Developing a Motivational Plan Essay Example for Free

Developing a Motivational Plan Essay A motivation plan for any school is extremely important for the success of any educational program. Students who are not motivated will not learn and in turn wont succeed. Many components should be included in a motivational plan so that all the needs of students are met and each student has goals that are attainable and can be reached. According to Hersey (2008), Goals should be set high enough that a person has to stretch to reach them but low enough that they can be attained. Goal setting, rewards, both tangible and non-tangible, and a sense of belonging are motivational components that should be included in a motivational plan. The first part of a motivational plan that I would feel essential for my school would be goal setting. At the current school that I work at, I feel like this is a missing part of our motivational plan and it greatly affects our students. Without goals, the students dont know what they are working towards, this creates confusion and a detachment from the meaning of education. Although some students may set personal goals, I feel like its important for there to be group goals so that the students can work together to achieve them and be more motivated. Goals should be set high, but not so high that students cant achieve them. Goals that are too high would do the opposite of motivate, it would create despair and students would give up eventually because they would know that their effort is not worthwhile. Setting goals that are attainable will motivate students and will give students the confidence that they need to continue their efforts in reaching additional goals. If students know that they can reach a goal, something that is attainable and reachable, theyll be more motivated to try so that they can have that feeling of accomplishment. Another important aspect of goal setting is that the goals are changed and updated frequently so that students constantly have something to work for. Once a student achieves a particular goal, the motivation will be gone unless they have something else to work towards, something else to motivate them. Hersey (2008) also supports this idea by stating, Once the child becomes proficient in attaining a particular goal, it becomes appropriate for the parent to provide an opportunity for the child to identify and set new goals. So, its my plan to work with the students to create attainable goals frequently so that students have constant motivation and something that they can always work towards. I believe that goal setting is a major component of any motivation plan and this will be the main focus behind mine. I feel that its extremely important that students have goals and something to work towards, otherwise there will be no motivation behind their actions. The second component of my motivation plan will be tangible and intangible rewards. Students will work towards something and be more motivated if they receive something in return. This is similar to why anyone get a job. They work hard and complete actions in order to receive the tangible reward of money and the intangible reward of accomplishment. Students are going to be more motivated and work harder if they will get something in return for their hard work, whether its intangible like a feeling, or tangible, like good grades or rewards. It is no surprise, then, that to improve academic achievement of middle school students, successful programs incorporate the social contexts for both intrinsic motivation and internalized extrinsic motivation (Wilson Corpus, 2001). Although studies have shown that extrinsic rewards are only beneficial short term and can be detrimental in long term situations, (Corpus Wilson, 2001), I believe that every now and then a tangible reward is needed and can result is a positive outcome and increased motivation. An example of this is a current motivational strategy that we use at my current school regarding awards for good grades, citizenship, and good attendance. Students get awards every semester for achieving milestones in these categories and I believe that it does increase student motivation. If a student is close to the end of the semester and has a B+ in one class, they will are motivated to raise that one grade in order to get the highest award presented to them in front of their parents, teachers, and students, since we do the award ceremony during the school day. I have personally seen the motivation that is created by these awards and I plan to include this in my motivational plan as well. Intangible awards can also be very successful in creating motivation and are more beneficial long term although short term effects may not be as common as with the tangible rewards. Students respond to intrinsic rewards like praise, self assurance, and accomplishment. There are, however, many intangible rewards, such as praise or power, that are just as important and effective for use as incentives when endeavoring to evoke a particular behavior (Hersey, 2008). To incorporate this into my plan I would like to see more praise for good behavior, as well as giving students more choices in the classroom. By giving students choices, they will feel more empowered by their choice and feel more accomplished when they achieve it, resulting in increase motivation. Finally, I would like to see a good sense of community and belonging in my school community. According to Glasser (1985), the five basic needs common to all people are the need for belonging, power, fun, freedom, and survival. With a sense of belonging, students will have more ownership over their behavior and will be more motivated to succeed. Its been my experience that students that are out-casts arent motivated to succeed because they have no reason to, no one to share their success with. The opposite would happen if students feel like they belong and have someone to share their motivation and success with. Overall, more than one component is important to any successful motivational plan. My plan will focus on goal setting, rewards, and a sense of belonging or community within my school. With these factors I hope that my students will be motivated to learn and become better students and people. Its my belief that although many factor are essential to a motivation plan, its crucial that goals are set so that students have something to work towards. Without a goal to work towards, students wont feel like they have a reason to be motivated. These are the components that will be included in my motivational plan for my future school.

