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MODULE 2 ASSIGNMENT

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MODULE 2 ASSIGNMENT

Current Evidence Concerning the Use of Learning Style Inventories and How to Use Such Tools

Empirical evidence clearly shows that there is currently not enough evidence to justify the use of learning style inventories (Newton & Miah, 2017). According to Bhagat et al. (2015), even though learning style inventories are renowned classroom tools, researchers have established little evidence to support that matching the learning preference of a student to the instructional strategy results in improved educational outcomes. The authors further reveal that several scholars have found that learners who are taught according to their preferred learning style do not perform better than those who are unmatched with their learning style.

Learning style inventories are in the form of questionnaires and are mostly utilized in the classroom to help respondents identify their preferred learning style. Supporting this statement, Çakıroğlu (2014) reveals that learners have differing preferences for how they learn new information. As such, I would use learning style inventories at the beginning of a class to learn more about my students’ needs. Since no single tool can be used to measure all domains of learning: psychomotor, cognitive, and affective, I can combine two or more learning style inventories to understand my student’s needs and their preferred learning. Understanding my student’ preferred learning styles will allow me to develop a teaching approach that will incorporate all their learning needs.

Types of Diverse Students and How to Meet Their Learning Needs

One type of diverse student population is auditory learners. This group of students learns by hearing and listening. Auditory learners remember content with ease when it is presented in an auditory format (Rogowsky et al., 2020). Usually, these learners should be introduced to new information by first hearing about it and then providing verbal feedback to reinforce it (Bastable, 2019). Therefore, to meet this group of students’ learning needs, I can record class content and share it with students before the actual class meeting. I can request the students to listen to the audio before we meet for the next class. Allowing the students to listen to the audio and explaining to them the audio content will help meet their learning needs. Also, since these students learn by hearing and listening, I can adopt group discussions as a teaching approach. I can also minimize noise during the class to meet the learning needs of auditory learners.

Visual learners are another type of diverse student population. Instead of words, these students mostly utilize visual imagery, colors, graphics, symbols, and pictures to learn. Usually, visual students must see the information so as to learn it (Rogowsky et al., 2020). Furthermore, visual learners have a photographic memory and may use tone, color, and brightness to recall information. To meet visual students’ learning needs, I can use relevant pictures, charts, and graphs while using projectors to oblige the course content to enhance students’ understanding. Since these students can use color and brightness to recall information, I can also use shading codes and signal to help them remember the content taught. Since Bastable (2019) urges that visual students learn more easily by observing, viewing, and watching, I can ensure that I use demonstrations so as to meet their learning needs.

Another type of diverse student population is tactile learners. This group of learners learns through handling, touching, and manipulating objects (Buşan, 2014). According to Bastable (2019), tactile learners remember when they draw, write, and move their fingers. Therefore, to meet these students’ learning needs, I can empower them to recopy notes during the study time. I can also adopt the use of scientific experiments when teaching this group of students so as to ensure that their fingers are engaged.

Strategies that Affect Students’ Readiness to Learn and Strategies that Can be Implemented Across All Adult Learner Populations.

Students’ readiness to learn can be affected by several factors. To begin with, anxiety level significantly impacts students’ emotional readiness to learn. Anxiety influence’s student’s ability t perform at the psychomotor, cognitive, and affective levels. Fear, a significant contributor to anxiety, adversely affects learners’ readiness to learn in the three learning domains. Different levels of anxiety affect students’ readiness to learn differently. Low anxiety levels may lead to inaction on the part of the student, while a moderate level of anxiety motivates students to learn. As the anxiety level increases, the learner’s emotional readiness to learn starts to increase and starts to decline after reaching a peak (Bastable, 2019). A strategy that can be implemented across all adult learner populations to increase motivation to learn includes ensuring that the learner’s anxiety level is moderate and less emotional. Anxiety levels can be moderated by engaging in physical exercise since it allows the learner to stay active.

Health status also affects a learner’s physical readiness to learn. The student’s health status is crucial for determining the amount of energy available and the learner’s comfort level, influencing their readiness to learn. Energy-reducing demands which result from the body’s response to diseases and illnesses require the student to spend large amounts of psychic and physical energy, thus leaving little energy for actual learning. Consequently, this reduces the student’s readiness to learn. On the other hand, healthy learners have high amounts of energy available for learning, increasing their readiness to learn. A strategy that can be implemented across all adult learner populations to increase motivation to learn includes promoting health-living behaviors such as healthy eating and engaging in physical exercise (Bastable, 2019).

Furthermore, environmental effects also affect a student’s readiness to learn. An environment conducive to learning helps maintain the student’s attention and stimulate their interest in learning. On the other hand, unfavorable environmental conditions adversely affect students’ learning readiness. For instance, very high levels of noise induce vibration of body parts which negatively affects levels of concentration. A strategy that can be implemented across all adult learner populations to increase motivation to learn to include creating a favorable learning environment free from noise and other distractions (Bastable, 2019).

Also, the complexity of tasks affects students’ readiness to learn. Variations in the complexity of a task affect the degree to which behavioral changes are necessary for the psychomotor, cognitive, and affective domains (Bastable, 2019). For example, it is difficult for a student who has learned a psychomotor skill for completing a certain task to learn a new skill if the procedural steps of undertaking that task change. This is because learning new skills and unlearning the past steps increases the complexity of the task. Therefore, a strategy that can be implemented across all adult learner populations to increase motivation to learn entails providing training classes before the change is introduced.

How American with Disability Act (ADA) Affects Learning and Teaching in Higher Education and How to Meet the Needs of Students with Special ADA Needs

The ADA was signed into law on July 26, 1990 by President George H. W. Bush. ADA protects individuals living with disability from discrimination (Bastable, 2019). The ADA affects learning and teaching in higher education in different ways. Firstly, the ADA mandates that higher education institutions should make fair provisions for disabled students (Vance et al., 2014). It requires that higher education institutes that receive federal funding must not discriminate in student care, recruitment, and admission. Also, the ADA provides that students with disabilities can ask for academic accommodations, which may include auxiliary aids, to enable them to enroll and learn from all postsecondary educational activities and programs. This provision ensures that all institutions of higher learning make adjustments to ensure that the academic program is accessible to students with disabilities. The ADA also assists in implementing necessary changes in laws, processes, and procedures and facilitates the accessibility of classes and exams, which are crucial in making sufficient arrangements for disabled students.

To meet the needs of a learner with special ADA needs, several strategies can be incorporated into the teaching/learning plans. First, a universal design and provision of accommodation are the main strategies for increasing the overall accessibility of higher education by disabled students. Secondly, the use of technology in institutions of higher learning can help meet the needs of a student with special ADA needs. For example, technology can be used to facilitate online learning. Notably, online learning may be more suitable for students with physical disabilities than physical classes. Also, adopting technology can be beneficial for creating a favorable experience in institutions of higher education. For instance, assistive technology can be used to deal with print-related disorders by enlarging the text or helping deaf and hard-of-hearing students with hearing aids. Since such technologies may take longer to master, they can be accompanied by sufficient training for both instructors and teachers. Another strategy that can be incorporated in teaching/learning plans to meet the needs of a student with special ADA needs is the introduction of peer to peer mentoring programs as well as academic coaching to help other students understand the needs of the students with disability and learn how they can help them. Higher education institutions can also expand mobility for wheelchairs in restrooms and introduction of door handles and hard products. Also, lifts should be introduced in institutions for higher learning to make movement easy for students with special ADA needs.

