Free Essays on Classical And Romantic Music

Prior to the twentieth century when jazz, blues, country, and rock and roll music entered the scene, almost all music was what we called â€Å"classical music.† From the 1700’s to the 1900’s classical music composed for orchestras or instruments such as flutes, trumpets, violins and pianos were played everywhere from concert halls to restaurants. Today the term â€Å"classical music† has come to define the style of Western music that began in Europe in the Middle Ages. It includes symphonies, chamber music and opera. Classical music is composed of several elements that help define its character. Since music takes place in time, rhythm is the foundation upon which every song is built. Composers determined the feel of music by alternating the pulse between fast, slow, and medium. Italian terms used in musical notation denote more than a dozen different tempos, which included allegro, moderato, and lento. Within the changing meter of rhythm, song notes of various pitches were intertwined. Tone color (timbre) distinguished the sound and characteristics that separated one instrument or voice from another. The classical era between 1750 and 1820 was defined by the great composers who were famous during that period, and the names Mozart and Beethoven stand above all others in the pantheon of Western music. Other composers, however, such as Franz Joseph Haydn and Franz Peter Schubert also contributed to the classical era. Musicians of the classical era were influenced by those of the baroque era. The classical period in music tends to be associated with the movement called the Age of Reason or the Enlightenment, which began earlier in the eighteenth century. Following the scientific and intellectual advances of the previous century, thinkers such as Voltaire, Diderot, Locke, Jefferson, and Franklin laid groundwork for a new human agenda, a willed progress toward humanitarian and democratic societies, based on the belief thr... Free Essays on Classical And Romantic Music Free Essays on Classical And Romantic Music Prior to the twentieth century when jazz, blues, country, and rock and roll music entered the scene, almost all music was what we called â€Å"classical music.† From the 1700’s to the 1900’s classical music composed for orchestras or instruments such as flutes, trumpets, violins and pianos were played everywhere from concert halls to restaurants. Today the term â€Å"classical music† has come to define the style of Western music that began in Europe in the Middle Ages. It includes symphonies, chamber music and opera. Classical music is composed of several elements that help define its character. Since music takes place in time, rhythm is the foundation upon which every song is built. Composers determined the feel of music by alternating the pulse between fast, slow, and medium. Italian terms used in musical notation denote more than a dozen different tempos, which included allegro, moderato, and lento. Within the changing meter of rhythm, song notes of various pitches were intertwined. Tone color (timbre) distinguished the sound and characteristics that separated one instrument or voice from another. The classical era between 1750 and 1820 was defined by the great composers who were famous during that period, and the names Mozart and Beethoven stand above all others in the pantheon of Western music. Other composers, however, such as Franz Joseph Haydn and Franz Peter Schubert also contributed to the classical era. Musicians of the classical era were influenced by those of the baroque era. The classical period in music tends to be associated with the movement called the Age of Reason or the Enlightenment, which began earlier in the eighteenth century. Following the scientific and intellectual advances of the previous century, thinkers such as Voltaire, Diderot, Locke, Jefferson, and Franklin laid groundwork for a new human agenda, a willed progress toward humanitarian and democratic societies, based on the belief thr...

