Latent Learning in Psychology and How It Works

Latent Learning in Psychology and How It Works Theories Cognitive Psychology Print How Latent Learning Works According to Psychology By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on February 20, 2020 Klaus Vedfelt / Getty Images More in Theories Cognitive Psychology Behavioral Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology In psychology, latent learning refers to knowledge that only becomes clear when a person has an incentive to display it. For example, a child might learn how to complete a math problem in class, but this learning is not immediately apparent. Only when the child is offered some form of reinforcement for completing the problem does this learning reveal itself. How Latent Learning Works and Why Its Important Latent learning is important because in most cases the information we have learned is not always recognizable until the moment that we need to display it. While you might have learned how to cook a roast by watching your parents prepare dinner, this learning may not be apparent until you find yourself having to cook a meal on your own.   When we think about the learning process, we often  focus only on learning that is immediately obvious. We teach a rat to run through a maze by offering rewards for  correct responses. We train a student to raise his hand in the class by offering praise for the appropriate behaviors.   But not all learning is immediately apparent. Sometimes learning only becomes evident when we need to utilize it. According to psychologists, this hidden learning that only manifests itself when reinforcement is offered is known as latent learning. How Was Latent Learning Discovered? The term latent learning was coined by psychologist Edward Tolman during his research with rats, although the first observations of this phenomenon were made earlier by researcher Hugh Blodgett. In experiments that involved having groups of rats run a maze, rats that initially received no reward still learned the course during the non-reward trials.?? Once rewards were introduced, the rats were able to draw upon their cognitive map of the course. These observations demonstrated that learning could take place even when an organism does not display it right away. Examples   Consider, for example, your knowledge of various routes in your hometown. Every day you travel a variety of routes and learn the locations of different businesses in your town. However, this learning is latent because you are not using it most of the time. It is only when you need to find a specific location such as the nearest coffee shop or bus stop that you are required to draw on and demonstrate what you have learned. Observations   In his book History of Psychology, author David Hothersall explained that while there was initially some controversy surrounding the phenomenon, numerous researchers also reported that lab rats did learn in the absence of rewards.?? This notion challenged much of what the behaviorists believed, which was that learning could only occur with reinforcement. As a result, some of the more entrenched behaviorists suggested that there must have been some sort of reinforcement present during the non-reward trials, even if that reinforcement was not immediately obvious. Research has demonstrated that the latent learning phenomenon is, as Hothersall explained, reliable and robust. Rats placed in a maze may learn the route they need to follow to obtain a food reward, but research has also demonstrated that the rats also learn the entire maze as well. How do investigators demonstrate that this latent learning has taken place? When experimenters block the learned route, the rats will then use the next shortest path to get to the food. In order to do this, the animals learned the rest of the maze as well, even if such learning occurred without reinforcement. These findings suggest that learning occurs as we go, often by accident, but not just because of incentives and rewards.?? So how does such latent learning take place? Some experts suggest that simply satisfying our curiosity often serves to reward learning. Latent learning correlates with many higher-level mental abilities, such as problem-solving and planning for the future. If students learn something now, they may be rewarded in the future with good grades, a high GPA, and acceptance to the college of their choice. The rewards of this learning may not be apparent or immediate, but this learning may take place in anticipation of a reward later on down the road.

