Benito Cereno and American Characteristic

19th Century Literature Prof. Bland Typical American Character â€Å"Benito Cereno† is a work that exceedingly depicts how ideological self-delusion of an American character is one of the most dangerous capacities of mankind. Captain Delano a Yankee from â€Å"Duxbury Massachusetts† exemplifies these two American cultures of concerning nature and confidence. As Americans we have concerned and helped other less fortunate (i. e. the amount we donate to help third world countries), we are also confident and fearless in nature that we can accomplish anything (i. e. American dream).These traditional American characteristics I believe forms the American arrogance that we are stereotyped to have. We maybe helping others we have no business helping. Just like the American culture Delano truly believes he is doing the right thing, by showing concern and having confidence in being able to help the San Dominick slave-ship and he is incapable of seeing the horrifying consequences o f his actions both with respect to his â€Å"friendly racism† and his fantasy of â€Å"superiority†. He spends a day on the  San Dominick  following a slave mutiny, never quite aware that anything is wrong until the truth all but bites his head off.Delano subscribes to a typical â€Å"Northern† view of African slaves: he considers them to be naturally good-natured, submissive servants. He spends much of his time aboard the  San Dominick  condescendingly admiring Babo's performance. Melville critiques this naivete arrogance of superiority and friendly racism to which although these characteristic are positive if not careful, can be a barrier that blinds a person from seeing the actual situation. â€Å"None wore fetters, because the owner, his friend Aranda, told him that they were all tractable† (BC 224) As Delano first boards Benito's ship, the slaves are still unfettered. The ship seems unreal; these strange costumes, gestures, and faces, but a s hadowy tableau just emerged from the deep, which directly must receive back what it gave† (BC). This â€Å"shadowy tableau,† on the ship inhabited mostly by unregulated African slaves, roaming around freely is there for Captain Delano to develop his own understanding as to why this ship culture is the way it is. Having the traditional American character of concern, Delano in nature is concerned about the ship and his intention of genuinely helping the troubled captain Benito Cereno becomes a curtain that prevents him from seeing the real intentions of the slaves.Symbols that have previously been formed and encoded by the American culture and upbringing in the back of his mind; Delano's â€Å"trustful good nature† makes him accept the image of the faithful slaves in his understanding of the unknown Africans slaves on the ship. With this idea of faithful slaves, confronted with a genuine signs and warning; the frail captain Benito Cereno, the vigilant Babo, chained Atufal, the oakum-pickers and hatchet-polishers, the flaring moments of violence and unease—he is not capable of understanding and arranging them accurately or truthfully.This trustful and concerned nature of Americans is one of the characters Captain Delano represents. That an American upbringing create a perception even today that we, as a country, had a right to go around the world helping other struggling nations who were beset by tyrants or internal fighting with the attendant killing and raping of the populace. This trusting and concerned nature makes us delusional preventing us from seeing the facts that maybe these country America is helping does not want our help.The same goes for captain Delano his trustful nature creates a delusion of â€Å"faithful and harmless slaves† that helping this slave ship and its current condition of unfettered slaves is a result of the poor management of Captain Delano’s lesser Hispanic counter Captain Benito Cereno theref ore his is obliged to help to get it under control. This concerning nature blinds Captain Delano from seeing the truth. Before even making contact with the blacks on the ship, Delano readily stresses their good-natured and pristine qualities.These â€Å"unsophisticated Africans,† with their â€Å"self-content† and â€Å"peculiar love . . . of uniting industry with pastime,† (BC) bring out Delano's â€Å"weakness for negroes. † In his understanding of them, they are a mixture of docility and nobility. Delano feels confident as he sees â€Å"the affectionate zeal† and â€Å"good conduct† (BC) As this book reveals, Delano alternates between his images of the Africans as an innocent faithful slaves, he completely misinterprets the slave revolt and totally neglects the blacks' inner motivations.While revealing how Delano adapts these ideological images of the black man to fit his own understanding. This confidence from his own American upbringing and staying in his own paradigm of slaves being kind in nature, and are submissive servants make Captain Delano a benign racist. He does not express hate for the black people; he likes them. But his fondness of them shows in a characteristic of overconfidence or arrogance, in which that he is confident in his own knowledge that the slaves are obedient creatures, incapable of harm and completely demeaning the black slaves.He considers Babo, for instance, to be a childish slave of limited intelligence. In Delano's understanding, the faithful blacks are closer to animal nature than the white man is. Delano's dialogue continuously dehumanizes the slaves by attaching animal imagery to them. First, as the narrator mentions, â€Å"Delano took to negroes, not philanthropically, but genially, just as other men to Newfoundland dogs† (BC).When Babo looks up at Don Benito, he is â€Å"like a shepherd's dog,† (BC) whose grins denote â€Å"mere animal humor† (BC). These refe rences and comparison to animals of the slaves becomes not to decline them as human, but instead to acknowledge them within the white community in their position as docile servants, the image of the dog, domesticated animal, is significant in this context. At the same time, their animal reference accounts for their inability for being totally free.This show of confidence and trust completely blinds Captain Delano from the truth and maybe be seen by the majority as a weakness but this ignorance ultimately helped him from the slave revolt. Delano's trustfulness and perception that all the blacks are docile and faithful slaves and are good nature saves their lives. Delano's ignorance prevents him from discovering the truth, which would almost certainly lead him to a untimely demise.Cereno conveys his surprise that Babo refrained from murdering Delano,   Cereno conveys his surprise that Babo refrains from murdering Delano, â€Å"to think of some things you did – those smilings and chattings,  rash  pointings and gesturings. For less than these, they slew my mate† (BC) This reinforces the fact that if Delano makes any indication of recognizing the truth, he would have been killed on the spot. Delano’s confident, arrogant and absolutely insulting demeanor and perception of slaves being too stupid to be able to formulate a revolt ultimately saves him and Benito Cereno.If Delano is not so unaware of the events encircling him and exhibits a little more suspicion, Babo would certainly have him executed. This confidence that conveys a typical American characteristic is also part of Captain Delano’s. This confidence created a barrier that prevented him from once again seeing the truth in the situation. An arrogant demeanor that he underestimates his adversary, in which nine out of ten will completely destroy you but in this particular story turned out to be an advantage.Captain Delano’s overconfidence in his own â€Å"limited† knowledge and upbringing and from his own experiences growing up, and perhaps his interaction with the black community, he views them as a lesser being forming an idea of himself as a superior or idea of white supremacy that completely limits his understanding and cannot read the gravity of the situation. This overconfidence in his understanding became ignorance and although I believed it helped him from getting killed on the ship by Babo and the slaves, is the same overconfidence that can potentially be deadly.With the revelation of the slave revolt, we should realize that one of the main reasons Delano has been incapable of seeing through the masquerade has been his benign racism, in which that he see’s the slaves as harmless and too stupid to come up with such an idea. Delano’s racism can be understood most directly it seems to be a reflection of his upbringing in a somewhat liberal Northern racism that practice anti-slavery views (it’s important to rememb er Delano is from Massachusetts, a hotbed of anti-slavery activity during the period).The story suggests that Delano, like others who viewed slaves sympathetically, may have a weak recognition of the horrors of slavery and may consider himself the slaves’ friend, but such feelings depend on viewing himself as superior to the slaves and to the slaves staying in their appointed position of submission. In conclusion while Delano finds blacks utterly charming and â€Å"fun-loving,† fond of bright colors and of â€Å"uniting industry with pastime,† this â€Å"admiration† masks his deep-seated conviction that blacks are not entirely human.In fact, when in the midst of trying to understand the odd occurrences on the San Dominick, it briefly occurs to Delano that Cereno might be in league with the blacks, he dismisses the thought with a shudder: â€Å"who ever heard of a white so far a renegade as to apostatize from his very species almost, by leaguing in agains t it with Negroes? † (BC). This proves once again his overconfidence in his understanding limiting him from seeing the big picture that the slaves are controlling the situation. He can never imagine that the slaves are the one who thought up the grandiose plan, that he thinks Captain Cereno is orchestrating something gainst his kin. He fails to discern that the Spanish vessel is in fact in the hold of a complex, meticulously plotted mutiny, that the slaves have successfully revolted, and that the dutiful Babo is in fact the revolutionary in command. Delano's trusting and overconfidence in this regard is very nearly fatal, and in a way that the text explains, and that critics have frequently described, it is his concerning, unselfconscious, absolutely stubborn ideology of slaves and creates a benign racism—his offhand white supremacism—that drives and sustains this ignorance.Despite his several moments of deep suspicion, is his unmoved confidence that a slave like Babo, so naturally docile, so ideally suited to those watchful and pleasant â€Å"avocations about one's person,† could never surpass the â€Å"unaspiring contentment of a limited mind† common to all Africans (BC). The blacks in league with a piratical Cereno? â€Å"But they were too stupid,† Delano reminds himself (BC).Believing this, he cannot see what's before him, because of his paradigm and views of the slaves in a northern upbringing of being sympathetically to the slaves, He is incapable of imagining the black slaves in any but a passive role of devoted and faithful servants, docile and incapable of harming their white superiors, This overconfidence is ultimately ignorance that Delano cannot perceive the true situation on the San Dominick. Works Cited Page Melville, Herman, and Herman Melville. Bartleby ; And, Benito Cereno. New York: Dover Publications, 1990. Print.