Women and Revolution in China and Iran

Women and Revolution in China and Iran During the 20th century, both China and Iran underwent revolutions that significantly changed their social structures. In each case, the role of women in society also shifted enormously as a result of the revolutionary changes that took place - but the outcomes were quite different for Chinese and Iranian women. Women in Pre-Revolutionary China During the late Qing Dynasty era in China, women were viewed as the property first of their birth families, and then of their husbands families. They were not really family members - neither the birth family nor the marriage family recorded a womans given name on the genealogical record. Women had no separate property rights, nor did they have parental rights over their children if they chose to leave their husbands. Many suffered extreme abuse at the hands of their spouses and in-laws. Throughout their lives, women were expected to obey their fathers, husbands, and sons in turn. Female infanticide was common among families who felt that they already had enough daughters and wanted more sons. Ethnic Han Chinese women of the middle and upper classes had their feet bound, as well, limiting their mobility and keeping them close to home. If a poor family wanted their daughter to be able to marry well, they might bind her feet when she was a small child. Foot binding was excruciatingly painful; first, the girls arch bones were broken, then the foot was tied with a long strip of cloth into the lotus position. Eventually, the foot would heal that way. A woman with bound feet could not work in the fields; thus, foot-binding was a boast on the familys part that they did not need to send their daughters out to work as farmers. The Chinese Communist Revolution Although the Chinese Civil War (1927-1949) and the Communist Revolution caused enormous suffering throughout the twentieth century, for women, the rise of communism resulted in a significant improvement in their social status. According to communist doctrine, all workers were supposed to be accorded equal worth, regardless of their gender. With the collectivization of property, women were no longer at a disadvantage compared with their husbands. One goal of revolutionary politics, according to the Communists, was womens liberation from the male-dominated system of private property. Of course, women from the property-owning class in China suffered humiliation and the loss of their status, just as their fathers and husbands did. However, the vast majority of Chinese women were peasants - and they gained social status, at least, if not material prosperity, in post-revolutionary Communist China. Women in Pre-Revolutionary Iran In Iran under the Pahlavi shahs, improved educational opportunities and social standing for women formed one of the pillars of the modernization drive. During the nineteenth century, Russia and Britain vied for influence in Iran, bullying the weak Qajar state. When the Pahlavi family took control, they sought to strengthen Iran by adopting certain western characteristics - including increased rights and opportunities for women. (Yeganeh 4) Women could study, work, and under Mohammad Reza Shah Pahlavis rule (1941 - 1979), even vote. Primarily, though, womens education was intended to produce wise, helpful mothers and wives, rather than career women. From the introduction of the new Constitution in 1925 until the Islamic Revolution of 1979, Iranian women received free universal education and increased career opportunities. The government forbade women from wearing the chador, a head-to-toe covering preferred by highly religious women, even removing the veils by force. (Mir-Hosseini 41) Under the shahs, women got jobs as government ministers, scientists, and judges. Women got the right to vote in 1963, and the Family Protection Laws of 1967 and 1973 protected womens right to divorce their husbands and to petition for custody of their children. The Islamic Revolution in Iran Although women played an important role in the 1979 Islamic Revolution, pouring out into the streets and helping to drive Mohammad Reza Shah Pahlavi out of power, they lost a considerable number of rights once the Ayatollah Khomeini took control of Iran. Just after the revolution, the government decreed that all women had to wear the chador in public, including news anchors on television. Women who refused could face public whipping and prison time. (Mir-Hosseini 42) Rather than having to go to court, men could once more simply declare I divorce you three times to dissolve their marriages; women, meanwhile, lost all right to sue for divorce. After Khomeinis death in 1989, some of the strictest interpretation of law were lifted. (Mir-Hosseini 38) Women, particularly those in Tehran and other large cities, began to go out not in chador, but with a wisp of scarf (barely) covering their hair and with full makeup. Nonetheless, women in Iran continue to face weaker rights today than they did in 1978. It takes the testimony of two women to equal the testimony of one man in court. Women accused of adultery have to prove their innocence, rather than the accuser proving their guilt, and if convicted they may be executed by stoning. Conclusion The twentieth-century revolutions in China and Iran had very different effects on womens rights in those countries. Women in China gained social status and value after the Communist Party took control; after the Islamic Revolution, women in Iran lost many of the rights they had gained under the Pahlavi shahs earlier in the century. Conditions for women in each country vary today, though, based on where they live, what family they are born into, and how much education they have attained. Sources Ip, Hung-Yok. Fashioning Appearances: Feminine Beauty in Chinese Communist Revolutionary Culture, Modern China, Vol. 29, No. 3 (July 2003), 329-361. Mir-Hosseini, Ziba. The Conservative-Reformist Conflict over Womens Rights in Iran, International Journal of Politics, Culture, and Society, Vol. 16, No. 1 (Fall 2002), 37-53. Ng, Vivien. Sexual Abuse of Daughters-in-law in Qing China: Cases from the Xingan Huilan, Feminist Studies, Vol. 20, No. 2, 373-391. Watson, Keith. The Shahs White Revolution - Education and Reform in Iran, Comparative Education, Vol. 12, No. 1 (March 1976), 23-36. Yeganeh, Nahid. Women, Nationalism and Islam in Contemporary Political Discourse in Iran, Feminist Review, No. 44 (Summer 1993), 3-18.

Planning in Ireland. Does Planning Ensures Economic Growth Essay

Planning in Ireland. Does Planning Ensures Economic Growth - Essay Example The city Dublin, founded as a Viking settlement, the city has been Ireland's primary city for most of the island's history since medieval times. Today, it is an economic, administrative and cultural centre for the island of Ireland, and has one of the fastest growing populations of any European capital city. The economic boom years have led to a sharp increase in construction, which is now also a major employer, especially for immigrants. Redevelopment is taking place in large projects such as Dublin Docklands, Spencer Dock and others, transforming once run-down industrial areas in the city centre. This would have not been possible if there had not been strategic planning with visionary economic ambitions. Hence, the supreme justification of planning lies with its expected output. Otherwise no economy would accomplish its strategic design based on the available resources and its management. In the 1920s and early 1930s, the Republic of Ireland pursued a low-tax, low-spending, non-interventionist approach under the government of W. T. Cosgrave and Cumann na nGaedhael, focused mainly on agriculture, livestock farming being of primary importance. The only notable expense the government went to during this time was for the rural electrification scheme, which saw 5,000,000 being spent constructing the Ardnacrusha hydroelectric power station on the river Shannon. During this period, 97% of trade was done with Britain. This government favored free trade. However, this proved inadequate after the Wall Street Crash of 1929. Ireland, as we know, is the third largest island in Europe and the twentieth largest island in the world. Politically, the Republic of Ireland covers five sixths of the island, with Northern Ireland, part of the United Kingdom, covering the remainder in the northeast. According to Government census carried out in 2007 the population of the island is slightly under six million with almost 4.25 million in the Republic of Ireland, 1.7 million in Greater Dublin and an estimated 1.75 million in Northern Ireland, 0.6 million in Greater Belfast. This is a significant increase from a modern historical low in the 1960s, but still much lower than the peak population of over 8 million in the early 19th century, prior to the Great Famine. In 1932, Eamonn De Valera's Fianna Fil party defeated Cosgrave's party with a solid majority. De Valera's policy was of economic nationalism, a belief in self-sufficiency, and attempted industrialization. The economic war resulted in widespread hardship for Irish farming, which was the backbone of the economy, and which relied on exports to English cities for a market. The tariffs resulted in price increases for many essential manufactured goods, and an increase in the cost of living. High unemployment in richer English speaking countries made emigration from Ireland less of an option, decreasing wages. Northern I reland experienced a boom during World War II, as a result of demand for its principal industries, shipbuilding and linen making, and got a lot of support from the British government thereafter. Purpose built industrial estates was developed in most large towns. Rural Electrification, the division of large estates, and agricultural scientific education resulted in dramatic increases in agricultural output in the 1960s. In 1972, secondary level education was made free and compulsory. The Republic applied to join the European

