Understanding Different Types of Colleges

Understanding Different Types of Colleges Colleges and universities in the United State can be divided into two categories: four-year colleges and two-year colleges. Within those categories, there are a variety of subdivisions and distinctions between schools. The following article explains the differences between types of colleges to help you make the best decision when considering your higher education options.   Key Takeaways Colleges and universities can be divided into two-year institutions and four-year institutions.Four-year institutions include public and private colleges and universities as well as liberal arts colleges.Two-year institutions include community colleges, trade schools, and for-profit universities.Other institutional distinctions include Historically Black Colleges and Universities, women’s colleges, and Tribal Colleges and Universities.   Four-Year Colleges A four-year college is an institution of higher learning that provides programs of study that take approximately four academic years to complete. Students that complete these programs earn bachelor’s degrees. Four-year colleges are the most common institutions of higher education in the United States. According to the National Center for Education Statistics (NCES), undergraduate enrollment in four-year colleges is 65 percent, nearly 11 million students. These institutions often include strong student communities, complete with sports teams and extracurricular activities, students clubs and organizations, student body leadership, on-campus housing opportunities, Greek life, and more.  Harvard University, University of Michigan, Carroll College, and Bates College are all examples of four-year institutions, though they are all different types of colleges.   Public vs. Private Public colleges and universities are owned and operated by the state board of education within the state where the college is located. Funding for public institutions comes from state and federal taxes, as well as student tuition and fees, and private donors. Boise State University and the University of California are examples of public universities. Private institutions are owned and operated by individuals or organizations and do not receive federal or state funding. Private institutions often receive funding from alumni and corporate and individual donations. Though private institutions are not operated by the state in which they are located, they must still meet state and federal criteria in order to be accredited academic institutions. Yale University and Notre Dame University are examples of private universities. College vs. University   Traditionally, a college was a small, often private institution that only offered undergraduate programs, while universities were larger institutions that offered undergraduate, graduate, and doctoral degrees. Since these two terms have been commonly used to describe four-year institutions- and many small colleges began offering graduate and doctoral degree programs- the terms college and university are now completely interchangeable.  Ã‚   Liberal Arts Colleges Liberal arts colleges are four-year institutions that focus on the liberal arts: humanities, social and physical sciences, and mathematics. Liberal arts colleges are often small, private institutions with higher tuition rates and lower student-to-teacher ratios. Students at liberal arts colleges are encouraged to engage in interdisciplinary academia. Swarthmore College and Middlebury College are examples of liberal arts colleges.   Two-Year Colleges Two-year colleges provide lower-level higher education, commonly known as continuing education. Students that complete programs at two-year institutions can receive certifications or associates degrees. Hudson County Community College, Fox Valley Technical College, and the University of Phoenix are different examples of two-year institutions. Approximately 35 percent of undergraduates are enrolled in two-year institutions, according to the NCES. Many students choose to enroll in two-year institutions to obtain associate’s (or two-year) degrees before attending a bigger, often more expensive four-year institution to obtain a bachelor’s degree.  This cuts down on the cost of general education requirements, making college more achievable for many students. Other undergraduates enroll in two-year programs because they provide job-specific training and a direct pathway to a career.  Ã‚   Community Colleges Sometimes called junior college, community colleges offer higher education opportunities within communities. These courses are often geared toward working professionals, with classes offered outside of regular working hours. Students often use community colleges to gain job-specific certifications or as affordable stepping stones for completing bachelor’s degrees. Western Wyoming Community College and Odessa College are examples of community or junior colleges.   Trade Schools Also called vocational schools or technical colleges, trade schools provide technical skills for specific careers. Students that complete trade school programs can move directly into the workforce with ease. Students at trade schools often become dental hygienists, electricians, plumbers, computer technicians, and more. North Central Kansas Technical College and the State Technical College of Missouri are both examples of trade schools. For-Profit Schools For-profit colleges are educational institutions that are privately owned and operated. They run like a business, selling education as the product. For-profit schools can provide bachelor’s and master’s degrees, as well as technical education, though these programs are often offered online or via distance learning. According to the NCES, enrollment in for-profit institutions has increased by 109 percent since 2000, though that number has been declining since the financial crisis in 2007.   Other Types of Colleges Schools either fall into the two or four-year college categories, but there are a variety of other distinctions between colleges that make the campuses stand out. Historically Black Colleges and Universities Historically Black College and Universities, or HBCUs, are educational institutions founded before the Civil Rights Act of 1964 with the goal of providing higher education to African-American students. There are 101 HBCUs in the United States, both private and public. HBCUs admit students of all ethnicities. Howard University and Morehouse College are examples of HBCUs. Women’s Colleges Women’s colleges are education institutions founded to provide single-sex education for women; these institutions only admit female students. Traditionally, women’s colleges prepared women for assigned societal roles, such as teaching, but they evolved into degree-granting academic institutions after World War II. There are 38 women’s colleges in the United States. Bryn Mawr College and Wesleyan College are examples of women’s colleges. Tribal Colleges and Universities Tribal Colleges and Universities are accredited educational institutions that provide undergraduate, graduate, and doctoral degrees as well as vocational training to both Native and non-Native students with curricula designed to pass on tribal history and culture. These institutions are operated by Native American tribes and are located on or near reservations. There are 32 accredited Tribal Colleges and Universities operating in the United States.  Oglala Lakota College and Sitting Bull College are examples of tribal colleges. Sources   Fain, Paul. â€Å"Enrollment Slide Continues, at Slower Rate .†Ã‚  Inside Higher Ed  , 20 Dec. 2017.â€Å"More Than 76 Million Students Enrolled in U.S. Schools.†Ã‚  Census.gov, U.S. Census Bureau, 11 Dec. 2018.â€Å"Undergraduate Enrollment .†Ã‚  The Condition of Education, National Center for Education Statistics, May 2019.