Characteristics of Language Development

Characteristics of Language Development By J. L. Frost|S. C. Wortham|S. Reifel How early does language development begin? It begins in the womb when the fetus hears her mother’s voice and language in the environment. Babies who are 4 days old can distinguish between languages. Newborns show their preference for the language that is familiar by sucking more vigorously on a nipple when they hear it as compared to an unfamiliar language (Cowley, 1997). Like cognitive development, acquisition of language during the first 2 years is an impressive achievement.Between birth and 2 years, infants and toddlers learn enough about their language to speak and develop a vocabulary ranging from 50 to 200 words (Berk, 2002). Children of every culture and country learn the language of their community. Italian babies, for example, understand names of different kinds of pasta quite early in life (Trawick-Smith, 2006). Children from bilingual families learn words from both languages before 18 mon ths. Theories of Language Development How do theorists explain language development?Three major theories have informed our understanding of how language develops. B. F. Skinner (1957) initiated the behaviorist theory of language development. Skinner proposed that language is acquired through operant conditioning; that is, parents reinforce the baby’s efforts at language. Subsequently, they reinforce the most correct forms of efforts to say words. Behaviorists also propose that the child learns language through imitation. The adult conditions the child to use correct language forms by rewarding efforts to imitate adult language.Noam Chomsky (1957) understood that even very young children take charge of learning language. His theory was labeled as nativist because he believed that children have an innate ability to acquire language. He proposed that all children have a biologically based innate system for learning language that he called a language acquisition device (LAD). Cho msky believed that the LAD contains a set of rules common to all languages that children use to understand the rules of their language. Also read  Driver’s Ed Module Reflection JournalA more recent theoretical approach, termed interactionist, is based on the fact that language is not acquired without socialization. Language cannot be acquired without a social context. Infants and toddlers have an innate capability to learn language facilitated by adult caregivers (Berger, 2000; Berk, 2002). Vygotsky (1984) proposed that language is learned in a social context. Language is centered in the sociocultural history of a population. The child as a member of the group learns the language to communicate in his community.Sequence of Language Development All children learn language in the same sequence. Although the timing may vary for different languages, the developmental sequence is the same. From the moment of birth, the neonate uses cries and facial expressions to express his needs. He can distinguish his mother’s voice from other voices and can discriminate among many different speech sounds (Berger, 2000) . Thereafter, steps toward speech and the use of language develop at regular intervals. http://www. education. com/reference/article/characteristics-language-development/

Textbook-Related Activities Coursework Example | Topics and Well Written Essays - 6750 words - 1

Textbook-Related Activities - Coursework Example In accordance with Richardson et al (2006), PAR activities implemented during the lessons of History by the teacher are the following: Preparation activities: It is possible to use a digital camera; websites in order to evoke interest among students to the subject of the lesson. Assistance activities: it is necessary to guide young learners in their virtual trip and indicate helpful websites that would assist them to get the content of the lesson. Moreover, with the help of online conferences it is possible to communicate with other students from other schools and enrich their outlook and give to them a chance to share their creative potential with other students. Reflection activities: it is possible to implement software assistance in the learning of the subject of History for the students. Web-resources are helpful when the students are getting acquainted with the content of history lessons. Activity One During the First Lesson on the topic â€Å"The Great Depression† an in troductive activity is introduced. Its title is: â€Å"What is Great Depression?† The students must be properly informed about the drastic events that occurred during the period of the Great Depression. For this purpose, software is used.... 66, No. 1). There are four reminiscences of people about the Great Depression. A teacher can share these 4 stories among the students. Each group of students requires 20 minutes approximately to get acquainted with these short stories. Then one representative from the student’s group has an ability to express his/her ideas and emotions about what was the life like during the Great Depression. Activity Three In the end of the lesson, a teacher may ask to work at home and to read selected pages from historical fiction about the Great Depression Bud, Not Buddy(Christopher Paul Curtis, NY: Delacorte Press, 1999 or Duffy's Rocks  (Edward Fenton, Pittsburgh, PA: Golden Triangle Books, University of Pittsburgh Press, 1999). In the result of their Preparation Activity at home, they would come to the Second Lesson with reports of their personal reflections. Activity Four The teacher starts up the Second Lesson with her own explanations about the information from these two books (Assi stance Activity). Then, boys and girls from two different groups share their personal ideas about the material they managed to read for the Second Lesson. Thus, Activity of Reflection occurs again. In the process of their discussion about the fiction they have read the students can share their ideas about the information they gained and share their creative potential, as well as develop their communicative skills. Activity five This creative activity implies that students get acquainted with the Bungalow Plan of 303. For example: The teacher provides the students with this sample and asks them to draw plans of their homes in class. With the help of a pencil and a ruler, a student should draw his home plan in 20 minutes. This task is beneficial for

Farley Mowat Essay Example | Topics and Well Written Essays - 500 words

Farley Mowat - Essay Example After the war ended, he was sent by the Canadian government to the Canadian Arctic where he got a chance to study the wolves closely. This experience had a significant impact on him as it drew him close to nature and prompted him to write most of his earlier works like ‘People of the Deer’ in 1952, ‘Lost in the Barrens’ in 1956 and ‘Never Cry Wolf’ in 1963 (Famous Canadians). It was during this stay that Mowat witnessed the unfair treatment of the Inuit and abuse of the environment. This encouraged him to become a strong protagonist of the Inuit rights and the protection of the environment. Mowat’s writings finally caught attention of the Canadian government and they began to recognize the rights of Inuit and started to provide them with basic facilities which they were previously denied (Orange). Mowat’s writings have been subject to criticism about whether they are based on fact or fiction. Despite this criticism, He has written more than thirty books and most of them have been rightly honored. Canadian literature owes a lot to his writings. He has taken nature writing and children’s literature to new heights His stories provide food for thought to the younger generation, providing them information on important topics like conservation of the environment and hence brings them close to nature.

Negotiating with the emotionally disturbed Essay

Negotiating with the emotionally disturbed - Essay Example Due to these reasons, the affected people become antisocial, depressed and dependant on people that are close to them. The 1992 terrorist attack in Munich affected many people whose family members or friends lost their lives. The press helped a lot but it was too late since the attackers had already accomplished their plan. Bergh and Lipscomb (1904) argue that anywhere that when the press is free, everything is safe. The riot at Attica in 1971 brought about the racial issue of the whites supervising a prison that mast of the inmates were blacks and Hispanic who were from urban areas. The primary grievances by the rioting prisoners were that there were cultural differences and basically lack of clear understanding among the prison warders. The reasons were confirmed and termed as a legitimate problem that could be addressed by the government (Irwin 1980). The Attica riot These factors have led to the increase of minority staff in prisons to prevent more riots in the prison. This is a factor that was sought in the whole country for over thirty years .minority workers are often very reluctant to relocate to rural areas where most of the prisoners have a the same ethnic background or in other cases the prisons are of the same race. Some workers also find it difficult to take jobs that can be viewed as racist given the fact that there is overrepresentation of minority prisoners in the justice system. These obstacles have not stopped the prisons to achieve the success of obtaining the racial balance and good ethnic representation of the workers in various prisons. Many researchers have paid little or no attention to the change in the correctional units and the whole impact of the racial balance when it comes to deploying the workforce in prisons nation wide (Wright and Saylor 1992). What happened at Attica brings about the subsequent realization of putting in mind the representation of the minority staff in all the prisons. In any organization in the world today, tea mwork among the workers in prison is very important for efficiency and very instrumental to attain a safe institution. In addition to that, it is crucial for all the prison officers to work closely with all the inmates to prevent more riots. When correctional officers work as a team putting aside problems like the racial diversities, it brings about effective work thus preventing more riots in future. The 1972 Munich terrorist attack This was a traumatic experience to the Germans. The Olympic Games were underway when terrorists killed many people that the incident was termed as a massacre. The Israeli Olympic team was kidnapped and mercilessly killed by Palestinians. The influence of the massacre to the contemporary culture is that the media has been given freedom to report on anything that can affect the country. In the world today, the media is very sensitive on terrorism matters and how it conveys it to the public. Palestines are viewed as terrorists and the world at large is ver y conscious when dealing with anyone from the east. The Jewish on the other hand are friends to the western countries like the united states and the UK.The effects of the attack is very evident in the contemporary society in that the migration of people from the east especially the Arabs to countries in the western world have been restricted due to the fear of terrorism. People from different continents today antagonize the Arabs especially the palatines because they are termed as terrorists and enemies of Israel. Since the day of the massacre, the Israelites have very good relationships with many countries worldwide. This is because people think that they were attacked for no reasons other than the history between the

Space (Digital) and Place (Physical) Coursework Example | Topics and Well Written Essays - 750 words

Space (Digital) and Place (Physical) - Coursework Example In the older days companies tried to market themselves and used several medium that range from radio, personal selling, and direct mail among others (Kurtz, 2008). In the new economy, companies must adopt strategies that are advantageous. This makes digital presence important for each and every organization. Digital presence is seen as the application of the digital platform by an organization in its business strategy (Mullins & Walker, 2010). The digital platform involves the use of web based applications in the delivery of goods and services. The internet and the World Wide Web have been used extensively by companies as mediums of digital presence. Companies have set up their websites and these are being used to sell goods and services both nationally and globally (Hanzaee, Behbound, & Ardakani, 2011). This brings us to the importance of digital presence for any organization which is: the syndication of information, the increasing returns to scale of network products, ability to cu stomize and personalize market offerings, ability to disinter mediate distribution, global reach, round the clock access and the possibility of instantaneous delivery (Mullins & Walker, 2010). ... Physical presence helps organizations in the delivery of goods and service to the market. Whereas digital presence is seen as important in the twenty first century because of the techno savvy generation, physical presence is still important especially to the local market and to those people who do not have access to the internet (Kurtz, 2008). A few strategic steps must be taken to ensure a company is located at the right place that is safe, friendly and accessible to the target market. The strategic positioning must follow the process of marketing that is concerned with socialization providing the needed activities in order that the customers and the organization get what they want and when they want it to facilitate an effective exchange process (Mullins & Walker, 2010). There are many implications for companies planning to maintain digital presence or physical presence. Digital presence means that a company must invest in technology especially web based technologies and mobile tel ephony platforms that will enable them to reach their customers and their customers to reach them (Simms, 2007). Vats amount of resources may be required in infrastructure in order to reach targeted populations. Financial resources will also be required to facilitate the entire process. The company must also involve itself in the provision of information to its customers informing them of the move to the online platform and these require a lot investment in advertising and promotional content (Simms, 2007). Many companies especially in the 20th century began with the physical presence before venturing onto the online platform. In the 21st century companies do not necessarily have to set up a physical presence before moving to the

