Voltaire and The Enlightenment - 1142 Words

The eighteenth century was a crucial changing point in the European history because of The Enlightenment. The Enlightenment was revolutionary because of Voltaire, a writer that used his ideas to attack the established Catholic Church, and to propagate the freedom of religion, scientific thoughts, skepticism and experiential philosophy. Voltaire was born in 1694, a year that was under the regiment of Louis XIV. At that time, the aristocracy ruled France in an extreme way that most commoners were struggling in poverty. From a middle-class family, Voltaire did not like the political environment of France and the aristocratic system. As a well-educated and intelligent student from the college of Louis-le-Grand, he became a secretary for†¦show more content†¦By this storyline, Voltaire wanted to tell the French aristocracy that they did not have any heritage. Once they were expelled from their current positions, they needed to live as commoners, or maybe suffered more because they had never done anything in the castle. Even though Candide was expelled, he was still very happy because he always believed in optimistic philosophy. He learnt the philosophy from his teacher, Panloss, a parody of the contemporary philosophers in the seventeenth century that always argued about the metaphysics, which had no use in the real world. Also, the optimism was a satire from the philosophy of Leibniz, a popular philosopher around that time. The optimism was widely used in the Christian churches to tell people that life was always full of happiness because the perfect God created the world. Human beings suffered in the world because they did not see the greater purpose from God. The sufferings were only trials and in the end the human being would still deserve ultimate happiness. After the Lisbon’s earthquake, which killed more than 30,000 people, many of who died because they were just praying to the God without actually doing anything, Voltaire was very angry about the situation that the priests in the chu rch did not help people, but led them to sit in the church and pray. Therefore, he wanted to attack this philosophy, so in Candide he described the horribleShow MoreRelatedThe Age Of Enlightenment By Voltaire1572 Words   |  7 Pages1. Do some research on Voltaire and his beliefs as well as the era in which he wrote, which was the Age of Enlightenment. Be sure to cite your sources of information. The Age of Enlightenment occurred from the 1620s until the 1780s. This movement began in England, and steadily spread almost worldwide before long. The term Enlightenment was used to contrast the Dark Ages, a time in which innovation and free-thinking was at an all-time low. Voltaire’s French philosophy included free-thinking andRead More Voltaire and the Enlightenment Essay1364 Words   |  6 PagesVoltaire and the Enlightenment During the eighteenth century a group of French writers and critics known as the Philosophes favored change and reform. They believed in the power of the human mind, which was an idea that was inspired by the Scientific Revolution. The philosophes had faith in the power of rational criticism to challenge the tradition of the past. They also sought to apply the rules of reason and common sense to nearly all major institutions and social practices. The philosophesRead MoreMontetesquieu And Voltaire And The Enlightenment844 Words   |  4 Pagesthe continent throughout the eighteenth century. This development of new thinking was known as the Enlightenment. Philosophers of the time, commonly known as philosophes, sought to bring new information and ideas to the people of Europe and the world. Ultimately, these ideas pertained to all parts of society, including the government, economic policies, and religion. The continuation of Enlightenment attitudes reinforced faith in the ideas of ch ange and progress through entertaining completely newRead MoreVoltaire s Candide And The Enlightenment Period1155 Words   |  5 PagesCandide was written by French Enlightenment writer Franà §ois-Marie Arouet, more popularly known as Voltaire. This book was published in January of 1789 in Paris, France by Sirà ¨ne. This satire was written during the Enlightenment period, and it displayed some of Voltaire’s criticisms toward the church, society and a multitude of other subjects. My teacher chose this book for the class because it exhibits the point of view of a famous philosopher in the Enlightenment period, which we studied alongRead MoreVoltaire s Theory Of The Age Of Enlightenment848 Words   |  4 Pagescommonly known as Voltaire was born November 21, 1699, in Paris, France. He was a French philosopher, historian and writer of the Age of Enlightenment. He valued the right to have your own thoughts as well as the ability to change religion. Even though he was a comp lex person, he was highly intelligent, humorous and his writing style made him one of France s greatest writers and philosophers. He supported social reform, including freedom of religion, civil rights and free trade. Voltaire had a rough relationshipRead MoreThe Age Of Enlightenment By Voltaire And Economist Adam Smith844 Words   |  4 Pages The Age of Enlightenment brought forth some of history’s greatest philosophers who introduced and provided the arguments for contemporary thought and social systems in continued use today. Although historians consider the ideas of natural rights and separation of powers in democracies of the highest order of importance, the economic theories developed by the leading thinkers of the era pervade daily life in all societies. The idea of wealth is timeless, but philosopher Voltaire and economist AdamRead MoreVoltaire s Candide : The Enlightenment Principle Of Reason1201 Words   |  5 Pagesfour values of the Enlightenment: hope, progress, natural law, and reason. Being a man of the enlightenment, it makes sense for Voltaire’s novel to include these values. Using ironic humor and satire, Voltaire managed to say what he needed to say without bein g directly responsible for having said it. As Candide reads like an adventure story, there is a lot of dialogue between characters. Through these conversations and stories, Voltaire’s Candide shows support for the enlightenment principle of reasonRead MoreThe Age Of Enlightenment Ideas Lead To Hypocrisy In Candide By Voltaire1592 Words   |  7 PagesAge of Enlightenment ideas lead to hypocrisy in Candide? The â€Å"Age of Reason†, during Europe was a time in history where people started to confide in eachother and themselves when it came to reason and logic; and it was a period when creative ability came to light and it was encouraged. This paper will examine Voltaire s Candide and the way Voltaire mocks religion and how this outlines Enlightenment thought. A decent approach to portray Candide may be the ethical quality play by Voltaire with noRead MoreVoltaire s Candide : The Enlightenment And The Intellectual Spearhead Of The French Revolution1118 Words   |  5 PagesInspired by the bold ideas that coincided with the French enlightenment, writer Franà §ois-Marie Arouet, more popularly known as Voltaire, wrote Candide, published in January of 1789 in Paris, France by Sirà ¨ne. Voltaire became known as the â€Å"fountainhead of the Enlightenment and the intellectual spearhead of the French Revolution†Ã‚ ² with his bold ideas that challenged society’s way of thinking. This satire was written during the Enlightenment period and demonstrated Voltaire’s criticisms toward theRead MoreVoltaire s Candide : A Critique Of Politics And Religion During The Age Of Enlightenment1500 Words   |  6 Pages When Franà §ois-Marie Arouet, better known by his pen-name Voltaire, secretly published Candide, ou l Optimisme simul taneously in five European countries in January of 1759, it was met with widespread denouncement due to its controversial content and scandalous portrayal of politics and religion. Nevertheless, the bitingly satirical novel fervently spread throughout Europe and was translated into several more languages, selling tens of thousands of copies within its first year of publication (Barnes)

The Controversial Effects Of Siblings On Children Essay

This essay is going to focus on the controversial effects of siblings on children, and whether this is positive or negative, and also whether those who grow up in an only child family environment do better than those with siblings or if there is no significant effect of having one or more children and how successful they will be. The relationship between siblings has not always been the main focus of research on child development only recently has it been taken such great interest into, psychologists predominantly search for evidence of the relationship between mother and child, this is known as the attachment theory created by John Bowlby (1969) who suggests that children seek closeness between their mother when threatened or under stress. This theory could even demonstrate the proximity between siblings as they impact each other psychologically and leave a connection between each other. Siblings could have a very beneficial impact on each other, if there is a strong and loving relationship between one and other then this may promote strategies for children to understand and regulate their emotions which could impact adolescence as these skills may prevent illnesses such as depression or anxiety (Buist, Deković, and Prinzie, 2013). Older siblings could be seen as a secure base for a younger sibling as th ey show a great amount of emotional importance for a new brother/sister, the first born monitors the way the new born is shown love by the mother very closely, to contrastShow MoreRelatedSavior Siblings1071 Words   |  5 PagesSavior Siblings The subject of savior siblings is a complex dilemma that encompasses multiple issues. Is it ethical to have a child in order to save another? Is pre-implantation genetic testing moral? Can parents make the decisions for their kids about organ donation? In order for this ethical dilemma to be resolved these questions need to be answered. In the case of Molly Nash, the family was not morally culpable for their decision to have another child to save Molly’s life because AdamRead MoreThe Relationship Between Birth Order and Intelligence Essays1178 Words   |  5 Pageshave been remaining controversial. Birth order is considered as a persons ranking by age among his or her siblings. There have been numerous researchers studying about this subject to find whether firstborns generally have a higher IQ scores than their siblings. Some scientists conclude that birth order strongly influents intelligence; however, others oppose to this, claiming that birth order has no effect on intelligence. In this paper, my study deals with the birth order effects on intelligence. Read MoreEssay about Birth Order1163 Words   |  5 Pagesbeing the eldest child make people highly intellectual, people pleasing, perfectionists? Are the middle children always impatiently competing for parental attention by rebelling against the rules? Are all last-born children the spoiled, selfish, favorites? Birth order, a highly controversial topic, is defined as the dynamics of an individual’s place in the family compared to that of their siblings. Birth order has been in a fiery discussion for over one hundred years; some say it’s the very foundationRead MoreThe Effects Of Peers And Friends On Social Development1703 Words   |  7 PagesDiscuss the effects of peers and friends on social development in children and adolescents Social development is defined as the â€Å"ways in which individuals’ social interactions and expectations change across their life span† (American Psychological Association, 2014). Social development can also be said to be a way â€Å"to understand the social behaviour of individuals; why people do what they do† (Psychology Press, 2014). The social development of children and adolescents can be influenced by parentsRead MoreOrdinal Position and Substance Abuse: Literature Review1652 Words   |  7 PagesParents tend to have higher expectations of the older child than they do of younger siblings. These expectations are often accompanied by investment of more parental time and attention in socializing the firstborn (Kulik 2004). According to Adler, some firstborn children never recover from the trauma from being ousted from their previously exalted position, and when they must share the attention with a sibling, they become neurotic as a result (Ansbacher Ansbacher 1964: 377). However, it is alsoRead MoreDesigner Babies Essay1213 Words   |  5 Pagesthe horizon, hand picking the genes of our children. The questions arise everywhere from society. Have we gone too far with the human genome project? Do we risk creating children as a medical commodity? Could it ultimately lead to parents demanding genetically-engineer ed offspring with good looks, intelligence, or athletic abilities? It is my position, from a practical medical perspective, that although this research has much potential, the adverse effects outweigh the positive gains. When this researchRead MorePolygamy1035 Words   |  5 Pagesdepend on. Women who grew up with no other siblings can, in a way, see what it’s like to have sisters. Another plus is they never have to worry about hiring a babysitter because many times there are at least two other woman in the family to take care of their children. If one wife doesn’t feel like cooking dinner one night, she has three other wives to get it done for her. One of the wives on the show, Meri, has one daughter but is no longer able to have children so having her sister wives and being ableRead MoreWomen in Psychology Psy 310 Essay1470 Words   |  6 Pagesand integration vs. segregation as it relates to psychology. Inez was born into a family with 10 other siblings where she attended â€Å"schools for colored† in Texas. Since her family was poor, it was decided early on that they could only afford to send the oldest child (a son named Leon) to college, and once graduated that he would pave the way financially to help his siblings to attend college. However, it was apparent that Inez’s desire to attend college was greater than her brothersRead MoreArgument Against Birthright Citizenship : Chain Migration1485 Words   |  6 Pageslegal citizenship in the United States. Once the child turns 18, they can sponsor a foreign spouse and unmarried children of his own. When they turn 21, they can sponsor their parents and any siblings. From there, the sponsored spouse/siblings/parents can sponsor their foreign-born parents and siblings, and these parents/siblings can sponsor their own foreign-born spouses and siblings. This process continues indefinitely and can lead to a never ending expansion of the migration chain. According toRead MoreBirth Order Affects on Personality4163 Words   |  17 Pagesfuture use in plagiarism checks. | Signed: | Student No: 15241 | Topic: Does Birth Order affect on personality, choice of career, which has big influence to the workplace environment? Abstract Birth Order Affects on Personality has been a controversial topic for a long period of time. There are a large percentage of people who are aware of it but they can not fully identify the meaning. Birth Order refers to the position in the family that a child occupies at the time he or she is born that he