References

Bastable, S. B. (2019). Nurse as an educator, principles of teaching and learning practice.

Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed-method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58. https://dx.doi.org/10.4103%2F2229-516X.162281Buşan, A. M. (2014). Learning styles of medical students-implications in education. Current health sciences journal, 40(2), 104. https://dx.doi.org/10.12865%2FCHSJ.40.02.04Çakıroğlu, Ü. (2014). Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course. International Review of Research in Open and Distributed Learning, 15(4), 161-185. https://doi.org/10.19173/irrodl.v15i4.1840Newton, P. M., & Miah, M. (2017). Evidence-based higher education–is the learning styles ‘myth important?. Frontiers in psychology, 8, 444. https://dx.doi.org/10.3389%2Ffpsyg.2017.00444Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 164. https://doi.org/10.3389/fpsyg.2020.00164Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 164. https://doi.org/10.3389/fpsyg.2020.00164Vance, M. L., Lipsitz, N. E., & Parks, K. (2014). Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education. NASPA-Student Affairs Administrators in Higher Education. 1875 Connecticut Avenue NW Suite 418, Washington, DC 20009.

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Monastic History in Sri Lanka

The history of Sri Lanka is fundamentally tied to the beginning of Buddhism in this country. This religion was introduced in the 3rd century B.C. from India through a mission fronted by Ven. Mahinda (Strong, 222). This marked an extremely crucial juncture in the country’s history, as it is at this point that the country began developing an identity as a distinctive entity. This religion took root and underwent tremendous growth to become the state religion, thanks to the ample patronage and support from King Devanampiya-tissa, as well as the proper planning of the mission’s leader Ven. Mahinda (Strong, 225). It is worth noting that King Devanampiya-tissa had his own motives for supporting and patronizing the mission. While the growth of this religion has decreased in India, its growth in Sri Lanka has continued to such an extent that it evolved into the largest religion taking more than 70 percent of the citizens. In fact, the oldest Buddhists can now be said to be in Sri Lanka.

However, questions emerge pertaining to the effects of impacts of Buddhism in Sri Lanka. This is especially considering that Sri Lanka has undergone tremendous changes in its sociopolitical landscape and has, in fact, been experiencing varied upheavals. Questions emerge as to the impact of Buddhism on the country’s landscape. It goes without saying that Buddhism has been extremely instrumental to the positive growth of the country.

One of the effects of the introduction of Buddhism in Sri Lanka was the unification of the country. It is worth noting that this religion was effectively used by the ruler as the country’s force of unification, in which case it countered the forces of divisionalism that were plaguing the country. The unification came as a stabilizing force that was necessary for cultural and economic progress (Wickremeratne, 78).

On the same note, the Sinhalese Buddhists recognized the age-old pervasive force that came with the connection between language, culture, religion and education, as well as their combined influence on the national identity. King Devanampiya Tissa borrowed Asoka’s strategy and merged the political state with the new religion. He used the public coffers to support Buddhist institutions and located its temples near the royal palace to enhance control. This patronage positioned Buddhism well enough to evolve into the highest philosophical and ethical expression of Sinhalese civilization and culture. In essence, Buddhism carried a direct appeal to the masses which led to the growth of a shared Sinhalese cultural consciousness.

In addition, the Asokan Missionary approach contrasted the theological exclusivity that Hindu Brahmanism encompassed by preaching and carrying the principles of Buddhism directly to the ordinary or common people. It is worth noting that, the proselytizing enjoyed greater success in Sri Lanka than it did in India in which case it formed the basis as the island’s pioneer experiment in mass education (Wickremeratne, 56).

In addition, Buddhism had an impressive impact on the literary growth and development of the island. It is noteworthy that the Indo-Aryan dialect that the early Sinhalese spoke was comprehensible to the missionaries coming from India, in which case it complemented the early attempts at translating or decoding the scriptures. The Sinhalese literati were studying Pali, which was the language in which Buddhist scriptures were written. This played a critical role in the growth and development Sinhala into a respectable literary language (Wickremeratne, 67).

In conclusion, it is evident that Buddhism has been instrumental to the positive growth of Sri Lanka. It served as a unifying factor thereby establishing stability in the country. In addition, Buddhism was well-positioned to evolve into the highest philosophical and ethical expression of Sinhalese civilization and culture. In essence, Buddhism carried a direct appeal to the masses which led to the growth of a shared Sinhalese cultural consciousness. Moreover, it allowed for the establishment of the Sinhala as a literary language.

Works cited

Strong, John S. The Experience of Buddhism: Sources and Interpretations. 3rd ed. Belmont CA: Wadsworth Publishing Company, 2008. Print

Wickremeratne, Ananda. Buddhism and Ethnicity in Sri Lanka: A Historical Analysis. Delhi: Vikas Publishing House. 1995. Print

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Monetary Policy in the UAE

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TOC o “1-3” h z u HYPERLINK l “_Toc413348612” Introduction PAGEREF _Toc413348612 h 3

HYPERLINK l “_Toc413348613” Monetary Policies in the UAE PAGEREF _Toc413348613 h 3

HYPERLINK l “_Toc413348614” Discussion PAGEREF _Toc413348614 h 4

HYPERLINK l “_Toc413348615” Implications PAGEREF _Toc413348615 h 4

HYPERLINK l “_Toc413348616” Economic growth PAGEREF _Toc413348616 h 4

HYPERLINK l “_Toc413348617” Low unemployment PAGEREF _Toc413348617 h 5

HYPERLINK l “_Toc413348618” Stable prices PAGEREF _Toc413348618 h 5

HYPERLINK l “_Toc413348619” Conclusion PAGEREF _Toc413348619 h 5

HYPERLINK l “_Toc413348620” Reference PAGEREF _Toc413348620 h 6

Introduction

The Government of the UAE employs an active expansionary monetary policy that is dedicated to growing the economy and producing the desired economic goals of stable prices, low unemployment and high and sustained economic growth as evidence by the article provided “Dubai plots return to credit markets”. Dubai is planning to sell more bonds in order to finance a more diverse economic strategy. With more money “in hand”, Dubai will move forward with plans to increase real GDP by increasing government spending on things such as infrastructure and investments in the aviation market. This is a strategy that is in lock-step with government’s fiscal policy in order to achieve the three economic goals. While the goal remains the same, the implications are more severe and potentially more disastrous. As with fiscal policy, we gain a better understanding of how this may or may not affect the three economic goals by dichotomizing the subject into Hands-on (active) monetary policy, or Hands-off(free market) monetary policy. Again, it is understood that the Hands-off monetary policy in essence means little or no government intervention which is ultimately a contradiction of monetary policy (Ellaboudy, 2010).

Monetary Policies in the UAEThe UAE owes much of its success in banking to enforcing tight monetary policies while maintaining an open and free economic zone. Espinoza & Prasad (2012) states that the UAE dirham -US dollar linkage simply shows that crude oil is sold in US dollars and that domestic interest rates will also move in tune with the US interest rates.