Earning a Masters Degree in Health Care Online 2019

Online colleges show in their academic program designs that they are very much aware of the evolving health care marketplace. As managed health care has evolved, large bureaucracies have appeared in the form of HMOs and large health care provider groups which require people with business management skills. There is also general recognition of the changing requirements in the marketplace. Management positions where a bachelors degree in health care once sufficed now require a masters in health care. In similar fashion, mid- management positions such as medical office management are often filled by people with bachelors degrees when an associates degree in health care fit the bill not long ago. Online schools stay on top of these trends and many of them have counseling services that can help you define what the educational needs are for the job you are seeking. Because of the changing job market, there are a large number of professionals in the health care industry who are going back to school. These are individuals who wish to move up the management ladder and need the degree to carry along with them. Most of these people have some college education behind them. It is in the online colleges that this sort of mid-career adjustment is accomplished most easily because the schools are geared for it. .uc84fc967cae5e557e6185fc01780e94d { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .uc84fc967cae5e557e6185fc01780e94d:active, .uc84fc967cae5e557e6185fc01780e94d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .uc84fc967cae5e557e6185fc01780e94d { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .uc84fc967cae5e557e6185fc01780e94d .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .uc84fc967cae5e557e6185fc01780e94d .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .uc84fc967cae5e557e6185fc01780e94d:hover .postTitle { text-decoration: underline!important; } READ Why College Students FailThe goal of the online college is to get you positioned where you want to be in the job market or the professional ranks as efficiently and quickly as possible. A masters degree obtained through an online college will be completed much quicker than it would on campus and can be done during the hours of your choice. Online schools are also experts in the field of transferring college credits, in order to minimize the requirements for repetition of core courses taken long ago. The most comprehensive online masters program in health care administration might be at University of Phoenix Online. Their degrees are designed to incorporate both business essentials and modern medical trends into their courses of study. Below are University of Phoenix Onlines masters degrees in health care management: Master of Business Administration/Health Care Management Master of Health Administration Master of Science in Nursing Master of Science in Nursing Nursing/Health Care Education Master of Science in Nursing/Integrative Health Care Master of Science in Nursing/Master of Business Administration/Health Care Management Master of Science in Nursing/Master of Health Administration .u8c0ef9238feb5b1f9769a488b777b42c { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u8c0ef9238feb5b1f9769a488b777b42c:active, .u8c0ef9238feb5b1f9769a488b777b42c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u8c0ef9238feb5b1f9769a488b777b42c { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u8c0ef9238feb5b1f9769a488b777b42c .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u8c0ef9238feb5b1f9769a488b777b42c .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u8c0ef9238feb5b1f9769a488b777b42c:hover .postTitle { text-decoration: underline!important; } READ Criminal Justice Associate Degree Online Excellent Opportunities for Women in CorrectionsYou can see the mix of medical and administrative skills woven into some of these degree programs. Mixing medical training and management skills is going to be a vital part of future management roles in health care, according to the U.S. epartment of Labor. Other online colleges also offer excellent curricula in health care management. Capella University has a masters degree in health care management available online. Kennedy- Western University offers both a masters and a doctorate in health administration. Specific areas for their masters degree include managed care, marketing, policy analysis, quality management and advanced financial management systemic processes. In the business of managed care, a masters in health care administration will move you into a rapidly growing job segment in a rapidly changing field. Related ArticlesOnline Degrees In Healthcare AdministrationGetting Started With a Career in BusinessAttaining a Health Care Management Masters DegreeAdvanced Degrees in Health CareOnline Colleges For Health CareGetting Your Health Care Management Education .u90ae927dec206d0043a660d49a3613c6 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u90ae927dec206d0043a660d49a3613c6:active, .u90ae927dec206d0043a660d49a3613c6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u90ae927dec206d0043a660d49a3613c6 { transition: background-color 250ms; webkit-transition: bac kground-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u90ae927dec206d0043a660d49a3613c6 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u90ae927dec206d0043a660d49a3613c6 .postTitle { color:#000000; text-decoration: underline!important; font-size: 16px; } .u90ae927dec206d0043a660d49a3613c6:hover .postTitle { text-decoration: underline!important; } READ Oklahoma Colleges and Universities Pursuing Online and Campus Based Education in Oklahoma, the Sooner State

Foreign Direct Investment Vs. The United Kingdom - 1985 Words

