Analysis Of Shakespeare s Othello - 1567 Words

WOMEN’S ROLE IN SOCIETY: DISECTING THE MISOGONY IN SHAKESPEARE’S OTHELLO Judging Othello from a self-proclaimed feminist Audre Lorde’s perspective allows the reader to see the double standards women faced in the Elizabethan society. Today our society assigns gender roles to children from birth. From the baby dolls needing care and EZ Bake Oven toys, little girls are encouraged at an early onset to lead domesticated lives. Boys on the other hand, are given cars and action figures that can take rough-housing because this is considered the type of behavior that was expected of them. Although gender roles are still a part of our society, we have made great progress from where our society was hundreds of years ago. Elizabethan era gender roles were established early on and were made clear. Having little to no control over their destiny, it was normally a father’s responsibility (or another male figure) to decide when and to whom his daughter would marry. A woman’s place was at home taking care of the family. To reinforce this, as children women were trained in the ways of home life so when they finally married they would know their role. Shakespeare’s Othello illustrates Lorde’s argument that women are among the group of people Western history has conditioned to view their differences as binary opposites: â€Å"dominant/subordinate, good/bad, up/down, superior/inferior† (Lorde 845) where men are considered to be â€Å"dominant/superior† and women the subordinate/inferior. Through anShow MoreRelatedAnalysis Of Shakespeare s Othello 1131 Words   |  5 PagesAn Analysis of Othello by Shakespeare Shakespeare is known for his use of recurring themes throughout his work, including love, death and betrayal. These themes are present in his work of Othello. However, the most fundamental issue is jealousy. The lives of the characthers in Othello are ruined by jealousy from the beginning to the end of the play. The telling of the story is carried out by passion, jealousy, and death. Shakespeare’s Othello reveals devastating tragic inevitability, stunning psychologicalRead MoreAnalysis Of Shakespeare s Othello 913 Words   |  4 Pageshave to explain themselves and their actions to their possessions.One of the examples of women s role is given by Shakespeare In act 3 of Othello,when Iago’s wife Emilia says, â€Å"I know nothing but to please his fantasy†(3.3.299). From the beginning of the play women s role is clearly shown as being a commodity , a thing of ownership. Even when Iago in hopes of causing trouble for Othello wakes up Brabantio he refers to Desdemona as a possession rather than a person, ‘Zounds, sir, youRead MoreAnalysis Of Shakespeare s Othello 1447 Words   |  6 PagesHaimon and Iago This is a story of two men, from two very different walks of life. Their names – Iago and Haimon. Iago being the older of the two, a seasoned soldier and right hand man to general Othello of Venice, was known for his â€Å"honesty† and â€Å"wisdom†. The younger, Prince Haimon son of King Creon, wise beyond his years, highly compassionate, and active. One man used his mind for positive purposes, and the other for negative. The differences in these characters and their actions, show thatRead MoreAnalysis Of Shakespeare s Othello 902 Words   |  4 PagesManga Shakespeare is able to properly convey Shakespeare’s original story and language through its use of images, original text, and speech bubbles. The manga’s use of different speech bubbles conveys the intended language and emotions of Othello, as if it is being preformed rather than if it is simply read, thus putting forth a product that accurately depicts Othello in a similar fashion to wh ich the play originally was intended to be viewed. One of the ways Shakespeare’s language is conveyedRead MoreAnalysis Of Othello s Othello By William Shakespeare Essay2117 Words   |  9 Pages Racist Ideology As Seen In Othello As a writer, William Shakespeare possessed an uncanny ability to address topics that were, for the most part, unnoticed in society. Every one of his characters feels realistic because they are so complex and based on psychological motivations. When Shakespeare’s Othello was first written, there was undoubtedly a complicated relationship between white English citizens and so called â€Å"foreigners†. However, society’s inability to understand or accept different culturesRead MoreAnalysis Of Shakespeare s Othello, By William Shakespeare1040 Words   |  5 PagesWhen pairs of texts are considered together, their universal themes and ideas lead to greater understanding, appreciation and insight of both the old and the new. The texts Othello, William Shakespeare (1600) and Othello, Geoffrey Sax (2001), ring true for this statement. Despite the differing contexts and ages, the universal themes of racism and betrayal bring new meaning to each of the texts. The primary meaning from the juxtaposition of the two is that of the human condition, and how the problemsRead MoreAnalysis of William Shakespeare ´s Othello737 Words   |  3 PagesThe Tragedy of Othello, a play by William Shakespeare, was written in the early 1600’s. If Othello was written in a different time, 21st century America, the view of people of different genders and races would differ, women would be held to a more equal social standard and the issue of Othello being black, wouldn’t be as prominent when he marries Desdemona. This play was written in a time where it was essential to follow cultural values. During this time women were expected to respect all maleRead MoreAnalysis Of William Shakespeare s Othello889 Words   |  4 Pagessaw as issues in their respective cultures and societies. William Shakespeare in one of his most famous plays Othello lies out a problem which he thought was pertinent enough for him to deal with directly, that is the problem of race. Othello was a Moor, a man of African descent who was put in a hostile situation by being put in Venice a primarily white society. The role of race in Othello and the kind of language used by Shakespeare throughout the play point towards Othello’s race and how othersRead MoreAnalysis Of William Shakespeare s Othello1603 Words   |  7 PagesMAJOR WORKS REVIEW GENERAL 1. Title - Othello 2. Author - William Shakespeare 3. Date of Original Publication - 1622 4. Novel Type - Play STRUCTURE 1. Point of View - Iago 2. Relationship to meaning: The reader sees things the way that Iago sees them. This gives the reader an inside look on Iago’s evil plans, which also leads to a better understanding of all of the other characters, but Iago especially. The reader sees how Iago manipulates so many of the characters, like Roderigo and MontanoRead MoreAnalysis Of William Shakespeare s Othello 992 Words   |  4 PagesElleana Morrison Professor Connor Shakespeare 340 Midterm Paper, Prompt 5 7 April 2016 A Black Iago Othello is, in the opinion of many, one of Shakespeare’s most prolific plays. It broke the mold by assigning the lead protagonist role to a black man, and the central love story is of that between this older black man and a young white woman. Othello has perhaps the most wicked- and likable- villain in all of Shakespeare’s work. It has love- both fulfilled and unrequited, family conflict, rebelling

Why Shouldn’t We Lower the Blood Alcohol Rate Essay

Why Shouldn’t We Lower the Blood Alcohol Rate? It is a tragic truth: About 10,000 lives are lost in the United States because of drunk driving each year. Alcohol is wildly known as one of the main reasons of causing social security issue. Small amount can make people feel relaxed, but bigger amount could make them loss their coordination, get feeling of confusion and disorientation, and significantly slowed their reaction time. On average, one person dies every hour because of alcoholic traffic accident in United State. Therefore, the NTSB put out a recommendation last May that the legal blood alcohol content (BAC) level for drivers should be lowered from the current level of .08% to .05%. But for several reasons, we shouldn’t lower the†¦show more content†¦This is in addition to the effect this trend has already had on the food, beverage, bar and restaurant industry. The road to hell is paved with good intentions, and while the intention of these laws is to sa ve people’s lives, the implementation can and does cause problems. More important, this law probably won’t do much to reduce drunken driving accident. According to NTSB cites’ statistics, only 8 % of all drivers between .05 to .08 BAC involved in fatal accidents. And that number doesnt even report whether alcoholic impairment caused the accident. NTSB says that .05 is reasonable because driving performance would be affected before a driver reaches .08. That is definitely correct. But plenty of factors could influence driving performance. Medications, electronic distractions, lost sleep, and missed meals could all be the factors of causing accident. Drivers whose BAC is between .01 and .08 is only 5 percent of all highway deaths. The agency predicts that a driver with .05 BAC is 38 percent more likely to crash than the driver who is clear-headed. 