As an open and free economic system, the government kept to a minimum its directives on how private sectors conduct their businesses. No direct taxes are imposed on profits earned by the corporation as well as on personal income. This rule, however, does not apply to foreign banks and oil companies. In addition to the fact that trade barriers and exchange controls does not exist, capital and profits earned by foreign business can also be moved from UAE to the home base without fees. Moreover, customs duties are not only low but also has a lot of exemptions and tolerant visa policies permits easy hiring of skilled migratory workers (www.dubai.ae).

Sultan Bin Nasser Al-Suwaidi, Governor of CBU, expressed his fears in his speech during the 18th World Conference of Banking Institutes (2009) that the crisis of finance around the globe may slightly “reduce the prospects for the UAE economic growth” but to help lessen its impacts, he offers the following steps to be taken (Hebous, 2006). The UAE monetary policy will continue its direction on maintaining low official interest rates;

A “reasonable but low rate of credit expansion and restricted banking expansion will be enforced by the credit and banking policies of the UAE CBU; Comprehensive assessment of UAE banking practices is generally conducted by the International Monetary Fund (IMF) missions using available data provided by the country itself and self-assessment documentations. The IMF 2003 Report on the Observance of Standards and Codes (ROSC) as cited by e- Kamar & Ben Naceur (2007) reveals that while CBU “observes most good transparency practices regarding monetary policy,” it also has its weaknesses. For instance, there has never been a public disclosure of the process of determining the amount as well as amount of annual net profits. At present, this policy hasn’t been changed. As a whole, the ROSC recommended for the CBU to reinforce their reporting methods, especially with regards to the banking decisions and operations.

DiscussionThe UAE has been reported to be among the countries with some of the best banking practices in the world. This reputation is largely due to the monetary system employed by the United Arab Emirates. In a growing economy like the UAE, monetary policies have the power to control its economy and have the government provide for the money that it needs. However, the recent 2008 global crisis show a dwindling of this confidence and loopholes in the monetary policy of the country were noted (Kamar & Ben Naceur, 2007). The blog further opined that total monetary policy control had never been previously an issue due to an incorrect assumption that the “economy will always grow and the market will not fluctuate.” The UAE then realized that it should have had total monetary policy control, specifically in controlling the interest rates, to deflect some of the negative effects of the inflation. Among the reasons for which is the AED dirham-US dollar linkage.

Monetary policies are used to control economic factors as unemployment, inflation, international trade, productivity, and investments. Even if the UAE have some abilities in its expansion policies due to the country’s oil reserves, the UAE doesn’t have a contractionary monetary policy which uses an increase in interest and tax rates (Hebous, 2006). Although, the country may well be able to control other factors, if and when the UAE economy will mature and it still does not have total control over its contractionary monetary policy, one of its predicted results will be that the circulation of money will get out of hand.

Hebous (2006) concludes that monetary policies should give total authority on money supply, expansion, and contraction policies for the economy to become truly stable. On the other hand, Espinoza & Prasad (2012) believes that the UAE will not be affected too much by the “deflationary trap” experienced by other countries. Since the UAE pegs its dirham to the US dollar, it lacks a contractionary monetary policy; hence, the CBU cannot control inflation rates and inflation rates, in turn, tend to be erratic.

Among its effects would us that “investment decisions on the aggregate level are made according to the real rate of interest” (Ellaboudy, 2010). When the dynamics in investments become unstable, this dirham-dollar linkage would have its advantages in the long run because it ensures minimal monetary disturbances. Ellaboudy (2010) further purports that this set-up is especially beneficial for an emerging economy like the UAE.

Implications

Economic growth Buy selling bonds the UAE is stating implicitly that it believes that by acquiring the cash and issuing the bond to the purchaser at a certain interest rate, it can turn around and invest the cash into the channels it sees fit, whether this be infrastructure or aviation, and then payback the debt when the investment turns profitable. The plan faces many contingencies and hinders on the ability of the UAE to take full advantage by putting the cash to work in the most efficient way possible, and if history is any indicator Dubai’s track record of risky bets is not a sure thing. Be that as it may, the results will undoubtedly be higher of GDP due to active Hands-on monetary policy.  A Hands-off monetary policy would, in essence, require that no debt be issued, rather sufficient cash to invest would have to be literally “in hand” before forward motion could begin on any project, regardless of how profitable the investment is deemed to be. This antiquated notion of “looking before you leap” seems to be falling further behind the times with every bond issued.

Low unemploymentIn a Hands-off market economy, implementing monetary policy to achieve particular results, for example changing the money supply by selling more government issued bonds to achieve higher output of GDP, is considered bad money management and contrary to the idea of Hands-off economics. To simplify the perspective lets imagine the UAE is a small household family. Would it be sound policy for a house that is extended beyond their means to engage in more borrowing in order to achieve a higher standard of living? Even if the goal is thought to be an increase of the households overall income, the risk of “mortgaging your future” could have unintended consequences that are far reaching and generational.  The UAE could never be confused with a small household, with vast future wealth coming from a seeming less endless supply of oil. By using the Hands-on theory, Dubai will sell government issued bonds and use the cash to build roads and airports, putting its citizens to work immediately, effectively keeping unemployment low and GDP high (Ellaboudy, 2010).

Stable pricesHere, it seems, is where “the wheels fall off the wagon” when it comes to Hands-on monetary policy. To put in less contrived words, increasing the supply of money has been proven to increase overall prices and not just in the short term. It is foolish to think that monetary policy is the lone contributor to inflation, many factors must be weighed, but none seemingly have the same direct impact as monetary policy. The short-term gains are indeed popular for Hands-on monetary policy and the results are hard to argue with, but at what cost? (Espinoza & Prasad, 2012)

ConclusionThe UAE had and has been proving to be successful in its implementation of monetary policy. The heads of each state within the UAE are seemingly aligned in their lazier-like focus of achieving the three economic goals and allowing the citizens to continue their high standard of living that is on par with many western European nations. The question remains of sustainability and willingness to adapt to an ever increasing globalized economy.

ReferenceEllaboudy, S. (2010). The global financial crisis: economic impact on gcc countries and policy implications. International Research Journal of Finance and Economics, 41, 180-193.

Espinoza, R. A., & Prasad, A. (2012). Monetary policy transmission in the GCC countries.

Hebous, S. (2006). On the monetary union of the Gulf states (No. 431). Kiel advanced studies working papers.

Kamar, B., & Ben Naceur, S. (2007). GCC monetary union and the degree of macroeconomic policy coordination. IMF Working Papers, 1-33.

Campaign Design: Creating Content

Now that we know the plan, what will your content look like? This week you will strategically look at what type of content you will create and create two sample social media posts.

Step 1: Messaging

What messages do you want your posts to convey? How do you want the posts to influence your audience? (Do you want the to buy something, become educated, etc.)

Message for Post 1 (include your caption as well):

Message for Post 2 (include your caption as well):

What hashtags will you use and why?

Step 2: Design

What will your post look like? What colors will you use and why? What images will you use and why? How is the image and design of your post helping you convey your message?

