Psychology - Learning essays

Psychology - Learning essays There are many different kinds of ways that people and animals learn. People can adjust the way they learn to the different situations in which they are learning and what they have to learn. One form of learning is known as conditioning. Conditioning emphasises the relationship between stimuli and responses. The two types of conditioning found are Classical conditioning and Operant conditioning. Learning may occur in different ways. Psychologists have distinguished between different types of learning, these being Observational Learning and Insight Learning. Classical conditioning refers to a simple form of learning, which occurs through the repeated association of two or more different stimuli. Learning is only said to have occurred once a particular stimulus always produces a response which it did not previously produce. Classical conditioning involves an unconditioned stimulus and an unconditioned response, aswell as a conditioned stimulus and a conditioned response. The unconditioned stimulus is any stimulus, which consistently produces a naturally occurring, automatic response. The unconditioned response is a reflexive and involuntary response, which occurs as a result of the unconditioned stimulus. The conditioned stimulus is the stimulus that is neutral at the beginning of the conditioning process and does not produce the unconditioned response. But through repeated association with the conditioned stimulus, triggers the same response as the unconditioned stimulus. The conditioned response is the learned response that is b rought forth by the conditioned stimulus. The conditioned response occurs after the conditioned stimulus has been associated with the unconditioned stimulus. An example of classical conditioning is when a person walks past a certain house each day and every time is attacked by a large dog. They then associate that house with the dog and avoid walking past there again. In this example the ...

Los apellidos hispanos más frecuentes en EE.UU.