38 percent sounds like a lot, but is it really worth to cost that much money and resources to prevent it? Law enforcem ent never comes free, and the government’s resources are limited. Shouldn’t government spend their limited resources on other worthyShow MoreRelatedThe Effects Of Alcohol And Drugs On Society Essay1510 Words   |  7 PagesAlcohol’s importance in our social history is sufficiently great. Even more significant is the abuse of alcohol and how alcohol has affected modern society. For several decades, alcohol and drugs has been a major problem in our society. Not only has the drug problem increased but also drug related problems are rising day by day. There is no crime in the world that kills teenagers more than alcohol does. Those substances affect the body in many ways. As they say, anything that anyone gets addicted toRead MorePersuasive Essay On Underage Drinking1515 Words   |  7 PagesAlmost everyone can agree that alcohol should not be given or allowed to children or young adults under a certain age. Alcohol is a substance that is very dangerous and if you used incorrectly or immaturely the consequences can be great danger to the users or the ones around them. The topic of lowering the drinking age has been in discussion for many decades. â€Å"Between 1970 and 1976, 29 states lowered their age for drinking alcohol. The results were catastrophic. Highway deaths among teenagers andRead MoreHow Drinking Alcohol Affects the Brain Essay example1713 Words   |  7 Pages The topic I chose for my essay is how alcohol can affect the brain. I used Google and Bing as my research database. Initially I found a lot of information on drinking alcohol, but that covered every aspect of it. I wanted to incorporate as much information that I had found on drinking alcohol as I could. From drinking and driving, how people think when they are under the influence, to how alcohol affects the brain. I wanted to make sure I touched base with everything I had learnedRead MoreThe Minimum Drinking Age Should Be Legal1983 Words   |  8 Pagescould drink a little alcohol when they were only 18 years old? Many people believe that if we allow drinking at younger ages such as 18 or 19 it would get rid of the â€Å"forbidden fruit† effect on alcohol. This is a way of thinking for fools about the problem of legal age of alcohol consumption. The reasons why we shouldn’t change the drinking age to 18 are it damages brain development and it causes more social problems. This problem came about soon after the Prohibition on alcohol was repealed in 1933Read MorePet Theft Is A Sad Reality977 Words   |  4 PagesPets are one of the most time-honored home security systems ever conceived, but as pet owners we know it’s our responsibility to protect our furry family members from every bad thing that could potentially happen. But as every great pet owner knows – preventing the bad things from happening is easier said than done! Keeping your pets safe while you are away from home can be an extremely challenging matter. If you have never experienced life with a pet in your home, you need to know that PETS HAVERead More Diabetes Mellitus Essay1538 Words   |  7 Pagesbody’s fat, liver and muscle cells don’t respond normally to insulin so blood sugar can’t be stored for energy. The cause is a combination of lifestyle and genetic factors. Some cases include toxins from plastics. Type 2 occurs gradually with most cases of people who are overweight. When you’re overweight the fat interferes with your body’s capability to use insulin. If sugar can’t enter the cells, sugar builds up in the blood causing hyperglycemia. Other serious problems stemming from diabetesRead MoreEssay about P1 Public Health Strategies in the Uk and Their Origins.7669 Words   |  31 Pagescheck up on teeth and make sure they are in good condition plus Orthodontic. Also the NHS provide a fre e midlife MOT to check people aged between 40-74, to make sure they are in good health and to help reduce the number of elderly who suffer with high blood pressure. Also for HIV, they monitor the health of the population with HIV tracking the number of people with HIV within the population. This helps the NHS find out the population of people with HIV in order for them to take further actions. -IdentifyingRead MoreThe Drinking Age Should Be Lowered2353 Words   |  10 PagesDrinking Age Over the years the drinking age or the drinking laws have been questioned and changed many times. For a few years now more recently question being, should the drinking age be lowered to eighteen? Or why shouldn’t it? In the United States, binge drinking has been a big problem. Its one of the top causes for traffic tragedies as well as other health issues that come along with it, especially among college students. However since the drinking age has changed from being 18 to 21 thereRead MoreThe National Drinking Age Research Paper2214 Words   |  9 Pagescharacterized as being an adult (legally and socially), one of the rights that should come along with that is drinking alcohol. Also, that if we were to lower the drinking age, less young adults would be inclined to consume alcohol because it would decrease the thrill of breaking the law. On the opposite side, people who want to keep the drinking age at 21 point out that there will be fewer alcohol-related injuries and fatali ties in both health conditions and motor vehicle accidents. Additionally, they stateRead MoreFailed Weight Loss Of Bariatric Surgery Essay2340 Words   |  10 Pages â€Å"I think I may go out on the town today and see what kind of fun things I can do.† Mommy look at that fat girl, fat people shouldn’t be allowed out, quack quack waddle fat girl, hey shamu go back to the water. These are some of the things that I have endured and heard on a day-to-day when going out in public as an obese individual. Like myself, a lot of other obese individuals have embarked on many failed weight loss attempts only to gain instead of lose weight. Bariatric Surgery is a great lifelong

Just before the beginning of World War II, Albert Essay Example For Students

Just before the beginning of World War II, Albert Essay Einsteinwrote a letter to President Franklin D. Roosevelt. Urged byHungarian-born physicists Leo Szilard, Eugene Wingner, and EdwardTeller, Einstein told Roosevelt about Nazi German efforts to purifyUranium-235 which might be used to build an atomic bomb. Shortly afterthat the United States Government began work on the Manhattan Project. The Manhattan Project was the code name for the United States effortto develop the atomic bomb before the Germans did. The firstsuccessful experiments in splitting a uranium atom had been carriedout in the autumn of 1938 at the Kaiser Wilhelm Institute inBerlin(Groueff 9) just after Einstein wrote his letter. So the racewas on. Major General Wilhelm D. Styer called the Manhattan Projectthe most important job in the war . . . an all-out effort to build anatomic bomb.(Groueff 5) It turned out to be the biggest developmentin warfare and sciences biggest development this century. The mostcomplicated issue to be addressed by the scientists working on theManhattan Project was the production of ample amounts of enricheduranium to sustain a chain reaction.(Outlaw 2) At the time,Uranium-235 was hard to extract. Of the Uranium ore mined, only about1/500 th of it ended up as Uranium metal. Of the Uranium metal, thefissionable isotope of Uranium (Uranium- 235) is relatively rare,occurring in Ura nium at a ratio of 1 to 139.(Szasz 15) Separating theone part Uranium-235 from the 139 parts Uranium-238 proved to be achallenge. No ordinary chemical extraction could separate the twoisotopes. Only mechanical methods could effectively separate U-235from U-238.(2) Scientists at Columbia University solved thisdifficult problem. A massive enrichment laboratory/plant(Outlaw 2)was built at Oak Ridge, Tennessee. H. C. Urey, his associates, andcolleagues at Columbia University designed a system that worked onthe principle of gaseous diffusion.(2) After this process wascompleted, Ernest O. Lawrence (inventor of the Cyclotron) at theUniversity of California in Berkeley implemented a process involvingmagnetic separation of the two isotopes.(2) Finally, a gas centrifugewas used to further separate the Uranium-235 from the Uranium-238. TheUranium-238 is forced to the bottom because it had more mass than theUranium-235. In this manner uranium-235 was enriched from its normal0.7% to weapons grad e of more than 90%.(Grolier 5) This Uranium wasthen transported to the Los Alamos, N. Mex., laboratory headed by J. Robert Oppenheimer.(Grolier 5) Oppenheimer was the major forcebehind the Manhattan Project. He literally ran the show and saw to itthat all of the great minds working on this project made theirbrainstorms work. He oversaw the entire project from its conception toits completion.