Ferropenic Anaemias as a Problem of Public Health

Ferropenic Anaemias as a Problem of Public Health There are several levels of consideration when analysing the problem of the ferropenic anaemias. Firstly there is the overall prevalence in the population, which is quite low in the UK when compared to the developing world (see on). Secondly we need to differentiate between the physiological ferropenic anaemias such as those which occur in pregnancy, those which occur as a result of disease states such as the various forms of malabsorbtion and those which occur through neglect or malnutrition (in the widest possible sense).(Allen, L et al. 2001) The physiological anaemias are not a major public health issue as they are almost invariably screened for in the routine ante-natal clinics and when found, are generally treated on an expectant basis. Iron stores may be depleted after pregnancy and during the breast feeding period, but again, one could reasonably expect that these conditions would be detected and treated as a matter of course. (Ramakrishnan, U. 2001) The same comments generally apply, although with not quite such universal accuracy, in the malabsorbtion states. Such states are generally found as part of another (usually more clinically obvious) pathophysiological process or as part of a post-operative syndrome. (I M 2001) One would hope that, as such, they would be part of the general management of the overall condition and therefore do not pose a particular public health issue. Another area where the Public Health is a potential concern is that where the ferropenic anaemias occur as a result of malnutrition, poor diet or neglect. One way of considering these issues is to analyse the situation in circumstances where the prevalence of ferropenic anaemias is greater than in the UK (where it is comparatively unusual). (Gibson, R. S et al. 2001) In the developing world, the ferropenic anaemias are a major Public Health issue and some countries have instituted measures to directly combat them.(Yip, R. 1994) The first issue to address is to consider the notion that the commonly measured index of haemoglobin concentration is actually a good measure of iron stores. The evidence base here is quite clear that in developed countries where the level of nutrition is generally good, there is a reasonable (but not exact) correlation. In countries with less good nutritional values, there is a marked disparity between haemoglobin levels and iron levels. Haemoglobin distributions of a subset of iron deficient U.S. children (dotted line) and children who are not iron deficient (solid line). The key observation is the substantial overlap Haemoglobin distributions of Palestinian refugee children (dotted line) and U.S. children (solid line). The key observation is the relatively small overlap. (after Yip et al. 2002) Secondly we should note that as a matter of basic pathophysiology, not all anaemia is due to iron deficiency and not all iron deficiency will be reflected in anaemia. Therefore uncritical use of the haemoglobin index as a measure of the ferropenic anaemias is basically flawed. These charts suggest that the linkage between haemoglobin and serum iron is closer in developed countries than in developing ones. We can point to other indicators of iron status including transferring saturation, serum ferritin, free erythrocyte protoporphryn (FEP) or the more technologically advanced transferrin receptor levels . (Gimferrer E et al. 1997) which can be utilised to give indicators of iron levels either in a specific patient or on a population level. (Lynch, S et al. 2001). There is another consideration here and that these indicators, although probably accurate on an individual level, may not be so helpful on the population level as, particularly in the developing countries, their laboratories may not have a sufficient level of sophistication to perform the assays and also these tests are less accurate in populations where there is a high prevalence of infections One of the main areas of concern to the Public Health is that of the ferropenic anaemias in children. There is a relative period of â€Å"physiological† anaemia in the child which occurs between 6 and 18 months. The word physiological is in parenthesis because it is not strictly accurate. It is physiological insofar as this is the time when the child’s body has its highest levels of iron requirement (almost 10 times higher than in the adult in comparison to body weight) and the comparative depletion is generally rectified by dietary means once the period of high usage is over. (IM 2001). The second factor in this situation is that the typical diet of this age range tends to be low in bio available iron when compared to that of an adult. (O’Donnell, A. M et al. 