The Turkish government has fought the Kurdistan Worker’s Party (PKK) for the last thirty-two years. The conflict has claimed countless thousands of lives, and caused more than 300,000 to go homeless following the destruction of their villages (MandÄ ±racÄ ±, 2016). Despite these atrocities Turkey’s economy has steadily grown, though at a slower rate than otherwise would be possible. Turkey has a highly diversified economy with strong sectors including agriculture, automotive production and shipbuilding. Turkey trades with neighboring countries including the U.S. and the United Kingdom, although there is a sizeable trade imbalance. Foreign Direct Investment figures are rising. Turkey has enjoyed support from the U.S. since the 1950’s and has partnered with the US militarily most notably in Afghanistan. Turkey has strong allies in the Gulf Cooperation Council (GCC) and the European Union (EU). Tipping the scales downwards is Turkey’s vision of itself. It s eeks to create a version of democracy marked by intolerance of Kurds. It is the most serious problem Turkey faces. On the 24th of August 2016, Turkish forces launched a limited-scale ground invasion into Syria to support the Free Syrian Army (FSA) and halt the taking of the border town of Jarabulus by Syrian Kurds. The resistance encountered was minor: ISIS fighters did little to resist likely due to technological overmatch. The majority of the fighting was reported to be against the Syrian Kurds. This incursion appeared to beShow MoreRelatedThe Last Major Overhaul Of Theu.s Tax Code1154 Words   |  5 PagesTax Reform Act of 1986. President Ronald Regan’s Treasury Department proposed a tax-neutral reform with the definitive duty of simplifying the overall code. However, the absence of any reform since then greatly reflects the United States current condition, in that â€Å"The United States provides a good example of an uncompetitive tax code† (Pomerleau Lundeen, 20 14). 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The type of government the UK has is a constitutional monarchy, which is aRead MoreCase Study : Global Management Perspective2019 Words   |  9 Pagescapital to give to the United States and other nations that are friendly with the United States through defense contracts. The reason that I picked this business is that its involved in many different global markets and the unusual type of business it was seemed interesting to research. After doing research I’ve found that CACI is a very successful business and it’s a very interesting not typical business. CACI International is a business that operates by getting United States contracts. CACIRead MoreIB COURSE NOTES - CHAPTER 13265 Words   |  14 Pagesbusiness? 2. What are the key concepts in international trade and investment? 3. How does international business differ from domestic business? 4. Who participates in international business? 5. Why do firms internationalize? 6. Why study international business? 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MNCs operate in a global market, buying/selling/producing in many different countries. For example, GM sells cars in 150 countries, produces cars in 50 countries, so it has to deal with hundreds of currencies. What are the mechanicsRead MoreInternational Monetary System5858 Words   |  24 PagesINTERNATIONAL MONETARY SYSTEM MULTULATERAL DEVELOPMENT BANKS Meaning International Monetary System refers to the system prevailing in world foreign exchange markets through which international trade capital movements are financed exchanges rates are determined. MNCs operate in a global market, buying/selling/producing in many different countries. For example, GM sells cars in 150 countries, produces cars in 50 countries, so it has to deal with hundreds of currencies. What are the

Principles of Assessment in Lifelong Learning Free Essays

Principles of assessment in lifelong learning Task A part a The assessment process is a vital part to teaching in the lifelong learning sector. All assessment requires the collection and recording of evidence of student learning. There are many aspects to assessment which will begin from the point of the leaner completing their initial application form. We will write a custom essay sample on Principles of Assessment in Lifelong Learning or any similar topic only for you Order Now The principles of assessment come under three different headings, Initial assessment, formative assessment and summative assessment. Each of the assessment criteria come with specific outcomes for the learner this will assure the learner is getting the best possible outcome to their learning. Looking at figure 6. 1 Gravells, A (pg112) assessment cycle as shown below The initial assessment will be the crucial part of the learning journey. This will provide the relevant information needed to decide the leaner’s starting point. It is the level from which the learner’s progress and also achievement can be calculated. As stated by Green, M. (2003) â€Å"Initial assessment needs to be done with learners rather than to them. It should be of benefit to learners and help them feel positive about themselves and their potential to learn. Initial assessment may start with establishing the learners, interests, aspirations; experience and motivation or it may be part of a â€Å"getting to know you† activity in induction. It allows you to look at the learning styles which are relevant to each learner. Whatever method you choose it needs to be flexible and should reflect the nature of the learner. From using a range of assessment methods it will enable you to summar ize the learners starting point. Whichever method is chosen, it is important that initial assessment contains some form of skill/knowledge assessment which can be validated by the tutor. The initial assessment will allow the planning for any other services which may be required to assist the learner. It is essential that all interaction which takes place with the learner on the initial interview is recorded, this is done for the protection of the learner also the tutor can refer back to any conversation which has taken place. The recording of information will make sure the learner is on the correct course at the correct level, the learner actually wants to access the course. Planning for the assessment is basically you and your learner agreeing on which type and which methods of assessment are suitable. This will vary from learner to learner as they all have different needs and also very often different