Archetypal Characters Within the Slasher Film Sub-Genre Essay -- Film

Archetypal Characters Within the "Slasher" Film Sub-Genre One of the most telling traits of a society is how it entertains itself. Although Americans of the late twentieth century have many choices for distraction, one medium has had a particularly significant impact upon the fabric of American culture: film. Through pandering to the ideas and beliefs of the audience, filmmakers parallel those ideas and beliefs in their creations. This correlation was demonstrated in the glut of so-called "slasher" films during the period 1974-1984. Although the films were diverse in form and execution, the basic plot of these movies involved some sort of deranged psychopath gleefully stalking and killing a number of unfortunate teenage victims. Within this sub-genre there can be found a number of basic character styles, or archetypes. These archetypes not only serve to bind certain movies into the slasher category, but also to provide a window into the culture that they cater to. In order to present a specific example of each archetype, I have chosen four films that are exemplary of the overall sub-genre. Tobe Hooper's The Texas Chainsaw Massacre (1974) tells the story of a van full of traveling teenagers and their run-in with a family of backwoods cannibals. John Carpenter's Halloween (1978) has killer Michael Myers strangling baby-sitters on the night of said movie title. Sean Cunningham's Friday the 13th (1980) looses a hockey-masked psychopath upon a host of unsuspecting camp counselors. Finally, Tobe Hooper's The Funhouse (1981) finds four teens trapped in a carnival with a murderous sideshow freak. The most evident archetype within the slasher sub-genre is the Virgin. Usually the Virgin is the protagonist of the film, a female tee... ... of the sub-genre that began with the Wes Craven's Scream (1994). These films are not only helping to carry the archetypes of Halloween and Friday the 13th to a new generation of moviegoers, but also updating them as the culture has updated itself. Despite the changes some form of these archetypes will continue to exist, no matter how much American society alters. As long as a teenager yearns for the adrenaline rush from a masked murderer, slasher films and their archetypes will endure. Works Cited Halloween. Dir. John Carpenter, with Donald Pleasence and Jamie Lee Curtis. Falcon Productions, 1978. Friday the 13th. Dir. Sean Cunningham. Paramount, 1980. The Funhouse. Dir Tobe Hooper. Universal, 1981. McCarthy, Ken. The Splatter Film Guide. New York: St. Martin's Press, 1992. The Texas Chainsaw Massacre. Dir Tobe Hooper. Rosebud Communications, 1974.

Ecotourism, Tourism, and Development in Mexico Essays -- Essays Papers

Ecotourism, Tourism, and Development in Mexico â€Å"The issue of growth in the travel industry - how much, how fast, what kind - is crucial to the future of communities, local lifestyles and cultures, and the natural environment. There are a variety of instabilities and inequities associated with the expansion of tourism. If the social costs of infinite growth (human consequences of ecological pollution, centralized concentration of power, inequitable income distribution) are as high as they appear to be, our current social systems cannot support such growth indefinitely. Tourism remains a passive luxury for thousands of travelers. This must change† (Rethinking Tourism and Ecotravel by Deborah McLaren, 1998, p. 6). In the Quintana Roo state of Mexico, there are many thousands of tourists from the USA and Europe every year, which has spawned a tourism business economy and intense development of the coast. The area’s people and natural resources are going through a period of rapid change, which has the potential to benefit or damage the area. While money and development can give jobs and opportunities for education and health care, they can also deplete and damage the very resources that made the Carribean coast pleasing. Development and tourism, particularly ecotourism, must be safe and sustainable, environmentally, economically, politically, culturally. Our study has given us insight into some of these difficult development areas, and we will use our observations and conversations to demonstrate and disseminate ideas for better development. Tourism has become much more prevalent in recent times, due in large part to the increasing human population of the earth and the increasing leisure time and dis... ...tribution to the development of the Carribean coast, which has created jobs and other positive economic factors, while also threatening ecosystems and cultures that have become commodified. Tourists should be encouraged to learn about the environment and culture before, during, and after their vacation to areas, and they should make efforts to make meaningful connections to people and places so that they have reasons for treating the place well and coming back to check on things (insuring the vacation spot isn’t single-use or disposable). These kinds of efforts will insure better treatment of places and peoples by increasing the connected worth in travelers’ minds. Through practical legislation and enforcement along with caring and connected approaches to travel, tourism can become a positive element in the continued development of marketable tourist attractions.