Implications For Classroom Teachers Education Essay Free Essays

string(66) " the deductions of these strands are highlighted where necessary\." Learning is the â€Å" procedure that consequences in a comparatively abiding alteration in a individual or individuals † ( Alexander et al, 2009: 186 ) . Harmonizing to Winn, 1990, larning is a dynamic procedure whereby the pupils ‘ cognition and accomplishments are different when compared before to after larning. Since ‘teaching ‘ is the publicity of acquisition, our cognition of acquisition and the corresponding theories in how we learn should inform our instruction ( Muijs, 2007 ) . We will write a custom essay sample on Implications For Classroom Teachers Education Essay or any similar topic only for you Order Now Understanding how cognition is developed can let instructors to determine the methodological bringing of their capable content to fit the theoretical models underpinning how cognition is enhanced. Attending to the manner pupils learn can be used to foster effectual instruction patterns, leting instructors to better their pattern, and finally enhacne the quality of the scholars ‘ experience ( Macleod A ; Golby, 2003 ) . A figure of educational research workers, including Vytsgosy 1986, Piaget, 1976, Skinner 1974 ; Bandura 1986 amongst others, offer larning paradigms to explicate how persons learn. For the intents of this assignment the extremes of this larning theory spectrum, which are represented by the Behaviourist and Constructivist theories of acquisition, will be discussed. Inevitably, larning and learning airss a interactive relationship, reenforcing the demand for instructors to learn with an attack that reflects how pupils of course learn ( Muijs, 2007 ) , and later see the deductions of the learning theories on their schoolroom pattern. The behavioristic theory of larning Learning, harmonizing to behaviorists ( Skinner 1974 ; Bandura 1986 ) , is defined as the acquisition of new behavior. The focal point of behaviorism is the conditioning of discernible human behavior and revolves around the chief construct that a reaction is made in response to a specific stimulation ( Prittard, 2009 ) . This reaction leads to a effect. If the effect is pleasant and positive, the behavior alteration becomes strengthened via positive support. With consistent support, the behavior form becomes conditioned and is automatically activated upon stimuli presentation. Physiologically, behavioristic theories propose that acquisition is achieved through support of a peculiar nervous tract, which links the stimulations and response in the encephalon. This perennial activation and support finally strengthens the nervous tracts and connexions between the stimulation and specific responses, ensuing in a faster, smoother execution of certain responses ( Pritchard, 2009 ) . Behaviorists identify this signifier of larning as ‘conditioning ‘ , where with consistent support the behavior form becomes conditioned. Classical conditioning involves the support of a natural physiological reaction or behavior which occur of course as a response to a specific stimulation. In contrast, ‘operant conditioning ‘ involves reenforcing behavior by praising it, or detering unwanted behavior with penalty ( Prittard, 2009 ) . Constructivist advocators, including Vygotsky 1986 and Piaget ( 1970 ; 1976 ) amongst others, began to knock the behaviorist attack, as it was seen excessively teacher centred and directed, nothingness of meaningful acquisition and the instructor procedure was focused excessively much on single instead than collaborative group work. In add-on, the constructivist theoreticians challenged the behaviorist proposed separation between mental processing and cognition, which had to be bridged by the function of a instructor ( Prittard, 2009 ) . The Constructivist Theory The constructivist motion was formed on Piaget ‘s ( 1976 ) and Vygotsky ( 1986 ) work who viewed acquisition as the consequence of mental building, whereby scholars combined their bing cognition with new information, to build significance and formulated their apprehension ( Cholewinski, 2009 ) . The constructivist theory proposes that larning is an active, contextual procedure, a societal activity, centred on building significance and see the scholar as a responsible agent in their cognition acquisition ( Loyens 2007 ; Cholewinski 2009 ) . In constructivist acquisition, persons use world-based experiences in an attempt to do sense of what they perceive and set up their apprehension of their milieus ( Harris, 1994 ) . Since constructivism involves scholars to interact with their immediate acquisition environment, acquisition has been considered to be situation-specific and context-bound activity ( McInerney and McInerney, 2002 ) . Constructivism is an umbrella term to embrace the broad scope of constructivist positions, which can be separated into two subdivisions ; cognitive constructivism ( Piaget, 1976 ) and societal constructivism ( Vygotsky, 1986 ) . Both sub-types believe that cognition is actively constructed by persons ( Birenbaum 2003 ) , nevertheless through the usage of different mediums ; either through a series of internal, rational phases ( cognitive constructivism ) , or by societal interaction ( societal constructivism ) . The legion positions on constructivism within these two sub-types could be basically grouped around a rooted premise about larning. That is, cognition is actively constructed by the scholar ( Birenbaum 2003 ; Harris and Alexander 1998 ) . Jean piagets ‘ ( 2001 ) ‘developmental phase ‘ theory, which represents cognitive constructivism, presents four age-referenced development phases which provide a theory of gradual cognitive development up to the age of 11 old ages old. The phases refer to an expressed age scope and characterize the cognitive abilities necessary at each phase to build significance of one ‘s environment. Social constructivism emphasises the function of linguistic communication in the procedure of rational development. Vygotsky considered duologue, normally with a more knowing other, as a vehicle by which constructs are considered, shared and developed. The duologue, which is based on scholars ‘ pre bing and current cognition ( scheme ) , is so exploited to develop and build new thoughts and understanding. Vygotsky advocates that the procedure of larning involves traveling into and across a zone of proximal development, which is aided by the intercession of another through support. The zone of proximal development is a theoretical infinite of understanding which is merely above the degree of an person ‘s current apprehension. The procedure of giving support to scholars at the appropriate clip and degree of edification to run into the single demands is termed scaffolding. Scaffolding can let the motion from one zone to another and aids in the passing through the zone of pro ximal development. From reexamining the literature, educational research workers which employ these constructivist rules select facets from both strands of this larning theory ( Biggs, 1979 ) , and use constructivist theories as a generalized term. Therefore, for the intent of this assignment, the term constructivism will reflect a coaction of both societal and cognitive strands ; nevertheless specific subdivisions and the deductions of these strands are highlighted where necessary. You read "Implications For Classroom Teachers Education Essay" in category "Essay examples" Critique of larning theories and associated deductions upon schoolroom pattern A reappraisal of the literature suggests that behavioristic acquisition does non offer pupils the opportunity to develop deep significance and apprehension ( Entwistle A ; Smith, 2002 ) , but alternatively has a inclination to advance superficial acquisition of accomplishments ( Fosnot, 1996 ) . Making a ‘correct ‘ response and retrieving content does non needfully connote understanding, and accordingly the existent apprehension achieved through behavioral attacks is challenged. Marton et Al, ( 1997 ) and Entwistle and Smith ( 2002 ) conclude that the usage of rote memorization represents a learning attack to a surface degree of apprehension, whilst set uping links with current cognition, as encouraged by constructivists, reflects an attack for a deeper degree of understanding. This suggests that academic and capable cognition acquisition, based on the behavioristic theory, may non be academically supported. Furthermore, from a constructivist position, the rule of larning utilizing anterior experience is besides good in advancing a deeper and richer apprehension ( Pressley, Harris A ; Marks, 1992 ) . Demerici 2009 advises that information which is connected to a scholar ‘s anterior experiences is more likely to be retained, explicating higher keeping rates when a constructivist attack is adopted. ( Demirici and Yavuz, 2009 ) . Research suggests that larning through such constructive mediums, like treatment, engagement and pattern, are academically successful and associated with acquisition additions and cognition keeping ( Demirci A ; Yavuz, 2009 ) . Dericimi besides reported a important difference in post-test classs and keeping acquisition trials classs, with the constructivist attack being more efficient than the conventional, behavioristic attack. Cumulatively, the research suggests that constructivist attacks lead to a richer and deeper apprehension. It is hence plausible to propose that the quality and deepness of understanding associated to a constructivist learning attack is more likely to transcend that of the behaviorist attack. However, as Entwhistle and Smith ( 2002 ) identify, the association between memorization and surface attack acquisition may be weak. Kember, ( 1996 ) and Watkins and Biggs ( 1996 ) reported that memorization can be used to larn unfamiliar nomenclature, as the first phase to set uping understanding. This construct, where memorization is portion of meaningful acquisition, is defined as memorizing with apprehension ( Marton, Watkins, A ; Tang, 1997 ; Meyer, 2000 ) and has been conducted by pupils as a successful alteration tool ( Entwistle A ; Entwistle, 2001 ) . Controversially, Fox ( 2001 ) suggests that the constructivist theory may connote that retrieving is non of import, and that acquisition is entirely centred on understanding constructs. However, neither of these are true, and being able to retrieve cognition is an of import requirement of larning. In add-on, Biggs, ( 1998 ) and Jin and Cortazzi, ( 1998 ) have reported that constructivist learning attacks do n’t systematically vouch learning effectiveness. Alternatively, traditional, more behavioristic attacks to larning in big categories has proven to be successful internationally, such as in China. Fox, 2001, argues that constructivism neglects the function of memorization and mechanical acquisition techniques Arguably, due to the variable nature of intending which is uncontrollably constructed by pupils, in some instances, rote larning and memorization may be more utile when learning factual constructs and where lucidity in apprehension is required. Rote acquisition may be used to assist pupils get by better with some facets of work that they find hard. In add-on, Smith ( 2001, 2002 ) affirms that rote acquisition can lend to understanding. However, instructors must see that rote acquisition is non an attack to develop understanding and hence where possible, should be followed by efforts to promote and advance apprehension. For illustration instructors could see prosecuting with the topic content and arousing treatment of the content in an attempt to promote more meaningful apprehension. Group work may play a really of import function in reenforcing capable cognition and worki ng together and join forcesing with equals could be a utile instruction and larning tool. Ultimately, it appears that behavioristic acquisition attacks can be good for peculiar undertakings such as set uping schoolroom behavior ( Prittard, 2009 ) . For illustration, Muijs A ; Reynolds ( 2003 ) study that standard school and schoolroom modus operandis and outlooks for behavior can be successfully learnt through behavioristic attacks. Therefore, instructors need to see whether the acquisition is academic or behavioral before learning the category. In the instance of behavior direction, a scheme to hush the category, such as elevation of the manus, or numbering down from three could be efficaciously used. In this instance, the stimulation, such as the instructor raising their manus or naming out the figure three, must be to the full explained to the category. In add-on, the stimulations must be to the full seeable and hearable to the pupils, which is possible with a clearly risen manus or an self-asserting voice. The response desired, such as a pupil elevation of the manus and silence, must be to the full understood by pupils. It is of import that the stimulus-response happening is repeated by the instructor and used on a regular basis. The same scheme should be employed every clip the instructor wants to hush the category, set uping consistence of stimulations and behavioral response. This perennial activation strengthens the tracts, affording for a drum sander and faster execution of the response. Students should be made cognizant of the negative and positive effects if they do non react to the stimulation as desired and the effects need to be kept consistent. Therefore, consistence of behaviour direction schemes is important and schoolroom pattern must adhere to the same strategise as the same stimulation is presented for a specific