Wednesday, January 29, 2020

Technology Effects Essay Example for Free

Technology Effects Essay â€Å"The fact is we didn’t get along well until photography came into its own. Then motion pictures in the early twentieth century. Radio. Television. Things began to have a mass. † This statement that Captain Beatty made while having a conversation with Guy Montag, was stating how the society had changed once the technology grew. Fahrenheit 451 is mainly about the effects of technology and its effects on humanity. It is also involves the topic, censorship, but that did not have much effect on the society as technology did. In fact it was because of the misusage of technology, censorship was even being focused on. In this society houses have parlour walls and in Montag’s house three of the parlour walls are covered with’ wall screens’ or large TV that covers the entire wall. Montag’s wife, Mildred, hardly ever stops watching them. Mildred’s favorite programs are the shows that involved scripts- she was given a script so that she could ‘become’ a part of the shows from her own living room. People in this society even called the actors on these programs their ‘family’. One day Montag was sick and he couldn’t handle the noise of the parlour, so he asked his wife to turn it off. Even in a situation like that she had rejected his request and replied, â€Å"That’s my family. † The TV separates one from the rest of the world. It even replaces the meaning of what family actually is. The society does not realize how this useless machine is hypnotizing people in dangerous way. Still there is a censorship that states owning and reading books are illegal. That does not even effect one- fourth of the society, because no one has time for it anyway. The majority of the society is too busy keeping up with all their TV programs. That is what is really affecting the people. In Fahrenheit 451, TV is not the only technology product that isolates someone from everyone else. Seashell Radios do it also. A seashell radio is a ear device that produces calm ocean sounds throughout the entire day. A person carried away with the relaxation of this cannot think about anything. And because they can’t hear other sounds , they don’t want to socialize with others. It allows them to be in their own world. With a device like the seashell radio, it is not reasonable to have a censorship idea that the people don’t have time to think. It is not that they actually don’t have time to think instead, they are simply not making time. If the seashell radio was not invented they more likely would have been able to think more.