Symbolism in Piggys Specs :: essays research papers

The Symbolism of Piggy's glasses Symbolism pervades throughout the entire narrative of Lord of the Flies and is used to illustrate the fears and tensions that exist within the boys trapped on the island. One of the novel's strength is that it weaves these vivid symbols together to assist its themes and ideas rather than labour them. Piggy's glasses become an important symbol representing the social order of the boys as they try to determine how to lead themselves. Although not a leader Piggy is the voice of reason as he mends the early splits between the boys by way of compromising. Of all the boys on the island it is Piggy who can seen as the most symbolic. His organisation helps the boys make the early decisions and he can be seen as the natural law of order, the reason thinking of humanity. Although despite being described as short and fat in the terms you might describe an animal as Piggy is the most willing to strive for survival in a civialised way. It is Piggy who says the most important words describing how the boys should act "What are we? Humans? Or animals? Or savages. What are grownups going to think?" It is this desire for docorum that underlines Piggy's belief that they will all be saved from the island - the only person to believe this will happen. Therefore Piggy himself becomes symbolic of the boys' hope to be saved from the island. The hope literally comes from his glasses. Piggy's spectacles are taken from him and used to start smoke signals. Without glasses Piggy's sight, like the boys' vision of what is in their best interests, becomes blurred. Piggy, now weakened, is no longer able to aid Ralph in his struggle to lead the group. Without the voice of adulthood that is Piggy, Ralph loses his moral guidance and begins to make bad judgments. The greater Piggy's will to escape and claim salvation so Ralph is drawn into the confusion and misguided pleasures of The Beast". As each pig is killed so a small part of what Piggy represents is corroded away. When Piggy's glasses are broken all apparent hope of escaping with them is destroyed as well. By making the glasses useless the boys are rejecting what the spectacles stand for. Now no longer able to function at all the 'short and fat' Piggy becomes an animal like the rest of the boys, where only the fittest survive.

A Poet’s response to place is rarely purely descriptive Essay

In this essay I will write about whether I agree with the statement above, or not. I will base my conclusion upon a detailed examination of two poems. I will look at the ideas and techniques poets use, language and imagery etc. I agree with the above statement, I feel nothing is purely descriptive, for example when someone says † That house looks deep-rooted and daunting† the quote is descriptive as well as being someone’s personal opinion. To one person it may look daunting but to another the house may look safe and restful. Whenever someone describes something, it always includes an opinion, so nothing can ever be purely descriptive. I will back up my opinion by looking at the two poems: London -William Blake (1757-1827) Dover Beach -Matthew Arnold (1823-1888) â€Å"London† is a poem about William Blake’s interpretation of the dark side of London, he talks about how everyone is suffering, and how everyone is looking for freedom, no one has a future. † Dover Beach† is a poem about a beach in England, Matthew Arnold is describing what he feels is wrong with the world, and the reasons for the problems we have. â€Å"London† – A poem of social protest, against the suffering of all who live in a world such as this. Written in 1789 (during the British industrial revolution). Not a poem of observed factual detail but Blake’s perception of London, he uses the traditional form of alternate rhyming lines to imitate the repetitive predictability of the circle of suffering. ‘London’ shows that: if the institution and structure of a place is corrupt then the people can never have a chance for innocence. In his poem Blake describes to the reader how there are legal restrictions on the roads, â€Å"Charter’d street†. Also how the river Thames is governed â€Å"Charter’d Thames † The quotation shows that even a river which should seem free, is owned , restricted. When Blake describes the restrictions, he is also enlightening the reader about the state of the residents of London, â€Å"mind forg’d manacles† this quotation shows the depression and imprisoning of people, in their own mind. People are searching for liberty. People in London are abandoning the church because there lives are going so wrong â€Å"Every Black’ning Church appalls†. The word â€Å"plagues† really gives us the impact of the place he was walking through, it’s a very pungent word. In this Poem, Blake uses disconnected stanza’s, almost to describe the place where he is , nothing is stable, including peoples life. The rhythm of the poem is monotonous, there is not one positive image or feeling. There is also assonance to reinforce what he is saying. In this Poem, Blake starts to describe London, but as soon as he does, he describes the way people live and how they drastically lack liberty. â€Å"Dover Beach† is a melancholic poem. Matthew Arnold uses the means of ‘pathetic fallacy’, when he projects the human feeling of sadness onto an inanimate object like the sea. A repetition of neither†¦nor in stanza 4 underlines a series of denials: â€Å". . . neither joy, nor love, nor light/ Nor certitude, nor peace, nor help for pain;† (l. 33-34). All these are basic human values. If none of these do truly exist, this raises the question of what remains. With these lines, Arnold draws a nihilistic view of the world he is living in. Throughout the poem, the sea is used as an image and a metaphor. At first, it is beautiful to look at in the moonlight (ll.1-8), then it begins to make hostile sounds (â€Å"grating roar† (l. 9); â€Å"tremulous cadence† (l.13)) that suggest a general feeling of sadness. In the third stanza, the sea is turned into a metaphoric â€Å"Sea of Faith† (l.21) — a symbol for a time when religion could still be experienced without the doubts brought about by progress and science (Darwinism). Now, the ‘Sea of Faith’ and also the certainty of religion withdraws itself from the human grasp and leaves only darkness behind. Matthew Arnold, not only describes Dover beach, he describes he thoughts on the world, and why things are the way they are. To conclude with both the poems I have looked at, have reinforced the statement: â€Å"A Poet’s response to place is rarely purely descriptive† I have shown by using â€Å"London† and â€Å"Dover beach† that a poet always does so much more than simply describe a place, the poet’s own thoughts and feelings shine through. The reader gets taken deep down into the poem ,and finds out why the poet feels the way he/she does. Each poem is an insight to the way poets feel about places. Neither poems just describes a place, therefore I empathize with the above statement.