In what ways did humanists have an effect on cultural and religious Research Paper - 1

In what ways did humanists have an effect on cultural and religious development - Research Paper Example The intellectuals not only lament over the pathetic moral decline of their fellow beings, but also strive to make corrections in the individual and collective life of the masses through their verbal or written preaching. Consequently, an overwhelming majority of the general public belonging to their contemporary society turns against the philosophers by declaring them breakers of law and traditions. However, they remain as firm as rock in the face of hardships, and stick to showing the people the very path of glory and wisdom. This state of affairs is not confined to one social establishment only; rather, the humanists have left indelible impact of their broad and humane thoughtfulness on every cultural set up of the globe without discrimination. The present paper aims to throw light on the valuable services of the philosophers and writers with special reference to the works created by celebrated 14th century Italian writer, poet and reformer Giovanni Boccaccio and 15th century Dutch writer Desiderius Erasmus. Boccaccio’s allegorical work The Decameron serves as a great satire on the malpractices and hypocrisy existing in his contemporary Italian culture. Through his simple but thought-provoking short fables and tales, he censures the avaricious and condemnable nature of the clergymen, who sell the word of the Scriptures for their own purpose. The priests, parsons and other churchmen, as the tales view, are considered to be the noblest, holiest and most reliable individuals, who are administering the spiritual and social activities by inviting the people towards the way of God. However, instead of fulfilling their sacred mission of guiding the masses, they are misguiding them by offering the permission to enter the paradise. Since the Lord has not bestowed upon the priests the power to make false promises in respect of granting permission to enter the heavens, the act of such barter for pecuniary gains on the part of the priests is actually a

Stand Up Zamboanga! Essay Example for Free

Stand Up Zamboanga! Essay We cannot deny the fact that hatred and lack of unity and peace led to Zamboanga Crisis. Just for example, recently we’re facing the pork barrel scam issue wherein some of our recognized political leaders are involved to and they are just trying to divert the people’s attention and as a result, a war broke out in Zamboanga City. And also racial and religious discrimination between Christians and Muslims. The MNLF leader Nur Misuari wants to claim Zamboanga City as his own, and strive to fight for his selfish ambition by leading his men to cause trouble in the city resulting to deaths of innocent people, loss of homes especially in the affected areas, destruction of properties, trauma, fear, hatred, absence in work, missing out important lectures and school activities for students, loss of income especially to those who need to work daily to earn a living and the dwindling state of the city’s economy as a whole. The government sectors and non-government offices should work hand in hand for faster crisis rehabilitation in Zamboanga City as well as the volunteers and community as a whole. They should implement new strategies how to cope up and solve the conflict situations in the shortest possible time to avoid further damages. The higher officials should display a role model in strictly abiding the city’s rules and regulations instead of involving in certain anomalies and controversies. So that the people can learn to trust and respect them and can follow and learn to abide in the government policies too. They should never tolerate violence and crime so that the people will not abuse and rebel and will learn how to be God-fearing with righteousness in mind. We are living in the modern era where the trend of technology is a great help in the rehabilitation program of the city, community, evacuees and future generation. For example the use of different media of communications like radio broadcasting, social internet sites like facebook and twitter wherein people can be well-informed and they can express their sides and opinions, encouraging and consoling one another eventually forgetting the trauma at the right time. Also we can connect with our fellow Filipinos from other areas, regions and countries offering help by giving voluntary donations  such as relief goods, rice, clothings, sanitary kits and shelter tents for the evacuees. Our allies from other nations especially U.S. also help in providing high tech military equipments, sharing their knowledge about new strategies and tactics in combating the enemies and training our own soldiers. Even as student and citizen of Zamboanga City, I can contribute towards building a better Zamboanga by starting in my own little way of helping other people in need. I can devote my time studying hard and become a professional serving our own city and educating the young so that they can have the proper mindset that we Zamboangueà ±os can be united and can be peacefully working together despite our religious differences in achieving progress and prosperity in our city.

