Things Are Not as They Appear Essay examples - 875 Words

William Shakespeare wrote in The Merchant of Venice â€Å"All that glitters is not gold; Often have you heard that told.† This quote also rings true in the play Hamlet where nothing is quite as it seems. Behind every person, event, and object seems to be an ulterior motive than what is displayed for all to see. Characters such as Claudius and Hamlet were described to both be extremely secretive individuals who hid their mysterious plans deep within themselves, never revealing their true intent. Also many objects and events within the play were the opposite of what they really were including: the way King Hamlet lost his life, the play within the play, and the attempted murder of Claudius by Hamlet. †¨ Claudius is a manipulative and corrupt†¦show more content†¦Hamlet is much different than what meets the eye as well. In the beginning scenes of the play, Hamlet is approached by the ghost of his deceased father and is commanded to avenge his death. Hamlet pu ts together a plan â€Å"To put an antic disposition on.† By acting crazy, people may say things around him that they otherwise would not and give him clues as to if Claudius was the true murdered of his father. In Act 2, Scene 1, Hamlet frightens Ophelia with his inappropriate intrusion of her room, wearing clothing that would be disgraceful to his royal background. Polonius (Ophelia’s father) thinks he is â€Å"Mad for thy love?† (Act 1, Scene 2, line 85) from Ophelia and has gone mad out of pain of heartbreak. Truthfully, this is just the beginning of Hamlet’s plan and is using this situation to start to make people think he has been driven insane to avenge his father. Later on in the play, Rosencrantz and Gildenstern come to visit Hamlet but are convinced by Claudius to spy on him. Hamlet knows of the conspiracy yet decides to act as if he knows nothing, yet on the inside he is planning a bloody revenge. As Hamlet is being shipped to England to be secretly executed, he rewrites the execution letter to allow Rosencrantz and Gilderstern to face death instead, all with a naive on his face. Near the end of the play, Ophelia goes becomes a shell of herself after being rejected by Hamlet and the death of her father. Hamlet truly didShow MoreRelatedThe Phaedo, One Of Socrates881 Words   |  4 Pagesof imperceptible things prior to our birth, and that through â€Å"recollection† of our pre-birth knowledge of imperceptible things, we are able to perceive certain qualities of things like equality beginning after our birth. Socrates’ argument begins by defining recollection as when someone ‘perceives one thing, knows that thing, and also thinks of another thing of which the knowledge is not the same but different’ (73c). Socrates asks that we consider our perception of equal things, such as sticks andRead MoreSweeney Among the Nightingales1667 Words   |  7 Pagesof the females involved. Therefore, i t makes more sense to assume that it was set in a brothel or a place similar to it. In my opinion, the narrator or writer of this poem made it difficult to understand. I consider myself simple and describe things in simpler terms. My view is also more optimistic and I like to consider myself more romantic than this writer. It would be difficult to write a poem about prostitution or something similar. It would seem easier to write about love, life and familyRead MoreParanormal Sightings Essay592 Words   |  3 Pagessightings of ghosts be taken seriously? Paranormal sightings should be taken into consideration because there could be other things among us, besides humans in this world. Also if ghosts think you are harming them, they could actually appear right under you. Furthermore ghosts can appear in different shapes and sizes. For instance ufos should also be taken seriously because they appear in the sky. Ghosts also like to play tricks on the human mind. When a person dies there spirit can get stuck in the middleRead MoreThe Wifes Story1253 Words   |  6 Pages------------------------------------------------- â€Å"The Wife’s Story† * ------------------------------------------------- Dr. Adolph Brown once said, â€Å"Don’t judge a book by its cover.† This quote certainly relates to the theme things are not always what they appear to be. All that this phrase simply means is to not make a decision based off the way someone looks; they could turn out to be entirely different than what is expected. Other books such as â€Å"Fall on your knees† by Ann-Marie MacdonaldRead More Google vs. Msn Essay1232 Words   |  5 PagesGoogle vs. Msn One of the wonderful things about the internet is how it makes life much easier if the information can be found in the convenience of the home instead of going to a library and making a day out of it. 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A parallel cou ld be drawn to a personRead MoreLord Capulet Character Analysis1571 Words   |  7 PagesIn William Shakespeares Romeo and Juliet, a play about two lovers who are from opposing families, Lord Capulet wishes to appear as a man of peace and much virtue, but when he is away from the prying eyes of the public, he is a man many times worse than Lord Montague. Lord Capulet is a complex character who many times contradicts his earlier actions in this play. By the end of this, you will truly understand Lord Capulets motives towards life. He is not the caring man one might think he is whenRead MoreThe Mind Is An Immaterial Soul Essay1139 Words   |  5 Pagesas cars, rocks, and computers. On the other hand, substance-dualists claim that there exist non-physical substances that operate behind the veil of immaterialism. The world, in other words, can be partitioned between those things regarded as tangibly physical, and those things regarded intangibly non-physica. 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Essay on The Physics of Bridges - 3539 Words

The Physics of Bridges The design of the bridge superstructure is based on a set of loading conditions which the component or element must withstand. A bridge engineer must take into account a wide variety of loads which may vary based on the duration of the load (permanent or temporary), the direction of the load (vertical, longitudinal, etc.), and the effect of the load (shear, bending, torsion, etc.). In order to form a consistent basis for design, organizations like AASHTO, American Association of State Highway and Transportation Officials, have developed a set of standard loading conditions which are applied to the engineers design model of the structure. Other nations maintain their own set of design loads like the BS†¦show more content†¦From the table 1.1 the designer would separate items such as sidewalks, railings, parapets, signing, utilities, and the wearing of the surface. Pressures due to earth and water are also considered permanent loads. While these loads primarily affect substructure elements, they have the potential of impacting superstructure elements as well at points where these two components interface (e.g., at the abutment backwall). This gives us a good reminder that while we are discussing the structures individual components, we can not lose sight of the structure as a whole. Temporary loads are those loads, which are placed on a bridge for only a short period of time. Just as dead loads are the permanent loading condition, live loads represent the major temporary loading condition. There are, however, several other classes of temporary loads, which the designer must consider. The temporary loads are: vehicle live load, earthquake live load, wind loading, channel forces, centrifugal forces, impact forces, and erection loads. The term live load means a load that moves along the length of a span. Therefore, a person walking along the bridge can be considered live load. 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Social learning perspective and its implications education essay Free Essays