Monday, January 27, 2020

Feminism Voice in Male Indian Authors

Feminism Voice in Male Indian Authors Feminism Voice in Male Indian Authors Literary works present avant-garde constructs which often become the basis of revolutionary social transformations. They not only embrace in themselves the social, cultural or mythical backgrounds of their native land, but also expose the fragments of alienation present in different segments of human life and its predicament. Literature therefore has always been an effective vehicle of fundamental changes. To a large extent, the popularity of feminist ethics in India has also been generated by the ‘new’ image of women presented by literary writers in their works. The abolition of certain evil practices against women in the preceding centuries had also created a much needed awareness in the society for imparting a better status to women. It was during the British rule in India that many relevant changes were made in order to ameliorate the pathetic condition of women. The Viceroy Lord William Bentik banned Sati in 1829. Social reformers like Raja Rammohan Roy had also sup ported this move. Similarly, remarriage of widows was sanctioned in 1856 and in 1929 a law was passed prohibiting child marriage. The most difficult task in India at that time was to educate women, because only a few women belonging to the families of zamindars were able to receive basic education. Many teachers, as well as social workers, considered it a necessity and started many educational institutions for women. In 1850s Ishwarchand Vidyasagar started many primary schools in the villages of Bengal. Arya Samaj, founded by Swami Dayanand, also propagated women’s education. John Drinkwater Bethune established the first women’s college in India in Calcutta in 1849. In 1851 Jotiba Phule came forward to educate the scheduled caste girls in Poona. Since then there has been no looking back, as women also started clamouring for education for which they had been indifferent for ages. These attempts provided the much needed impetus and Indian woman took a hesitant step towar ds social emancipation. Many great Indian women writers appeared on the scene who represented the educated group of Indian women. Toru Dutt, Cornelia Sorabji, Shevantibai Nikambe, Krupabai Santhianathan and Smt. Swarnkumari Ghosal are some of the prominent women writers of this time.But there are few prominent writers like Rabindranath Tagore and R.K. Narayan , who potrayed women in a different way. Homen Borgchain , Narayan Sanyal , Bimal Mitra, N. Mitra , Prem Chand, Yashpal, Nagar, Ashoka, also wrote about this under-privileged class, critically reflecting the prevailing inhumane practices and atrocities in their work. Though the English prose writing in India was started by Raja Rammohan Roy, the novels of Bankim Chandra and Lal Behari Day are accepted as the first authentic examples of fictional writing in English. Mantagini, the female protagonist of Bankim Chandra’s Rajamohan’s wife (1864), is a woman who values her feelings and affirms her individuality. She re presents those Indian women who protest against conventional mores and break the barriers of self-abnegation and denial. Lal Behari Day’s Govinda Samanta is a realistic novel, which describes the socio-economic changes occurring in contemporary society. Women characters of the novel Aduri, a widow who kowtows to evil practices related with women and Malati, a rebellious woman who is not ready to succumb to the atrocities of her mother-in-law form only a part of the plot which adroitly demonstrates the leap from traditional to modern womanhood. The next generation of writers which appeared just before the Second World War, i.e., in the 1930s, picked up existing social customs and constraints as themes of their work. The first major thrust in Indian English writing came in the mid-1930’s when the big trio R.K. Narayan, Mulk Raj Anand and Raja Rao appeared on the scene. Their work created an awareness about the emerging Indo-English literature. R.K. Narayan and Bhabhani B hattacharya portrayed modern women protagonists like ‘Rosie’ in Guide and ‘Kajoli’ in So Many Hungers respectively. Mulk Raj Anand and Raja Rao also delineated sensitive women characters in their novels. R.K. Narayan R.K. Narayan has depicted two kinds of women characters – one group possesses a traditional mind-set, while the other seeks freedom from constricting social norms. The conventional group contains women who are devoted mothers, aunts, grandmothers and wives like the wives of Margayya (The Financial Expert), Srinivas and Sampath (Mr. Sampath) and Natraj. Though R.K. Narayan has portrayed some strong women protagonists, yet in most of his novels women are not treated with equality. Bhabhani Bhattacharya Bhabhani Bhattacharya’s novels possess round women characters who are integral to the development of the plot. His women characters, though somewhat dominated by their male counterparts and patriarchal customs, are still full of life and hope to have a better future. Kajoli in So Many Hungers, Meera in A Goddess Named Gold, Sumita in Shadow from Ladakh are optimistic women. To Bhattacharya, women are a source of strength and thus their contribution is significant not only to their families, but also to their country. Raja Rao and Mulk Raj Anand Raja Rao and Mulk Raj Anand have not taken up the theme of women’s emancipation independently. Their novels concentrate on the socio-economic issues of their times, exposing the harsh facts and realities of life. Feminist issues are only a part of their overriding concerns. However Anand’s protagonist Gauri in The Old Man and the Cow is a fine example of his idea of emancipated woman. Modern age is considered to be the age of feminism. The women in the modern period have crossed the barriers of society. They have proved their equality to their male counterparts. The modern women are not Feminism is a kind of revolt of women against social conventions. Feminine consciousness is, of course, consciousness of females for equality with males. Rabindranath Tagore An attempt has been made to focus on the feminism reflected in Tagores Chitra, NatirPuja and Chandalika in this paper. In good olden days, a womanwas considered as sub ordinate and parasite. She was not independent to lead her life. The rights of woman were completely neglected. Rabindranath Tagore has brought out his women out of the kitchen and placed them in the active stream of life. Feminism in Rabindranath Tagore challenges the traditional view of woman as the weaker sex. Works Cited Betty F. 1984.The Feminine Mystique. A Laurel Book : New York, Betty F. 1984.The Feminine Mystique. New York : A Laurel Book, Dass VN. 1995.Feminism and Literature. New Delhi : Prestige Books, Dwivedi AN. 1987.Studies in Contemporary Indian Fiction in English. Allahabad: Kitab Mahal, Harex SC. 1972.The Fire and the Offering : The English Language Novel of India 1935-1970. Calcutta : Writers Workshop, Harex SC. 1977.The Modern Indian Novel in English. Calcutta : Writers Workshop, Jain Naresh K. 1998.Women in Indo-Anglian Fiction : Tradition and Modernity. New Delhi : Manohar Publishers and Distributors, Juliet M. 1991.Women – The Longest Revolution, From Feminism to Liberation. Schekman : Cambridge,

Tuesday, January 21, 2020

Full Service Cinema: The South Korean Cinema Success Story (So Far) :: Free Essays Online