1997) In the UK it is rare for a child to develop a ferropenic anaemia because those at risk (underweight and malnourished) are generally picked up by routine Health Visitor screening and also because of the better dietary quality of the average diet which is high in meat with a high iron content. Specifically designated infant food in the UK is commonly fortified with additional iron in any event. (Hall, A et al. 2001). We should not overlook that fact that breast milk has a high content of bio available iron and is a useful source of protection (although not universally effective) against the ferropenic anaemias in the young child We should note however, that in studies that have compared breast fed children, with â€Å"normal† diet children and compared them also against those with a fortified diet (defined by being primarily fed on artificial milk) there was virtually no significant incidence of ferropenic anaemias in those children who were given the fortified diet suggesting that those countries who still utilise the fortified milk system as a Public Health measure are spending their money in a cost effective way. (Walter T et al. 2001) Because of the substantial evidence base that supplementation of iron in the diet of the young child is both cost effective and demonstrably workable, (Bothwell T H et al. 1999) One should really also to consider the additional question as to whether there is a case for supplementing other micronutrients as well as iron. This is a question that is outside the strict parameters of the essay title set here so we will not consider it further except to observe that there is a substantial evidence base to support this as well. (Solomons N W et al. 1993) If we now expand the arguments to women of reproductive age, we note that the risk of developing a ferropenic anaemia during pregnancy is greater than during virtually any other stage of life. In approximate values, a pregnant woman can expect her circulating blood volume to expand by about 35% during pregnancy. She would expect to have a total pregnancy requirement of about 590 mg of elemental iron for the foetus and physiological RBC turn over. Routine prophylaxis in the UK supplies about 750 mg during a pregnancy which leaves about 160 mg for erythropoesis. Studies have suggested that the typical woman needs about 1100 mg of elemental iron throughout her pregnancy to avoid a â€Å"natural ferropenic anaemia â€Å". (Viteri F E 1999) There is considerable evidence that a pre-pregnancy ferropenic anaemia increases the risk of developing further anaemia during a first (and progressively greater in subsequent) pregnancies as it suggests that the iron stores in the body are already depleted. There is evidence to suggest that, in women in the reproductive years in the developed world, ferropenic anaemia is more likely to be associated with increased blood loss (menorrhagia or polymenorrhoea) than it is to be associated with poor diet. Lennartsson, (J et al. 1999) made a substantial study of ferropenic anaemias in women and identified a â€Å"substantial sub-set† whose menstrual loss was such that a normal diet could not keep up with their iron requirements. In the context of our essay we can state that iron deficits that are due to menstrual loss appear to have the greatest effect on women in the developing world as they tend to have diets which are already comparatively poor in both overall iron content and bioavailability. Paradoxically, women in the developed world who do develop ferropenic anaemias due to excessive blood loss, are more likely to suffer from multiple micronutrient dietary deficiencies as well, most notably zinc, copper, calcium and vitamin A, (Hall, A et al. 2001). It is also the case that in the developing world, intercurrent infections such as helminthic infestations and malaria may also result in increased levels of blood loss and therefore the underlying causes will also need to be addressed as well as simply correcting the iron deficiency. The nutritional iron requirements of the pregnant woman are typically twice that of the non-pregnant woman, who, in turn, has approximately twice the requirement of the same aged man (corrected for appropriate energy expenditure). Recent studies have shown that 50% of women in developed countries do not have sufficient iron stores for pregnancy requirements. (Kim, I et al. 1998). This fact is essentially the rationale behind the fairly routine prescription of iron tablets to pregnant women in the UK Iron requirements in relation to energy intake for infants, men, women and pregnant women. (After IM 2001) We note that different countries adopt different strategies taking account of costs and available resources. Many, including the UK and the USA, adopt a fortification strategy