string(112) " on support and penalty, angling more towards cognitive intercessions on acquisition and behavioral alteration\." A critical geographic expedition of Banduras societal larning perspective and its deductions for larning in mainstream schoolroom for the persons who show disputing behavior. 1.0 Introduction Achieving effectual instruction and acquisition in mainstream scenes of students with disputing behavior remains a concern of professionals, research workers and pedagogues. We will write a custom essay sample on Social learning perspective and its implications education essay or any similar topic only for you Order Now The inquiry ; whether there should be a typical teaching method for aiming scholars with disputing behavior and or particular educational demands which had become a burning issue with the release of The Green Paper on particular educational demands ( SEN ) ( DfEE, 1997 ) every bit good as the Literacy Strategy and students with SEN guidelines ( DfEE, 1998 ) are declarative of the concern that run intoing the acquisition demands of all scholars in current educational scenes airss for learning and professional pattern since inclusion had began to specify the landscape of mainstream schoolroom ( Norwich A ; Lewis, 2001 ) . This obviously reflects the altering political temper which aspire a more inclusive society. However, there is concern about the achievability of the rule that all kids and immature people are valued as persons, as reflected in the Government ‘s papers Removing Barrier to Achievement ( DfES, 2004 ) , through a common teaching method in mainstream manner. Thus the importance of teaching-learning attacks comes to the bow in finding effectual inclusive patterns particularly for aiming students with disputing behavior in mainstream schoolroom. An accessible scheme and attack to accomplish this has to run into the acquisition demands, and therefore specify the learner rightness of such attack required for the scholars who show disputing behavior in mainstream schoolroom. Bandura ( 1977 ) developed a position that approaches larning as non merely a merchandise of classical and operant conditioning but as being influenced by experimental acquisition. Harmonizing to Bandura ( 1986 ) experimental acquisition takes topographic point when the scholar learns from detecting the actions of a theoretical account and the effects of those actions taking to suppression or disinhibition of his ain action. What this implies for schoolroom pattern is that the scholar ‘s challenge has to be located functionally, appreciated and addressed within a model that contextually interface efficaciously, appropriate interactions between context, object and topic in a learning procedure. In critically measuring Bandura ‘s societal acquisition position and its deduction for larning in mainstream schoolroom for the persons with disputing behavior, this essay aims at researching the value of the societal acquisition position as an attack that can inform effectual inclusive pattern in aiming learner-specific demands in mainstream context. The demand to aim single scholar demands, and at one time achieve inclusive mainstream marks and aims obviates the undertaking that has to be undertaken for the group of scholars with certain conditions and damages that do put barriers to acquisition, necessitating adjustment to be made to accomplish same degree of larning as the normal scholar in order to guarantee that effectual acquisition takes topographic point across board. It is hence important that this essay suggests that within the flight of theories applicable to effectual acquisition, and within the context of mainstream schoolroom, Bandura ‘s societal larning po sition can be an indispensable constituent of any multi-modular intercession in aiming the acquisition demands of the persons with disputing behavior. Therefore, more than of all time before, instruction and the principle that supports the actions that instructors take encompass a broad scope of variables which basically involves larning. How is larning best identified, motivated, achieved, assessed and built upon for the scholar, are all inquiries that proceed with, and warrant the many and changing determinations that constitute instruction, possibly much more so, how it can best be approached in the mainstream schoolroom for the scholar with disputing behavior. 1.1 Bandura ‘s Social Learning Perspective an overview Albert Bandura is a prima psychologist who had contributed vastly towards the development of many Fieldss of psychological science, and made an outstanding work with his societal acquisition theory. His societal acquisition theory is underpinned by his findings in researching the determiners and mechanisms of experimental larning through analysing the cardinal facets of human acquisition and the leaning of the scholar to pattern their ain behavior on the behavior of the ‘observed other. ‘ Harmonizing to Ormond ( 1999 ) , Social acquisition as a theory concerns with acquisition that occurs within a societal context. The foundational apprehension of the theory is based on the consideration that human existences learn from one another through experimental acquisition, imitation and modeling. Below is Ormond ‘s farther premises as respects to societal larning theory: Learning can happen through people detecting the behavior of others and the result of such behaviors Learning can happen without a alteration in behavior. What this suggests is that even though the Behaviorists had maintained that larning consequences in a lasting alteration in behavior, the societal acquisition position ‘s claim that larning can happen through observation entirely means that larning may non needfully be signified either in public presentation or represented by a alteration in behavior. Cognition is a basic key in larning. Social larning theory is grounded on the reading of human larning from the cognitive index. It suggests a nexus between behaviorist larning theories and cognitive theories. Bandura ‘s societal acquisition position besides suggests the premise that modeling is reinforced by the environment, for case where the theoretical account behavior leads to effects that reinforce it. It is apparent that the behaviors that people learn from others are sometimes ensuing in fulfilling or reenforcing experiences. Bandura ‘s Bobo doll experiment was used to exemplify how vicariously the behavior we learn from others can be reinforced whereby the theoretical account being copied reinforces for a response. The Bobo doll experiment shows a theoretical account kid hitting an hyperbolic doll – the Bobo doll. A group of students were shown the theoretical account being praised for hitting the doll. The consequence was that without being reinforced themselves, the students began to besides hit the Bobo doll. However, in modern-day times, accent on the societal acquisition position have tended to brood on support and penalty, angling more towards cognitive intercessions on acquisition and behavioral alteration. You read "Social learning perspective and its implications education essay" in category "Essay examples" Contemporary attacks to societal larning perspective suggest that ; Support and penalty, even though are non the chief cause of acquisition, do hold an indirect effects on acquisition. Both support and punishment impact on the degree and extent of which the behavior learnt is exhibited by the scholar. And that the scholar ‘s expectancy of a signifier of support cognitively impacts on the procedures of acquisition. 2.0 Social Learning and Cognitive procedures Bandura ‘s societal larning perspective implies a figure of cognitive factors ; whereby it proposes a differentiation to be made between larning by observation and larning through imitation of what has been learned. Learning by observation involves cognitive processing during the class of observation and paying attending, ( undertaking is cognitive ) , is critical to experimental acquisition. Likewise, cognitively Bandura ‘s thesis outlines the procedures of larning. Bandura considers factors of outlooks, mutual causing and modeling in the connexions that is being made between capable, object and context in the acquisition procedure. 2.1 Behaviours and patterning Instrumentally, the societal acquisition position shows how we can understand behavior as a procedure of larning through modeling, at least in portion. The societal acquisition perspective sees behaviour as being influenced by patterning. In the schoolroom for illustration, students can larn through mathematical presentations. The Bobo doll points to the illustration that aggression for case can be learned through theoretical accounts. Besides, research had shown that kids who are exposed to aggressive theoretical accounts, for case parents who are aggressive or violent, go more aggressive themselves. Then once more, moral thought and behavior that are modelled from a sense of right or incorrect are to a great extent influenced and developed through modeling. 3.0 The scholar with Challenging Behaviour and mainstream context Challenging behavior had been described as that behavior which prevents the engagement of the scholar in appropriate actives and isolates the scholar from equals. It is seen as the behavior that affects the acquisition and operation of other people and that drastically reduces the scholar ‘s chances for full engagement in usual acquisition activities. The scholars with ambitious behaviors are ever doing inordinate demands on both staff resources and other larning support resources ( Harrris et. al. , 1993 ) . Harmonizing to McBrien A ; Felce ( 1992 ) , disputing behavior can besides be seen as behavior which constitutes a challenge to other people given that it is hard to happen effectual manner of reacting to them. Challenging behaviour shown by the scholar does non intend he or she is in himself or herself the debatable, instead, it is the complex kineticss of interaction between the scholar, the scholar ‘s behavior and the leaner ‘s societal environment. Bandura in his work stated that â€Å" †¦ of the many cues that influence behavior, at any point in clip, none is more common than the actions of others † ( Bandura 1996 ) . The deduction of Bandura ‘s thesis for mainstreaming scholars with disputing behavior in the context of mainstream schoolroom is that the scholar requires a scaffold of equal modeling and contextual designs that blend the acquisition environment with the coveted influences. In sing the importance of teaching-learning attacks in his reappraisal, Wedell ( 2005 ) reported that late, authorities -funded research aimed at happening out if there are cardinal difference in particular demands and educational attacks in general, in the chief concluded, in line with the sentiment of Davis A ; Florian ( 2004 ) , that the of import thing is to accomplish a teaching method that is inclusive of all scholars. However, effectual schoolroom instruction and acquisition is non merely dependant on the instructor ; his accomplishments, bringing techniques and environment, but every bit, on cognition of the scholar ‘s background and sound grasp of this background cognition by the instructor via resourceful channels. This will enable the instructor weigh what appropriate attacks can be good adopted to aim the learning demands of the varicolored nature of the scholars in mainstream scene including those who show disputing behavior. Inclusion which has become the mainstr eam attack to learning and acquisition is a notable ideal. Yet, the trouble is with the quandary it presents as respects practically run intoing the acquisition demands of those cohort of scholars who present disputing behavior and at the same clip meet set mark and recognize common aims within a portfolio of inclusive mainstream schemes and patterns that will non sabotage the acquisition and operation of other scholars in mainstream schoolroom. It is acknowledged, ( ) that despite policy statements and sporadic advanced intercessions in inclusive patterns, mainstream schoolrooms are still fighting to catch up with run intoing the demands of the scholars with behavior challenges and aiming their demands through effectual acquisition attacks. Lewis and Norwich ( 1999 ) had in their work raised the inquiry of diverseness of larning demands in mainstream context. The statement is that larning attack ( Es ) that will fit the diverseness of larning demands in mainstream scenes with curricular outlooks across board are required. Therefore, Lewis and Norwich ( 1999 ) attempted a conceptualisation of diverseness of larning demands as applicable to mainstream scenes and typified three countries of demands as ; scholar alone needs or single demands exceeding demands or demands common merely to some group of scholars, and common needs or needs that cut across all scholars. A teaching method that responds generically to this broad scope of larning demands is advocated for aiming and suiting particular demands scholars including those with disputing behavior in mainstream schoolroom context ( Lewis A ; Norwich, 1999 ) . 4.0 Learning: context and concept – Bandura ‘s Social acquisition Perspective 4.1 What is larning? There is no simple reply to the inquiry ; what is larning? Brackenbury ( 2008 ) noted that larning could be consequence of ; Maturation ( nature, heredity ) Experience ( raising, environment ) Cognitive procedures ( thought, intelligence, linguistic communication ) Socio-emotional procedures Interaction between biological, cognitive, societal factors, etc. Gredler ( 2001 ) sees larning as the procedure of acquisition of new accomplishments, cognition, attitudes and values with an result which manifests in the new capablenesss possessed by the scholar. Good and Brophy ( 1990 ) describes larning in footings of the lasting alteration in capacity for public presentation which is acquirable through experience. Learning has besides been approached from a scope of theoretical positions that tend to pattern schemes which enable an apprehension of the ends and outlooks for persons every bit good as groups involved in the acquisition procedure. 