Full Service Cinema: The South Korean Cinema Success Story (So Far) Fifteen years ago, South Korean cinema was in precipitous decline. It was facing deadly competition from Hollywood as import barriers were dismantled, and had almost no export market. Today, South Korean cinema is widely considered the most successful and significant non-Hollywood cinema anywhere in the world today. It is successful both in the domestic market, and internationally. This essay sets out to understand this phenomenon. First, it attempts to trace South Korean cinema’s comeback story. I feel a need to do this because I find that so many of my South Korean friends and colleagues are reluctant to admit this, or focus solely on the problems the industry is facing in the future. There may be worries about the future and there may be â€Å"ifs† and â€Å"buts† about the present state of the South Korean film industry. But we should start out by acknowledging its success. In considering some of the reasons for the recent success of South Korean cinema, two further observations can be made. First, if we pay attention to the international export success of South Korean cinema, we can see that it has carved out a new route. This is based on regional markets at least as much as Europe and the United States. Second, unlike the successes of the Taiwanese and Chinese â€Å"new waves† since the 1980s, it is not based on the old European art cinema model. This raises a question about the viability of art cinema, independent feature films, short films, independent documentary, and other less profitable and commercial modes of filmmaking in South Korea. It may even lead some people to believe that those other modes of filmmaking are not an integral part of the new South Korean cinema success story. Yet, my third and final point will be to argue against this and for the importance of what I want to tentatively call â€Å"full service cinema,† includ ing a full range of modes of production and consumption. In making this point, I want to challenge another very common assumption not only in South Korea but everywhere—the idea that art cinema and independent cinema are opposed to mainstream commercial cinema. While there may be an aesthetic opposition between them, it is a strategic mistake to translate this into an institutional opposition. Even though their philosophies may be very different, as I will attempt to outline today, they need each other to succeed. Full Service Cinema: The South Korean Cinema Success Story (So Far) :: Free Essays Online Full Service Cinema: The South Korean Cinema Success Story (So Far) Fifteen years ago, South Korean cinema was in precipitous decline. It was facing deadly competition from Hollywood as import barriers were dismantled, and had almost no export market. Today, South Korean cinema is widely considered the most successful and significant non-Hollywood cinema anywhere in the world today. It is successful both in the domestic market, and internationally. This essay sets out to understand this phenomenon. First, it attempts to trace South Korean cinema’s comeback story. I feel a need to do this because I find that so many of my South Korean friends and colleagues are reluctant to admit this, or focus solely on the problems the industry is facing in the future. There may be worries about the future and there may be â€Å"ifs† and â€Å"buts† about the present state of the South Korean film industry. But we should start out by acknowledging its success. In considering some of the reasons for the recent success of South Korean cinema, two further observations can be made. First, if we pay attention to the international export success of South Korean cinema, we can see that it has carved out a new route. This is based on regional markets at least as much as Europe and the United States. Second, unlike the successes of the Taiwanese and Chinese â€Å"new waves† since the 1980s, it is not based on the old European art cinema model. This raises a question about the viability of art cinema, independent feature films, short films, independent documentary, and other less profitable and commercial modes of filmmaking in South Korea. It may even lead some people to believe that those other modes of filmmaking are not an integral part of the new South Korean cinema success story. Yet, my third and final point will be to argue against this and for the importance of what I want to tentatively call â€Å"full service cinema,† includ ing a full range of modes of production and consumption. In making this point, I want to challenge another very common assumption not only in South Korea but everywhere—the idea that art cinema and independent cinema are opposed to mainstream commercial cinema. While there may be an aesthetic opposition between them, it is a strategic mistake to translate this into an institutional opposition. Even though their philosophies may be very different, as I will attempt to outline today, they need each other to succeed.

Sunday, January 19, 2020

Lost Gen And Harlem :: essays research papers

The Artists of the Harlem Renaissance and the Lost Generation diverged from the mainstream to begin a separate cultures. Harlem was an area in New York with an extensive African American population. During the ‘20s poets, writers and musicians like Langston Hughes, Claude Mckay and Zora Neale Hurston made the Harlem area the center of black art and culture. The lost generation was based mainly in Paris, France. It consisted of war torn men who could not re-enter society after World War I. In Europe nearly sixty two percent of men had been killed, captured or debilitated in the Great War. Famine and poverty plagued every nation. The Lost Generation was truly lost – they felt angered by the problems at home and many choose to abandon their pre-war land and values to move abroad and adapt a new culture and morals. The black artists of the post WWI era did not conform to mainstream society or even â€Å"regular† black society. Instead they formed their own culture aside the mainstream and the movement was dubbed the Harlem Renaissance. It was truly a coming together of black, and to some extent white, cultural figures. There was little outside influence on the Renaissance. Neither big industry, with their endless promotions to lure customers, nor the anti-prohibition, or speakeasy culture, that characterized the roaring ‘20s affected the diverse Harlem culture. Langston Hughes was a very prominent writer during the Renaissance. He was a very well cultured man who had traveled all over to places such as the USSR, Haiti and Japan. Refered to as the poet Laureate of New York, his writing was a vehicle to express social and political protest. His diverse use of Jazz and black folklore influenced many black writers of his time. He was also one of the first, along with Claude Mckay, black writers to attract a substantial white audience. Mckay was a Jamaican born poet and novelist. He was attracted to Harlem because of its immense diversity of culture. He had been oppressed and harassed during the Red Scare, a nationwide hunt for radicals, because of his status as a leftist newspaper editor. His style of writing attracted crowds of people never exposed to black culture. He â€Å"used traditional forms to express unfamiliar ideas†. Zora Neale Hurston was the prominent woman during the Harlem movement. She was very much involved in black heritage and southern culture.