Description of image for Post 1:

Description of image for Post 2:

Step 3: Create Two Sample Posts

Please create two posts. Please include: an image (photo, video, boomerang, etc.), your caption, and your hashtag. If you use an image that cannot be formatted on this document, please email it to me at morgan.kirby@tsu.edu

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Campus Carry Laws

Shootings have become quite rampant in the United States, and the most alarming thing is that there are no comprehensive laws to govern and restrict gun ownership in the country. Buying a gun is as simple as walking into a store and paying in cash with no additional requirements such as background checks. It comes as no surprise that anyone can purchase a gun and walk into the street and start shooting indiscriminately. Mass shootings have become an almost regular part of breaking news headlines. It is shocking that with all the innocent lives claimed by senseless gun violence, there is yet to be a law that severely limits gun ownership. Even more worrisome is the fact that some Americans staunchly stand by the right to own guns, ignoring the danger that comes with it. Schools and colleges are among the most affected public spaces when it comes to gun violence. It is with this situation in mind that the campus carry laws have been put in place in an attempt to restore sanity in school grounds. However, it is still an intense debate on whether or not people should be allowed to carry firearms inside campus, with both sides of the divide giving compelling reasons for their position.

Some of the most horrific killings are the Columbine High School shootings in 1999 that claimed 15 lives, the 2007 Virginia Tech shootings that claimed 32 and most recently in 2018, 17 people died in a Parklands high school. These statistics show that there was an average of one shooting in the year 2018 (Arrigo & Acheson 136). It is clear that schools and colleges are soft targets for crazed shooters, and more needs to be done to protect the young people in our schools. Other public spaces, such as malls and clubs, have also fallen victim to gun violence. This matter is not restricted to the United States only; Britain and New Zealand have also been victims. On the 15th of March 2019, the Christchurch mosque in New Zealand was attacked by a gunman who killed 51 Muslims in prayer at a mosque. The response to the fatal shooting was fast; the country tightened its gun laws and even banned some types of firearms. Sadly, there has been no similarly swift response in amending gun laws in the US despite the high number of shootings.

Different states in the country have different campus carry laws. These laws refer to the permits to carry concealed weapons within campuses. Some colleges allow licensed holders to carry concealed weapons within campus. These states include Idaho, Arkansas, Georgia, Texas and others. Other states allow individual colleges to decide on whether or not to allow weapons within their campuses. Some states impose certain restrictions such as Tennessee allows licensed faculty members to carry their concealed weapons within the campus, but students are not allowed to do the same. In other states, people can keep their arms concealed in their locked cars within the campus.

There are several reasons given in support of the permission to carry weapons within campus. Statistics have shown that students have the highest percentage when it comes to supporting campus carry at 57%. Faculty are less enthusiastic, with only 37% in support, and the least supportive of campus carry are school administrators, only 19% of whom support carrying weapons on campus (Bennett et al. 348). The most prominent reason is that the student and faculty can keep themselves safe in case of any danger. Within the campus, there are many dangers that students face on a daily basis, including rape, assault, and violent robbery and stalking. Some stalkers show up at their target’s doorstep and follow them around. Despite trying all measures including restraining orders, some stalkers will not relent, and most often they will end up hurting their targets, including raping them and even killing them. If the target were allowed to carry their weapons around, they would feel more secure knowing that they can protect themselves in case of anything.

The second argument for campus carry laws is that the right to carry a weapon is enshrined in the constitution. Students and faculty should be able to enjoy the right to carry their concealed weapons even within campus. There is no reason as to why people should be denied their constitutional rights to carry their weapons simply because they happen to be within campus grounds. Before a person is allowed a permit to carry a concealed weapon, they have to be trained; it has been found that permit holders are the most law-abiding and they are therefore unlikely to misuse their guns. Citizens should retain their rights so that they can be able to protect themselves in case of any danger to themselves or other people.

There are many views that oppose the campus carry laws. The first reason is that gun laws in the country are quite lenient, and therefore, anyone can get their hands on a gun. There are no background checks carried out when a person buys a gun. If a student or member of faculty that is mentally ill gets their hands on a weapon, their behaviour is quite unstable, and this puts others around them at risk. The second opposition to campus carry is that accidents from the concealed weapons are quite frequent. A person carrying a concealed weapon can accidentally set their gun off injuring themselves and other people. In addition to this, students and faculty will be quite nervous if they knew that one of the people in their class or grounds had a gun (Proffitt). They cannot predict the behaviour of the weapon holder; therefore, they have to be on high alert all the time. For this reason, students and faculty will not be able to concentrate on their core activity on campus, which is academics. Additionally, college students that want to commit suicide will be more likely to do it if they have firearms within their reach. People who attempt suicide with a gun succeed 85% of the time compared to only 2% who try using a drug overdose.

The third reason critics present against campus carry is that many college students engage in behaviours such as alcohol and drug consumption; these activities make them prone to erratic behaviour. For example, if a drunk student were to walk around campus with a gun in their pocket and get into a confrontation with someone, they are likely to draw their weapon and hurt other people. Handling firearms within the campus is, therefore, more likely to increase tensions rather that defusing tense situations. Another reason against campus carry is that it is very easy for a student’s firearm to be stolen from their dorm (Bouffard et al. 327). Theft within campus is quite prevalent, and this creates the danger of someone accessing guns that belong to others, even licensed owners.

Most of the students in college campuses are quite young, and therefore, they cannot be lawfully permitted to hold firearm permits. For this reason, the argument that a student or faculty member might have prevented the mass shootings of the past by countering the gunman holds no water. In further opposition to campus carry, it is argued that the job of dealing with armed assailants should be left to professionals such as campus police. These police have been trained for months, and hence, they are qualified to deal with such situations (Wilson & Wilson 32). Contrastingly, license firearm holders are only trained for a short period, such as one day. For this reason, they are not equipped to deal with explosive situations such as a shooter on campus.

Both sides of the debate give very valid points. Many students in support of the campus carry insist that being allowed to carry concealed weapons on campus would help them protect themselves. They can be able to fight their attackers on equal grounds. In addition to this, campus carry proponents say that the number of fatalities and injuries from campus shootings would have been significantly reduced if there had been a student or member of faculty who had a gun to retaliate against the gunmen. On the other hand, the arguments against campus carry laws are numerous.

Most states in the country allow campuses to come up with their own policies when it comes to campus carry. Not surprisingly, most of the campuses have chosen a gun-free policy within their grounds. Most of the students on campus are not yet old enough to be permitted to carry concealed weapons. They also engage in alcohol and drug use; thus, most of the time, they are not in a stable frame of mind. If they are allowed to carry a weapon, is it highly likely that accidents will happen that will lead to deaths. In case of any small altercation or argument, a student will be tempted to draw their weapon, and this might result in fatalities. The best course of action is to keep campuses gun-free so that students and faculty can devote their attention and time towards the core business of the campuses, which is imparting knowledge.

Works Cited

Arrigo, Bruce A., and Austin Acheson. “Concealed carry bans and the American college campus: A law, social sciences, and policy perspective.” Contemporary justice review 19.1 (2016): 120-141.

Bennett, Katherine, John Kraft, and Deborah Grubb. “University faculty attitudes toward guns on campus.” Journal of Criminal Justice Education 23.3 (2012): 336-355.

Bouffard, Jeffrey A., et al. “How many more guns? Estimating the effect of allowing licensed concealed handguns on a college campus.” Journal of interpersonal violence 27.2 (2012): 316-343.

Proffitt, Jennifer M., et al. “11 Preventing Violence or Promulgating Fear? ALEC, the NRA, and Guns on Campus.” (2017).