Los apellidos hispanos ms frecuentes en EE.UU. En la actualidad, 3  apellidos hispanos estn entre los 10  ms comunes de los Estados Unidos  y 6 entre los 15 ms frecuentes. Este dato no debe sorprender ya que hay ms de 57,5 millones de latinos en el paà ­s, conformando el 17,8 por ciento del total de la poblacià ³n. En este artà ­culo se enumeran cules son los apellidos latinos ms frecuentes, segà ºn datos del Bureau del Censo y, tambià ©n, su significado. A continuacià ³n se lista cules son los 10 ms comunes, sin importar el origen à ©tnico o racial y, finalmente, se incluye informacià ³n relevante sobre derechos de los nià ±os nacidos en Estados Unidos y documentos que sirven para acreditar su ciudadanà ­a. Destacar que para el Bureau del Censo, los tà ©rminos latino e hispano pueden utilizarse como sinà ³nimos y que para esta oficina del gobierno son latinas las personas con procedencia en: Argentina, Bolivia, Chile, Costa Rica, Cuba, Colombia, Ecuador, El Salvador, Espaà ±a, Estado Libre Asociado de Puerto Rico, Guatemala, Honduras, Mà ©xico, Nicaragua, Panam, Paraguay, Perà º, Repà ºblica Dominicana, Uruguay y Venezuela. Adems, para otras agencias del gobierno, los brasileà ±os tambià ©n estarà ­an incluidos en esta categorà ­a. Apellidos hispanos ms frecuentes en Estados Unidos Estos son los 10 apellidos hispanos ms comunes, segà ºn datos del à ºltimo censo de 2010, en orden de frecuencia empezando con el ms numeroso, con especificacià ³n entre parà ©ntesis del nà ºmero que ocupa entre los 15 ms frecuentes del censo total, que incluye toda clase de apellidos. Garcà ­a (6) Rodrà ­guez (9) Martà ­nez (10)Hernndez (11)Là ³pez (12)Gonzlez (13) Adems, se encuentran entre los 100 ms comunes: Pà ©rez Snchez Ramà ­rezTorres Flores Rivera Gà ³mez Dà ­az Reyes Cruz Morales Ortiz Gutià ©rrez Significado de Garcà ­a y Rodrà ­guez y otros apellidos hispanos   Garcà ­a es el apellido latino ms frecuente en USA. Se le atribuyen diversos orà ­genes y significados. Una de las interpretaciones ms aceptadas es que originalmente pudo significar oso. Lo que sà ­ es seguro es que ya aparecà ­a por escrito en documentos de finales del siglo VIII en lo que hoy es la provincia espaà ±ola de Navarra. En la actualidad es el apellido ms frecuente en Espaà ±a y es tambià ©n muy frecuente en Latinoamà ©rica. En concreto, en Mà ©xico es el tercero ms comà ºn despuà ©s de Hernndez y Là ³pez.   En cuanto a Rodrà ­guez, su origen se encuentra en el reino medieval de Leà ³n y significa hijo de Rodrigo. En Espaà ±a es el tercer apellido ms comà ºn, mientras que en Colombia ocupa el lugar nà ºmero dos, despuà ©s de Gonzlez. En Argentina, Chile, Mà ©xico y Venezuela es, tambià ©n, muy frecuente y en Repà ºblica Dominicana es el ms comà ºn. Martà ­nez tiene tambià ©n un origen medieval en Espaà ±a, pero se le atribuyen distintos puntos de origen. Significa hijo de Martà ­n. Las familias que lo llevan, al igual que ocurre con los apellidos que acaban en -ez, no tienen un origen comà ºn, aunque provienen del antiguo reino de Castilla. Hernndez sigue la misma dinmica que los apellidos anteriores, y significa hijo de Hernando.  Por su parte, Là ³pez significa hijo de Lope, un nombre que antiguamente era comà ºn y procede de la palabra latina Lupus, que significa lobo. Gonzlez y su variacià ³n Gonzales significan hijo de Gonzalo, un nombre muy frecuente en la à ©poca medieval en Espaà ±a. Pà ©rez quiere decir hijo de Pedro o de Pero. Esta à ºltima es la versià ³n aragonesa del mismo nombre. Por su parte Snchez significa hijo de Sancho. En su origen era muy comà ºn en los territorios que hoy son las provincias espaà ±olas de Cceres y Salamanca. Y Ramà ­rez significa hijo de Ramiro. Finalmente, Torres, el à ºltimo apellido hispano que se coloca entre los 50 ms frecuentes de Estados Unidos, tiene un origen distinto. Es decir, no significa hijo de, sino que est asociado con un lugar con torres. Este apellido en su origen est relacionado con poder. Cà ³mo es que hay tantos apellidos hispanos en Estados Unidos Sucesivos flujos migratorios a lo largo de la historia han cambiando notablemente la composicià ³n racial y à ©tnica de los Estados Unidos. En el caso de los hispanos, destacar que siempre ha habido presencia de latinos. Por ejemplo, Saint Augustine, en Florida, es la ciudad con ocupacià ³n continuada ms antigua en EE.UU. y es de origen espaà ±ol.   Adems, la poblacià ³n de origen latino aumentà ³ significativamente despuà ©s de la anexià ³n de Texas en 1845, la ganancia de los territorios del suroeste americano y California tras la guerra entre Mà ©xico y Estados Unidos de 1846-1848 y la toma de posesià ³n de Puerto Rico en 1898. Pero lo que est detrs del espectacular crecimiento en nà ºmeros de latinos en las à ºltimas dà ©cadas es el aumento de la inmigracià ³n procedente de Latinoamà ©rica que ha convertido a  los hispanos en la primera minorà ­a del paà ­s, superando a los  afroamericanos. Muchos de los latinos son nuevos inmigrantes que adquirieron primero el permiso de residencia por peticià ³n de un familiar, pero en la actualidad incluso ms son latinos que son  estadounidenses de nacimiento al haber nacido en los Estados Unidos que emigrantes En los casos de personas nacidas en el paà ­s, es importante obtener cuanto antes el certificado de nacimiento. Si bien es cierto que en en algunos condados, como sucede en el sur de Texas, los padres indocumentados estn teniendo muchos problemas para obtener este documento de sus hijos para acreditar la ciudadanà ­a del menor. Adems, hay que tener en cuenta que tambià ©n pueden surgir problemas en casos de bebà ©s nacidos aquà ­ cuando los paps tienen visas de turista. Pero el censo refleja un gran aumento en apellidos latinos no sà ³lo por esos dos motivos –inmigracià ³n y nacimientos– sino tambià ©n porque a diferencia de lo que era comà ºn en à ©pocas pasadas, los inmigrantes actuales prefieren conservar sus nombres y apellidos y no hacerlos anglosajones. Esto era comà ºn en todos los grupos de inmigrantes para intentar evitar discriminacià ³n y demostrar asimilacià ³n al nuevo paà ­s, pero en la actualidad es algo infrecuente Los 10apellidos ms comunes en Estados Unidos Para las personas interesadas, esta es la lista de los apellidos ms comunes, sean latinos o no, segà ºn datos del à ºltimo censo, que es el de 2010 porque en Estados Unidos se actualiza sà ³lo cada 10 aà ±os. Hay listados diferentes pero en este artà ­culo se ha utilizado ese listado oficial: SmithJohnsonWilliamsBrownJonesGarcà ­aMillerDavisRodrà ­guezMartà ­nez Curiosidades sobre latinos en Estados Unidos Es muy interesante conocer estas  7 aportaciones de los hispanos a la cultura estadounidense  o estas 10 curiosidades que pueden sorprender y entretener. Este artà ­culo es informativo. No es asesorà ­a legal para ningà ºn caso concreto.