learning styles. Also included in the planning assessment is setting appropriate target dates setting with both the learner this could also involve other members of staff. Assessment activity is all about how to assess the activity and what methods could be used. For example if it is a student led assessment they could be completing the requested assignment or even gathering some form competent evidence. If tutor/assessor led this could be observation, questioning or even photographic evidence. After the three initial assessments have been completed it is then time to look at the assessment decision and feedback, this enables the tutor to make the decision on whether the learner has been successful or otherwise. This is the point in which the tutor/assessor is able to give constructive feedback to the learner stating if any further actions are required. Reviewing the progress means that any assessment plan can be review and altered at any one time to meet the learners required needs at the time, or upon completion of either the programme or the course. The review process enables you as the tutor to sit with your learner and give the opportunity you both time to discuss any relevant issues you may feel will aid in their learning. By reviewing the assessment activities which you use this will give you an opportunity to amend any if necessary. The formative assessment is the second strand of the assessment process. â€Å"formative assessments are ongoing practices that help both the teacher and student evaluate and reflect on how they are both doing, and what changes either or both might need to make to become a more effective teacher and learner. Larry Ferlazzo (no date) Assessment for learning is also known as formative assessment. Assessment for learning is the process of seeking and interpreting evidence in use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there. Since the goal of formative assessment is to gain an understanding of what students know (and don’t know) in order to make responsive changes in teaching and learning. Techniques such as teacher observation and classroom discussion have an important place alongside analysis of tests and homework. Much of what tutors and learners do in the classroom can be described as assessment for learning. (Black and Wiliam, 1998) says â€Å"Assessment for learning can be defined as ‘all those activities undertaken by teachers and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged’ Formative assessment should occur regularly throughout the instructional process and, According to the National Center for Fair and Open Testing (NCFOT) (1999), Careful documentation can allow formative assessments to be used for summative purposes. The manner in which summative assessments are reported helps determine whether they can be easily translated for formative purposes–especially by the student, teacher, and parent. (Ainsworth Viegut, 2006) state â€Å"By varying the type of assessment you use over the course of the week, you can get a more accurate picture of what students know and understand, obtaining a â€Å"multiple-measure assessment ‘window’ into student understanding† Some examples of a formative assessment could be: * Asking questions * observations * self assessments * quizzes (sometimes) * learner record keeping Thomas R. Guskey suggests â€Å"that for assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways. They must â€Å"1) use assessments as sources of information for both students and teachers, 2) follow assessments with high-quality corrective instruction, and 3) give students second chances to demonstrate success† (2007). Assessment of learning is also known as summative assessment, assessments used to sum up a learners achievement. Summative assessment can be carried out as particular stages of the course or learning rogramme are completed, or at the end, whichever seems appropriate. Where achievement is recorded on an on-going basis, summative assessment may mean bringing all the evidence together, rather than carrying out an additional set of assessment activities. This means that all the requirements stipulated by the examining body are all collated and correct. Assignments to be marked and graded appropriately, making sure the work is that of the learners and no one else’s. . Examples of summative assessment can be a written examination. Reliability is essential as they are used numerically to classify learners and compare them to each other. Traditional unit tests (multiple choice, true/false and sort answer questions) are poor summative assessments as they rarely require the application of skills and concepts or the demonstration of understandings rather than a mere reporting of information. The best summative assessments often incorporate the essential question(s) that have focused the unit, requiring students to answer one or more of the essential questions drawing upon ideas from personal experience, from the texts studied, and from new text(s) encountered as a part of the assessment. Assessment methods Within my area of childcare/sexual health I use many varied types of assessment. The assessment criteria I use are based on the level of the learner and the suitability to the specific unit within the assignment. By using various methods of assessment I get a clearer picture of what went well with both tutor and learner and what was not so good so improvements can be made. Use accurate assessment to effectively plan to ensure all groups of students are suitably challenged and supported. Use a variety of strategies (ASL) to ensure students know where they are and what they need to do to improve in relation to their target grades. These must include: * Skilful Questioning and other forms of oral feedback (relating to lesson objectives) which gauge and probe student understanding, as well as re-shaping of explanations and tasks. * Frequent written feedback (Marking), which follows Strengths, Attitude to learning, Level and Target (SALT) and where targets set are detailed enough that students can make progress. * Peer and/or self-assessment Photographic assessment