My Childhood lost ? Essay

I was a happy go lucky six year old boy staying at St. Peter’s orphanage. The orphanage had about 20 children. The living conditions were not anything fancy, but we had no complaints either. I distinctly remember the morning of 1st May, 1820 when a wealthy looking middle aged gentleman came to our orphanage. He pretended to be a nice but lonely guy who wanted to adopt two healthy children between the age group of 6 to 10. He met all the children and finally selected Berley, the eldest in the group, and myself. We were thrilled! I assumed that my life would be a bed of roses from now on. Both Berley and myself bade good bye to our friends and â€Å"home† beaming with hope and dreams of a better life ahead. Our â€Å"not so lucky† friends wished us best of luck with tears in their eyes. Berley and I would now be brothers living with a wealthy man. We entered his large palatial house with trembling legs. Before long we were taken to the backyard, which, unlike the rest of the house, resembled a slum. There we met a few more children who stared at us blankly. They looked ugly, unkempt and had dark circles under their eyes. One of them had an amputated finger. Though their sight made us feel uneasy, we decided to concentrate on our first meal. Both Berley and I were expecting a treat but to our disappointment it was the worst food we had ever eaten. Soon the truth surfaced and we realized that the wealthy gentleman had â€Å"bought us† as slaves to work in a factory where he was an overseer. We were trapped for life†¦Ã¢â‚¬ ¦ The next day started at 4 am. After getting ready we went to a dark and stinking factory where they made cotton. I was assigned to pick up dirty waste material that was being generated almost continuously. After working diligently for almost four hours I felt tired and claustrophobic so I decided go for a stroll and explore the factory with Berley. As we were walking out together, our so called â€Å"father† appeared with a big whip in his hand. Without assigning any reason, he whacked both of us several times. I stupidly sat down on the dusty floor and started howling while Berley ran back to his assignment. The overseer got angrier with me and said, ‘Not happy with one beating, eh? ‘ He gave me two hard shots on my back and harshly told me to go back to work. With big tears and a paining back I returned to complete my job. Thereafter I was then forced to go under a large machine & continue the cleaning. By the time I finished I had blood on my fingers due to a minor accident. Berley, my only friend, rushed to comfort me while I was crying For years thereafter this routine continued. Without Berley by my side I would not have managed to cope. However, we both often wondered that if this was indeed industrial revolution for a better future, someone, somewhere had made a mistake†¦.

The Return: Midnight Chapter 43

â€Å"Elena?†Stefan said quietly. â€Å"Could you ask me to come in? You have to invite me in if you want to – to talk – â€Å" Invite him in? He was already in – inside her heart. She had told the Guardians that everyone would have to accept Stefan as her boyfriend of almost a year. It didn't matter. In a low voice she said, â€Å"Come in, Stefan.† â€Å"The window's locked from your side, Elena.† Numbly, Elena unlocked the window. The next moment she was encompassed by warm, strong arms in a desperate, fervent embrace. But the moment after that, the arms dropped, leaving her frozen and lonely. â€Å"Stefan? What's wrong?†Her eyes had adapted and by the starlight through the window she could see him hesitating before her. â€Å"I can't – It isn't – It's not me you want,†he said in a rush that sounded as if it came through a constricted throat. â€Å"But I wanted you to know that – that Meredith and Matt are holding Bonnie. Comforting her, I mean. They're al okay and so is Mrs. Flowers. And I thought that you – â€Å" â€Å"They put me to sleep! They said they wouldn't put me to sleep!† â€Å"You fel asleep, lo – Elena. While we were waiting for them to send us home. We al watched over you: Bonnie, Sage, and I.†He was Stillspeaking in that formal, unusual tone. â€Å"But I thought – Well, that you might want to talk tonight, too. Before I – I left.†He put a finger up to stop his lip from shaking. â€Å"You swore you wouldn't leave me!†Elena cried. â€Å"You promised, not for any reason, not for any length of time, no matter how noble the cause!† â€Å"But – Elena – that was before I understood†¦Ã¢â‚¬  â€Å"You Stilldon't understand! Do you know – â€Å" His hand flew to cover her mouth and he put his lips to her ear. â€Å"Lo – Elena. We're in your house. Your aunt – â€Å" Elena felt her eyes widen, although of course subconsciously she had known this al along. The air of familiarity. This bed – it was her bed, and the spread was her beloved gold and white bedspread. The obstacles she'd known how to avoid in the dark – the tapping at her window†¦she was home. Like a climber who has negotiated an impossible-seeming section of rock, and almost fal en, Elena felt a tremendous rush of adrenaline. And it was this – or, perhaps, simply the power of the love that flooded through her – that achieved what she had been so clumsily trying to reach. She felt her soul expand and come out of her body. And meet Stefan's. She was appal ed by the hastily swept-away desolation in his spirit, and humbled by the surge of love that flooded every part of him at the touch of her mind. Oh, Stefan. Just – say that – that you can forgive me, that's all. If you forgive me I can live. Maybe you can even be happy with me again – if you just give it a little time. I'm already happy with you. But we have all the time in the world, Stefan reassured her. But she caught the shadow of a dark thought whisked quickly out of the way. He had al the time in the world. She, however†¦ Elena had to choke back a laugh