Busi man Essay Example | Topics and Well Written Essays - 1500 words

Busi man - Essay Example The customers can stir the direction of the growth of an organization, and so it is up to the management and how the employees’ commitment to satisfy the customers, are being stressed and practiced that can ensure the upward direction in the progress of the company. Customer’s satisfaction is best achieved when there is conscious effort on the part of management to deliver the quality of service that the customers would expect. On the other hand, management should be well aware, that there are various kinds of customers. Naturally, they should cater only to the kind of customers who can bring about profit to the company. Those are the customers who have the capacity to pay the price of the services or products that will be made available to them and at the same time, they should look for the customers who are in need of the products that a company can provide. There are customers who go about complaining, but in reality, have no intention of letting go of their hard-ear ned money, unless they can haggle for the cheapest price. In this instance, it would be best that management is convinced that they are proud of the services that they can provide, and also best to remember that he who trims himself to suit everyone will soon whittle himself away . The most splendid achievement of all is the constant striving to surpass oneself and to be worthy of personal approval. Many times, management fails to satisfy the customers. This is where customers’ expectations come into play. The customers usually know what they desire in the services that they expect, and the perception of the quality of service that one company provides is relative, because customers differ from one another, and no matter how a company would try, it is simply impossible to please everyone. The customers would normally compare the products or services, based on