The Pathophysiology of Hepatitis B Term Paper Example | Topics and Well Written Essays - 1000 words

The Pathophysiology of Hepatitis B - Term Paper Example Infection with HBV may result in acute, fulminant or chronic hepatitis, sometimes even resulting in a chronic asymptomatic carrier state, apart from hepatocellular carcinoma and liver cirrhosis (Davis 179). The disease is transmitted when an individual comes in contact with infected blood or objects. It may also be transferred from an infected mother to her infant either during or after birth (Harrison, Dusheiko and Zuckerman 211). Transmission may also occur by accidental inoculation from infected needles and hospital equipment, intravenous drug abuse, body piercing, tattooing, and mouth-mouth kissing (Harrison, Dusheiko and Zuckerman 210). The risk of Hepatitis B is particularly high in individuals with multiple sex partners, and in homosexuals. The HBV virus occurs in morphologically different forms in the serum of infected individuals. HBV infection has an incubation period of about 75 days. Systemic symptoms of the disease include fatigue, fever, dyspepsia, arthralgia, malaise, and rash, while local symptoms include hepatomegaly, jaundice, dark urine, and pale stools (Davis 179; Harrison, Dusheiko and Zuckerman 210). Anatomical/physiological/biochemical changes that lead to the disease Hepatitis B results from cellular injury to the liver, subsequently affecting its metabolic functions. However, the HBV is not cytopathic by itself. The pathogenesis of Hepatitis B occurs as a result of the interactions between the host’s immune system and the virus. The host immune system targets HBV in liver cells (hepatocytes), inadvertently causing damage to the liver. HBV derived proteins (nucleocapsid antigens – HBcAg and HBeAg) present on the surface of infected hepatocytes are recognized and targeted by activated CD4+ and CD8+ lymphocytes, resulting in an immunologic reaction that leads to hepatocellular damage (Pyrsopoulos & Reddy; Harrison, Dusheiko and Zuckerman 221). The immune response against hepatitis B is T-cell mediated. These immune responses against infected hepatocytes result in liver cirrhosis or hepatocellular carcinomas. Damage to hepatocytes also manifests as spotty acidophilic necrosis and lymphohistiocytic lobular inflammation in the liver (UPMC). Anatomical/physiological/biochemical changes the disease causes Hepatitis B disease pathology is mainly a result of impaired liver function due to hepatocellular damage. The anatomical and physiological changes that result from HBV infection are arthralgia, cholecystitis, cholangitis, bradycardia, irritability, lethargy, jaundice, fever, erythema, nausea, spider angiomas, splenomegaly and bile duct obstruction in some cases (Turkington and Ashby, 148; Davis 181). Patients experience extreme fatigue and malaise, and discharge dark urine and pale stools. In addition, there is significant weight loss. Chronic hepatitis may result in liver cancers (hepatocellular carcinomas). The incidence of hepatocellular carcinoma is highest in individuals with HBV infected cirrhotic liv er (Harrison, Dusheiko and Zuckerman 234). These cancers develop due to integration of viral DNA in host genome, apart from a variety of other factors. Biochemical changes as a result of HBV infection include elevated aspartate aminotransferase (AST) levels due to liver damage. Jaundice, a common symptom in HBV infections, results from impaired bilirubin metabolism in the liver. Bilirubin is a yellow pigment that results from the breakdown of hemoglobin. Hemoglobin breakdown mainly occurs in the hepatocytes, where the resulting bilirubin is converted into a water-soluble compound and excreted through bile into the gut. Impairment of the hepatocytes due to HBV infection prevents the liver from carrying out this function effectively. Inability to excrete bilirubin results in its redistribution

