Gender in student access and teacher attention in classroom Essay

The school is one of the many social institutions which seek to promote human welfare. Students and teachers alike are both a part of the larger scheme of the academic institution aimed at expanding the knowledge of mankind from a wide range of themes. Despite of the existing and previous efforts in fully achieving and realizing these goals, several factors have â€Å"hindered academic institutions from meeting such ends (Kane, p. 419)†. Gender is one of the factors which â€Å"pose a limit in maximizing the acquisition of knowledge (McIntyre, p.80)†, both practical and theoretical, in the academic institutions such as schools. More particularly, gender plays a difference in student access and teacher attention in the classroom. It does not only limit the interaction from among students and teachers, it also limits the attention teachers give and students receive. This research is specifically aimed at identifying and analyzing the ways gender demarcates student access and teacher attention in the classroom setup through a critical appraisal of the various elements that contribute to it. Gender is considered to be â€Å"the femaleness or maleness of individuals (Pearson, p. 328)†, and these individuals include both students and teachers. On the other hand, classrooms are primarily the basic unit of the academic institution in terms of the aggregate of the students and teachers operating within the academic setup. This setup initially consists of learners or students, and facilitators of learning such as the teachers. What precisely are the ways in which gender plays a difference in student access and teacher attention within the classroom setup? In order to arrive at the probable ways and the related explanations behind these ways, it is imperative to consider several societal forces which contribute to these differences as well as the several other institutional forces commonly existing in schools. The role of forces in the society The setup of the society starting from earlier times has been observed to be dominated by males. In this sense, the society in earlier times is thought to be as a â€Å"patriarchal one where male dominance sets the general structure as well as the particularities in the society† (Kane, p.421). It can be noted that this previous setup of the society has had a profound impact in the present generation. And the profound impacts are quite observable in many ways. For instance, there are â€Å"occupations wherein males are more preferred over females for several reasons (Lopata and Thorne, p. 718)† which may include physical capabilities. These and other preferences based on certain factors will be further considered in the latter part of the paper. What is important to consider for now is the fact that preferences based on gender have been a result of the patriarchal domination especially in the past, and that this societal setup, whether or not it still exists today, has resulted to certain effects in contemporary times. Having an earlier patriarchal society resulted to an imbalance in gender roles (McCallops, p. 408). Males may have been given more roles and active participation whereas females may have shared a lesser fraction of participation. As a result, a disruption in the roles has paved the way for an imbalance in gender roles. However, it should be noted that the focus of the research is not to expound on the historical events that created this imbalance but rather to use this observation as the basis for the more contemporary gender differences in student access and teacher attention in the classroom. Apparently, more modern waves of changes have transpired. Feminist theories have countered the persistence of male dominance and have given more weight on the role of women. In this sense, it can be presumed that male and female students and teachers have been affected by these shifts in the society. A male student may have the consciousness that â€Å"male dominance has existed in the past (Lopata and Thorne, p. 720)† and is being challenged today. On the other hand, a female teacher may all the more break away from the patriarchal tradition by giving an equal share of participation between male and female students within the classroom. Nevertheless, whether or not the patriarchal setup of the society has been eradicated or gradually broken down, it remains a fact that there are gender delineations spread across classrooms in many parts of the world (Acker, p. 565). For instance, physical education activities have manifested the separation of roles between male and female students in the classroom. Physically daunting tasks such as lifting heavy objects designed to improve the body are more challenging among males than females precisely because males are given more of the ‘weight’ of the challenges. This is especially true in countries where tradition declares that â€Å"males should do more of the physical laboring (Kane and Macaulay, p. 5)†. This in turn results to differences in student access in the classroom in the sense that males appear to acquire more space in participating in physically challenging tasks in the classroom although females also share a part in this. It may be an all too simple occurrence with presumably a minimal significance, but the fact is that it reinforces the gender differences even more. Female students, on the other hand, share more of the classroom activities with limited physical requirements such as designing or planning activities although males also share a part in these activities. This is not to say that either male or female students are simply confined within the prescribed roles they are encouraged or even forced to perform. What is being shown is the fact that there are gender preferences in the classroom roles male and female students are engaged into which spell the difference in student access. Homosexuality is another issue that has a relevance to the issue of differences in student access. There are societies which have a â€Å"strong inclination to condemn homosexuality† (McCallops, p.409) such as those in Iran although there, too, are countries which have an open acceptance of homosexuality such as the Netherlands. This also has an impact on the student access in classrooms depending upon where the school is to be found. More specifically, religious schools which have a strict compliance with conservative religious dogma might have a â€Å"negative stance towards students who are homosexuals (Martin and Little, p. 1428)†. This may lead to limited access for students who are either gays or lesbians in terms of participation in classroom activities. The opposite may be true of schools which are liberal, learning institutions which do not discriminate in terms of gender and gender preference. In contrast to conservative schools, it may lead to a much broader participation for homosexuals in the classroom which heightens their access within the learning environment. Institutional factors It is a fact that there are aspects in the â€Å"learning institutions where gender demarcations are clearly exhibited (Blee, p. 163)†. These demarcations arise out of necessity simply because without these gender demarcations certain disorders may manifest. One of these demarcations among numerous institutions is comfort room. How is this related to student access and teacher attention in the classroom? The answer to this question rests on the basic premise that one small thing leads to another. To put it more precisely, the necessity of putting up separate comfort rooms for males and females, specifically among students, reinforces the consciousness of gender separation. Although the need to separate comfort rooms is perhaps an accepted need, it nevertheless â€Å"reinforces the belief in the male-female demarcation (Kane and Macaulay, p. 21)†. Even school uniforms contribute in a way to the clear gender demarcation. It should be reminded that this research does not contend the removal of these necessities but rather this research proposes the use of these gender demarcations as part of the number of hindrances in student access and teacher attention in the classroom. With these necessities, the classroom access of male and female students is hindered in terms of the reinforced belief in gender separation. And because of the individual performances of each student, the accessibility is either hindered or promoted all the more. For instance, a passive male student is more prompted to keep away from the attention of the teacher and to minimize interaction with other students because there is no compelling reason or stimulus that will prompt him to do otherwise. The â€Å"separation of genders out of necessity further reinforces this consciousness (Ackers, p.568)† as the passive male student becomes more and more absorbed into the thought of these demarcations which separate him not only from the rest of the male students but also from the female students. As mentioned earlier, subjects that need much physical exertion of force such physical education subjects give â€Å"more emphasis to the male capacity to perform the related physical tasks in the subject (Blee, p. 165)†, allowing for a limited participation from amongst female students. On the other hand, in cases where females have higher physical fitness to engage in physically challenging activities, the same may also be true. Moreover, gender preference in choosing teachers also contributes to the role of gender in teacher attention in the classroom. There are â€Å"certain curriculum subjects wherein female teachers are more preferred over males (Martin and Little, p. 1430)† such as subjects with the content of feminist studies, female reproductive system or the anatomy of females, and psychology of women just to name a few. On the other hand, there are also curriculum subjects wherein male teachers are more preferred over females. For instance, male instructors teaching the subject of male psychology may either have more attention towards male students in order to assess the knowledge or learning of these males with respect to the scope of the subject, or have more attention towards female students in order to assess the reactions and the absorbed knowledge of these students learned throughout the course of the subject. Moreover, it may also be the case that female students tend to be â€Å"more responsive in terms of the interaction of female students (Tobach and Carlin, p. 1595)† as they are able to relate more with one another in terms of gender. The opposite may also be true of male teachers and male students although there may also be cases wherein the reverse is true. Nevertheless, this only shows that gender plays a difference in teacher attention as well as student access in the classroom setup. Conclusion The school is one of the many social institutions intended to broaden the knowledge of students within the classroom and beyond, and gender is one of the numerous factors that share a role in student accessibility and teacher attention. Gender demarcations may arise out of necessity or out of artificial arrangements. But whatever the case may be, gender plays a role in student accessibility and teacher attention within the classroom. References Acker, Joan. â€Å"From Sex Roles to Gendered Institutions. † Contemporary Sociology 21. 5 (1992): 565-69. Blee, Kathleen M. â€Å"Teaching a Theory-Based Sociology of Gender Course. † Teaching Sociology 14. 3 (1986): 162-67. Kane, Emily W. â€Å"Racial and Ethnic Variations in Gender-Related Attitudes. † Annual Review of Sociology 26 (2000): 419-39. Kane, Emily W. , and Laura J. Macaulay. â€Å"Interviewer Gender and Gender Attitudes. † The Public Opinion Quarterly 57. 1 (1993): 1-28. Lopata, Helena Z., and Barrie Thorne. â€Å"On the Term â€Å"Sex Roles†. † Signs 3. 3 (1978): 718-21. Martin, Carol Lynn, and Jane K. Little. â€Å"The Relation of Gender Understanding to Children’s Sex-Typed Preferences and Gender Stereotypes. † Child Development 61. 5 (1990): 1427-39. McCallops, James S. â€Å"Gender as a Teaching Tool: An American Example. † The History Teacher 31. 3 (1998): 408-09. McIntyre, Connie. â€Å"Writing About Nontraditional Roles. † The English Journal 84. 3 (1995): 80. Pearson, G. A. â€Å"Of Sex Gender. † Science 274. 5286 (1996): 328. Tobach, Ethel, and Norman F. Carlin. â€Å"Sex and Gender. † Science 274. 5293 (1996): 1595-96.