Risk Management Essay Example | Topics and Well Written Essays - 2500 words - 2

Risk Management - Essay Example Often, an infrastructural construction project involves a number of phases before final completion and transfer to the contract awarding authority. The phases include the appraisal phase, the design phase, the construction phase, and the operation phase. Although there are some cross-cutting risks across the phases, some are unique to each phase and hence it’s often important to independently review the risks in each phase. This paper addresses the risks likely to be encountered in each phase of an infrastructure construction project. However, before doing this, it is important to highlight the key steps involved in risk control process including risk identification, risk management, and risk response. Risk identification Risk identification involves determination of the risks are likely to impact on the project as well as documentation of the characteristics associated with the risks identified. This is not a one-time environment, rather it should be performed regularly and m ore especially through the whole project cycle. This is due to the fact that risks themselves are dynamic and change with time. Risk identification must be able to address internal as well as external risks. Internal risks are often within the projects control and as such can be eliminated or minimized through internal mechanisms. On the other hand, external risks are often beyond the project’s influence. Generally, there are a whole range of tools which can be utilized in risk identification including brainstorming, interviews, feedback from past projects, specialists use, and workshops, among others. Risk management This is a part as crucial as the risk identification itself. Often failures at this point can cost the organization lots of money and time. Risk management involves determination of the appropriate control tools as well as the appropriate responses towards dealing with the emerging or risks or their impact whenever they occur. Risk management involves risk quant ification where there is an evaluation of risks as well as the risk’s interactions as a means of assessing range of possible project outcomes. This is mainly aimed at determination of the risk events which warrant response. The process is often complicated due to a number of factors although not limited to how opportunities as well as threats can interact in unpredictable ways or a single risk event which constitutes multiple effects. Often it goes beyond simple mathematical expressions in order to attain precision and reliability. Risk response Determination of Appropriate Risk response techniques is crucial to successful control of the risks. A combination of management techniques are often employed in evaluation of the best methods suited the risk faced by infrastructure projects. These include risk reduction, retention of risk, and transfer of risk (Richardson, 2010, p. 23). Identifying appropriate risk management techniques therefore requires assessing of the interaction effects touching on a range of factors including safety, construction procedures and operations, financial decisions and strategic decision making. Risk reduction takes a two dimensional perspective. This includes reducing the likelihood or frequency of events occurrence and reduction of the consequences that an event is expected to have in case it takes place (Richardson, 2010). Risk transfer