4.2 Some Theoretical Positions of Learning The followers are illustrations of theoretical positions outlined by Davis A ; Florian, ( 2004 ) . Behavioural theoretical accounts ; focuses on what can be observed as larning results based on the rules of support theory in different larning contexts. It considers wholly behaviour as being learned in conformity with the regulations which determines it. Bandura ‘s societal larning perspective agrees with this theoretical account. Constructivists theoretical accounts ; the scholar is seen as active participant in the cognition seeking procedure by doing his or her experience responsive and relevant and acquiring intrinsic satisfaction through acquisition and work outing jobs. Social constructivism ; scholars active function in acquisition is placed within the context of his or her societal groups or community for case, equal forum, schoolroom, school, wherein cognition is reciprocally created through purposeful interactions and valued activities. It has to be good appreciated that a good apprehension of the workings of any one or a combination of these theoretical accounts is important in the instruction and acquisition procedure and possibly more so, in efficaciously using them to the context of the scholars with particular demands like those demoing ambitious behaviors. As observed in Wedell ( 2005 ) , the cardinal component sing rightness of instruction and acquisition attacks is the acknowledgment of the topographic point of the scholar as an active instead than a inactive participant. Therefore, for any learning theory to associate and react to the scholar as an active participant in the instruction and acquisition procedure, it has to take into awareness the inquiry of what determines larning, for who, at what phase, and in what fortunes in order non to besiege the shared and alone larning demands of the scholar, particularly within the wide scenes of inclusive mainstream schoolroom. 4.3 Analyzing the societal acquisition position In an article written by Frank Pajares ( 1997 ) , the societal acquisition perspective draws accent on the influence of anticipations and self-efficacy on behavior and behavioral alteration. It considers patterning or experimental acquisition as analogue to reinforcement. New behavior, particularly behaviours in signifier of aggression, force as seen modelled by parents and in the media, which have had influence on the manner kids act, are being explained with this position. Equally, as a position to acquisition, the societal acquisition construct is critical of behaviorist, psychoanalytic and trait theories of behavior. The societal acquisition construct does non see support as necessary in larning given that it suggests people can larn through merely observation. In line with the construct, behavior can be modelled through anticipations and so maintained or terminated by its effects. The position explains behavioral jobs as being ensuing from low degrees of â€Å" self-efficacy. à ¢â‚¬  Self-efficacy In line with the societal acquisition position, self-efficacy can be seen as assurance towards larning. The impression is that people normally would prosecute in behavior they are more certain of their capableness of put to deathing successfully. What this implies for larning is that the higher the degree of self-efficacy, the more confident the scholar is towards larning. Theoretically frame worked, self-efficacy therefore supports the acquisition procedure given that scholars with high ego efficaciousness would be given to accomplish more being confident performing artists. Many factors are considered to impact the scholar ‘s self-efficacy. Such factors as personal successes and failures, the successes and failures of others and signals or messages received from others like equals are seen as likely to impact self-efficacy. Frank Pajares ( 1997 ) Aboard self-efficacy is the impression of self-regulation, self-instruction, self-monitoring and self-reinforcement. Self-regulation which in societal acquisition construct go on when the person in consideration of his ain thoughts about the rightness or otherwise of certain behaviors chooses actions to accommodate his intent. The several facets of self-regulation include ; self-standards and ends, self observations, self opinion and self reaction. Self-regulation is considered as being an of import technique to larning given that it can be instrumental to self-reward where and when needed behavior is achieved. On the other manus, self-instruction is considered helpful in larning whereby the scholar takes self-instructions that steer his or her behaviour towards accomplishing a end. Self-monitoring and self-reinforcement Harmonizing to the societal acquisition position, the constructs of self-monitoring and self-reinforcement are critical to larning as they are the two ways the scholar can command his or her ain behavior. First the scholar can supervise and detect his or her behavior utilizing markers to foreground the high and low Markss in behavior. Then once more, the scholar can act upon his or her behavior by reenforcing himself or herself or by keep backing such support. However, the societal acquisition theory has been criticised for giving small significance to development, motive and struggle. Ormond ( 1999 ) 4.4 Assessment and Formulation of Social Learning The appraisal of societal acquisition is done through affecting the scholars and inquiring them to do statement about their sensed degree of self-efficacy and outlooks and associated behaviors. The scholars ‘ statements of self-efficacy are therefore considered as predictive of their degrees of public presentation. For appraisal, comparings are so made of the efficaciousness outlooks that are obtained before and after intercession in order to observe whether there has been additions or lessenings in scholars ‘ self-efficacy. The societal acquisition perspective considers the scholars ‘ behavior challenges as end point from factors such as ; exposure to theoretical accounts exposing negative behavior, negative anticipations and negative self-conceptions, take downing degrees of self-efficacy or inefficaciousness, and negative self-evaluations. Anxiety in this context is explained as ensuing from perceived inefficaciousness, outlooks of non being able to get by with baleful state of affairss or people. Therefore, with addition in self-efficacy come assurance and less anxiousness and ability to get by with menaces from state of affairss and people. Normally, experience of low degrees of self-efficacy may be observed with scholars demoing behavior challenges. In practical footings, what this means for schoolroom larning context is that their feelings of inability to execute consequences in scoured assurance, and falling below desired behavior. This frustrating self-doubt leads such scholars to reason that they may be missing in the necessary resources or accomplishments required to accomplish desirable public presentation. It is hence the purpose of societal larning intercessions to convey to the larning context an addition in the scholars ‘ self-efficacy ; assurance and ability to aim and run into the coveted ends. And it is through intercessions patterning, self-instructional statements, self-reinforcement, etc that self-efficacy can be changed. 5.0 Social larning perspective and Classroom Interventions Increasingly, researches had informed the sentiment that successful schoolroom public presentation may depend, in portion, on effectual acquisition attacks, and that a acquisition trouble is non merely a fixed feature of the scholar, but partially determined by the acquisition context ( Frederickson and Cline, 2006 ) . The societal acquisition intercession aims at incorporating topic, object and context to accomplish addition in the scholars ‘ ; both developments in the cognitive and behavioral competences. Its two chief tools of intercessions are using modeling and altering perceived self-efficacy of the scholar. 5.1 Modeling Modelling is applied to enable the scholar inhibit or disinhibit public presentation and to ease public presentation as desired in term of appropriate or inappropriate. Through observation of appropriate theoretical accounts, scholars can be cued to larn to want accomplishments and behaviors. By following theoretical accounts that can convey the right messages of success and show a sequence of appropriate actions. Learners can larn both through cognitive modeling and or by direct instructions. However, the instructor will be required to verbalize their problem-solving processs for the scholar to larn by cognitive modeling. As an intercession scheme, modeling is characterized by the undermentioned cues: Progressive phases ( it is structured measure by measure ) Feedbacks ( feedbacks are basically incorporated ) Clarity ( it has to be shown clearly and be easy understood ) Consistency ( the scholar rehearses his behavior until satisfactory degrees of competency are reached ) The instructor stands significantly as a theoretical account for the scholar. The instructor can bring on consistence by showing the desirable theoretical account behavior to the scholars to enable the scholars imitate the needed behavior until a satisfactory degree of competency is achieved. Feedback remarks from the instructor are besides necessary to carry through the learning procedure of patterning every bit much as supports of the attempts the scholar is doing, and promoting the scholar to utilize positive self-statements in order to accomplish a high motive for the acquisition undertaking. Peer modeling is every bit of import as a cardinal tool and effectual manner of behavioral modeling in larning. When scholars observe their equals get the hanging jobs they tend to pattern them if they are symbolically represented as successful. This goes to state hence that theoretical accounts that can efficaciously be an influence on equals should hold the features of being presented as r ealistic, conveying trust, be converting and earn sufficient repute amongst other equals. 5.1.1 Conditionss required for Modeling Bandura ( 1977 ) recognized that certain conditions are prerequisite for effectual modeling. These conditions are considered necessary because they have to be present before a scholar can successfully pattern the behavior of another – the theoretical account. These four conditions as outlined by Bandura include ( Ormond 1999 ) : Attention: attending to the theoretical account is required from the scholar. This presuppose, possibly that the theoretical account has to keep some considerable involvement for the scholar. Attention plays a critical function in larning and is frequently influenced by the outlook of support. Retention: the scholar has to be able to do clear observation and be able to remember and retrieve the behavior which has been modelled. Using dry run as a technique of increasing ability of keeping of observations can be encouraged. Motor reproduction: thirdly is the ability of the scholar to perchance retroflex the modelled behavior. However, the scholar ‘s developmental degree has to be matched with the complex nature of any undertaking for effectual modeling to happen. Motivation: it is necessary that the scholar has to be sufficiently motivated for effectual modeling to happen. There has to be sufficient evidences for the scholar to use his erudite undertaking. Learners have to hold application for showing what they have learnt. Even though these are predisposing factors or conditions for effectual modeling, it has to be noted that these conditions varies among single scholars and hence predicate same behavior albeit with fluctuations in bring forthing such coveted behavior. 5.1.2 The impact of Modeling on behavior Modeling can impacts behaviour in many ways. Through modeling, new behaviors are learnt and antecedently learned behaviors are reinforced and increased in frequence of happening. Modeling can besides be used as a larning tool to deter or promote antecedently prohibited behavior, every bit good that undertaking are non set or required that are beyond the leaner ‘s ability, and or developmental capacity to get by. Encouraging self-regulation techniques that can supply an effectual method for bettering the scholar ‘s behavior is necessary to accomplish a good degree of assurance in keeping the coveted behavioral mark. The outlook of support influences cognitive procedures that promote larning. As a consequence of being reinforced, people form outlooks about the effects that future behaviors are likely to convey. The scholar needs to be cognizant of the appropriate response and support that can convey approximately assurance and increase self-efficacy. The instructor can ther efore promote the publicity of such self-efficacy by constructing a channel for the scholars to have assurance lifting messages and props through detecting others successes and being active in sing success on their ain advancement. 6.0 Evaluation in societal acquisition position Evaluation from this perspective chiefly involves placing and entering alterations in sensed self-efficacy following intercession, i.e. from lower to higher degrees of efficaciousness, sufficient to convey about important behavioral alteration. The effectivity of experimental acquisition and modeling can besides be evaluated. Changes in self-efficacy should be important adequate for scholars to experience that they have achieved a sense of personal control and competency. As a consequence they should now be able to get and use get bying accomplishments with regard to job behavior. 7.0 Educational deductions of Social Learning Perspective In schoolroom scenes, the societal acquisition attack can impact on larning in many ways. A sum-up of the deductions of the societal acquisition position for the scholar are given below ; Learners frequently learn through detecting other people Clear differentiation between behaviors and their effects can efficaciously ensue to increase in coveted behavior from the leaner and lessenings in the unwanted behavior. In the schoolroom, affecting the scholars in treatment on the wagess for and effects of coveted and the unwanted behaviors can be used to ease the acquisition procedure. Through modeling can be an effectual option to defining by supplying a quicker and more easy antiphonal agencies for learning new behavior. However, to accomplish effectual larning through modeling, the four indispensable conditions must be ; attending, keeping, motor reproduction, and motive. 8.0 Decision Bandura ‘s societal acquisition position has application for larning in mainstream schoolroom for the persons with disputing behavior. Although a discrepancy of the traditional behaviorist position on acquisition and development, it furthered the pertinence of the rules of conditioning and support elaborated earlier by Skinner, conveying a more contextual attack to acquisition by observation and imitation. Bandura ‘s societal larning perspective nowadayss a thesis that demonstrates that patterning is the footing of the development of a broad spectrum of behavior in kids. What implications this thesis has for larning is that the scholar can larn accomplishments and behavior merely by watching and listening to others around them. Then once more, that through the bureau of patterning the scholar can larn to larn or unlearn new and old behavior severally. Therefore, in sing the acquisition intercessions appropriate for the scholars in inclusive mainstream schoolroom, patterning can be an appropriate attack to a learning procedure designed to aim their acquisition demands. Bandura ‘s societal larning perspective possibly, might be an indispensible constituent of intercessions in aiming the acquisition demands of this group of scholars if inclusive rules are to be achieved and all scholars every bit supported in this context. How to cite Social learning perspective and its implications education essay, Essay examples