Case Study 3 Example | Topics and Well Written Essays - 750 words

3 - Case Study Example This paper will focus on two major technologies i.e. cloud computing and virtualization that can be adopted by BP to support its current strategy in its quest of transforming its business operations and ensuring it is no longer a serial underperformer. Virtualization refers to a way of creating virtual version of devices or network resources e.g. storage devices, servers, network or operating system. (Lans, 2012). In this case, the framework divides the resource being virtualized into one or more execution environments. In this case of BP, virtualization can be applied by combining its resources i.e. serves so as to serve as one. This is advantageous in a way that having a central server will lead to increased processing power hence faster data processing. Having one central server means BP will incur less costs in buying less hardware and also reduced energy costs since less hardware means less power consumption. (Roebuck, 2011) Fewer personnel will also be required to manage and maintain the equipment hence Dana Deasy’s dream of centralizing and cutting down costs of BP will come true with the adoption of virtualization. With virtualization, BP can create a strategic business environment in terms of resource use and operation with business partners and suppliers. This can be done through the firms intranets and also via external networks i.e. extranets and the internet. This will present BP with a collaboration opportunity of sharing information, resources and ideas with other people and the company hence helping the company respond in timely manner toward situations. (Rainer & Cegielski, 2012). Cloud computing refers to sharing of computing resources over the internet instead of using local servers to support applications. (Marks & Lozano, 2010) For the case of BP, the company through the advice of the CIO can choose to software-as-a-service where they will subscribe to an application but access over the internet. BP can also use

Websites Evaluation Exercise Assignment Example | Topics and Well Written Essays - 250 words

Websites Evaluation Exercise - Assignment Example This website (http://www.adidas.com/com/) provides accurate information on its: authorship, contact details, credentials and support organizations under authority; organization and focus, appropriate links to outside sites, and relevant contents under purpose; both selective and comprehensive navigation options, comprehensive illustrations, and satisfying details of the items under coverage; currency in terms of items’ updates i.e. latest arrivals in the market; clear, precise and complete pieces of information for the purpose of the site’s objectivity; and finally it provides reliable, accurate, correct and satisfying content on each and every item. In support of the key characteristics that facilitate Adidas portal’s effectiveness in its roles in business as illustrate above, here are the explanations. This site is basically for the purpose of advertisements, marketing and sale of Adidas manufacturing company’s products only. Meaning that, their objective is to provide authentic, accurate, comprehensive/ complete coverage and authoritative details about their products for the main purposes of achieving the goal and objective as a business organization. Being a business organization, they have to compete with other companies and organizations which providing similar products, and at a