Personal Classroom Management Plan Essay

My personal philosophy of classroom management of a preschool or elementary school settings that it requires several things first, of all you have to have patience, determination, and motivation. You have to be flexible, careful in planning, and being very consistence. You have to be prepared and ready to manage your classroom from day one. Classroom does not come well-managed you have to mold yourself and your assistant to help your classroom be well-managed. I present myself as a democratic model because it helps you with the parents, and the community beside the students that everyone gets involve to help make the school and the students safe and keep them under control. This is when I would use Wong’s Model because it helps you manage your classroom from the very first day of school. This would help me prepared myself for  what’s to come and how I would implement my lessons and rules for the classroom as well as the students. You come up with a technique to teach the kids and go over it repeatedly. Especially the ages that I teach because they are young from ages 2 1/2to 4 years old so, you will have to implement it more than once. I would also use the Win-Win Discipline as well, because if you have students in you classroom that is constantly gives you problems or have trouble listen you cause this method to help meet the deeper needs of the students and respond to the causes of misbehavior in addition to eliminating interruption in the classroom. I want to help my students not call them out or label them as a problem child or student. This is just a portion of my philosophy to help me manage my classroom in a better why. These resources were very helpful and I hope to use it in my classroom to get a positive feedback. EDU – 450 Classroom Procedures Program of Study: Early Childhood Education Procedure 1: Entering the Classroom Objective: To create a classroom environment that is conducive to learning the moment class begins. When procedure will be introduced, modeled, and practiced and its frequency: Teacher will introduce the procedure on the first day of school. Teacher will model the procedure at the beginning of class for the first week of school. Students will practice this procedure a few times the first day until satisfactory. Teacher and students will repeat when reinforcement is needed or when new students join the class. Assessment and Feedback: Teacher will watch for the students that follow the steps correctly and will positively reinforce the students. Procedure Steps or Activity: 1. Walk in quietly (entering a new zone) 2. Put things away (backpack, coats) 3. Ask to go to a center (blocks, housekeeping) etc.  ——————————————————————————————– Procedure 2: Preparing for Circle time Objective: To optimize time for instruction and create a classroom environment that is conducive to learning. When procedure will be introduced, modeled, and practiced and its frequency: Teacher will introduced the procedure the first day of school. Teacher will model the procedure at the beginning of circle time for the first week of school. Teacher will practice the procedure the first couple of days until satisfied. Teacher and students will repeat when reinforcement is needed and as we get new students. Assessment and Feedback: Teacher will watch for the students that follow the steps correctly and will positively reinforce the students. For the students that is not doing it correctly, teacher will redirect them into doing so. Procedure Steps or Activity: 1. Teacher will turn off light to let them know how much time they have until clean up. 2. When the time is up, Teacher will clap hands twice. 3. Teacher will inform the students that it is clean up time. 4. Teacher will sing a song (It’s time to put the toys away). 5. When students are done cleaning, they will go to the carpet quietly. —————————————————————————— ————– Procedure 3: Fire Drill Objective: The students will already know what to do during a fire drill. When procedure will be introduced, modeled, and practiced and its frequency: Teacher will introduce the procedure on the first day of school. Teacher will model the procedure at the beginning of class for the first week of school. Teacher and students will repeat when reinforcement is needed or when new students join the class. Assessment and Feedback: Teacher will watch for students that follow the steps correctly and will positively reinforce the students. Procedure Steps or Activity: 1. Teacher will sound a bell alarming the students that it is a fire drill. 2. The students will line up quickly at the exit door. 3. Teacher will gather all the necessary items. 4. Teacher will lead the students out to safety on the emergency exit. 5. Teacher will do a head count on students. 6. Teacher and students will stay in the safety zone until someone comes and let them know it is all clear and safe to go back into the building. ——————————————————————————————– Procedure 4: Preparing for Recess Objective: To optimize time for instruction, and the students would know what to do during recess time. When procedure will be introduced, modeled, and practiced and its frequency: Teacher will introduce the procedure on the first day of school. Teacher will model the procedure at the time of recess for the first week of school. Students will practice this procedure a few times the first week of school until satisfactory. Teacher and students will repeat when reinforcement is needed or when new students join the class. Assessment and Feedback: Teacher will watch for the students that follow the steps correctly and will positively reinforce the students. Procedure Steps or Activity: 1. Teacher will turn the light off alarming the students how much time they have until cleaning up the centers. 2. When the time has come, the teacher will clap her hands three times. 3. Students will begin to clean up their centers. 4. Once students are done, they sit on the carpet. 5. Teacher will call on students one by one to put on coats. 6. When it is time, teacher has the students to line up to go outside. ——————————————————————————————– Procedure 5: Preparing for Lunch Objective: To optimize time for instruction, and the students would know what to do during lunch time. When procedure will be introduced, modeled, and practiced and its frequency: Teacher will introduce the procedure the first day of school. Teacher will model the procedure before lunch time for the first week of school. Teacher  will practiced the procedure a few times the first day until satisfactory. Teacher and students will repeat when reinforcement is needed or when new students join the class. Assessment and Feedback: Teacher will watch for students that follow the steps correctly and will positively reinforce the students. Procedure Steps or Activity: 1. Students comes in from outside, they take off their coats. 2. Students are then to sit down on the rug. 3. Teacher will call 3 to 4 students over to wash their hands. 4. Students are to return to rug. 5. Teacher will call students to table when lunch is ready. Rules and Consequences Part One: 1. Come to class prepared and ready to work. 2. Have a winning attitude. 3. Everyone deserves respect. 4. Use kind words at all times. 5. Do your very best. 6. Have fun while you learn. The consequences for every action is that for the first, offence is the students will get a verbal warning and I will talk with them about there behavior, the students will know that we do not tolerate that type of behavior. Second offence is that I would call their parents to have a parent teacher conference to speak with them about their child behavior in the classroom. Create a plan on what we can do together as a team so it would not happen again. Third offence is that the students will be sent to the office and probably would be suspended for a day out of school. If it  is the third offence and they forget their homework I would call the student parents and explain the situation of their child and would have the student take 10-15 minutes from recess time to make their work up. As a teacher will let the students know what type of behavior that I tolerate in my classroom on the very first day. I will print out a copy of the rules for the students to put in their agenda, and one for the parents to keep at home. Once we have practiced the rules for the classroom, I would have the students to recite it aloud once a week to earn extra points. Communication I would communicate with my parents through newsletter. Through a newsletter the parent will know what their child is doing weekly. The newsletter will have the lesson that we would learn for the week, any important announcements, and what important meetings or announcement that is up coming. I would also communicate with the parents through phone by letting them know each week how their child is doing, what they have accomplished so far, and if they need help in any subject. Finally, I would communicate with my parents through email, because every parent do not have a phone, so if they have a computer they can also see what their child is doing and what we have cover so far. I will have a tutorial set up for parents that need help with different lesson to be able to help their child be successful and excel further in their education. Student Engagement Strategies The teacher must use varied viewpoints, theory ways of knowing, and methods of inquiry in teaching subject matter concepts. First, one way the teacher can engage strategies is to simply the lesson for the students and give them an opportunity to help find themselves as well as the answer. Second, you can use comics and graphic novels to engage young boys more than girls, into reading. Images are powerful, so young boys are very interested in it. The teachers can develop a complex discussion from a simple idea and help stimulate student’s critical thinking. Finally, teachers must engage students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline. I would use this image when I am teaching circle time or morning session. This  is teaching the students there ABC’s, days of the week, and colors with shapes, just to name a few. I would use this image when I want the students to ask questions quietly and not all at one time talking over each other. I would post this in my circle time area reminding them what to do when they have a questions to ask. Professionalism To be professional with each of the following: with students, parents, co – workers and administrators is to be able to multi task. Inspire the trust of your clients of your students and parents. First, impression from the first day of school year is very important. Dress like a professional. Teachers should arrive at work looking the part. Always be on time, if you arrive 10 to 15 minutes before work is being on time. You will have time to prepare and go over your lesson before your class starts. Follow procedures and the protocol expected at your school. Professionals embrace the corporate identity and values and model these for the clients in this case, the children they teach. Take charge of your classroom, you have to let the students know from the very first day of school what you want from them and the rules and consequences for their actions. Take pride in the process and product. Professionally presented to your supervisor your notes and handouts. Never miss a dead line, try to be on time with your assignments, and do not way until the very last minute. Treat your colleagues and supervisors with respect. Model respect for authority for your students and gaining their respect will be much easier for you. Be passionate, positive, and enthusiastic about your work. A professional teacher will not create negativity in a staff room or engage in mindless gossip and the spreading of dissent. Take interest in every child. To better you get to know your students, the more influence you have on your students the better their attitude will be toward your subject and on their lives. Consult parents, having them involve  with you for the support of the students and the school the better it will be. Support your colleagues and school management walk the talk. Put the needs of the institution above your own. You are one person in a group of professionals who share a common goal and vision. In dealing with my strengths of my students and parents, we need to be passionate, open – minded, and honest. You have to let parents know in anyway that you are there for them. You get the parents involve with the students education and as what they have questions about. As for co- workers, you just be respectful to one another. Keep the gossip to yourself and stay away from negativity. For administrators you have to be professional at all times, by dressing appropriate, being on time, have and open- mind. The area that I can improve in is being more open- minded, by letting my students be more involved in help planning the lesson and activity in the classroom. Let the parents be more involved by asking questions for example: what would they like to see more from their students in the classroom settings. Set up computer tutorial classes for the parents that do not know how to work the computer. The importance of being professional is a multi-task, because you have to be professional in many different ways, dress appropriate have people person skills, be polite, be a quick thinker and have individuals that are able to demonstrate professional attitude both in the office and in the field.

Affirmative Action And Refugees Of Color

PRO-AFFIRMATIVE ACTION What is it? Well affirmative action is, in plain text, the consideration of your class, race, gender, color, ethnicity, national origin, and disability when deciding who gets a certain job or admission into a school. If you are amenity applying for a job and there are other people that are applying as well then you will be considered for the job over one of the other people, even if they have more experience. It is not only for jobs, it is also used in any situation†¦ This African American study will define the fairness of Affirmative Action in not allowing poorer whites the same availability of jobs than are offered to persons of color. The argument of class inequality of poor white workers has often been used as a premise to argue in favor of preferential treatment of Africa-Americans in the labor markets. In these cases, the problem of low employment opportunities is falsely being exploited to blame African Americans for taking jobs from poor whites. Poor†¦ Affirmative action was signed by President John F. Kennedy it was first put into play on March 6, 1961 it called to ensure that applicants are employed, and employees are treated during employment, without concern to their race, creed, color, or national origin. Forward to 2016 where it has become a problem within college applications where colleges are now more focused on having a diverse student body rather than the quality of the student themselves. While some colleges believe that affirmative†¦ Affirmative Action In Shaw’s article he gives four arguments for affirmative action that are counter arguments to others. In this paper I will talk about one of his responses and why I disagree with it. I plan to argue that many companies do not want to hire people of other races, ethnicities, or genders because they may not trust these people for various reasons. According to Shaw, affirmative action is designed to make the hiring process of companies more fair. It is supposed to make the process†¦ access to higher education. Affirmative Action started in 1965 in hopes to grant minorities more access to jobs , but has grown to also encompass ensuring that minorities are allowed admittance to higher education facilities. The goal was to equalize the population in terms of opportunity, and also be equitable in how people were treated. Since its implementation, many people have opposed it and have given reasons for why the system is flawed. However, Affirmative Action is a policy that needs to be†¦ Affirmative Action Affirmative Action first began in 1961 on March 6 from The Executive Order 10925 signed by President John F. Kennedy. In 1964, the Civil Rights Act made discrimination illegal for employment regarding to race, cultural background, color, or religion. Over the course of time, this began to become beneficial to a lot of people especially if they wanted a job because of discrimination and enforced diversity and giving minorities opportunities or chances. Even though this is such†¦ Affirmative Action University of Phoenix Susan E. Ricard Since the beginning of affirmative action, there has been controversy about the program being an effective tool to eliminate discrimination in education and the workplace. Even though the numbers with affirmative action plans seemed to have improved the percentage of minorities in schools and workplaces, it does not work to mandate that people change. Once the mandates disappear the numbers begin to decrease. In its conception in†¦ The Case for Affirmative Action: An Open Letter to Five Justices In the article â€Å"The Case for Affirmative Action: An Open Letter to Five Justices† by Dave Malcolm states that a great informal affirmative action program going for decades. What is exactly is affirmative action? Affirmative action means an action or policy favoring those who tend to suffer from discrimination, specially in relation to employment or education (dictionary.com). Affirmative action is one of the most controversial concerns†¦ Affirmative Action If one is to discuss and problem solve an issue, he or she must first know what the issue is truly about. Affirmative action is defined as the equal opportunities given to women, minorities, and small groups so they will have the same tools, education, and allotment to achieve their goals in life. Since affirmative action came about, debate arises daily about if it is truly equal and fair. Was it a word made as a cushion to the people so they will feel equal? Another interpretation†¦ Affirmative Action: Is it still needed in Today’s World? Table of Contents Abstract †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 What is Affirmative Action †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3-4 History of Affirmative Action †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...4-6 Legal History of Affirmative Action †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6-8 The People for Affirmative Action †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8-9 The People against Affirmative Action †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...10 The Benefits of Affirmative Action†¦