Humanism in Renaissance Art Essay Example For Students

Humanism in Renaissance Art Essay The Renaissance, occurring between the fourteenth and seventeenth centuries, was a period of great rebirth. Humanism, an important part of the Renaissance, brought about more color, perspective, and realism within the artistic community. A few aspects of humanism include individualism and Greece-Roman influences. Humanist ideals manifested themselves in works of Renaissance art such as Michelangelo Sistine Chapel and his David sculpture, as well as Repeals School of Athens. Individualism emerged in the works of Michelangelo along with numerous other Italian artists of the time. In Michelangelo Sistine Chapel painting, each of the over one hundred people depicted has its own distinct facial features. Prior to the Renaissance, artists would replicate the same prosaic face onto all of the people in a large group. However, Michelangelo preferred to distinguish every individual figure present. He also ventured so far as to include a depiction of God in the form of he paintings benefactor, Pope Julius II. The characteristics of individualism repeatedly appear in the works of Italian Renaissance artists. The prevalence of humanist ideals is also present through the inclusion of Greek and Roman themes. The statue of David by Michelangelo was a sculpture created between 1501 and 1504 featuring a nude male representing the biblical hero David. Davits contrasts pose is the Renaissance interpretation of the common Greek theme of a casually standing heroic figure. Another ancient Greece-Roman theme represented in the statue is the idea of a biblical hero depicted as a supreme athletic embodiment. Additionally, Repeals School of Athens, painted between 1 509 and 1 510, conveys classical Greek and Roman ideals. Aristotle and Plato, well known Greek philosophers, serve as the central focus of the scene. Furthermore, the building portrayed in the painting has the rounded appearance and incorporation of columns used commonly in Romanesque architecture. Also, there are two statues visible in the background of the painting: one is of the Greek god Apollo, the god of light and cheery, and the second is of the Roman goddess Minerva, the goddess of wisdom. A myriad of Italian artists were influenced by the humanist ideals of the great thinkers. The likes of Michelangelo and Raphael used these principles of the great Renaissance humanists to advance their artwork. Humanism in Renaissance Art By illegible

8 Tips to Prepare for Your Comprehensive Examination

8 Tips to Prepare for Your Comprehensive Examination Virtually all master’s and doctoral programs require graduate students to take comprehensive exams. Such exams are exactly that: Comprehensive, intended to cover the entire field of study. It’s a big deal and your performance on your masters or doctoral comprehensive exam can make or break your graduate school career. Learning all there is to know about your field is daunting, but dont let it overwhelm you. Be systematic in your preparations and follow these tips to get your studying underway and prepare for your comprehensive exams. Locate old exams Students often do not take individualized exams. This is especially true for master’s comps. Comprehensive exams are often administered to groups of students. In these cases, departments usually have a stack of old exams. Take advantage of these exams. Sure you likely will not see the same questions, but the exams can provide info about the kinds of questions to expect and the base of literature to know. Sometimes, however, comprehensive exams are tailored to each student. This is particularly true for doctoral comps. In this case, the student and advisor or sometimes a comprehensive examination committee work together to identify the range of topics covered in the exam. Consult with experienced students. More experienced graduate students have a lot to offer.  Look to students who have successfully completed their comps. Ask questions like: How are comps structured? How did they prepare? What they would do differently, and how confident did they feel on exam day? Of course, also ask about the content of the test. Consult with professors. Usually, one or more faculty members will sit down with students and talk about the test and what to expect. Sometimes this is in a group setting. Otherwise, ask your mentor or a trusted faculty member. Be prepared with specific questions, such as how important is understanding and citing classic research as compared with current work? How is the exam organized? Ask for suggestions on how to prepare. Gather your study materials. Gather classic literature. Conduct literature searches to gather the newest most important pieces of research. Be careful because its easy to become consumed and overwhelmed with this part. You won’t be able to download and read everything. Make choices. Think about what you’re reading. It’s easy to get swept away with the task of reading, taking notes, and memorizing oodles of articles. Dont forget that you will be asked to reason about these readings, construct arguments, and discuss the material at a professional level. Stop and think about what youre reading. Identify themes in the literature, how particular lines of thinking evolved and shifted, and historical trends. Keep the big picture in mind and think about every article or chapter - what is its place in the field at large? Consider your situation. What are the challenges you face in preparing to take the comps? Locating and reading study materials, managing your time, keeping productive, and learning how to discuss the interrelations of theory and research are all part of studying for comps. Do you have a family? Roommate? Do you have the space to spread out? A quiet place to work? Think about all the challenges you face and then devise solutions. What specific action will you take to combat each challenge? Manage your time. Recognize that your time is limited. Many students, especially at the doctoral level, carve out time that they devote exclusively to studying - no working, no teaching, no coursework. Some take a month, others a summer or longer. You need to decide what to study and how much time to devote to each topic. Its likely that you have a better grasp of some topics than others, so distribute your study time accordingly. Devise a schedule and make a concerted effort to determine how you will fit in all of your studying.  Each week set goals. Each day should have a to-do list. Follow it. You will find that some topics take less time and other more time. Adjust your schedule and plans accordingly. Seek support. Remember that youre not alone in preparing for comps. Work with other students. Share resources and advice. Simply hang out and talk about how you’re approaching the task and help each other manage the stress. Consider creating a study group, set group goals, and then report your progress to your group. Even if no other students are preparing to take comps, spend time with other students. Reading and studying in isolation can lead to loneliness, which certainly isnt good for your morale and motivation.