To analyze the historical significance of a figure studied in this Term Paper

To analyze the historical significance of a figure studied in this course - Term Paper Example It is in this regard that Churchill is considered one of the most influential historical figures for courageous political and military leadership. This paper gives a critical analysis of Winston Churchill in line with the past history that influenced his courageous leadership, his influence during his leadership period and how his influence on political and military leadership has extended to the current era. How Previous History Influenced Churchill The leadership skills that Churchill demonstrated were motivated or influenced by his experiences within the military. Churchill attended and was part of the Royal Military College, Sandhurst, which culminated the beginning of his career in the military. At the college and later in the military, Churchill’s leadership abilities and skills were obvious. In the year 1901, Churchill entered parliament. At this time he was only 26 years old and his courage and leadership qualities made him to gain significant admiration from members a nd colleagues within his party (Bell 1097). When the Second World War broke out, Churchill was appointed within the Royal Navy as the First Lord of Admiralty. However he resigned from this role after the Dardanelles expedition which was characterized by disastrous incidents. This however did not weaken his spirits. As a result, Churchill rejoined the military and later went back to a political career where he played senior governmental roles within missions in overseas nations. The 1939 breaking out of the war caused Churchill to be reappointed as the First Lord of Admiralty. The resignation of the British prime minster Chamberlain in 1940 was followed by the Churchill takeover as the new prime minister. This officially marked his important role in the political and military reigns within the UK and other parts of the world. His charisma and courage was demonstrated by the fact that he refused to give in to the Nazi Germany. This led to great inspiration to his country and the milit ary in addition to political leaders. Their focus was therefore to stage a retreat and win against the influence of the Germans. An air defense was therefore organized by Churchill which successfully marked the victory in the battle of Britain and Mussolini’s Italy. Italy in return gained the trust of Britain under the leadership of Churchill. It is therefore notable from the historical perspective that Churchill was both a charismatic and influential leader within the political and military reams of Britain and other parts of the world. The Influence of Churchill during his Time Even though Churchill lost his prime minster position in the year 1945, his passion for leadership in politics was not lost. This reveals that he was a determined individual who was focused at achieving his dreams. Because of this determination, Churchill was reelected in the year 1951 as the prime minister of Britain (Dumbrell 35). During his tenure as prime minster, Churchill was an exceptional mil itary or war time leader who served both political and military roles for his country. More importantly, Churchill was a successful literary scholar. This is disclosed by the fact that he started writing his campaign reports early when he was only 24 years old. From the campaign reports, Churchill came up with his first publication in the year 1900. The culmination of Churchill’s achievements and influence in leadership was achieved in 1953 when we was honored with a Nobel Prize for Literature in addition to an

Banking sector ( PESTLE and SWOT analysis) Essay

Banking sector ( PESTLE and SWOT analysis) - Essay Example The bank has integrated its investment banking, wealth management and asset management services with the Swiss operations to provide high quality financial solutions (UBS-a, 2011). The bank is relatively new. It came into existence in 1998 with the merger of Swiss Bank Corporation and Union Bank of Switzerland. Today the bank has grown as a global firm with a strong market position in Europe, US and Asia and a higher employee base in US than Switzerland, despite a dominant presence in the Swiss retail market. Most of the growth achieved has been through the M&A (mergers and acquisitions) deals. PESTLE Analysis of UBS The PESTLE analysis of the banking sector examines the various factors that affect the industry thereby impacting the companies operating in the industry. PESTLE is an acronym of political, economic, social, technological, legal, and environment analysis. The factors relating to economy include interest rates, economic growth, rate of inflation and exchange rates. The so cial factors include changes in buying patterns, culture, changes in consumer preferences etc. Technological factors include R&D, advancement in technology, innovation, new inventions etc. The legal factors include the legal framework of the country i.e. whether the legal environment in a country is conducive to conducting business activity, the banking rules and regulations in the country whether it is stringent or liberal etc. The environmental factors generally do not have any influence on the performance of the banking sector. Political- The political condition in Switzerland is quite stable. In fact some economists assigned the political stability of the country as an important factor that propelled the country’s economic success. The political system of the country is very effective as is evident from the high authoritative powers granted to the county and state governments. As compared to the Federal government the state level offices are in a position to react more ef ficiently and are equipped with better decision making power. The success of the banking sector in the area of asset management is owing to a traditionally stable political condition, reliability and high efficiency of banks and the overall good performance of the investments (Swiss Bankers Association, 2004). A stable political environment is conducive for the operations of the banks. Economic- The country enjoys the status of tax haven that makes it an attractive destination for making investments. Switzerland is renowned as the most prosperous and advanced countries in the world. The per-capita income of Switzerland is one of the highest across the globe. The prosperity of the country is on account of its trade with exports being a source of income and import of necessary raw materials contributing to the wide range of indigenous supply of goods and services. The domestic currency is among the soundest currencies in the world. Moreover the country is reputed for high quality fina ncial and banking services. The investment in a country thrives on a stable exchange rate. As mentioned above the country attracts good investments on account of a strong domestic currency. The performance of the banks depends strongly on this factor. The banks can draw good investments from the overseas as the clients are convinced about the value of their investments. Besides the added benefits of tax haven is also one of the reasons that make the region an

Corporate Goverance and Code of Ethics Article Example | Topics and Well Written Essays - 750 words - 1

Corporate Goverance and Code of Ethics - Article Example This essay will focus on the role of corporate governance in creation and adoption of the corporate code of ethics. It is factual that the quality of management in an organization is determined by the effectiveness of its system of corporate governance. Proper corporate governance should aim at bringing onboard honest and competent employees. Besides, it should be geared towards instituting a framework that will ensure adequate employees compensation so that they are motivated to give their best to the company. Corporate governance together with codes of ethics plays a crucial role in the success of a business because it shapes the way the company is viewed by the stakeholders. This article shall focus on the factors that influence the creation and adoption of the corporate code of ethics by a firm as well as those that determine its effectiveness. Some of these factors include the effects of the board diversity, board stock ownership and the constituent of the board directors on the creation of the corporate code of ethics. High profile scandals that involve corporate officers have in the recent years led to an increased attention on the subject of corporate governance. Research reveals that board of directors plays a significant role in establishing the code of ethics in a firm. Thus, it is necessary for an organization to engage the services of the directors that have the competence of planning and overseeing the corporate code of ethics. Studies show that researchers, government regulators, and practitioners are all in agreement that independent directors are more suitable than the insiders in championing the interests of the shareholders and other stakeholders because in most cases they possess vast experience and it is also presumed that the may make the board be more independent. In addition, they tend to have a higher degree of awareness on their moral and legal commitment.

Romance and romantic medievalism Essay Example for Free

Romance and romantic medievalism Essay John Keats poem, La Belle Dame Sans Merci, presents a knight on his horse who meets a fairy lady but develops this clichi scenario into an exploration of the relationship between, the presumed male superiority and female innocence. It is a ballad that evokes medieval times. However, if one is expecting a stereotypical glorification of these, Keats rather has an interestingly critical approach to the archetypes of medieval romance and romantic medievalism. The identity of the titular female character is kept a mystery. We only know about her through the males interpretation of her. An essential point in this poem since it leads to the implicit meaning by the author. La Belle Sans Merci is a perfect example of how well-worn aspects as love such as sexual desire and unknown identity can be used to present a striking theme in a simple manner. These aspects are combined in a medieval set. The medieval setting is reinforced for the reader through the poems form. It is a ballad, which is full of fittingly old-fashioned diction and syntax. By his antiquated expression and his hypnotically monotone quadrametre, Keats achieves a mysterious and gloomy atmosphere with the first couple of stanzas of the poem. O what can ail thee, knight-at-arms, So haggard and so woebegone? (L. 5-6) To use Keatss own words, the mood is woebegone. This clearly reflects the knights emotions as the unknown individual, whose voice opens the poem, asks him about his problems. This is clear evidence that the whole poem is actually a dialogue between the knight and an unknown character possibly identifiable with the poet. The first two stanzas start with a question a clear indication of antiphonal or dialogic style being employed. O what can ail thee, knight-at-arms, Alone and palely loitering? (L. 1-2) This unknown character is the speaker in the first three whole stanzas, after which the knight begins to tell of his surreal experience with this fairy. At this point, one could argue that it starts to get interesting. The keywords throughout the next five stanzas are presumed control, power, desire and superiority. Obviously the knight is somehow intrigued by this fairy. In what way, remains ambiguous in keeping with Keatss poetic style. Nevertheless, no doubt is left when one examines the diction that the knight has a distinct sexual desire for her: She lookd at me as she did love, And made sweet moan. (L. 19-20) The knight interprets her sweet moan as sexual and romantic interest even though he has no reason whatsoever to believe that the fairy is essentially interested: And sure in language strange she said I love thee true! (L. 27-28) It is rather his own presumption that makes him imagine this. Thus a still more surreal dream scenario arises within an already surreal world of fairies etc. This way of thinking leads the knight into a form of blind obsession. It is this ecstasy that leads him to his misery. From stanza five where he makes a garland and bracelets for the fairy until stanza eight where she takes him to her elfin grot, he presents himself is in charge of virtually everything. I set her on my pacing steed, (L. 21) She found me roots of relish sweet (L. 25) These are clear examples that indicate that either the knight acts upon the fairy or the fairy acts for him in keeping with conservative sexual roles. It can be assumed that this situation suits him since he nothing else saw all day long. The knight does not hesitate to convey his emotions nor is he the mysterious part in this poem. But loss of control appears in stanza eight when the knight enters onto the fairys territory. Certainly he goes to her home and he may go further than that: She took me to her elfin grot, And there she wept and sighd full sore, (L. 29-30) The subject of the sentences changes; now it is the fairy that acts and the knight becomes a passive character in the poem. This should be considered as the moment when the knights misery commences. Another, yet stronger example of this is found in the next stanza, And there she lulled me asleep, (L. 33). This line is attention-grabbing since it is not only the start of the knights misery, but can also be seen in the context of the male losing out in the battle between sexes. Suddenly the feminine character gets the upper hand in a poem set in the middle ages and written at the beginning of the 19th century. The clichi -like knight on pacing steed strong, handsome and should win over every lady that he desires. Instead he is utterly unmanned by the extremely sexy feminine fantasy character, whose identity remains a mystery throughout the poem, while his psyche is bared. The mysterious identity of the fairy and the ambiguity as to whether she did anything at all to the knight other than leave him is central to Keats message. If we knew more about her, it would no longer be a mystery to the reader whether she did entrance him or whether he has just fantasized all those Pale warriors, Death pale were they all; They cried La Belle dame sans Merci, Hath thee in thrall! Assuming the fairy was human, she could most probably speak and not only make sweet moan. Just one statement from the fairy could lead to a clarification of the real causes of knights apparently miserable situation and that would kill the point of the poem. In conclusion, Keats succeeds in revitalizing the medieval ballad form and romance themes by inverting their clichi s. He thereby succeeds to a high degree in questioning male assumptions of sexual dominance and the reader is left with a lot to think about after reading the poem.