response. Behaviourism relies on support which is employed to condition the behavior, and hence is basically the tool which brings about larning. Therefore wagess and penalties for behavior must play a important function and actively administered within schoolroom pattern. Behaviourism may therefore stimulate and promote more usage of positive support which has been a good recognized effectual schoolroom pattern ( Elliott and Busse, 1991 ) . However instructors must see that honoring kids who are already extremely motivated may non be as effectual, and may really take to a loss of involvement ( Prittard, 2009 ) Rewards and congratulations have been shown to heighten motive, and serve as an effectual behavior direction tool, nevertheless, praising pupils may non come of course to instructors. Behavioristic attacks to larning look to be more favorable to certain persons, and instructors need to see the students concerned and whether this attack to larning suits their acquisition manners, demands and ability. For illustration, Prittard ( 2009 ) studies that behavioristic methods are more advantageous for those students who display dying inclinations and low motive. In contrast, those of higher academic ability perceive simplistic drill and pattern unsatisfying and dull ( Prittard 2009 ) . In add-on, some pupils demand understanding, yet adhering to behavioristic acquisition attacks does non suit this demand. In other state of affairss, the constructs of larning without understanding can fuel defeat, lead to misconceptions and bring forth a hard acquisition environment ( Prittard 2009 ) Another of import consideration is that behaviorist attacks do n’t take history of mental cognitive processing involved in larning. In contrast, constructivism accents that the scholars must develop their apprehension for themselves and constructivist research workers ‘ advocator that mental activity is the lifeblood of acquisition and the extent of what is learnt ( Jonassen A ; Rohrer-Murphy, 1999 ) . However, the constructivist theory may connote that all single differences in larning come down to the effects of each scholar ‘s history of acquisition ( Loyens, 2008 ) . Furthermore, although we do larn by geting cognition from our environments through interacting with the external universe, Fox high spots that the environment besides acts upon scholars. That is, we act and respond, and acquisition can be achieved from both experiences. However, constructivism appears to neglect to admit adaptative natural responses as reactive signifiers of acquisition ( Fox, 2001 ) and the function of endowment in cognitive development. Furthermore, Fox ( 2001 ) and Bredo, ( 2000 ) argue that constructivism discounts the function of innate, motivational and familial factors in cognition building, which have been proven to play a function in cognitive development and acquisition ( Carey A ; Spelke, 1994 ) . Teachers hence can non presume that the merchandises of larning are entirely the instructors ‘ attempt and thought ; alternatively acquisition is externally and internally influenced. Importantly, instructors need to supply activities which engage and challenge scholars. This demands a board array of work which is differentiated to the scholars ‘ intellect.. Teachers need to offer range of activities where the accustomed attempt and activity falls on the scholars ‘ duty. Differentiation is a critical deduction in the schoolroom to guarantee that all students have to use mental attempt and take an active function in their ain acquisition. Such chances would afford scholar battle and optimize the possibility of effectual enduring larning taking topographic point ( Prittard, 2009 ) . Personalisation is besides important to guarantee all scholars, despite familial and innate differences which may impact their acquisition are accounted for. If a student is set undertakin gs which do non necessitate idea or challenge, larning constructively will neglect. Piaget ‘s phase developmental theory offers counsel covering the degree of complexness that may be expected in a kid ‘s thought procedures at approximative phases in their development. Jean piagets Theory may steer a instructor ‘s distinction as to the ability of students, and the needed staging and support in order to ease the motion between zones of cognitive development. Whilst Piaget ‘s developmental phase theory influences chiefly primary school instruction patterns, given the ages this theory is related to, the grasp and consciousness that cognitive ability develops with age is of import to see when learning all ages. The exactitude of the Piaget ( 2001 ) phase of development has been criticised since in it ill-defined and assumptive to presume kids will go through through the phases at specific ages, nevertheless, as a developmental procedure ; this theory is utile in learning patterns Another deduction for instructors is the oppugning they employ within the schoolroom. To let students to build their ain cognition and apprehension, inquiries need to be higher order and exploratory Moursund ( 2003 ) , in conformity with Blooms Taxonomy ( 1956 ) , to include bid words such as ‘evaluate ‘ and synthesise ‘ . Furthermore, inquiries need to be open-ended and let students to develop their personal apprehension though replying the inquiries, instead than simple closed inquiries, where the replies are already pre-determined. Students need to be given the chance to bit by bit larn procedures and build their ain replies. Teachers can advance this utilizing inquiries which encourage pupils to bit by bit build their apprehension, such as evaluate, synthesise and analytical inquiries. Another booby trap of the constructivist theory is that it assumes pupils actively seek resources and experiences, and hence pupils understanding is dependent and anchored by their experiences and preexistent cognition. In add-on, it is assumed that scholars utilise the construed informations to actively build their cognition ( Renkl, 1999 ) . Therefore, this attack to larning relies on pupils meeting experiences and using these experiences to their preexistent cognition to develop their apprehension. However, such experiences and world-based interactions may non be executable or available to pupils due to their lifestyle fortunes. Consequently, instructors need to be cognizant that understanding and significance is limited to the single experiences of the pupils. In conformity with this premise, the constructivist theory can explicate why students ‘ constructs and intending do vary between each other ( Taber, 2000 ) . In add-on, if the building of cognition is the activity of the scholar, so the scholar can merely understand what they have constructed ( Duffy A ; Cunningham ) . Therefore, constructivism may be seen as subjective and comparative ( Duffy and Cunningham, 1996 ) . This may take to taging standards disagreements, confusion and incompatibility, and pupil misconceptions, which do non fit world. In add-on, Duffy and Cunningham propose that if the buildings and significances are different amongst pupils, the small shared apprehension may dispute the easiness of communicating between scholars and the category. This may endanger the effectivity of category treatments and societal interactions as a tool to heighten acquisition. Similarly, as building is activity on portion of the scholar ( Bruner 1966, 1971 ) , what is constructed can non be controlled by the instructor. Alternatively the scholar has autonomy and self-regulates what apprehension is established. Therefore the pupils constructed understanding may non parallel with other pupils, with world or with the instructors building and apprehension, ensuing in multiple apprehensions ( Choleweskni, 2009 ) . Consequently, instructors must non presume that the building and apprehension of a construct is cosmopolitan between all pupils. Alternatively instructors must actively entree and see the alternate perceptual experiences and apprehension of the scholars, therefore why a transmittal learning attack is bootless. On the other manus, instructors come into the schoolroom with their ain building and constructs of capable content, and harmonizing to Patrick ( 1988 ) , are non ‘neutral ‘ . Therefore, a instructor ‘s apprehension can color the pupils understanding, and together, Patrick ( 1998 ) and Marton and Booth ( 1997 ) suggested that some instructors ‘moulded ‘ the pupils ‘ building of a construct to aline with their construct reading. Einsworth and Collins ( 2002 ) conclude that the signifier of understanding impressed onto pupils is mostly dependent on the instructor ‘s personal reading of the topic content. Therefore, although the constructivist theory assumes that the building of apprehension is the merchandise of the scholar ‘s reading entirely, the constructivist theory does non account for the interplay between instructors ‘ and scholars ‘ comprehension. To suit these pre-requisites of acquisition, the person ‘s cognition needs to be continually assessed. As a regular schoolroom pattern, formative appraisal could be used as a regular attack to measure bing and new apprehension, before traveling to the following lesson. Formative appraisal is a regular, informal manner of appraisal, leting instructors to supervise pupils ‘ advancement, gain an grasp of what has been learnt and accommodate their instruction patterns to optimize farther acquisition ( Black and Wiliam, 1998 ) . Consequently, given that acquisition is an active and germinating procedures, formative appraisal can be used by instructors to measure, proctor, challenge ill-defined positions and adapt schoolroom patterns to suit the constructivist rules of larning. Therefore, it is sensible to believe that constructivist attacks to larning favor the usage of formative appraisal and may motivate its usage in the schoolrooms, which Atkin et Al, ( 2001 ) studies as be ing really valuable. Since formative appraisal entirely is associated with acquisition additions, ( Black and Wiliam 1998 ) , larning is positively influenced indirectly via following learning schemes which are aligned to larning constructively. Formative appraisal may be undertaken through inquiring, instructor and pupil treatment, equal and self appraisal and interaction with equals. Formative appraisal will besides place students ‘ single acquisition demands, back uping instructors conduct in distinction to guarantee students are traveling frontward, across their ZPD and optimize acquisition additions. However, with behaviorism, the chances for feedback are confined to merely whether the response desired is right or non. There is small range for acquisition, or how to better in order to run into the desired response. Therefore, under behaviorist attacks, feedback can non be used for larning intents, therefore chances for appraisal for acquisition, which have shown to heighten acquisition, may non be fruitful. Consequently, limited feedback combined with the nonsubjective results of behaviorist attacks mean that single pupil demands are non needfully portion of the expression when sing learning schemes and capable content. The demand to see single demands is undeniable, hence such restraints of feedback extent presents a battalion of jobs to the instruction and acquisition of pupils. Importantly, to assist progressive acquisition and avoid developing misconceptions, instructors need to supply a clear focal point and ends, with expressed larning aims ( Clarke, 2001 ) , which are rooted within students ‘ bing cognition. The clear aims allow pupils to build their thoughts utilizing current cognition and understand the overarching way and patterned advance of their acquisition. Triping anterior cognition is of import to arouse pre-knowledge, leting instructors to decode the pupils ‘ current degrees of apprehension. Teachers need to foreground the links between pupils ‘ bing cognition and the new capable cognition, to assist the scholar signifier Bridgess and ease their mental building and cognitive procedures ( REF ) . By organizing these links, pupils can trip and remember their preexistent cognition, and utilize this foundation to construct and incorporate new constructs. Teachers should promote pupils to associate new cognition to current cognition and external experiences, leting the new capable content to go embedded within the bing cognition constructions, lending to or amending to the pupils schema. Since larning constructively is based on the add-on of new content to current cognition, the scholar must hold sufficient degrees of understanding before new content can be used to build more complex significance and advancement. Teachers and pedagogues need to recognize and appreciate that new content can non be built up until the foundations, such as current cognition, is secured. Therefore constructive teaching methods include regular formative appraisal to guarantee pupils understanding. When building new constructs and developing understanding, reexamining and reflecting on what has already been learnt besides helps to set up and unafraid pupils ‘ old cognition. In add-on, by inquiring what pupils understand before shiping on a new construct would assist pupils organize links between new and old cognition ( Fulton ) . This reviewing could be done as a starting motor, but besides plays a function at the terminal of the lesson, organizing a plenary. Teachers should see, incorporate and program for good managed plenary to consolidate cognition. Time to reflect upon what has been undertaken, the procedures and the content gives the chance for internalization and for a deeper degree of understanding to