Wrong Trousers Essays

Wrong Trousers Essays Wrong Trousers Paper Wrong Trousers Paper Essay Topic: Film The Wrong Trousers is an animated film using claymation. It is about three characters, Wallace, Gromit and Feathers McGraw. Nick Park has produced it. The film communicates through spoken words, expressions, music and references to other types of entertainment like detective films and circuses. All these different forms make it appeal to different people. Claymation is when the characters are made from clay, and then they are photographed and put onto film. Theyre as many as 24 models for each second of the film. Claymation is an extremely time consuming form of animation. The film is set in a typical northern town, you can tell that it is by looking at the scenery, there are lots of terraced houses, allotments, the music is like brass band, there are dustbins under the bridges and of course Wallaces accent. The relationship between Wallace and Gromit is like husband and wife. Gromit is not really seen as a female but he does knitting, gets the breakfast ready and e is seen with a rolling pin patting against his hand, and that is a traditional image of a wife waiting for her husband to come in after being out. You can see Gromit is much more in charge because he sits at the breakfast table and reads the newspaper whilst Wallace is chattering on about something. He also reads Electronics For Dogs and Platos Republic. He looks like a dog but acts like a human, Wallace seems to treat him like a human but also as a dog, for example when Wallace brought him a collar and lead for his birthday. There is irony here because Gromit is obviously the one in charge but Wallace buys him a collar and lead. They are together also like good friends and look out for each other but Wallace does rely on Gromit much more. A common phrase in the film is Wallace saying Help Gromit! There are a lot of expressions in the film and they are expressed by different things like when Gromit crosses off his birthday from the calendar, he is apprehensive then he dashes up from the tale to go and get the post but he is not pleased about the card from Wallace you can tell this because his ears are dropped and there is no meaning in his face, this is a humorous comment on Wallaces poor taste. Then Wallace drops down from the shoot and starts complaining about the landing and seems to have forgotten about Gromits birthday. Gromit tries to send him hints like he opens his card and it starts to play happy birthday but then the batteries run out. After a while Wallace mentions something about the birthday and Gromits ears pop up excitedly. Wallace grabs something off the train and it is a present for Gromit, he opens it quickly but then his ears drop again, it is a collar and lead. Wallace puts the collar on his neck and taps his head then walks off. There is a sound a sound coming from another room and Gromit goes to investigate then there is a shadow, his ears start to shake and he is pinned against the wall shaking, it is the techno trousers. In this scene there are a lot of expressions and they are shown very well. The music plays quite a large part in the language of the film for example when Gromit leaves home he is holding back the tears in the kennel whilst packing his stuff away. He is angry that the penguin has come along and stolen Wallace away from him and he is determined to go, the music is sad and is being played by string instruments it is raining, as Gromit goes the music gets louder and louder he is sad to leave. The music creates the atmosphere and makes it sadder. The music also plays another big part in the chase on the miniature railway track, it is like the cowboy and western type, it fits in with the sequences of events and then at the end it is like the circus when it goes (da dahhh). There is a lot of unreality in the film once being in the chase, it is being done on a miniature train through their house. Gromit has a lampshade on his head and is chasing a penguin that has a gun. The penguin shoots and the bullets ricochet off the lampshade. Then the penguin unhooks the train and flips a switch and sends Gromit the other way and the track is running out so he grabs the spare track box, and quickly lays the track whilst he is on the train. The ending also is unrealistic because the penguin somehow fits into a milk bottle and they have captured their criminal. In the film Gromit is far more intelligent then Wallace but somehow Wallace thinks, he is much more smarter. Wallace is very casual and never wants or thinks anything is as serious as it is. Wallace also speaks a lot in clichi s in the film, for example Everythings under control when it clearly isnt, Im a respectable citizen, and This is a fine how do you do. He also says thing like Well done we did it and Gromit looks at him as to say things like I did it all and you got in my way. There is a lot of humour in the film, and that could appeal to the younger class of audience and the irony, relationships, music, references to other genre may also appeal to the older class of audiences.

The Radetzky March in 19th Century Europe's Belle Epoque Essay

The Radetzky March in 19th Century Europe's Belle Epoque - Essay Example Although this period is oftentimes viewed as a period of peace and prosperity, Roth is able to paint a much more differentiated portrait of a time in which the glory won by an older generation is misunderstood and unappreciated within the subsequent generations; ultimately leading to the downfall of the empire. The first of such characters that is discussed is that of the grandfather (Trotta von Sipolje). A reluctant soldier and mis-characterized hero, Trotta von Sipolje seeks a discharge from the army upon circulation of the incorrect details regarding the incident which took place at the Battle of Solferino. Although a selfless act of bravery was committed by the grandfather, he was completely and entirely unprepared for the level of adoration and propaganda that the state would append to his exploits. Due to this incorrect attribution and praise, the Trotta von Sipolje sought to divorce himself from the military and to a large extent the empire to which he had so dutifully served in an attempt to gain a degree of anonymity within society. Although the events surrounding the world at that time required a generation that was dutifully aware of the events that were taking place, Trotta von Sipolje was instead happy to be blissfully unaware of the circumstances that gripped the nation and demanded action and participation in order to remedy. The extent to which Trotta von Sipolje or the subsequent generations that were discussed could have effectively instigated a change in the course of the nation and/or the empire is doubtful. The author sets about to present a nearly predetermined course that must necessarily be followed. Although it is pointless to second guess history or to make suppositions for what instances might have unfolded at a different rate or differently given another course of action being pursued, it is nonetheless useful to consider how a different subset of actions might have affected a different result of the given period in question. Additio nally, it is interesting to note that the reactionary thought patterns of the younger generation were much more muted than one might be predetermined to realize. Whereas it is often the case that a more stoic and conservative generation precedes a more radicalized and discontent younger generation, such is not seen as directly within Roth’s book. Rather, the younger generations attempt to grasp on to the sense of empire and honor that the older generation portends; however, such is a failed construct and they youth are left with neither the empire that they inherited or the strong sense of duty and/or honor that the older generation espoused. This lack of aggressive reactions is represented by the way that Carl Joseph reacts to the orders he gives to fire upon his own countrymen near the border. The changes views of the nation are herein presented due to the fact that Carl Joseph, the son of Trotta von Sipolje) has few qualms regarding gunning down the striking workers who bo re legitimate grievances. Instead of a situation that presented itself to his father, Carl Joseph embraces the military regimentation as a way of ignoring the pressing humanitarian concerns of the modern society that greets his per view. Rather than providing a thoughtful commentary on the positive and negative aspects of the

Mathematical Golden Ratio in Nature, Music and Sex Essay

Mathematical Golden Ratio in Nature, Music and Sex - Essay Example The essay "Mathematical Golden Ratio in Nature, Music, and Sex" analyzes the issue of how the mathematical golden ratio is used in nature, music, and sex appeal. The golden ratio is developed by from the extreme and mean ratio rule that states that â€Å"a straight line is said to have been cut in extreme and mean ratio when, as the whole line is to the greater segment, the greater to the lesser†. The ratio of the straight line’s unequal segments is the origin of several natural scenes of mathematics interaction with nature. Only a handful of retrogressive and conservative theorists have risen to offer sensible criticism to the best explanation to mathematical infusion to nature’s inseparable interaction with mathematical theory. Perhaps the best brain that this age has experienced was possessed by Einstein who devoted much of his intense academic work to find out on the natures engagement with mathematics. According to Livio, several natural arrangements remain strictly controlled by the ratio such as the patterns seen in leaf structures and arrangement of the branches (phyllotaxis), seed arrangement patterns on plants as well as the formation of natural crystals. The Fibonacci sequence explains the patterns employed in botanical systems which depict market design and order that no other discipline elaborates on but mathematics. In light of these phenomena, mathematics fascinating facts in nature as dictated by the golden ratio seems to be the best explanation behind nature’s orderliness.

Sustainable transportation Essay Example | Topics and Well Written Essays - 1500 words

Sustainable transportation - Essay Example newable resources is secured by using appropriate methods of regeneration, b) even if a specific transportation means is based on nonrenewable resources, it should be checked whether the amount/ volume of non-renewable resources used can be replaced by renewable resources of the same amount/ volume and c) the pollution caused as a result of the use of a particular transport means should not be above the limits set by the authorities (Daly 1996, in Black 36). At this point, a critical issue appears: are there specific facts that can lead to the characterization of a transport system as non-sustainable? The answer is positive. Indeed, as noted in the study of Black a transport system does not meet the requirements of sustainability when it is related to the following problems: a) extremely high atmospheric pollution, b) employment of non-renewable resources above the limit stated by the relevant authorities, c) quite high level of accidents, resulted either to deaths or to injuries, d) the level of the system’s congestion is high (Black 36). According to the above when having to check the sustainability of a transportation system it would be necessary to identify primarily the effects of the specific system on the environment. In USA the needs of transportation sector in petroleum are above the country’s oil production level; in fact the petroleum used in US’ specific sector reaches the ‘147% of US oil production’ (Davis, Diegel and Boundy 2). In addition, the petroleum used in US’ transport sector represents the ‘67% of the country’s overall petroleum use’ (Davis, Diegel and Boundy 2). It should be also noted that the high percentage of petroleum used in US’ transportation sector, about 63% is used by cars and light trucks (Davis, Diegel and Boundy 2). This percentage can be considered as high if taking into consideration the following fact: the energy employed for covering the needs of US’ transportation industry is about the one third