An Introduction To Early Care And Education Young People Essay

An Introduction To Early Care And Education Young People Essay This essay will identify the range of early years settings involved in the care and education of young children. Then discuss the roles and responsibilities of the professional workers involved in the setting. The essay will also evaluate the curricula appropriate to two different settings that will be focused on. The essay will culminate with a personal statement. First, the history of education of young children will be reflected upon. When the Education system first started and when children became important. Focusing on Education legislation, (historical to present day). Also looking at the various types of Early Year education provisions and the professionals that work in the provisions and their roles. Followed by a discussion on theorists that have had an impact upon Early Years provision. Next, there will be a discussion on social care and health care legislation which is affiliated to the support of childrens health and safety (historical to present day). Looking at the range of health care settings for early years. Discussing the various health professionals and their roles in relation to health care. Subsequently, the essay will look at management styles of the different settings using a reflection diary and identify the role of the professionals that work in various setting, discussing the definition of reflective practice and the i mportance of reflective practice. Finally, conclusions will be drawn as to whether the objectives have been met. Pre 1870 there was no organised system of education. Some children attended schools run by charities and churches or dame schools (called because they were run by women) for young children. There were fee paying schools for those rich enough to afford them. In early Victorian England, most children never went to school at all and grew up unable to read or write. Instead they were sent out to work to earn money for their families. Only the upper and middle class children went to school. It wasnt until 1880 that schooling became mandatory. All children had to attend a school until they were ten years old. In 1889, the school leaving age was raised to twelve, and in 1891, the schools pence fee was abolished and schools became free. Children were first considered important to society after the Victorian era (1837-1901). The era has been described as a source of the modern institution of childhood. Ironically, the Industrial Revolution during this era led to an increase in child labour, but due to the campaigning of the evangelicals, and efforts of author Charles Dickens (1812- 1870) and others, child labour was gradually reduced and halted in England via the Factory Acts of 1802-1878. The Victorians emphasized the role of the family and the sanctity of the child, this attitude has remained dominant in Western societies since then. The needs and welfare of children today are met through a series of polices and legislation which aims to protect and provide for their welfare. These policies are informed and underpinned by historical policies and legislation. The first legislation passed by the government to protect the children of the country was The Factory Act passed by the Government in 1833. It was intended to improve conditions for children working in factories. It introduced a compulsory two hours schooling each day for children. This was the first time that children of all backgrounds in the UK had access to education. Thirty seven years after the Factory Act of 1833, the Elementary Education Act of 1870 provided education on an extraordinary scale. This new law set up mass primary education (education for everyone). It was introduced because the government was worried that the working class was becoming revolutionary and also because it was thought that Britains economy we falling behind the rest of the world. The 1880 Education Act made school attendance compulsory for all children up to the age of ten. The school education boards were abolished under the 1902 Education Act. In their place Local Educational Authorities (LEAs) were created to organize funding, employ teachers and allocate school places. During the 1920s and 1930s Sir Henry Hadow (1859-1937) was responsible for several important reports on education in England. In 1926, a report entitled The Education of the Adolescent looked at primary education in detail for the first time. It prioritized activity and experience, rather than rote learning and discussed, for the first time, the specific needs of children with learning difficulties. The report also made the important recommendation of limiting class sizes to a maximum of thirty children. In 1931, another report was published: The Primary School was influenced by the educational ideas of  Swiss psychologist, Jean Piaget and advocated a style of teaching based on childrens interests. The 1944 Education Act saw the introduction of the tripartite system. Devised by Conservative MP Rab Butler (1902-1982), the Act introduced three different types of school: Grammar schools for the more academic pupil, Secondary Modern schools for a more practical, non-academic style of education and Technical schools for specialist practical education. Pupils were allocated to a particular type of school by taking an examination called the  11 Plus, which was also introduced under the Act. Secondary education now became free for all and the school-leaving age rose to 15. The Plowden Report is the unofficial name for the 1967 report of the Central Advisory Council for Education (England) into Primary Education. The report was called Children and their Primary Schools and was named after the chair of the Council, Lady Bridget Plowden (1910-2000). It observed that new skills were needed in society, stating that,  the qualities needed in a modern economy extend far beyond skills such as accurate spelling and arithmetic. They include greater curiosity and adaptability, a high level of aspiration, and others which are difficult to measure. (The Plowden Report 1967; Chapter 31; p433; verse 1175). The National Curriculum was introduced in the 1988 Education Act. It made all education the same for state-funded schools, ensuring that all pupils had access to a basic level of education. A selection of subjects were made compulsory including Mathematics, English, Science and some form of Religious Education. It also introduced sex education for the first time. The 2002 Education Act introduced the existing Foundation stage to become a new stage of the National Curriculum and Nursery education became inspected by Ofsted. There are many different types of organizations offering Early Years Education and childcare. There are independent private settings working for profit owned by companies or individuals, ranging from large nursery chains with hundreds of settings to owner-manager with only one setting. The nursery manager and deputy manager in all of these settings have the same responsibilities they are responsible for ensuring the nursery provides the best possible standards of care and education; ensuring the environment is safe and secure, where the children are valued as individuals through a loving and child centred approach in all aspects of the way the nursery is run. It is also the managers responsibility to ensure that the children have access to learning opportunities throughout their time at the nursery; providing learning activities which are educational, stimulating and fun. The Nursery staff need to have the correct level of qualification to work with children. Also they are required to have a working knowledge of Ofsted standards and the ability to work in partnership with parents. Workplace nurseries are classed within the private sector even though they may be run for the benefit of particular employees the professionals working there still need to have all the relevant qualifications to work with the children. Nannies and child minders are similar. Nannies are sometimes self-employed, but more often are employees of a family. Some nannies work for agencies. Childminders are self-employed individuals working from home. Ofsted require childminders and nannies to carry out a Paediatric first-aid course (first aid for children) as well as introductory courses in childminding. Voluntary sector comprises groups operated by a voluntary management committee and run for the benefit of the community rather than for profit (e.g. pre-school playgroups, parent/toddler groups, community day nurseries and sure start centres). Despite its name, most workers in the voluntary sector are paid employees, not volunteers. Public sector provision includes school-based services, such as nursery classes, and nursery schools, local authority day nurseries and nursery centres. These setting will have to have a trained Nursery teachers and a nursery nurses. The entire list of professionals mentioned above will have to have an enhanced Criminal Records Disclosure (CRB) and are required by law by anyone who works with children. In England 1700-1800 people became reformers and saw that they werent benefitting from the lifestyle. England was the first country in the world to undergo the Industrial Revolution and it created large numbers of working class people. A key figure that recognised the way children were treated was Robert Owen (1771-1858), he was a utopian radical socialist reformed mill owner who set up crà ¨ches for the children of his workers as well as housing and health facilities. His reform began around 1816. Pestalozzi (1745-1827) an Italian educationalist attempted to recognise the stages of development in childrens education. In 1836 the Pestalozzian Centre of Home and Colonel Education Infant school society began training teachers for infant schools in its college in London. Also very influential was the kindergarten movement. Froebel (1782-1852) first opened in England in 1851. Froebels vision was to educate the whole child, outdoor activities played significant part, but his vision was of the children as plants in the garden of school flowering and blossoming under the correct care and attention as you would a plant. Gradually though more precise nature of Froebels pedagogy and philosophies got taken over by a wider emphasis on play combined with domestic tasks as defined by the theorists of psychologists Stanley Hall (1884-1924) and John Dewey (1859-1952). Also these kindergartens were rescuers of the children of the urban poor so teachers became more like social workers. Another significant figure was Maria Montessori (1870-1952). Her work came to be seen as more a preserve of middle class private nurseries. Originally she worked with deprived children in Naples and aimed to develop cognitive physical linguistic social and self care skills through carefully structured play activities and equipment. She was a big advocate of natural material such as wooden blocks, sandpaper letters and thought that too many brightly coloured toys and pictures could over stimulate the children. Children were taught to concentrate on one activity then put it away and move on to the next activity. During the First and the Second World War committees argued the importance of child care. Margaret McMillan (1860-1931) and Rachel McMillan (1859-1917) were Christian socialists and were the originators of the Nursery School concept. In 1913 the first open aired nursery was opened in London, it focused on sense training and the health of the young children. Sand, water, clay and paint were used and free cooked meals were given and the children were encouraged to enjoy fresh air as much as possible with covered area outside. In 1960 the Playgroup Movement (1961-1987) was started by Belle Tutaev. She started a Campaign for Nursery Education and organised a petition collecting three and a half thousand signatures that she sent to those in authority. She wrote letters to Councillors and knocked on doors pleading for some provision to be made for the under fives. So, being a trained teacher, she decided to do it herself ! She hired a hall, raised funds and opened her own Nursery/Playgroup. It proved such a success that she felt sure others could do as she had done, so she penned a letter to The Guardian that appeared on 25 August 1961. A small committee was formed and the National Association of Pre-school Playgroups was formally constituted on 10 July 1962 and registered as a charity. Historically, child health surveillance and screening have been central to monitoring childrens health and development (Luker and Orr 1996; Hall and Elliman, 2004). There is no doubt that health throughout life is influenced by the experiences in early years of childhood. Recent government policy has highlighted the importance of health professionals working with families and children to improve their health outcomes (Acheson, 1998). Looking back at past legislation there have been indications since the Industrial Revolution of the need to protect children. In 1834 New Poor Law placed duty on parents to protect their children. The children not cared for would be looked after by the state as an apprentice. The aim of the Act was to reduce poverty but in fact perpetuated it. The children were also still counted as the fathers property with their welfare in his hands. This would not change until Childrens Law Reform Act 1990. 