(Outlaw 3) Once the purified Uranium reached NewMexico, it was made into the components of a gun-type atomic weapon. Two pieces of U-235, individually not large enough to sustain a chainreaction, were brought together rapidly in a gun barrel to form asupercritical mass that exploded instantaneously.(Grolier 5) It wasoriginally nicknamed Thin Man'(after Roosevelt, but later renamedLittle Boy (for nobody) when technical changes shortened theproposed gun barrel.(Szasz 25) The scientists were so confident thatthe gun-type atomic bomb would work no test was conducted, and it wasfirst employed in military action over Hiroshima, Japan, on Aug. 6,1945.(Grolier 5) Before the Uranium-235 Little Boy bomb had beendeveloped to the point of seeming assured of success,(Grolier 5)another bomb was proposed. The Uranium-238 that had been earlier ruledout as an option was being looked at. It could capture a free neutronwithout fissioning and become Uranium-239. But the Uranium-239 thusproduced is unstable (radioactive) and decays first to neptunium-239and then to plutonium-239.(Grolier 5) This proved to be usefulbeca use the newly created plutonium-239 is fissionable and it can beseparated from uranium by chemical techniques,(6) which would be farsimpler than the physical processes to separate the Uranium-235 fromthe Uranium-238. Once again the University of Chicago, under EnricoFermis direction built the first reactor. This led to theconstruction of five large reactors at Hanford, Wash., where U-238 wasirradiated with neutrons and transmuted into plutonium.(6) Theplutonium was sent to Los Alamos. The problem to overcome in thedevelopment of the plutonium bomb was an isotope of plutonium. Thescientists feared this isotope would cause premature detonation andmost of the plutonium would blow apart before it could all fission. .u752c2734f3dff3f6f427c9563b808061 , .u752c2734f3dff3f6f427c9563b808061 .postImageUrl , .u752c2734f3dff3f6f427c9563b808061 .centered-text-area { min-height: 80px; position: relative; } .u752c2734f3dff3f6f427c9563b808061 , .u752c2734f3dff3f6f427c9563b808061:hover , .u752c2734f3dff3f6f427c9563b808061:visited , .u752c2734f3dff3f6f427c9563b808061:active { border:0!important; } .u752c2734f3dff3f6f427c9563b808061 .clearfix:after { content: ""; display: table; clear: both; } .u752c2734f3dff3f6f427c9563b808061 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u752c2734f3dff3f6f427c9563b808061:active , .u752c2734f3dff3f6f427c9563b808061:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u752c2734f3dff3f6f427c9563b808061 .centered-text-area { width: 100%; position: relative ; } .u752c2734f3dff3f6f427c9563b808061 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u752c2734f3dff3f6f427c9563b808061 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u752c2734f3dff3f6f427c9563b808061 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u752c2734f3dff3f6f427c9563b808061:hover .ctaButton { background-color: #34495E!important; } .u752c2734f3dff3f6f427c9563b808061 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u752c2734f3dff3f6f427c9563b808061 .u752c2734f3dff3f6f427c9563b808061-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u752c2734f3dff3f6f427c9563b808061:after { content: ""; display: block; clear: both; } READ: Comic spirit and Bringing Down the House EssayTo overcome this so-called defect of nature, the plutonium had tobe brought into a supercritical mass far faster than conventionalballistics could achieve.(Grolier 6) Physicist Seth Neddermeyer andmathematician John von Neumann devised the theory of implosion. Asubcritical sphere of plutonium was surrounded by chemicalhigh-explosives. The 5,300 pounds of explosives were all carefullyshaped as lenses. When these were detonated, they focused the blastwave so as to compress the plutonium instantly into a supercriticalmass.(Szasz 25) This was much more complex, and many people doubtedthat it would work. There was a debate at Los A lamos about whether totest the new plutonium implosion bomb before it was actuallydropped. Harvard explosives expert George B. Kistiakowsky andOppenheimer both argued for such a test, but initially Groves wasopposed. He was afraid that if the test failed, the precious plutoniumwould be scattered all across the countryside.(Szasz 26) BrigadierGeneral Leslie R. Groves, the man the army placed in charge, waseventually persuaded. Hanfords plutonium production was increasingfast enough so that a test would cause little delay in time. Theyfeared that if they dropped the untested plutonium bomb and it failedto work, the enemy would find themselves owners of a gift atomicweapon.(Szasz 26) The final agreement for the test was that the bombwould be placed in a gigantic, 214-ton, cylinder-shaped tank (calledJumbo).(Szasz 26) If the plutonium correctly fissioned, the tankwould be vaporized. If it did not work correctly, the conventionalexplosives would be contained in the tank and the plutonium would stayin the tank. After further development of the implosion design andfears that Jumbo would dramatically distort all their complicatedinstrumentation-the raison dtre for the test,(Szasz 36) theworlds largest pressure tank was not used. On Monday, July 16, 1945,at 5:29:45 A.M., Mountain War Time, the plutonium bomb ignited at theTrinity site, a remote site in the New Mexico desert. The explosioncreated s brilliant flash that was seen in three states.(Szasz 83)There were many reports from civilians from all over that describedthe experience. People who saw it said it looked like the sun hadrisen for a few minutes and then went back down. Others thought theyhad seen a large plane or meteor crash. A sheep herder who was layingsleeping on a cot fifteen miles away was blown off. The SmithsonianObservatory on Burro Mountain confirmed a shock but noted that thevibrations were unlike any earthquake ever recorded.(Szasz 84) Aneight year-old boy was awakened and ran for his Methodist p arents, andthey considered if this might be the end of the world. The mostpowerful statement that has been cited in practically every coverageof the atomic bomb is Georgia Greens experience. She was being drivento Albuquerque. What was that? she asked her brother-in-law, who wasdriving. This was very unusual because Georgia Green was blind. Brigadier General Farrell wrote a letter for the Secretary of War. No man-made phenomenon of such tremendous power had ever occurredbefore . . . Thirty seconds after the explosion came, first, the airblast pressing hard against people and things, to be followed almostimmediately by the strong, sustained, awesome roar which warned ofdoomsday and made us feel that we puny things were blasphemous to daretamper with forces heretofore reserved to the Almighty. Words areinadequate tools for the job of acquainting those not present with thephysical, mental and psychological effects.(Groueff 355) Uponwitnessing the explosion, reactions among the bombs creators weremixed. Their mission had been successfully accomplished, however, theyquestioned whether the equilibrium in nature had been upset as ifhumankind had become a threat to the world it inhabited.(Outlaw 3)Oppenheimer was ecstatic about the success of the bomb, but quoted afragment from Bhagavad Gita. I am become Death, the destroyer ofworlds. Many people who were involved in the creation of the atomi cbomb signed petitions against dropping the bomb. The atomic bomb hasbeen used twice in warfare. The Uranium bomb nicknamed Little Boy,which weighed over 4.5 tons, was dropped over Hiroshima on August 6,1945. At 0815 hours the bomb was dropped from the Enola Gay. It missedGround Zero at 1,980 feet by only 600 feet. At 0816 hours, in theflash of an instant, 66,000 people were killed and 69,000 people wereinjured by a 10 kiloton atomic explosion.(Outlaw 4) See blast rangesdiagram Nagasaki fell to the same treatment as Hiroshima on August 9,1945. The plutonium bomb, Fat Man, was dropped on the city. Itmissed its intended target by over one and a half miles. Nagasakispopulation dropped in one split-second from 422,000 to 383,000. 39,000were killed, over 25,000 were injured. That blast was less than 10kilotons as well. Physicists who have studied the atomic explosionsconclude that the bombs utilized only 0.1% of their respectiveexplosive capabilities.(Outlaw 4) Controversy still exists a boutdropping the two atomic bombs on Japan. Arguments defending theJapanese claim the atomic bomb did not win the war in the Pacific; atbest, it hastened Japanese acceptance of a defeat that was viewed asinevitable.(Grolier 8) Other arguments state that the United Statesshould have warned the Japanese, or that we should have invited themto a public demonstration. In retrospect that U.S. use of the atomicbomb may have been the first act of the cold war.(Grolier 8) On theother side, advocates claimed that the invasion of the Japaneseislands could and would result in over one million military casualtiesplus the civilian losses based on previous invasions of Japaneseoccupied islands.