Genetics Essay Example | Topics and Well Written Essays - 250 words - 7

Genetics - Essay Example In step 2, the aerobic endosymbiont evolves into a mitochondrion. This step is followed by step 3 in which a portion of the plasma membrane invaginate in the process of evolving into a nuclear envelope as well as associated endoplasmic reticulum. Step 3 results to a primitive eukaryote in step 4 that give rise to two main groups of eukaryotes. The primitive eukaryote shown in step 4 evolves into nonphotosynthetic protest, animal cells as well as fungal (Karp, 2009). The other group of â€Å"the primitive eukaryote takes in a photosynthetic prokaryote†, which later becomes endosymbiont that evolves into a chloroplast. In relation to this assertion, it is evident that endosymbiosis resulted to life. It is the one that led to the existence of both plants and animals. I more like my dad than my mom because I think the genes from my dad are more dominant those I inherited from my mom. In relation to this, it is evident that all mammals use majority of the genetic material passed down by males even though the offspring resembles and acts like the mom. Thus, my more resemblance to my dad is dictated by the paternal

HR Essay Example | Topics and Well Written Essays - 1250 words

HR - Essay Example But, if you try to please everyone by doling out good reports, your seniors might question your judgment and ability to differentiate between good and bad workers. Therefore, most of the initiating officers tend to take the performance appraisal process as a millstone round their necks. 2. Definition Wikipedia (2011) described performance appraisal as a systematic method of evaluating an individual’s on the job performance against pre-determined standards and his/her potential for the future responsibilities usually by his supervisors or managers. 3. Purposes of Performance Appraisal One may count as many as twelve purposes of performance appraisal; however, the most basic is to provide information about job performance. Following are the important purposes of performance appraisal:- 3.1 Basic Purpose. The basic purpose of performance appraisal is to get information about how people are doing their jobs and find the problems affecting the overall performance of individuals (Mu rphy & Margulies 2004). 3.2 Judgmental Purposes In judgmental perspective, performance appraisal may provide a basis for reward allocation, identification of high performance/high potential individuals and low performance/low potential individuals. ... 4. Benefits The process of performance appraisal helps both the managers and the workers by providing employees an opportunity to indicate the direction and level of their ambitions. It induces leaders to take interest in their subordinates’ development which in turn becomes a motivation tool in helping the organization to retain the ambitious and capable personnel instead of losing them to the competitors. It identifies areas where specific training is needed, desired, or available. Performance appraisal can be used as a motivational and encouragement tool for employees who have been trying to perform well (Rao 2004). Performance appraisal is also a means for communicating and documenting dissatisfaction in respect of unacceptable employee performance. It provides a reliable basis for making a myriad of organizational decisions concerning promotions, deputation, rewards, postings at key appointments, etc. 5. Process for Performance Appraisal Since a good report can qualify th e individual for more important responsibilities, more rewarding assignments and promotion to higher ranks, therefore, a development plan should be preferably tailor made for each employee. In general way, a development plan should include the following steps:- 5.1 Analyze Job Duties and Responsibilities Job duties and responsibilities should be clearly spelled out and be available in written form for the benefit of the organization as well as the individual (Elizabeth et al. 2006). 5.2 Establish Standards of Job Performance Standards of performance for each job should be established and known to both initiating officer and the subordinate (Ziagon

Adult Developement Essay Example | Topics and Well Written Essays - 2000 words

Adult Developement - Essay Example Beginning with young adulthood and ending with the elderly stage of development, this paper will describe the various characteristics that define what each stage of development is. Furthermore, insights will likewise be given with regards to adulthood in different cultures. In certain ways, adulthood is relative to different cultural aspects. As such, it is essential to describe adulthood in different cultures so as to provide a clearer perspective on the development of adults not just in the United States but in the world as well.The early adulthood stage is typically defined as the period wherein a human being is between the ages of 20 to 40 years old. At this stage, people are in the process if building their foundation for the latter stages of their life. This includes the college years, the early years of employment, and marriage. Moreover, at this stage of development, the various aspects of development are entwined, which is the case with the other stages of development as wel l. More importantly, the choices and the events that occur in the life of a young adult have great influences in how he will progress with his development later on.During early adulthood, humans are at their prime physically. At this stage, they are the peak of their strength, energy, and endurance. Furthermore, young adults also find themselves at the peak of their sensory and motor functioning. ... As such, the lifestyle of a young is highly relevant when considering his physical health. During this stage, the lifestyle of an individual usually includes smoking, alcohol, and in certain cases, substance or drug use. All these factors contribute to the health of young adults. A lifestyle with such elements not only leads to various health hazards during early adulthood, it also contributes to the premature deterioration of the health of young adults especially later on in their lives. Cognitive Development The cognitive abilities of young adults are often shaped by their experiences. A typical description of the cognitive characteristics of early adulthood is known as post formal thought. According to Papalia et al (2001), "It is generally applied to social situations and involves the ability to shift between abstract reasoning and practical consideration; awareness that problems can have multiple causes and solutions; pragmatism in choosing solutions; and awareness of inherent conflict." Moreover, young adults develop more flexibility and relativity in the manner by which they view the various issues that they deal with. They are no longer confined to black and white. Instead, they begin to see shades of gray which is an indication that they realize that there is always more than two sides to any story. Psychosocial Development During early adulthood, people enter into intimate relationships that may or may not lead to marriage. In cases where such relationships end up in marriage, the next concern would be parenthood. As such, young adults begin to consider more factors than those that solely concern themselves. In dealing with people, young adults have far more to consider than when they were younger. As previously mentioned, experience has a lot to do

Teaching Reading in the Content Area Essay Example | Topics and Well Written Essays - 3250 words

Teaching Reading in the Content Area - Essay Example I believe that each person should practice this since their childhood and at the same time it is also onus of the teachers to help them in developing such habits. To inculcate such faculties inside a student, I believe that a teacher requires encouraging his students to provide more concentration over study of social sciences and at the same time application of technological devices, such as software, educational CDs or DVDs containing appropriate audio-visual elements also help students to enhance the reflective faculty of the students. As an educator, I have experienced that merging of background knowledge with a new schema is important for application of content both for effective learning and classroom teaching. Most of the time a student does not have sufficient knowledge about the background of the subject that he will be taught. Thus, when a teacher or textbook attempts to apply new schemes for benefit his learning process, the student often finds it quite challenging to adopt with the new schema. To make the whole process simpler for a student the teachers are, I feel, required to come up with new strategic approaches. In same process they also have to take extra responsibility so that they can provide them with such reading assignment, which will help them to receive new information without being confused by new terms. The modern philosophers of education Beck & McKeown have also referred to the same application of these procedures in their book, Questioning the Author. (1996) Most of the terms and terminol ogies that are mentioned in the reading contents are technical and students often feel that those terms do not have any connection with their daily life experience. I believe, as an educator, it is my responsibility to present or help to interpret the technical terms in such ways so that they feel the connection between their real life experience and extreme

Types of Consumer Behaviour and their Impacts Case Study

Types of Consumer Behaviour and their Impacts - Case Study Example There are different ways in which consumers behave when buying goods and services hence forming four classes of consumer behaviour. Some consumers are described as opportunistic stop buyers and such have no specific place of buying their products but rather they get them from any vendor or service provider they meet. In comparison to the financial sector, these consumers are not patriotic to a specific bank or microfinance but their transactions are made at any bank or financial service provider that has advertised its services in an appealing way. It has been reported that consumers exhibit this behaviour in the financial sector due to the high interest rates charged in banks. Such companies should take into consideration the fact that if interest rates charged on borrowed loans continues to raise uncontrollably the customers will flee to banks that offer manageable rates. They should also be honest and give their customers any accumulated dividends and shares. Other customers will exhibit opportunistic store buying whereby they also have no specific preference of a certain brand but their unique character is that they buy products through partnering with other stakeholders who act as intermediaries. Their difference with opportunistic spot buyer is that they buy their products in bulk whereby the intermediary subsidizes the prices.

Racist Crimes in the United States Essay Example | Topics and Well Written Essays - 2500 words

Racist Crimes in the United States - Essay Example There are kids out there getting physically hurt and killed everyday simply because of the color of their skin, or their hair is not right, or they speak a foreign language, etc. Basically only one criminological theory is required here to investigate what this research is trying to present but it is planned by the author to implement two since it will give a better understanding and perception into how criminology utilizes theories to decipher why crime occurs. This literature will look at the Socialist theory, include hints into the General Dynamic Theory and also include the Lombroso's Theory and Individualistic Choice theories more than others because they are both implicitly intertwined in explaining this specific issue of youth crime relative to racial hate crimes. The extent to which life circumstances have an effect on adolescents and the percentage of criminal activity has been debated for decades now. Criminologists have applied various theories to the common occurrences of youth race crimes and other juvenile crimes to try and deter the adverse behaviors of young people. Theoretically, criminologists are actually searching for a logical explanation as to whether or not the social environment of which disadvantaged youths are growing up in really does play a significant role in the amount of juvenile crime that is evident in this current century. "The extent to which a common explanation of crime applies to all members of the offending population is a contentious issue within criminological circles" ( Piquero, et,al; 2000). There are a multitude of scholars in the criminology field that claim it is a undeniable fact that the social aspects of young teens environments, such as in areas of: family, school, employment, and social circles, all have a tremendous influence on the life experiences that juveniles will endure. Those from lower class neighborhoods, where poverty, lack of employment, lack of education, domestic violence, and other negative activities are transpiring, have a psychological effect on the youth and how they perceive their quality of life. Two criminology experts, 'Sampson' and 'Laubs' claim that although there is always a reason behind any act of crime, the events that take place in life carry the strongest dynamics in characterizations of delinquent activities and race crimes committed by the youth. The theory that they utilize is the General Dynamic view point. One of the theorizations that this particular theory focuses on is one that takes into consideration the variables of time and how individuals perceive time and change in regards to committing acts of racist crime and other criminal acts. Theorists that studied this criminological idea are focused on whether or not the individual criminal behavior of adolescents deviates over time, as they develop (Piquero, et,al; 2000). This is especially emphasized in the study of youth crime due to the fact that adolescents who are exposed to racial hatred and other adverse life elements, over a period of time, during the developmental years, often mimic the lifestyle habits that they have grown up around. For instance, there is a large percentage of below poverty level Hispanic neighborhoods in New York City who are involved in hate crimes within gang related

The statement of Simone de Beauvoir Women and Men are made, not born Essay - 7

The statement of Simone de Beauvoir Women and Men are made, not born - Essay Example Gender addresses the socially constructed categories of feminine and masculine. Several behaviours and attributes of gender are assigned to the categories. On the other hand, sex can be determined as the universal distinction between a woman and man. It is based on several physical and biological differences. These differences are generally characterized by both external and internal sex organs, genetics and hormones. It is very much difficult to explain how gender and sex are related to each other. Moreover, it is difficult to argue that there is no connection between sex and gender. If it is stated that there is no relation between gender and sex then it is reasonable to presuppose that the notions gender and sex of individuals are social constructs. It can be assumed considering a theory recognized as social construction thesis. On the other hand, if there is a positive relationship between gender and sex, then it is logical to make an assumption that it is the sex of an individua l that determines his or her gender. The social constructionists have contended that the differences in gender derive from the cultural and social processes. These are not grounded in the nature of the biology. The social constructionists have also argued that cultural and social processes create various gender discourses that can differ across space and time. The gender discourses generally allocate different responsibilities and behaviours. However, the essay will highlight how the men and women are made, not born.