1847 Public Health Act aimed at improving the environment and childrens health, education added to local authoritys responsibility. The Act laid foundations for todays health provisions. The late 19th century was a time of social deprivation and great hardship for many children. On 8 July 1884, The London Society for the Prevention of Cruelty to Children was established. Lord Shaftesbury (1801-1885) was appointed as president and the Reverend Benjamin Waugh (1839-1908) and Reverend Edward Rudolf (1852-1933) as joint honorary secretaries. Waugh was to be significant in shaping the Societys future. After witnessing the levels of deprivation and child cruelty in Greenwich, London where he lived, Waughs urgent priority was to draw public and government attention to the plight of children. At the 1889 annual general meeting the Society changed its name to the National Society for the Prevention of Cruelty to Children (NSPCC). By 1945 we had uniformed child welfare services, but local authorities continued to hold overall responsibility for social care or services and child care. Legislation aimed at evolving the development of childrens rights and care embedded in health, education and social care legislation, but childhood becoming more and more regulated and controlled. Political theorists of this time such as Mill (1773-1836) and Locke (1632-1704) lobbied for the protection of children whilst Paine (1737-1809) and Neill (1883-1973) campaigned for the liberation of children. Currently there are over 4,000 non-statutory agencies worldwide, helping millions of people and children, none of whom are part of any government organisation (Harrison 2004, in Wyse, 2004). As Stone and Rixon (2008)state in (Foley and Rixon, 2008), the drive for services to work more closely together is not a new phenomenon, it has existed as long as there have been different groups of people providing services to families. In his 2003 report into the death of Victoria Climbie, Lord Laming highlighted the need for all parties involved in the care and education to engage in more collaborative working practices. His enquiry led to enhanced legislation, as the findings of the report were incorporated into update of the Children Act (2004) and in response to the recommendations, the Every Child Matters green paper was published in 2003. The reports became fundamental to the development of child health services. They required health professionals and families to form relationships of partnership rather than supervision, in which parents could be empowered to make use of services and expertise according to their needs. The Fourth Edition of Health For All Children (Hall and Elliman 2004), included recommendations for a streamlined surveillance programme, with even greater emphasis on health promotion and primary prevention. Although the health of children is predominantly a parental responsibility, society has a vested interest in ensuring that parents are supported to improve the health and well-being of their children. This will help to ensure the needs and rights of our children are respected. There are five main types of childrens services there are Health services, Social services, Education and Leisure and Recreation. The health services that are available in schools for children are mainly School Nurses and support workers, working in a team or network to offer needs based approach to the provision of healthcare within schools for children. School Nurses have a public health role with school-aged children, their families, schools and the surrounding communities to promote health. Also there is the early years and health visiting service. This service refers to multi disciplinary early years teams delivering a family centered public health role. The services that hospitals provide are General paediatrics. This service refers to all non-tertiary hospital based activity. Maternity staff also cover Antenatal care, Intrapartum care, and Post natal care. The Health Visitor is a qualified registered nurse, midwife or psychiatric nurse with specialist qualifications in community health, which includes child health, health promotion and education. The role involves promoting health in the whole community and the health visitor is particularly involved with families who have children under five. Every family has a named health visitor, the role is to offer support and encouragement to families through the early years from pregnancy and birth to primary school and beyond. They work closely with GPs and cover the geographical area of the GP practice. Most health visitors work alongside midwives preparing parents for the birth of their baby by their involvement in pre-birth classes. One of the practical placements visited was a preschool. The preschool was without a manager at present so the deputy manager was in charge. There were eight members of staff all female, only one was a full time member of staff. The preschool is situated at the back of the school in a porter cabin, it does have all the facilities needed for the children but could use an update. A definition of a preschool or a play school is to be an educational institution for children too young for elementary school. For parents, it is a common place where toddlers meet, play and spend time together under the supervision of qualified adults. It is also where the children gain experience to enable them to transition into reception class. The pre-school deputy managers role is to provide inclusive play and learning opportunities for all children attending and to maintain a safe, stimulating and enjoyable environment. She or he will assist the pre-school manager in curriculum planning within the pre-school. They will manage the provision in the absence of the pre-school manager. The Statutory Framework for Early Years Foundation Stage (EYFS) states that all early years providers must by law deliver, regardless of type, size or funding of the setting, follow the EYFS framework. The EYFS comprises a set of welfare requirements and a set of learning and development requirement that all childcare providers must comply with. (Ref) The second practical placement visited was an Ormiston Childrens Centre. Ormiston is the biggest childrens charity in the East of England. They work to improve the wellbeing of children, young people and their families, whatever their circumstances. The Ormiston Centre is an exciting community project with excellent facilities for supporting children, young people and families through a range of health promoting physical activities, sport and learning opportunities. The emphasis is on providing fun activities which promote physical and social well-being rather than ability or excellence. The service manager of Ormiston Centre Colchester states that, as service manager  I have  responsibility to develop play and learning and address issues related to childcare.   With this in mind I have close contact with all pre-school, parent and  toddler groups. I  help to develop good practice built on experience and identify support where appropriate. The author assessed her own placement settings and found that the management styles were allot different from each setting. The evidence of this was discovered by observing the the different styles of management at both settings and comparing them (see appendix 1 and 2). Looking at the different style the author focused on three areas: all round management, sudden decision making and involvement with the children. Also looking at the three main categories of leadership styles: autocratic, paternalistic and democratic and observing which category the different placement managers follow. Autocratic managers like to make all the important decisions and closely supervise and control workers. Managers do not trust workers and simply give orders (one-way communication) that they expect to be obeyed. (Ref). This approach derives from the views of Taylor (1856-1915) as to how to motivate workers and relates to McGregors (1906 1964) theory X view of workers. This approach has limitations (as highlighted by other motivational theorists such as Mayo (1880-1949) and Herzberg (1923-2000) but it can be effective in certain situations. Paternalistic managers give more attention to the social needs and views of their workers. Managers are interested in how happy workers feel and in many ways they act as a father figure. (Ref). They consult employees over issues and listen to their feedback or opinions. The manager will however make the actual decisions. The style is closely linked with Mayos Human Relation view of motivation and also the social needs of Maslow (1908 1970). A democratic style of management will put trust in employees and encourage them to make decisions. They will delegate to them the authority to do this and listen to their advice. This requires good two-way communication and often involves democratic discussion groups, which can offer useful suggestions and ideas. Managers must be willing to encourage leadership skills in subordinates. (Ref). This style has close links with Herzbergs motivators and Maslows higher order skills and also applies to McGregors theory Y view of workers. Looking at appendix 1 the observations of the deputy managers behaviour on page 17-19 confirms the authors opinion that within the preschool the management style seems to be extremely autocratic. This could be down to not enough training, lack of confidence or negligence of position. Comparing this attitude to Taylors theory of Scientific Management argued the idea that workers are motivated mainly by pay. This could be the case at the preschool as the management doesnt seem to get involved with the children which is the main reason that professionals are present. As stated earlier the deputy managers role is to provide inclusive play and learning opportunities for all children in a stimulating and enjoyable environment. This doesnt seem to be happening. When observing the management style of the Ormiston manager it seems that she understands her role and has a great deal of passion for the position. After carful observation it felt like the management style of the Ormiston manager was paternalistic with a little witnessing of a democratic style. This can be seen in appendix 2 on page 20. In fact, comparing these two different management styles it appeared to the author that the management style of the Ormiston Centre seemed more successful than that of the preschool. Hopefully the preschool will obtain a manager to fill the position soon. Reflective practice is not a new concept. Boud, Keogh and Walker (1985) stated twenty years ago that it features the individual and his or her experiences, leading to a new theoretical view or understanding. They included the element of learning, as well as involvement of the self, to define reflective practice: Reflection is a forum of response of the learner to experience (Boud et al. 1985, page18). Johns and Freshwater (1998) also described the value of reflective practice as a means of learning. Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice (Reid, 1993 p.305). Reflective practice is something more than thoughtful practice. It is that form of practice that seeks to problematise many situations of professional performance so that they can become potential learning situations and so the practitioners can continue to learn, grow and develop in and through practice (Jarvis, 1992 p.180). According to the educator Professor David Boud, effective learning will not occur unless you reflect. To do this, you must think of a particular moment in time, ponder over it, go back through it and only then will you gain new insights into different aspects of that situation. According to Kolb (1984) reflecting is an essential element of learning. This is shown through an experiential learning cycle. To conclude, the range of early years settings involved in the health care and education of young children has been explored by examining the history of education and the history of the health service using legislation and key theorists. The essay has also examined management within the settings and the various roles of professionals working with different settings and how government legislation has changed over time. It has been learnt that it is essential that all families and children are aware of the different types of education and health care services provided in the early stages of child development and that there are a lot of different settings available to all different needs and backgrounds. Also that a good management style in child care is fundamental in producing an all round successful setting no matter what the circumstances. For future practice the key points that the author has taken away is that there are a lot of different professionals out there that are able to offer the support and help that is needed for young children and parents to have successful and happy lives. Also that a successful manager is not all about paper work, delegation and targets. Its about getting stuck in to all areas of Early Years and proving to yourself and your staff that you are a team. Reference List (* denotes those referenced in-text) *Acheson, D. (1998). Acheson Report : Indepent Inquiry into Inequalities in Health. London: Her Majestys Stationery Office Arià ¨s, P. (1962). Centuries of Childhood: A Social History of Family Life. New York: Alfred A. Knopf. Atherson, J.S. (2009) Learning and Teaching; Reflection and Reflective Practice [online] http://www.learningandteaching.info/learning/reflecti.htm (Accessed 26 May 2010) *A Sure Start Childrens Centre (2003-2010) Colchester Childrens Centres [online] http://www.colchester.surestart.org/index.php?page_id=1 (Accessed .) *Barrow, M. (1999) Project Britain: The Victorians Schools during the Victorian Times. [online] http://www.woodlands-junior.kent.sch.uk/Homework/victorians/children/schools.htm (Accessed .) Boas, G. (1966). The Cult of Childhood. London: Warburg * Bray, J. Conway, J. Dykins, M. Hawkins, W. Slay, L and Webster, I.(2008) Memories of the Playgroup Movement in Wales 1961-1987 [online] pdf Wales Pre-school Playgroups Association http://www.playgroupmemorieswales.org.uk/Memories_of_the_playgroup.pdf (Accessed .) Bruner, J. (1997) Lord Ashley [online] http://www.spartacus.schoolnet.co.uk/IRashley.htm (Accessed .) Cole, G.A (2004) Management Theory and Practice. Sixth Edition Thomson *Corbett, B. (1985) Centuries of Childhood [online] http://www.webster.edu/~corbetre/philosophy/children/aries.html (Accessed .) Reference List (continued) Cunningham, H. ( 1995). Children and Childhood in Western Society since 1500. London: Longman. Department of Education Statutory framework for the Early Years Foundation Stage [online] pdf http://nationalstrategies.standards.dcsf.gov.uk/node/151379 (Accessed .. Department of Health Durham University (2005) Child Health, CAMHS and Maternity Mapping Service types used in the mapping. [online] http://www.childhealthmapping.org.uk/help/servicetypes.php#srvctyp_34 (Accessed .) Department of Education Northern Ireland (1997) Curricular Guidance for Pre-school Education [online] pdf Northern Ireland Council for the Curriculum, Examinations and Assessment. http://www.deni.gov.uk/preschool_curricular-2.pdf (Accessed .) DfES, (2004). Every Child Matters: Change for Children. London: QCAA Dickens, C. (1854) Hard Times. Barnes and Nobble Classics. *Elliman, D and Hall, D.M.B (2003) Health for all Children. Revised Fourth Edition. Oxford University Press. Foley, P (2001) Children in Society, Contemporary Theory, Policy and Practice. Basingstoke: Palgrave Freeston, M.(2006) Pre School Learning Alliance: Children First [online]. http://childrenfirst2006.co.uk/the-early-years-foundation-stage.html (Accessed .) Foley, P and Rixon, A (2008) Changing Childrens Services: Working and Learning Together. The Open University.