Wilson, Charles P., and Shirley A. Wilson. “Perceived roles of campus law enforcement: A cognitive review of attitudes and beliefs of campus constituents.” Professional Issues in Criminal Justice 6.1 (2011): 29-40.

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Fourth Amendment

           From 1765 to 1991, there have been 27 amendments that have been ratified in the United States constitution. The amendments come about after the congress propose them this is after two-thirds of both houses consider them as necessary, this amendment changes only require that these changes do not, “affect the first and fourth clauses in the Ninth Section of the first Article: and that no State, without its Consent, shall be deprived of its equal Suffrage in the Senate” (Mount). The first 10 ratifies amendments are associated with the freedoms that the citizen exercise, among them freedom of the press, freedom of religion and freedom of speech. The discussion below will center on the search and seizure in the fourth amendment.

           To begin with, the fourth amendment was developed in England; it was a response to various forms of abuses that were being witnessed which provoked revolution(Anastaplo). According to Anastaplo, the amendment was then refined in the United States and it provides that, “The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized”. A predecessor to this amendment is stipulated in the 1780 constitution of Massachusetts(Anastaplo). The amendment guarantees our safety against unreasonable search and seizures, the reasonable principle, unfortunately, its meaning is being misunderstood this is because of the technology which necessitates sharing of the information with third parties. Additionally, the same technology is leaving us more prone to the lack of privacy which is held by the amendment.

           According to Feder racial profiling is targeting individuals for detention based on their ethnicity or race under the belief that a particular group of people more often are involved in unlawful behavior. The type of profiling has been evaluated on whether it is a violation of the amendment, sufficient grounds to conduct a search must be available and do not rely on a hunch, this was the grounds the search was upheld to be justified in Terry v. Ohio. However, in the case of United States v. Brignoni-Ponce the race issue was addressed as a reason for increased criminal activity suspicion this is because the police only relied on the ancestry of the occupants to conduct a search. The factory was against the requirements needed to conduct an investigatory stop, some of the requirements are motor vehicle aspects, evasive acts and erratic behavior by people under surveillance and the traffic patterns. There are also other cases where the uses of race have been upheld in conduction the searches, in the case of United States v. Martin-Fuerte where the border agents searched the motorists based on their Mexican ancestry; the reliance on the factor was significant for enforcement of the law. Also, the courts held the use of race in the case of United States V. Weaver where they searched a black guy at Kansas City, the search was based on information obtained that well-dressed black guys served as couriers of cocaine to Kansas (Feder).

           Moreover, they have been critics on the reliance of the race in the traffic stop, where people of a specific race are detained for traffic violations in order to conduct a more generalized search. The constitutionality of the issue has been addressed in Whren v. the United States where two motorists were charged on with drugs offense after they had been pulled over for traffic violations since they paused at a stop sign for some time, took off at a high speed and did not signal when turning. The court upheld that the fourth amendment was not violated, the ruling was also upheld in the Atwater v. City of Lago Vista (Feder).

           In addition, apart from racial profiling, they are also other circumstances that necessitate searches; the result of the advancement in the technology that has necessitated data mining and recording. According to Ramirez, in the Erosion of Smith v. Maryland case, Smith was jailed for 6 years after being found guilty of harassing McDonough through a phone call after she had identified him as the culprit following an attack on her one evening. The warrant to search Smith household was granted after an officer had identified his car as the one described by McDonough and after running the plate he requested the telephone company to install a pen register to record the numbers that Smith dialed from his home. After the pen register recorded a call from Smith residence to that of McDonough a search was issued that led to Smith’s arrest. After Smith was convicted an appeal was presented that stated that whether the use of the pen register constituted a search within the fourth amendment, the response was no. The reason the ruling was upheld is that no one should expect privacy when they voluntarily involve the third party, in this regard the phone company was the third party. Also, the ruling was also based on that even in the case that Smith had some subjective expectation the pen registered only the number dialed and no private information associated with the call.

           From the above illustration, the third party doctrine is playing a big part in denying people protection as stipulated by the amendment, today people have voluntarily shared out information with companies, unfortunately, this information is not liable to the fourth amendment protection. According to Ramirez the recent case of Carpenter V. United States, Carpenter was arrested for aiding robbery after a suspect named him as an accomplice, after these claims the authorities obtained warrants from the judge to access the previous information on Carpenter from two telephone companies. The data from the companies was used to convict him of six criminal counts but before the trial, he suppressed the evidence from the cell-site claiming that it violated his fourth amendment since the warrant was granted with no probable cause. While the sixth circuit and the district court denied the claims and claiming the evidence as business records from the third party the Supreme court reversed pointing out that Carpenter had a reasonable privacy expectation. The reason the Court supported Carpenters claim is that the records had been taken over a long period of time hence, his privacy expectation was violated, also the third doctrine was deemed to be of no valuate since the data from the company had not been provided by Carpenter voluntarily like in the case of Smith.

           According to Ramirez, the amendment is supposed to protect people from government invasion of private details, this in relation to the metadata stored by the companies, has resulted in the evaluation of when the search begins. Looking at the data from companies if the search begins when a person’s reasonable expectation is infringed upon for metadata it is at stage three when the data corrected is analyzed. In the case of Carpenter, her privacy expectation was infringed by the government not when they acquired the data but after they analyzed his movement for the past four months. The reliance of data obtained from the companies that store private data have been discussed and can be credited to the modifications of the fourth amendment that stated that the data acquired after long-term use of the modern pen register was under the fourth amendment protection (Ramirez). Lastly, the user’s location and those of the other callers are protected hence in the case of Carpenter but not the users’ network in the case of Smith.

           The fourth amendment like all the other amendments have been upheld in some cases and denied this is because of the circumstance surrounding every case. While some people have made a case that some searches have been reliant on people’s races they have been held where the law enforcement is in jeopardy but is not a factor that has been relied on its own in other regards. As depicted in the discussion they are other circumstances that have necessitated the activity even in the conviction of people of other races. Lastly, modifications of the amendments are necessary since there have been various advancement that was not present when they were adopted.

Works Cited

Anastaplo, George. Amendments To The Constitution Of The United States: A Commentar. Loyola University Chicago Law Journal, 1992, pp. 68-75,

Feder, Jody. Racial Profiling: Legal And Constitutional Issues. Congressional Research Service, 2012, pp. 4-7, https://fas.org/sgp/crs/misc/RL31130.pdf. Accessed 25 Mar 2020.

Mount, Steve. “The United States Constitution – The U.S. Constitution Online – Usconstitution.Net”. Usconstitution.Net, 2011, https://usconstitution.net/const.html. Accessed 25 Mar 2020.

Ramirez, Geneva. “The Erosion of Smith v. Maryland.” Case Western Reserve Law Review 70.2 (2019): 489.

Ramirez, Geneva. “What Carpenter Tells Us About When a Fourth Amendment Search of Metadata Begins.” Case Western Reserve Law Review 70.1 (2019): 187.

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According to Sir Ken Robinson on the significance of creativity in education, creativity is more significant in the workplaces due to the fact that most of the companies are looking for more than just graduates to perform specific tasks. Besides, the companies need employees who are able to think for themselves and therefore are able to think differently and be innovative. During the 2006 TED talk, Sir Ken Robinson challenged the way we are educating our children and therefore champions a radical rethink of the present school system in their effort to cultivate creativity as well as acknowledging multiple types of intelligence.