Trends And Issues In Curriculum And Instructions Education Essay

Trends And Issues In Curriculum And Instructions Education Essay The Jamaican Early Childhood Curriculum was recently crafted. The curriculum is built on the principle that children learn best when content from various disciplines along with skills from the developmental domains are in line with the childrens holistic view and experience of the world. The curriculum therefore considers learning through play, sequenced learning, individual learning, the practitioners multiple roles, and inclusion of all learners and the domains of development, the learning environment, proper assessment, the role of parents and the role of community (Davies, 2008). While the curriculum addresses various objectives that need to be met in fostering Early Childhood learning and outlines the requisite instructions, there are challenges to the implementation of the curriculum. Broadly speaking, these factors are usually internal and external. These factors reduce the effectiveness of the curriculum and weaken the chance of effective learning at the Early Childhood Level. The factors drive a mismatch between the situation that the curriculum was designed to target and the reality. This difference causes the actual learning outcome to deviate from the intended learning outcome. The curriculum is based on an assumption that the student is operating at a particular level, the students parent and environmental background offer a certain level of support, and the teacher operates at a certain level. It is fair to believe that this is normally the case. However, curriculum implementation breaks down whenever these assumptions do not hold. In my view, the internal factors may be best represented by teachers, students, school infrastructure and resources. Teachers are given the primary responsibility to implement the curriculum. A teachers creativity, capabilities and qualification enables him/her to transfer the content of the curriculum in a meaningful way that will connect with the diverse groups of learners. According to Jalongo and Isenberg (2012) a teachers knowledge of the children and the content of the curriculum will enable him/her to possess the ability to provide for the childrens strengths and weakness. The capable teacher will be able to facilitate the childs interest and to develop the knowledge, skills, values, and dispositions they will need to become productive members of the society. Jalongo and Isenberg (2012) posit that the teacher strategies and plan for learning is the thread that weaves the curriculum. They refer to this as the what of teaching, and the how of teaching. Its therefore, imperative that teachers plan for the students learning in order to cater for the diverse learning styles in their classroom. The methodologies that the teacher employs should fit the students ability to gain knowledge and develop the necessary skills. Also, the teacher should be competent and acquire keen insights on the capabilities that children possess in order to cater for holistic development. If this is not achieved, then the implementation of the curriculum would have failed. A key ingredient for the successful implementation of any curriculum is a keen understanding of the learner. Jalongo and Isenberg (2012) posit that a curriculum should focus on what a child knows and can do and what a child should know and can do. Hence the content of the curriculum should take into account the needs, interest, age and stage of development and the social and cultural context of the child. The child as the learner possesses the ultimate success of the curriculum. This takes into account the abilities, skills, background knowledge and exposure /experience that the child acquires before entering the learning environment. According to Puckett and Diffily (2004) being aware of the differences in childrens development, strengths and challenges will allow curriculum planners and teachers to plan effectively in order to meet each childs developmental needs. Jalongo and Isenberg (2012) stated that a curriculum should consider the following; Child development and learning, Chi ld needs, abilities and interest as well as their socio cultural context in which they live. I strongly believe that these factors will enable the teachers to perform effectively within the teaching and learning environment. The school infrastructure and resources play a vital role in the delivery of the schools curriculum. It is my observation that the size of the student population relative to the size and quality of the physical accommodation of a school impacts the quality of curriculum implementation. According to Krogh and Morehouse (2008) the environment outside the classroom should be rich with potential and becomes a valuable multiuse arena. They also indicate that the physical environment plays an integral and vital part in supporting practices that encourage high levels of child initiated engagement and exploration. It is my view that the environment plays a key role in stimulating the cognitive processes required for effective curriculum implementation. I believe that the infrastructure of a school attracts a particular socio economic class from within the community. As a result, this will determine the quality of students and teachers who are enrolled in and employed to the school. It also establishes the quality of curriculum implementation that will occur. This will drive the resources that these schools are provided with. Greater resources mean that the school is able to properly finance the required staffing and infrastructure improvements that facilitate the learning process. My school is located in the rural area of St. Andrew and its serves children from low socio economic backgrounds. Therefore, the implementation of the curriculum faces barriers as the students are unable to relate to the information, the teachers have limited educational training and the resources are limited to meet the needs of the students. This poses a challenge for the curriculum to be fully implemented and for the required learning outcomes to be obtained. In my view, external factors usually include parents, home and community. I believe that these factors are crucial to the implementation of the curriculum. Parental involvement is a key determinant to successful academic achievement. This sets the foundation of the learning attitude that children carry to the learning environment. Support from parents increases the academic achievement in later years. Burke (2010) postulates that a child whose parents are passionately active and involved in their education at an early has a distinct advantage when compared to his/her peers. I believe that the involvement of parents facilitates the childs willingness to appreciate the importance of a solid education. This involvement can break or build the implementation of any curriculum. In my opinion, parents are generally unaware of the powerful effect that they have on what and how the content of a curriculum is designed and implemented. I believe that parents are an essential part of resource bu ilding. Strong parent teacher associations (PTAs) and effective parental involvement in school administration goes a far way in strengthening fund raising activities and in acquiring external support in building the school infrastructure. I strongly believe that parents are the first line of support for all children. They are the primary source of socialization and set the foundation for formal learning to take place. The home is the initial environment for optimal nurturing and it ideally creates a sense of belonging. In integrating parental role in curriculum implementation, a one-size fits all approach cannot be taken. We have to take into consideration the socio economic status of these parents as well as their educational background. The background of these parents, especially in rural environs, allows for limitation on the input they can offer to the implementation of the curriculum. Hence, little or no involvement occurs and the inability to hold teachers accountable for poor curriculum implementation becomes a major issue. Burke (2010) states that when parents are involved in the educational process of their children, they will be able to include or add additional information and insight from their own persona l experiences to teachers in order to support their childs learning and development. Community is seen as the secondary source of socialization. When we examine a community, we need to take into account the structure, culture and socio economic factors that shape the community. Couchenour and Chrisman (2011) stated that when the cultural background of the community does not match the cultural and educational context of a school then the academic achievement will be affected. This, I believe, is crucial in the implementation of the curriculum. In my opinion, the cultural background of the students and the parents may prevent a school from attaining a targeted culture. The interrelatedness of the school and the community greatly impacts the achievement of the objectives of the curriculum. Rural communities are largely comprised of farmers and unemployed individuals who sparingly acquire secondary education. Urie Brofenbrenners bioecological theory explains that understanding a childs development requires us to view the child in his socio culture context that includes f amily setting, community and the wider society (as cited in Couchenour and Chrisman, 2011). It is my view that the community plays a vital role in shaping the culture of the school. Depending on the socio economic, culture, structure and educational factors the implementation of the curriculum will be extensively affected. In conclusion, many factors affect  curriculum  implementation. It is my view that internal factors such as teachers, students, school infrastructure and resources and external factors such as parents, home and community are vital factors that may pose positive and negative effects on the implementation of the curriculum. At the early childhood level, the content and objectives of the curriculum should be centred on the childs needs and interest. How we address their needs and interest is dependent on the instructional objectives carried out by the teacher, the availability of resources and the learning environment of the school. It is my view, therefore, that a curriculum customization is needed at the Early Childhood level in order to cater for the different internal and external factors indicated above. A customized blueprint will produce effective, critical and holistic thinkers within our community and wider society.