Latan and Darleys cognitive model Essay Example

Latan and Darleys cognitive model Paper According to Piliavin, there are two major influences on Bystander intervention, the first is arousal, the response to the need or distress of others; this is the basic motivational construct. This component suggests that the bystander feels discomfort and seeks to reduce this by intervention. This component differs from Latanà ¯Ã‚ ¿Ã‚ ½ and Darleys model as it moves away from cognitive processes. The second component, cost-reward, is similar to the decision model as it introduces cognition. In this section the Bystander determines the costs and rewards of intervening or remaining uninvolved. This is similar to stage 3 in the decision model whereby the Bystander decides whether to assume personal responsibility. The idea that the Bystander will choose the response that most rapidly reduces the discomfort produced by arousal is supported by Dovidio et al. 1991. (Gross 2001) Another factor in explaining why bystanders choose not to intervene that can be applied to both theories is the cost of time. This was shown in a content analysis of answers given in response to five written traffic accident scenarios (Bierhoff et al. 1987) (Montada Bierhoff 1991). People who have demanding lives find waiting frustrating, this is why the willingness to sacrifice time for a person in need can be seen as generous (time is money: Bierhoff Klein, 1988) (Gross 2001). The most frequently mentioned motives for helping were; enhancement of self esteem and moral obligation. These motives are clearly demonstrated in Piliavins model within the cost-reward component. We will write a custom essay sample on Latan and Darleys cognitive model specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Latan and Darleys cognitive model specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Latan and Darleys cognitive model specifically for you FOR ONLY $16.38 $13.9/page Hire Writer One fundamental difference between Piliavin et al.s (1969, 1981) Arousal-Cost-Reward model and Latanà ¯Ã‚ ¿Ã‚ ½ and Darleys (1970) Cognitive model is the structure. Latanà ¯Ã‚ ¿Ã‚ ½ and Darley focused on a stage-by-stage procedure to determine whether help would be given; this model suggests that bystander intervention would not occur unless all five stages are completed. However, Piliavin et al. focused specifically on two main components to explain bystander behaviour. A similarity between the structures is the cause and effect relationship, in both the cognitive and the arousal-cost-reward model the preceding stages/components affected the outcome and therefore determined whether intervention occurred. One theory that connects both Latanà ¯Ã‚ ¿Ã‚ ½ and Darleys Cognitive model and Piliavin et al.s Arousal-Cost-Reward model is Sherifs (1935) Autokinetic Paradigm; a study in which Sherif used this optical illusion to determine participants reactions when asked to say how far the light was moving. Results showed that 100% of participants changed their answers when put in groups with confederates. This, it has been suggested, is similar to the nature of an emergency as both situations involve uncertainty, ambiguity and a lack of structure in terms of a proper basis for judgement or action. Therefore it could be assumed that in both cases the individual will look to others for guidance on how to think and act. This has been shown in Latan and Rodins (1969) experiment (Latan Nida 1981) and also in the case study of Kitty Genovese case (1964) (Gross 2001). Research has found that not only does the influence of others determine Bystander Behaviour; gender is also seen to have an effect on Bystander intervention. In terms of the arousal-cost component of Piliavins model, research has suggested that women help only certain people in certain ways (Eagly Crowley 1986). This could help to explain why some bystanders experience higher levels of arousal than others. The idea of gender could also be applied to Latan and Darleys cognitive model within the final stage in that women may feel more competent in some situations and therefore are more likely to intervene then men. In conclusion, Latanà ¯Ã‚ ¿Ã‚ ½ and Darleys (1970) Cognitive model and Piliavin et al.s Arousal-Cost-Reward model have many similarities between them. They both attempt to explain why bystanders intervene in an emergency by using cognitive processes; they also address the possibility of social influences affecting bystander intervention. However a fundamental difference between them is in the cost-reward component of Piliavins model as it raises the issue of personal gains or costs from intervening whereas Latanà ¯Ã‚ ¿Ã‚ ½ and Darley only address this briefly within stage three of the decision model. Despite these similar and contrasting ideas both theories have had a huge impact on social psychology and continue to generate research. References: Cardwell, M., Clark, L., Meldrum C. (2001). Psychology for A2 Level. p64. Corsini, R.J. (1999) The Dictionary of Psychology. p133. Eagly, A and Crowley, M. (1986). Gender and Helping Behaviour: A meta analysis review of the social psychology literature. Psychological Bulletin, vol 100, no 3, p284. Gross, R. (2001). Psychology: The Science of Mind and Behaviour (Fourth Edition). pp434-438.

Homosexuality, Religion and Atheism

Introduction Homosexuality draws mixed reaction from across the globe. Issues like cultural values, religious context, atheism, political stability, and economic empowerment of the people in a particular setting would play a pivotal role in accepting this sexual orientation. These factors determine homosexual acceptability in the society, although other forces would have a significant role in the determination of its acceptance.Advertising We will write a custom essay sample on Homosexuality, Religion and Atheism specifically for you for only $16.05 $11/page Learn More This topic is common in most popular cultural setting although there is little literature work on the same to dissect adverse opinion and ways of embracing diverse opinion on the same. In this context, the conservatives draw their arguments from religious teachings whereas the atheists or the liberals embrace the need to have a society of diverse cultural orientation. The debate experience s opposing views from philosophers, most of whom are Christian and Muslims. These conclusions come from their spiritual perspective and thus do not clearly stipulate the desire to accommodate diverse religious inclinations on the same ground. Literature review A decade ago religion was the most important predictor in defining the attitude of homosexuality in the society, Adamczyk and Pitt (2009) bring an elaborate diverse opinion on the debate. They believe that acceptance of homosexuality depends on the existing laws that regulate the same sex marriages, possible penalties when viewed as social misfit, and diversity in national or cultural orientation. This last aspect shows the importance of religion in explaining the attitude on the debate. In fact, macro and micro support survival and personal beliefs that carry weight in defining the attitudes of homosexuality (Olson et al., 2006; Yip, 2005). It is from this context that one draws the importance of opinion as the best alternati ve in formulating law, shaping the direction of cultural inclination and thus religion. Homosexuality, in respect to religion, is unnatural in the eyes of the Supreme Being; the same philosophy holds this as an impure act. The fear of divine punishment shapes the cultural orientation concerning the direction of a community. Deep rooted-ness to religion would draw disapproval attitudes as opposed to those not deeply rooted in a religion. Muslims are the worse in making such opinions concerning the debate; they have a strong disapproval attitude, unlike members from other religions. This holds true to the cultural orientation in which atheists from this background would disapprove strongly homosexuality than atheists from other cultural background (Adamczyk Pitt, 2009).Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some perception on gays and lesbians evoke different judgments, the survey by No rris (2008), came up with assertion that conservatives were the most judgmental on the perception that sought to allow these people freely mingle with others in the church. This supports several opinions, from this work, some people do not find any reason for branding an individual in that state of action. For instance, when one asserts that there are lesbians, rapists, and gays in the church and that they are decent people, though, living in sin, conservatives do not acknowledge the act of niceness as being polite yet rude to social context. Acknowledgement of homosexuality as impure and dirty is the most vocal opposition from such community. Moral judgment from the liberal and the conservatives are under the influence of different forces in the societal context. This is largely because of their different daily life orientation. While liberals’ demands for openness, inclusivity, and diversity that do not seek to harm any person in the society, counterparts view this as uncou th and punishable by law. The findings from this work elicit different views of liberals and the conservatives on this topic. The conservatives do not imagine how such acts could go free in the society by drawing their argument from their spiritual orientation in Supreme Being. They also believe that it represents cultural decay in the society in which punishments must take place to restore sanity, although they also offer room for repent in case of reform. These opinions are the fundamental framework of enacting laws. Depending on the majority, their way shall take centre stage and dictate the acceptable. This will automatically lock out different views from various groups with diverse sexual orientation in the community (Norris, 2008). According to Edgell et al. (2006), atheists face strong resistance from across corners of the world. The debate in this work is whether the act of the same sex marriage and other related sexual orientation is acceptable in the society or not. Findin gs from this work show that their acceptance in the community becomes questionable in different perspectives.Advertising We will write a custom essay sample on Homosexuality, Religion and Atheism specifically for you for only $16.05 $11/page Learn More It is therefore, true to assert that these finding support multiple views on the debate. The gap that exists between the believers and the nonbelievers defines the extent of this acceptance. If there is deep concern of community, some perception on their sexual inclination would define the root of acceptance. In this context atheist, unlike other religious orientations do not easily gain acceptance, either in public, or private domain. This distrust gets its drive from religion prediction factors, social location, and extensive values of orientation. From this context, it is clear that although there is extensive acceptance of various religious contexts, the same does not happen with nonreligious grouping . This study, however; goes an extra mile in helping to describe that increasing acceptance of various cultural inclinations and sexual orientation does extend to the levels of known religion. The study’s findings on the role of religion and believes provide sound moral guidance for any membership in cultural acceptance. Clinging onto the religion allows and gives on a better position of acceptance in the societal domain as opposed to lack of religion (Edgell et al., 2006). The attitude plays a significant role in young men and their religious perception in homosexuality. Besen and Zicklin (2007), explore the variations of attitudes on people clinging to same sexual marriages from the complexity of religious definitions, mainly in the young people and how these could support or put to jeopardy on the rights of gays. This research supports multiple views on the perception of gays in the societal context. Its findings show that young men do not have particular attitudes about t he homosexuals, but their counterparts in religions do, these varied perception emanates from religious inclination. However, one notable difference in the youth is the varied attitudes on gender, whereas young male showed significant concern and attitude toward the homosexuality, their female counterparts show little concern.