be developed. Similarly, larning is most effectual when scholars become engaged, which means that instructors need to follow an active attack to acquisition and affect prosecuting undertakings to advance acquisition in the schoolroom. Learning utilizing reliable undertakings, which allow students to associate to their ain experience inside and outside the schoolroom ( Selinger, 2001 ) increases the chance of battle with the undertaking and supports findings that larning in a familiar context is most effectual. Authentic undertakings are likely to keep the attending and involvement of kids, and lead to a deeper degree of battle than with non-authentic or less reliable undertakings ( Fulton ) . Favorably, the constructivist rules match those basicss associated with effectual contextual acquisition. Evidence suggests that larning occurs in ‘real-life ‘ contexts and acquisition is really linked to a context, as deduced by Macleod and Goldby 2003. Children working with new thoughts in a familiar content are more likely to prosecute with the thoughts, than if the same thoughts were present in an foreigner context. Therefore instructors should endeavor to include more reliable undertakings and put acquisition constructs which are aligned with pupils ‘ familiar contexts. If a acquisition activity falls beyond the cultural apprehension of the acquisition, so larning is likely to be less successful than if it had been situated in a more familiar scene. .Meaningful contexts for larning are really of import ; nevertheless, what is meaningful for a instructor is non needfully meaningful for the pupil. The association between the construct of larning being situated and the demand for reliable acquisition undertakings is grounds ( McFarlane, 1997 ) . However, the recommended attack to state of affairs larning in meaningful contexts ( e.g. Lave A ; Wenger, 1991 ) has been argued against. Walkerdine, 1988, for illustration argued that if school acquisition became located entirely within the lived universe of day-to-day experiences, the chances for abstract logical thinking and brooding activity, which are all components of constructivism, would go limited and sacrificed, whilst restricting pupils to their local environment. An active acquisition attack can be achieved by promoting pupils to research constructs and thoughts, and to follow their inherent aptitudes ( Wray and Lewis, 1997 ) . Given that geographic expedition can advance consecutive development of thoughts, it is likely to help in the building of new cognition ; the roots to constructivism. Classroom pattern could be based on a discovery-based attack ( Huitt, 2004 ) ; , where pupils can happen replies out for themselves, reply their ain inquiries through experimenting with new thoughts and discourse their beliefs and believing forms with their equals. Importantly, prosecuting with each other reflects societal interactions, which can be a vehicle to develop understanding utilizing societal interaction. Unlike behaviorist attacks where the instructor is the primary resources of cognition and is influenced by their involvements and position ; knowledge building offers the chance of larning to go dynamic and varied ( Sudizna, 1997 ) . The usage of resources promotes more synergistic acquisition and involvement, which are both shown to positively act upon acquisition. Supported by Winn ( 1990 ) , pupil cognition is dynamic and alterations, that is knowledge and accomplishments are different before larning to after direction and Behaviourist attacks have been criticised for non turn toing this dynamic nature of larning. In add-on, behaviorism theory does non appreciate that pupils come into schoolrooms with anterior cognition. Conversely, the constructivist theory acknowledges that pre-existing cognition is needed of larning and that pupils enter schoolrooms with pre-conceptions, cognition and beliefs which they deploy in building new apprehension. ( Jones, Carter, A ; Rua, 1999 ) As already discussed, scaffolding is important for the scholar to go through through their zone of proximal development, and can be undertaken by the instructor. Scaffolding can be practiced in the schoolroom in many ways, and instructors need to appreciate that this is cardinal to the educational patterned advance of pupils and how this may be achieved. Support stuffs need to be widely available, such as a authorship frame to back up a peculiar manner of prose, or a list of words to assist in the procedure of finishing an exercising, designed to help understanding The proviso of practical setup, particularly in scientific discipline, may assist to explicate the solution to a job and is an piquant attack. Students can grounds world and attach a sense of position and world to their acquisition. Given the explorative nature of constructivism, schoolroom pattern demands to be supportive and bring forth an environment where the pupil feels safe to inquire for aid and comfy in nearing the instructor. The instructor must be cognizant of the different supportive demands of the category, and meet these through distinction and leting clip for category treatment, misconceptions and any deficiency of understanding. To assist the instructor identify those who need more support than others, formative appraisal can be incorporated to foreground the pupils ‘ single demands that need to be addressed. Ultimately, this will let undertakings to be designed and geared towards the person ‘s learning ability. Unlike, behaviorism theories, constructivist theory appreciates the of import function societal interaction dramas and recognises the importance of societal interaction in acquisition ( Phillips, 1995 ) . Leting for societal interaction chances, such as collaborative group work and utilizing linguistic communication to build thoughts in groups are encouraged and harmonizing to Jones and Brader-anjerie, ( 2002 ) is regular pattern in schoolrooms. Dialogue is proposed to represent a important constituent of the constructivism paradigm ( Greeno et al. 1996 ; Steffe and Gale 1995 ; Loyens, 2008 ) . Discussion and concerted work is cardinal and can be used through augmenting, debating, discoursing constructs, teacher oppugning and students ‘ presenting. Teachers should promote pupils to work collaboratively, in braces or little groups, and let them to assist each other and build their ain significance in their ain words of a construct. A saber saw learning attack could be successfully adopted where ‘expert ‘ pupils facilitate the apprehension of other pupils who may be fighting themselves ( Moudens, 2003 ) . Dialogue with others allows extra and alternate positions to be taken into history when developing personal decisions. Different cognition, points of position and apprehension can be given and considered before traveling on. Teachers should listen to pupils, and utilize their words for explicating constructs and pull on other sentiments of category members. Becoming a constructivist instructor may show a ambitious transmutation. Principally, behavioristic instruction methods appear to be organised and nonsubjective, whilst constructivists learning attacks may look to be unstructured and subjective. Eggen and Kauchek ( 1994 ) reinforced that despite it may look constructivist learning demands less from the instructors due to the discursive and steering function they fulfil, as opposed to a talking ‘dispenser ‘ , the instructor ‘s function really becomes even more important in student-centred acquisition. Teachers need to pass on content in a constructive attack and promote geographic expedition and battle within students, but besides anticipate and manage a wide arrange of pupil responses, misinterpretations and troubles with new capable cognition. However, paradoxically harmonizing to Brooks and Brooks, ( 1993 ) developing instructors to deploy this constructivist attack in the schoolroom is seemingly light, and most p reparation prepares instructors to present capable content in the diehard, behavioral mode. Therefore instructors need to appreciate the troubles they may confront in defying the more natural and erudite conventional attacks to instruction, and promote a more student-directed and discovery bringing manner within the schoolroom. In add-on, the greater experiences they can derive in constructive acquisition environments, and the opportunity to witness the benefits of using constructive schemes, may advance and ease the passages to more constructive schoolroom pattern. Decision Constructivism appears to be the most favoured ( Mayer, 1992 ; Sudzina, 1997 ) and trusty history of modern acquisition ( Fosnot, 1996 ; Woolfolk, 1995 ) . Despite Brook and Brooks ( 1993 ) studies, from reexamining the literature, it appears there is a outstanding thrust for the displacement from the instructor as a lector to a facilaitor. That is, learning is promoted to go more student-led and enquiry-based. Teaching is supported to be far more synergistic, with capable content being more incorporate with world-life experiences and affect pupil collaborative work, explorative and problem-solving undertakings. Furthermore, support for this comes from Ofsted which appears to propose instruction in schools is†¦ †¦ †¦ †¦ . However, as discussed, constructivism larning theory does hold its defects and it is of import to admit these unfavorable judgments ( Fox, 2001 ; Phillips, 1995 ) . However, Mathews and Lui ( 2005 ) high spot, it is of import to appreciate that uniting the overplus of constructivist discrepancies is questionable, and hence generalizations may keep less significance. Renkl and Atkinson 2007 proposes that constructivism and behaviorism are n’t necessary self-contradictory theories argues. Renkl ‘s research amongst others ( Baeten et al. 2008 ; Berthold et Al. 2007 ) have offered grounds which demonstrates that meaningful acquisition in ‘traditional ‘ acquisition environments is besides a constructive act. Fardanesh ( 2002 ) suggests that there is a preferment in using different acquisition and learning attacks with different students. That is, where behavioral attacks can be used for the simple, lower ability scholars, constructivist attacks are most good for progress scholars and experts. In add-on, some schoolroom pattern may underpin a mix of both larning theories, for illustration, mutual instruction ( e.g. , Palinscar A ; Brown, 1984 ) is frequently cited as a constructivist learning scheme, yet it is really much instructor led, which adopts a more behavioristic attack. Therefore, schoolroom pattern could see utilizing a scope of different learning attacks in alliance with the favorable larning theory of the pupils. Therefore, it is overriding that instructors consider the scholars ability, demands and larning demands to assist determine their bringing attack and instruction manners. These accomplishments and considerations reflect the instructors need to distinguish skillfully and personalize the acquisition content to the larning demands of the category. As a concluding idea for consideration, the constructivist theory evolved to integrate mental procedures within acquisition, yet some research workers argue that this has non been achieved. For illustration, Liu and Matthews 2005 argue that constructivism continues to stand for a separation between mental procedure and the external universe. Saint matthews and Lieu advocate that constructivists and behaviorists despite their conflicting theories, are really likewise rooted in a dualist doctrine of internal procedures and the external universe. This suggests that both behaviorism and constructivism operate within the same conceptual models, supplying fuel to reason that they are based on the similar models. Subsequently the chance gulf between them may non be really as diverse and one time believed. struggles with the appendages of the spectrum. A Alexander, P. A. , Schallert, D. L. , A ; Reynolds, R. E. ( 2009 ) What is larning anyhow? A topographical position considered. Educational Psychologist 44: 176-192 Atkin, J. M. , Black, P. A ; Coffey, J. E. explosive detection systems. ( 2001 ) Classroom appraisal and the national scientific discipline instruction criterions. Washington, DC: National Academies Press Bacillus Bandura, A. ( 1986 ) . Social foundations of idea and action: A societal cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Black, P. A ; Wiliam, D. ( 1998a ) Appraisal and schoolroom acquisition. Appraisal in Education 5 ( 1 ) : 7-74 Bloom, B. S. , Englehart, M. D. , Furst, E. J. , Hill, W. 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I Joule Jin L and Cortazzi M ( 1998 ) Dimensions of duologue: big categories in China International Journal of Educational Research 29: 739-761. Jones, M.G. A ; Brader-Araje, L. ( 2002 ) The impact of constructivism on instruction ; Language, discourse and significance. American Communication Journal, 5, retrieved 5/11/10 hypertext transfer protocol: //acjournal.org/holdings/vol5/iss3/special/jones.pdf Jones, M. G. , Carter, G. A ; Rua, M. ( 1999 ) Researching the development of conceptual ecologies: Communities of constructs related to convection and heat. Journal of Research in Science Teaching 37: 139- 159 K Kember, D. ( 1996 ) The purpose to both memorise and understand: Another attack to larning. Higher Education 31: 341-354 Liter Lave, J. , A ; Wenger, E. ( 1991 ) . Situated acquisition: Legitimate peripheral engagement. Cambridge: Cambridge University Press. Loyens, S. M. M. ( 2007 ) Students ‘ constructs of constructivist acquisition. Doctoral thesis. 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Homosexual Adoption free essay sample