Photographic assessments are used usually with another form of assessment, observation or verbal. Photographic assessment allows the learner to do practical activities and have a photographic record of their achievements these can then be placed either into a book or a file and annotated by the learner which will explain the type of activity which had taken place. If this is done on a regular basis with activities at different levels the learner can see the progress which has been made. If and when using photographic evidence it should always be signed and authenticated by both the learner and the tutor. Is it valid? Yes as the photographic evidence will show as long as the photograph is annotated, dated and signed by a tutor/teacher. If the evidence is not current i. e. the picture taken six months before the criteria may have changed so photographic evidence may not be required or be insufficient for the amount of work needing to be produced. As with positives there are also some negative points with this kind of assessment. * Some learners may not give permission to be photographed * It may mean learners are absent purposely to avoid taking part in the lesson. * You need to make sure all the equipment works and you have all your resources to hand. Verbal Questioning This is an excellent way to find out if the learner has understood the task which has been set for them. You can use the lesson objective in this case to keep referring back to. The questioning can be either informal or formal. You could state you are going to recap the lesson, stating you will be asking each learner a question at the end. This method is used quite a lot as it continually assess the learner knowledge. Giving the students positive feedback throughout telling them no answer is wrong getting them to expand on the answer they have just given. Demonstrations can be done with this method as you could demonstrate the subject at hand, asking questions continually and the students responding accordingly. * The down side is often learners are worried they will give the wrong answer. * They may feel embarrassed taking in front of others Observation Observational assessment is the perfect way to observe the students as they work on a specific project. This promotes independent learning; gaining more than one view point also the learning is timed and controlled. This enables the teacher to roam around the classroom, occasionally offering guidance and encouragement as the students work. Whist walking around the classroom the teacher is able to take notes on how students are performing and also whether or not modifications need to be made to the assignment. The observation works well when the teacher wishes to monitor how students work together in groups or individually. The observational process is also a useful to monitor behavior within the session. This is turn enables the teacher to move the learner(s) if necessary. * Students may not participate in the session as they feel they don’t have the relevant information to give. May not get a true reflection of the outcome as some learners may come out with untruths. Portfolios Many aspects of the portfolio and the portfolio process provided assessment opportunities that contributed to improved work through feedback, conversations about content and quality, and other assessment relevant discussions. The collection also served to demonstrate progress and inform and support summative evaluations. The relationship between assessment and instruction requires re-examination so that information gathered from learner discussions can be used for instructional purposes. The disadvantages of this could be * Time consuming for staff marking them * Difficult to ensure reliability between staff * Can encourage cheating re ownership of work It is important that all learners being assessed by this means must have a shared understanding of the level expected of their work. It is good practice to show learners relevant examples and suggest a proposed format, including suggesting a physical size, as this will help your back! If the nature of the evidence needed from students is transparent, this can aid the marking and go towards reliability between staff. Also preparing a marking proforma for all staff should help. As portfolio building is usually time consuming, offer interim assessment opportunities so that learners can receive advice on whether the evidence they are assembling is appropriate. Consider assessing the portfolios as a team, with each giving comments on a feedback sheet which could also have positives on the portfolio as this aids feedback for learners. Self-Assessment/Peer Assessment Learners can only achieve a learning goal if they understand that goal, and can assess what they need to do to reach it. The ability to assess one’s own work is essential in acquiring that understanding. Peer assessment is also valuable because the interchange will be in a language that learners themselves would use, also because learning is enhanced when leaners themselves tak on the roles of teachers and examiners of others. Self-assessment and peer assessment is used to log the progress. This can be done by mind mapping in different colours. First colour what they know, second colour some of the information you have imparted, third colour all the information and what their peers know. This could be done on several different occasions to assess the progress which has been made, also to identify any areas of improvement, show the strengths of the learner. Below is a chart which I use and can be altered to allow for differentiation and levelling. The peer assessment could be a quiz which they complete they exchange papers to mark each other’s. This can give a sense of ownership to the student. In conclusion I feel that assessment is a necessary part of the learning process for both learner and tutors alike. It enables tutors and educational establishments to keep up to date records of the progress of each learner. Ofsted or any other government expectorate will able to see regular progress, marking from the members of staff and also