting a doll or demonstrated a grown-up being thoughtful to a doll. These equivalent kids later displayed the shown conduct, regardless of whether forceful or not. Such discoveries are strengthened by LeBon's work on "swarm brain science" in which people and gatherings are impacted by others to demonstrate or copy certain verifiable practices. Suggestions on Health and Well-Being Creatures, contingent upon the species, have various unlearned, intrinsic conduct reactions to specific improvements. Precedents, for example, ocean turtles that 'naturally' make a beeline for the ocean upon birth on a sandy shoreline to hounds that look for the glow and aroma of their moms while they can't see after birth possess large amounts of writing. Then again, people appear to appear on the scene as a clear slate to be composed upon by life's encounters. It is this part of mankind that makes learning assume such an essential job in our improvement and past. Further, after even a short examination of the different schools of thought, it winds up clear that the human creature is mind boggling enough to warrant the thought and utilization all things considered. Thusly, it is conceivable accomplish particular learning objectives as well as to accomplish the evasion of certain different issues that may happen from circumstances in which learning does not happen. One such case of this is the youngster who is raised with extreme disciplines to shape conduct. Agreeing Skinner and different behaviorists, this can deliver a 'maladapted' grown-up who has intense subject matters. These intense subject matters may show themselves in any way of practices, for example, shirking of others or troubles seeing someone to, at the extraordinary, sociopaths who 'showcase' their dissatisfactions upon>GET ANSWER