Imagine two people with everything on the table that a child could need. A nice home, stable jobs, safety and security, and the ability to listen, love, and care for a child. Now imagine a child sitting in a foster home, waiting and wishing that two people would walk through the door and provide them with these things. As this child waits for a family to love and support them, they aren’t even aware that an opportunity has already been taken away from them. This is because the two people who were ready to free a child from isolation and a broken heart, were turned down because they were homosexual. Why should anyone have the right to deprive homosexuals of the right to have children, or the right to deprive a child from a loving home? Homosexual couples should be allowed to adopt and should not be discriminated against just because they choose to love who they love. We will write a custom essay sample on Homosexual Adoption or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is extremely rare for homosexual couples to become parents by accident. The accidental pregnancy rate among heterosexuals is almost 50%. That means almost 50% of heterosexual couples are unwillingly forced to become parents. Abbie Goldberg, a psychologist at Clark University in Massachusetts who researches gay and lesbian parenting stated that â€Å"homosexual parents tend to be more motivated, and more committed than heterosexual parents on average, because they chose to be parents.† Just the fact alone that homosexual parents choose to become parents shows that they have a stronger chance of being committed and more involved in their child’s life. Children of homosexual parents show limited differences in achievement, mental health, and social functioning http://www.debate.org/opinions/should-homosexual-people-be-allowed-to-legally-adopt-children. Also, these kids may have the advantage of open-mindedness, tolerance and role models for unbiased relationships. One 33-year-old man with a lesbian mother stated in an interview, I feel Im a more open, well-rounded person for having been raised in a nontraditional family, and I think those that know me would agree. My mom opened me up to the positive impact of differences in people. Living in a home with two homosexual parents did not hurt him in any way, in fact it changed his life positively. Not only do children of homosexual adopters receive these benefits, but gays and lesbians are likely to provide homes for children who are difficult-to-place in the foster system. In fact, an October 2011 report by Evan B. Donaldson Adoption Institute found that, of gay and lesbian adoptions at more than 300 agencies, ten percent of the kids placed were older than six which is typically a very difficult age to adopt out http://www.livescience.com/17913-advantages-gay-parents.html. About twenty five percent were older than three. Moreover, sixty percent of gay and lesbian couples are willing to adopt outside of their race and more than half of kids adopted by gays and lesbians have special needs http://www.lifelongadoptions.com/lgbt-adoption/lgbt-adoption-statistics. Not everyone thinks this way, but some people imagine of a child being raised in a gay community they may think the child will later in life turn homosexual. The fact of the matter is that some may and some may not, but it is their choice and they should not be discriminated against because of it. No one is forced to become homosexual, it is a personal choice made by that person, for that person, and in my opinion does not contribute to anyone else’s lives but their own.People that grew up with homosexual parents say that they have never pressured them to follow in their footsteps. Other arguments include that in order for a child to grow up to be well-balanced adults, children need role models of both sexes http://www.frc.org/get.cfm?i=if04g01. Individuals argue that boys without fathers under-achieve. When it comes to religion, some individuals argue that we are a Christian country. Some say even if you don’t go to church, our values remain based on Christian teaching. Honour thy father and mother, invokes the Fifth Commandment, so many believe that it is a sin to allow gay adoption according to the bible http://www.theweek.co.uk/welfare/35575/pros-and-cons-gay-adoption. Lastly, a hefty minority purely find gay parenting wrong in their eyes. They agree that the practice therefore should not be enforced on all. There is nothing to back up their argument, they just believe in their own minds that because they don’t agree with it, that it is in fact wrong. There are an estimated 2 million homosexual people who are interested in adoption. This is a huge group of potential parents who could get kids out the foster system and into stable housing. Allowing gay couples to adopt wouldn’t hurt themselves, the child, or society. When adoption centers choose to decide who to let take a child home, they should be open minded to the fact that saying no to two people who have everything to offer does not help the child, it only hurts them. Homosexual couples have every right to adopt a child and there would be many children growing up in loving homes with wonderful parents if society would decide to be more open minded.