but then clutched at Stefan suddenly. My backpack – did they take it? Where is it? Right beside your nightstand. I can reach it. Do you want it? He reached in the darkness and pul ed up something heavy and rough and none too pleasant-smel ing. Elena thrust one frantic hand inside it while Stillholding on to Stefan with the other. Yes! Oh, Stefan, it's here! He was beginning to suspect – but he only knew when she drew out the bottle labeled Evian Water and held it to her cheek. It was icy cold, although the night was mild and humid. And as it effervesced violently, it glowed in a way that no ordinary water did. I didn't mean to do it, she told Stefan, suddenly worried that he might not like to associate with a thief. At least – not at first. Sage said to get the water from the Fountain of Eternal Youth and Life into bottles. I dug up a big bottle and this little one, and somehow I stashed the smaller one in my backpack – I'd've put the big one in, too, but it didn't fit. And I didn't even think about the little one again until after they took away my Wings and my telepathy. And a good thing, Stefan thought. If they had caught you – oh, my lovely love! His arms squeezed the breath from Elena's lungs. So that's why you were suddenly so eager to leave! â€Å"They took almost everything else supernatural about me,†Elena whispered, placing her lips close to Stefan's ear. â€Å"I have to live with that, and if they'd given me a chance I'd have agreed – for the sake of Fel ‘s Church – if I'd been logical – â€Å"She broke off as she suddenly realized that she had been literal y out of her mind. She'd been worse than a thief. She'd tried to use a lethal attack on a group of – mostly – innocent people. And the worst thing was that a part of her knew that Damon would have understood her madness, while she wasn't sure Stefan ever could. â€Å"But you don't have to change me into – you know,†she began whispering frenetical y again. â€Å"A sip or two of this and I can be with you forever. Forever and – for – forever – Stefan – â€Å"She stopped, trying to get her breath and her mental balance. His hand closed over hers on the cap. â€Å"Elena.† â€Å"I'm not crying. It's because I'm happy. Forever and ever, Stefan. We can be together, just†¦just us two†¦forever.† â€Å"Elena, love.†His hand kept hers from twisting open the bottle. â€Å"It – isn't what you want?† With his other arm, Stefan pul ed her tightly to him. Her head fel forward onto his shoulder and he rested his chin on her hair. â€Å"It's what I want more than anything. I'm†¦dazed, I guess. I have been ever since – â€Å"He stopped and tried again. â€Å"If we have al the time in the world, we have tomorrow,†he said in a voice muffled by hair. â€Å"And tomorrow is time enough for you to start to think it through. There's enough in that bottle for maybe four or five people. You're the one who's going to have to decide who drinks it, love. But not tonight. Tonight is for†¦Ã¢â‚¬  With a sudden rush of joy Elena understood. â€Å"You're talking about – Damon.†Amazing how difficult it was to simply say his name. It almost seemed a violation, and yet†¦ When he could talk – like this – for a moment to me, he told me what he wanted, she sent. Stefan stirred a little in the darkness, but said nothing. Stefan, he only asked for one thing before he†¦went. It was not to be forgotten. That's all. And we're the ones who remember the most. Us and Bonnie. Aloud she added, â€Å"I wil never forget him. And I wil never let anyone else who knew him forget him – for as long as I live.† She knew she'd spoken too loudly, but Stefan didn't try to quiet her. He gave one quick shudder and then held her tightly again, his face buried in her hair. I remember, he sent to her, when Katherine asked him to join her – when we three were in Honoria Fell's crypt. I remember what he said to her. Do you? Elena felt their souls intertwine as they both saw the scene through the other's eyes. Of course, I remember too. Stefan sighed, half-laughing. I remember trying to take care of him later in Florence. He wouldn't behave, wouldn't even Influence the girls he fed on. Another sigh. I think he wanted to get caught at that point. He couldn't even look me in the face and talk about you. I made Bonnie send for you. I made sure she got both of you out here, Elena told him. Her tears had begun to flow again, but slowly – gently. Her eyes were shut and she felt a faint smile come to her lips. Do you know – Stefan's mental voice was startled, astonished – I remember something else! From when I was very young, maybe three or four years old. My father had a terrible temper, especially right after my mother died. And back then, when I was little, and my father was furious and drunk, Damon would deliberately get in between us. He'd say something obnoxious and – well, my father would end up beating him instead of me. I don't know how I could have forgotten about that. I do, Elena thought, remembering how frightened she had been of Damon when he'd first turned human – even though he'd put himself in between her and the vampires who wanted to Discipline her in the Dark Dimension. He had a gift for knowing exactly what to say – how to look – what to do – to get under anyone's skin. She could feel Stefan chuckle faintly, wryly. A gift, was it? Well, I certainly couldn't do it, and I can manage most people, Elena replied softly. Not him, though. Never him. Stefan added, But he was almost always kinder to weak people than to strong ones. He always did have that soft spot for Bonnie†¦ He broke off, as if frightened he'd ventured too near something sacred. But Elena had her bearings now. She was glad, so glad, that in the end Damon had died to save Bonnie. Elena herself needed no more proof of his feelings about her. She would always love Damon, and she would never al ow anything to diminish that love. And, somehow, it seemed fitting that she and Stefan should sit in her old bedroom and speak of what they remembered of Damon in hushed tones. She planned on taking the same thing up with the others tomorrow. When she final y fel asleep in Stefan's arms, it was hours after midnight.