Discussing the Chrysanthemums Essay example -- English Literature

Discussing the Chrysanthemums In studying the various schools of criticism and using them to decipher the inner workings of novels, short stories, and poems, it becomes apparent that they all share a common factor: a theme. The theme of a story is the general idea or insight, which is revealed by the entire story (Kennedy, 195). Although there are many themes that seem to be similar, it is difficult, perhaps impossible, to find to stories with identical themes. Two stories with similar themes, however, are "The Chrysanthemums," by John Steinbeck, and "The Yellow Wallpaper," by Charlotte Perkins Gilman. These two stories show the damage caused by male domination in the past. The short story "The Chrysanthemums" gives insight into the life of its author; John Steinbeck was born on February 27, 1902, in Salinas, California. The locale of the story is of key resemblance to the Salinas in which Steinbeck was born and bread. "Salinas was a typical American small town, [differing] only in location and a few distinctive features" (McCarthy 3). The story begins by displaying the setting: "The high grey-flannel fog of winter closed off the Salinas Valley from the sky and the rest of the world." Though this does not directly illustrate the theme, the setting plays a role in building Elisa Allen's "prison." The main protagonist in "The Chrysanthemums," Elisa Allen, is a mid-aged housewife who also has a passion for growing chrysanthemums. This passion expressed in the planting of these flowers brings out the suppressed romance in her life. The fact that she is childless seems to have sublimated her motherly instincts to produce extraordinary flowers. Nevertheless, "the plants and flowers cannot compensate for t... ...nius soon tells Ophelia that she must seek out Hamlet. Much to her dismay, Hamlet rejects her, and this begins a downward spiral for Ophelia. She begins acting in a depressed fashion, and everyone begins to think she has gone mad. Unfortunately, all the negative light placed upon Ophelia leads to her death. It is not certain whether she was murdered or whether she in fact committed suicide, but she came to a tragic end by drowning. The events in "Hamlet" and "The Chrysanthemums," though different in appearance show a very similar topic. The problem of male dominance is shown in both situations to devastate the emotions of the women. In showing respect and obedience for the male characters, the females are in fact hurting themselves. This theme of male dominance destroying the psyche of women has been, and will continue to be a major theme in literature.

Chinatown Essay examples -- Culture Cultural Papers

Chinatown Before the 1960s, the era of the Civil Rights Movement and People of Color Movements, ethnic towns were formed due to the anti-ethnic legislation, which forced many people of color to live in certain areas of the city. After the relaxation of some anti-ethnic legislation, especially in residential segregation, these ethnic towns changed. No longer are these ethnic groups forced to live in segregated areas due to legislation, but rather because of economic and cultural survival due to the resources that are found in these ethnic towns. Chinatown, Korea town, and Thai town are ethnic enclaves that formed due to this process. Pilipinos themselves had their own enclave during those days also. During the 1920s and 1930s, "Little Manilas, " a more common term, dotted the cities like Seattle (along King Street), Stockton (along El Dorado Street), San Francisco (along Kearny Street), and Los Angeles (along Temple Street). Overt racism in housing evident in the segregation of residential patterns as well as a yearning to be with one’s own kababayan (which means companion/friend), caused these areas to exist. However, due to racist immigration laws that prohibited the Manongs to procreate along with other socioeconomic factors, these "Little Manilas" faded away either by forced gentrification by the city or its history being forgotten. There are several reasons for this lack of necessity of an ethnic enclave for Pilipino Americans. First, Pilipinos who immigrate to the United States are very acquainted with American society due to the U.S. occupation of the motherland. Hence, they are more susceptible to assimilation than many other ethnic groups. As a result, they did not have the need to create their own institution... ...hat I can to ensure a bright future for Historic Pilipino Town and the Little Manilas that may appear here and there. Being young and of the â€Å"next† generation, I would love to be able to visit this town thirty years from now and tell my children, â€Å"I remember the day this whole place was recognized. It’s still as beautiful as ever.† References Brainard, C., Litton, E. (1999). Reflections on the Centennial of Philippine Independence. San Francisco: Philippine American Woman Writers and Artists (PAWWA). Macatuno, E. (2002, October). Our Town. Filipinas Magazine, 71-72 Mosqueda, K. (2002, August 3). Dream now a Reality. Retrieved October 2, 2002 from www.balita.com. Personal Interview. Susan Maquindang. October 1, 2002 Trinidad, E. (2002, August). City of Los Angeles dedicated Historic Filipinotown. Retrieved October 2, 2002 from www.Fasgi.org/news. Chinatown Essay examples -- Culture Cultural Papers Chinatown Before the 1960s, the era of the Civil Rights Movement and People of Color Movements, ethnic towns were formed due to the anti-ethnic legislation, which forced many people of color to live in certain areas of the city. After the relaxation of some anti-ethnic legislation, especially in residential segregation, these ethnic towns changed. No longer are these ethnic groups forced to live in segregated areas due to legislation, but rather because of economic and cultural survival due to the resources that are found in these ethnic towns. Chinatown, Korea town, and Thai town are ethnic enclaves that formed due to this process. Pilipinos themselves had their own enclave during those days also. During the 1920s and 1930s, "Little Manilas, " a more common term, dotted the cities like Seattle (along King Street), Stockton (along El Dorado Street), San Francisco (along Kearny Street), and Los Angeles (along Temple Street). Overt racism in housing evident in the segregation of residential patterns as well as a yearning to be with one’s own kababayan (which means companion/friend), caused these areas to exist. However, due to racist immigration laws that prohibited the Manongs to procreate along with other socioeconomic factors, these "Little Manilas" faded away either by forced gentrification by the city or its history being forgotten. There are several reasons for this lack of necessity of an ethnic enclave for Pilipino Americans. First, Pilipinos who immigrate to the United States are very acquainted with American society due to the U.S. occupation of the motherland. Hence, they are more susceptible to assimilation than many other ethnic groups. As a result, they did not have the need to create their own institution... ...hat I can to ensure a bright future for Historic Pilipino Town and the Little Manilas that may appear here and there. Being young and of the â€Å"next† generation, I would love to be able to visit this town thirty years from now and tell my children, â€Å"I remember the day this whole place was recognized. It’s still as beautiful as ever.† References Brainard, C., Litton, E. (1999). Reflections on the Centennial of Philippine Independence. San Francisco: Philippine American Woman Writers and Artists (PAWWA). Macatuno, E. (2002, October). Our Town. Filipinas Magazine, 71-72 Mosqueda, K. (2002, August 3). Dream now a Reality. Retrieved October 2, 2002 from www.balita.com. Personal Interview. Susan Maquindang. October 1, 2002 Trinidad, E. (2002, August). City of Los Angeles dedicated Historic Filipinotown. Retrieved October 2, 2002 from www.Fasgi.org/news.