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The latter seems to support a diverse cultural perspective. Although the data obtained in this research had multiple study sites, for instance whereas in the military more young men showed their support for and positive attitudes toward these sexual orientation multiple views emerge from without this context. The role of religion is playing a significant role in shaping the youth in taking a certain sexual step, more so it defines the virtues and values for accepting and developing a positive attitude of a given sexual orientation. It is from this perspective that the youth find it hard to go against the norms and virtues of religion in doing contrary to their teaching of sexual orientation. The unsupportive trends by religious group are the basis upon which the youth find solutions and directions of denouncing the homosexuals. This is true because many of them cling to religions that have positive attitudes on the act (Besen Zicklin, 2007). In his work on understanding the differe nt views of homosexuality debate, Sprigg (2011), notes that many people do not consider two important views in an effort of understanding same sexual marriage. The first paradigm shift is the identification of gay identity. This shift is under several believes it states well that when one is born a gay, it makes it hard to change the state; it also states that gays have fewer options of becoming heterosexual. This paradigm also defines sexual orientation as innate feature by likening it to races, it goes ahead to assert that the act is not different from being straight. Finally, the shift stands firm that there is no harm in one adopting gay. The second view defines the practical aspect of sexual orientation. Unlike what many people perceive, this work shows the importance of going out of the cocoons that enslave many conservatives who believes that sexual orientation is purely a unitary phenomenon. The study shows that sexual structure is a three thing affair; this comes from attra ction, conduct, and self identity (Sprigg, 2011). One may get attraction to people of the same sexual orientation, opposite sex, or both. The second part gives liberty of choosing the type of conduct one gets attracted, while the last segment seeks to draw the attention of one’s thought as straight, gay, bisexual, and lesbian. Findings from this studies show that although some people may feel attraction from the same sex, they would otherwise choose the opposite (heterosexual) because if fear of publicity and possible implications. This denies them the option of choosing their desired sexual partners. Study on the debate reveals issues of concern depending on development, industrialisation, and economic powers (Chike, 2007). While in countries like Canada, Belgium, and Netherlands the homosexuals easily go about their culture, in developing nations the act of homosexuality is unthinkable. African Christian leaders are the most conservatives in condemning this act; they strict ly follow biblical teachings that condemn the act of same sexual orientation. From this perspective, it is true that economic empowerment has a major role in shaping the way people think and make decisions. This does not give them room to look at the Bible as historic book that offers alternative teachings that require evaluations and considerations in a contextualization perspective, but rather as a book that offers nourishment that needs integration into their traditional way of life to define their every step. It is very difficult to integrate diverse views and attitudes of accepting homosexuality in the community. This stiffens the possibility of smooth swaying of wave and tides for those having attractions for same sexes. Similarly, philosophers in Europe and North America share the same sentiments with African religious leaders. These are mainly those with imprints of Christianity in the African continent. Contrary to this, industrialized countries assess these issues in diffe rent perception; a god number of religious leaders would allow liberal view. Western churches would be comfortable to accommodate lesbians, rapists, and gays in their churches as opposed to what happens in African states. In this study, the author draws attention of some of the underrated predictors that define religious orientations toward homosexuality. Economic empowerment seems to play a significant role in shaping the way forward in accepting this issue (Chike, 2007). Some researchers believe that the same way religions do not offer accomplishments like honorary degrees, issuance of passports, and academic accomplishments, they should not bother about branding some act as illegal and thus should leave the floor open for individual choices. Homosexuality is in fact, among the many issues that religions oppose. Many religions assert that when one sees atheism in the society he or she sees homosexuality in the same magnitude. However, some religions like Christianity in some devel oped nations have rooms for these people. This came to live after several years of protest and stone throwing to make the field free for navigation. As many would have expected that the church took an active role in ordaining active homosexuals, the move is still in darkness owing to conservative views on the same. Largely it faces resistance from lack of policies from the state to provide provisions that enable people of same sexual orientations to enter into a contractual arrangement. This last aspect include issues like nationhood or citizenship, status of immigration, inheritance of insurance policy, and policies that govern visitations to the hospital (Chike, 2007; Sprigg, 2011). Many states are facing resistance from policy makers in these sectors because people of the same sex marriages would be in a better position of enjoying significant returns from these policies if there is a legal protection of their sexual inclination. This faces resistance from the religious leaders w ho on the same issues assert that protection of moral uprightness in the society is the most important aspect that needs protection than individual aspirations intending to bring down the strong mechanisms of social values and norms. Just as religion is dynamic, homosexuality perception goes along this inclination in different views. The main determinant of religion among others is the age. As people grow older, they tend to cling closer to a religion, this must take into account their dynamic perspectives. This is the basis upon which many people keep changing from churches to churches. This is mainly to find places where their faith in accepting other norms does not welcome rude rebuke. Conflicts in the narrowed thinking aspersions cause most people to move in various religions. Most people will, therefore, identify themselves with religions not against a certain sexual orientation. Embracing complex religious identity is the main predictor that embraces the wellbeing in most athe ists. This is contrary to their intent of aligning themselves to a religion; the aftermath of these wrangles is keeping away from such doctrines that tend to deny their rights. Even though all people under the universe will try as much as, they could identify themselves with spirituality in which many would derive resources, sexual orientation would shift this perception into a totally different point of view (Chike, 2007; Sprigg, 2011). Conclusions Some of these findings are consistent with the public opinions mainly because some studies draw their argument from the religious perspective. The evidence emerging stipulates the importance of this research in drawing the attention of progress in the debate. This implies that more is yet to draw the importance of liberating the society in allowing its people to take their different stand in cultural values. The implications of these researches are that people with distinct sexes, different sexual orientations, and gender identities woul d not have a place in the society not until change covers the earth’s face. This protects policy makers in the insurance, medical fraternity who believe that same sexual marriages would make certain individuals to benefit from the facilities and policies while disadvantaging their counterparts in straight marriages. The research needs to find amicable issues of redress in carrying out their research and offers sound solutions to policy makers to champion methods to drafting policies in which everyone would find refuge. References Adamczyk, A., Pitt, C. (2009). Shaping attitudes about homosexuality: The role of religion and cultural context. Social Science Research, 38, 338–351. Besen, Y., Zicklin, G. (2007). Young Men, Religion, and Attitudes towards Homosexuality. Journal of Men, Masculinities and Spirituality, 1(3), 250†266. Chike, C. (2007). Beyond the homosexuality debate. Retrieved from https://www.anglicancommunion.org/ Edgell, P., Gerteis, J., Hartmann, D. (2006). Atheists as â€Å"Other†: Moral Boundaries and Cultural Membership in American Society. American Sociological Review, 71(3), 211–234. Norris, R.A. (2008). Some Notes on the Current Debate Regarding Homosexuality and the Place of Homosexuals in the Church. Anglican Theological Review, 90(3), 437-512. Olson, R.R., Cadge, W., Harrison, J.T. (2006). Religion and public opinion about same-sex marriage. Social Science Quarterly, 87, 340–360. Sprigg , P. (2011). Debating Homosexuality Understanding Two Views. Retrieved from https://downloads.frc.org/EF/EF11J33.pdf Yip, A. (2005). Queering Religious Texts: An Exploration of British Non-heterosexual Christians’ and Muslims’ Strategy of Constructing Sexuality affirming Hermeneutics. Sociology BSA Publications Ltd, 39(1), 47–65. 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Religion and the Environment Essays