Monday, January 13, 2020

Essay on Stereotypes ††Example Essay

StereoTypes – Introduction Stereotypes are a part of our everyday life. We hear stereotypes every day and everywhere. Sometimes we can find ourselves in a situation where we make stereotypes for a large group of people. Every person, young or old, is labelled with either positive or negative stereotypes. Stereotyping is a way that people group each other. Each group is called by name, that doesnt really fit to everyone in that specific group. Stereotypes affect people’s social lives, emotions, and how people interact with their environment. There are times that you are not so open to the idea of meeting new people, and making new friends. You don’t want to go outside, because we have put our own set of rules in this world. We know that we get criticized about what we wear every single day! We are criticized in which music we listen to, how we look like, how we act, and who we hang out with. We are also criticized on every other personal trait and imperfection we have. We have put the bar way up high, maybe too high for our potentials. Stereotype Essay – What we really know? We cannot afford all the stereotyping that is going on between us. After we come and we say to people to just be who they are. If we say to a person that he or she is a hippie, just from the way they are dressed, that is just totally wrong. Hippie is someone who rejects the culture, not just the one who has long hair and wears beads. We are using the words in the wrong way. There are many people that have no friends, because they are tired of their critique. Leave everything behind and don’t let stereotypes ruin your social life. Stereotypes have an enormous impact of how we feel. That makes people have no motivation; therefore they won’t have good performance at any level in their life.For instance if a kid is stereotyped as black and obese, how can these words make him feel good, so that he/she can move on to the next level This can create psychological pressure. Other people face stereotypes as a threat. For example there is a stereotype that says that women are bad drivers. It puts even more pressure on how they feel, not only being around people who are labelling them, but being around people that they trust. They will try to prove to them that this is just a stereotype and it does not exist. In addition, this occurs in situations where people worry for their performance and how they look like. Besides that people don’t want their poor performance to lead to negative stereotypes.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayMembers of stereotyped groups worry of what they are doing, and this makes them stressed, because they think that they have to be perfect, in all aspects of their lives! People get tired of being criticized all the time. When there is no one able to close people’s mouths, they start to become isolated. In the same way they don’t talk, because they are afraid to say something wrong, so that they won’t look silly. They are afraid of failure. For example, people seem surprised when they see men cry or being emotional. They think that men are not allowed to express their feelings, or men have no feelings at all. Men are not unconscious, they have feelings, but that is just a stereotype and a generalization from our society. It is easy to see that with are actions and sayings we are trying to kill emotions and thoughts! We should learn how to control our feelings and emotions, instead of letting stereotypes control them. In addition, your surroundings can be affected as well. If you had a bad day because someone just stereotyped you, when you go home or to your friends you are going to be really anxious. In addition you would probably get irritated or feel sad at the same time. You just go to your room or sit alone in a corner. When your loved ones see you like that they are not going to feel any better, because your emotions are now in control, and you just pass them around. In other words you broadcast your feelings to others. Furthermore there are times teachers question their students â€Å"Did I create a good environment, so that you can be able to talk and share ideas with the rest of your class?† Well, sometimes teachers cannot change this situation. The only people that can create a comfortable and happy atmosphere are us – the students. They are many stereotypes going in and out of every classroom. That’s why sometimes students can be afraid to share ideas, because before they were stereotyped as nerds. These days’ people are afraid to be themselves, because they fear other people. They don’t want people to think something bad for them. Secrets, thoughts, and ideas, are all held down. Stereotypes can be an obstacle as to how open you are with people and how you make people feel when you are with them! Conclusion Instead of focusing on all the mistakes of each person, we should start paying more attention of how unique each person is. Stereotype causes people to feel lonely and even sometimes depressed. It’s also harmful for their environment and their social life. We should keep stereotypes out of the picture, even though sometimes we can be victims ourselves. Stop judging people before you even get to know them. You may also like reading Dissertation Examples Methodology Essays – Dissertation ExampleTo modify or extend this essay or to get pricing on a custom essay Contact Us TodaySummary Reviewer Admin – Robert Gil Review Date 2017-06-30 Reviewed Item Essay on StereoTypes – Custom Essay Writing – Free Sample Author Rating 5