Importance of Animal Behavior Essay

Why do animals behave the way they do? The answer to this question depends on what the behavior is. A cat chases a mouse to catch it. A spider spins its sticky web to trap insects. A mother dog nurses her puppies to feed them. All of these behaviors have the same purpose: getting or providing food. All animals need food for energy. They need energy to move around. In fact, they need energy just to stay alive. Baby animals also need energy to grow and develop. Birds and wasps build nests to have a safe place to store their eggs and raise their young. Many other animals build nests for the same reason. Animals protect their young in other ways, as well. For example, a mother dog not only nurses her puppies. She also washes them with her tongue and protects them from strange people or other animals. All of these behaviors help the young survive and grow up to be adults. Rabbits run away from foxes and other predators to stay alive. Their speed is their best defense. Lizards sun themselves on rocks to get warm because they cannot produce their own body heat. When they are warmer, they can move faster and be more alert. This helps them escape from predators, as well as find food. All of these animal behaviors are important. They help the animals get food for energy, make sure their young survive, or ensure that they survive themselves. Behaviors that help animals or their young survive increase the animals’ fitness. You read about fitness in the Evolution chapter. Animals with higher fitness have a better chance of passing their genes to the next generation. If genes control behaviors that increase fitness, the behaviors become more common in the species. This is called evolution by natural selection. Innate Behavior All of the behaviors shown in the images above are ways that animals act naturally. They don’t have to learn how to behave in these ways. Cats are natural-born hunters. They don’t need to learn how to hunt. Spiders spin their complex webs without learning how to do it from other spiders. Birds and wasps know how to build nests without being taught. These behaviors are called innate. An innate behavior is any behavior that occurs naturally in all animals of a given species. An innate behavior is also called an instinct. The first time an animal performs an innate behavior, the animal does it well. The animal does not have to practice the behavior in order to  get it right or become better at it. Innate behaviors are also predictable. All members of a species perform an innate behavior in the same way. From the examples described above, you can probably tell that innate behaviors usually involve important actions, like eating and caring for the young. There are many oth er examples of innate behaviors. For example, did you know that honeybees dance? The honeybee in Figure below has found a source of food. When the bee returns to its hive, it will do a dance, called the waggle dance. The way the bee moves during its dance tells other bees in the hive where to find the food. Honeybees can do the waggle dance without learning it from other bees, so it is an innate behavior. When this honeybee goes back to its hive, it will do a dance to tell the other bees in the hive where it found food. Learned Behavior Just about all other human behaviors are learned. Learned behavior is behavior that occurs only after experience or practice. Learned behavior has an advantage over innate behavior. It is more flexible. Learned behavior can be changed if conditions change. For example, you probably know the route from your house to your school. Assume that you moved to a new house in a different place, so you had to take a different route to school. What if following the old route was an innate behavior? You would not be able to adapt. Fortunately, it is a learned behavior. You can learn the new route just as you learned the old one. Although most animals can learn, animals with greater intelligence are better at learning and have more learned behaviors. Humans are the most intelligent animals. They depend on learned behaviors more than any other species. Other highly intelligent species include apes, our closest relatives in the animal kingdom. They include chimpanzees and gorillas. Both are also very good at learning behaviors. You may have heard of a gorilla named Koko. The psychologist Dr. Francine Patterson raised Koko. Dr. Patterson wanted to find out if gorillas could learn human language. Starting when Koko was just one year old, Dr. Patterson taught her to use sign language. Koko learned to use and understand more than 1,000 signs. Koko showed how much gorillas can learn. See A Conversation with Koko at http://www.pbs.org/wnet/nature/koko/ for additional information. Think about some of the behaviors you have learned. They might include riding a bicycle, using a computer, and playing a musical  instrument or sport. You probably did not learn all of these behaviors in the same way. Perhaps you learned some behaviors on your own, just by practicing. Other behaviors you may have learned from other people. Humans and other animals can learn behaviors in several different ways. The following methods of learning will be explored below: 1. Habituation (forming a habit). 2. Observational learning. 3. Conditioning. 