as a Public Health measure as not only women but men and children will also benefit. Some countries chose to adopt periodic supplementation under supervision such as in a school or the workplace. (Viteri, F. E. 1999) Many countries, including the UK, choose to fortify basic food ingredients such as wheat flour which is currently fortified to levels of 60  µg/g. Basic calculations based on an annual intake of 20 kg/yr (which is fairly low by UK standards) would suggest that this measure alone equates to 3 mg of elemental iron per day or about 25% of the recommended daily requirement. (Viteri, F.E. 1997) In terms of Public Heath costs a recent estimate suggests that it costs about 70p ($1.30) to fortify one ton of wheat flour with six micronutrients, including iron. (Lofti, M 1998). If we revert back to the 20 kg per year estimate of minimal intake, the cost is only a few pence per year ($0.025). Some sources have suggested a programme of plant development and breeding to develop strains of staples such as rice and wheat that have a intrinsically higher micronutrient content. (Gibson, R. S et al. 2001). These measures are certainly within the technological capabilities of the majority of countries and therefore make such measures a viable option. References Allen, L. Casterline-Sabel, J. (2001) Prevalence and causes of nutritional anemias. Ramakrishnan, U. eds. Nutritional Anemias 2001 : 7-22 CRC Press Boca Raton, FL Bothwell T H, Charlton R W, Cook J D, Finch C F, eds. 1999 Iron metabolism in man. Oxford, United Kingdom: Blackwell Scientific Publications, 1999 ; 21. Gibson, R. S. Hotz, C. (2001) Dietary diversification/modification strategies to enhance micronutrient content and bioavailability of diets in developing countries. Br. J. Nutr. 85 (suppl. 2) : S159-SS66. Gimferrer E, J. Ubeda, M.T. Royo, G.J. Marigà ³, N. Marco, N. Fernà ¡ndez, A. Oliver, R. Padrà ³s, and I. Gich 1997 Serum Transferrin Receptor Levels in Different Stages of Iron Deficiency Blood, Aug 1997 ; 90 : 1332 1333. Hall, A., Drake, L. Bundy, D. (2001) Public measures to control helminth infections. Ramakrishnan, U. eds. Nutritional Anemias 2001 : 215-240 CRC Press Boca Raton, FL. IM 2001 Institute of Medicine (2001) Dietary Reference Intakes. . Vitamin A, Vitamin K, Arsenic, Boron, Chromium, Copper, Iodine, Iron, Manganese, Molybdenum, Nickel, Silicon, Vanadium, Zinc 2001 National Academy of Sciences Washington, DC. . 2001 Kim, I., Hungerford, D. W., Yip, R., Kuester, S. A., Zyrkowski, C. Trowbridge, F. L. (1998) Pregnancy nutrition surveillance system—United States, 1979–1990. CDC Surveillance Summary, Morb. Mortal. Wkly. 1998 Rep. 7 : 25-41. Lennartsson, J., Bengtsson, C., Hallberg, L. Tibblin, E. (1999) Characteristics of anaemic women. The population study of women in Goteborg 1968–1969. Scand. J. Haematol. 22 : 17-24 Lofti, M. eds. 1998 Food Fortification to End Micronutrient Malnutrition—State of the Art. Micronutrient Initiative 1998 Ottawa, Canada. . Lynch, S. Green, R. (2001) Assessment of nutritional anemias. Ramakrishnan, U. eds. Nutritional Anemias 2001 : 23-42 CRC Press Boca Raton, FL. O’Donnell, A. M., Carmuega, E. S. Duran, P. (1997) Preventing iron deficiency in infants and preschool children in Argentina. Nutr. Rev. 55 : 189-194 Ramakrishnan, U. (2001) Functional consequences of nutritional anemia during pregnancy and early childhood. Ramakrishnan, U. eds. Nutritional Anemias 2001 : 43-68 CRC Press Boca Raton, FL. . Solomons N W, Mazariegos M, Brown K H, Klasing K. 1993 The underprivileged, developing country child: environmental contamination and growth failure revisited. Nutr Rev 1993 ; 51 : 327–32. Viteri, F.E. (1997) Iron supplementation for the control of iron deficiency in populations at risk. Nutr. Rev. 55 : 195-209. Viteri, F. E. (1999) Iron supplementation as a strategy for the control of iron deficiency and ferropenic anemia. Arch. Latinoam. Nutr. 49 (suppl. 2) : 15S-22S Walter, T., Olivares, M., Pizarro, F. Hertrampf, E. (2001) Fortification. Ramakrishnan, U. eds. Nutritional Anemias 2001 : 153-184 CRC Press Boca Raton, FL. . Yip, R. (1994) Iron deficiency: contemporary scientific issues and international programmatic approaches. J. Nutr. 124 : 1479S-1490S Yip R and Usha Ramakrishnan 2002 Experiences and Challenges in Developing Countries J. Nutr., Apr 2002 ; 132 : 827 830. ################################################################ 8.11.06 Word count 2,251 PDG

Essay examples --