Effect of State Control and High Taxes on Economic Growth

Effect of State Control and High Taxes on Economic Growth Theories pertaining to economic development, with particular regard to those suitable for developing countries, have changed significantly during the post Second World War era. These changes have affected the progress of developing economies, which, in this period, have grown with varying degrees of success; marked with notable successes and enormous failures. The formulation of economic policy for a country necessarily needs to deal with numerous issues, including, very importantly, a determination of the extent of state control in the economy. The last few decades have seen sharp differences in elements of economic policy and fluctuations in levels of state control between different countries, as well as in varying degrees of economic performance. State control in the formulation of economic policy characterised economic thinking from the early forties until the late seventies. Classical economists, influenced by thinkers like Rosenstein Rodan and Leibenstein, thought of economic development as a growth process that entailed the â€Å"systematic reallocation of factors of production from a low productivity, traditional technology, decreasing returns, mostly primary sector to a high productivity, modern, increasing returns, mostly industrial sector.† (Adelman, 1999) They also recognised that economic growth, in the long term, does not come about in a linear fashion and is distinguished by a number of stable equilibriums, one of which, the low income level trap, retards progress in underdeveloped economies. Low income and low growth equilibriums, which originally occurred because of low levels of infrastructural and productive capital, are perpetuated by low levels of economic growth, and compounded further by Malthusian population growth. In such situations, uncoordinated and unplanned investments do not, in the first instance, allow for achievements of scale, and along with low incomes, savings, and demand, result in trapping economies in low income level snares. (Adelman, 1999) Classical theorists argued that governmental action, investment in the public sector, and strong state control, were essential to take economies out of the unplanned and uncoordinated, low income, low growth and static equilibriums, to ones that were coordinated, dynamic, and capable of high growth and income. State ownership also had the support of socialist ideology, common planks adopted by the newly independent developing nations, partly on ideological considerations, and partly in reaction to the capitalist doctrines followed by their former colonial masters. Many governments felt strong state control to be the best route to safeguard economic independence and substitute the private sector’s deficiencies in skills, management knowledge, disinclination to take risks, and lack of resolve to take up long gestation projects. State owned enterprises were thought suitable for stabilising agricultural prices, providing employment, taking care of workers, controlling customer pri ces, and generating money that could be used for other public work. (Osterfeld, 1992) Much of the investment and economic policy followed by countries, mostly in the newly independent countries of Asia and Africa, arose out of this thinking, and resulted in huge investments in state run enterprises, as well as in the domination of the state in the making of economic policy. â€Å"During the 1960s and 1970s, the public sector grew rapidly in developing countries, with state-owned enterprises often accounting for most of the growth. This was especially true in developing countries that had recently gained independence.† (Miller, 1997) State ownership did not succeed for various reasons. Even though there was little to dispute in the logic behind its theory, or deny the significant infrastructure created in state run economies, these countries fared miserably in terms of GDP growth, inflation control, agricultural and industrial productivity, literacy improvement, elimination of income disparities, or poverty control. Prone to corruption, influenced by partisan elements, and notoriously inefficient and slow in their interventionist actions, governments came to be thought of to be particularly unsuitable for regulating economic policy or managing commercial companies. The widespread disillusionment with state control led to a neo classical reaction, characterised by a movement towards privatisation, like the one in the UK, during the Thatcher years. Supporters of neo classical economics stress that governmental control and intervention creates problems, rather than solutions, for underdeveloped countries, and furthermore, that liberalisation of trade is sufficient for inducing and motivating development, providing for economies of scale, and making the economy and industry internationally competitive. The optimal course of action for government is to minimise its role in economic policymaking, and improve the spread of market economies and efficiencies. A number of developing countries, racked with inflation, unemployment, sluggish growth, and burgeoning external debt, had to necessarily switch to neo classical economic policies, in the 1980s, many of them under the compulsion of the World Bank, and similar other international lending institutions . Government leaders also embraced privatisation because of their desire to (a) improve efficiency and productivity through private, as well as shared ownership, (b) enable managers to focus on economic and not social objectives, (c) eliminate political influence, (d) promote competition, (e) improve quality of goods and services and (f) reduce prices. Reducing state control, economists felt, would also lead to expansion of capital markets, augmentation of foreign inflows and investments, creation of additional sources of tax revenues, as well as reduction of subsidies and national debt. (Adelman, 1999) While privatisation in developing economies is into its second decade, progress has been uneven, and in some cases, even abysmal. In fact, countries like China and India, where governments play strong roles, have been able to achieve significantly high growth rates. Their governments decisively shifted emphasis to export promotion, pushed through institutional reforms, invested significantly in infrastructure, and engaged in selective industrial policy. Experts are now realising that uniform one-shoe-fits-all policies never work and economic policies have to take account of a number of variables to be relevant, and furthermore successful. The uneven success of many developing countries, even after embracing privatisation, has also led to a consensus that governments need to be strong, capable, and committed to carry through any sort of reforms, even those that deal with opening and liberalisation of economies. Furthermore, reduced state control appears to work better in economies wit h high rates of literacy, stable political environments, established legal systems, developed capital markets, and strong banking structures. Governments need to consider unique country specific attributes, be malleable, and play dynamic and changing roles in education, human capital formation, infrastructure, technology acquisition, setting up of institutions, and in the development of an honest and capable bureaucracy. The scope and ambit of governmental policy can be reduced sharply only after the domestic environment provides adequate savings and skills, entrepreneurs develop in skills, technology and capital formation, and institutions achieve maturity. While education, literacy and formation of human capital have to remain priorities, governments in developing economies need to initially work towards social development, and creation of institutions, as well as infrastructure. (Kiggundu, 2002) Economic policies, institutions, and governmental functions should allow structural change to occur on a continuous basis, and be ready to change with development; the role of government needs to be effective, not minimal. The tax policy of a country is a major component of its total economic policy, and serves the purpose of a tool to collect revenues for governmental spending and guide the growth path of the national economy, as well as sustain and increase its international competitiveness. While the primary role of taxation is to provide money for financing governmental work it also needs to perform other functions like attracting capital, stimulating growth, enable acquisition of technology, stimulate demand and galvanise the economy. While there is universal agreement on the necessity of taxes, there are differences on the levels of taxation regarded as optimal, as well as the point beyond which they cease to be economic drivers, and become dead burdens. In the traditional neo classical models of economic growth, taxation is thought to affect long term output, but not the rate of growth. (Leach, 2003) This theory, however, is being questioned by recent models, which iterate that taxation can affect incentives for investment in human or physical capital, and thereby, adversely influence the long term economic growth rate. Higher taxation takes away the incentive to save (a) by reducing the rate of return on savings, and (b) by reducing the income that generates savings. Lower savings in turn lead to lesser consumption, lowered demand for goods and services, and lesser capital investment, both at personal and corporate levels, and thus to under nourishment of the economy. While research studies have not been able to relate high rates of personal taxation induce individuals to work less, experience has shown that they motivate people to under declare income, manipulate expenses and indulge in falsehood. The same behavioural response holds good for business corporations and other taxpayers. Economies with very high tax rates like India have witnessed large scale evasion of taxes, hoarding of unaccounted wealth in an unproductive manner, and the emergence of a parallel, illegal, underground economy. Transfer of money from the private sector to the public sector through taxation results in making its use more inefficient. Streams of assured money to the public sector and the government pave the way for creation of further inefficiencies and misuse of funds. The reduced rate of growth also leads to a deadweight loss, a term used to explain the loss of output that would have taken place in the absence of tax. Deadweight costs (losses) go unnoticed, even by those who pay them, because instead of taking from people what they already have, they take from people what they would have had, but will never get. No one sees the extra output that would have been created by economic decisions made in the absence of higher taxes. (Leach, 2003) The incidence of deadweight loss, even if it is just half a percent of GDP, can work out to a phenomenal amount, especially if compounded over a period of several years. Several empirical studies have also revealed that economies with lower tax rates perform much better than those that have higher shares of tax. Thus, while developing economies undoubtedly need significant funds for infrastructural build-up it would be reasonable to assume that excessively high tax structures have the potential to retard economic growth and cause significant harm to growth of human capital and infrastructure, the very objectives they aim to achieve. 2. Public Sector Deficits Most economists agree that the role of the government, especially in the context of developing countries, is to form human capital and create infrastructure across educational, technological, financial, physical, environmental and social sectors. The obvious reason for this lies in the inability of private enterprise to do so. In addition to infrastructural development, public sector spending serves to create demand, stimulate growth, and help kick start economies. Funding for these expenses is primarily through collection of taxes, the shortfall being met either through national or international debt, consumption of foreign exchange reserves or printing of bills. Development that occurs because of funds obtained through deficit financing provides a solution to moving out of economic and low income stagnation. While the role of the public sector and its use of deficit financing is one of the tenets of Keynesian economics, many neo liberal economists argue that the theory is impractic al, has many fallacies, and needs to be avoided by developing economies. (Rangachari, 2001) Neo-liberals argue that excessive deficit financing of the public sector can lead to burgeoning of national or international debt, inflation, or foreign exchange crises, depending upon the method adopted. Increased local borrowing can also disincentivise private sector borrowing by sucking out money available with banks, and causing increases in interest rates. Furthermore, the money arranged through deficit financing is very likely to be inappropriately spent because of numerous demands upon public sector funds, political considerations, bureaucratic delays, and corrupt delivery systems. Government expenditure is complex, multifaceted and driven by opposing forces. The task of ensuring proper allocation of money, as well as its efficient usage, is often beyond the ability of career bureaucrats, and results in gross budgetary distortions, increasing deficits, persistently high inflation, high external debt, increasing incidence of tax, and retardation of economic growth. The main arguments advanced by the neo liberals is not against the theory of public spending but its implementation and management, particularly in large and federal systems with multi-tiered distribution mechanisms. While there is truth in their assertions, neo-liberals need to recognise that smaller East Asian economies like Singapore, Malaysia and South Korea have, at some point of time, resorted to deficit financing, but have still been able to achieve high growth rates through efficient fiscal discipline. The crux of the objections of the opposers of deficit financing lies not in the raising of money but in its inefficient and improper use. The success of deficit financing lies in the commitment of the concerned governmental agencies, and in ensuring that deficit financing is resorted to only to the extent necessary. Money raised through deficit financing should not be diverted to meet burgeoning administration expenditure, or to channels that do not aid development. It would be unjust to think of economists who object to the use of deficit financing, as dyed in the wool cynics who prefer markets to work as freely as they can, and furthermore, believe that governments should not favour any sector of the economy over the other. Their arguments are, for the most part, dependent upon the experiences of the last fifty years, wherein numerous governments resorted to unbridled state control, excessive taxation, and heavy deficit financing, with severe repercussions upon growth and development. It needs understanding that most of these countries were coming out of centuries of colonial suppression, had very little of physical and human capital; very often their leaders took decisions without adequate knowledge of the consequences of their decisions or of their ability to control the consequences of such decisions. â€Å"In practice, a state’s capabilities are often as important determinants of its actions as the theoretical rationale.† (Expenditure Policy, 2007) The situation is vastly different now and leaderships of developing countries are both knowledgeable and competent. There is no such thing as a universal doctrine in economics, and governments recognise that the application of one-shoe-fits-all theories, without taking account of individual considerations, has led to grievous and costly errors. The same rationale holds good of deficit financing and the solution is to be circumspect and prudent while using it; a blanket ban could do more harm than good and impede sincere growth efforts. As such, while deficit financing will often be necessary in framing the economic policies of developing nations, decision makers need to be doubly careful about its use and focus on imperatives, namely (a) the formation of human and physical capital, (b) the creation of public and business infrastructure, (c) the build up of banking systems, capital and commodity markets, and economic institutions, (d) the elimination of unnecessary non developmental a nd administrative expenditure, and (e) the creation of a competent, honest and accountable bureaucracy. Such precautions will go a long way towards eliminating the risks associated with high deficits and enable growing nations to make optimum use of the money made available. Bibliography Adelman, A, 1999, The role of government in economic development, University of California at Berkeley, Retrieved May, 3, 2007 from are.berkeley.edu/~adelman/Finn.pdf Beard, A., 1997, World Bank Reconsiders Role of Government: Report Displays Respect for Regulation. The Washington Times, Choudhury, S. R., 1999, Is Privatisation Really the Answer?. African Business 26+. Das, D. K., 2004, Financial Globalization and the Emerging Market Economies. New York: Routledge. Eltis, W., 2000, The Classical Theory of Economic Growth. New York: Palgrave. Expenditure Policy, 2007, The World Bank, Retrieved May 3, 2007 from web.worldbank.org//EXTPEAM/0,,contentMDK:20233612~pagePK:210058~piPK:210062~theSitePK:384393,00.html Ferleger, L. A., Mandle, J. R., 1993, No Pain, No Gain: Taxes, Productivity, and Economic Growth. Challenge, 36(3), 11+. Growth and Trade in Africa Are Lifting People out of Poverty Faster Than Gleneagles Debt Cancellation., 2006, Western Mail (Cardiff, Wales), Kiggundu, M. N., 2002, Managing Globalization in Developing Countries and Transition Economies: Building Capacities for a Changing World. Westport, CT: Praeger. Leach, G, 2003, The negative impact of taxation on economic growth, IOD, Retrieved May 3, 2007 from www.reform.co.uk/filestore/pdf/negativeimpact.pdf Medium-Term Prospects and Policy Issues in Developing Countries., 1990, 61+. Miller, A. N., 1997, Ideological Motivations of Privatization in Great Britain versus Developing Countries. Journal of International Affairs, 50(2), 391+. Osterfeld, D., 1992, Prosperity Versus Planning: How Government Stifles Economic Growth. New York: Oxford University Press. Pietrobelli, C. Sverrisson, à . (Eds.)., 2003, Linking Local and Global Economies: The Ties That Bind. New York: Routledge. Rangachari, A, 2001, Spur economy through deficit financing, the Hindu, Retrieved May 3, 2007 from www.hinduonnet.com/2001/09/20/stories/0620013h.htm Timmer, C. P. (Ed.)., 1991, Agriculture and the State: Growth, Employment, and Poverty in Developing Countries. Ithaca, NY: Cornell University Press. World Economy Doing Good; Developing Africa, Asia Show Growth., 2006, The Washington Times, p. A17.