Saturday, January 11, 2020

Cyp 3.2 Promote Young Person and Child Development

CYP 3. 2 Promote Young Person and Child Development Be able to assess the development needs of children and young people and prepare a development plan What are the most relevant factors to be aware of when assessing a child or young person’s development? All children and young people are different and have different needs. Similarly, a family’s ability to respond to and meet all their needs may also differ. In some circumstances, professional assessment may be required to identify strengths and needs, to ensure that all children, young people and their families receive appropriate support.Assessment may take place in a wide range of situations and for a variety of purposes, for example:  · A teacher’s assessment of a child’s educational attainment at key stages of the national curriculum, to determine future learning plans.  · A paediatric assessment to ensure that a child has reached the appropriate developmental milestones and to monitor progress. à ‚ · A Connexions personal adviser’s assessment of a young person’s strengths and barriers to participation in learning to provide feedback and motivation. An educational psychologist’s assessment of a child or young person’s special educational needs to identify their educational strengths and needs.  · A social worker’s assessment of a child’s home situation, to determine if they are at risk of harm. Each of these types of assessment has a clearly defined purpose and it is important to note that the role and function of assessment may vary according to the context. Factors to take into consideration are: Health General healthThe unborn, infant, child or young person's current health condition (for example, conditions of relevance to an infant, child or young person, including growth, development, physical and mental well-being). Also includes consideration of: * health conditions or impairments which significantly affect everyday life fun ctioning whether chronic or acute, including obesity; unborn child is not developing adequately; * access to and use of appropriate health services (by mother in case of unborn), uch as those provided by a GP/dentist/optician, immunisations and appropriate developmental checks; * number and frequency of hospital admissions and accidents (of mother where unborn); * Access to and use of appropriate health advice and information, for example, diet, sexual health and management of any health condition such as diabetes or asthma (where unborn, mother is following advice). Physical Development: â€Å"Physical Development† refers to the infant, child or young person's means of mobility, level of physical or sexual maturity/delayed development.Factors to be taken into consideration include: * being well-nourished, being active, rested and protected, gaining control of the body, acquiring physcial skills; * vision and hearing; * fine and gross motor skills including: –  Ã‚  Ã ‚  Ã‚  crawling, walking, running and climbing;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬â€œÃ‚  Ã‚  Ã‚  Ã‚  participation in football or other games;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬â€œÃ‚  Ã‚  Ã‚  Ã‚  ability to draw pictures, do  jigsaws etc. Speech, Language and Communications Development The ability to communicate effectively, confidently and appropriately with others.Also includes consideration of: * preferred means of communication; * use of first language; * ability to gain attention and make contact, access positive relationships, be with others, encourage conversation; * the impulse to communicate, exploring, experiment, labelling and expressing, describing, questioning, representing and predicting, sharing thoughts, feelings and ideas; * listening and paying attention to what others say, making playful and serious responses, enjoying and sharing stories, songs, rhymes and games, learning about words and meanings; * vision and hearing; abil ity to communicate meaning, influence others, negotiate and make choices, understanding of others; * language for communicating and thinking; * linking sounds and letters; * reading and writing; * willingness to communicate; * articulation skills and language structure; * vocabulary and comprehension; * fluency of speech and confidence; * appropriateness of social and communications skills, for example, body language, excessive use of expletives or inappropriate language. Emotional and Social Development The emotional and social response the infant, child or young person gives to parents, carers and others outside the family.Also includes consideration of: * the importance of being special to someone, being able to express feelings, developing healthy dependence, developing healthy independence; * nature and quality of early attachments; * self-harm or risk of self-harm; * phobias or psychological difficulties; fears or psychological difficulties such as persistent sadness or tearfu lness; * temperament, coping and adjusting abilities for example, after experiencing domestic violence, bereavement or family relationship breakdown; * disposition, attitudes and motivation to change.Behavioural Development The behaviour of the child or young person and whether behaviour occurs in a particular setting or all settings. Also includes consideration of: * lifestyle and self-control (including participation in reckless activity and need for excitement); * behaviour in class or other environments where the child or young person comes into contact with their peers; * whether undiagnosed conditions may be impacting on behaviour (eg. earing or visual impairment); * substance misuse (includes alcohol and volatile substance misuse and controlled drugs under the Misuse of Drugs Act 1971); * anti-social behaviour for example, destruction of property, aggression towards others, harm or risk of harm to others; * sexually inappropriate behaviour and attempts to manipulate or contro l others; * early sexual activity, unprotected sex, lack of reflection or positive decision making about sex and relationships; * offending behaviour and risk of re)offending; * violent or aggressive behaviour at home or school; * attitudes to offending; * over activity, attentiveness, concentration and impulsive behaviour Identity, including self-esteem, self-image and social presentation   The growing sense of self as a separate and valued person.Also includes consideration of: * growing awareness of self, realisation of separateness and differences from others, recognition of personal characteristics and preferences, finding out what they can do; * importance of gaining self-assurance through a close relationship, becoming confident in what they can do, valuing and appreciating their own abilities, feeling self-assured and supported, a positive view of themselves; * knowledge of personal and family history; access to recognition, acceptance and comfort, ability to contribute to secure relationships, understanding they can be valued by and important to someone, exploring emotional boundaries; * sense of belonging, being able to join in, enjoying being with familiar and trusted others, valuing individuality and contributions of self and others, having a role and identity within a group, acceptance by those around them; * race, religion, age, gender, sexuality