4. Play. 5. Insight learning. Habituation Habituation is learning to get used to something after being exposed to it for a while. Habituation usually involves getting used to something that is annoying or frightening, but not dangerous. Habituation is one of the simplest ways of learning. It occurs in just about every species of animal. You have probably learned through habituation many times. For example, maybe you were reading a book when someone turned on a television in the same room. At first, the sound of the television may have been annoying. After awhile, you may no longer have noticed it. If so, you had become habituated to the sound. Another example of habituation is shown in Figure below. Crows and most other birds are usually afraid of people. They avoid coming close to people, or they fly away when people come near them. The crows landing on this scarecrow have gotten used to a â€Å"human† in this place. They have learned that the scarecrow poses no danger. They are no longer afraid to come close. They h ave become habituated to the scarecrow. This scarecrow is no longer scary to these crows. They have become used to its being in this spot and learned that it is not dangerous. This is an example of habituation. Can you see why habituation is useful? It lets animals ignore things that will not harm them. Without habituation, animals might waste time and energy trying to escape from things that are not really dangerous. Observational Learning Observational learning is learning by watching and copying the behavior of  someone else. Human children learn many behaviors this way. When you were a young child, you may have learned how to tie your shoes by watching your dad tie his shoes. More recently, you may have learned how to dance by watching a pop star dancing on TV. Most likely you have learned how to do math problems by watching your teachers do problems on the board at school. Can you think of other behaviors you have learned by watching and copying other people? Other animals also learn through observational learning. For example, young wolves learn to be better hunters by watching and copying the skills of older wolves in their pack. Another example of observational learning is how some monkeys have learned how to wash their food. They learned by watching and copying the behavior of other monkeys. Conditioning Conditioning is a way of learning that involves a reward or punishment. Did you ever train a dog to fetch a ball or stick by rewarding it with treats? If you did, you were using conditioning. Another example of conditioning is shown in Figure below. This lab rat has been taught to â€Å"play basketball† by being rewarded with food pellets. Conditioning also occurs in wild animals. For example, bees learn to find nectar in certain types of flowers because they have found nectar in those flowers before. This rat has been taught to put the ball through the hoop by being rewarded with food for the behavior. This is an example of conditioning. What do you think would happen if the rat was no longer rewarded for the behavior? Humans learn behaviors through conditioning, as well. A young child might learn to put away his toys by being rewarded with a bedtime story. An older child might learn to study for tests in school by being rewarded with better grades. Can you think of behaviors you learned by being rewarded for them? Conditioning does not always involve a reward. It can involve a punishment instead. A toddler might be punished with a time-out each time he grabs a toy from his baby brother. After several time-outs, he may learn to stop taking his brother’s toys. A dog might be scolded each time she jumps up on the sofa. After repeated scolding, she may learn to stay off the sofa. A bird might become ill after eating a poisonous insect. The bird may learn from this â€Å"puni shment† to avoid eating the same kind of insect in the future. Learning by Playing Most young mammals, including humans, like to play. Play is one way they learn skills they will need as adults. Think about how kittens play. They pounce on toys and chase each other. This helps them learn how to be better predators when they are older. Big cats also play. The lion cubs in Figure below are playing and practicing their hunting skills at the same time. The dogs in Figure below are playing tug-of-war with a toy. What do you think they are learning by playing together this way? Other young animals play in different ways. For example, young deer play by running and kicking up their hooves. This helps them learn how to escape from predators. These two lion cubs are playing. They are not only having fun. They are also learning how to be better hunters. Insight Learning Insight learning is learning from past experiences and reasoning. It usually involves coming up with new ways to solve problems. Insight learning generally happens quickly. An animal has a sudden flash of insight. Insight learning requires relatively great intelligence. Human beings use insight learning more than any other species. They have used their intelligence to solve problems ranging from inventing the wheel to flying rockets into space. Think about problems you have solved. Maybe you figured out how to solve a new type of math problem or how to get to the next level of a video game. If you relied on your past experiences and reasoning to do it, then you were using insight learning. One type of insight learning is making tools to solve problems. Scientists used to think that humans were the only animals intelligent enough to make tools. In fact, tool-making was believed to set humans apart from all other animals. In 1960, primate expert Jane Goodall discovered that chimpanzees also make tools. She saw a chimpanzee strip leaves from a twig. Then he poked the twig into a hole in a termite mound. After termites climbed onto the twig, he pulled the twig out of the hole and ate the insects clinging to it. The chimpanzee had made a tool to â€Å"fish† for termites. He had used insight to solve a problem. Since then, chimpanzees have been seen making several different types of tools. For example, they sharpen sticks and use them as spears