Essay on Common Threads in Yellow Wallpaper and Story of an Hour

Common Threads in The Yellow Wallpaper and The Story of an Hour      Ã‚  Ã‚   In her article "Why I Wrote 'The Yellow Wallpaper,'" as it appeared in The Forerunner (1913), Charlotte Perkins Gilman candidly reveals her personal story of mental illness and her subsequent journey to wellness after she rejected the "expert" advice of her physician. She retells the story, with some embellishments, in her short story "The Yellow Wallpaper." Her own nervous breakdown and prescribed "rest cure," popular at the time, brought her close to "utter mental ruin." With some help from a friend, and using what resources were left to her, she began to write again, intending to use this story as a means of saving others from being driven crazy. "The Yellow Wallpaper" was published in May 1892, amid a flurry of rejections and protestations. Nevertheless, her story has been told, and I think there are many women who can relate to what she has experienced, to varying degrees.    Sandra M. Gilbert and Susan Gubar, in "A Feminist Reading of Gilman's 'The Yellow Wallpaper'" (818), identify the specialist as S. Weir Mitchell, a famous "nerve specialist" at that time. Gilman was forbidden to write until she was well, which, of course, was worse for her than her postpartum depression. The comparison in the story of "rings and things" in the nursery parallel feelings of being "locked away from creativity," and the gate at the top of the stairs in her upper story bedroom may be symbolic of her imprisonment.    In her short story, the enforced confinement prescribed by her physician husband brought her to a realization that she was imprisoned not only physically, but also in her mind and in her will. Ultimately he would not dominate her, and she ref... ... of dramatic irony. No one but the reader knew what heights Louise soared to and what depths of despair she plummeted to. That this story made such a big impact on me in only two pages shows how great a writer Kate Chopin really is. Works Cited and Consulted Bender, Bert.   Short Story Criticism.   Vol. 8.   Ed. Thomas Votteler.   Detroit:   Gale Research Inc., 1991. 64-65. Chopin, Kate.   â€Å"The Story of an Hour.†Ã‚   Literature:   Reading, Reacting, Writing. 3rd Ed.   Ed.   Laurie Kirszner and Stephen Mandell.   Fort Worth:   Harcourt Brace, 1997. 70-72. Gilman, Charlotte Perkins.   â€Å"The Yellow Wall-paper.†Ã‚   Literature: Reading, Reacting,Writing.   3rd Ed.   Ed. Laurie Kirszner and Stephen Mandell.   Fort Worth:   Harcourt Brace, 1997. 160-172. Shumaker, Conrad.   Short Story Criticism.   Vol. 13.   Ed.   David Segal.   Detroit:   Gale Research Inc., 1993.   164-170