positive comments with identifiable areas of any improvement required. Task B The assessment process is an on-going process to which all learners should be involved in. One of the main objectives to assessment is to enable all learners to take part at their own level. The need for inclusivity is paramount when doing assessment to enable each learner to be assessed at their own level. If necessary other services may need to be involved i. English as an additional Language (EAL) this will need liaison with each subject leader and the co-ordinator for EAL. This will then look at the specific needs of the learner, ensure that assessment practice conforms with equality of opportunity, and monitor the performance of EAL and ethnic minority students, setting them relevant challenging targets, and finally analyse and interpret the performance of EAL and ethnic minority stu dents at the end of key stages. Whichever assessment method I have chosen it needs to address the intended curriculum outcomes and also the continuum of learning that is required to reach the outcomes. As I am assessing the learners they need to understand clearly what they are trying to learn, and what is expected of them. In turn they are given feedback I give them around the quality of their work and what in turn they can do to improve it. The advice they are given from me the tutor will go to making the necessary improvements. During this time they learners are fully involved in deciding what needs to be done next, and the relevant people who can give them help if required. How to cite Principles of Assessment in Lifelong Learning, Essay examples

Difference Between Oratorio, Cantata and Opera free essay sample

Although Intended for very different uses and circumstances of performance, all three genres contained musical commodities. Not surprisingly, the three genres would share similarities given the restricted number of available forms. On a superficial level, the three genres could be said to defer in delivery and intent rather than in musical content. All three genres featured recitative, solo and duet arias, choral movements, many of the same forms, and even dance elements.The opera Is based upon one of the variants of the timeless story of love and loss and Involves staging. The oratorio is also based upon a story, but a sacred one with Biblical origins rather than a secular one. Oratorio is not staged and is not used as part of worship. A significant feature is the use of the chorus as narrator. The cantata addresses a religious topic, but it is not narrative. Rather it is a collection of commentary set to music, and the cantata is used In worship. In the religious music orb, the work methods of the two most Important composers, G.F. Handel and J. S. Bach differed extensively. As early as the middle of the seventeenth century, the aria had planted the recitative as the most important musical component of the opera. This hierarchy remained intact throughout the Baroque period. The earlier forms of the aria, including strophic, station, and dance, continued to be used, but in the late seventeenth century a new alternative emerged. The new form was the dad capo aria, and it earned Its name from Its appearance In the written score.The dad capo aria follows the scheme ABA, and the words dad capo, written at the end of section B indicated that the musicians should return to the beginning of section A and saved he scribe/publisher the time and effort to rewrite the section. A major figure in the development of the new aria form was Alexandra Scarlatti (1660-1725), the father of Domenici Scarlatti and an important figure in the adaptation of the Baroque binary dance form into the later sonata allegro form. Scarlatti contribution to the development of the dad capo aria was his recognition of its dramatic possibilities.Section B could be used to present very different and contrasting emotions that were bolstered by very different and contrasting music. Recitative also took on a new hereafter, with greater use of arioso making it more melodic and dramatic (in a musical sense) and less declamatory. Arioso demonstrated a blurring of lines between aria and recitative. All aria continued to be a vehicle for the ever- entertaining virtuoso singing, regardless of the genre in which It was Embedded. As noted, more than a single tradition or musical element were often combined In later exemplifies this melding. The aria is based on an station, but the music that the character of Dido sings above the station is actually in a modified strophic form BABE! The best know examples today of oratorio are those of G. F. Handel. Handel arrived at the realization of the commercial possibilities of the genre only after changes in the musical taste of the English public had turned against Italian opera. The average Englishman did not speak Italian and did not particularly care to listen for extended periods to music in language he did not understand.The Beggars Opera, little more than a lowbrow collection of popular songs and crude parodies on opera arias and there dramatic airs, drove the last nail into the coffin of Italian opera in England and drove Handel to bankruptcy. Handels discovery of oratorio was quite accidental and came in the form of a commission from Dublin. His appreciation of its possibilities was immediate, and the die was cast that he would devote the rest of his creative life to composing in the genre. Handels libretti were drawn literally from the Bible, though the verses he used were not necessarily consecutive ones.His musical style in the oratorios is a reversion to the high Baroque idiom, and in oratorio he abandoned the fashionable new stile gallant touches he used in in his last operas in hopes of saving them from financial failure. His choral style resonates with fugal writing, but this too is affected by older traditions. His fugues are not the mathematic ones that German organ composers wrote to fill the time before the worship service. Instead the subjects could change as the work unfolded or the imitative texture could be abandoned altogether.The music was