According to Robinson, creativity is essential in education just like literacy is deemed to be significant and therefore, literacy and creativity should be treated with the same status. Children will tend to take a chance, and they are not afraid of being wrong but according to Robinson, being wrong does not necessarily imply creativity but at the same time questions to the questions the dedication of being creative if an individual is afraid of being wrong. During his lecture, Robinson claims that by the time the children matures tom be adults, they already have lost the capacity of creativity as they have become frightened due to the consequent failures. According to Robinson, the current generation is responsible for discouraging creativity, and this is done through stigmatization whereby the society stigmatizes mistakes. It is undoubtedly true that the current educational system is run in such a manner that making a mistake is one of the worst things that a child can do.

Accordant to Robinson, it is due to the stigmatization of the mistakes that are responsible for smothering creativity in schools in the sense that we are educating our children out of creative capacities. Robinson further states by quoting from Picasso that all children are born artists bit the main problem is to remain to be as an artist as one grows up. Robinson believes that individuals don’t grow into creativity but grow out of it, or the children are educated out of creativity. Robinson asserts that in every system, there is a hierarchy within the arts, and within these, arts and music are generally associated with a higher ranking in status in schools than drama and dance. According to him, there is no education system on the globe that is capable of teaching dance every day to the children in the same way that the teachers teach mathematics in schools.

The education system is predicated on the idea of academic ability, and the education system came to meet the needs of industrialism. The education hierarchy is rooted on the basis of two ideas one of which is based on the most useful subjects being listed on the top. Robinson claims that the whole topic of public education is not based on creativity as the things that were deemed creative were stigmatized. During the early times, the possession of a degree earned a person a direct job unlike in the present days where a graduate walks home to play video games.

Through Robinson’s assertion that the present education system doesn’t support or push for creativity among the students, we are able to relate to the present situations, and it is true that the education system is developed and strengthened for the aspiring employees and not entrepreneurs. The fact that the current education system doesn’t foster creativity is due to the fact that schools focus on the subjects to which they deem to be relevant to the job market. While at the same time stigmatize those people who most likely try to expose their creativity especially on such fields as fitness, sports, and physical education as they are not relevant according to the education system. The claim is valid as most of the educational curriculum supports only the theoretical part of learning and doesn’t pay an effort to other aspects of creativity such as in sports and therefore the education system can be termed as being the number one enemy to the growth of talents as well as encouraging creativity among the students.

Reference

Do schools kill creativity? Sir Ken Robinson. (2006): Retrieved from: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity#t-64995

Campaign to Lower Voting Age in New Zealand: The Make It 16 Initiative

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Table of Contents

TOC o “1-3” h z u 1. Introduction PAGEREF _Toc98853900 h 22. Analysis and Justification of the Social Marketing Campaign PAGEREF _Toc98853901 h 32.1 Social Issue PAGEREF _Toc98853902 h 32.2 Call to Action PAGEREF _Toc98853903 h 42.3 Competing Behavior PAGEREF _Toc98853904 h 52.4 Target Audience PAGEREF _Toc98853905 h 52.5 Message Resonating with Audience PAGEREF _Toc98853906 h 52.6 Role of Research PAGEREF _Toc98853907 h 62.7 Checking Success of the Campaign PAGEREF _Toc98853908 h 63. Effectiveness of the Marketing Mix PAGEREF _Toc98853909 h 74. 10-Step Planning Model PAGEREF _Toc98853910 h 85. Phase of Target Audience in the Transtheoretical Model of Stages of Change PAGEREF _Toc98853911 h 96. Behavioural Change Theory PAGEREF _Toc98853912 h 107. Recommended Inclusions for the Campaign PAGEREF _Toc98853913 h 108. Recommended Alternative PAGEREF _Toc98853914 h 11References PAGEREF _Toc98853915 h 12

1. IntroductionThe Make It 16 campaign is an online initiative led by The Spinoff NZ. Spinoff NZ is an online news publication company covering popular culture, political direction, and social life. It chronicles the journey of a group of young people who are spearheading a drive to make democracy more equitable and robust. They’re fed up with people dismissing them as too young and impressionable to participate in politics (The Spinoff, 2021). They are stepping up and demanding a voice on problems like as environmental issues, the rebound from the recently concluded Covid-19 crisis, housing, and inequalities that are harming their futures. Specifically, the campaign intends to lobby a movement in New Zealand to have the legal voting age lowered to 16, in order to have more young people involved in the political direction of their country. The initiative uses social media marketing strategy on the YouTube platform and other popular social media sites including Facebook, Instagram, and Twitter. The use of these platforms and channels is an effective way to reach millions of Kiwis in a social marketing campaign that is appropriate for its purpose. The message contained in the video is relatively short and succinct. It delivers on the need for a more inclusive society and the upholding of the features of democracy through lowering the voting age to 16.

Courtesy of The Spinoff (2021)

2. Analysis and Justification of the Social Marketing Campaign2.1 Social IssueVoting is a crucial opportunity for New Kiwis to have a role in shaping a more equitable future. Voting allows citizens to participate in determining the country’s future course by expressing support for a political party’s policies on major subjects such as global warming, taxes, and housing. Almost every nation in the world prohibits minors under the age of 18 from voting. The reasons differ each nation, but the most of them center around phrases like youngsters are not well-informed, they don’t really pay taxes, they are unable to serve in the military, they are too liberal, they are too rebellious, and they are not old enough to comprehend government (Eichhorn & Bergh, 2021). Voting is, in fact, a crucial act of civic involvement by which youth participate in New Zealand’s democracy.

Courtesy of The Spinoff (2021)

2.2 Call to ActionWhen some groups have greater voice in what occurs in their areas and throughout the country, a society has failed to live up to the democratic assumptions. Simultaneously, by failing to aggressively address structural impediments to civic knowledge and opportunity, a country loses out on a chance to better its community and the mechanisms that generate knowledgeable and enthusiastic civic actors. According to the Make It 16 movement, the problem of restricting young voters to a certain age is an obstacle to democratic growth in New Zealand. The intended behavioral change is putting an end to age restriction that limits the political participation of those above 16 years. Largely, the campaign also targets an end to the culture of ignoring the opinions of the youth.

Courtesy of The Spinoff (2021)

2.3 Competing BehaviorThe competing behavior is a need to retain the current legal voting age at 18. The prevalence of a non-inclusive government system is mentioned as a key fault to the New Zealand’s political involvement structure. As more young people gain access to voting, the campaign hopes that the rate of political participation will improve in the future.

2.4 Target AudienceFor the Make It 16 campaign, the target audience includes all teenagers aware of the voting system, particularly the 16- and 17-year-olds who are locked out of the voting system. It also includes parents of said groups, college going students, legislators, and political parties. All stakeholders in the New Zealand voting system are encouraged to participate in bringing an end to age discrimination as far as voting is concerned. The campaign brings together the young Kiwis, adults (parents and caregivers), and various government organizations that work towards democracy and inclusion.

2.5 Message Resonating with AudienceThe message is very clear, short, and direct to the point. It also incorporates humor and is aware of the different social and age-related differences. It will resonate with young Kiwis through the action to speak up and participate in nation building through voting. It will also appeal to parents who will encourage their children to speak up in order to have a choice in who is a part of making their future through political action. The campaign will also reach other stakeholders well including government institutions and social authorities, the media, and the judicial system. Overall, the packaging of the message is an effective means to achieve the desired goals of the entire programme.