Confucius vs Taoism Essay Example for Free

Confucius vs Taoism Essay Good governance and political system has always been a cry for many nations especially developing countries Zambia inclusive. It is believed that good governance yield more economic and social development. Numerous scholars have written a number of books concerning good governance. Confucius believed to have been born in 551 BCE in Zou, Shandong Province and Lao Tzu said to have lived in the sixth century BCE are such examples of people who attempted to contribute to how people should be governed. Thus, this essay analyses the kinds of governments proposed by Confucius and Leo Tzu. Thereafter, it shall select one which is appropriate for the Zambian government and explains why it is ideal for the Zambian government. Although Confucius had a great education and became a teacher, teaching earned him little money and he was forced to take on other jobs. Before he died, there is evidence that he had many students who traveled around with him. However, Matt Rank (2007) argues that Confucius himself never achieved a very high office in government. He spent many years of his life trying to achieve a change in society through the right leadership, but he was never able to find a leader who would listen to him. Dubs H.Homer (1946; 275), on the other hand asserts that Confucius came to be appointed to the minor position of governor of a town. Eventually, he rose to the position of Minister of Crime in 501 BC. However, Confucius proposed through what might be called the bible of Confucianism the Analects, how the government and people generally should live in society. The Analects contains the wisdom of Confucius as written down by his students while he was alive and after he was alive. Its clear that Confucius prioritized certain principles over others. He was not concerned with the ingenuity of humanity, with whats been invented or thought up. He was not concerned with who is more intelligent than whom. He would have been unimpressed by Einstein. For Confucius, human society begins with (and is sustained by) society, government, custom, and personal virtue. Confucius was probably the most obvious humanistic philosopher. He emphasized the idea that humans could change and better their present circumstances through their own intelligence and effort. Confucius was, in modern terminology, a down-to-earth philosopher. He reasoned that we should not think about things outside of the realm of immediate human existence. Confucius stressed the social over the individual. Confucius political thought is based upon his ethical thought. He argues that the best government is one that rules through rites and peoples natural morality, rather than by using bribery and coercion. He explained that this is one of the most important analects: If the people be led by laws, and uniformity sought to be given them by punishments, they will try to avoid the punishment, but have no sense of shame. If they be led by virtue, and uniformity sought to be given them by the rules of propriety, they will have the sense of the shame, and moreover will become good. (James Legge 1880; 345). This sense of shame is an internalisation of duty, where the punishment precedes the evil action, instead of following it in the form of laws as in Legalism. â€Å"Lead the people with administrative injunctions and put them in their place with penal law, and they will avoid punishments but will be without a sense of shame. Lead them with excellence and put them in their place through roles and ritual practices, and in addition to developing a sense of shame, they will order themselves harmoniously. † (Analects II, 3) Confucius asserts that an emperor would rule, and his rule would be established through benevolence and virtue. Even though laws could be instituted and punishments for breaking each said law would be enforced, the only true way for people to follow what was good was to see that their leader was good. In other words, Confucius taught that rulers should lead by example, and this was the only way a truly great empire could be created at last. Confucius taught his students about the old ways. He thought that the social hierarchies of the ancients were what kept society intact. To us, this might seem a conservative positionkeep the old, reject the newbut during his time it was a more radical position. This is partly because Confucius advocated moving away from worshipping spirits and ghosts, and embracing that part of Chinese wisdom that focused on ceremony and personal virtue. While he supported the idea of government by an all-powerful sage, ruling as an Emperor, his ideas contained a number of elements to limit the power of rulers. He argued for according language with truth, and honesty was of paramount importance. Even in facial expression, truth must always be represented. Confucius believed that if a ruler were to lead correctly, by action, that orders would be deemed unnecessary in that others will follow the proper actions of their ruler. In discussing the relationship between a king and his subject (or a father and his son), he underlined the need to give due respect to superiors. This demanded that the inferior must give advice to his superior if the superior was considered to be taking the course of action that was wrong. Confucius believed in ruling by example, if you lead correctly, orders are unnecessary and useless. Confucius proposed another new idea that of meritocracy, led to the introduction of the Imperial examination system in China. This system allowed anyone who passed an examination to become a government officer, a position which would bring wealth and honor to the whole family. Having looked at Confucius’ way of governance on the other hand, Lao – Tzu’s philosophical teachings were more religious than political. However, potential officials throughout Chinese history drew on the authority of non-Confucian sages, especially Lao Tzu to deny serving any ruler at any time. Lao Tzus most famous follower in traditional accounts had a great deal of influence on Chinese literati and culture. Politically Lao Tzu advocated humility in leadership and a restrained approach to statecraft, either for ethical and pacifist reasons, or for tactical ends. In a different context, various anti-authoritarian movements have embraced the Lao Tzu teachings on the power of the weak. James A. Dorn(2008;45) states that Lao Tzu proposed that minimizing the role of government and letting individuals develop spontaneously would best achieve social and economic harmony. He also asserts that wisdom and understanding of the opposition between political power and the cultural activities of the people and community. In his 1910 article for the Encyclopedia Britannica, Peter Kropotkin also noted that Lao Tzu was among the earliest exponents of essentially anarchist concepts. More recently, anarchists such as John P. Clark and Ursula K. Le Guin have written about the conjunction between anarchism and Taoism in various ways, highlighting the teachings of Lao Tzu in particular. In her translation of the Tao Te Ching, Le Guin writes that Lao Tzu does not see political power as magic. He sees rightful power as earned and wrongful power as usurped He sees sacrifice of self or others as a corruption of power, and power as available to anyone who follows the Way. No wonder anarchists and Taoists make good friends. Le Guin, Ursula K. (2009; 20) Having looked at both Confucius and Lao Tzu’s kinds of government proposals, it is clear that the government proposed by Confucius is ideal for the Zambian government. Confucius sought to become an advisor to a ruler and directly to change society for the better, using heroes of the past as models (Moore Bruder, 2005; 503). According to the text; Tzus vision to change society was very different than Confucius. Moore Bruder (2005) state that, Tzus ideas are used to gain power and stay in power. This kind of government will not promote democracy as preached by Zambia to the rest of the world through its democratic free and fair election. Confucius embraced education and according to the text, was committed to the study of wise men at a young age. This is very ideal for Zambia because leadership skills will be learnt at a tender age and people will know what is required of them when they ascend to government offices. Moore Bruder (2005) state that, Confucius supposed that a person can always improve themselves through education and study. According to the text, he believed that once a person had knowledge of the Tao they had a purpose and would not leave this world in vain. Confucius believed also in a philosophy of helping others and treating others in the way that one would want to be treated themselves (Moore Bruder, 2005). For example, if a person wants kindness shown to them they should show kindness to other people. Likewise, according to Confucius, A virtuous man wishing to establish himself seeks also to establish others, and wishing to enlighten himself, seeks also to enlighten others' (Moore Bruder, 2005; 512 ). In conclusion, it is clear that Confucianism is more persuasive because he believed in education and that everyone can better themselves. The philosophy of Taoism concluded that not everyone can attain wisdom and Tzu did not feel that his philosophy needed to be improved upon. I was also more persuaded by Confucius because he believed in the kindness of others; treat others as you would like to be treated. Lao Tzu (Taoism) these were ways to change the world; he instead believed you must obtain power. A good philosopher has respect for anothers views and Confucius showed appreciation for Lao Tzus philosophies while it seemed Tzu was more bent on convincing Confucius he was wrong in his beliefs. For these reasons I was more persuaded by Confucianism than Taoism. Reference Dubs Homer (1946). The political career of Confucius. Journal of the American Oriental Society 66 (4). James Legge (1880). The religions of China: Confucianism and Taoism described and compared with Christianity. London: Hodder and Stoughton. Le Guin, Ursula K. (2009), Lao Tzu: Tao Te Ching: A Book about the Way and the Power of the Way, Washington, D. C: Shambhala Publications Inc. Moore, B. N. Bruder, K. (2005). Philosophy: The power of ideas (6th ed. ). Boston: McGraw-Hill Higher Education. Roberts, Moss (2004), Dao De Jing: The Book of the Way, Berkeley: University of California Press.

Sigmund Freud Biography Essay Example for Free

Sigmund Freud Biography Essay Sigmund Freud believed that the unconcious is the motivation for all simple desires. He believed that an organism is special because of its need to reproduce, and its need to survive. He thought that they are guided towards their needs by hunger, thirst, and avoidance of pain and sex. Freud was born in Frieberg, Moravia. He lived there until the age of four, and afterwards, he and his family moved to Vienna. Later, he enrolled in the medical school in Vienna, and learned much about Biology, and Psychology. Freud learned much about psychology by watching the development of children and people. With his observations, he developed a theory of how people change, and the ways that people think. Freuds goal was to understand a persons instincts and drives, and to see what motivated people to do certain things. His beliefs were based upon the ID, which were a persons instincts or drives. The ID works with the pleasure principle, which is the demand to take care of things immediately. He believed that the pleasure principle could be so strong that it could force a person to only think about one thing. Freud believed that the ID soon becomes the ego, which relates to an organisms consciousness, and its search for its desires. This is a way of problem solving which is alernately known as the secondary process. The ego works on the reality principle, which is the motivation to take care of ones needs when there is an opportunity. The ego competes with the ID, to keep the organism happy, and occasionally, it achieves its goals in the world. They keep a record of the things to avoid, and strategies to fulfill desires, and soon becomes something known as the superego. There are two parts to the superego: the conscience, and the ego ideal. The conscience is a warning message of punishments and consequences. The ego ideal grows through rewards and positive role models for the child. Some of the instincts that are involved with a humans nature are called the life instinct, and the death instinct. These are the drives, which cause the desire for food, water and other necessary things for survival. Freud had also came up with something called the libido. The libido is the motivational energy for the life instincts. Throught Freuds research, the  term libido was generally associated with the sex drive. The death instinct was the drive that every person has the desire to die as well. Most people did not understand his theory of people wanting to die, but Freud explained that some people saw that death could end all of their hardship and suffering that they encountered in life, because sometimes, life can be troublesome and tiring. Freud believed that for some people, death promised the release from the struggle of life. Freuds theories were very complicated and are not accepted everywhere. It has caused huge debates and contraversy all over the world. Some saw his work as brilliant, while others saw his work as garbage. But psychiatric evaluation is still an experimental field, one in which no one is sure of the therapeutic effectiveness.