Human Instincts

Psychology Unit 1 Paper Human Instincts There are many arguments about whether human beings have instincts and not just responsive reflexes. I believe human beings all have natural born instincts. The definition of instincts tell us that they are unlearned and involuntary, which we all experience as humans. When animals are born they have certain instincts, just like humans. Instincts are in unlearned â€Å"fixed action patterns† or reactions to certain kinds of stimulis. Whether a particular behavior pattern is learned it is not always easy to determine because some behaviors can be changed by personal experiences.Any behavior is instinctive if it is performed without any prior knowledge, also known as a innate biological factor. You were born with instincts that are there to help you survive. Instincts are behavioral patters that do not seem to be learned , they occur in almost finished form the first time they are triggered. There is a complex relationship between instinct, habit and reason Theories involving these concepts typically have many implications, from the causes of human action to the nature of social order. The terms instinct and habit both have unfortunate intellectual baggage.Nevertheless, for convenience I retain the word instinct as a tag for biologically inherited dispositions. Habit refers to learned dispositions. Instincts are inherited through genes, and habits through culture and institutions Instincts are argued by some to be reflexes. â€Å"A instinct should distinguished from a reflex which is a simple response of an organism to specific stimulus, such as the contraction of the pupil in response to a bright light or the spasmodic movement of the lower leg when the knee is tapped.Instincts, in contrast, are inborn complex patterns of behavior that must exist in every member of the species and that cannot be overcome by force of will. However, the absence of volitional capacity must not be confused with an inability to modify fi xed action patterns. For example, people may be able to modify a stimulated fixed action pattern by consciously recognizing the point of its activation and simply stop doing it, whereas animals without a sufficiently strong volitional capacity may not be able to disengage from their fixed action patterns, once activated. † (http://www. trans4mind. om/) Some people deny their instincts. Although we can repress our natural drives, these drives express themselves sooner or later. However, instinct serves a purpose on a basic level, instinct helps to assure our biological survival for surviving and maintain life. † It is a permanent part of the repertoire of tools which allows us to respond to the many types of stimuli and challenges which we encounter all of which spur us to become even more conscious and responsive. †(www. trans4mind. com/) Some common cited example of instincts in humans are the materal instinct and the survivial instinct.These examples do not agree to the scientific definition of instinct. Many females don’t desire children.. Males tend to contradict their own survival through suicide. The role of instincts in determining the behavior of animals varies from species to species. The more complex the neural system of an animal, the greater is the role of the cerebral cortex, and social learning, and instincts play a lesser role. Babies have a variety of instincts because they do many of the same patterns , such as sucking their thumb which wasn’t taught. Human beings have three types of instincts; survival, procreation, and worship. Instincts, such as the instinct of survival, manifest itself as an ensemble of organic and vital needs and drives. These needs and drives are not instincts but aspects that emanate from the instincts. †The need to defend oneself from harms way is a example of survival. Other examples include having fear, courage, and hope. â€Å"Sexual desires can be satisfied through sexual inte rcourse — sexual intercourse can ultimately lead to the birth of a new child, continuing the existence of humanity by means of procreation. The love for one’s spouse is another aspect of the instinct of procreation.The tendency of a parent to love and even risk his or her life in order to protect the child is an example of caring for someone who came about as a result of the act of procreation; accordingly, this love is reciprocated by the child to the parent as well to one’s relatives, such as in the kindness to family. †( dsc. discovery. com/)The most difficult part about understanding  human  instinct is that  human  brains are complex and may sometimes override instinct or over express it. People seem less tied to instinctual behavior than other animals. I Believe that humans definitely have instincts.I also believe that human do have certain reflexes and habits as well. Certain times of your life you can be put in a position where you are aske d to defend your life, and our instincts will kick in. We would be over protective and scared, but those are just instincts to stay alive. There has always been that one time where you had a feeling you shouldn’t be around that certain group of kids at that point of time just because you knew something bad would happen, and you get that instinct of fear, so you choose to leave that situation and get out.Human instincts are unlearned, involuntary, a punch of complex fixed action patterns, they are activated by stimuli, and is presented in every member of the species. Works Cited: http://www. trans4mind. com/jamesharveystout/instinct. htm#Instinct causes, by definition, an unconscious act. http://dsc. discovery. com/adventure/6-types-of-natural-instincts. html http://brothermahdi. tripod. com/threeinstincts. html