Aztec Tradition free essay sample

The driving creation beliefs of the Aztec religion begin with the dual god, Ometecuhtli/Omecihuatl. * This god created itself and it was both male and female, bad and good and, chaos and order. * The Aztecs believed that the contrasting aspects in the world would create balance and unite the origins of the world. * The god had four children and each of them represented the four directions of the world north, south, east and west. The Aztecs believed that their empire was at the centre of the universe and therefore the directions mentioned in the creation story link to this. * The four gods created the water and then other gods who then created Cipactli a creature who was part crocodile and part fish. * This creature begun to eat all the creations made by the gods and were eaten. * The four direction gods attacked the Cipactli and stretched him into the four corners and the world was created when it was defeated. We will write a custom essay sample on Aztec Tradition or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page * It is believed that the head contained the 13 heavens, the body contained the world and tail held the 9 underworlds Principal beliefs of the Aztecs: * The Aztecs beliefs were based upon the theme of nature * Aztecs believed that the gods needed to be nourished by humans and therefore sacrifice is an integral aspect of Aztec tradition * They believed that the world was divided into five eras, or suns. Each previous era had been governed by one deity and it had ended with the destruction of the elements or phenomena after which it had been named. They believed they were living in the fifth and last era. They believed this era was the era of movement as they believed an earthquake would end the world and time would come to an end. The Aztecs believed in an underworld and a paradise where in which there were 13 heavens and 9 hells in which one could go after death * The sun fought against the darkness every night and rose to save mankind * The Aztecs saw the Earth as a giant flat circular disk (sometimes imagined to be an enormous alligator, whose scales were mountains), surrounded by water as far as the distant horizon, where it joined the sky Identify and describe the role of the supernatural powers and deities in the religion: * The Aztec tradition is a polytheistic religion and is credited over 100 gods and creatures that possess supernatural powers. They worshipped many gods and goddesses, each of whom ruled one or more human activities or aspects of nature. * Many of the gods were agricultural based as the Aztec period was heavily based on farming * Some of the deities were benevolent while others had terrifying characteristics and feared the people * The deities needed to be fed fresh blood in order for the chaos in the world to be avoided. If this was not done the Aztecs believed they would wither and die. They believed that the processes that make life possible like the rain or solar energy and that the destiny of people depended on the will of these gods * Many of the Aztec deities belonged to a number of tribes, cultures and regions Discuss the relationship between sacred spaces and the beliefs of the religion * Aztecs called their temples Teocalli and they were used to worship, pray and make offerings to the Gods. * Some spaces were built purely for specific celebrations of the Aztecs * Many of their sacred spaces were used to carry out the blood offering to the Gods. The temples were a dwelling place on earth for a particular deity and hence why the sacrifices were chosen to be done within this space * The Aztecs believed that once an area is used as a sacred space it is incredibly important and essential that it remains this way * The size of the space which was used for worship was not relevant as long as it was sacred and remained separate and was distinct to the other areas of the house * It is a common belief amongst the Aztecs that this sacred space needs to be present even if it is simple and basic. It must be respected regardless of the size. Identify the principal rituals and examine their significance for the individual and community * The loyalty, respect and even fear which was felt towards the Gods lead to the establishment of various rituals * The main rituals of the Aztec traditions are: Sacrificial Blood letting Deity impersonation Reenactment of myth * The Aztecs had 18 months in one cycle, and for each of the 18 months there was ritual sacrifice. The victim would be painted as a part of the ritual, they would be placed on a slab where their heart would be removed and held up to the sun. The body would be thrown down the stairs of the temple/pyramid. The body would be disposed in several ways including being fed to animals and it is even believed cannibalism took place amongst the Aztecs * Blood letting was a ritual amongst the Aztecs where people would cut themselves to offer their blood to the gods. Such blood-letting was tied to rank: the higher one was in social or priestly rank, the more blood one had to sacrifice * It was the role of priests or another elected individual would dress up and achieve the likeness of a specific deity. This individual would be the physical manifestation of the god until the inevitable end when the gods likeness had to be killed as the ultimate sacrifice under great circumstance and festivities * Similar to the impersonation of gods, the purpose of the reenactment of myth was to remind the Aztec community of the past mythical events but was also to perpetuate the word by spreading the important events of creation Explain the relationship between the religion and its society * The Aztec society was heavily related to the culture which was established. In many ways the Aztec culture was expressed in through their beliefs * The Aztec culture was incredibly creative and filled with rich and beautiful forms of art (music, tattoos, poetry). This art which they created linked to their beliefs and furthermore their unique tradition * The Aztec warfare is portrayed through their art and examples of this can be found in the form of paintings and pottery found in temples * Religion evidently played a large role in the Aztec culture. Many of their actions were linked to the deities. They were expected to work hard in order to please the gods and therefore keep the balance of the universe * The remains of temples are examples of how their lives were based around showing their dedication and lives towards their deities. The culture and way of life was based around keeping the gods content in order for their lives to be good Explain how the religion provides a distinct response to the search for meaning * As identified in the previous sections, the Aztecs have proven a culture which is unique through the way in which they conduct their rituals and way of life. The deep respect and honor the Aztecs have for their gods is an incredibly unique way of communicating their reason for being and search for meaning * In everything that they do they convey their love and dedication to pleasing the deities. It is evident through their religion and their culture it is very evident that their reason for existence is to please the gods * Many other traditions include similar bel iefs however for the Aztecs it provides their reason for being and the basis of their lives Identify the principal rituals and examine their significance for the individual and community: The Aztecs practice many rituals which are significant to their religious identity, and on a wider scale their culture. These forms of rituals explore and make the tradition unique and support and tie into the beliefs which are followed by the Aztecs. All the rituals are designed and performed in order to celebrate and honor the gods, and the world they have given to us. It is the central belief of the tradition that they exist to serve and show gratitude to the gods that placed them on this earth. The rituals which are common within the Aztec religion include blood –letting, human sacrifice, impersonation of deities and reenactment of myths. Even from the names of these rituals it is evident that the focus around the gods play a significant role. Blood-letting was the process by which elite individuals including community leaders and religious figures would cut themselves in front of a congregation. They would intentionally cut parts of their body usually their tongues and then collect the blood on paper and then burnt as an offering to the gods through the form of smoke. This was significant for the Aztecs as it demonstrated the strong connection the person performing the ritual had with the supernatural and gods. It was a way of showing respect to the higher beings. It was a way in which all individuals could be involved through joining as a community and observing a sacrificial practice. It was also integral because it provided as a form of maintaining political power and legitimizing the prominent social position of the chosen blood-letting figure. Human sacrifice was a ritual which the Aztecs are still known for today. This ritual required 5 priests to take the victim to the top of a temple where they would then tear the beating heart out of the body. This was because the gods required living human hearts for nourishment. The heart would be burnt and the corpse would be pushed down the stairs of the temple. Many people in the community would choose to impersonate deities and then died as a sacrifice to that particular god. Approximately 20,000 Aztecs were sacrificed each year and in comparison to other traditions at the same time this was incredibly high. This ritual was particularly significant to the Aztec religion because it was the most extreme form of sacrifice. Individuals in the Aztec community were chosen at random to be the sacrificial person and therefore each person needs to be prepared to do so. The beliefs of the tradition link to this ritual in the way that all people should be fully dedicated and show gratitude to the deities. As a community they were expected to respect this ritual and support the reasoning behind it. The reenactment of myths was a ritual where in which people in the community would gather together and reenact mythical stories of the deities. These reenactments were a special part within the community because they provided as reminder of the Aztecs of their creation story and their myths. The recreation of these myths ensured that the important events behind the religion were passed down through the generations. This is another way in which the community gathers in order to show their respect to their beliefs and furthermore show pride in their culture. It is clear to see that the Aztecs were a group of people who had a strong connection with their gods. They performed rituals that expressed the gratitude, which they had towards the gods. These rituals were a way in which individuals could convey their dedication to the higher beings.

How Students Can Leverage Part-Time and Volunteer Work - Guest Post by Gary Ryan

How Students Can Leverage Part-Time and Volunteer Work - Guest Post by Gary Ryan The following is a guest post by Gary Ryan, founder of Organisations That Matter. Edited by Brenda Bernstein, The Essay Expert. Summer vacations (or â€Å"holiday seasons† as they say Down Under), are terrific for many reasons. They present an opportunity to catch up with friends and family as well as to relax. For many students, summer means a chance to earn money and/or volunteer (especially if you aren’t taking extra classes). Unfortunately, many students don’t take full advantage of their holiday work. Too often I hear things like, â€Å"I’m just a check-out operator,† or â€Å"I just work at a cafà ©,† or â€Å"I just provide meals to homeless people.† There is no such thing as â€Å"just† a part time job- not if you are prepared to consider the employability skills that you are developing while doing your work! Below is a short list of ten employability skills that part time / volunteer work develops: 1. Communication skills 2. Problem solving skills 3. Initiative 4. Teamwork 5. Technology skills 6. Planning and organizing skills 7. Service excellence skills 8. Leadership skills 9. Learning skills 10. Self-management skills Let’s look at some examples of how you might develop these skills: 1. Communication If you communicate with your boss, other team members and/or the general public, then you have the opportunity to develop communication skills. Here’s a tip: Good communicators are good listeners †¦ which also means that you are good at asking questions. So, develop your questioning skills and your communication skills will skyrocket! 2. Problem solving Problems occur all the time. In every job. A computer won’t work. Another staff member didn’t turn up for their shift. The delivery hasn’t arrived and customers are waiting for their orders. The list goes on. Each of these examples is a wonderful opportunity for you to consciously practice your problem solving skills. Not only that, but you can create a bank of stories about how you solve problems. Can you imagine any of your future employers not wanting a problem solver? Neither can I! 3. Initiative Showing initiative is doing something helpful without having been asked. Every time you see that something could go wrong (like someone slipping on a banana peel) and you take action to stop that from happening (like picking up the banana peel) you are showing initiative. Opportunities to demonstrate initiative are everywhere. Keep your eye out for them and grasp them with both hands when they pop up. They also create great stories that can be used in interviews. 4. Teamwork There is hardly a job that exists that does not involve teamwork. Even if you work alone, you are probably still part of a team. Imagine an interview when you are asked about your experience of working in teams. If you’ve covered a shift for a teammate, taught someone something, or helped out in some other way, you will have a great answer to this question! 5. Technology Technology skills don’t just include using electronic devices such as computers and scanners. Using technology can mean writing on whiteboards, driving forklifts (providing you have a license) and whatever else you have to use to do your job. If you volunteer planting trees, the shovels, picks and other tools that you use are all forms of technology. By having a range of stories about your technological capacity, you can demonstrate your adaptability and ability to learn quickly. Most students don’t even think about these things as being relevant to their future. But, they are! 6. Planning and organizing In whatever work you are doing, show up on time and meet your deadlines. Employers expect it. Practice it and practice it now. 7. Leadership For those of you who have responsibility for a team or other staff, how do you treat the people you lead? What are your mental models about leadership? How are your personal values reflected in how you lead? Conscious thought about these questions can create wonderful leadership experiences for you as well as the opportunity to make relatively â€Å"safe† mistakes. Think about your personal theory about formal leadership. Try it out. See if it works. Learn how to lead by doing it when the opportunity arises. 8. Learning Part time and volunteer work always involves learning one or more of the following: technical skills policies and procedures cash management processes customer service procedures people’s names how to work in a team how to communicate the company mission / vision This list could go on. The point is, notice what you have to learn to do your job. You’ll have a mountain of examples to share in an interview! 9. Service excellence No job is worth its salt if you aren’t able to practice developing your service excellence skills. Quite simply, service excellence is like oxygen. In any job, we can’t live without it. The simplest and best practice to adopt is, â€Å"Everyone is my customer: my boss, my colleagues and my customers.† If you wouldn’t choose to be a customer of yourself, then you need to improve your skills in this area or you will likely â€Å"suffocate† your career. 10. Self-management In order to consciously practice the above skills you have to practice self-management. You will have all had a challenging on-the-job experience. How did you handle it? How did you overcome any negative experiences? Challenges at work require a significant amount of positive self-talk, time management, problem solving and communication skills. Develop them now! Part-time and volunteer work are goldmines as far as developing your employability skills. Take full advantage of your opportunities. The gold in this sense will come in the future when you get the job that you really want. So, enjoy your time off this â€Å"holiday season†- and make it an even more valuable summer by developing yourself in the workplace! Gary Ryan is the Founder of Organisations That Matter, author of What Really Matters For Young Professionals! and creator of the Yes For Success online platform for creating and executing a life of balance and personal success!

