Goods Spend Analysis Report Essay Example for Free

Goods Spend Analysis Report Essay Gathering complete and accurate data of total goods spending requires the access to spend data from all relevant sources both within and outside the company. Good data cannot be collected when spend analysis is not supported by stakeholders including customers, suppliers, and internal clients. Step Two: Form a spend analysis team The company needs to realize that spend analysis is too critical to be assigned as an additional duty of purchasing department. A spend analysis team should be formed and dedicated to collect and analyze data and perform more strategic functions such as future spend forecast, budget review and adjustment, and program research. Step Three: Examine data quality and identify an effective data management process A considerable number of purchase orders or purchasing activities are not electronically transmitted in the company therefore the accuracy of purchasing records must be examined. In order to obtain complete, accurate, and consistent data, all stakeholders should identify an effective data/record management process to ensure accuracy. Step Four: Create a proper classification schema It’s very unlikely that the company will adopt an automated spend data management system designed for spend data extraction, cleansing and classification process. The spend analysis team will have to determine how to group spend data around distinct commodities with the concept of strategic sourcing in mind. Spend data should be categorized at the item level, providing visibility and allowing comparisons of detailed attributes across suppliers and commodities. Step Five: Implement spend analysis reports on a monthly basis The monthly spend analysis reports should highlight the top suppliers, internal customers, commodities receiving spend. Other reports addressing accumulated savings and process improvement should also be implemented and shared with other stakeholders for the purpose of involving them in advanced sourcing plans. Reporting will provide a high visibility into spending and help develop a cost-saving model to be used in strategic sourcing. Specific Key Triggers The company has a high percentage of single sourcing for direct commodities as they have signed contracts with the suppliers in Asia who manufacture different product lines for them. They have negotiated low rates for the products that will be manufactured and shipped to Canada and then directly distributed to customers (mainly retailers and gift stores). Since the company has a large customer base instead of a large supplier base, the key triggers to be considered for focus are high dollar value of direct goods or product lines, high dollar value of make-to-order for customers, high dollar value of indirect goods for internal customers, and high number of transactions of indirect goods for internal customers. Procurement Strategy and Spend Analysis All the products must pass safety and lead testing in Canada before selling and distribution. The procurement strategy the company currently employs is low cost with standard quality. The goods spend analysis recommended in this essay will work well with the company’s procurement strategy. It is true that the company is struggling to reduce costs and cut spending at all levels, however, they cannot afford sourcing products with lower quality as the spending on inspection and disposal will dramatically rise. In order to monitor and manage spending properly, strategic spend analysis is the only effective tool they can use to achieve the goal.

Observational Cinema And Forms Of Ethnographic Filmmaking Film Studies Essay

Observational Cinema And Forms Of Ethnographic Filmmaking Film Studies Essay There are many film styles which one can adopt to make an ethnographic film and observational cinema is one of them. Observational cinema includes direct and và ©rità © cinema which developed back in the 1960s. David McDougall was the most enthusiastic critical person when it came to observational cinema and also the most skilled person which used this type of ethnographic filmmaking. There are various implications when it comes to new technologies that anthropologists are still struggling with them till today. If it wasnt for the new technologies anthropologists would find it difficult to sync sound enabled documentaries because they really needed to show interactions in informal settings. Since, it never was possible to do so because an anthropologist needed a studio dramatization with fundamental fictionalization. This shows that there was a shift from the public to the private and also from the general to the particular. In the past, the pre-sync sound documentaries depended on a third-person commentary. The comments were used to contextualize the footage, to deliver the message and to elaborate sophisticated arguments captured by the anthropologist filmmaker. Commentary by the filmmakers was becoming to be seen as an unnecessary obstacle. This happened because when the viewers are watching a documentary with the natives speaking in their own native language, the editor has to cut certain comments and the meaning of the scene tend to be lost. Previous ethnographic films tend to combine the voice of the filmmaker with the voice o the film and also that in turn with voices film-as-text and the subjects in the film (McDougall David, 1998, pg5). Observational films are the most acknowledged from authors of ethnographic films, which hold on the traces of filmmaking in a form of documentary. Moreover, McDougall, points out that the know-how of understanding and viewing these types of observational films, is a very passive one which it shows the scene moving before you can notice it. This shows that the filmmakers view is important and challenging which is usually heard only through a voice. The 1960s and the beginning of the 1970s observational cinema, have given a new start for a style that is based on interviews, intercuts with archival or actuality footage. McDougall during an interview in the Film Teaching and the State of Documentary had used the same harmony