controlled by the dramatic needs, not requirements of musical form, and, in this respect Handels choral fugues show a direct and strong linkage to both Grand Concerto and madrigal! Another madrigal element is Handels use of music to set mood or depict events. In adrenal, tone painting was a rather local and sometimes puerile device; in Handel, musical depiction occurs on a grand and almost profound scale. Handels oratorios also approach recitative differently than opera and cantata. Recitative is often assigned to the chorus, not a soloist.Arias, which are not nearly as frequent in Handels oratorios as they are in contemporary opera or even cantata, retain all the features of contemporary opera. They are quite beautiful, but they are also presented as both musical relief for the listener and as the opportunity for the singer to make grand display of his talents. The German cantata actually offered a happy accommodation to both the Pieties and Orthodox factions of the Lutheran Church. Introduced by Redrawn Minister in 1700, the cantata was explanatory and meditative poetry on Biblical passages that were sung to music. This poetry offered a satisfactory balance of the objective and subjective and the formal and emotional. Early cantata incorporated all the great musical traditions to their time including the Lutheran chorale, the solo song, the concerted style, and added to these the dramatic possibilities of operatic recitative and aria. The cantata, then, does not tell a story nor s its text drawn literally from Biblical sources. Rather, each movement reflects upon some aspect of the religious sentiment or holiday at hand. Bach composed no fewer than five complete cycles of cantatas, of which three complete cycles and part of a fourth survive.The majority were composed at Leipzig, where he was cantor. Although the works follow a variety of formats, several components are retained in all single Lutheran chorale. Although the chorale melody usually serves as the superstructure for more than one movement, new texts are often used in place of the one originally failed to the chorale. Other cantatas use more than one chorale melody, and yet other cantatas exist in which only the chorale text and not the melody appear in the work, the chorale melody appears only in the presentation of the chorale as the last movement, or neither the melody nor the text are incorporated.Bachs development of the chorale melody in cantatas that retain the chorale melody can vary. The most common application of the melody mirrors another contemporary Lutheran organ-music genre, the chorale prelude. Here the melody is presented in an internal voice but pushed to the fore by the use of organ stops that imbue it with a distinct timbre. Around the chorale melody Bach constructs a polyphonic but not imitative texture that actually could exist as its own, free-standing composition.The chorale prelude procedures are carrie d into at least one of the movements of the cantata. This use of the chorale melody does not differ n concept from the scants firms technique used in Catholic music from the ninth century to the advent of pervasive imitation in the late fifteenth century. Moreover, the conceptual equivalent is also found in the Baroque period as the station, though the station is invariably constructed for its melodic value and the possibilities of placement of the upper voices. It is also kept short in length.A second procedure of note is found in the architecture of the first movement of Nine Fester Burg (no. 80). Here Bach creates a motet, using the full orchestra and the chorus. As in the motet, each line of the chorale is developed fugal. Bach goes one step furtherthe chorale melody also appears in the high trumpet as a scants firms! The blatant use of older compositional techniques is likely deliberate. Nine fester burg was a battle hymns, and Bachs desire to imbue it with even greater power could have meant borrowing authority from the older institution of the Catholic Church.

6 Root Steps to Easily Craft a Comparison and Contrast Essay

We often draw an analogy of different subjects in our lives but very rarely do it in a written form. One might say, the university and college are the only places where you share such opinion on the paper. The compare and contrast essay is the common kind of academic assignments with its unique peculiarities. Even if you are great with the spot comparisons, learn more about essays structure and requirements before set to writing. What is Comparison and Contrast Essay? Comparison and contrast essay may be an independent task or just a part of more large paper. For example, thesis often includes many paragraphs with such elements. An appropriate definition of this kind of paper: It is the essay in which the student reveals the similarities and differences between two or more things and reinforces his or her findings by arguments. Professors frequently ask students to compare both abstract notions (such theories, methods or historical periods) and specific things (book characters, personalities, countries, etc.). There are few guidelines to follow during crafting this type of articles. 1. Develop an Argument for the Paper Before you start a writing process, you brainstorm your topic and find some outstanding characteristics of two objects. Those things have to be contrasting enough to be compared. The title of your future essay may sound like Apple vs. Microsoft or Differences and similarities in ancient Greek and ancient Egyptian myth. You should explain why it is interesting to reflect on these particular objects and pick strong arguments. In the essay, you may prove why Apple, in your opinion, is better than Microsoft. Or, tell how the contrasts of various ancient myths determined the future of each civilization. In practice, do not forget to write down the features you found meaningful on the paper. Every thought can be important, so note everything that comes to mind and move on to the next step. 2. Create the Compare and Contrast Essay Structure The standard template for all essays is a basic scheme Introduction Main Body Conclusion. In the introduction, you form a thesis of your essay and present the subject of a further discussion to your audience. This part must be compelling enough to motivate people to read the main body. Therefore, you need to create a hook at the beginning of your article. This can be: interesting fact, personal experience, joke or anecdote, provoking question, bold claim. Even though the main body usually consists of 3 paragraphs, in some cases you may write more. Here you provide the arguments chosen before and complete a bulk of comparing job. At the end of the research, you conclude all the arguments and repeat your thesis. One paragraph is enough for this part, it shouldnt be voluminous. 