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Holistic and interconnected

Holistic and interconnected Olivia Wray 13AL ASSIGNMENT 4 UNIT 3 Holistic and interconnected The development of children is often studied as separate topics, for example their different skills are viewed and measured in different ways. However, each area of development influences the others, and is interconnected. Each different development skill is seen differently in every child. Holistic; can be viewed as PIES, physical intellectual emotional and social development. Physical development is a gradual process by which children develop the use and control of muscles. Intellectual development is sometimes called cognitive development, its a process by which thought processes develop so children are able to increase their knowledge and understanding of the world around them; social development involves children learning how to develop relationships and interact with other people. 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All childrens milestones will be met when they are ready, however a child cannot walk before they can sit up, the order in which we learn to do things is a ‘norm, its the only way our body will function and work correctly, or else we would not develop at the correct rate. All children are different and unique in different ways, and when they are growing parents and guardians often compare their childs development and growth to other children and the mile stones, however, as children will develop and grow at different times, they will generally be quite similar unless they have a growing deficiency or some other genetic problem that may affect their growth. Nature/Nurture Debate It has already been considered that the influence of nature and nurture in the development of babies and children can be viewed as a debate, but there are other controversies surrounding the principle of development, the nature nurture debate can turn into an argument, as different parents have different parenting skills, and bring their children up with different disciplinary skills etc. An example of the nature nurture debate is what Developmental psychologists say and their differing views about the nature of the change in development. The issue of quantitative and qualitative change raises interesting questions, for parents also. When a child is born ‘clever, it can be questioned whether their parent have a lot of money and could just provide the relevant and best materials for their education, this is just an example. Children may reach milestones of development at different ages. For example, when children take their first step or say their first word, can vary greatly. Milestones are often used to measure development, such as when a child can sit without support. These milestones have to be used with care as the whole (or holistic) development of a child should be considered before drawing any conclusions. However, there is generally accepted range of normal development. Following a milestone, isnt the best way to monitor a childs development, as every child is individual and will vary significantly. THEORIES- nature/ nurture debate The nature-nurture debate is about whether childrens development is influenced by nature (the effect of inherited) or nurture (environmental factors). Because every person who is a parent or guardian, hopes for their child to be happy and healthy, and develop at the expected mile stone rates, parents find bringing up their children and giving them the best really important for a successful development. The potential for growth and development is affected by inherited factors. This is called the interaction with nature. In addition, factors within our environment influence development. This is called the interaction of nurture. There is much debate about how much and in what way either nature and/ nurture affects the process of development- known as the nature-nurture debate. Supporters of the nature side of the argument believe that intelligence is inborn, or innate, and the childs genes have determined their cognitive potential. Supporters of nurture believe that environmental factors, such as the childs stimulating experiences in the early years, have a strong influence on cognitive development. It is generally considered that both nature and nurture interact and influence the developmental process. Stages and sequences- normal ranges of development Children develop at different rates for a variety of reasons. However, development does follow the same sequence. The upper part of the body, especially the brain and head, develops rapidly, while the lower part of the body follows more slowly. This is called head to toe or cephalo-caudal development. Also, development starts from the centre outwards. This is called inner to outer or proximodistal development. Hence, a baby can hold its head up before it can stand and can wave its arms around before it develops fine control over the use of its hands. As there is no such thing as ‘normal development, it can be difficult to follow stages and sequences, as development is individual, and cant be measured in comparison to any one elses. Percentiles Percentile charts help to keep a record of your childs growth and development. Percentile charts are important for keeping track of individuals and comparing their heights weight and other bodily measurements, to expected milestones. Physical development Gross and fine motor skills Gross motor skills are the large muscles of the body that enable functions such as walking, maintaining balance, co ordination, jumping and reaching. During development children reach milestones according to their development individually. At the same time as a childs gross motor movements are developing, so are their fine motor skills. In order for children to develop motor control, children need to: Practice to improve and master the skill Concentrate on small parts of the overall skill, e.g. children learn to place two feet to a stair before developing the more complex skill of alternate feet action. Pay a lot of attention to the action; later they can do the action almost automatically. Have experience of a range of movement activities to develop their memory of motor actions enabling them to cope with more complex situations. 0-3 Newborn babies are born with certain reflexes. These are involuntary, automatic, physical responses, triggered by a stimulus and determined by impulses in nerves. Everybody has some reflexes, for example knees jerk when tapped, which you do not learn to do; they are inborn. This means you cannot control whether you react or not, however as we get older we become more aware of reactions in our bodies and what stimulates our bodies. The large movements include gross motor actions, which involve the use of the whole limb, for example when hopping. Also locomotive skills which are movements needed to travel, for example crawling and walking. These gross motor skills will develop through out your life, babies often are flexible and as they grow and get older, they become less flexible, this is just an example of how motor skills will develop and change, affecting children and babies lives as they begin to do things for themselves and provide for themselves, this relates to the nature nurture debate as it is argued by some that our natural ways of fending for ourselves could be mistaken for the way we are brought up and the environment we are brought up in. Reflexes enable babies to survive, for example seeking and then taking their food. At such a young age gross and fine motor skills are extremely important as they will need to be able to fend for themselves and be able to do things for them selves as they get older, although through a lot of early child hood everythings done for you, by the age of three you usually start going to a care placement, where everything cant be done for you, and this is when children really do have to use their developed skills and start developing new ones. For each individual child they will develop and grow at different rates, this includes their gross motor skills. The patterns in which children develop can depend on many things, and at such a young age, the baby now will wholly depend on their parent/carer. However children are constantly learning new ways in moving, experimenting with their bodies and learning new things about how they can move and ‘travel. The babies reflexes will depend on how they react to some things, again, every child is different, as some children will be physically stronger than others whilst others will be more tame and ‘sensitive, making their reflexes and reaction rates different. The factors that may affect childrens development is their physical state, for example their weight, and their muscle tone. As children between 0 and 3 years, will be growing at a rapid rate, it can sometimes be difficult to be aware of both gross motor and fine motor skills. As a child learns intellectually, with different materials and toys, they will use a number of grasps and skills to control and enjoy what they are doing successfully. For example a 6 month year old is not going to be able to control the movement of a crayon; however an 18 month year old may be able to draw basic shapes, at least to the extent where you can tell what the picture is of. This example shows the rates in which babies and children are changing, and the rates in which they become more and more aware of different skills that they can use. Fine motor and gross motor skills will be learnt and put into practice by different individuals at different times and in different ways. From researching gross motor and fine motor skills I now know that, physical appearance will affect intellectual thoughts, as ridiculous as it may seem childrens learning ability can be affected by their confidence and awareness; if a child doesnt have the confidence to try new skills and ways of doing things at such a young age, they clearly wont be confident enough in their future, the times when they need to do things for themselves and fend for themselves. 