Cuba and Argentina are in Latin America Essay Example for Free

Cuba and Argentina are in Latin America Essay Although both Cuba and Argentina are in Latin America, they still have differences in cultures and even in educational systems. Moreover, despite the fact that these two countries are close in terms of literacy rates (although Argentina is slightly higher than that of Cuba), the two countries have much differences in educational practices. In Cuba, the government subsidize education at all levels. This makes the education in this country extensively state-directed. A lot of public dispute and politics covers the education, being state-directed. The bulk of the tax burden of the people are mainly allocated for education. Education has been the top priority of the country when it comes to funding expenditures and extra projects. Cuba is praised for showing an extravagant and long-lasting effort to ensure the quality of education services that their youth receive. There is a free compulsory primary education for all Cuban children age 6 to 15. The government subsidizes even the higher education. However, this scenario also implies negative impacts. Since the government â€Å"trains† its youth, they also rate them according to their political beliefs. Students have their own â€Å"Cumulative School File. This is like a report card that goes beyond documenting academic standing. It is the record of the student’s political thinking. Anyone who has join protests against the government is hindered to have more opportunities of the higher education or universities. This is also applicable even for the employed people. Some of the students are expelled from school and others are dismissed from work for the employed ones. The control of the government over the people last in more or less a lifetime because this â€Å"report card† are updated. All of the students are expected to have the Marxist way of thinking towards the government and politics. On the other hand, Argentina government is less rigid when it comes to education. They also have the compulsory primary education for children ages 6 to 14 years of age. All children of these ages are mandated to attend the primary education that lasts 12 years. There is no longer compulsory education for the high school level although they could still have affordable high school education offerings. However, half of those who attended the compulsory primary education do not continue to high school. Yet, Argentina is still among the countries who have the most number of degree holders in relation to their population. These two Latin American countries are the same and yet different in a number of aspects in education. Indeed, both countries give importance to education. The government allot an adequate amount of resources to education. This is true since they even have legislated a law that could legalize a mandated primary education for Argentina and in all levels in the case of Cuba. Both are strict when it comes to age requirement for the grade levels. However, their approaches towards the implementation of quality education are different. In Argentina, students who have finished the primary education are allowed to choose in what school they will pursue. Moreover, they have the decision whether they would continue or stop schooling. The students and their family can choose among the various schools that are affordable. On the other hand, Cuba goes beyond the primary education. The government subsidizes education up to the highest level. However, the bearing is that it can decide for the future of the student. The student and his family should agree with the government in all aspects so that he or she could enroll in the best universities. The government does not only have the political power but also the power to have the youth favor to them. Now, if the students from these two countries migrate to the United States of America, they may have the same cultural adjustment problems. Both speaks the same language, and thus both may have the same learning and communication styles. The both may also have the same expected problems when they are brought to the US classrooms. Basically, the problems that may arise from the immigration of the students may be classified into three: intercultural communication, learning styles, and adolescence (Introduction to Immigration in US, 2001). In the United of States of America, government provides education for the people. It could either be on the federal, state, or local level. Because there is allotted budget for education, it is compulsory to avail these education benefits. Children from four to 18 years old are required to undergo the basic education. Moreover, formal education in the US is being held in public, private and home schools. The schooling is divided into kindergarten up to twelfth grade. There are many universities among the numerous states. The students from Cuba and Argentina are expected to have problems intercultural communication. This means not only their difference in language but also the differences in diverse cultures. This may be called a crash of culture or others termed this as â€Å"culture shock. † For example, in the US, the common form of greeting is handshake. On the other hand, in Cuba and Argentina, it is common to give hugs even among the boys, but in the United Sates, this form of greeting is given for those who are already closely related to each other. Another intercultural communication conflict may also be attributed to the differences in religion. The people of Argentina and Cuba relatively have different religion to the majority of the people in the United States. The Cubans and Argentineans are mostly Roman Catholic while the Americans are mostly Protestants. There may be some differences or even conflicts in religious practices and even celebrations. The second type of problem that may arise among the immigrating students is the differences in learning styles. The communication styles also differ from the two countries. People in the United States are a lot more direct in the matter of speaking than the two other countries. Moreover, noises in the American classroom setting are common. This may be distracting to the Cuban and Argentinean students who are used to formal and quiet classroom setting. The third issue is the adolescence of the students. Adolescents struggle with identity issues. This process may be more difficult and complicated for the students who have migrated. They may try to cope with these differences and tend to cover or set aside their own culture. This may cause emotional and social chaos to the student. Statement Prompt The main difference between the education in the United Sates and the education in Argentina is that the former has longer basic education. In Argentina, the compulsory basic education lasts until the student is 14 years old while the basic education is compulsory until the students in the United States are 18 years of age. The basic education in US involves more grade level and classification. More often than not, after the long basic education, the students are qualified to work. Many of the students in US work while studying in college. The long basic education aims to make the students independent and included in the working force of the state. Nevertheless, these problems may be adequately addressed. There are recommendations to smoothen the learning and coping process of the students. First, the teacher has to be aware of the differences of culture among the diverse types of students in the class. The teacher should have the initiative to lessen the crash of culture among the students. He or she should have adequate knowledge about the nature of the immigrant students. This is not to encourage them to change but to let them preserve their culture in their very rights (Introduction to Immigration in US, 2001). Moreover, the teacher should also help the student to have faster English-learning process. He or she should encourage the students to speak English in and even out of the class. Although he is not the student’s English teacher, he should still be patient to talk the student. Lastly, the family of the immigrant students should also be acquainted to the educational system in the United States. â€Å"New comer† programs are effective to encourage the students and even their families to participate more in the school programs. This will make them trust that the school can help the child regardless of the differences in culture. There should be trainings about language skills, work skills and even cultural adaptations program especially for the students. Reasons for immigration may be different but the adaptation that needs to be done may be the same. The differences in culture may be settled in effective communication. Although there are also differences in manners of communication itself, compromising is universal to resolve conflict: crash of culture for this matter. The educational systems may also be different but the goal of education is universal too, learning, knowledge and may be wisdom are the goals of the people who avail education. Reference: Introduction to Immigration in the United States. 2001. Northwest Regional Educational Laboratory. Available at: http://www. nwrel. org/cnorse/booklets/immigration/5. html#overall