and disability – may be affected by bullying or discriminatory behaviour; understanding of the way in which appearance and behaviour are perceived and the impression being created.Family and Social Relationships The ability to empathise and build stable and affectionate relationships with others, including  family, peers and the wider community. Also includes consideration of: * stable and affectionate relationships with parents or caregivers; * sibling relationships; * involvement in helping  others; * age-appropriate friendships; * association with predominantly pro-criminal peers or lack of non-criminal friends; * understanding of  others and awareness of consequences; * association with substance-misusing friends/peer groups.Give examples of how you can assess a child or young person’s development in the following areas. Physical development- When we refer to physical development we are looking at factors such as gross motor(which indicates large muscle development such as walking or swinging our arms) and fine motor (more intricate movements such as picking up objects or writing). This is a relatively easy assessment to carry out. If we have regular contact with the child or young person we can usually measure and weigh that individual on a weekly or bi-weekly basis. Over a short period of time it would soon become apparent if there was any cause for concern.We can also observe children as they play and interact. For example can they climb, skip, use a rope and coordinate their hand to eye movements. Communication and speech development: By speech we mean * The speech sounds children use to build up words, saying sounds accurately and in the right places. * Speaking fluently, without hesitating, prolonging or repeating words or sounds. * Speaking with expression and a clear voice, using pitch, volume and intonation to support meaning. By communication we mean the way in which language is used to interact with others * Using language in different ways; to question, clarify, describe and debate. Using non-verbal rules of communication: listening, looking, knowing how to take verbal turns and how to change language use to suit the situation. * The ability to take into account other people’s perspectives, intentions and wider context This can be assessed by observing the way in which a child or young person interacts with us, their parents or their social groups. We can also spend time with younger children by getting them to repeat words or have short, fun conversations with them.When assessing them we can look out for any irreg ularities such as stutters, speech impediments or factors that may be affecting listening skills etc. Cognitive or intellectual development Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood. It was once believed that infants lacked the ability to think or form complex ideas and remained without cognition until they learned language. It is now known that babies are aware of their surroundings and interested in exploration from the time they are born.From birth, babies begin to actively learn. They gather, sort, and process information from around them, using the data to develop perception and thinking skills. Cognitive development refers to how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors. Among the areas of cognitive development are information processing, intelligence reasoning, l anguage, development and memory A broad range of assessment measures should be used to gain a full understanding of a pre-schooler’s functioning (e. . , parent and teacher reports, behavioural observation, detailed developmental history, and play-based assessment, in addition to traditional cognitive tests). Social/behavioural/emotional development Healthy social-emotional development includes the ability to: * Form and sustain positive relationships * Experience, manage, and express emotions * Explore and engage with the environment Children with well-developed social-emotional skills are also more able to: * Express their ideas and feelings * Display empathy towards others Manage their feelings of frustration and disappointment more easily * Feel self-confident * More easily make and develop friendships * Succeed in school Social-emotional development provides the foundation for how we feel about ourselves and how we experience others. This foundation begins the day we are born and continues to develop throughout our lifespan. The greatest influence on a child’s social-emotional development is the quality of the relationships that he develops with his primary caregivers.Positive and nurturing early experiences and relationships have a significant impact on a child’s social-emotional development. We can assess the emotional, social and behavioural development of the children who are in our care by recording behaviour patterns such as temper tantrums, physical confrontations and playful interactions.. These findings can be recorded on charts and in diaries on a regular basis. Moral development Moral development focuses on the emergence, change, and understanding of morality from infancy through adulthood.In the field of moral development, morality is defined as principles for how individuals ought to treat one another, with respect to justice, others’ welfare, and rights. In order to investigate how individuals understand morality, it is essential to measure their beliefs, emotions, attitudes, and behaviors that contribute to moral understanding. The field of moral development studies the role of peers and parents in facilitating moral development, the role of conscience and values, socialization and cultural influences, empathy and altruism, and positive development.The interest in morality spans many disciplines (e. g. , philosophy, economics, biology, and political science) and specializations within psychology (e. g. , social, cognitive, and cultural). Moral developmental psychology research focuses on questions of origins and change in morality across the lifespan Essentially it is the process in which children learn right from wrong, this is learned behaviour as a child will learn from its primary carer. We can assess what a young person or child is learning with regards to their morale’s by observing their behaviour towards thers. It is also possible to present certain dilemma’s under cont rolled circumstances to that child. Example: â€Å"Who is Naughtier? † Piaget determined that younger children judge bad behavior by the amount of damage caused by a person's behavior. He would tell children a story with a moral dilemma. He would ask them to tell him â€Å"who is naughtier:† a boy who accidentally broke fifteen cups or a boy who breaks one cup trying to reach a jam jar when his mother is not around.Younger children attributed the â€Å"naughty† behavior to the boy who broke the most cups regardless of the other child's intent. This type of moral reasoning was called Objective Morality or Moral Realism. Older children attributed bad behavior to the boy who broke only one cup because his motives where bad. This, more advanced form of moral reasoning was called Subjective Morality or Autonomous Morality. Piaget did not feel that children fully achieved this stage of moral development before the ages of twelve or thirteen. Similar essay: How Different Types of Transitions Can Affect Children