3-7 By the age 3-7 childrens gross motor and fine motor skills have developed. Not all children develop at the expected mile stones but in schools and nurseries there are expectations which expect to be met, adult expectations will influence children to develop skills and will then be praised and rewarded for developing them. Runs well, marches, rides tricycle. Can feed self. Pours from jug. Puts on shoes and socks, buttons and unbuttons. Builds 10- block tower. Is awkward when cutting with scissors. Can wash face and dress self except for tying shoes. Throws ball overhand. Has lots of energy. Hops, skips, and has good balance. Dresses without help and ties shoes. Can print simple letters. Is right or left handed? Competes with friends. Loves to cut, colour, and shape things. Has lots of energy. Likes learning how to use tools. Can bathe and dress with a little help from parents. Is losing baby teeth and growing permanent teeth I have taken these points from a number of places which I have researched. These are just average things children may be able to do, however, some children might be able to do more or less. 7-12 At this age, children can hop on either leg, and balance well along small spaces, their space recognition has improved and they are more aware of what is possible and not. The gross motor skills at this age have increased in both stamina and accuracy, they are also more able to control their bodily actions, and have developed a number of skills. 12-16 Between the ages of 12-16, children will have developed most or all of their fine motor and gross motor skills. As these children have gone through different stages of education they will have picked skills up and used them in their everyday lives, without even knowing. For example holding a pen and controlling it to write in both scroll and print, this is a talent to be able to do, even though the children think its just normal, it does require a number of skills and concentration. 12-16, is the age when puberty starts, and as research has shown children now will start to crave independence, this makes children want to explore with their bodies more and use different techniques when doing things, such as learning a new sport, or taking up a hobby such as art. Emotional development Attachment In children attachment and bonding is a process in which young children form close and loving relationships with their family, and other important people in their lives, such as brothers and sisters, and close friends. Even their early years care workers will have a relationship with the child, and it will be so close that they have built trust and a bond. Close relationships give children a feeling of security and love. This security helps children to cope with new experiences and new situations they may have to face in life. The child needs people in their lives that they can trust and rely on, whilst developing self confidence in the process. Bowlby a child psychologist researched in depth childrens attachment needs and the consequences of lack of attachment. Bowlbys theory relates to the bonds of attachment in children, and explains the relationships children need and want in their lives. Bowlby explained that children develop bonds of attachment through out their lives with different people involved in their lives; he also went on to explaining how relationships can give children a sense of belonging and security. To Bowlby, attachment is trusting, loving and being able to rely on someone that is involved in their lives. New situations and experiences will come into childrens lives, and according to Bowlby, it is through these experiences that children become aware of different personalities in people, and who they should and shouldnt trust. Bowlby also argued that children with lack of attachment grow up to be more insecure, and crave love/attention, often getting them in bad relationships and becoming insecure and over protective. Development of multiple attachments Developing multiple attachments means developing relationships and trust with more than just family, ‘going out the box, meaning they meet new people who become significantly important to them and a relationship is build, forming a bond of attachment. Its important that a xchild doesnt feel fearful in the presence of new adults and children in their lives, they need to feel safe and secure at all times, knowing that who they are with will protect and understand them. Self-concept A self concept is important in a childs life, as it is how they feel about themselves. Self concept is how you look at yourself, and even young children have opinions of themselves and ways they would like to change themselves. Parents and guardians have a duty to praise their children and make them feel good about themselves, for example if a child is of a different culture they may feel ‘out of place, they are not out of place or any different to any other child so parents and carers have a duty to let them know and make sure they feel good about themselves. Personal identity Personal identity is how a child views and judges themselves. Everybody has a personal identity, and will judge it whether they feel negative or positive about themselves, personality or looks. Self esteem and self concept are both factors that will affect personal identity. Bowlby Bowlby drew together such limited empirical evidence as existed at the time from across Europe and the USA. His main conclusions, that â€Å"the infant and young child should experience a warm, intimate, and continuous relationship with his mother (or permanent mother substitute) in which both find satisfaction and enjoyment† and that not to do so may have significant and irreversible mental health consequences, were both controversial and influential. The 1951 WHO publication was highly influential in causing widespread changes in the practices and prevalence of institutional care for infants and children, and in changing practices relating to the visiting of infants and small children in hospitals by parents. The theoretical basis was controversial in many ways. He broke with psychoanalytic theories which saw infants internal life as being determined by fantasy rather than real life events. Some critics profoundly disagreed with the necessity for maternal (or equivalent) love in order to function normally, or that the formation of an ongoing relationship with a child was an important part of parenting. Others questioned the extent to which his hypothesis was supported by the evidence. There was criticism of the confusion of the effects of privation (no primary attachment figure) and deprivation (loss of the primary attachment figure) and in particular, a failure to distinguish between the effects of the lack of a primary attachment figure and the other forms of deprivation and understimulation that may affect children in institutions.. Bowlbys theory is based on attachment, and he explains that when a child forms an attachment with some one they are in a process in which they are forming a relationship, whether it be with family, or with friends, The closer an attachment forms, the more trust that is built, children will often start to rely on people they build attachments with, they will look for security in them and expect a strong relationship. Freud Freud has been influential in two related but distinct ways. He simultaneously developed a theory of how the human mind is organized and operates internally, and a theory of how human behavior both conditions and results from this particular theoretical understanding. This led him to favor certain clinical techniques for attempting to help cure psychopathology. He theorized that personality is developed by the persons childhood experiences. Emotional development of older children 0-3 At a young age babies and toddlers are starting to develop different concepts and abstract ideas, based on the senses of growing and understanding. Babies and children explore using their own senses through activity and movement. They also like to give and receive eye contact as this gives an attachment and makes them feel emotionally involved with the person, this links into Bowlbys theory of attachment. At this age, whether they are a couple of months or 3, they love to get cuddles, and be fed through a bottle, or have contact during feed, bottle or breast. Feeding time gives children a sense of feeling, and they feel close to their parent or guardian, when a child is a couple of months old, they often like to be held close to their guardian, and it reminds them of being in the womb, where they felt safe and secure. Babies respond to things that they see hear and feel, this can be done through play, activity and feeding. All which are important factors for influencing the growth and development in a childs life. At such young ages it is important that young babies and children have plenty of physical contact, and time with their parents, this will form an emotional attachment and they will be ware of the feelings they have for different people they meet during their lives. When babies and children feel emotion it is often because they are happy, or upset, babies between the ages of 0 and 3, wont often feel anger, as they dont understand what feeling angry feels like, however, in some cases they become confused about how they feel, which could be angry. It is important that parents and guardians of children do everything they can to protect and maintain happiness in a childs life. Not caring for the emotional needs of a baby, is emotional abuse, as they dont understand how they should feel, but only how they do feel. Often abusers of children will start with putting things in childrens heads, its not until they are old enough to know how their emotions work. Emotional development in such a young age will start with a child becoming content, and then not content, they will feel safe and secure, then as soon as their parents or guardians leave them, even for a couple of seconds they become distressed and upset, this is just an example of how children emotional development will work. 3-7 At this age children often like to do things unaided, they enjoy being with family, and love playing with other children and alone. They have developed a skill where they can show emotion appropriately, and can view things from different points of view. Children at this age know rules, morals and values in life, and are more able to share toys, ideas and know how to take turns. They have developed a gender role now and are aware that boys and girls are different and will enjoy different things, making friends and having friends for a child of 3-7, is extremely important. 