Critique of Story Haircut :: essays research papers

Reading through the whole story "Haircut" , it is not easy to believe that the death of Jim Kendall is really accidental. It is most likely that the incident is a murder. Jim Kendall is not a man who is loved by people in that small town, although some people find his jokes funny as long as they are not on them. There are many examples of those on whom Jim always makes annoying jokes such as Milt who "has got an Adams apple that looks more like a mushmelon" Julie Gregg and especially Paul Dickson who fell out of a tree when he was about ten years old : "Lit on his head and it done something to him and he ain’t never been right. No harm in him, but just silly." Paul is the most important one among them because of two reasons: He is not as clever and reasonable as the others and he is the one who was killed Jim Kendall. Of course these do not prove that the killing of Jim is on purpose. However there are some more reasons that can cause Paul kill Jim on purpose. As we understood from what is told, Paul is fall in love with Julie although she just feels pity on him : "The poor boy was crazy about Julie and she always treated him mighty nice and made him feel like he was welcome, though of course it wasn’t nothing but pity on her side" But according to Paul, Jim never treated her right. He faked her by mimicking Doc. Stair when Doc. Stair was away and made her come to doctor’s office. By the way he and some of his friends hid near the office and laugh at her when she realized the trick. They made fun of her till she got home. Later, when Paul learned this he told the whole story to Doc. Stair. He replied Paul that he would make Jim suffer some how : "It’s a chinch Doc went up in the air and swore he’d make Jim suffer" These words from Doc. Stair may well encourage such a person like Paul about punishing Jim Kendall in his own way. We do not know exactly how old Paul is but it can be assumed that he is not very old, he may be a teenager. In his ages insults are much more damaging than knifes.

Masculine versus Feminine in To Kill a Mockingbird

In novels, masculine against feminine has been a popular writing technique throughout many writing achievements. Writers have displayed the masculine side as well as the feminine to express the setting of the story in which they are trying to write. Female writers have been suggested to have a difficult time in the interpretation of male characters within their writing. As Peter Shwenger states, â€Å"To suggest a similar assessment of writing by men is to remind us that the rich variety of writing alone† (621). However, in the book To Kill a Mockingbird, Harper Lee is able to express the underling roles of masculinity and femininity within the story using Atticus Finch and Calpurnia. Atticus Finch is the ideal father and a well esteemed lawyer. Becoming widowed when his children, Scout and Jem, were very young; he is still able work and provide a stable environment to raise his kids. Lee illustrates Atticus as the intelligent male role model he is intended to be He treats his kids the same way he treats adults. He does not talk down to them; and when discussing Scout going to school he tells her, â€Å"I’m afraid our activities would be received with considerable disapprobation by the more learned authorities† (Lee 35). Scout is used to him talking to them that way but still asks him what he means. Atticus allows his children to learn from him which in turn allows them to appreciate him more. He only wants them to do right and holds them to the same principles that he goes by. When he believes that Jem stabbed Bob Ewell, instead of trying to get Jem out of trouble he tells Sherriff Heck Tate, â€Å"Thank you from the bottom of my heart, but I don't want my boy starting out with something like this over his head. Best way to clear the air is to have it all out in the open. Let the county come and bring sandwiches. I don't want him growing up with a whisper about him, I don't want anybody saying, ‘Jem Finch†¦ his daddy paid a mint to get him out of that. ‘ Sooner we get this over with the better† (314). Atticus is balancing his duties as a father and priorities as a lawyer. He wants what is best for his son and other lawyers in his same position might have done everything in their power to prevent him from getting in trouble. Atticus, however, sees what has been done and is taking the proper action as a lawyer and a father. In the book, the reader sees Atticus as the hero, as a man willing to defend something he knows he is going to lose. All of the community respects him, and they do not lose respect when he takes the case of Tom Robinson, a black man accused of raping a white woman. He goes against the community and everything they have ever known when he represents Robinson in court. During the proceedings, he keeps his composure and does not put on a theatrical show for the town. Marie A. Failinger discusses Atticus’ demeanor during the trial, â€Å"A man who simply stood as witness. Just saying, simply, as he stood, that the case was about the community itself and its prejudice toward the Negro, and about whether the verdict was to be a moment set within or set apart from that reality† (305). This shows the type of man Atticus is. He does not let a high profile case get in the way of doing what is right. He wants the townspeople to see what is right too. He knows how to do his job and show what kind of man he is without trying to show it. Lee is able to articulate his masculinity by describing his temperament rather than explaining his characteristics. Although Atticus is by himself in court, he receives help from Calpurnia to bring up Scout and Jem. Calpurnia is a black woman who works for Atticus. She is more a part of the family than anything else. She has been the mother figure in the lives of Scout and Jem since Scout could remember. She is shown throughout the book in the white world of Alabama and Lee only gives the audience a small taste of what she is like in her own community. When Atticus is away she is there for the kids. She is tough on the rules, but is also nurturing. When Scout comes home from her first day of school, Calpurnia she kisses her. Scout is confused by it, but she just missed her being home during the day. When Calpurnia takes them to church she gives them a dime and when Jem insists on using his she says, â€Å"†I don't want anybody sayin' I don't look after my children† (Lee 134). She has always viewed them as her own. She shows them the caring side and her teachings of moral values runs parallel with Atticus’. She was also able to teach Scout how to write and because she is a black woman in the 1930s who is literate she never acts better than anyone else. Scout invites Walter Cunningham over for dinner and when she reticules him for the way he is eating Calpurnia scowls Scout to show her the type of lady should want to be. She tells Scout, â€Å"Hush your mouth! Don't matter who they are, anybody sets foot in this house's yo' comp'ny, and don't you let me catch you remarkin' on their ways like you was so high and mighty! Yo' folks might be better'n the Cunninghams but it don't count for nothin' the way you're disgracin' 'em – if you can't act fit to eat at the table you can just set here and eat in the kitchen! † (27). This is where the audience first sees Calpurnia take charge of a situation. She sees something she does not like and steps forward to address it. Calpurnia knows how to set her foot down with her surrogate family. It is her family and she knows how to be a woman about it. She knows she could have it a lot worse and is grateful that she works for someone like Atticus Finch. In the 1930s, African-American women workers were not always treated the same way as Calpurnia was. She is one of the few that is able to read and write. Although wages are never discussed in the book, according to Annie Barnes, â€Å"African-Americans' mistresses during the Depression paid as little as $5. 0 weekly for full- time laborers to wash windows and clothes, iron (as many as twenty-one shirts a shift), and wax floors† (30). Lee never shows Calpurnia participating in any of these things. The only thing she does, domestic wise, in the book is cook. The reader forgets that she is hired by the Finches’ and only witnesses her as the female role model in the children’s lives. Her femininity remains during the reading because she maintains the household and instills values in the children which they may not have learned from only their father. There are many characters in To Kill a Mockingbird. However, when the reader is thinking along the terms of masculinity, the most masculine character is Atticus Finch. He might not be able to play football like the other fathers in Scout’s class, but he represents what a true man should be. His characteristics and the way he handles himself makes him an ideal candidate for what being masculine is about. He might be a strong man, but he could not have done it without Calpurnia. She is the backbone of the family. She allows Atticus to work and keeps the children from running wild. Her femininity shows through from the beginning to end. She is a strong woman and knows what is right. She will not let things get in her way of life and knows how to be a lady in all situations. Being feminine or masculine is not so much about being a man or a woman, but about how the person handles themselves when faced with certain issues. Calpurnia and Atticus know exactly how to behave in all atmospheres and that is why, in this book, they are the male and female role models.

Bo Universe Design Specification

Universe and how does it fit in with Web Intelligence Reporting? . The universe represents the semantic layer over the database; it contains one or more connections to data sources, you can link able graphically and set up business friendly named objects that point to the columns of tables. These objects can be used by a report writer to query the databases and write reports using Business Friendly objects; this creates SQL In the background without the user requiring SQL knowledge. 3.What are the components of a universe in SAP BOO version 4? C. Connections, Data Foundation, Data Foundation Views, Business Layer and Business Layer views 4. What Is a data provider? D. A data provider represents the refreshable results from a query. From the data provider, a number of blocks and report tabs can be created within a document. . What standard presentation styles are available? E. Table, Crossbar, Form and any number of Charts.Can you schedule Web Intelligence reports? If so how? F. Yes y ou can use either Infinite In version 3 or the Bal Platform In version 4. 7. What Is wrong with this formula syntax? =Max() Forearm ) g. The for each syntax for an input context Is typically Inside the second parenthesis, we're also a missing a bracket. I would expect the bracketing to be around year. For example Max(;Sales Revenue; Forearm (;Year;))