sound of the new technology which had lead the way for observational cinema, both the early technology and the new technology are different in their character. When it comes to documentaries which are based on interviews, one notices the earlier style of observational filmmaking, which was going to takeover. Usually, in a standard dialogue, people are usually encouraged to say what they want and do, so that they can reflect what they had really experienced after a phenomenon. On the other hand, observational filmmakers, such as ethnographers, focus more on the life o the natives and how they actually live it, more like participatory observation. The person, who is doing the film, has to be sure that the saying or doing are drifting apart together. Somehow, the phenomenologist forgets that one should reflect on the person living his life rather than interpreting it. If certain scene have been staged for the camera, therefore they are not exactly real, may have similarities to those who act in the real self, but the final result wont be real. Observational cinema is more likely to think about the natives to get on with their own life when they are being observed rather than interrupting from their daily life. This type of filmmaking didnt want people to speak about themselves or to narrate their experiences especially when it is in front of the camera. David and Judith MacDougall influenced the ethnographic filmmaking even though through the years from 1970s onwards it continued to develop. Their films such as the African and the Australian films shows are still popular even today. Before this development in filmmaking, ethnographers didnt use subtitles when it comes to their documentaries, but the MacDougalls have introduced the subtitles in the ethnographic filmmaking rather than being talked over from the voice of the anthropologist. Subtitles had an important influence because the use of subtitles showed that the Non-Westerners, had also their intellectual lives, not as the Westerners used to think. As they used to shoot, MacDougalls still tied the natives to their physical and psychological limited perspectives. The aim of the film ethnographer is to capture the details through camera or photography but the fact that people are influenced by the presence of the ethnographer is rather an implication, therefore the ethnographer should have an aesthetic precision (McDougall David, 1998, pg9). There are various observation documentary films which reveal the real life which belong to a certain importance to journalism. This happens because in every society there is a public and political orientation. Now I will be discussing the implications they encountered during their practices with their new techniques in areas where tradition anthropology is enquired. From the start, David and Judith had their own ideas. They wanted to show the outline of every stage of their practice. The MacDougalls also wanted to show the differences they adopted from that of Jean Rouch, who altered the process of ethnographic exploration into a mystical or shamanistic journey, seeks to subvert the very kind of intellectual reasoning (Grimshaw, Ann, 2009 pg 122). Without any uncertainty, David MacDougalls writing reflects the recent cinematic ethnography development which they tackle realities of every day life of a particular society. Ann Grimshaw calls this technique as the metaphysic (Grimshaw, Ann, 2009 pg 122).. The work of David and Judith MacDougall will remain popular for their new way of observing things. Grimshaw tackles an epistemological perspective, where she argues that when someone questions something about knowledge needs to answer the question to its depth. The MacDougalls works such as films and writings are marked by a drive for clarity (Grimshaw, Ann, 2009 pg 122). Various anthropologists have searched for new methods to make documentary filming so that they can study Western societies. All they had to do was that they had to seek for something that renders things in their natural state, so that the film could make it to a larger audience. The method was that the ethnographer places him self as a filmmaker and therefore he views a certain type of ritual. The advantage of this method is that the ethnographers divided their methodological lines and observed while they also found the time to interact with the agency involved. On the other hand, Rouchs followers which are usually English speaking found it difficult to interact with the people of that particular society, unless an interview. Anthropologists by time started to adopt this observational filmmaking approach. The difference between certain other methods and this approach is that other methods tell very little to the audience and everyone can deduct his or her own story from the pictures seen. Films such as observational cinema involve people which they seem to be the owners of the wealth and effort of human experience (McDougall David, 1998, pg129). As a sort of implication the participants was seen as the co-conspirator in the filmmaking for not leaving the filmmaker out from his / her own film. This shows that the filmmaker gives much importance to the natives of the country rather than interrupting him/her self. When an anthropologist starts his or her research first s/he has to interact and then be accepted as part of that group. But when it comes to an anthropologist using the filming method, this builds a wall between the anthropologist and the natives because the anthropologist finds it difficult for him/her to show him / her self with the natives while being filmed unless there is someone else filming. Filmmaking doesnt leave much room for energy because all the energy is drained out with the camera so that the anthropologist can have an excellent result. This may lead for the anthropologist to reduce his or her participation with that society and therefore it is difficult for an anthropologist to recall whatever s/he has captured if not participated. Ethnographers are more likely to study non-Western Societies, which are very delicate to tackle and to study. The weakness of this situation is that since