Review Of The Red Lantern :: essays research papers

There are some movies about lifestyles in China and then there is “Raise the Red Lantern.'; The film parallels “The Last Emperor'; in how a master controls his subjects within his domain. Out of all the Chinese movies that I have extensively viewed, this was the only one that actually, and effectively, captures the lush background of life during this time period.   Ã‚  Ã‚  Ã‚  Ã‚  The film entirely takes place on the grounds of a wealthy master whose only chore seems to be deciding which one of his four wives to sleep with on a given night. In viewing the movie, we are forced to feel sympathetic to the fourth mistress. She was the youngest among the other three who arrives at the estate after studying at the university. Cherished memories of her life before arriving there were ultimately destroyed. In one instance, the master burned the fourth mistress’s flute that her deceased father gave to her. The film evokes feelings of sorrow and disgust, but it manages to fill in humorous bits that alleviate the tense mood.   Ã‚  Ã‚  Ã‚  Ã‚  The film revolves around the master’s polygamist lifestyle and his utter dominance over his wives. When one mistress was good to him, he would decide to sleep with her that night. At the beginning of the film you get the notion that the forth mistress doesn’t want to sleep with the master, but that changes as the film goes on. Sleeping with the master that night meant the lanterns outside your room were lit up and, an added incentive, was being able to get a foot massage that night. The massage seemed to be the most rewarding part of being at the estate. The master’s decision of who to sleep with that night evoked jealousy between the “sisters.'; This increased the excitement of the movie and led to the main struggle between the fourth mistress and the three other women.   Ã‚  Ã‚  Ã‚  Ã‚   The fourth mistress’s anger and lack of control creates hostility in the household. Her behavior creates a downward spiral, which leads to the deaths of two important characters.