Creation and Destruction in A Clockwork Orange Essays -- Clockwork Ora

Creation and Destruction in A Clockwork Orange In the novel A Clockwork Orange, Anthony Burgess shows his readers a society in which pure destruction seems to reign supreme. The lead character, Alex, and most members of his generation, spend their evenings recreationally beating passersby, having small but brutal gang fights, and generally destroying both property and people. Yet these images and instances of destruction constantly interact with images of art, of things created, usually thought to be the diametric opposite of such violence. Indeed, over the course of the novel, creation and destruction become almost indistinguishable. The motivations for creation and destruction are more important to the novel than the distinctions between the two. Alex and his three droogs, Pete, Georgie and Dim, commit many acts of violence in the first five chapters, vivid and graphic enough that even Burgess admits in his introduction that "my intention in writing the work was to titillate the nastier propensities of my readers" (Burgess ix).1 The crimes are always committed with a certain theatricality, giving Alex’s narration the tone of an artist’s pride. The "maskies" that the four wear are not only "real horrorshow disguises," but also provide dramatic effect (153). It is ars gratia artis (art that comes purely out of a desire to create art), as Alex does not cite any motivation for his violence besides the fact that he derives pleasure from it, and these four perpetrators consider their violence art. Alex’s repetition of "O my brothers," particularly in the more grueling scenes, gives the novel the feel of one of Rudyard Kipling’s Just So Stories,2 a creation myth. Both the manner of telling the tales a nd the tales themse... ... Alex eventually grows up. Violence, at the end of the novel, ceases to be his most desired form of creativity. Alex is ready to put his energies elsewhere. "At eighteen old Wolfgang Amadeus had written concertos and symphonies and operas and oratorios and all that cal, no, not cal, heavenly music" (189). The Ludovico technique that would have destroyed Alex would not have been something he could outgrow. A Clockwork Orange blurs the lines between creation and destruction, to the point where distinctions between the two become almost irrelevant. What is important to Burgess is the motivation behind each, and the ability of characters doing either, or both, to change their ways. Works Cited 1) Anthony Burgess, A Clockwork Orange (New York: W.W. Norton and Company, 1986). 2) Rudyard Kipling, Just So Stories (New York: Doubleday and Company, 1974).

Montage Hotel

What a great opportunity it was to visit a marvelous garden at the â€Å"Montage Hotel† in Laguna Beach. The garden stretches around 700 feet long and 60 feet wide on the west side of the Hotel by the Pacific Ocean. The garden is elevated around 50 feet above the ocean with a spectacular 180 degrees view. Looking around flowers could be seen all over the place as colorful as a rainbow Including all deferent bright colors pink, red white & yellow. The pink and red flowers have petals that flip around each other In a beautiful rose form as the size of a strawberry.The white and yellow flowers are made up of 5 petals and are the size of marshmallows. Palm trees with green leaves hanging are all over the place around 20 of them ranging from 10 to 15 feet, The grass looks like green a velvet carpet so thin and fine, and It Is stretched In areas around the concrete walk ways. The walkways are Like 5 feet wide and they curve with the natural ground edge parallel to the ocean. Brown w ood benches overlooking the ocean invite to sit and enjoy the scenery their size is around 6 feet long and 2 feet wide.The benches consist of high grade outdoor street furniture with premium hard brown wood, contoured and supported by a gallivanted steel frame. People are sitting on them and enjoying the beautiful ocean scenery that is such a joy and can have enough of. A pergola decorates one of the seating areas overlooking the ocean; it is made out of brown wood. The pergola is situated in three sections with half hexagon shape. Each section is around 5 feet long and 3 feet wide. The Ocean is deep blue and seems to sparkle like diamonds. The waves gently move with the south west breeze.The sand is as shiny as gold and it is very smooth and light. Walking on the sand feels like a butterfly flying all over. Brown chestnut rocks elevate in some of the areas near the water it looked like a perfect hill for hiking but there is a sign, placed by the city environmental section, prohibit ing any tress passers to preserve this precious rock. Walking along the beach the bright sun covers the area with an invisible blanket of warmth. The sun displays a beautiful portrait of red orange and yellow colors, especially during the outstanding breath taking sunset.These rays spread through the blue skies like strong threads of wool as they made the sky a mystery of colors all mixed together to give the picture perfect landscape. As the sun starts to sit on the water it begins to melt and sink in the ocean behind gimps of Catalina Island. No matter how strong sensory Images are used to describing this master piece Garden, words can't describe the actual beauty of this place. It Is Indeed a piece of Heaven on earth. Montage Hotel By mausoleum be seen all over the place as colorful as a rainbow including all different bright colors there in a beautiful rose form as the size of a strawberry.The white and yellow feet. The grass looks like green a velvet carpet so thin and fine, an d it is stretched in areas around the concrete walk ways. The walkways are like 5 feet wide and they People are sitting on them and enjoying the beautiful ocean scenery that is such a Joy and can't have enough of. A pergola decorates one of the seating areas overlooking gimps of Catalina Island. No matter how strong sensory images are used to place. It is indeed a piece of Heaven on earth.