these societies are very weak, the ethnographer when it comes to film making should make him/herself as the recording instrument of history, which the pressure is on the ethnographer to weigh down the efforts to pursue more specific lines of inquiry (McDougall David, 1998, pg130). The situation leads the ethnographer to impersonate. Even though we, as spectators, are viewing people through the finalized film, as if they do not maintain anything on us, it is still up to us to understand whatever they mean by the things or rituals they make. Our situation combines a sense of immediacy with an absolute separation (McDougall David, 1998, pg130). With this observational method, the filmmaker is more likely to understand the meaning through a film or a picture rather than by understanding the meaning of the ritual by involving him / hers elf into the setting. The filmmaker became more of an eye of the audience, frozen into their passivity unable to bridge the separation between themselves and their subject (McDougall David, 1998, pg131). Films rather than tackling the abstract are more enthusiastic to tackle the specific, is deemed to be incompetent of serious intellectual expression. There are more than enough ethnographic films around which contains a doubtful interpretation, with a justification as a conclusion. Finally, Evans Pritchard also made a critique to Malinowski, where he stated that the themes are more than a descriptive synthesis of events. It is not a theoretical integrationthere is consequently no real standard of relevance, since every thing has a time and space relationship in cultural reality to explain everything else and from what ever point one starts on spreads oneself over the same ground (McDougall David, 1998, pg131). What Pritchard wanted to say was that it takes more from a descriptive observation to understand a situation; it takes to involve one self to understand what the meaning behind every situation is.

The perspective of family systems theory

The perspective of family systems theory Family systems theory views the family from a system perspective. Therefore, the family is seen as a complex organisation where the components of the system interact with each other to form a whole. The focus is on the connectedness, interrelations and interdependence of all the parts (Family-Systems-Theory, n.d., para. 3). In other words, the focus of theories and the resultant therapeutic approaches is the relationships between sub units that make up the family. These sub units are always examined in relation to the whole and the context within which they exist. Many family system theories exist but for the purpose of our discussion, I will be focusing on the Structural Family Theory and Bowen Family System Theory. General systems theory from which family systems theory originates will also be examined within an organisational context. The structural theory posits that the emphasis should be on contextual problems and solutions rather than an individual. It focuses on family interactions to understand the structure or organization of the family. The theory consists of three major concepts namely family structure, family subsystems and boundaries. The family structure represents the operational rules that govern the way family members interact with each other (Goldenberg Goldenberg, 2000, p.198). It provides an understanding of the patterns that develop over time within a family to allow it to maintain stable while existing in a changing environment (Goldenberg Goldenberg, 2000). Family structure is governed by two sets of constraints; generic rule and idiosyncratic rules. Generic rules dictate the hierarchical structure of the family, which structuralists believes is a part of all well functioning families. This hierarchy is reflected in the power and authority differential between parent and children and older siblings and younger siblings. Generic rules are also seen in the different roles played by family members within the hierarchy. The roles are usually complementarity, such as the role of the husband and wife, which, results in the members working as a team to carry out the required functions of the family (Goldenberg Goldenberg, 2000). Idiosyncratic or individualized constraints are specific to the family and involves the mutual presumptions of particular family members regarding their behaviour towards each other (Goldenberg Goldenberg, 2000, p.199). The family sub systems are hierarchically arranged and exist to support tasks necessary for family functioning (Goldenberg Goldenberg, 2000). The primary sub systems of the family are spousal, parental and sibling. The sub systems are defined by interpersonal boundaries and rules of membership which regulate the amount of contract with other subsystems (Goldenberg Goldenberg, 2000, p.170). The spousal sub system is considered the most important subsystem, due to the integral role it plays in the stability and flexibility of the family. Formation of the sub system occurs when two people marry and start a new family. The stability and survival of the new unit is dependent on the ability of the couple to negotiate difference, accommodate each other and develop complementary roles, which will meet the need of each person (Becvar Becvar, 2003). The additional of a child changes the spousal subsystem into the parental sub system, with both systems coexisting simultaneously. The skills and roles necessary for the maintenance and functioning to the spousal subsystem are still used but the focus is on parenting of the child throughout the different developmental stages (Becvar Becvar, 2003). The sibling subsystem is comprised of the child or children within the family. It provides the medium within which children first experience peer relationship that helps them to work out difference and support each other. They also learn to deal with the parental subsystem as they navigate relationship changes between the subsystems throughout their development cycles (Goldenberg Goldenberg, 2000). The final component of the structuralist basic tenets is boundaries. Boundaries provide invisible demarcation between