Psy 300

|[pic] |Syllabus | | |College of Social Sciences | | |PSY/300 | | |General Psychology |Copyright  © 2009, 2006, by University of Phoenix. All rights reserved. Course Description General Psychology is a survey course which introduces the student to the major topics in scientific psychology as applied to human behavior. Applications of these principles will be made to the human experience. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Kowalski, R. & Westen, D. (2011). Psychology (6th ed. ). Hoboken, NJ: Wiley. All electronic materials are available on the student website. |Week One: The Science of Psychology | | |Details |Due |Points | |Objectives |Examine the major underlying assumptions of the various schools of thought in psychology. | | | |Explain how psychological research applies to various aspects of personal and social life. | | | | |Determine what guidelines should be applied to the evaluation of psychological research and | | | | |practices. | | | | |Identify ethical dilemmas that may arise in psychological research. | | | |Describe the basic biological foundations of psychology. | | | |Readings |Read Ch. 1–3 of Psychology. | | | | |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |4 out 7 days |2 | |Discussion Questions |Respond to weekly discussion questions. DQ 1: |2 | | | |Day 3 | | | | | | | | | |DQ 2: | | | |Day 5 | | |Nongraded Activities and |Use the link on the student web page to access and view the following video clips: | | | |Preparation | | | | |MyPsychLab |Branches of Psychology | | | | |The Complexity of Humans | | | |Learning Team Instructions |Resources: Learning Team Toolkit |Day 7 |2 | | |Complete the Learning Team Charter. | | | |Individual Foundations of |Prepare a 700- to 1,050-word paper in which you examine the foundations of psychology.In |Day 7 |10 | |Psychology Paper |your paper be sure to address the following components: | | | | | | | | | |Identify the major schools of thought in psychology and examine their major underlying | | | | |assumptions. | | | | |Identify the primary biological foundations of psychology linked to behavior. | | | | | | | | | |Prepare to discuss this paper in class. | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Two: Sensation and Perception | |Learning | | |Details |Due |Points | |Objectives | | | | | |Describe the concepts of transduction and absolute threshold. | | | |Examine sensation as it relates to the visual, auditory, tactile, olfactory, and gustatory | | | | |systems. | | | | |Distinguish sensation from perception. | | | | |Explore the conditioning processes involved with learning. | | | | |Distinguish between classical and operant conditioning. | | | | |Define unconditioned stimulus, conditioned stimulus, reinforcement, shaping, and extinction. | | | |Examine cognitive-social models of learning. | | | |Readings |Read Ch. 4 & 5 of Psychology. | | | | |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |4 out of 7 days|2 | |Discussion Questions |Respond to weekly discussion questions. |DQ 1: |2 | | | |Day 3 | | | | | | | | |DQ 2: | | | | |Day 5 | | |Activities and Preparation |Use the link on the student web page to access and view the following video clips: | | | | | | | | | |A Nobel-Winning Study in Feat ure Detectors | | | | |Frequency and Amplitude of Sound Waves | | | | |The Shaping Process | | | | | | | | | |Learning Team: Outline for Week 3 Paper | | | | | |Day 7 |4 | |Individual |Prepare a 1,050- to 1,400-word paper in which you discuss phobias and addictions as related |Day 7 |10 | |Phobias and Addictions Paper |to classical and operant conditioning. Phobias and addictions are two emotional difficulties| | | | |which learning theorists can account for. Be sure to include the following: | | | | | | | | | |Explore how phobias can be developed through classical conditioning. | | | | |Explore how addictions can be developed through operant conditioning. | | | |Distinguish between classical and operant conditioning. | | | | |Explain what extinction means and how it is achieved in both classical and operant | | | | |conditioning. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | Week Three: Memory, Thought, Language, and Intelligence | | |Details |Due |Po ints | |Objectives | | | | | |Examine the processes of memory and information processing. | | | | |Describe short-term memory and long-term memory in relationship to each other. | | | | |Compare and contrast language, thought, reasoning, and problem solving. | | | |Explore the definitions of intelligence and the validity of intelligence measurements. | | | | |Articulate the relationship between memory and intelligence. | | | |Readings |Read Ch. 6–8 of Psychology. | | | | |Review this week’s Electronic Reserve Readings | | | |Participation |Participate in class discussion. |4 out of 7 days|2 | |Discussion Questions |Respond to weekly discussion questions. |DQ 1: |2 | | |Day 3 | | | | | | | | | |DQ 2: | | | | |Day 5 | | |Individual Gardner |Prepare a 1,050- to 1,400-word paper in which you discuss the theory of multiple |Day 7 |10 | |Intelligence paper |intelligences developed by Howard Gardner. Pick three and discuss how each can have an | | | | |impact on your personal success.Below is a list of the eight intelligences: | | | | | | | | | |Linguistic | | | | |Musical | | | | |Logical-Mathematical | | | | |Naturalist | | | | |Spatial | | | | |Bodily-Kinesthetic | | | | |Intrapersonal | | | | |Interpersonal | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Learning Team Prepare a 1,050- to 1,400-word paper in which you discuss the type of environment that |Day 7 |10 | |Sensation, Perception, and |facilitates the attention and perceptive processes of each Learning Team member. In order to | | | |Attention Paper |prepare your report, perform the following activities: | | | | | | | | | |Conduct an open dialogue about each team member’s threshold for auditory stimuli. | | | | | | | | |Compare the experiences and comfort levels of each team member with dichotic listening, or | | | | |the â€Å"cocktail party† phenomenon. | | | | | | | | | |Discuss how dividing attention facilitates or impedes each team memberâ⠂¬â„¢s learning. | | | | | | | | |Identify and articulate what you see as the sensory perception problem involved. | | | | | | | | | |Make recommendations and ground rules that will accommodate the auditory sensation, | | | | |perception, and attention to learning during your Learning Team meetings. | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Four: Motivation and Personality | |Human Development | | |Details |Due |Points | |Objectives | | | | | |Examine basic theories of motivation. | | | |Compare and contrast theories of personality in terms of how they explain an individual’s | | | | |unique patterns and traits. | | | | |Determine the usefulness and the limitations of personality testing. | | | | |Identify basic theories of development. | | | | |Distinguish between the influences of heredity and environment on psychological development. | | | |Readings |Read Ch. 10, 12, & 13, of Psychology. | | | |Review this week’s Electronic Reser ve Readings | | | | | | | | | |Learning Team: Outline for the week 5 paper |Day 7 |4 | |Participation |Participate in class discussion. |4 out of 7 days|2 | |Discussion Questions |Respond to weekly discussion questions. |DQ 1: |2 | | | Day 3 | | | | | | | | | |DQ 2: | | | | |Day 5 | | |Individual |Resources: Articles located through the University Library or other sources |Day 7 |10 | |Life Span Development and | | | | |Personality Paper |Select a famous individual from the 20th or 21st centuries. Conduct research concerning the | | | | |background of your selected individual to determine what forces have impacted his or her life| | | | |from the viewpoint of developmental psychology. | | | | | | | | |Prepare a 1,050- to 1,400-word paper in which you address the following items: | | | | | | | | | |Distinguish between the influences of heredity and environment on the person’s psychological | | | | |development. Be sure to specify which area of psychological development: moral, emotional, or| | | | |other. | | | | | | | | | |What family issues or social support systems may have influenced the person’s developmental | | | | |growth and adjustment? | | | | | | | | |Select two different theories of personality and apply them to your selected figure, and | | | | |answer the following question: How does each theory differ in terms of how it explains the | | | | |individual's unique patterns or traits? | | | | | | | | | |Explain which theoretical approach you believe best explains the individual's behaviors and | | | | |achievements.Make sure to explain why you made this choice. | | | | | | | | | |Use a minimum of three sources and be prepared to discuss your paper in class. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | Week Five: Social Psychology | |Abnormal Psychology and Therapy | | |Details |Due |Points | |Objectives | | | | | |Analyze precursors and consequences of human interaction in terms of social psychology | | | | |concepts. | | | | |Explore basic concepts of human interaction from a social psychology perspective. | | | | |Define abnormal psychology in contrast to â€Å"normal psychology. † | | | | |Examine mental disorders and mental illness from the psychological perspective. | | | |Compare and contrast therapies designed for each school of thought in psychology for treating| | | | |mental disorders. | | | |Readings |Read Ch. 14-17 of Psychology. | | | | |Review this week’s Electronic Reserve Readings | | | |Participation |Participate in class discussion. |4 out of 7 days|2 | |Discussion Questions |Respond to weekly discussion questions. DQ 1: |2 | | | |Day 3 | | | | | | | | | |DQ 2: | | | | |Day 5 | | |Individual |Resources: Articles located through the University library or other sources |Day 7 |10 | |Social Influences on Behavior | | | | |Paper |Prepare a 1,050- to 1,400-word paper in which you examine basic concepts of human interaction| | | | |from a psychology perspect ive. In your examination, describe at least two examples of how | | | | |human behavior changes based on social situations. In your description be sure to address the| | | | |following: | | | | | | | | |Describe the specific behaviors. | | | | | | | | | |Describe the context in which the behaviors occurred. | | | | | | | | | |Analyze precursors and consequences of the behaviors in terms of social psychology concepts. | | | | | | | | |Identify any associated phenomenon with your selected behaviors, such as social facilitation,| | | | |social loafing, or groupthink. | | | | | | | | | |Determine if the exhibited behaviors necessitate therapeutic intervention. | | | | | | | | |Prepare to discuss your paper in class. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Learning Team |Prepare a 1,050- to 1,400-word paper in which you discuss abnormal psychology and therapy. In|Day 7 |10 | |Abnormal Psychology and |your paper, be sure to address each one of the follo wing items: | | |Therapy Paper | | | | | |Compare and contrast normal and abnormal psychology. | | | | |Examine at least two mental disorders and two mental illnesses from the perspective of | | | | |psychology. | | | | |Discuss the similarities and differences among the therapies for each school of thought in | | | | |psychology for treating mental disorders. | | | | |Use a minimum of three sources and be prepared to discuss your paper in class. | | | | | | | | |Format your paper consistent with APA guidelines. | | | Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited i n accordance with University of Phoenix ® editorial standards and practices.