Radioactive Pollution - Lynas Essay -- Business Analysis

INTRODUCTION In this modern epoch, information is just a push of a button away as compared to aeons back where people either have to acquire information through word of mouth which may be highly unreliable or flip through hundreds of written articles and books just to obtain a single piece of valued information. Information is without a doubt within the grasp of every single individual and there is no excuse for anyone to not be up to date concerning current events. News in this present age travels as fast as lightning across the global communication system, which is the internet via news portals, e-mails, social networks and other network facilities that are made available. No news is latest news when there are so many global and local phenomenons that occur every single second and is immediately reported within the next few minutes. Social interactions within a society enables information and news to be exchanged and thus, allowing curiosity to flow simultaneously with research as some news are too good to be true and might seem ridiculous. One of the many current issues being faced by Malaysians this day revolves around the multi-million company, Lynas Corporations Limited. News on Lynas Corporations opening a plant (Lynas Advanced Materials Plant) in Gebeng, Kuantan spread like wild fire through the local newspapers and the internet as many Malaysians protested against the plans of Lynas Corporations and the Malaysian Government that approved the company’s rare earth waste disposal on Malaysian land. Fear swept through the country as many were devastated to relive the incident of Bukit Merah and to see the radioactive effects that will take its toll on the upcoming generations. Malaysian citizens did not hesitate to equ... ...how support or disagreement towards the government and Lynas. This comes down to what messages did the senders convey and what did the receivers understand of the messages sent to them. Works Cited About Lynas, Foundations for the Future. (19 March, 2012). Retrieved from Lynas Corporation Ltd: http://www.lynascorp.com/category.asp?category_id=2 Beck, A., Bennett, P., & Wall, P. (2004). Communication Studies: The Essential Introduction (2 ed.). London: Routledge. British Geological Survey, Royal Society of Chemistry. (2012, March 19). What are 'rare earths' used for? Retrieved from BBC News: http://www.bbc.co.uk/news/world-17357863 Malaysia Today: Lynas Rare Earth Plant - Worst Decision Ever? (2012, March 27). Retrieved from Malaysia Today Web Site: http://www.malaysia-today.net/mtcolumns/letterssurat/47519-lynas-rare-earth-plant-worst-decision-ever