individual and sub systems, they determine the amount and kind of contract between family members (Becvar Becvar, 2003, p. 177). Boundaries can be, clearly defined, diffused or rigid. These classifications are dependent on the flexibility of the boundaries. Clearly defined boundaries are considered ideal as they promote independence and freedom for the individuals while providing support by the family. Diffused boundaries are too flexible and result in blurred lines of demarcation between subsystems. This leads to what Minuchin describes as enmeshment, conversely rigid and inflexible boundaries lead to isolation or disengagement (Goldenberg Goldenberg, 2000). Another systematic family theorist was Bowen who posits his Family System theory. His theory is based on eight interlocking relationship concepts of differentiation of self, triangles, nuclear family emotional system, family project process, emotional cut off, multigenerational transmission process, sibling position and societal emotional process. Differentiation of self involves the ability to be emotionally separate from other family members and the ability to distinguish feeling processes from intellectual processes. The separation of feeling and intellectual process allows the individual to avoid displaying behaviour driven automatically by emotions (Goldenberg Goldenberg, 2000.p. 172). Triangles are three person emotional units formed to diffuse or reduce emotional tension in an individual or their relationships. Dyads naturally exist within the family and function well in times of low stress and anxiety. A dyad is inherently unstable especially in times of anxiety and tension and so either party will seek to bring some one else in, which will change the dynamics of the interactions between the persons involved. The triangle is more stable and tolerant of stress than the dyad (Goldenberg Goldenberg, 2000). The triangle is the smallest stable relationship unit in the family, which allows members to balance closeness and distances while experiencing the least amount of anxiety (Goldenberg Goldenberg, 2000, p.174). The nuclear family emotional system is multigenerational as individual repeat the martial choices and other significant relationship patterns learnt from their family of origin (Goldenberg Goldenberg, 2000, p.176) Family projection process occurs mainly in the father- mother- child triangle where parents transmit their low levels of differentiation on the most susceptible child (Goldenberg Goldenberg, 2000). The level of projection is directly correlated to the levels of differentiation of the parents and the stress or anxiety the family experiences (Goldenberg Goldenberg, 2000, p.178). This family projection process often results in Bowens fifth concept of emotional cut off. Emotional Cut off is the attempt by child or children who are the focus of the family projection process to create emotional distance between themselves and their family of origin (Goldenberg Goldenberg, 2000). The multigenerational transmission process involves the transmission of specific levels of differentiation over several generations (Goldenberg Goldenberg, 2000, p. 180). This transmission takes place largely through the nuclear family emotional system and the family projection process. The Sibling position concept resulted from Bowens expansion of Tomans research on sibling position. Toman (as cited in Goldenberg and Goldenberg, 2000) posit, some fixed personality characteristics are developed by children based on their birth order (Goldenberg Goldenberg, 2000, p. 182). Bowen saw interactions patterns between spouses as a directly relation to their birth order in the family of origin as well their functional position. Societal Emotional Process looks at how emotional systems govern behaviour on a societal level, promoting both progressive and regressive periods in a society (Bowen Theory, n.d., para.1). Similar to the family in times of chronic stress (e.g. depletion of natural resources) society tends to react on an emotional level instead of on intellectual determined principles (Becvar Becvar, 1999). There are elements of both theories that I agree with based on my beliefs system. Bowens mutigenerational transmission process I believe helps to explain some of the interactions and patterns that are repeated across generations such as absentee fathers and teenage pregnancy. His concept of differential of self could hold some of answers to breaking some of these cycles. In that, if individuals within a family were to become more differentiated they would have a more developed sense of self, which should be reflected in a greater display of restraint, and better life choices based on intellectual reasoning. However, Bowen theory seems to be focused on the operations of the nuclear family while the structuralist theory can be more contextual applied to Jamaican society where the interaction of subsystems and boundaries within the family has resulted in family structures such as the single parent, blended, large and three generational. The importance placed on the family interactions and its resultant effect on the behaviour of its members purported by both theories is a belief that I also share. I believe that many of the problematic behaviour displayed by individuals are connected to the family of origin. I also support the emphasis placed by Minuchin on the spousal subsystem within the family structure. The failure of couples to properly maintain this subsystem while effectively negotiating and developing the parental subsystem leads to dysfunction, which sometimes results in the break down of the family. My family of origin was not nuclear therefore; I believe that the structuralist theory is more applicable. In accordance with the structuralist approach, my family consisted of the parent and sibling subsystem with diffused boundaries within the sub systems. The diffused boundaries resulted in enmeshment as the boundaries between the sibling and parental subsystems become blurred. The enmeshment was probably supported by the fact that our mother was a teenager mother. The children crossed from the sibling subsystem