Is Use Of Language Restricted To Humans English Language Essay

Is Use Of Language Restricted To Humans English Language Essay Chomsky (1968) claimed that language in specific to humans as only humans possess a language acquisition device to acquire language the universal grammar. It is a hard matter to define what language really is. According to the layman definition by Cambridge University Press (2008), language is a system of communication that consists of sounds, words and grammar. In the past literature, there have been claims that non-human primates like chimpanzees and bonobos are capable of comprehending human language (Benson et al., 2002; Brakke and Savagerumbaugh, 1995). However it is doubtful whether comprehension constitutes a comprehensive use of language. In this essay, we would discuss whether non-human animals are capable of commanding the comprehensive use of language by critically evaluating whether they show some of the design-features of human spoken language in their speech documented in Hockett (1960) and whether they are able to acquire syntax and morphology (Laidrem, 2008). The first design-feature is the vocal-auditory channel, where communication occurs whenever the producer speaks and the receiver hears (Harley, 2001). There are communication systems using other channels, for instance gestures, bee dancing (De Marco, Gurevitz and Menzel, 2008) or the courtship ritual of sticklebacks. Having a vocal-auditory channel enables primates to free up much of their bodies to carry out activities other than communicating language simultaneously. Primate calls and the singing of a western meadowlark possess this design-feature. The second one is arbitrariness, where abstract symbols do not necessarily resemble what they stand for, for instance salt may neither mean salty nor granular (Hockett, 1960; Harley, 2001), except a few onomatopoeic exceptions. It has a shortcoming of being arbitrary, but advantageous in the way that what can be communicated about is limitless. In a semantic communicative system, ties between meaningful message-elements and their meanings can either be arbitrary or non-arbitrary (e.g. salt would mean salt instead of sugar or pepper) there are relatively fixed associations between elements in messages, like words, and recurrent features of our world. The western meadowlark song holds semantic arbitrariness whereas gibbon calls hold a general arbitrariness design-feature. The third one is discreteness, where vocabulary comprises of discrete units and contrasts with the use of sound effects by the vocal gestural way (Harley, 2001). Human vocal organs produce an array of sounds, but in all languages only a relatively small set of ranges of sound is sound, and differences between these ranges are functionally absolute, e.g. pin and bin are different to the ear only at one point. The hearer can either compensate based on context, or fails to understand. However, in some systems there may be effectively continuous scale of degrees to which one may raise his voice as in anger or lower it to signal confidentiality bee-dancing is continuous rather than discrete. Grylliade (e.g. crickets) and tettigoniidae (e.g. bush-crickets) and primate calls carry discreteness. There are a dozen or so distinct gibbon calls, each appropriate vocal response, or vocal part of the whole response, to a recurrent and biologically important type of situation, for instance discove ry of food, detection of predator, etc. The fourth one displacement design-feature is very evident in humans, where we are able to talk about things remote spatially and temporally from where the conversation begins. It seems lacking in vocal signaling of primates, however it does occur in bee-dancing bee dances convey information about how far the food source is (De Marco, Gurevitz and Menzel, 2008). A parrot is unable to demonstrate displacement (Pepperberg, 1987). Monkeys are also limited to chattering and squeaking about immediate threats like snakes in the grass and eagles overhead (Muncer, Malone and Ettlinger, 1982), therefore they also fail the displacement criterion. Concerning traditional transmission design-feature, it refers to the fact language can be taught and learned. In humans, imitation and teaching occur together smoothly. A chimpanzee mother could not teach her infant anything because, although the infant watches her problem-solving skills intentionally, she never returns the infants observation. Similarly, if a vervet monkey gives a leopard call and its recipient, say its offspring, takes countermeasures for python, there is no evidence that monkeys correct errant listeners or that their communication is intentional (Premark, 2004). It was noted that Washoe, another chimpanzee, adopted a younger chimpanzee Loulis as his son. He spontaneously acquired signs from Washoe and was also seen to be taught by Washoe. Although this is a clear indication of what is known as cultural transmission, it is unclear whether it is a language that has been transmitted, or just a sophisticated communication system (Premark, 2004). At first sight Washoe appears to have acquired the use of words and their meanings, and at least some rudimentary syntax-that is, being sensitive to word order in both production and comprehension. However, Washoe did not show learning of functional words like prepositions and inflections, neither was he able to differentiate between different parts of speech like conjunctions, nouns and verbs. Productivity is one of the most important design-features of human spoken language, which refers to the capacity to say things that have never been said or heard before and yet to be understood by other speakers of the same language (Hockett, 1960). One would be able to coin new utterances by incorporating pieces familiar from old utterances and assembling them by patterns of arrangement also familiar in old utterances. In human speech where blending exists, a speaker would hesitate between two words or phrases, both reasonably appropriate to context, a combination of parts of each. It is also involved in slips of tongue which would assist infants in switching from a closed to an open system productivity also known as openness, the ability to invent new messages, where syntax, the grammatical arrangement of sentences, plays an enormous rule (Shostak, 2009). It can be demonstrated using syntax, where in humans, there is a finite number of grammatical rules and a finite number of word s, but humans are able to combine them to produce an infinite number of sentences once they associate the words with particular meanings or concepts, and put them into different orders (Chomsky, 1957; Marshall, 1970). Primate calls constitute a small finite repertory of familiar calls, therefore they are considered having a closed call system and do not demonstrate productivity. According to Hockett (1960), bee dancing shows productivity. However, this is questionable as types of dancing bees do may barely be repertoires. There is a belief that whales and dolphins possess language. However, there is no current evidence suggesting that dolphins employ sequences of sub-units conveying particular messages, which is in the same way we combine words to form sentences to convey messages (Pearce, 2008). In early research by Evans and Bastian (1969), dolphins carried on making sounds even when other dolphins were absent, where communication with each other in carrying out cooperative tasks to obtain fish seems to be explicable by conditioning (Holder, Herman and Kuczaj, 1989). There is no evidence that dolphins can produce even the simplest sentence in language (Pearce, 2008). By now, there is no animal communication system that can satisfy the four properties of syntax identified by Kako (1999) and iteration and recursion properties of language (Hauser et al., 2002). Herman, Richards, and Wolz (1984) taught two bottle-nosed dolphins, Phoenix and Akeakamai, artificial languages. One artificial language was visually based using gestures of the trainers arms and legs, and the other was acoustically based using computer-generated sounds transmitted through underwater speakers. However, this research tested only the animals comprehension of the artificial language, not their ability to produce it. From the point of view of answering our questions on language and animals, it is clearly important to examine both comprehension and production. Even just testing their comprehension, the dolphins syntactic ability was limited, and they showed no evidence of being able to use function words (Kako, 1999). Although others have claimed that chimpanzees could comprehend spoken English, they have failed to present adequate data to substantiate such assertions (Pearce, 2008). In repeated tests since 1977, Sherman and Austin, two chimpanzees, consistently failed comprehension tests of spoken English though they have constantly been exposed to it from infancy. Kanzi, however, was displaying a remarkable comprehension of spoken English, where Kanzi was not being reinforced nor trained to do the experimental task (E. Sue Savage-Rumbaugh, et al., 1985). Kanzi is a pygmy chimpanzee, and it is claimed he has made a vital step in spontaneously acquiring the understanding that symbols refer to things in the world. He first acquired symbols by observing the training of his mother on lexigrams devices that produce word sounds when pressed. He was sensitive to word order, and understood verb meanings- he could distinguish between get the rock and take the rock, and between put the hat on your ball and put the ball on your hat. He also formed spontaneous utterances. Petitto (1987, cited in Pearce, 2008) argued that Kanzis understanding of names is not like that of humans. Kako (1999) argued that Kanzi shows no signs of possessing any function words, nor any indication of being able to use morphology: he does not modify his language according to number, as we do when we form plurals. Pepperberg (1987) embarked on an elaborate formal programme of training of her African grey parrot called Alex. After 13 years of training, Alex developed a vocabulary of 80 words including object names, adjectives, and verbs. He could even produce and understand short sequences of words understand concepts of same and different. Alex showed evidence of being able to combine discrete categories and use syntactic categories appropriately, but was unable to relate objects to verbs, and knew very few function words (Kako, 1999). Therefore, Alex had limited linguistic abilities. The last design-feature to be mentioned, the duality of patterning, means that only combinations of meaningless units are meaningful, and this is applicable to both the sound and word level, and word and sentence level (Hockett, 1960). It provides much efficiency and flexibility to human language. When a vocal-auditory system carries a larger and larger number of distinct meaningful elements, they become more similar to one another in sound, where there is a limit for any species to how many distinct stimuli they are capable of distinguishing between, in particular they have to be made under noisy conditions. This design-feature is illustrated by English words tack, cat and act, which are composed of only three basic meaningless sounds in different permutations, yet totally distinct in meaning. Very few animal communicative systems share this design-feature of language none among other hominoids (e.g. apes, monkeys), or maybe humans are the only one (Harley, 2001). To conclude, none of the animals mentioned seemed to be capable of possessing the above mentioned design-features of human spoken language (Hockett, 1960). They were also unable to command the complicated syntax and lexical competences that humans possess. This may be due to humans having large and convoluted brains acting as better storage units for conventions of a complex communicative system as language (Pinker, 1994). Though many animals possess rich symbolic communication systems enabling them to convey messages to other members of the species which would influence behaviour and possess many of Hocketts (1960) design features, they all lack the richness of human language, which is manifested in our ability to limitlessly talk about anything and using syntax. The failure to teach apes to speak is partly due to the fact that their vocal tracts are incapable of producing all sounds of human speech, where according to Duchin (1990, cited in Pearce, 2008), a major constraint on the ability of the chimp to produce sounds of human speech is its tongue which is unable to move to correct positions for creating sounds that are necessary. It is possible that by reducing methodological flaws in language learning paradigms and more investigations of different animals, we would be more informed about whether animals are able to use language comprehensively in the humans do.

American Coverage of Lebanon’s Civil War :: Free Essays Online

American Coverage of Lebanon’s Civil War The afflictions the Lebanese people experienced for over fifteen years caused by a civil war were not a prominent headline in American newspapers until the kidnapping of Associated Press Beirut bureau chief, Terry Anderson. America’s profound ignorance about Lebanon is directly correlated to the failure of the American media to report in depth about the Lebanese conflict. America’s particular ignorance concerning the Lebanese conflict is not acceptable because Lebanon plays a key role in the persistent problems in the Middle East, which directly affect the United States and world peace. There may be no way to objectively report the situation in Lebanon because the history of the myriad culture clashes there are so intricate but Mark Pedelty, author of War Stories: The Culture of Foreign Correspondents, acknowledges that objectivity is not necessary for good reporting, and in actuality breeds poor reporting. To try to solve the problem of America’s ignorance, Terry Anderson has taken the first step in recognizing the problem of ignorance toward the conflict and then by searching for and publishing knowledge which aids the American people in understanding the conflict, as well as the cultures and people of Lebanon. The possible bias and reasoning behind what was reported about Lebanon needs to be explored. All the newspapers reported on the lives of the hostages, their families, and the expected hopes for their release. All sources which I have researched have neglected to delve into the background of the Lebanese conflict, focus on the Lebanese civilians, or offer extensive explanation of motives or strategy behind the American hostage situation. The bias could have been intentionally what most Americans identify with as â€Å"pro-Israeli† tendencies, or could have been unknowingly biased through the method of filtering information to report. The reporting of the Lebanese conflict can be considered bias and non objective. Pedelty discusses the problematic utopian ideals of objective reporting, and the reporting of the Lebanese conflict can be paralleled with his discussion of the coverage of El Salvador on many different levels. Pedelty structures his argument against the common perceived notion that objective journalism is good journalism. First he defines the key factors of objective journalism which are: â€Å"emotion is taboo... politics are not considered objective... [and] objectivity is supposed to be value-free† (Pedelty, 171). Pedelty also acknowledges that â€Å"objectivity remains the standard by which journalists are judged† (Pedelty, 173).