2.6 Role of ResearchA robust research foundation is required for an efficient social marketing plan. A marketing endeavor will be more likely to fail if this is not done. In the process of developing social marketing campaigns, research is used to learn as much as possible about the target demographic and market in order to guide the program in the appropriate path (Gilal et al., 2019). This might entail performing primary research, including such activities as performing surveys, collecting data from focus groups, or being a part of community-wide in-depth interviews, as well as examining secondary research sources to gain a deeper perspective of what other scholars have established. 

2.7 Checking Success of the CampaignFor this campaign, the key performance indicators will aim to know whether the platforms chosen are reaching the qualified people, whether it is engaging the right people (stakeholders), the number of inquiries regarding the initiative, and the conversion rates to the desired behavior through testimonials. The first area of focus is engagement. This would measure the number of shares, comments, and likes on the different social media platforms (Grave, 2019). Then, to determine reach, the number of redirects and clicks from social media to the government website will be monitored. Profile visits, campaign mentions, and active followers will be checked. In all cases, the higher the numbers, the more successful the campaign.

3. Effectiveness of the Marketing Mix

Make It 16 is a powerful social marketing campaign. The 4 Ps of the marketing mix include the product, pricing strategies, place, and promotional campaigns. The said elements influence the marketing strategy when creating social marketing campaigns. Marketers can define the 4Ps with improved consumer knowledge to make consumers more equipped and eager to act. The “product” in social marketing is the intended action and the social good that results from it. The effort to lower the voting age to 16, for example, promotes better social and political participation among young Kiwis. The product must be presented as the optimal method to the highlighted social issue in the initiative (Smaliukiene & Monni, 2019). The campaign takes a rational and emotive approach to the subject. For example, the short film features a young woman who explains the development of voting from the time where women were barred from voting to present day where discrimination is taking a different form. Marketers must be acutely aware of how the issue is perceived by the majority of audiences.

In social marketing, the pricing is determined by the cost to the end user in exchange for the value to society. It’s often monetary, particularly for charitable initiatives. The current Make It 16 campaign may appeal for donations to help end discrimination on the basis of age in voting while also attracting other agencies including the corporate world to join in the effort. It is critical to keep the cost of the social marketing effort as low as feasible in order to maximize the acceptance of the desired behavior. In order to lower the cost of the marketed initiative (product), the campaign must look for methods to reduce the amount of time and effort that is required. People’s participation in an exercise to include more young people in voting, for example, may be harmed if they are required to make reports regarding their own personal lives and that of their children. To make things simpler for the society, such steps should be left private.

When it comes to promoting an activity, place is used in reference to where the target audience executes or thinks about an initiative. Users are more likely to participate if these locations are easily accessible to them (Smaliukiene & Monni, 2019). Currently, the goal of the campaign is to constantly appear in people’s social media news feed as a reminder to allow more youths to participate in voting. Place-related techniques that help the target audience take action, remove obstacles, and minimize costs are effective.

To draw notice to social marketing activities, promoting them to a wide audience is required. It encompasses all of the many media outlets that are utilized to disseminate a message. There are a variety of ways to do this as used in the Make It 16 voting campaign, including social media ads, news releases to media sources, events, and TV advertising. Research into how the target group can effectively acquire information is crucial at this point.

4. 10-Step Planning ModelIn the Make It 16 voting campaign, the 10-step planning model was applied. Step 1 identified the social issue, the organizations and stakeholders, the background, purposes, and focus (Harnett, Kennelly, & Williams, 2020). A situation analysis was then performed in step 2, highlighting the strengths, weaknesses, opportunities, and threats that the campaign faced. The campaign then followed in step 3 by prioritizing on the audiences selected before the establishment of the goals and objectives in step 4. The goal was created as an attempt to influence positive participation in governance through voting. Step 5 highlighted the perceived barriers, the motivators, benefits, competitive forces, and other influential factors. Step 6 involved a critical element of highlighting the value proposition and the positioning statement. In step 7, the campaign crafted a marketing intervention mix using 4Ps. The product was identified as the benefits associated with a society that allows its young people to participate in governance through enabling voting for 16-year-olds. The price is all the costs linked to the adoption of the new behaviour. Place involved convenient access to the services provided by the initiative. Promotion used persuasive communication on social media platforms. In step 8, the initiative planned for the monitoring and evaluation phases, including critical performance indicators and related aspects. Step 9 involved budget formulation including research on ways to cut costs. Finally, step 10 was the plan for execution and sustaining behaviours regarding voting inclusion for at age 16 and above.

5. Phase of Target Audience in the Transtheoretical Model of Stages of ChangeThe Transtheoretical Paradigm is a model of deliberate change that focuses on individual decision-making. People do not alter their habits fast and decisively. Instead, transformation in behavior, particularly routine behavior, is a cyclical phenomenon that happens continually. Individuals go through six phases of transformation, according to the Transtheoretical Model: precontemplation, contemplation, preparation, action, maintenance, and termination (Sarkin et al., 2001). At present, the target group, consisting of government agencies, parents and caregivers, and young Kiwis are in the third stage, preparation.

In the first stage, precontemplation, individuals have no plans to act in the near future and are ignorant that their actions are harmful or have bad repercussions. People at this stage often undervalue the benefits of altering their behavior and put much too much focus on the disadvantages. In the second stage, contemplation, the intended audience (parents and young people) intends to start the healthy habits in the near future, in recognition that the current system of locking out young people from voting is problematic (Chang et al., 2022). The target group is prepared to act in the third stage, preparation, and they are beginning to take little measures toward changing the voting system. The fourth stage entails action, in which individuals have recently modified their behavior and aim to keep that behavior change going. Stage five is maintenance, which occurs after individuals have maintained their system change for a period of time and want to do so in the future. Individuals in this stage try hard to avoid relapsing to a previous stage. People in the final stage, termination, have really no interest in returning to their bad habits and are certain that they will not revert.

6. Behavioural Change TheoryThe Make It 16 campaign is built on the social cognitive theory. Personal experiences, the behaviours of other people, and the environmental circumstances all have an impact on individual health habits. Social cognitive theory creates possibilities for welfare support via setting expectancies and self-efficacy, as well as via the use of learned behavior and other rewards to bring about behavioural change in individuals (Luca & Suggs, 2013). The theory highlights several aspects including behavioural capability, expectancies, reinforcements, self-control, self-efficacy, expectations, and observational learning as key elements of bringing about change. The theory, therefore, is very appropriate in guiding behaviour change interventions at a social and political level.

The social cognitive theory will offer opportunity for social support by using the expectations of young people to be included in voting. It will achieve behavioural change by observational learning and other forms of reinforcement (Armitage & Conner, 2000). However, it is important to note that the theory fails to recognize or focus on the motivation and emotions of the social group in question (young people) other than referencing their drive to past experiences. As such, it may not be a good model to use because it is not representative of how every member of the New Zealand society might behave or feel towards the issue of lowering the voting age to 16. That said, the benefits of the theory outweigh these issues, making it an appropriate guide to predict behaviour and the expectations of future generations.