Research on Behaviorist versus Cognitive Theories of Learning

What is larning? Are at that place different types of larning? What affects a pupils larning? Why do some learn otherwise than others? These are merely a few of the inquiries that pedagogues, parents, and pupils themselves have posed for centuries. It is without a uncertainty a really complicated subject. The writer of this paper attempts to relieve some of these inquiries by turn toing the differences between behavioural and societal acquisition theory along with the necessity of utilizing cognitive schemes to help in the acquisition procedure.Name of TheoristName of TheoryMain ConceptsResearch ConductedIvan Pavlov Authoritative conditioning Impersonal stimulations + innate stimulations = a erudite conditioned response ( Slavin, 2009 ) How it may look in a schoolroom: pupils should be given many chances to get the hang a undertaking before traveling on to another undertaking. For illustration, if they are larning to multiply individual digit math jobs, a pupil must get the hang this before traveling on to generation of two-digit jobs. Research was conducted in 3 phases Phase one: An innate stimulation ( US ) ( nutrient ) solicited an innate response ( UR ) from the Canis familiaris ( salivation ) ( Slavin, 2009 ) . This phase farther showed that a impersonal stimulation ( NS ) ( bell ) would arouse no response from the Canis familiaris. ( Slavin, 2009 ) Phase 2: A learned stimulation ( CS ) ( bell ) was paired with the Canis familiaris nutrient ( US ) which caused the Canis familiariss to salivate ( UR ) ( Slavin, 2009 ) . Phase 3: The Canis familiaris was trained to salivate ( CR, conditioned response ) at the sound of a bell tintinnabulation ( CS ) ( Slavin, 2009 ) . E. L. Thorndike Law of Effectss Favorable effects to behavior elicit request of this behaviour ( Slavin, 2005 ) Unfavorable effects similarly will ensue in the behaviour less likely being repeated ( Slavin, 2005 ) How it may look in a schoolroom: instructors should utilize real-life experiences to learn and link constructs for pupils. For illustration, life accomplishments pupils will larn the importance of money buy really take parting in buying things from peddling machines and shops. This can besides use to science constructs. Students can break connect with it through experiential activities ( Slavin, 2005 ) . Cats were placed in mystifier boxes ; on accident the cats learned how to get away ( Slavin, 2005 ) . After repeatedly acquiring out they learned that if they went through the mystifier boxes, they gained freedom ( Slavin, 2005 ) . B. F. Skinner Operant Conditioning Support of behavior = frequent repeat of this behaviour ( Slavin, 2009 ) Unrewarded ( punished ) behaviour = lessening in repeat of the behaviour ( Slavin, 2009 ) . How it may look in a schoolroom: pupils that are on clip to category receive category vaulting horses ; belated pupils do non. I have found that those pupils that receive the category bucks that they can pass on things like free clip, prep buyouts, and public toilet base on ballss, strive to gain more vaulting horses. Skinner boxes used to develop animate beings. The boxes consisted of a saloon that the animate beings had to press to distribute nutrient ( Slavin, 2009 ) . What are the differences between the behavioural acquisition theory and that of the societal acquisition theory? Which theory offers the best penetration into how underdeveloped kids larn? To find replies to these inquiries, the factors of behavioural larning theories must be weighed against those of societal larning theories. Behavior acquisition theories are centered on the thought that larning takes topographic point because of legion chances to see a peculiar event. This event is believed to for good alter the said behaviour. Behavioral theories fall under one of two classs: classical or answering conditioning and operant conditioning. The classical/respondent conditioning theory, as demonstrated and made celebrated by Pavlov ‘s experiment, believes the behaviours that we exhibit are one ‘s that are learned by tie ining one thing to another ( Cherry, 2005b ) . This thought of automatic conditioning was happened upon by Pavlov as he studied Canis familiaris ‘s digestion ( Cherry, 2005b ) . . Within his survey of how much a Canis familiaris salivated at the sight of assorted things, nutrient and non-food points, Pavlov and his helper noted the sum of spit that was produced ( Cherry, 2005b ) . . In making so they found that Canis familiariss automatically or reflexively responded to the point placed in forepart of them, nutrient or non-food, after being presented with them intermediately for some clip ( Cherry, 2005b ) . This response he believed was based on conditioning or automaticity, which made it strictly physiological ( Cherry, 2005b ) . . His thought of conditioning was extended to human cond itioning by James B. Watson ( Cherry, 2005b ) . . Watson and his associate Rosalie Rayner wanted to prove the theory of classical conditioning on worlds in respects to phobias, to see if they would arouse similar consequences. Watson ‘s experiment was based on a small male child name Albert ( Beck, 2001 ) . When Watson and Rayner, foremost met Albert he was non afraid of a white rat, after a short clip with them he was afraid of mice and other furred points ( Beck, 2001 ) . The experiment introduced a loud noise that startled the immature male child as he played with the rat. This sound scared the immature male child so much that he started to shout and later exhibit fright when he saw a rat or anything furred. This proved for them that Pavlov ‘s thought that an innate stimulation would do an innate response and eventually that this innate response paired with a learned stimulation would arouse a learned response, or a automatic action ( Beck, 2001 ) . They believed this made the Pavlovian theory of conditioning plausibl e and accurate for worlds every bit good. The operant conditioning theory of B.F. Skinner focuses on larning based on the behaviour and the effects of the behaviour. Skinner ‘s beliefs were greatly influenced by E. L. Thorndike ‘s thought of Law of Effect. The Law of Effect, besides a conditioning theory, was based on the premiss that if an innate stimulation ‘s response is paired with a pleasant event than the response is stronger and more likely to be repeated. Likewise if the stimulation consequence is paired with a negative event, so the event is weaker and less likely to be repeated. Skinner found this a utile tool in understanding automatic behaviours that occurred and further strengthened his thought that behaviour was strengthened by a reinforcing stimulus or weakened by a punisher ( Cherry, 2005a ) . Reinforcing stimuluss are either positive or negative. Positive reinforcing stimuluss occur after said behaviour and are positive results for the behaviour ; whereas negative reinforcing stimuluss are negative results as the consequence of a behaviour ( Cherry, 2005a ) . Whether negative or positive the behaviour will increase. Punishers whether negative or positive will diminish a behaviour ( Cherry, 2005a ) . Positive punishers employ utilizing an unfavourable event to diminish behaviour ; negative punishers happens when the event is taken off in order to weaken the behaviour that has occurred ( Cherry, 2005a ) . Social larning theories contrary to behavioural theories focuses on larning that takes topographic point due to the observation and mold of behaviours, attitudes, and emotions exhibit by others around them. Albert Bandura, considered one of the governments within this theory, believed that behavioural acquisition could non explicate all the types of acquisition ( Cherry, 2005c ) .He said, â€Å" Learning would be extremely arduous, non to advert risky, if people had to trust entirely on the effects of their ain actions to inform them what to make ( Cherry, 2005c ) . † . He farther argued that larning had to hold some societal component to it to be successful. He stated that, â€Å" Fortunately, most human behaviour is learned observationally through mold: from detecting others one forms an thought of how new behaviours are performed, and subsequently occasions this coded information serves as a usher for action ( Cherry, 2005c ) . † The ideals of Bandura and other socie tal theoreticians are broken down into three basic constructs that explain the assorted types of behaviour: experimental acquisition, patterning procedure, and intrinsic support ( Cherry, 2005c ) . Observational acquisition provinces that larning takes topographic point through observation ( Cherry, 2005c ) .The writer ‘s three-year-old nephew learns much of his idiosyncrasy and behaviours by watching his household around the house and others at church. He has learned to work on a computing machine by watching her bash her work hebdomadally, to the point of copying precisely how she holds her custodies when typing and the tapping of her fingers at her desk when she is in deep concentration. This thought