for hunting. They use stones as hammers to crack open nuts. Scientists have also observed other species of animals making tools to solve problems. A crow was seen bending a  piece of wire into a hook. Then the crow used the hook to pull food out of a tube. An example of a gorilla using a walking stick is shown in Figure below. Behaviors such as these show that other species of animals can use their experience and reasoning to solve problems. They can learn through insight. This gorilla is using a branch as a tool. She is leaning on it to keep her balance while she reaches down into swampy water to catch a fish. Social Behavior Why is animal communication important? Without it, animals would not be able to live together in groups. Animals that live in groups with other members of their species are called social animals. Social animals include many species of insects, birds, and mammals. Specific examples of social animals are ants, bees, crows, wolves, and humans. To live together with one another, these animals must be able to share information. Highly Social Animals Some species of animals are very social. In these species, members of the group depend completely on one another. Different animals within the group have different jobs. Therefore, group members must work together for the good of all. Most species of ants and bees are highly social animals. Ants, like those in Figure below, live together in large groups called colonies. A colony may have millions of ants. All of the ants in the colony work together as a single unit. Each ant has a specific job. Most of the ants are workers. Their job is to build and repair the colony’s nest. Worker ants also leave the nest to find food for themselves and other colony members. The workers care for the young as well. Other ants in the colony are soldiers. They defend the colony against predators. Each colony also has a queen. Her only job is to lay eggs. She may lay millions of eggs each month. A few ants in the colony are called drones. They are the only male ants in the colony. Their job is to mate with the queen. The ants in this picture belong to the same colony. They have left the colony Honeybees and bumblebees also live in colonies. A colony of honeybees is shown in Figure don’t purge me. Each bee in the colony has a particular job. Most of the bees are workers. Young worker bees clean the colony’s hive and feed the young. Older worker bees build the waxy honeycomb or guard the hive. The oldest workers leave the hive to find food. Each colony usually has one queen that lays eggs. The colony also has a small number of male drones. They mate with the queen. All the honeybees in this colony work together. Each bee has a certain job to perform. The bees are gathered together to fly to a new home. How do you think they knew it was time to gather together? Cooperation Ants, bees, and other social animals must cooperate. Cooperation means working together with others. Members of the group may cooperate by sharing food. They may also cooperate by defending each other. Look at the ants in Figure below. They show clearly why cooperation is important. A single ant would not be able to carry this large insect back to the nest to feed the other ants. With cooperation, the job is easy. These ants are cooperating. By working together, they are able to move this much larger insect prey back to their nest. At the nest, they will share the insect with other ants that do not leave the nest. Animals in many other species cooperate. For example, lions live in groups called prides. A lion pride is shown in Figure below. All the lions in the pride cooperate. Male lions work together to defend the other lions in the pride. Female lions work together to hunt. Then they share the meat with other pride members. Another example is meerkats. Meerkats are small mammals that live in Africa. They also live in groups and cooperate with one another. For example, young female meerkats act as babysitters. They take care of the baby meerkats while their parents are away looking for food. Members of this lion pride work together. Males cooperate by defending the pride. Females cooperate by hunting and sharing the food. Mating Behavior Some of the most important animal behaviors involve mating. Mating is the pairing of an adult male and female to produce young. Adults that are most successful at attracting a mate are most likely to have offspring. Traits  that help animals attract a mate and have offspring increase their fitness. As the genes that encode these traits are passed to the next generation, the traits will become more common in the population. Courtship Behaviors In many species, females choose the male they will mate with. For their part, males try to be chosen as mates. They show females that they would be a better mate than the other males. To be chosen as a mate, males may perform courtship behaviors. These are special behaviors that help attract a mate. Male courtship behaviors get the attention of females and show off a male’s traits. Different species have different courtship behaviors. Remember the peacock raising his tail feathers in Figure above? This is an example of courtship behavior. The peacock is trying to impress females of his species with his beautiful feathers. Another example of courtship behavior in birds is shown in Figure below. This bird is called a blue-footed booby. He is doing a dance to attract a female for mating. During the dance, he spreads out his wings and stamps his feet on the ground. . This blue-footed booby is a species of sea bird. The male pictured here is doing a courtship Courtship behaviors occur in many other species. For example, males in some species of whales have special mating songs to attract females as mates. Frogs croak for the same reason. Male deer clash antlers to court females. Male jumping spiders jump from