into the parental subsystem to assume some of the responsibilities to help our mother who was a single parent cope with the economic hardships of raring two children by herself. The boundaries became very diffused and authority and decision-making became shared more and more as we (the children) reached adolescence. The result was that by the time we got to early adulthood the roles were reversed and the parental role was largely assumed by the younger child in the family. The enmeshment resulted in the family being very emotional fused which resulted in emotional overdependence within the family. The level of enmeshment was particularly high between my mother and her younger child such that when the younger child married, mom saw it as betrayal. She felt abandoned and had a hard time adjusting to the change. The structuralist theory sees the therapist role as very active with the results of therapy been largely dependent on therapist who is the major instrument of change. The therapist joins and accommodates the family while assessing the structure to understand how they deal with problems and each other. The interactions of the therapist with the family are aimed at helping the individuals to focus on the behaviour of all the members and not just the identified patient. It also allows the members to see that change can be achieved through their interactions. The therapist uses techniques such as enactment (family members act out a scenario within the family) and then uses it for boundary marking (realigning boundaries), unbalancing (supporting one member in order to unbalance the family equilibrium) and reframing the problems as a function of the structure (Goldenberg Goldenberg, 2000, p.216). The main aim is to understand the existing organization of the family and to reorganize the structure to bring about change in the interactions, roles and functioning of the family. Similarly, the family system theory sees the therapist role as being very important but for them the therapist needs to be more detached. According to Bowen, the therapist has to ensure that they were not triangulated with the family and are to see themselves more as coaches in the therapeutic process. The therapeutic process involves an assessment of the family history as well as a history of the presenting problem. Genograms are used to record family history over at least three generations to help the family understand the emotional processes in an intergenerational context. The therapist also uses process questions to assess the patterns of emotional functioning within the family. The aim of therapy is to help family members manage their anxiety, help to detriangulate where necessary and to increase differentiation of self. Techniques used in therapy such as process questions and I statements are aimed at helping members reduce their level of reactivity to teach others actions (Goldenberg Goldenberg, 2000). System theory is also applicable to organizations and organization consultancy. Fuqua and Newman (as cited in Lowman 2002, p. 98) In system thinking organizations are thought of as dynamic whole systems which are comprised of subsystems that interact in complex, multidirectional and reciprocal inter-relationships. They identified four major organizational subsystems namely purposive, operational, methodological and psychosocial. The dynamics of an organization system is such that there is a constant inter play of influences between the organization structure, human behaviour and the extra organisational environment (Lowman, 2002). Consultant psychologist use system theory to understand, assess and develop interventions of organizational system with a view to maximize the quality of human life, which includes productivity (Lowman, 2002). In trying to accomplish these objectives the consultant helps people see the wholistic view of the organization through gaining an appreciation of the patterns of inter relationship within the organization. The consultant using the theory in assessing an organization and planning interventions will not focus on individual behaviour but will instead focus on the psychosocial subsystem, which represents the human or behavioral aspects of the organization (Lowman, 2002, p. 99). A systematic view of organization utilizes the principle of wholeness and mutli-causality. Wholeness focuses in the fact that the individual interactions product a whole that is greater than the individual components. Multi-causality implies that several actions can result in one outcome and one solution can cause multiple effects (Moe Perera-Diltz, 2009, p.29). These principles emphasize the fact that the consultant has use non-linear thinking while focusing on the organisational processes at work (Moe Perera-Diltz, 2009). Along with considering the interdependence of the system parts and the effects of actions on the system, the consultant has to determine the type of system. Systems can be either open or close, however most systems are considered inherently open. Open system are characterized by constant reciprocal interactions between extra-organisation factors and the organization system (Lowman, 2002, p. 89). An open system is therefore more receptive to change compared to a closed system where the focus is on maintenance of the status quo. The consultant understanding of the type of system helps to determine the planned approach to implementing change in the organizations (Moe Perera-Diltz, 2009). Additionally the consultant has to consider the level of participation in the change process that is achievable. Inclusion broadens ownership of the issues and the proposed changes while exclusion can motivate persons to resist change and create a sense of isolation (Lowman, 2002,). The use of systems theory by the counseling and consulting psychologist within the family and organization to bring about change in the quality of life of the affected individuals and the resultant social systems that they are a part of is very important. It emphasizes the importance of the whole and not the individual parts and how the dynamics and inter dependence of the parts affect the system.