Difficulties and challenges for Etisalat ( Operation class) Essay

Difficulties and challenges for Etisalat ( Operation class) - Essay Example The Corporation deals with sensitive services such as the transfer of money services which requires alot of security. Etisalat is exposed to risks such as cyber criminals hence the need to seek new ways to get rid of such threats. Some individuals employed at Etisalat are not qualified for the work they are required to do at the Corporation. They lack the knowledge and skills in the services they are offering to customers because of lack of training. The Corporation does not offer training skills to their employees since they do not have enough resources,hence avoid sending staff outside the country to acquire more skills from the best. The world keeps developing with new security technologies frequently that requires Episalat as one of the biggest companies to follow the trend. This is a big challenge for the Corporation because the changes happen constantly and adapting to the situation is difficult since it requires money to buy the equipments and knowlege of the techniques required to operate the new equipments. There is a high demand for the services at Etisalat but they lack enough resources to meet the needs of their customers since they are located in many countries that require their best services. This is a challenge because the customers in countries with poor services blame the whole Corporation for the failure of one departments that offered the services. Some departments in the Corporation lack mannuals that contain the guidelines for security projects which makes it confusing for most staff members (Plunkett,2007). The available resources in Etisalat are not invested properly hence causing difficulties in the operation of the Corporation. The government own large shares at Etisalat and command any changes they want hence making it difficult for the Corporation to introduce new ideas in the business since it takes a long time for procedures to be approved. There is also poor communication because of the bureucratic nature of the

Strategic Management Process Essay Example | Topics and Well Written Essays - 1000 words

Strategic Management Process - Essay Example The major contribution of performance management is its focus on achieving results - making use of the best tools to success and useful products and services for customers inside and outside the organization. In other words, performance management is not just being busy, but it is of how much of the work is effective in achieving the goals of the organization. Today, organizations have goals, plans and resource management. In order to achieve specific goals of an organization, it is essential that they need to have strategic management. Recently, organizations have been faced with challenges like never before and those organizations which utilize strategic management practices are generally more effective than those who do not. Further, this increasing competition from businesses across the world has meant that all businesses must be much more careful about the choice of strategies to remain competitive. Therefore, small and large organizations put more focus on effectiveness to put systems and processes in the right way to the right things to achieve the predetermined results. This is the only way to claim that the organization and its various parts are really performing (McNamara n.pag, 1997). In simple terms strategic management is the process of specifying an organization's aims and objectives, developing policies and plans to achieve it, and allocating resources so as to implement the plans. Strategic management is the highest level of managerial activity, which is generally performed by the top leaders of an organization. It provides an overall direction to the whole organization, leading them all to achieve a set goal/s. An organization's strategy must be best suited for its resources, circumstances, and to achieve its objectives. The process involves matching the company's strategic advantages to the business environment the organization faces. Training each and every individual to perform the individual targets is also am important step in this process. In general the goal of corporate strategy is to put the organization into a position to carry out its mission effectively and efficiently. Hence a good corporate strategy should combine an organization's goals, poli cies, and action into a complete package of success (Wikipedia n.pag, 2007). In general a corporate strategy can be described as an organizations sense of purpose - a guiding purpose or policy, or it can also be a focused mission statement, or even a philosophy, for the achievement of an objective. It is the mapping out of future directions that need to be adopted using the resources possessed. The study of corporate strategy is a relatively recent phenomenon. Edith Penrose (1959) was one of the pioneers in academics to argue that what happened inside the firm was just as important as the marketplace outside the firm. Till then the main focus of economics had been upon the marketplace outside the firm, with a detailed consideration of market demand and supply issues. Penrose argued that the growth of the firm was related to its use of resources, its past history and its evolution over time; previous history was a key influence on future development. The US strategist Alfred Chandler (1962) also published a substantial study regarding the growth of the firm. H e argued, in support of Penrose, that the development of an organization over time is an essential element in understanding strategy. The implementation

Historical Periods and Feminist Stylistics Coursework

Historical Periods and Feminist Stylistics - Coursework Example However, the rise of women to power did not take place in an impulse. It happened in stages, and this stage-by-stage change may have been reflected in the literature (as a mouthpiece for context, society) across these periods. Language stylistics is the product and/or evidence of this evolution of language. This paper analyses this accompanying reflective evolution of language stylistics based on three texts from three periods: Shakespeare’s Macbeth from the renaissance and reformation period; Jane Austen’s Sense and Sensibility from the romantic period; and Hume Sotomi’s The General’s Wife from the post-modernist period. This analysis will cut across the three levels of language: the word (vocabulary); the phrase or sentence; and the discourse. Renaissance and Reformation Period: Grammatical Possession in Shakespeare’s MacbethWhile the aspects of feminist stylistics may have to do with the evolution of feminist movement, the fact that it focuses mo re on female writers makes it only natural that the feminine voice should be pronounced in their works, feminist movement or not. But in the broader discussion on the evolution of feminism, to give voice solely to the women would not be fair. A male voice is equally important, at least for balance’s sake. Besides, the feminine voice is only identifiable vis-Ã  -vis the masculine voice. But most importantly, men have also been part of the feminist movement. The plan is to find how this is exemplified in language. Shakespeare is a suitable candidate. Not only because he is male.