Payroll Basics in Sap

Payroll Basics (PY-XX-BS)  PurposeThe Payroll is based on an international payroll driver. This payroll driver was modified for each country. The country-specific payroll drivers take the statutory and administrative regulations of a country into account. Since the payroll driver has a modular structure, you can use the Customizing functions to quickly modify the payroll procedure to meet the particular requirements of your enterprise. Process FlowWhen you access Payroll, the payroll driver calls the accompanying payroll schema, which consists of a sequence of functions.For each activity, the individual functions import data from internal tables and payroll relevant files. Payroll is then performed as follows:ResultAfter the payroll run, you can transfer the payroll results to Financial Accounting, or perform evaluations and create lists and statistics. **************************************************************************************************************Payroll Driver  De finitionProgram you use to run payroll.StructureFor each Payroll country version there is a country-specific payroll driver with the technical name RPCALCx0 or HxxCALC0: * For programs with the technical name RPCALCx0, the x is replaced with a country indicator, for example, D for Germany, F for France, or X for â€Å"Other countries†. * For programs with the technical name HxxCALC0, the xx is replaced with the ISO code of the respective country, for example MX for Mexico, or ID for Indonesia.The program RPCALCX0 (Payroll driver international) contains no data about tax and social insurance regulations for net remuneration calculation. The other payroll drivers contain this data. IntegrationA relevant country-specific personnel calculation schema, in which personnel caclulation rules and functions are stored, contain the steps that a payroll driver should perform during payroll. All data is stored in internal tables and saved in payroll-relevant files. *********************** *******************************************************Payroll Schema  DefinitionThe payroll schema contains calculation rules to be used by the payroll driver during payroll. SAP has developed country-specific schemas which are based on schema X000. With country-specific reports, the first character in the name refers to the country indicator (for example, D for Germany, F for France). StructureA schema consists of the following parts: * Initialization The system performs the following steps: * Updates the databases * Imports equired infotypes * Gross calculation of pay The system performs the following steps: * Processes basic data and time data * Queries off-cycle payroll runs * Reads payroll account of the last period accounted * Processes time data and calculates the individual gross values * Performs factoring * Net calculation of pay The system performs the following steps: * Calculates net remuneration * Performs bank transfersIntegrationAll data is stored in internal tabl es and saved in files with a cluster structure. ***************************************************************************************************************Payroll Relevant Files  DefinitionPayroll files contain data for payroll and payroll results. StructureThe system requires the following files for payroll: * Pnnnn (nnnn = number of the infotype) The Pnnnn files contain data that has been entered in the respective infotypes for an employee. * PCL1 The PCL1 file contains primary information, in other words, data from the master data and time recording systems. PCL2 The PCL2 file contains secondary information, in other words, derived data and all generated schemas. IntegrationWhen you start payroll, the system imports the relevant master data from the Pnnn files (for example, basic pay and tax class) and imports the time data from the PCL1 file to the IT table. The system imports the payroll results from the previous month from table ORT (for example, to form averages). The s ystem processes this data and saves the payroll results and generated schemas in the PLC2 file. *****************************************************************************************************Internal Tables for Payroll  DefinitionTables that are used for storing data during the payroll run. UseWithin Payroll, data is processed in internal tables that the system fills and reads during the payroll run. The system also changes the data in these tables during the payroll run. The results of processing are then available for other steps. The read and change access to these tables is enabled using functions that are executed in a personnel calculation schema and using operations that are executed in personnel calculation rules.StructureThe following are some of the tables used in all country versions for Payroll:Internal Tables for Payroll Table| Short text| Description| WPBP| Work Place/Basic Pay| Table WPBP is filled by the infotypes Actions (0000), Organizational Assignment (00 01), Planned Working Time (0007), Basic Pay (0008), and Cost Distribution (0027). It contains important organizational and payment-relevant data, and different partial period parameters. For more information on table WBPB, see Payment-Relevant Information in the Payroll Result. | RT| Results Table| Table RT contains the result wage types of the current period for which payroll is run.Data is transferred from table IT to table RT using the operation ADDWTE. | CRT| Cumulative Results Table| Table CRT contains the cumulations of wage types in table RT over a certain time period. | BT| Payment Information| Every entry in the Bank Transactions table (BT) of an employee, corresponds to a payment that was created in a payroll period for this employee. However, the employee is not necessarily the payment recipient of all payments. For more information on table BT, see Payment-Relevant Information in the Payroll Result. C0| Cost Distribution| Table C0 contains global information about the co st distribution for wage types. Certain costs can be distributed to other cost centers than the master cost center. The information is taken from the Cost Distribution infotype (0027). | C1| Cost Assignment from Different Infotypes| Table C1 contains information about the individual cost assignment for individual wage types. You can use the infotype Recurring Payments/Deductions (0014) and Additional Payments (0015) to assign the wage types to a cost center that is different to the employee's master cost center. V0| Variable Assignment| Table V0 contains various additional information about the wage types. | GRT| Output Table from Gross Part| Table GRT is table RT according to the gross amount in a split payroll schema. | ARRRS| Arrears| Table ARRRS contains deductions that could not be taken and so are transferred to the following period. | DDNTK| Deductions not taken| Table DDNTK contains deductions that could not be taken in the current period. | ACCR| Month End Accruals| Table A CCR contains special information on a posting period assignment for month end accruals. BENTAB| Benefits| Table BENTAB contains cumulations for certain benefits plans. | FUND| Financing| Table FUND contains information about fund commitments. This information is taken from HR Funds and Position Management. | AVERAGE| Frozen Averages| Table AVERAGE contains information about frozen averages. | MODIF| Modifiers| Table MODIF contains various modifiers that can be used as additional keys for access to Customizing tables. The system sets the modifiers in payroll with the function MOD (Determine Employee Groupings) and operation MODIF (Set Employee Groupings). VERSION| Information on Creation| Table VERSION contains creation data for the payroll result, for example the Release and payroll program. | PCL2| Update Information PCL2| Table PCL2 contains information about the last change access to a payroll result. | VERSC| Payroll Status Information| Table VERSC contains organizational inform ation about the payroll result. | STATUS| Status Indicator| Table STATUS contains eight different status indicators. | The system exports the data in these tables at the end of payroll processing in cluster tables in table PCL2 (RP cluster 2) using function EXPRT.The cluster tables are in a country-specific cluster, for example RD (Payroll result, Germany), on the database. In this way, the data is available for other processing steps, for example, evaluation. Other internal tables are not exported after the payroll run but are deleted, since they are only required during the payroll run. Internal tables for Payroll that are not exported Table| Short text| Description| IT| Input Table| During the payroll run table IT is filled with data that is to be processed. Data is transferred to table RT using operation ADDWTE.Table IT must be empty by the end of the payroll run or the personnel number is rejected. This is checked with the personnel calculation rule X070 (Cancel, if table is no t empty). | OT| Output Table| Table OT only exists temporarily during processing. If a personnel calculation rule is called using the PIT function, a loop is performed for wage types from table IT. The results are written to table OT using the operation ADDWT. At the end of the loop, table IT is restructured from table OT. | DT| Difference Table| Table DT is used to transfer retroactive accounting differences within retroactive chains. ORT| Old Results Table| Table ORT is table RT from the last payroll result (usually from the previous payroll period). Tables LRT and VORT are also formed from table ORT. | LRT| Last Results Table| Table LRT is table RT from the last payroll result (usually from the previous payroll period). It is formed from table ORT but only contains the wage types that are relevant to the current period and required often. This is controlled using personnel calculation rule X006, which reads processing class 06. | VORT| Summarized ORT| Table VORT is a version of t able ORT in which certain splits are eliminated. |

Visa F-3 para estudiantes mexicanos en la frontera

Visa F-3 para estudiantes mexicanos en la frontera Los estudiantes mexicanos y canadienses que viven cerca de la frontera de Estados Unidos pueden estar interesados en estudiar en este paà ­s. Desde el aà ±o 2002 tienen a su disposicià ³n las visas F-3, y M-3, adems de las F-1 y M-1 que aplican a todos los estudiantes internacionales. En este artà ­culo se informa sobre los requisitos de las F-3 y M-3 y sus diferencias con respecto a las visas de estudiantes ms conocidas. Pero antes de empezar, dejar claro que la diferencia entre las categorà ­as F y M es que à ©stas à ºltimas estn limitadas a estudios vocacionales. Requisitos de las visas de estudiante F-3 y M-3 Sà ³lo las pueden solicitar ciudadanos o residentes permanentes legales de Mà ©xico o Canad.Pueden estudiar en escuelas o universidades que està ©n a una distancia mxima de 75 millas a contar desde la frontera.Obligatoriamente tienen que continuar residiendo en Mà ©xico o en Canad. Tienen que desplazarse para realizar sus estudios pero siguen manteniendo de modo activo su residencia fuera de los Estados Unidos.Pueden estudiar a tiempo completo o a tiempo parcial.Adems, aplican los requisitos no contradictorios de las F-1 y M-1, incluido el requisito de SEVIS. Principales diferencias entre las F-3 y las F-1 Uno de las principales diferencias es el cà ³nyuge y los hijos solteros menores de 21 aà ±os de una persona con una visa F-3 no pueden pedir visas derivadas para los Estados Unidos. Sin embargo, esos familiares inmediatos en el caso de una F-1 pueden solicitar una F-2 para acompaà ±ar a su pariente a los Estados Unidos. Otra diferencia importante es que el estudiante con una F-3 no puede buscar empleo en el campus en el que estudie. Sin embargo, una vez que finaliza sus estudios universitarios puede sà ­ que puede disfrutar de un CPT o un OPT. Otra desventaja es que mientras que el estudiante con una F-1 sà ³lo solicita una vez el documento I-20, los estudiantes con la F-3 deben renovarlo cada semestre. 3 mitos sobre los estudiantes extranjeros en USA y las visas Frecuentemente se cree cosas en materia migratoria que no son verdaderas y acaban costando muchos disgustos. Relacionado con los estudiantes hay que destacar tres: Lo primero que hay que dejar muy claro es nunca se puede estudiar en Estados Unidos a tiempo completo cuando se tiene estatus de turista. Esto es una violacià ³n migratoria y, cuando se descubre, est dando lugar a revocaciones de las visas de los estudiantes y, cuando estos son menores, tambià ©n las de sus padres estn siendo canceladas.   En segundo lugar resaltar que no se puede estudiar con una visa F-1 en una escuela de primaria pà ºblica de los Estados Unidos. Por el contrario, sà ­ que se puede estudiar por un solo curso en una escuela pà ºblica de secundaria, lo que se conoce como high school. Pero en estos casos es necesario y obligatorio pagar las correspondientes tasas. Y no hay excepcià ³n. (No confundir con el caso de los estudiantes que estn en los Estados Unidos con una visa J-1 de intercambio). Y por à ºltimo, y en tercer lugar, tener muy claro que estudiar en la universidad en Estados Unidos no da jams derecho por sà ­ mismo a poder quedarse a vivir en el paà ­s o a obtener una tarjeta de residencia, tambià ©n conocida como green card. Es cierto que los que cursan una maestrà ­a o estudios superiores pueden tener ciertas ventajas para obtener una visa de trabajo H-1B, pero siguen necesitando un patrocinador. En este punto es de interà ©s conocer las experiencias de estudiantes que llegaron con una visa F y obtuvieron la residencia, como el caso del espaà ±ol Miguel Pà ©rez. De interà ©s para estudiantes internacionales Las personas con interà ©s en estudiar en Estados Unidos deben informarse sobre becas, incluso en las universidades y colleges de à ©lite, requisitos para aplicar, notas de TOEFL para demostrar conocimientos e inglà ©s y cules son las mejores universidades.   Asimismo, si su inglà ©s no es muy bueno o si los recursos econà ³micos no son muy amplios es recomendable familiarizarse con los Community Colleges. Para estudiar en una institucià ³n en EE.UU. frecuentemente se pide la convalidacià ³n de estudios que debe realizar una organizacià ³n autorizada. En casos ms limitados puede ser necesario obtener la Apostilla de la Haya. Esta à ºltima certificacià ³n ser requerida para homologar los estudios de EE.UU. en el paà ­s de origen. Finalmente, si se est estudiando fuera de los Estados Unidos es de interà ©s conocer programas de intercambio con visa J-1 que permiten realizar prcticas por un tiempo determinado o incluso trabajar durante el verano, como el programa para staff de campamentos o el de trabajo y viaje. Este es un artà ­culo informativo. No es asesorà ­a legal.