Sequels and phobias in The Return of the Soldier of Rebecca West :: Rebecca West

Times of war and peace: Sequels and phobias in The Return of the Soldier of Rebecca West. Rebecca West (1892-1983) was a prolific writer who tried every literary genre; journalism, literary critique, the short story and the novel. Her first novel The Return of the Soldier published in 1918 spans half a century of creative output culminated in 1966 with her last novel The Birds Fall Down. However, all her narrative is easily identifiable because of her unmistakable style, the structure of her novels, the topics she chooses and the coherence of her ideas about mankind and society. Subsequently, all her novels are psychological, historical and social documents depicting human behavior in a precise historical and social context. West synthesizes what she observes rooting her ideas in British literary tradition. Her keen critical eye is both penetrating and enlightening, for example, when in The Return of the Soldier, Margaret Grey appears poorly dressed daring to invade the Baldry mansion with her mud covered boots, while Jenny, the narrator, expresses crude feelings of resentment towards Margaret and her social group. The latter is represented: ‘... as the rich hate the poor, as insect things that will struggle out of the crannies which are their decent home, and introduce ugliness to the light of day’ (West, 1918, rpt.1984: 32)1. West’s literary reputation was revived in the 1980s with the disintegration of Yugoslavia. Her Black Lamb and Grey Falcon; A Journey through Yugoslavia (1941) brought her wide critical attention because this novel was the last of her efforts to understand the pre-war situation. Furthermore, it was central to West’s next book, The Meaning of Treason (1947), where she concentrated on the psychological characteristics of traitors and she wondered what caused these people to do what they did—for West, war fosters deception and betrayal. The final example of West’s interest in treason is her novel The Birds Fall Down (1966) which concludes with the deaths of both the traitor and the friend he betrayed and in The Return of the Soldier, a study of the sequels of war in human mind, the protagonist is betrayed by his family. In the aforementioned novel, West employs what at the time was an original device, amnesia from war trauma or ‘shell shock’ as well as an unusual perspective on war—that of those who waited at home. West tries to explore the reactions of three women to a returning soldier who, though married, remembers only an earlier love for another woman. In spite of its obvious literary quality, The Return of the Soldier proved to be a novel severely punished by critics.

Hawthornes Scarlet Letter - Rev. Arthur Dimmesdale and the Scaffold Scenes :: Scarlet Letter essays

The Scarlet Letter   - Dimmesdale and the Scaffold Scenes In Nathaniel Hawthorne's "The Scarlet Letter," there are three very important scenes that all take place at the town scaffold, a place of great shame in their strict Puritan society. These scenes represent the progression of Reverend Arthur Dimmesdale over the course of the story. Each scene involves him in some way and one can easily see that he has changed dramatically in all three. The first scaffold scene takes place in the very beginning of the story. Hester Prynne, a woman who has committed adultery and will not name the father of her child, is forced to stand upon the scaffold in shame for three hours in front of a crowd of people. Dimmesdale, who is later revealed as the father, openly denies his sin and even goes as far as telling Hester to "speak out the name of thy fellow-sinner and fellow-sufferer," in order to make sure that nobody suspects him. While the author doesn't make his guilt very obvious, he does give a few hints that suggest Dimmesdale does have some sort of hidden secret. In this scene, the Reverend shows his original strength of character, which he slowly loses over the course of the story. Seven years later, in the middle of the night, Dimmesdale finally admits to his sin while standing on the scaffold, just as Hester did so very long ago. It has been eating away at him all this time and feels that he also must be punished, though he cannot bring himself to confess publicly. He even brands his chest with the same letter "A" that Hester has been forced to wear upon her clothing to show that she is an adulterer. In the third and final scaffold scene, Dimmesdale finally reveals his secret to the public. And as "Pearl kissed his lips...a spell was broken," Dimmesdale conquers his guilt and dies right there on the scaffold with an open conscience. He also escapes

Behavioral Learning Theories Applied

Behavioral Learning theories Applied Education is quite the central focus in our current society. As the economy advances, education becomes of greater importance and our student’s future is strongly dependent on their educational opportunities. As many theorists have proven, there is no one way of teaching that targets an entire audience. Instead, every child has their own unique learning style that they respond best to. Any educator that takes on the responsibility of teaching must familiarize themselves with the different approaches so they observe the â€Å"No child left behind† act and fulfill their duty as a teacher. The many different approaches to learning include Behavioral, Social Cognitive, Information Processing, Constructivist, and Brain-based. The behavioral approach is concerned primarily with measureable and observable aspects of human behavior (Good & Brophy, 1990). Behavioral learning theories focus on the ways in which