side to side to attract mates. Courtship behaviors are one type of display behavior. A display behavior is a fixed set of actions that carries a specific message. Although many display behaviors are used to attract mates, some display behaviors have other purposes. For example, display behaviors may be used to warn other animals to stay away, as you will read below. Caring for the Young In most species of birds and mammals, one or both parents care for their offspring. Caring for the young may include making a nest or other shelter. It may also include feeding the young and protecting them from predators. Caring for offspring increases their chances of surviving. Birds called killdeers have an interesting way to protect their chicks. When a predator gets too close to her nest, a mother killdeer pretends to have a broken wing. The mother walks away from the nest holding her wing as though it is  injured. This is what the killdeer in Figure below is doing. The predator thinks she is injured and will be easy prey. The mother leads the predator away from the nest and then flies away. This mother killdeer is pretending she has a broken wing. She is trying to attract a predator In most species of mammals, parents also teach their offspring important skills. For example, meerkat parents teach their pups how to eat scorpions without being stung. A scorpion sting can be deadly, so this is a very important skill. Teaching the young important skills makes it more likely that they will survive. Defending Territory Some species of animals are territorial. This means that they defend their area. The area they defend usually contains their nest and enough food for themselves and their offspring. A species is more likely to be territorial if there is not very much food in their area. Animals generally do not defend their territory by fighting. Instead, they are more likely to use display behavior. The behavior tells other animals to stay away. It gets the message across without the need for fighting. Display behavior is generally safer and uses less energy than fighting. Male gorillas use display behavior to defend their territory. They pound on their chests and thump the ground with their hands to warn other male gorillas to keep away from their area. The robin in Figure below is also using display behavior to defend his territory. He is displaying his red breast to warn other robins to stay away. The red breast of this male robin is easy to see. The robin displays his bright red chest to defend his territory. It warns other robins to keep out of his area. Some animals deposit chemicals to mark the boundary of their territory. This is why dogs urinate on fire hydrants and other objects. Cats may also mark their territory by depositing chemicals. They have scent glands in their face. They deposit chemicals by rubbing their face against objects. Cycles of Behavior Many animal behaviors change in a regular way. They go through cycles. Some cycles of behavior repeat each year. Other cycles of behavior repeat every day. Yearly Cycles An example of a behavior with a yearly cycle is hibernation. Hibernation is a state in which an animal’s body processes are slower than usual and its body temperature falls. An animal uses less energy than usual during hibernation. This helps the animal survive during a time of year when food is scarce. Hibernation may last for weeks or months. Animals that hibernate include species of bats, squirrels, and snakes. Most people think that bears hibernate. In fact, bears do not go into true hibernation. In the winter, they go into a deep sleep. However, their body processes do not slow down very much. Their body temperature also remains about the same as usual. Bears can be awakened easily from their winter sleep. Instinctual behavior One type of instinctual behavior is fixed action patterns, which are behaviors the animal is compelled to engage in. For instance, some birds will raise the chicks of other birds if the eggs are put in their nests during nesting season, because caring for an egg is a fixed action pattern. Another instinctual behavior is imprinting, wherein a baby animal accepts a person, or even an item, as a surrogate mother. Sexual behavior is also instinctual, bolstered by play, which helps animals learn courtship and mating skills. Many of these behaviors are dictated by specific body systems, like the nervous system, which responds to stimuli in the environment. Learned behavior Learned behavior is important both for wild animals, who must learn specific and new ways to survive, and for domestic animals that we seek to train. Animals can learn to anticipate that an action will have a predictable outcome through trial and error, such as dog learning to sit for a treat. This is called operant conditioning. They can also learn that one event precedes another, such as the sound of a metal food bowl being moved signaling food being served, which is known as associative learning. Animals also learn a lot through watching others and mimicry. All of these behaviors allow an animal to adapt to new situations and problems. Abnormal behavior Identifying behavior patterns enables people to determine when animals are  behaving abnormally. These abnormal behaviors might simply be annoying to animal owners; however, in other instances they may also be dangerous for the animal and others or even threaten their very survival. For example, inappropriately aggressive dogs, which might be suffering from disease or trauma, are potentially dangerous to themselves and others. The behavior may be addressed if it is identified as abnormal and normal behavior is reestablished. More important to species survival are mating and raising offspring, and in these cases abnormal behavior that leads to failure to mate or care for offspring can present a threat to the animal’s long-term survival.