Concept Of Self Essay -- essays research papers

Within everyday life people believe themselves to be constantly changing. In actuality, the changes that one believes to have are but minor changes. A person’s personality is usually set at an early age in childhood. A social psychologist named George Herbert Mead understood society through socialization stems he called social behaviorism. Mead and another psychologist by the name of John B. Watson worked together on this approach. Watson focused on outward behavior in this partnership of ideas. However, Mead emphasized on inward thinking, which he contended was humanity’s defining trait. The back-bone of Mead’s study and the central concept is the self. The self being "A dimension of personality composed of an individual’s self-awareness and self-ima...

A Singular Self-Identity Essay -- Multiple Personalities Essays

Self-identity is singular. The belief in this existence of one’s self, presupposes all our experiences of consciousness. We all hold that this identity is ours alone. I speak of my experiences as experienced by me. I would seem to be talking nonsense , if I referred to myself in the plural or spoke of how the multiplicity of ‘me’s’ experienced an event. Although most will submit to the existence of levels of consciousness, we categorize those people who exhibit distinct personalities as non-ordinary. All popular theories of self-identity set about the task of proving a singular self. I will attempt to analyze the currently held theories of self-identity, and consider cases where the singular self-identity of normal individuals is called into questi on. Psychologists seeking to clarify this discussion have researched phenomena concerning the nature of self-identity, and it’s relation with consciousness. Philosophers can attempt to investigate the fund amental assumptions underlying these studies, an d examine their ramifications upon our dogmas of self-identity. To formulate a concept of our idea of self we must consider the uniqueness of our experience, and account for memories of prior experiences. Self-identity is my ownership of a personal, distinct unity of consciousness that is consistent through time. Unity of consciousness is the personal, private, owned, and discrete continuing experience of the self. For example, I believe that I am. I believe that I am, neither in part nor in whole, someone other than whom I perceive that I am, and that this â€Å"I† was the same unity yesterday as today. I also infer that I will be (if I wake from sleep) tomorrow the continuation of the same self. This self that we assume, does not ex... .... Los Altos, CA.: Kaufman, 1983.. Laurence, Jean-Roch, Perry, Campbell & Kihlstron, John. â€Å"‘Hidden Observer’ Phenomena in Hypnosis: An Experimental Creation?† Journal of Personality and Social Psychology. 44.1 (1993): 163-169.. Sacks, Oliver. The Man Who Mistook His Wife for a Hat: and Other Clinical Tales. New York: Harper Perenial, 1985.. Spanos, Nicholas P. â€Å"The Hidden Observer as an Experimental Creation† Journal of Personality and Social Psychology. 44.1 (1983): 170-176.. Watkins, John G. & Watkins, Helen H. â€Å"†Hypnosis, Multiple Personality, and Ego States† Handbook of States of Consciousness. Eds. Benjamin B Wolman & Montague Ullman. New York: Van Nostrand, 1986.. Wilkes, Kathleen V. â€Å"Fugues, Hypnosis, and Multiple Personalities† Self & Identity: Contemporary Philosophical Issues. Eds. Kolak, Daniel & Martin, Raymond. New York: MacMillan, 1991..

Positive Psychotherapy in Cancer Treatment

The start of the psychoanalyst is registered as 1975 by Jimmy C. Holland, when the understanding of the psychological support to those who was cancer- diagnosed. The meaning of psychoanalyst or sometimes they call It inconspicuously, originally was started from telling the cancer- diagnosis to the patient. In USA special stuff was assigned who would tell the diagnosis Initially to the patient. However there are lots of other cases that should be dealt with, In the process of the cancer treatment.Incontinent Is going through lots of kinds of treatments, such as chemotherapy, deteriorated, Impenetrably, medications, and so on. While going through all those hard to bear stuffs, patient Is having not only well-being problems, psychological problems, physiological problems, but also changes in physical appearances are problems. Since the patient already knows that he isn't as usual anymore, and has â€Å"zero† haircut, has lost weight, got very skinny and even sometimes color of sk in becomes different than before and many other chances such as those can happen. Heir treatments, other negative outcomes, such as metastases, cancer recurrences, repeated surgeries and worsening of the tests and so on. Can we have different people assigned to tell or to communicate about each one of those steps, or let's say outcomes? Is it possible? Cancer patients also may have problems in communication with family, doctors, medical stuff, friends, spouses, siblings, caregivers, parents, and so on. Should we not interrupt? What about leaving him alone to go through such hardships? â€Å"Absolute no† is an answer for this. Here is the main set of work for a psychoanalyst to deal with.Not only are these kinds of stuffs act as an issue, although. Psychoanalyst is a huge amount area, what is responsible for huge amount of work for every single case of a cancer patient. What I mean is, every single cancer patient has a different stereographic state: age, gender, family state, blood type and so on. Also there are lots of differences such as diagnosis, type of treatment, history of illness; and family is different. Even the place of living and birth place is important, when figuring out what is loved and unloved by him/ her.Other things like allergies, previous diagnoses, previous hospitalizing causes, and effects of treatments and etc. All of those are very important for the psychologist working in the oncology centers. Another responsibility of the anesthesiologist is to improve the actor-patient relationships, subordination state, and solve conflicts between medical stuff. How? That is up to the situation, again. Therefore, it must be known what is the real problem, the main problem that is leading to conflicts. If the treating stuff isn't feeling comfortable in his workplace then the positive effect of the treatment is under the question as well.Also, most of doctors have a burn-out state at their workouts. It is when they don't want to work to help fo r the patient to recover, and see the results, and building empathy in the relationships between him/her (doctor) and patient, owing Just what he/she has to do without any motivation and excitement. The consummation of alcohol and smoking of the doctors can be explained as a stress- release, or how we call it â€Å"discharge†. What is the reason for the doctor to have stress? As I'm in charge of psychological state of the well-being, I will tell from what I know.When the doctor sees that the patient who is discharged and happy about it will come back very soon, when the doctor have to deal with the bad outcomes of his/ her patients alone; without telling to his/her patient and his/her family, because the actor was been told like that by them; when the doctor is assigning any kind of treatment and seeing that it made the patient worse; when the doctor was scolded for the worsening of his/her patient, while already feeling bad about that; when doctor loses patient's belief or t rust in him/her and lots of such kind of stresses of the doctor may cause bigger problems for his/her career as well as to the patient's treatment. It is seen as â€Å"those doctors are cold-blooded folks†, however they are in state of long-lasted chronic distress or even sometimes chronic depression. What to do? Here psychologist is in charge of making kinds of trainings or stress-relieving consultations, treatments and therapies. However, doctors aren't always open to those kinds of procedures. This is another Job for the psychologist, to find those approaches to attract medical stuff to be open to that. Is that's all? What about the applied psychology?Applied psychology is the main thing that helps to accomplish all listed above tasks. In the first place, for the psychologist, as for the doctor, the well- session with the oncology patient, and after introducing him-I herself, the anesthesiologist is listening to the patient. While in the normal clinical session, psychologi st writes down socio-demographic state of the client. Next is asking questions in the flow of the patient's speech, and listen and notice everything told by the patient. The writing while listening isn't so necessary, even is better not to write, since the patient has gone through all those writing stuff till getting to the psychologist.If there are some significant issues in his/her speech and hard to memorize, it is k to ask the patient to stop and permit him/her to write it down, since it is very important for you, as well. If the patient is not so open-minded, however most of the incontinent are up to â€Å"free association† and not need to ask them to tell, however there are those depressed or aggressive incontinent going through one of the steps of Kibble-Rose's Scale (5-stage of the coping). There the psychologist may even make a bedside-session, what is prohibited in normal-life clinical consultation. What we do at the bedside is trying to build so called one-to-one e mpathy. With those kinds of patients, the psychologist may be called by the treating doctor of the patient or by the family of the patient, most probably.One of the way of building an empathy between the patient and the psychologist is, when psychologist is using so called insight and finds out what is favorable activities, fields of interest of the patient, either by asking the close ones or Just by looking around patient's bed and room, sometimes clothes and objects near the pillow, or accessories on him/her. Methods of treating the patient clinically (psychological term), is to use different kinds of therapies due to the cases of the patients; NIL, Gestalt therapy, psychoanalysis, psychotherapies, COB, Art therapies (especially for underage patients), cognitive harpies, meditation, visualization, Positive therapy and etc. The one that I'm going to study is Positive therapy. There are lots of different types of so-called Positive Therapy, in some cases not even based on Psychology Science.Just entering the term â€Å"Positive therapy' to the search databases will give out plenty of links, such â€Å"Silva Method†, other named webzines, named psychologists virtual seminars, trainings and so on. However, what is Positive? The term positivism leads to the belief that only scientific knowledge is accepted as the truth, and was found by August Comet in 19th entry. So, it is better not to mention about other unknown methods of positive therapies at all, and grab and hold the idea of positive therapy as the real considered method of psychological help. Some researchers say that positive thinking of cancer patient may cause the problem rather than the positive progress.It is like forcing a patient to think positively and not expressing aggressiveness or stress and whatever is felt negatively. Somehow it's related to the â€Å"not telling the diagnosis to the patient† debates. It was like that in the earlier years and nowadays thanks to philosophers, p sychologists and doctors for changing that rule, such as Level Tolstoy â€Å"Death of Ivan Illicit† work which was used in the different fields of medicine and health psychology area even as a textbook, where the sufferings of Ivan Illicit described in a detailed way, and how he couldn't express that since his wife and servant tried to hide every truth about his illness and death.Contrary to this, positive psychology is trying to help the patient considering diagnosis, it's consequences and everything open to the patient and being with the patient, that's how the support appears, when the patient How to express the anger, suffering, pain in a positive way? Positive psychology never says to express pain in a positive way, since the pain isn't something emotional. But emotions, these are what have to be dealt positively; it has many distinct methods, which are in a scientific and checked mode. That is therapies to stay positive by using Cognitive-Behavioral methods, or Locus of Control, Happiness Training Programs and so on.Surely, before setting a therapy to the patient everything should be taken into an account, such as socio-demographic state, illness, character, behavior and especially amnesias of life. Those are measured by scales, questionnaires, surveys and other testing methods. Initially, positive psychology was found by Howard Gardner, but it was assigned not for treatment, but for prevention, as for people not to get sick, not to have depression, and under-stress appearing consequences and so on. More briefly, cancer is from the psychosomatic illness group. Exciting is that the illness based on low level of well-being may cause physiologically terminal illness (here is another example for close relationship between mind-and-body).However Positive Psychology (PPTP) started to be used as a treatment as well, since the revelation is preventing from happening (not always), and how about already started or initially not prevented cases. That is how we come to apply to positive psychotherapy, what was found by Iranian neurologist, psychiatrist, and psychotherapist Angoras Physician since 1968. He developed a collection of East or in another words, Oriental tails, and stories, as one of the methods for a positive psychotherapy. There were contra-opinions to it. Like one of those I have told before, and other ones as well. However, as an explanation to those hypothetical debates, it may also develop into scientific studies and hypotheses, and may be the true of the â€Å"Positive Psychology' has perspective height as well. If the positive psychology is forcing patients to stay positive, should we develop â€Å"Realistic Psychology', or were patients aren't going to be forced to stay positive and will be taught to deal with every single problem in a real way, without trying to be positive or whatever; and if the positive psychology isn't Just forcing patients to stay positive, but more guarding patients and training them to deal with negative emotions positively, and not risking for progress of the tumor or cancer cells (cancer cells are getting ore by having the stress, depressive state, aggressive emotions and other negative mood expressions, also nervousness), then should we change the title or name of these psychological sphere from â€Å"positive psychology' into â€Å"realistic psychology'?In my short but meaningful experience, I have noticed that most of patients received â€Å"chimerical†, oncologist progress not after a while as they've been severely distressed over something. It's not a secret, that cancer cells are already existing in our body, organism, and starting to react as soon as we trigger them to react. Surely, n those who have genetic vulnerability cancer cells react more than in those who have not gene-hearted cancer cells. Here, I want to mark that, the psychological treatment is as seriously important as medical one, may be even more, since the initial trigger of the illnes s may be psychological state of the patient. Cancer patient cases: 20 years old lady, she is married and has 2 small children, I'm not allowed to tell the diagnosis, but the area of the tumor is her limb.When I first came to her, she was the burdened chemo treatment and cancer diagnosis, but more she was focused on her life problems. She was very young and already married and living with her in- laws. Her husband was sent away to prison for murdering two people, however she is confident that he admitted the criminal imprisonment instead of someone else, that is covering somebody, who is an actual criminal. And the time of imprisonment is 25 years. She told about how hard it was for her to see everything and how she felt about that. She cried for two days and was very weak, and then she felt down from the stairs but not high ones and injured her leg. For me it isn't Just the accident of falling down caused the tumor in her limb.Another case is with the woman having a cancer and recei ving chemo, but talking about her allowances, and large amount of money she borrowed and that she must find from somewhere, but not having an idea from where. Also, her in-laws and husband are asking her to leave them, and cursing her for that. Next example is about a man who is 32 years old and divorced from his wife, has a son. This man was diagnosed as lung cancer. His sister came to me to consult about how to tell him his diagnosis. This man was grieving over his mother's death and living alone, and very often talking about committing a suicide. This case is even harder, telling him his diagnosis may cause him harm by himself. But this is another topic.