pleasurable or unpleasant consequences of behavior change individuals’ behavior over time and ways in which individual model their behavior on that of others (Slavin 2006). The emphasis is put on responses to experiences, especially reinforcement and punishment, as determinants of learning and behavior. The 4 prominent behaviorist and key players in the development of the behaviorist theory, that I like to relate to, were Watson, Pavlov, Thorndike, and Skinner. Pavlov’s main interest was physiology but it was the Classical Conditioning theory that made him so famous. Classical Conditioning is a learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus. Both Thorndike and Skinner- although differently expressed- delved into the formulation of Operant Conditioning. Operant conditioning is a learning methodology that occurs through rewards and punishments for behavior. An association is made between a behavior and a consequence for that behavior through operant conditioning. Skinner’s theory of Operant conditioning basically explains how we acquire our range of learned behaviors that we exhibit. If an individual’s behavior is immediately followed by pleasurable consequences, the individual will engage in that behavior more frequently (Slavin, pg. 137). The relationship between the behavior and its consequences is what later a learned behavior becomes. Skinner mentions reinforcement, punishment, extinction and rewards as the mechanisms for his theory. All of these responses have a time and place where its effectiveness is at its peak. Knowing our students, knowing ourselves, knowing the situation, and knowing what we want our outcome to be will help us determine which approach to use. As maintained by the above behaviorists, our behaviors change in accordance to the immediate reaction/consequence. These immediate reactions are the secret weapon that teachers should master for optimal success in the classroom. A teacher can observe and take note of the various responses her students respond best to. A teacher should constantly be asking herself â€Å"What serves as a motivation or reinforcement for this particular student to do well†? â€Å"Does the student utilize the Expectancy Theory†? The theory of motivation is based upon the belief that people’s efforts to achieve depend on their expectations of reward, or do they lean towards achievement motivation; the tendency to strive for success and to choose goal oriented, success/failure activities? There are countless responses that can work to motivate our students. Although some students seem naturally enthusiastic about learning, many need that extra motivational factor to help them with their studies. Psychologists define motivation as an internal process that activates, guides, and maintains behavior over time (Murphy & Alexander, 2000; Pintrich, 2003; Schunk, 2000; Stipek, 2002. ) As a student, I was often motivated to do especially good work when I felt the teacher doubted my capabilities. I practiced the quote â€Å"I do it because I can, I can because I want to, I want to because you said I couldn't†. That really pushed me to do well. It may have been a childish but it worked for me. Personally, I had a hard time doing well under reinforcements be it negative or positive. The lack of consistency and the time lapse between the action and response never worked for me. If I were to utilize a token system or any other system (I. E. praise, charts etc.. ) I would review the pros and cons very carefully. I feel that employing such methods carelessly can produce destructive results. Observing a second grade class, I noticed the teacher exercising very harsh consequences to eliminate behaviors. Indeed, her classroom was always spotless, and quiet. The student did not dare misbehave or not know their work for fear of punishment. Ultimately, these students lived in fear. They disliked the teacher, they disliked learning, and whatever they did learn was just to avoid punishment. Were they motivated to behave? Indeed. They were afraid of the consequences. Was the atmosphere an optimal learning environment? Most definitely not! It was at that point that I understood that employing Behavioral Learning Theories do not always produce favorable results. When I was a short term substitute teacher, I had the opportunity to visit many classrooms over the period of a few months. When I entered the classroom with an air about myself and dressed well, the students automatically received the initial dose of motivation to behave and to please. I then continue to hold their interest by teaching in an unconventional manner or in any way that they are unaccustomed to. Teaching unconventionally is fairly simple in one of the schools I substitute. The simplicity of the teaching style has not changed from 20 years ago. The teachers use the same old text-books, they practice â€Å"one teaching style fit all† methodology, just one teacher for the entire class, etc. When I enter a class, I ask them to rearrange their chairs so they are sitting in a semi-circle or in groups depending on the lesson. As the lesson continues, I try to avoid giving extrinsic motivation unless I feel the absolute need. I try to make the actual lesson the incentive. I praise after inquisitive questions and seem genuinely happy with correct responses. It’s an aura that a teacher needs to create that will infuse a sense of ‘wanting to do well’, most frequently by the desire to please. I have frequently observed many teachers successfully pair less desired behavior with desired behaviors for great results which is referred to as the Premack Principle (Premack, 1965). One incident stands out in