The Application of Vygotsky’s Theory to the Design

2. Why does learning require disequilibrium according to Piaget? Provide an example of how teachers can create discrepant events. 3. What is the Zone of Proximal Development in Vygotsky’s thought? Do you think it is a good model of learning? Why or why not? The Application of Vgotsky’s Social Development Theory to the Designing of a School Curriculum Christina Nardone: 102150672 Educational Psychology 02-46-324-01 Assignment A: Conceptual Comment University of Windsor Instructor: Anoop Gupta October 1st, 2012Lev Vgotsky’s theories have become central to understanding cognitive development and have influenced many research initiatives in the past couple years. Social interaction and culture are thought to be the back bone of learning in his theory of social development, where he argues that social learning tends to occur before development (McLeod, 2007). This theory is one of the foundations for Constructivism, which can be defined as an active learning process, in which new knowledge is built on previous knowledge (Hoover, 1996).An important component of social development theory is the Zone of Proximal Development (ZPD). It has been defined as â€Å"the distance between the actual developmental level as determined by independent problem solving, and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers† (Vygotsky, 1978, p. 90). According to Vygotsky, learning occurs in this zone.Scaffolding is a technique related to the ZDP in that the adult or peer adjusts their level of help to the learner depending on their performance in the task. (Young, 1993). These components of social development theory would be useful in designing an educational curriculum. Schools should retire the instructional approach to teaching and adopt a more interactive approach so that students can be actively involved in their learning. Incorporating scaffolding techniques to th eir lectures would be beneficial as well as adding some collaborative learning tasks with their peers.The focus of learning should be on how well students have developed their problem solving skills, not just how much information they have learned. Also, testing and assessment should take into account the zone of proximal development; two children could have the same actual levels of development but different potential levels of development, which one child could be more capable than another child in completing many more complicated tasks. Works Cited Hoover, W. A. (1996, August 3rd). The Practice Implications of Constructivism.Retrieved September 30th, 2012, from SEDL: Southwest Educational Development Laboratory: http://www. sedl. org/pubs/sedletter/v09n03/practice. html McLeod, S. (2007). Lev Vgotsky. Retrieved september 30th, 2012, from Simply Psychology: http://www. simplypsychology. org Vygotsky, L. (1978). Mind in Society: The development of higher psychological processes. Ca mbridge: Harvard University Press. Young, M. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41 (1).