When you are walking down Main Street, what are you looking at? Storefronts are the main attraction to every one’s eyes as they stroll down the street. They have the power to draw you in or push you away. You can tell a lot about what the store is by what their name is, things in the windows, signs, etc. This is what makes all storefronts unique and different from all other buildings, they tell you exactly what is inside without you having to walk in and discover it for yourself. The storefront is the most important architectural feature of all commercial buildings. It plays a very large role in the store’s advertising and merchandise that draws customers and increase business. The storefront is the most commonly altered feature of a building for this reason. These changes can completely change the building’s architectural features that make up its historical features. The history of storefronts go all the way back into the 1700’s. The Wild West days back in the 1800’s when cowboys and outlaws roamed the free new land are we will start. Saloons, general stores, black- smiths, gunsmiths, etc. all had storefronts telling the cowboys and travelers what their store was. They all had windows you could peek into and see what each had to offer. If you were traveling and came into town, you would want to know where the general store and saloon where so you could get supplies and take the edge off and relax. Without these storefronts you would wander the streets clueless or would just continue traveling thinking that town had nothing to offer. Commercial establishments have been on ground level since the 18th and 19th centuries. They had residentially scaled doors and windows that were unrecognizable from surrounding houses. In rare cases,... ...lder store but can also detract from the visibility of the windows. Neon signs can be quiet effective since they are bright and grab your attention from a ways away. Neon comes in a variety of colors that can be used with your color scheme. Some people say that a neon open sign can be on of the most important features in a store’s window. You also want to check sign ordinances to see if you are allowed to place a sandwich board on the sidewalk between the curb and the store. Storefronts vary from region to region with Jackson Hole, WY being full of tourist merchandise and high prices. Gatlinburg, TN is also a tourist town with tons of attractions and high priced souvenir stores full of junk. Cody, WY had tons of rust old western looking stores and merchandise. Storefronts in larger cities were more modern and industrial looking with nicer clothing and jewelry shops.

Praise of Chain Stores by Virginia Postrel Essay example -- wal-mart, e

â€Å"So what’s wrong if the country has 158 neighborhood California Pizza Kitchens instead of one or two?† Virginia Postrel inquires in her In Praise of Chain Stores essay (Postrel 348). In rebuttal, I plan to answer her question with more reasons than one. However, the responses I intend to offer apply not only to the CPKs of America, but for all the national retailers, big box stores, chain stores, and the like. National retailers destroy the local character of small towns. Chain stores should be limited to only run in a few highly populated urban areas. Furthermore, the costs saved in the convenience and familiarity of chain stores do not outweigh the negative economic impact and damaging effects that they can have on a community’s well-being. Postrel develops her support of national retailers throughout the essay, offering the opinion that it isn’t the stores that give places their character, but instead, aspects like the terrain, weather and culture that do (Postrel 347). While terrain, weather and culture can set apart regions, such as New England from The Deep South, and Southern California from the Midwest, it’s the community that gives each town their own special character. A community consists of the residents, their restaurants, hardware stores, pharmacies, ice cream parlors, farmers markets, and so on. These places, and the interactions that occur daily at each establishment, are the fabric that differentiate them, and create the breeding ground for diverse characteristics to flourish. While Postrel argues that wildly different business establishments across America in the past is a myth , it’s actually not necessarily that the products that varied from store to store, but more the aforementio ned factors that truly set ... ...he amount of a certain retailer’s establishments constructed within a certain amount of mileage. For example, a Wal-Mart on the north side of town and the south side of town is excessive. There is no question that chain stores have a detrimental effect on the measurable character and community of small towns. Not only are residents effected economically and collectively, but the character of the area is also threatened or compromised. In conclusion, we should all take a step back and see how we can give back to our community by leveling the playing field for local businesses. The first step in doing so is to realize the negative influences chain stores impose on small towns. Works Cited Postrel, Virginia. â€Å"In Praise of Chain Stores.†Model Essays: A Portable Anthology. Eds. Jane E. Aaron and Ellen Kuhl Repetto. Boston: Bedford/St. Martin’s, 2013. 345-49