my mind when a third grade teacher told a student that if he completes his homework, he will be able to remove his name from the â€Å"completed homework† sign outside the classroom. The teacher explained to me, that this particular student dislikes the fact that his name is up on the board, so she pairs doing homework with the favorable act of removing his name. Having his name on the board was supposed to be a reinforcement for doing homework, however Slavin mentions that if the behavior does not increase or decrease in frequency with the reinforcement than it is not necessarily a reinforcement (Slavin, 143). Behavioral Learning Theories are quite established and they are useful in changing behaviors. It is important to acknowledge however, that the theory has its limitation. Mainly, because of its focus on observable behaviors, other more abstract and conceptual learning remains unspoken. However, Social Learning theory helps bridge the gap between the behavioral and cognitive prospective (Slavin, pg 159). —————————————————————————————————————————— Appendix: 1)Slavin, R. E. (2006). Educational psychology: Theory and practice (8th ed. ). Boston: Pearson. 2)Premack, D. (1965). Reinforcement theory. In D. Levine, Nebraska symposium on motivation. Lincoln: Univeristy of Nebraska Press.

College Stress Essay

Jack’s heart pounds as he casts panicked looks around the classroom. He doesn’t recognize the professor, he doesn’t know any of the students, and he can’t even figure out what the subject is. In front of him is a test. At the very last minute his roommate awakens him. It’s only another anxiety dream. The very fact that dreams like Jack’s are common suggests that college is a stressful situation for young people. The cause of this stress can be academic, financial, and personal. Academic stress is common for college students. For many students, going to college is more than just attending classes and taking notes. They usually have a hard time understanding school guidelines and deciding what major they want to study. It is very stressful to read and understand all the school policies, especially the transfer instructions. It is even harder for student to make up their mind what major they should concentrate on. Choosing the right courses and making a schedule is another headache job that students have to go through. Students often find it very tough to decide what are the right classes to take that related to their major. It is also stressful to wake up in the morning and be one time for classes. Finally, preparing and taking mid-term and final exams are the most stressful time that student encounter for the entire semester. In a similar case to Jack, my friend, Som, who is a good student at City College, always gets nervous and stays up all night to study for his mid-term and final exams. Since, school requires students to maintain their GPA to a certain point in order for them to stay in school, passing the classes and getting good grades are one of the most concerning issues for a lot of students. In addition to academic stress, students often feel financial pressure. Most of the college students work part-time while attending college. They have more responsibilities than just maintaining their GPA. Paying for their school tuition and textbooks are the big two unavoidable expenses that they have to spend. Students often complain and feel frustrated about how much they have to pay for their textbooks and other materials related to their classes. Besides these expenses, students also have other financial responsibilities as well. Paying the rent, car payments and car insurance are stressful issues that students have to deal with. Like many other college students and myself, my girlfriend has to work two part-time jobs in order for her to have enough money to pay her bills. Buying clothes, movie tickets, gifts for friends’ birthdays are other pressures that students have to cop with while they are in school. Base on these expenses, it is pretty obvious that students must have some sort of incomes that they can rely on for the expeneses so that they can service in school and accomplish their dreams. Along with academic and financial worries, students also face personal pressures. For those who have a boyfriend or a girlfriend, they have to deal with their partner’s attitude and differences. For example, I have a friend who had a boyfriend when she was in college. She had to give up her time to go to a party with her boyfriend in stead of finishing up her assigments. She had to put up with his immature and jealous attitude who wanted her to tell him wherever she went. It was a personal stress for her that she had to put up with her boyfriend while receiving so much pressure from school. Getting along with their family members is a stressful thing to deal with if they live at home with their parents. For some they get homesick and miss their family members if they live far away from home. Another stressful thing for students is achieving their goals. They usually encounter pressure from their parents or relatives when asked when they are going to complete school. They are not sure if their achievements will meet their parent’s expectation. They afraid that they might not get a good job and make enough money to support themselves after they finish school. College students often encounter pressures and streeful situations while they are in school. Academic, financial and personal stress are not new to Jack, my girlfriend and my friend as well as many other students. They’ve experienced and are experiencing this pressures while they are working hard trying to make their dreams realized.