7. Recommended Inclusions for the CampaignThe improved campaign must not only use emotional persuasion but should include statistics on the harmful effects associated with telling young adults that they cannot be a part of their own future in matters relating to governance and political direction in New Zealand. According to Casais and Pereira (2021), these emotional and logical aspects add to the credibility of a social campaign. Lastly, there will be a need to have an emotional segment made up of all stakeholders having an input on the issue of voting, including the systems applied in other countries to allow deepened democracy.

8. Recommended AlternativeThe Make It 16 campaign’s alternative strategy would involve the use of the theory of planned behaviour (reasoned action). In this approach, the society would be forced to shift the focus on to the rigid form of governance and legislative structure that closes out on people who will be a critical part of the future of the country. The theory of planned behaviour assert that behaviour is influenced by intention and these elements are all under the perceived social norms and personal attitude (Ajzen, 2011). Therefore, by focusing on the entire society and its attitude on rejecting the input of young people in voting, behavioural and systemic change would be more focused and rapid.

ReferencesAjzen, I. (2011). The theory of planned behaviour: Reactions and reflections. Psychology & health, 26(9), 1113-1127. https://doi.org/10.1080/08870446.2011.613995

Armitage, C. J., & Conner, M. (2000). Social cognition models and health behaviour: A structured review. Psychology and health, 15(2), 173-189. https://doi.org/10.1080/08870440008400299

Casais, B., & Pereira, A. C. (2021). The prevalence of emotional and rational tone in social advertising appeals. RAUSP Management Journal, 56, 282-294. https://doi.org/10.1108/rausp-08-2020-0187

Chang, C. F., Wang, J. Y., Kuo, T. H., Lin, Y. L., & Yang, S. Y. (2022). Stages of Change in Dairy Intake among Older Adults: Application of the Transtheoretical Model. International Journal of Environmental Research and Public Health, 19(3), 1146. https://doi.org/10.3390/ijerph19031146

Eichhorn, J., & Bergh, J. (2021). Lowering the voting age to 16 in practice: Processes and outcomes compared. Parliamentary Affairs, 74(3), 507-521. https://doi.org/10.1093/pa/gsab019

Gilal, F. G., Zhang, J., Paul, J., & Gilal, N. G. (2019). The role of self-determination theory in marketing science: An integrative review and agenda for research. European Management Journal, 37(1), 29-44. https://doi.org/10.1016/j.emj.2018.10.004

Gräve, J. F. (2019). What KPIs are key? Evaluating performance metrics for social media influencers. Social Media+ Society, 5(3), 2056305119865475. https://doi.org/10.1177/2056305119865475

Harnett, P. J., Kennelly, S., & Williams, P. (2020). A 10 step framework to implement integrated care for older persons. Ageing International, 45(3), 288-304. https://doi.org/10.1007/s12126-019-09349-7

Luca, N. R., & Suggs, L. S. (2013). Theory and model use in social marketing health interventions. Journal of health communication, 18(1), 20-40. https://doi.org/10.1080/10810730.2012.688243

Sarkin, J. A., Johnson, S. S., Prochaska, J. O., & Prochaska, J. M. (2001). Applying the transtheoretical model to regular moderate exercise in an overweight population: validation of a stages of change measure. Preventive medicine, 33(5), 462-469. https://doi.org/10.1006/pmed.2001.0916

Smaliukiene, R., & Monni, S. (2019). A step-by-step approach to social marketing in energy transition. Insights into Regional Development, 1(1), 19-32. https://doi.org/10.9770/ird.2019.1.1(2)The Spinoff NZ. (June 29, 2021). Make It 16: The fight to lower New Zealand’s voting age. [YouTube]. Available at https://www.youtube.com/watch?v=HSWM85jFGFc

According to Prince, narratives is a universal human activity that is employed and used for socialization, interaction and entertainment, one of the popular medium of the narrative is the cinema and it is central to the documentary filmmaking tradition. Narratives became the predominant film after displaying the nonfiction film that had been developed with Nickelodeons being at the theatre storefronts. They are both the fictional and non-fictional films that audience evaluate different, with fictional films they tend suspended their disbelief so that they can enjoy the film, the y look the films as real while recognizing that it’s only a story; this is the fictive stance.

They are narrative characteristics that are important in every film among them plot and story; plot is the events sequencing while the story is the comprehensive set of all events and there is a little structural distinction between them in a film. Such characteristics are usually meant to encourage the contribution of the viewers. While most films are known to uses a linear and chronological function they are few that employs flashback; this was very common in the 1940’s films. Currently, they are various movies that use the flashback sequence; arrow that began depiction in 2012 is one of them as shown in the video of its trailer https://youtu.be/XQS7JkQmlx8 (TVweb).

While it is easier to identify the book authors the authorship of films is difficult since they are in all cases made by a group of people. The narrative in the films in most cases uses the third person narration which is different from the novels that used either the first or third person. They are various genres too that are popular with the American film they include western, gangster, horror, musical, science-fiction, war film and the film noir, with repetition of the stories being done over again as aligned with the conventions and genres of a particular genre (Prince).

Works Cited

Prince, Stephen. Movies And Meaning. 6th ed., Prentice Hall, 2020, pp. 213-269.

TVweb. Arrow – Season 1 Trailer 3 [HD. 2012, https://www.youtube.com/watch?v=XQS7JkQmlx8. Accessed 23 Mar 2020.

The monetary base.

Monetary base = reserves + currency                   MB          =      R       +     C

30 + 15

AED 45 billion

The banks’ reserve ratio.

Separate the sum the bank has close by the aggregate estimation of stores. For instance, on the off chance that you verify that the bank has $300 million in stores and $10 million available, you would separate 10 by 300 to get 0.3. At that point increase by 100

This gives you is equal to reserve ratio= 30%

Currency drain as a % of deposits. (1 Mark)

Currency drain ratio = currency / deposits

= 10/300

0.03

Illustrate how the banks create money with the help of given information.

(Show first 5 steps)

The “cash” in your ledger does not speak to physical money that you can hold in your grasp; it is basically a bookkeeping risk from the bank to you, and just exists as an issue in a machine framework.

We now utilize these bank liabilities/ bookkeeping passages to make installments in excess of 99% of all exchanges (by worth). In this way we could depict bank liabilities, bank credit and bank stores (which are all the same thing) as being comparable to cash in the cutting edge.

Banks make bank stores (the cash in your record) when they make advances. They add liabilities to the borrower’s record, and at the same time include a benefit (the credit contract) to their asset report.

The repayable primary of the advance is recorded as a benefit. Nonetheless, the investment payable isn’t recorded as a benefit on the monetary record, yet is recently recorded as wage as and when the premium is paid.

The cash that banks utilization to pay one another – national bank holds – is itself made out of nothing as a bookkeeping passage by the Bank.

In synopsis, what we use as “cash” – the numbers in our ledgers – are just bookkeeping entrances made by banks. These bookkeeping entrances make up in excess of all the cash that

Calculate the total money creation in the economy with the help of formula.

To calculate the multiplier uses marginal propensities, as follows:

1/1-mpc

1/1-0.9

10

Hence, the multiplier is 10, which means that every AED 1 of new income generates AED 10 of extra income.

Reference

Mishkin, F. S. (2007). The economics of money, banking, and financial markets. Pearson education.