3. Consider the Essentials of Compare and Contrast Essay Format Whereas it is everything clear about introduction and conclusion, the main body in those papers may be organized using three methods: âÅ"  Topic by topic You start with describing one object and allocate its distinguishing points in the beginning. After that, you turn to the second thing and write down everything you know about it in the last paragraphs. This layout is considered to be smooth and understandable. However, it looks more like a list of points than the comparison. It is the most noticeable shortcoming of this setup. âÅ"  Point by point The main purpose of this method is an evaluation criterion. For instance, you can assess Microsoft and Apple by innovations, cost of their software or the popularity of key products. Dwelling upon each point, you are gradually revealing the features of both objects at the same time. âÅ"  Common and different separately Here you organize your essay in the format start with the comparison, end with contrast. The order may be reversed if you want to emphasize the common features instead of differences. 4. Outline the Paper Outlining is 50% of success. If a student does not find it important and disregards this process, he or she spends much more time on writing. Once you create the outline, the paper will compose itself alone. There are various useful techniques family tree, rough draft, schemes, and tables. Outlines mean planning the structure, sketching the approximate variant of essay and organizing of main points in a particular order the actions which make writing more simple. 5. Verify the Essay using Samples If you are not sure whether your essay complies with general requirements, check the examples on the web or ask your professor to provide you with them. It also depends on the university: rules for articles may vary in each. Seek for a sample on the reputable website you can trust. A ready essay is also a great option which will explain to you how to write a good paper on practice. 6. Use Graphical Elements The information is being better absorbed in visual form. Dilute the text with images, graphics, tables, diagrams and other elements. However, it is possible only if you type the assignment on your PC. On the lesson you should present the information in an interesting way without any pictures, so structure, hooks, and indisputable points are your best friends. Picture source Bonus Tips: How to Write Comparison and Contrast Essay Quickly Dont skip planning. Allocate at least 10 minutes on it. Use brainstorming techniques to come up with decent ideas faster. Always outline. Write the main body first. Students often stumble upon the introduction and dont know how to start. To avoid such a delay develop the arguments before first and the last parts of the paper. Give the result to your friend for revision. He or she will assess your essay with a fresh pair of eyes and find the mistakes quicker than you. If you cant cope with your assignment urgently or dont have much time on it, ask for assistance in a writing service. Experienced authors will provide you with a sample paper on your topic and may write assignments for you.

DQ2 Example

DQ2_05 Example DQ2_05 – Coursework Example QD2_05: Intergovernmental Relationships QD2_05 Currently, the public health sector stands amidst various uncertainties which must bediligently tackled to ensure continued success in the sector. Notably, the sector has various pillars including the public body and governmental entities; both federal and national. Such pillars must exist in harmonious systems in which a collaborative approach to public health issues is promoted (Scutchfield adoption of frameworks that can be relied upon to deliver social justice to the patients and clients of the public health sector. In this regard, it is evident that social justice in public health is attainable through collaborative efforts among different governmental agencies. Such collaborative approaches must be able to eliminate selective justice which has often prevailed in healthcare systems. Indeed, successful adoption of comprehensive all-inclusive healthcare policies can only be possible if all stakeholders to the sector are able to come together in pursuit of a common goal (Magnussen, Ehiri & Jolly, 2004). However, politicization of various policies aimed at enhancing patient safety, and successful adoption of various policies can have negative impacts on the public health sector as noted by Bauer (2004). However, there is need for guidance and positive political involvement in the policy-making process to promote successful adoption of policies. ReferencesAwofeso, N. (2004). What’s new about the â€Å"new public health†?.  Journal Information,  94(5). Canadian Healthcare Manager. (2004). Patients vs Politics Gabrielle Bauer. Canadian Healthcare Manager. Toronto. Vol 11. Iss. (3), 42. Magnussen, L., Ehiri, J., & Jolly, P. (2004). Comprehensive versus selective primary health care: lessons for global health policy.  Health affairs,  23(3), 167-176.Morales, L. S., Rogowski, J., Freedman, V. A., Wickstrom, S. L., Adams, J. L., & Escarce, J. J. (2004). Use of preventive services by men enrolled in Medicare+ Choice plans.  American journal of public health,  94(5), 796-802.Scutchfield, F. D. & Keck, C.W. (2003). Principles of public health practices (2nd. ed.) New York: Thomson Delmar Learning. Chs 6-8, 75-138.