of experimental acquisition is so strong harmonizing to theoreticians that it can be achieved through unrecorded observation, verbally through direction, or symbolic ( displayed through another media ) means. Intrinsic Reinforcement goes against the ideal that behaviour is reinforced by extrinsic support merely ( Cherry, 2005c ) .Social theoreticians believed that a great trade of behaviour and acquisition will be based on intrinsic factors, which give the scholar a sense of pride and achievement. Bandura believes this is one of the most of import factors that separates the societal acquisition theory from behavioural theories and makes it more of a cognitive societal attack ( Cherry, 2005c ) . The Modeling Process hinges on the individual that is making the mold of a said behaviour and the perceiver and must follow certain stairss. First, in order for a individual to larn they must pay attending to the theoretical account otherwise there will be negative branchings. Therefore the mold must be memorable and keep the attending of the perceiver. Following, the perceiver must hold the ability to retain the information that is observed. Third, one must be able to draw the information from their memory in order to pattern the accomplishment further. Last, the scholar must be motivated plenty to utilize the behaviour they saw modeled ( Cherry, 2005c ) .This measure theoretical accounts show some similarities to behavior thoeries in that the usage of reinforcing stimuluss and punishers are cruicial to actuating the scholar. For illustration, if a pupils observes another pupil having category vaulting horses for engagement they are more likely to take part every bit good ( Cherry, 2005c ) . Social theories and behavioural theories are similar yet different. Both of the theories believe that larning and behaviour are connected yet each feel otherwise about whether the acquisition that each elicit is lasting. Social theories disagree that all larning leads to a alteration in behaviour, in fact they believe that new things can be learned without organizing new behaviours ( Cherry, 2005c ) .BeforeDuringAfterPicture walks – Students are guided by their instructors through a digest of images that illustrate the narrative line. This allows them to link to the text as they read. Predicting Students predict what they believe will go on in the narrative and read to prove the factuality of the anticipation ( Harvey & A ; Goudvis, 2000 ) . Synthesize Students take the new information that they have learned and unite it with their anterior cognition to come up with a new thought or new believing about the topic ( Harvey & A ; Goudvis, 2000 ) . KWL charts It allows they information to be organized earlier, during, and after reading Making Inferences Students are able to utilize their anterior cognition to believe outside the box and draw decisions about the text for deeper significance ( Harvey & A ; Goudvis, 2000 ) . Making Connections Students draw upon their ain scheme to understand the text they are reading ( Harvey & A ; Goudvis, 2000 ) . Text-to-self allows the reader to link to their ain lives and experiences to pull significance Text-to-text allows the reader to name upon their cognition from other text to demo apprehension of content Text-to-world allows the reader to do a connexion with more planetary and bigger issues within the text and the existent universe Overviewing This scheme allows pupils to plane or scan the text when they are looking for specific information and are unsure if the text contains it ( Harvey, 1998 ) . Imaging Allows pupils to better understand the text or job solve by organizing a image in their heads. Students are able to understand more of the text as they go along with the support of their instructor ( Chamot & A ; O'Malley, 1994 ) . Alternate stoping Students prove that they have comprehended the assorted parts of the narrative by composing an surrogate stoping which fits in with the remainder of the narrative nicely ( Harvey & A ; Goudvis, 2000 ) . Brainstorming This scheme is a relevantly merely one in that it allows pupils to compose down, name out or categorise the things that they know about a peculiar construct or thought. The procedure allows all pupils of all degrees procedure clip to develop these thoughts. Questioning Readers are able to travel through the text and interact with it more as they search for replies to their inquiries ( Harvey & A ; Goudvis, 2000 ) . Allows pupils to supervise their comprehension and concept significance ( Harvey & A ; Goudvis, 2000 ) . Sum uping Learning is a complex procedure by that requires much of the scholar. All of the scholars ‘ behaviours, attitudes, cognition and gained information factor into whether true acquisition has taken topographic point. The survey of knowledge purposes to assist us understand how learning takes topographic point and the assorted procedures that we go through to accomplish it. Students may non understand the how and why of knowledge, so it is the instructor ‘s occupation to learn them schemes to do certain that they have good cognitive accomplishments or accomplishments for believing about larning. The chart above has outlined the assorted schemes that pupils can utilize before, during, and after reading to beef up comprehension, but how does this cognitive schemes in general aid pupils larn? In order for schemes to work for pupils they must be cognizant of why they need to believe about the thought that takes topographic point as they learn ( as cited in Purdue, n.d. , ch.7 ) . Simply put, it is the manner that they can take ownership of their ain acquisition and it is what makes them good and great scholars. Garner farther establishes that puting intents for acquisition, work outing jobs, self-acting, monitoring, and self-assessment of their acquisition are all ways in which pupils can demo that they have good cognitive accomplishments ( as cited in Purdue, n.d. , ch.7 ) .. The above schemes are merely some of the ways that Garner says that pupils are able to form, survey, reappraisal, pattern, and eventually master assorted accomplishments ( as cited in Purdue, n.d. , ch.7 ) . Teachers must demo them how to utilize these schemes to their advantage to larn. There are some things that pedagogues can make to assist them pupils develop these cognitive accomplishments, ther efore assisting them go independent minds and scholars. Garner believes that the first thing that they can make is to learn pupils to supervise their thought efficaciously ( as cited in Purdue, n.d. , ch.7 ) . This can be done through demoing them how to analyse the procedure of believing as they work. They teach them to inquiries themselves on ways that they can better upon their thought as they try to carry through their end or whether or non they need help to carry through these ends. Harmonizing to Garner, pupils must cognize when they are larning and when they are non larning ( as cited in Purdue, n.d. ) . Furthermore, Garner says that when they realize that they are non larning they should be able to take another cognitive scheme to assist them accomplish their end ( as cited in Purdue, n.d. , ch.7 ) . Second, Garner believes pupils need to be taught to utilize more sophisticated schemes to demo that they are believing ( as cited in Purdue, n.d. , ch.7 ) . Teachers should non accept the merely reciting of the text, they should necessitate that pupil synthesise the information and are able to offer legitimate sum-ups of the stuff ( Purdue, n.d. ) . Third, instructors must learn pupils the appropriate schemes to utilize with the assorted texts and content ( Purdue, n.d. ) . This is pertinent since it sets the phase for pupil acquisition. Think of it like constructing a house, if there is no foundation the house will non stand ; with a solid foundation the house could fire done, but the base from which to get down over is still at that place. Students might necessitate to reassess the schemes that they choose, but they can get down over if they have the foundational cognition of the schemes ( Purdue, n.d. ) . Fourthly, pupils must be taught to put personal ends for their acquisition. When pupils set their ain ends they are more likely to transport through with the schemes to see the success with them. Borkowski, Carr, and Pressley say â€Å" pupils with low self-prides who attribute success and failure to something other than attempt are improbable to originate or prevail in the usage of cognitive schemes † ( cited in Purdue, n.d. , ch.7 ) . If they do so, they fall into non utilizing their metacognitive accomplishments to grok the constructs ( Purdue, n.d. ) . Last, when instructors model for pupils how to utilize cognitive schemes they are assisting them develop higher order believing accomplishments. When they are taught to prosecute in higher order thought, they are taught how to place how they learn, think about textual jobs as they learn about them, figure out how to work out them, and eventually synthesise all the information at the terminal of the text.