Sunday, January 5, 2020

Theories of Communication Essay - 1019 Words

Theories of Communication- P2 Argyles Theory of communication (One-to-One) Argyles theory of communication is that to learn communication skills and social skills there is a certain cycle that needs to be used this therefore involves translating or decoding what others have communicated. Argyle believes that this gives the individual an opportunity to adapt on their person behaviour so that at the end of the process they are able to communicate effectively. The cycle has different stages 1. The cycle will start when an idea is thought of so that the message can then be coded and sent. This stage involves the individual thinking in their head what they are going to be saying and they then need to ensure they get the message to the†¦show more content†¦Tuckman’s theory of the group coming together and performing involves four key stages. Forming- This is when the group have come together and they are getting to know each other beginning to think of ideas and ask each other questions. An example of forming in my placement will be when the children at the nursery sit in groups with a teacher or a team leader and the groups can be based around their ability or specific needs. Storming- Storming is the second stage and this is when conflict can often flare up because the roles begin to be put in place for those in the group and a leader may begin to take control causing some arguments as the group is functioning. For the storming stage an example in my placement could be when the children have formed their groups and begin to play games it can mean that conflict will begin as some individuals may want to play the same role in the group as there will always be a leader to group this therefore means you often get many personality clashes. Norming- Norming is when the group properly comes together and start to develop strong sets of shared values and the group will start to work as one group together. For this stage in my placement you will begin to see the children coming together and working together in their friendship groups, this may involve them playing various games and taking part in various activities for them to come together andShow MoreRelatedCommunication Theories Paper1190 Words   |  5 PagesCommunication theories paper Amanda Haring Com 310 â€Æ' Communication is defined as a process by which information is exchanged between individuals through a common system of symbols, signs or behavior. Communication helps us understand one another. (Communication, 2011). Communication is broken down into theories. Three examples of these theories would be the social penetration theory, cognitive dissonance theory and the uncertainty reduction theory. The social penetration theoryRead MoreThe Theory Of Interpersonal Communications1491 Words   |  6 PagesIntroduction One of the most dominant theories in the field of interpersonal communications is Uncertainty Reduction Theory. The Uncertainty Reduction Theory was created by Berger and Calabrese in 1975. It is a communication theory from the post-positivist tradition, it is the only communication theory that specifically considers the initial interaction between people prior to the actual communication. Have you ever been invited to participate in an activity and you did not know anyone there expectRead MoreThe Theory Application For Communication Theories1800 Words   |  8 PagesTheory Application Through the course of taking field notes for twenty-four hours I interacted with over fifty people. In these interactions, my most important relationships were represented as well as random daily interaction that taught me a lot about the way I communicate. In this paper I will analyze three of those interaction in terms of communication theories. I chose these interactions based on them being able to provide the clearest examples of theories. 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I appreciate the fact, that during the course of the semester, this class really did an admirable job introducing me to a variety of well known and widely studied theories in the communication feild. One of the biggest things I took out of this class, was how the class impled me to learn how to apply some ofRead MoreInterpersonal Communication Theories And Concepts1686 Words   |  7 PagesQuestion have you ever thought about the different Interpersonal Communication theories/concepts we use on a daily basis, I have thought about it long and hard to figure out how many different communication theories in our life we use or even in a favorite movie we love to watch. 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Theory Definition Identify the Theory Theorist(s) Relevance of Theory Application Example from your Personal or Professional Life Theory explains why as relationshipsRead MoreThe Application Of Communication Theories1509 Words   |  7 PagesThe Application of Communication Theories When it comes to international students on Western Kentucky University’s campus, ignorance is the best word to describe my prior knowledge concerning them. Taking it a step further, this term can extend to my awareness about race in general on campus. However, I am pleased to say that I am now somewhat more knowledgeable concerning the diversity at WKU. This is due to my recent participation in the Race Intergroup Dialogue Discussions over the past few months