Blue Remembered Hills Essay

The p people and sternground tog in the West country (Devonshire/Cornw e actu entirelyy last(predicate)) in 1943, the playwright Dennis monkey around explores the traumatic tikehoods of 7 young children.Origin all in ally written for picture in 1979, the play fol paltrys seven 7 grade h angiotensin-converting enzymest-to- utilenesss finished an actual solar day of their lives. As the play takes place in real time the whole social occasion is naturalistic and there be no non naturalistic techniques such as flash spinal column downs or other(a)(a) theatrical devices to skip to antithetical times. The play is ban cacophonyg in a barn, a wood and a compass on a summers afternoon. Over the two hour geological period the booster doses play and squabble, caseicularly dupeizing a son whom they call Donald Duck, the play climaxes when this instance is left turn out of games and activities by his peers and indeed decides to play his own game a game of pyromaniaCharact ersAs I state ear pillowr the play is tout ensemble naturalistic, except there is one signifi fuckingt excommunication the playwright Dennis Potter insisted that adult actors were fell to level the children. He fantasy that if children were employ the interview would relapse the line up moment of the chronicle within the intellect that they would tactile property for the child actors.The Boys magic cases after Raymond, fair-minded, oftentimes challenges shaft of leisurely.Peter Bully, truly strong, is non precise clever.Raymond Has a stutter, in truth(prenominal) gentle and sensitive, is polished as a cow boy.Willie In discernigent and he lend oneselfs this to everywherecome Peters bullying, is abstemious acquittanceThe GirlsAngela Very bossy, pretty and very flirtatious for a seven course of instruction emeritus, very self-c computeed.Audrey Al ship steering trying to be Angelas friend, very plain, everyplaceshadowed by Angela.The victimDonald Duck Bo ys dont worry him very much, girls allow him to play put up with them. Very lonely as everyone taunts and bullies him. He is ab utilize.Important hid hideout reference pointsWallace Wilson class bully, take in lots roughly him and neer actually agnize him.Donald Ducks mother Ab handlings him, plays radar target towards Donalds depression and pyromania.Adult ActorsDennis Potter obdurate that for his play he valued to put down adult actors to play the split of the children, in the first place because of the auditions reaction to the plot. He felt that the audience would lose the true compressedings of the play, as they would sympathize with child actors. Potter took into con emplacementration how child port differentiates when world watched by an audience, whereas adults would truthfully demonstrate their emotions.My opinionIn my opinion I turn out that Dennis Potters casting option was a very inquisitive decision. I see the play as to a greater extent of a joke than a serious ingredient of dramatic play. The adult actors do not jibe children, barely or else adults with mental trickyies, because of this I swear Potter has done just now what he wanted to avoid and took the true meaning out of the play.Lesson 1In our first lesson we began by exploring compete children, from womb to 2 years old. We glowering kill the neats to revolve around on the themes of loneliness and to concentre on actually developing in the mothers womb. I began in a tucked shape as foetus do we then turned the light on to represent the birth. From this situation we were babies and infants developing gradually from 0-2 yrs.Examples of system wording aw atomic number 18nessFetus still, in a tucked position.Newborn slight bowel private road of limbs- visual and audio recording frequency only.3 months As above, slight deed of calculate- location to cheek to explore surroundings visual and audio only.6-9 months As above, adequate to(p) to ro ll all over slightly-visual audio and kinesthetic.12-18 months Able to lift head alone and support self. Movement of all luggage compartment parts now occurring visual, audio and kinesthetic.18-24 months crawling to explore surroundings kinaesthetically Using objects to intrust selves up. It is at this while we felt that we would be capable of inter acting with other actors, by two parting and body lyric. I and Connie chose to play typical puerility activities (clapping games and pulling hair) and squabbling.We then continued our childishness explorations by spontaneously improvising a classroom movie. My drama t all(prenominal)er acted as a year 3 teacher and my peers and I as the year 3 class. We all interacted good with each other creating unimaginative characters and situations Our task was to build a den in competition with the other team. We utilize stacked staging to act as a tower and I compete a princess.We chose a fairytale scenario to limn childhood imagin ation. This homogeneouswise helped us discover high life force levels which are needful for comeing children. We apply arrogate wording such as founded that firsted tho and you are the bestest to assign the simplicity of childrens manner of speaking at 7 years old. We jury-rigged arguments with some(prenominal) our own group and our opposings over props and spacing. We likewise chose to incorporate a fairytale storyline into it and take an opponent from the other team ho layer. We likewise luffed how our moods changed chop-chop e.g. falling out and then fashioning up again.As I was acting I could find many likeities in my own and others execution of instruments in comparison to sick Remembered Hills characters.Hayley(me) Very similar to Angela.I re chief(prenominal)ed sit at the extre understood of our pretend towers dishing orders out and generally universe very bossy. I as well as awarded her flirtatious side by pottling a actors line in the midst of 2 boys over who would be my prince wherefore dont you both(prenominal) be princes then you squirt both kiss me This links to Angela because she is too very bossy and flirtatious.Warren very similar to Raymond.He stayed well a musical mode from the arguments and instead chose to play alone with his pretend guns.Sophie very similar to Audrey.Backed up everything I said (Angela). Held doll when I was mount and so forth Wanted attention constantly. military rankI think my performance as a 7 year old was well popular opinion through. I utilise appropriate body language (free and wild) and vowelise (high pitched and squeaky) to portray my desired character. I think my performance was strongly influenced by my 7 year old fellow and 5 year old sister. I managed to keep in role by keeping my energy levels high to olfactory perception much like my character. I enjoyed this performance even atomic number 19gh I unremarkably dislike spontaneous improvi sit downion tasks. I learnt how important it is to keep up energy levels and momentum when performing as children, I strongly debate that this performance has helped me deposit the touch sensation and bring in for childhood performances in the Blue Remembered Hills lookrys.Lesson 2Character exploration and Still imageIn our reciprocal ohm lesson we were to perform a role play, reenacting a selected jibe from the play. This was to allow us to empathise with the characters and familiarize ourselves with their relationship with each other.I selected the facial expression with Angela, Andrea and Donald Duck in the barn. We chose to stage this in the round to portray Donalds isolation, the round enabled the audience feel blotto to us acting feeling the tension. We employ appropriate proxemics. There were a manakin of characteristics to my role. It is in this expression that pathetic false belief is utilise a lot as Donalds emotions are portrayed by the grubby, battered barn.PhysicalisationAs I was pl aying the part of Angela I was aware that her face-to-face characteristics would be very different to my own. I was familiar with Angelas bossy, controlling ways from previous lessons. To portray her characteristics I did the followers thingsThis nonplus stageed that I was over confident.As you squirt see I had constrain of the luxuriate the whole time, al though it was an powerful way to portray stead and business mangleice it specially helped me by breakricting me with my hand gestures.I intimidated Donald at the end of the scene by development place and movement to my advantage. I utilize good levels to show status Positioned my body as psyche with confidence would utilize very atmospheric static and ener situateic movement to adapt to a 7 yr olds characteristics.I also utilise movement effectually when daunting Donald. I circled him to show how my character controls the scene.I used centering which is a good technique to show a character physically. As this means that my character is command by a particular part of the body, I chose to use the arm place the baby. When I walked, this arm would lead etc. This also emphasize my status referable to possessing the doll.My facial expressions changed throughout the scene mainly because of the themes and emotions varying. My facial expressions always portrayed my hubris which is my overconfidence.For example- adjoinOh dear. Poor, poor Donald (denoted from text) My expression was very fire and showed that my attention was solely on Donald. This showed the warmth and imaginative side to Angela I was also the mommy which may turn out support me to over-exaggerate.Another example- Anger and intimidation utter, Quack, Quack (denoted from the text). My expression was very bold and frustrated. This showed my loaded streak.Chosen prop in sceneDollObvious choice as it helped me adapt to my character and her age. It helped me with my Physicalisation by restraining my body to certain movemen ts. Helped me portray my authority,Relationships with othersAngela shows her authority over Audrey and repeatedly gets her own way.Course I be. I got the babby, aint I? It chunt your doll, AudreyThis converse portrays the authority in their friendship. The fact that Angela has the doll and is and so able to play the mother proves how she has everything Audrey wants. Angela also gets a lot of attention from the boys which is why she gets jealous and frustrated when Audrey gets the attention from Donald, because of this Andrea copies Angela to turn back inThe majority of the time the 2 characters get on with each other very well, especially when they play planetary domicil and get to play the main parts. as yet when Donald interacts with Audrey, Angela gets angry at him and bullies him she becomes very idle towards him.The proxemics shows the audience how the characters feel about each other. This means the way that s mistreat is being used to communicate meaning.Communicati onLesson 3We used hot-seating in our 3rd lesson. Hot-seating is where one person takes on the role of a character and answer questions asked by the rest of the group in the way they accept the character would respond. Hot-seating is used to gain a deeper understanding of a specialised character.on a lower floor are some of the questions we asked Donald Duck along with his answers.Any Brothers and sisters? Did befuddle a baby sister moreover died from smallpox 3 years ago.Whos your best friend? I like the girls because I can play house with them.Was your father risky? No my d issuey didnt believe in violence he was a Christian, an honest man.Favorite color? cherry like blood.Does your mum finish you because youre dingy? I aint no naughty boy she just gets cross at me sometimes thats all.Why are you more soft around the girls? Yes because they permit me play and they dont beseech like Peter does.Denoted means selective learning taken straight from the book of account.Con noted means to indicate and read between the lines.D- Has shoes barely no socks. Timid and anaemicC- poor, not nourished, not cared for?D-Collects empty jam jars for money.C- Look after himself. Independent.D- Doesnt like flavour of the baby not in my houseC- Past experiences? Treat kids nicely.D- talks about blood a lot when playing house with the girlsblood all over the saw. broth all over me. Blood everywhere. Blood, bloodC- Used to seeing it? Psychotic, mesmerised by it.D- Lets have four sugars eh?C- non normally got it, Rationing. Treat for him.D- imitates authority by banging up and down shouting for his tea.C- men dominating?, not used to power.D- Enjoys playing with the girlshe hugs himself with glee, rocking slightlyC- splendid females is different to usual, dont really fit in with boys, attentionD- Doesnt like being called Donald Duck. Goes into a psycho frenzy as girls jeer and pull his hair. He howls but is totally submissive.C- Used to violence? Hates it becaus e his wee-wee is not friendly, disparaging term.D- Donald wouldnt show Willie his jam jars until he threatened to kick his head in. The boys think he is a weed and a cry baby one stop up and hell give inC-They see