How to stop domestic violence Essay

Domestic violence in the family can be stopped. For it to stop, focus on possible help should be on the perpetrator and not on all the members of the family. I therefore refute this statement that for violence to stop, all members of the family must change. Instead, the perpetrator of violence in the family should change. I say this because there is no plausible reason for anyone to batter a loved one. Domestic violence is a crime and it should be treated as such. To insinuate that the victims violence are in any way the cause of their battery is akin to saying that you are responsible when your house is broken into. Of course that is nonsense, you are victim of burglary. So is the case with domestic violence. There is a perpetrator and the victims. It is true that some dynamics in the family may instigate violence, but that is no reason to abuse anyone. There are ways of amicably solving differences. There are several reasons that explain why some people abuse their partners. This include: substance abuse, economic hardships, poor communication skills, provocation, stress, family dysfunction as well as lack of spirituality.

Museum Art Critique: Surprise Attack Near Harper’s Ferry Essay

When first viewing the painting, Surprise Attack Near Harper’s Ferry, created by John A. Mooney in 1868, the only thing I found myself able to focus on was the group of almost completely undressed men that appear to be bathing in a river. At first glance, I was not truly able to grasp the concept behind the painting or the exact situation that was intended to be portrayed by John Mooney, in this specific piece of historical artwork. After looking at the image more closely and thoughtfully, the first words that entered my mind immediately were fear and chaos. The background of the Surprise Attack Near Harper’s Ferry, with the exception of the smoke in the far distance, contrasts significantly to the utter chaos, fear, and confusion displayed in the portion of the painting where the group of men appear to be fearfully scattering about in the water. The background of this painting, the beautiful colored sky and other scenery including the shimmering water, differs greatly in comparison with the more focused on, somewhat disturbing image, of what appears to represent franticness and fear that is sweeping over this group of men. After observing the painting as closely and carefully as possible, the image to be portrayed caused a feeling of sadness, as well as confusion, to sweep over me. After understanding more about the painting’s meaning, I began to also feel a sense of compassion and sympathy toward these men that I couldn’t even completely comprehend at first. In the painting, Surprise Attack Near Harper’s Ferry, the artist, John A. Mooney, places a great emphasis on the â€Å"subject matter†; the subject matter being the men that were attempting to bathe in the river. Even though the subject matter, the â€Å"central focus† of the painting, seems to just be about this group of Confederate Soldiers, importance is also greatly placed upon the raw emotions shown by these soldiers; emotions that make this painting worth critiquing and analyzing in the first place. On a more positive note or view of the painting, Surprise Attack Near Harper’s Ferry easily has the ability to grab the observer’s attention because of the beautiful, shining color of the river and the broad sky; despite what realities the men might soon be forced to face in these waters. Additionally, one of the major things to notice about this painting is John Mooney’s use of repetition represented by the men in the river. Repetition is noted in the men in the painting, due to their striking, and almost identical similarities in their appearance. Another important principle of design or â€Å"formal property†, is the use of the earlier mentioned contrast between the more serious, central focal point or the â€Å"subject matter† ; also known as the Confederate men in the river, and the more calm and relaxed setting shown by the clear skies and mesmerizing color of the river itself. Contrast is also seen in the painting by the artist’s use of different colors that oppose or conflict with one another. For example, John Mooney uses a much brighter/ lighter color on these men, than what he uses for the intense green/blue river and the more cloudy/ darker color he uses for the sky, or for the background cannon smoke. Contrast is used by this artist to draw more attention to the focal point of the painting.