Friday, January 3, 2020

Educational Philosophy Reflection - 1539 Words

Rows of desks, students sitting up straight, raising hands to answer questions, cycling through a PowerPoint presentation, writing notes on the board. This is the type of education that I experience until I graduated high school. When I decided to go into teaching it was an easy decision for me to want to not provide this type of experience to my students. Early in the education program, Bud Stefanski posed us the question about our educational philosophy in the Foundations of Education class. When answering that question, I was 100% progressivism in my education philosophy students should only learn through hands-on experiences and not be forced to sit at a desk and absorb information (Mirah, 2013). After gaining actual classroom†¦show more content†¦Corabi, personal communication, July 17, 2017). This is the first time that I considered curriculum to be an agenda, which is set by somebody else and potentially somebody even outside of the school. Teaching somebody el se’s agenda does not sound appealing even more so if that agenda is not something you believe in. This made me begin to think that the educators should be the ones who design the agenda and then find materials that suit the agenda they wish to create. However, it was clear that this is not a common case as most agenda are set outside of the classroom. After hearing about Gross and the triangle, my perspective became that if we cannot set our own agenda then we need to find an agenda where the enduring understanding and essential questions align with our belief in education. Ronald Doll is the second individual who has influenced not only my philosophy on curriculum but also my philosophy on all education. There were six movements that Doll outlines which any aspect of education can fall into free choice theory, more theory, big buck theory, empowerment theory, education in balance theory, and theory of reconstruction (J. Corabi, personal communication, July 18, 2017). The two movements outlined by Doll that impacted my perspective on curriculum development is the big buck theory and education in balance theory. Doll’s bigShow MoreRelatedCritical Reflection On The Educational Philosophy752 Words   |  4 Pages Amongst the many topics debated in education circles, it is easy to forget the choice of what we teach and why is of paramount importance. Critical reflection on the relevance of educational philosophers, both past and present, is essential to understanding curriculum choices. With regard to these statements, I wish to apply to this p rogram as a result of a strong professional and personal interest in philosophers of education. More specifically, gaining a deeper understanding of behavioral andRead MoreReflection Paper On Educational Philosophy991 Words   |  4 Pages Jaiden G. Campbell Spring 2017 EDUC 2002 Orientation to Teaching Beginning Educational Philosophy Paper The last, and I’ll admit first, twenty years of my life have given me at least a handful of experiences and reflection in developing the begining of my educational philosophy. For the last seventeen years I have been a student and as I observed my teachers and classmates I often thought to myself, â€Å" What would Ms. Campbell do?† When I think of â€Å"education† it reminds me building a homeRead MoreReflection Paper On Educational Philosophy1530 Words   |  7 PagesEducational philosophy varies person to person. I have the opportunity in my practicum to not only see one, but two educators with philosophies much different from my own. Now, understanding that one of these educators is in her final stages of her educator program, I will still refer to her as an educator in this instance. I feel she is making a big impact on these kids, weather good or bad is out of my hands, but she definitely makes the dynamics of the class room unique. Mr. Sam (teacher) andRead More Educational Philosophy1383 Words   |  6 PagesEducational Philosophy Writing my educational philosophy has required me to do an extensive amount of personal research that has taken me on some wonderful, inward journeys over the past few months. Voyages through my cognitive and behavioral personas from the beginning of my educational endeavor back in 1992 up until the present day. I have been digging diligently through my archives pulling out old papers I composed regarding my initial views toward education. I have reflectedRead MoreEducation Is A Unique Experience For Every Child Who Enters A Classroom1086 Words   |  5 Pageschild who enters a classroom. Each child is unique and deserves a safe and secure classroom with a teacher full of passion for each child’s education. After classroom experience and observing many inspiring educators, I have created a personal philosophy that includes goals for my students, a method for enacting the goals, and assessing students’ goals to ensure proper development of each student. I have a desire to support each student to reach their fullest potential. I strongly believe in everyRead MoreThe Statement Of Teaching Philosophy1775 Words   |  8 PagesMy Philosophy Introduction â€Å"The statement of teaching philosophy (also called the teaching statement or teaching philosophy statement) promotes reflective practice by encouraging instructors to describe their teaching methods, to justify why they use those methods, to analyze the effectiveness of those methods, and to consider how they might appropriately modify those methods in future courses.† (Schà ¶nwetter et al., 2002) Stake holder motivation, engagement, cognitive associations, and personalRead MoreAutonomy Within The Early Childhood Education Field2646 Words   |  11 Pagesmost important goals of early childhood education. Apparently, in the last hundred years, multiple educational philosophies had paid intensive attentions to autonomy theory. Such as Darwin treated that the child as an independent organism and Rousseau treated a independent people who go to Christian church as an individual soul (Cannella, 1997, p. 37). In modern times, Froebel accepted the philosophy to treat the youn g child as an individual and he made the certain process of education to give theRead MoreThe Intersection Of Inclusion, School Culture, And Social Jus Tice Leadership7770 Words   |  32 Pages(Spaulding Pratt, 2015; Dybwad, 1990; Winzer, 1998). Direct advocacy and litigations caused changes in federal legislation (Griffith, 2015; Lloyd Lloyd, 2015). Due to the civil rights movement, stu-dents with disabilities became part of the public educational system. Our current system has evolved to the level that educators work as teams to create individual learning plans for students with disabilities. The academic curriculum is modified based upon student s specific needs, and accommodations areRead More Inclusive Education Essay3477 Words   |  14 Pages 2004). It also helps learners with special needs feel they belong, enhances their self respect and provides them the opportunity to develop greater friendships and have peer models who they look up to (Raschke Bronson, 1999). In conclusion, educational inclusion has been found to lead to improved psychological, social and cognitive functioning for both learners with and without special needs (Forlin, 2004) The practicality of inclusion in South Africa Inclusion has arisen in South AfricaRead MoreSelf-Reflection - Leadership Development Essay861 Words   |  4 PagesSelf-Reflection - Leadership Development Many varied management and leadership philosophies exist and no single style or approach can be considered to be the ‘correct’ one. Regardless of management and leadership philosophies, self-reflection has played, and will continue to play, a significant role in the shaping of a managers leadership philosophy. Depending on the level of consciousness that a manager has in regards to self-reflection, along with how they communication their management and