Women In Ancient India essays

Women In Ancient India essays In ancient India, women occupied a very important position with, in fact a superior position to, man. Literary evidence suggests that kings and towns were destroyed because a single woman was wronged by the state. For example, Elango Adigal's Sillapathigaram teaches us Madurai, the capital of the Pandyas was burnt because Pandyan Nedunchezhiyan mistakenly killed her husband on theft charges. Valmiki's Ramayana teaches us that Ravana and his entire clan was wiped out because he abducted Sita. Veda Vyasa's Mahabharatha teaches us that all the Kauravas were killed because they humiliated Draupadi in public. To instill such high ideals in humankind, Indian ancestors created a plethora of godesses who enjoyed equal status with their husbands. The concept of Ardhanareeshwarar, where God is depicted as half-man and half-woman, is a concrete example to support this argument. In many philosophical texts God is referred to a Tat, meaning It and that God is beyond gender. And, one would find a comparable Godess for each God. Further, we know for a fact that ancient India was permissive; women could have multiple husbands, widows could remarry, divorce was permitted for incompatability or when estranged. In contemporary India, women occupy a paradoxical status. On the one hand, there are godesses featuring in the "Hindu" pantheon and revered by men. On the other, some wives are burnt because they did not bring enough "dowry" (the horrible institutionalized and illegal practice of expecting the woman's parent to provide a large purse to the groom); women are victimized by powerful local political figures and their family; some women are abducted by rich youths with impunity; and there are credible stories of female infanticide in rural India. Surely, these cases are not the norm. Nevertheless, it is horrifying to see that they happen. Some may argue that these incidences no way compare to the domestic violence rate i ...

Admission College Essay Help

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Economonics Competition Policy in the UK Essay Example | Topics and Well Written Essays - 2000 words

Economonics Competition Policy in the UK - Essay Example This was a system that moved between, and mixed up; form and effects-based approaches with almost reckless dump. In United Kingdom, two main acts of legislation - the Competition Act of 1998 and the Enterprise Act of 2002 - have brought the EC's prohibition system to the UK, altered the name of the old Monopolies and Merger Commission to the Competition Commission and given it new powers. For example, they have criminalized price-fixing, created a specialist appeal and review court for anti-dependent cases and eliminated the old "public interest test", replacing it with a narrower, effects-based "substantial lessening of competition" test. At the same time, the two major competition policy bodies in the UK - the Office of Fair Trading and the newly renamed Competition Commission - have expanded, developed new areas of expertise and, possibly most adventurous of all, they have both been put into the hands of professors of economics. Competition is basically a practice of rivalry between various organizations, each of them is looking for to succeed customer's business. This competition may take place in a variety of behaviors - some firms try to win on cost, some spotlight on raising the worth of presented products or services, while still others use entrepreneurial dexterities to build up new products or services (J. Sloman, 2003). ... evel of overheads, a range of product contributions will arrive at the marketplace that bouts the heterogeneity of customer requirements and flavors, and the pace of advances will be great (J. Sloman, 2003). Significantly executives in such marketplaces have only restricted power over their settings (J. Parkin, et. al., 2004). They regularly have to do something when they are not prepared for it; they every so often require doing things rapidly and not competently than they believe that they must be done. The continuous go-getting between competitor organizations in a cutthroat marketplace can occasionally cause some misuse and doubling-up, and the entire thing frequently appeared to produce a somewhat messy thing (J. Parkin, et. al., 2004). Many executives, though intellectually and sensitively dedicated they are to challenge, recognize that they can perform better. For them, rivalry is not only strenuous, it is also wearisome. And certainly earnings are fairly harder to make in such marketplaces than they are in monopolistic marketplaces (K.A. Crystal and R.G. Lipsey, 2004). For example, a most prominent case of Tesco who monopolizes the retail market in UK, in spite of having an obvio us monopoly with 30% of the marketplace (a monopoly is defined normally as above 25%), its growth has gone unchecked by Competition Commission. The profits of 2bn have been at the outlay of farmers and other contractors who have had to tackle deteriorating prices, and small stores losing theirs local marketplace shares. Tesco is now a largest retailer with more than 2,300 stores globally. That could simply wash out some corporations' earnings, which consecutively could have grave effects for their share value, and might even make them defenseless to the take-over. Such as, under the