The Big Daddy of Social Learning

JB Garcia California Polytechnic State University Associated with Albert Bandura's work in the 1960s, social learning theory explains how people learn new behaviors, values, and attitudes. While mostly related to early development in children, social learning theory occurs at times when most people don't even realize that it is happening. There are many examples that could have been chosen to show the social learning theory but I believe there are none best than the movie Big Daddy. The premise of the movie is based on this young boy Julian McGrath (Dylan and Cole Sprouse) who is left in the care of his father after his mother passes away. When his father, Kevin Gerrity (John Stewart), could not take care of him because he is out of the country, Sonny Koufax (Adam Sandler) decides to raise the boy on his own. By dissecting key scenes in Big Daddy, it is easy to tell that this movie is a perfect example of social learning theory because of the many scenes that show Sonny trying to teach Julian who to live in both a non-traditional method and a firm parenting method with easily identifiable cognitive responses from Julian. What is the Social Learning Theory?Before beginning to dissect scenes from the movie it is important to establish a clear understanding of the social learning theory. The social learning theory  is a theory of  learning  and  social behavior, which states that new behaviors can be acquired by observing and imitating others. A popular example would be young children mimicking their older siblings around the house and striving to be exactly like that older sibling. The key tenets of social learning theory are that learning is not purely behavioral but is actually a cognitive process that takes places in a social setting. This means that by simply observing their current situation and surroundings someone is able to pickup on things and is able understand based on what they are seeing. Social learning also requires attention to the object or person being observed, remembering or retention the observed behavior, the ability to replicate the behavior, and a motivation to act the same way. For example, that same child might see a sibling receive a reward for good behavior in a public setting and imitate the sibling in the hope of getting a reward, too. Modeling is also a key part of the social learning theory because it allows learning to occur without any noticeable change in behavior. Being able to extract information from observations and make decisions based on the performance of the behavior such as a child seeing a sibling behave poorly and get away with it and try to replicate that behavior thinking that they will not get in trouble either. It is important to the person observing the behaviors is not a passive recipient of the information and that other factors can all influences the observer such as cognition, environment and reinforced behavior. Four Phases of Social LearningOne of the major focus for the social learning theory and arguably the entire basis relies on the premise that the observer is able to pay attention for a short amount of time and has enough awareness of their surrounding to understand what is happening. How the observer perceives and understands the events in their surroundings is directly effected by their perceptual abilities, cognitive abilities and the characteristics of the events themselves. In this way, social factors contribute to attention and the prestige of different models affects the relevance and functional value of observation and therefore affects attention. In order to reproduce an observed behavior, observers must be able to remember features of the behavior. Again, this process is influenced by observer characteristics (cognitive capabilities, cognitive rehearsal) and event characteristics. Bandura describes that the visual and verbal aspects of cognitive learning as the most important parts in terms of the retention process. The reproduction aspect of the social learning theory is the most difficult because the observer needs to have the ability and cognitive skill to perform the actions that they are seeing. In some cases in which behaviors are modeled after self-observation, an observer requires some form of effective feedback in order to enhance their cognitive abilities and improve their performance based on their models. All of these aspects lead up to the decision of the observer to replicate the observed behavior. The motivation to reproduce a behavior or action is dependent on the observers understanding of the expectations and understanding of the consequences that come with replicating the action. Environment and other social factors can also consequently affect the decision to reproduce behaviors. These are the four phases of the social learning theory that must occur for it to be effective. Limitations of the Social Learning Theory With a heavy emphasis on how the observers environment affects them and directs their learning, this theory is weak when it comes