Taxation System In Pakistan

Taxation System In Pakistan Taxation in Pakistan is a very complex system including more than 70 different taxes and nearly 37 different government agencies administer the tax system. Around 10 million people are registered to pay taxes but only 1.9 million people pay taxes [1]. In 2002, Transparency International studied 256 respondents, among which 99% were facing corruption regarding to taxation. Furthermore, 32% of respondents were paying bribes to lower their tax assessment, and around 14% reported receiving fictitious tax assessments [2]. Pakistan is one of the developing countries where tax to GDP ratio is very low. (Exhibit 1) From 1947 the sales tax was introduced at provincial level which was covering a limited area of commercial activities. In 1951 it was converted into a federal tax in 1951. The Government of Pakistan setup a National Tax Reforms Commission in 1985 to provide recommendations to improve the taxation system in Pakistan. The Commission submitted its final report in December 1986. As a result, the Sales Tax Act was introduced in 1990, it was a value added version named as General Sales Tax (GST). In 1995-96, GST was transformed into a complete VAT mode tax with its basic structures. In 1997-98 the tax base was extended to importers, retailers and wholesalers. GST was only covering the goods before 1990, which later on covered the services sector also. Tax collection was increased from 1990s to 2000s collecting US$ 2.67 billion in the recent years. Comparing With Some Similar Economies [3] The Indian economy is the 2nd fastest growing economy of the world and 12thlargest in term of exchange rate. Although, India does not have impressive track record in the growth of revenues, rising from6.8% of GDP in 1950s to 10.3% in 1990s and maximum of 12.9% in 2009. But the important thing is that the tax-to-GDP ratio is increasing constantly from 2004 onward. On the other hand, tax-to-GDP ratio in Pakistan has a declining trend from peak 13.2% to 8.9 in 2009. (Exhibit 2) Sri Lanka has been facing a worsened law and order situation since early 80sand economy of Sri Lanka showed a very low GDP growth. Although, tax revenues as compared to GDP has decreased in Sri Lanka but still they have high rate of 14.3% which is higher than Pakistan. Sri Lanka has coped with the problems in economy by focusing on its Tea exports, Tourism sector. Furthermore, government has also tried to improve the revenue collection. (Exhibit 3). Sweden is considered to have highest tax-to-GDP ratio in the world. Tax revenues in Sweden have touched a highest level over 50% of GDP. The personal income tax rate is highest in Sweden which is about 56.4%. Tax rate is progressive for the personal income in Sweden while in Pakistan we are facing a regressive taxation. (Exhibit 4) Reasons of low tax to GDP ratio in Pakistan There are several reasons why we are unable to collect the tax. Corruption is one of the important aspects which are casting great hindrance in taxation system. Other important reason is low literacy rate, which is very low as compared to many countries in the world.(Exhibit-5Literacy).Demography of a country also play an important role in the tax to GDP ratio. Pakistan has about 36.7% population which is 14 years of age or below. Hence working class is not growing to generate taxes. Terrorism, law and order situation, poverty and unemployment are also playing important role in low tax collection. Tax base in Pakistan is stable at 1%, on the other hand tax base in USA is about 24% and it is 20% in Malaysia. Tax policy is also not suitable in order to generate taxes and to extend the tax net. Another problem that we are facing is documentation of economy; nearly 52% of our economy is undocumented. Audit and enforcement is so weak in Pakistan that the audit agencies themselves are invo lved in corruption. Looking at different sectors, we can see agriculture has above 20% share in GDP but tax collected from this sector are only 1% of total tax collection. In this way contribution of different sectors is not properly distributed. Political influence is also a big hurdle in the taxation system. [4] Main Concern of Pakistans Tax Policy Government collect taxes from its people in order to spend the collection on the welfare of its people which includes national defense, debt servicing and other welfare related issues. While designing the tax policy a country should account the equity and justice for its people because a system is most effective when it is designed on the bases of equal and fair treatment of each tax-payer. But in case of Pakistan the situation is bit different, as a nation we are in debt by the foreign and domestic lenders which is due to our extra expenses incurred due to recent war on terror, our habit of corruption at national and international level and we are also tax averse society in which we dont feel ourselves responsible to pay taxes. Our current tax collection system is very weak which comprises of loopholes in the system accompanied by the corruption of Federal Board of Revenue (FBR) officers which speaks about the justice and equity of our government officials for their people [5]. After analyzing the height of corruption, special favor given to government officials or their friends, our undocumented economy and failure to increase tax net it has become necessary for any lender to set the target in order to continue the money lending and to make sure that their borrowed money can be repaid by the borrower. Initially the foreign lenders did not set any targets for us because they somehow believed in our commitments and also felt that we will pay them back their money as per the signed agreement but after the several failures of debt servicing, lenders started to analyze the root cause of this issue in which they found our tax collection system complied with old methodology of taxation i.e. General Sales Tax (GST) in which all the tax collected at the last stage which makes them aware of the fact that as a corrupt nation and low tax net economy it will become more difficult for them to collect their lent amount from us which lead IMF to set targets for us[6]. The reason they feel our system is outdated because now most of the countries in the world including the developing countries are eliminating the loopholes in tax collection system by introducing the Value Added Tax (VAT) and by increasing the tax net through VAT. Now the question arises what are the reasons for government to obey the rules set by International Monetary Fund (IMF). Firstly, we do not have enough liable system and funds by which we can manage our economy because of which we need IMFs support so that we can run our affairs smoothly. Secondly, reforming Pakistani taxation; certain actions such as reestablishment of the State Tax Organization, restructuring the law of direct taxation, introducing and implementing the value added tax, as a complimentary to the reformation of the existing law of direct  taxation and as an efficient and co-ordinate tool with the economic situation of the country has been taken in to account. Also, In General Sales Tax (GST) which is based on the percentage of sales, State loses 100 percent when someone evades tax whereas in Value Added Tax (VAT), a taxation system in which tax is applied in production process whenever the value is added to the product, if tax is evaded at one value addition stage government loses only some part of the tax Another reason for suggesting implementation of the value added tax is that, it is a suitable substitute for many other duties and indirect taxes, which has vast distortion effects  on the productive sectors and on the welfare and behavior of the consumers. Omission of the indirect taxes and duties causes  great decrease in the government revenues. Thus, the value added tax, in addition to compensating the income decrease of the government, can also increase the government tax  revenues. VAT also justifies itself more effectively because by implementing VAT it will result in the increase of tax revenues and also help to decrease the pressure on taxation for production sector also better for the investment by the adjustments in the income tax rates. It will also reduce the time and costs related to tax collection and also bring the sense of participation among the peoples [7]. On the proposal for introducing VAT in Pakistan by the government officials there was a huge resistance from the opposition parties because the main negative effect of VAT in economy of Pakistan is the need of accounting which needs to be done which will also effect on the accounting which business might need to perform. It affects small businesses because such business may lack in terms of accounting proficient peoples in order to track the tax of business. It is also highlighted by opposition that VAT will also result as a regressive tax policy in which rich person will get a fair deal by transferring their tax burden upon the poor people which will ultimately cost a lot for the poorer one but after analyzing the research paper of so many author we came to understanding that initially at the time of imposing VAT for the first time such problems do occur but there are also some ways by which government can address these issues. And it is also the reason that some of the critics of VAT states that it will also lead to inflationary price level which will hurt the economy as a whole but this is not as much true because the rationale behind VAT states that it will create the deflationary effect on the economy which will result in stable or low price as the time passes. And to respond the previous critic of VAT about being regressive policy, we can compensate the low salary class of people by introducing new tax policies which could help the m particularly [8]. The main concern of Pakistans tax policy is to increase the tax revenue which can only be done through applying VAT in which tax can be collected at every level whenever the value has been added. Its positive effects are more as compare to the reasons for resistance which government is facing in order to reinforce it and these resistance are natural because if we see other countries who are same as Pakistan have also faced the similar kind of issues while implying their tax system from GST to VAT and not just that but also we are running out of funds for which we have to comply with the requirement of Foreign Lenders i.e. IMF so that we can manage our economical issues comfortably. In the long run perspective, the VAT will not just increase our tax net but also make us self sufficient in terms of managing our self and we will also be able to service our debts which will results us as a freedom from the loan from IMF in the coming time period. Only critical fact which needs to be address while setting the tax policy on VAT is the corruption related matters which can be minimized by the VAT by its own self but government should also take some initiative while dealing with VAT implementation face because its more easy and possible to cheat if VAT is the system but on the other hand it will just miss the percent of Value Addition while on the other hand GST miss the whole hit if the tax payers manage to get rid of tax. Comparison of Complex VAT with Simpler GST As we know, in GST, tax is charged as a fixed rate at the end of supply chain where as in Value Added Tax system, tax is charged at every value addition stage so suppliers/vendors in the middle stages of production can evade tax by not registering with Financial Bureau of statistics. In VAT system, for example If a stage two supplier is not registered with FBR and supplies goods to third level in value addition and FBR takes information about the production of good from level three vendor, the tax evader at level will be tracked sooner or later. The world experience has showed that VAT induces a strong tax culture. Under GST system, due to tax evasion, tax gap in 2010-2011 was 79 percent [9]. One way to stop organizations from evading tax is heavily penalizing them. For example if the organization has already filed a tax return and fails to pay the tax liability or evades it should be penalized on daily basis. If a person registered with VAT fails to file return, under section 88 of the Federal VAT Bill 2010, value added tax liability will increase. If the tax return is not filed within fifteen days of due date, the supplier would have a penalty of Rs.1, 000/- for every day of default. Penalties on failing to pay the taxes would help collecting tax and there would be an incentive for organizations to pay taxes on time because if they do not they will be charged more [10]. Also the suppliers in the supply chain who are not registered with FBR will not be in a position to claim the tax paid at purchase levels. The in-built invoice based credit of VAT will promote economic documentation. Tax invoice is the most important and significant feature of VAT-induced documentation. VAT has self-assessment features and records business transactions through tax invoicing. Today Pakistan is facing a problem of undocumented and black economy. More than 30 %, calculated by electricity consumption approach, of Pakistans total economy is undocumented resulting in low tax revenues which in turn results in increasing tax rate and increasing tax burden on people who fairly pay their tax dues [11] see exhibit 7. VAT, with its features of penalizing and mandatory documentation of business activity, will help eradicate the norm of black economy from the nation. When in 2010 implementation of VAT was proposed, online registration of tax payers was also proposed. Difficult and rigorous registration is also one reason of people and businessmen not registering for tax. Historically as well as in present registration, under GST, has been a troublesome process because of which people avoid it hence huge amount of revenue is lost by government. If VAT is introduced, registration would become easy and those who do not register just because of the complicated process would start listing themselves which would eventually increase government revenues and its ability to pay off debt. It is also a general concern of people that the cost of compliance would increase dramatically if the VAT is implemented; this however, is not true. There will be no effect or increase in compliance cost of producers already registered/operating under GST regime and will automatically switch to VAT. But the new taxpayers who are not yet registered will have to pay nominal expense for VAT compliance. Because of IT- based VAT processes, cost of VAT compliance usually remains low for the taxpayers who release their tax obligations regularly on fair lines. [12] One of the reasons Pakistan has not been able to progress as much as other emerging countries have is because of the lack of proper infrastructure, low quality of education, and lack of governments ability to spend on public welfare. Almost all of the tax collected by government is spent on either defense or on debt servicing. The stage has come when Pakistan needs loan to pay its loan payments. With VAT the state would be able to collect more taxes with which Pakistan will be able to repay its loans sooner. Once Pakistan pays off all the loans it will be able to spend on infrastructure and improve quality of education. Better infrastructure and education would attract foreign investments which will increase GDP and eventually increasing the tax base; there has been a decrease of more than 3000 million $ from fiscal year 2007-2008 to 2009-20010 in FDI see exhibit 6. According to VAT law there is no difference between retailers and wholesalers. It also does not define manufacturer or manufacture. Every person, who is part of the production supply chain, is required to get registered with VAT if he/she is engaged in carrying out business activity of making supplies of taxable goods/services. Under GST only some of the industries are charged tax. For example, cellular services account for more than 80% of the total GST collected, rest of the countrys industries pay less than 20% of the GST revenue.[13] See Exhibit 5 . Now one problem could be that organizations tend to avoid taxes especially when VAT is practiced in the economy. But with the negative effects, payment of taxes has positive consequences as well; paying taxes improves the credibility of organization. People tend to purchase from organization that are ethical enough to pay its due taxes, it is most beneficial for small companies. If small organizations mention on their sites that the company is a regular tax payer, it will not just improves its credibility but will also enhance its ability to compete with larger firms. Tax refund is also a major problem under GST regime, VAT, however has a solution to it. Under VAT system refunds will be paid through speedy Refund Payment System. The system has already been set-up for exporters from the tax period April, 2010 onwards. Under this upgraded system electronic refund payments will be made directly in the bank accounts of the taxpayers. This new refund system will be expanded to cover all other classes of refund claimants in due time. Thus, VAT is the most appropriate tax system for Pakistan as it has the ability to deal with tax refunds without taking much time, its ability to track un-registered business entities, and its ability to increase government revenues and reduce tax gap.