past history, again evident from Angela in the barn. They use it against him.D- Hes got hold of a box of matches by going through his mams handbag. The boys discuss how she knocks him about, he habilitates light to the coal shed after she locks him up in it.C- Pyromania, get resign of bad memories. Fire is something he can control, shows status, redeeming feature.Development sectionWe were asked to get into groups of 4 and elaborate and create a put in of drama around the remark below.We decided to use flashbacks to portray Donalds emotions. Flashbacks represent and explore the background and emotions of a character or a story we used this as we believed this to be an appropriate way to portray Donalds motives.As flashbacks are used to provide information about a c haracters past to apologize a present situation. We chose to pick scenes where Donald was being abused and victimized by a variety of different people. We portrayed a life of darkness and abuse in all of our scenes. We also used mental imagery to represent Donalds feelings beneath the locate of his actual character.1st FlashbackWe showed the thing Donald nearly longs forhis Dad. We tell the audience through dialogue how his father went to war and Donald begged him not to go.second FlashbackWe showed how mother abuses him and how he is really terrified of her.3rd FlashbackHere we denoted from the text.Audrey smack er one DonaldAngela Yes, and if he hits me I shall tell is mam. Herll skin him alive wont her? She hits you with the poker, dont she?both Quack, quack, ( hit him etc)We then got Donald to show how he longs to be loved and accepted he begged and showed the audience his innocence. please, please dont, you promised we then went unplumbed to add a contrast of entropy a nd tranquility. However this was again totally contrasted by Peter shouting at him. fourth flashbackPeter where them jam jars, dem girls told me you ad umDonald No I aint ad no jarsGirls enter and create a sound montage ( soundscape)yes you did, you ad 10 jars you saidDont lie you saidLiar etc., etc.The soundscaping (Sound collage) was used to emphasize and build a hammy ending . Soundscaping is where the voice and body is used to create sound associated with the atmosphere.We used a tableau at the end. Also cognize as a kibosh position or still image characters freeze as if it is a photograph.We used positioning and levelling Surrounded Donald to show his isolation Peter and girls stood up to show authority Donald sat down to show his lower status compared to the othersAt the end all characters froze and we used direct address (where character speaks straight off to the audience) this created dramatic irony. It could be argues that this is a soliloquy as it was also a thought spoken out aloud.Donald All I wanted was my dad passim our tag on Donald remained on stage rocking and endlessly repeat his speech in the stimulus, this emphasized his emotions and gained him sympathy from the audience.When not acting the remaining cast kept our backs to the audience and remained still and center.This lesson we had to prepare a short piece of drama based on scene 6 of Blue Remembered Hills. The squirrel scene includes all of the boys apart from Donald.We used the script and kept the scene totally naturalistic as this is the way that Dennis Potter intended.We began by getting into groups of 4 and planning our piece. We had to decide who was to play which character. I played Raymond, Rebecca played Willie, Reece played the enemy John and Tom was the protagonist Peter. An opponent is the character who has some kind of fighting with the main character (in this scene the main character is Peter). A protagonist is the main character who has some kind of contraven e with another character.Another difficult choice was choosing the virtually suitable staging aft(prenominal) studying all of the good and bad points of every staging, we decided to use a thrust stage. We thought this would be most fitting as it bring ons the audience feel belt up to our performance, feeling all o our emotions with us. It also allowed us to use the top of the thrust as a focal point to position the squirrel.As the scene was set n the woods we decided that we needed something to act as tree-stumps not only to set the scene but to also help us with our Physicalisation as we were able to sit, stand and hang off them. This also provided us with levels.We began our scene otherwise to everybody else, instead of beginning with the actual killing of the squirrel we decided to find after this where all of the characters are smooth and full of guilt. We used unrehearsed (adding our own speech) at the start of the scene to build tension and portray the boys feelings o f uncertainty and regret.As we began our piece with an anti-climax it emphasized the themes within the scene such as sadness and lament. We then ran the scene victimization the script.Throughout the scene it was compulsory that we changed our voice to suit our character. As the play was set in the West Country in 1943 we not only had to change our tenseness to suit the place but also our spoken language (during ad-lib) to suit the era. Our savor, pitch, pace and volume all changed throughout the piece along with the mood for example at the begging where there is a major anti-climax our mood is sad and our spirit is low therefore our voice must portray our state of mind. I spoke at a very slow space, with a very low pitch, volume and tone this was to emphasize the themes of sadness and regret. However, because Raymond has a stutter I found that it was particularly difficult to add all of the voice changes as well as the stutter.As I was a 16 year old girl playing the part of a 7 ye ar old boy there was an awful lot of thinks I had to consider in relation to my physicalisation. My posture was no longer feminine and mature, it was slouched and wild. My movement as a 7 year old was never ending I constantly had to keep moving, whether it was slow when sad or quick when happy.My group also chose to use repetition of movement in our piece to emphasize a specific characteristic of our character for example Raymond consecutively went to the back wall of our stage to cry. This could also be how Raymond is always at the back, remote from all of the action. My positioning of Raymond was well thought through, I remained behind my other actors to show how I was the one against harming the squirrel as I was furthest away. I think that as I played a 7 year old boy well it has proved that I am versatile.Because we were to perform in our classroom we were inefficient to use lighting, sound or costumes. However if we were able to use them I believe that they would enormou sly improve my piece.Costume coloursWillie-Greys, white-hots and light unforgivings to signify that he is plain.John -Greens, because it is a neutral colour for a neutral character. He is quite jealous of Peter being the strongest.Peter- Bold blacks and reds, as he is a bold character. Sinister.Raymond-Cowboy costume. Shown below.I believe that some recorded make would have made our piece have more realism about it. A sound of rustling trees and the chirping of birds would have helped set the scene yet kept it realistic. inflammation would have kept the various themes and focus fluent throughout. I would have chosen the below gobos to set the sceneDuring the ad-lib at the start I would have a white spotlight on the squirrel to make this the focal point for the audience the white would represent its innocenceI would use a red fresnel spot when Raymond says the word dead. The red would symbolize the death and blood. The fresnel spot is a lot softer like the mood than the par can f or example.In our final lesson our task was to do our own script including the character of Wallace Wilson.My scriptSilence.Donald sits alone, curled up tight, head down. He is shaking vigorously, rocking back and forth with continuous chanting.Donald come back Dad, come back Dad..Suddenly, loud shouts and banging is hear off stage. Donald s startled and freezes immediately.(Offstage)Wallace Wilsons mum Gerrout Gerrout thou feivin getA loud smack is heard offstage, followed by a cry of pain.(Offstage)Wallace Wilsons mum Thou wouldnt dream of stealin my matches if you Da were ere.A tall scruffy boy is seen entering stage right. He sits on the opposite side of the hay to Donald. Wallace is totally unaware of Donalds presence. Donald remains silent and alert as Wallace Wilson begins to sob.Wallace Wilson wewelwell es not Your ere nd I dunt lie you I dunt like you at all II wish you were dead.(pause)Donald (whispered) I fink like that sometime, but I dunt mean it like I dunt mean it at allWallace Wilson (anxiously) HeHello?Donald Me Mam its me sometime you know but I know she dunt mean it like it cuza me Dad savors ave got im.Wallace Wilson Japs ave got ya Da?Donald Yh 2 year now.Wallace Wilson (hesitantly) mine too.(Awkward silence)Wallace Wilson continues to skip the tears from his eyes. Donald lies on his back and gazes up towards the ceiling deep in thought.Donald Does thou mam drink the clear stuff eh?Wallace Wilson Yh, Yh she do. She says it elp er like but it dont.Both boys remain silent and both ruminate on their home situations. They become more relaxed in their environment however beat back on their clothes to feel more secure.(Suddenly Donald breaks the silence)Donald She use the poker like?(Short pause)Wallace Wilson (Softly) Yh.Donald fringe?Wallace Wilson (softly) Yh.(Short pause)Donald For nothin.Wallace Wilson For nowt.(Really long pause)Donald stands upDonald so thou got any matches?Wallace Wilson erm well yer I ave I just gottaA young, pretty ash-blonde girl enters stage right.Angela Who be dere?Wallace Wilson turns and looks in her direction. He quickly wipes his eyes and changes back to his usual boisterous self.Angela OhOh Wallace thou dint know it were you like.On the name of Wallace Wilson Donald realizes whom is actually on the other side of the hay and quickly scarpers stage left.Angela coquettishly plays with her hairWallace Wilson I were bout t start a fire like I got me matches.Wallace reveals a box of matches from his back pocket.The endSettingWe decided to set our scene in the barn as we felt that this could act as both characters refuge. We felt that comparing the most all- decently character with the most weakest would be very effective in terms of similarities and comparisons.CostumesI would like to experiment with costume and by chance dress both characters in the comparable way. I would dress both characters in dirty clothes, light blue and white in colour. The light blue would symbolize both boys sadness and the white their innocence. training hem both similarly would notwithstanding emphasize their similarities.Sound and musicAs this scene is totally dependant on he emotions being portrayed through sound it is compulsory that we kept unneeded sounds to a minimum. Silence was the most effective form of sound, as it symbolized how both boys had suffered in silence. Silence also made the scene awkward and built up tension. desex upI wouldnt use any fantasy make up however I would use a mixture of straight make up and character make up to add dirt and wounds and scars.MasksMasks could be worn by both characters at the start of the scene and then removed when the boys feel comfortable opening up about their lives. This would make the audience aware of the boys feelings towards each other. brightness levelAt the beginning where Donald is alone and rocking, I believe that a stropescope (where lighting flickers to a rhythm would be really effective. Throughout the piece I would u se a fresnel spot as it would create a soft effect as it spreads the light more gently. Another advantage of using this lighting is that it can be focused on a character at an important time. I would use each a white (innocence) or blue (sadness) cinemoid (gel).LevelsBoth boys were sat down to show they are not very powerful or confident. Both stand up at the end however to show how they have become confident in each others company.Set and PropsA haystack (or substitute) to symbolize the barrier between the boys.MovementWe wanted very scant(p) movement to show the tension and unsuitableness between the boys.VoiceUse both high and low volume depending on the characters mood and confidence. We also changed our tone depending on our confidence. We used appropriate spoken language in our piece.StagingI believe there to be 2 effective staging forestage arch and traverse.Proscenium archThis enables the audience to see both sides of the haystack, and both boys actions and reactions to e ach other. However the audience is not close to the scene.TraverseThis is effective as the audience feel close to the actors this enforces the tension upon them. Although the audience are warm it is quite possible that they are unable to see both characters due to blocking.