to the observer's own actions. Putting the focus on how setting influences behavior places more weight on the people and community that the observer is part of, and not enough weight on how the observer handles and processes new information. It neglects the observer's accountability and may go too far in stating that society directs how the individual behaves and acts. Unlike stage models of the observer's development, social learning theory doesn't hinge upon a distinct progression of learning and growth that is chronological or age dependent. The view of this theory as neglecting to consider the observer's development, across all of the domains, is a potential weakness. Although not every observer's matures at an identical rate, some of the standard milestones and markers may still occur regardless of the environmental setting.Breaking Down Big DaddyBig Daddy is a story of a young boy, Julian, and a man, Sonny Koufax, who has taken on the role of being the Julian's father. Julian is only five years old as if a very reserved child. That coupled with the fact that Sonny doesn't want to be the one in charge of him leads to Sonny giving Julian complete freedom as a part of his parental approach. In the scenes we see in the video, Sonny drops a stick on a path so that when people in rollerblades are coming down the path they will hit the stick and fall. Once Julian sees this he immediately finds the action to be funny and repeats this action with a group of people rollerblading through cones causing someone to fall and triggering positive reinforcement from Sonny. It's clear that Julian able to pay attention and replicate the action of putting the stick down because he chooses to do this on his own in separate scene. Julian's motivation to replicate this action derived from the sense of enjoyment and happiness he experienced the first time he saw it with Sonny. His actions are then reinforced when Sonny applauds and says, â€Å"That's my boy!† (Big Daddy 1999).In another scene we see in the clip is when Julian is struggling to use the bathroom and Sonny encourages him to pee in public on the door. Although afraid at first, Julian observes Sonny pee on the door and believes that this is socially acceptable. We see later in the film that Julian has been replicating and actively replicates this behavior as he begins to pee into a plant in his classroom while Sonny is speaking to his teacher about his poor hygiene and scholastic shortcomings. If it weren't for Sonny showing him to pee on the door earlier in the movie Julian most likely wouldn't have reproduced this behavior. There are some positive displays of the social learning theory in this clip as well. Julian is struggling to tie his shoes for a little and Sonny takes initiative and shows Julian how to tie his shoes properly using the â€Å"Loop and Swoop† method. The evidence that Julian was paying attention and was able to reproduce this behavior comes later in the film when Sonny is speaking to the social worker and Julian ecstatically runs up to Sonny saying, â€Å"Look I did it! Loop, swoop and pull!† (Big Daddy 1999). This shows the cognitive ability of Julian in that even though he was only shown how to tie his shoes once early in the film that even down the road he was able to replicate it and do it on his own. The Big PictureThe social learning theory is important because it should make people more aware of how their actions can influence the people around them. People tend to forget how easy it is for children to pick up on things that see or hear which are main aspects of the film Big Daddy; so using the knowledge of the social learning theory should enable parents to become more aware of what they are doing around their young children. Big Daddy is a perfect example of what children are capable of learning in the short amount of time and minimum exposure to certain behaviors. As children they may not be fully aware of every single repercussion that comes from their actions but only that the action can lead to a smile or a laugh or even a tear. Social learning theory should be used as a teaching point for young parents and even older sibling to provide their youth with proper examples of how society functions and help them make their own decisions about what is right and what is wrong. Reference SheetBandura, Albert (1963).  Social learning and personality development. New York: Holt, Rinehart, and Winston.Bandura, Albert (1971).  Ã¢â‚¬Å"Social Learning Theory†Ã‚  (PDF).General Learning Corporation. Retrieved  25 December  2013.Big Daddy (1999). (n.d.). Retrieved February 09, 2018, from http://www.imdb.com/title/tt0142342/Latimer, S. (Director). (2015, January 15).Social Learning Big Daddy[Video file]. Retrieved February 4, 2018, from HYPERLINK â€Å"https://www.youtube.com/watch?v=Mhe6p3Xkzt0† https://www.youtube.com/watch?v=Mhe6p3Xkzt0Loop, E. (n.d.).Social Learning Theory Strengths & Weaknesses. Retrieved February 09, 2018, from http://classroom.synonym.com/social-learning-theory-strengths-weaknesses-6592126.html