Weekly Reflection

I was comfortable with this weeks topic. Currently working in a Business Process Outsourcing (BOP) unit, economic cost concepts are part of my daily routine. Applying economic cost concepts is crucial to my Fortune 500 Company and the clients we serve. Forecasting and cost analysis is another vital part of my business for both process Improvement and staffing. Difficult Topics I did not quite get the economic cost concepts relating to equilibrium, but after further discussion with team members the comparison was understandable on how companies apply the demand and pricing of economic concepts In business sessions.Team members provided an explanation of Wall-Mart rollback pricing, and school tax-exempt weekend. This enabled me to grasp the concept. Consequently, In my opinion, applying economic cost concepts In making business decisions Is imperative for an organization within the company. In addition, the following factors are vital in decision-making pertaining to economic cost with in a business profit, capital, pricing, demand, forecasting, and cost analysis. Application In the Workplace As veterans, we can relate to how economic costs affect the military.In particular, deiced cost for active duty, retired, and disabled military members. For example, the military pays Injured members dillydally and medical expenses; however, the pay Is at the present rate of medical expenses but does not take Into account future payments at a higher cost. The military may consider reducing the cost of future pay, the variance Involving dillydally pay, and the member's future earnings. Conclusion In conclusion, Team Bi's discussion of the week two objectives was helpful In understanding the material for the week.The objectives for week two Include Identifying production level to maximize profits, explaining balancing fixed and variable costs, and applying economic cost concepts In making business decisions. By tripping another vital part of my business for both process improve ment and staffing. Companies apply the demand and pricing of economic concepts in business school tax-exempt weekend. This enabled me to grasp the concept. Consequently, in my opinion, applying economic cost concepts in making business decisions is capital, pricing, demand, forecasting, and cost analysis.Application in the Workplace he military pays injured members disability and medical expenses; however, the pay is at the present rate of medical expenses but does not take into account future the variance involving disability pay, and the member's future earnings. In conclusion, Team Bi's discussion of the week two objectives was helpful in understanding the material for the week. The objectives for week two include identifying production level to maximize profits, explaining balancing fixed and variable costs, and applying economic cost concepts in making business decisions.

Seven elements of art essays

Seven elements of art essays There are seven elements that are used in art. These seven elements are line, shape, form, value, texture, space and color. These seven elements are used to help artists create beautiful work. In some pieces of art it may be difficult to recognize these elements, but if you look closely you can find them. Some artists only use some of the elements at a time instead of all of them at once. The first element of art is the element of line. Lines are continuous marks made on some surface by a moving point. Lines could be used to show different feelings and moods. Composition is how the elements are arranged. Horizontal lines make a piece of art seem like it is calm and peaceful. Diagonal lines are used to create a sense of movement and tension. Vertical lines create a sense of everything being in order. Horizontal and vertical lines both have different qualities in different pieces of art. The next element is the element of shape. When lines join together they form shapes. Some shapes are geometrical like squares and rectangles. All the shapes are not three dimensional or in other words flat. Shape is an area clearly defined by one of the other visual elements. They are limited to only two dimensions which are height and width. These two dimensions of shape distinguish it from form. The next element is the element of form. Form is a three dimensional shape. The form of a sculpture is symmetrically balanced. Forms consist of height, width, and thickness. Unlike shapes, forms are not flat. An example of form would be a sculpture. There are two important features to form, and they are mass and volume. Mass is a quantity or aggregate of matter usually of considerable size. Volume is the amount of space occupied by a three-dimensional object. The next is the element of value. Value is the lightness and darkness of a color. You can get different color values by mixing tints and shad ...

Last Time Consecutive Democratic Presidents Were Elected

Last Time Consecutive Democratic Presidents Were Elected Political analysts and Beltway pundits can debate the obstacles facing Democrats in the 2016 presidential election. But theres one inescapable truth facing the partys nominee, no matter if its Hillary Clinton or Elizabeth Warren or Julian Castro: Voters rarely elect someone from the same party for consecutive terms. â€Å"Mostly, the White House flips back and forth like a metronome. Voters just get tired after eight years,† the writer Megan McArdle wrote. Explains political analyst Charlie Cook: They tend to conclude that it is time for a change, and they trade the in party for the out party. In fact, since American politics evolved into what we know as the current two-party system, the last time voters elected a Democrat to the White House after a president from the same party had just served a full term was in 1856, before the Civil War. If thats not enough to scare of presidential hopefuls in the Democratic Party who want to succeed two-term President Barack Obama, what is? Last Democrat to Succeed a Democrat The last Democrat elected to succeed a Democratic president was James Buchanan, the 15th president and the only one ever to come from Pennsylvania. Buchanan succeeded President Franklin Pierce. Youd have to go back even further in history to find the most recent instance of a Democrat being elected to succeed a two-term president from the same party. The last time that happened was in 1836 when voters elected  Martin Van Buren to follow  Andrew Jackson. This, of course, does not include the four terms of Democrat Franklin Delano Roosevelt; he was elected to the White House in 1932 and re-elected in 1936, 1940 and 1944. Roosevelt died less than a year into his fourth term, but he is the only president to have served more than two terms. Why It's so Rare There are very good explanations for why voters rarely choose a president from the same party for three consecutive terms. The first and most obvious one is fatigue with and unpopularity of the president who is completing his second and final term at the time of the election for his successor. That unpopularity often sticks to the candidate of the same party. Just ask some of the Democrats who sought unsuccessfully to succeeded Democratic presidents including  Adlai Stevenson in 1952) Hubert Humphrey in 1968 and, most recently, Al Gore in 2000.   Another reason is distrust of people and parties who hold power for too long. The distrust of people in power ... dates back to the age of the American Revolution and the mistrust of hereditary rulers with no curbs on their powers, wrote the National Constitution Center. What It Meant in 2016 The rarity of presidents from the same party being elected consecutively is not lost on political analysts when it came to the 2016 presidential election. Many believed the success of Hillary Clinton, who was the most likely contender for Democratic nominee, hinged on who the Republicans chose. Opined the New Republic: The Democrats could benefit if the Republicans nominate a relatively inexperienced right-winger or someone who possesses the temperament of a high school football coach rather than a president ... If they opt for an experienced centrist in 2016  -   Florida’s Jeb Bush is the obvious example  -   and if the party’s right wing doesn’t demand he toe the line, they could stand a good chance of reclaiming the White House and of confirming Americans’ reluctance to keeping the same party in the White House three terms in a row.

Personal Reflection on Importance of Nursing Theory Research Paper

Personal Reflection on Importance of Nursing Theory - Research Paper Example Self-Care Theory can help Registered Nurses (RN) in practice, education, and in a research organization. The nurse theory can assist RN to explain, predict, and describe daily experiences that arise concerning self-caring or while caring for others. RN can be guided in assessing and evaluating favorable nursing cares essential for healthcare services and treatment. The theory can be used to collect data on the client's health status and be used by RN in making nursing decisions and implementing them. Nurses gain terminologies that are used in communication within healthcare organization or institutions. If registered nurses study the theory, they are capable of developing ideas and clearly define some words. The theory can assist RN to have autonomy of nursing by considering its functions of providing care to the patients and other people. Orem’s theory can assist me as a registered nurse in doing research on how to develop self-care behaviors in a hospital or health organization, as well as, amongst the public. Using her theoretical concept, I can generate new ideas, skills, and knowledge essential in advancing my career as a nurse. If a research is done appropriately, it is possible to identify knowledge gaps in Orem’s theory and provide a methodical approach to identifying questions for study. It can be done through selecting some variables, validating nursing interventions, and interpreting findings. Ideas can be borrowed from other disciplines for conceptual frameworks and assist nursing practice among the RN.