7-12 Children at this age will be able to control how they feel about other people and different situations. They know how to keep their own thoughts private, and hide their true feelings. They dont only know who they are, but know who or what they would like to be like, they become critical about themselves and start wanting changes, for example putting their mam or sisters make up. At school and where they live children start to form close relationships with other children, often sticking to their own sex. 12-16 This age is when they are experiencing education, exams and facing up to different morals. They will be physically and intellectually developing rapidly, causing sexual feelings for others, and thought of how they want to change! Children will often be going through puberty now and this will cause a lot of how they feel about themselves and others. Social development Parents show a great deal of interest in their childs developing personality. Even babies only a few weeks old display distinct personalities. Personality is thought to be a result of a combination of nature and nurture. In other words, it is influenced not only by what is inherited from parents, but also by our environment. The childs initial temperament affects the childs developing personality. Environmental factors then come into play. Our experiences are very important in forming our personality. Some babies are very placid and easily soothed, whilst others seem to find it difficult to settle. The reaction of parents and carers to difficult children is taught to be crucial in reinforcing this type of temperament or helping not to emphasise it. An important aspect of social development is the development of children moral or pre social behaviour. The family, other significant adults and children have an important role to play in this. Pro social behaviour Pro social behaviour is how a child intends to act socially, they might want to make new friends at school, but find it hard, and they might want to be involved in a social group but feel embarrassed or not good enough. Being influenced is important for a childs social skills to develop, if they are from a family who dont really socialise and just stay together as a unit, the child will think thats the norm and wont want to socialise- this is a key issue as children need socialise as a factor of development in life. Moral development Moral development comes from children seeing or doing something ‘wrong and facing consequences, then learning from then. Children need to do and see things go wrong in order to learn from them. Some children find it difficult to identify wrong and right, meaning they dont understand what morals are; also what is and isnt acceptable. Development of aggression Aggression can develop in a child as they get older, have behavioural difficulties, or suffer from some sort of abuse or hard time in their lives. When children let things build up in them emotionally, they feel anger for anyone around them, they feel like they need somebody to take their troubles out on. Children can act aggressive when not getting their own way, whether its just the way they are or they are copying someones behaviour from home. Managing unwanted behaviour Many children have behavioural difficulties, which are due to different reasons, not all aimed at the parents nurturing skills but other psychological problems that may consist. Managing unwanted behaviour can only take place by using the correct strategies; most strategies in which promote social and emotional development. Anyone working in an early years setting will be aware of the coping strategies and the different behavioural problems, such as hyperactivity, which wont be completely stopped in the setting, but controlled. Some children who have behavioural problems may use aggression when they find them selves in awkward situations, the child cant help how they are acting so it is important that an adult controls them as they may become anxious and scared. Also it is important that the environment is made suitable for the child, and to treat the child ‘differently to the other, giving them a sense of importance and respect. If a child becomes withdraw, its important that they are made to be included with others, as they will fee more equal in a sense that they arent just the naughty child. Conditioning Classical conditioning may influence behaviour in children and how they behave around certain people. For example children will become relaxed and ‘act themselves around friends, but, when they see their head teacher, will become quieter politer and intimidated. This is a natural reaction, as you expect different rules boundaries and happenings with different people, this happens especially in children. Reinforcement Reinforcing good behaviour is done through prizes and rewards. Children prefer to be rewarded with something they love; and not their something they love to be taken away. Reinforcement can be done in many different ways, and by different people in a childs life; for example if a child misbehaves at school, their teacher telling them if they behave to a standard they will receive a prize, rather than telling them if they misbehave they will lose something they enjoy, such as their lunch break. This good behaviour may be reinforced by a reward of a  £5 note if the childs behaviour has been good during the visit, this is an example of reinforcing good behaviour. Social learning Social learning happens through learning oft those in your every day surroundings. Parents are friends are main influences of social learning and they can copy and develop their personalities and actions, for example if a childs older sister, their role model, smokes, they will want to as well; as they see it as correct or ‘cool, thinking doing this will make them more like their role model. Imitation A younger child imitates the other childs behaviour, e.g. a younger child may copy an older childs use of bad language. Role models Children may see members of their family as role models. For instance, an older sibling gets a reputation at school for behaving badly so the younger child feels the need to follow the family tradition by using the other child as a role model. Adults may reinforce this pattern of behaviour by their expectations based on their knowledge of the family. Cognitive and language development Vision Babys visual sensory system isnt fully mature at birth, however during the early years, babies develop and mature eye sight, meaning they are able to physically see, and develop stimuli, causing them to be able to further away. Babies looked at the face-pattern more than anything else presented to them, meaning they become familiar of faces of family members, parents and anyone involved in their early life, rather than other things such as toys, or books. Fantz a child psychologist that I have researched, concluded that babies have an inborn preference to respond to faces and an innate perceptual knowledge of the face. However other studies carried out have shown that babies have a preference for increasingly complex patterns and their capacity for differentiating patterns steadily develops. From Fantzs research he found out that babies at a very young age are aware of colour shape and patterns, and do start to have preferences before they know what something is. Also, his study showed that when a child is learning to speak etc, seeing a shape they like, for example a strawberry, will help them remember, say and understand the word. Hearing From birth babies seem to have an inborn preference for hearing the human voice. Condor and Sanders carried out some experiments on babies that were just a few hours old, and the experiment showed that

Challenges of Public education

America needs solutions Immediately because the gap represents Its future leaders of tomorrow. If thing Is done soon to correct the disturbing trend, the united States will be In danger of falling even further behind other developed countries. The many challenges are frightening: (1 ) too many high school students quit school before graduation, (2) too many high school students graduate without the ability to read or write well, (3) too many high school students are not prepared for the workforce, and (4) too many high school students are not prepared for college.In this short essay, the writer will explain some of the consequences, causes and possible solutions for America's educational dilemma. Consequences of the Problem First, if America's public school leaders don't devise a plan to improve the nation's troubling schools, the consequences will be devastating. Normally, consequences can be traced back to the student's level of education and usually comes to light when making choi ces or decisions.Furthermore, certain characteristics come In play such as a lack of motivation, which may prevent someone from securing a Job because the person wasn't motivated enough to take classes or gain the skills needed for a job. The lack of motivation is a problem in my hometown of Lenore, NC, located in Caldwell County. The county has seen substantial job losses lately because many workers were unqualified to enter into advanced manufacturing methods. As a result, many jobs have been shipped overseas resulting in high unemployment rates within the region.Although the graduation rate in Caldwell County has been rising over the past decade, that wasn't always the case decades ago. The county high school dropout rate was significantly higher approximately 20 years ago, well above the national average. One of the mall reasons was that many furniture factories didn't require a gig school diploma for low-paying and unskilled labor. This statistic isn't to say the workers weren' t Intelligent, only that they weren't motivated enough to Improve themselves when educational opportunities were available.As a result, most of the uneducated factory workers will face high unemployment rate for the rest of their life Probably the most important consequence of failing public schools is that students are not prepared for college upon high school graduation. My dad, a department chair and instructor at a local community college, tells me that a majority f students come to the college unprepared for college-level classes. Most students have to be placed in so-called developmental classes, which don't count as college credit. Plus, the more developmental classes students have to take, the less likely it will be for them to graduate.Therefore, many students drop out of college because they either can't do the college-level work or determine that it will take them too long to graduate. Causes of the Problems Second, in order to address America's public school crisis, it i s first necessary to understand the underlining causes of the problem. For many students, the reason for poor academics can be traced to their own self-esteem. Thus, it is quite possible that the student wasn't challenged enough in school or encouraged enough by the teacher or parent.Without a doubt, a poor teacher has a tremendous impact on the academic achievement of a student. As an example, â€Å"how many times have you heard of students who credit their teacher for their success in life because the teacher believed in them? † Likewise, a dysfunctional home life has a negative effect, as conditions around the home may not conducive to student learning. For instance, if a student can't find a quiet place to read or study without distractions, then it makes it more difficult to learn the subject matter, usually resulting in a lower grade.On the other hand, Sam Dillon of The New York Times concluded that the blame for America's sagging academic achievement does not lie solel y with public schools, but also with dysfunctional families and a culture that undervalues education. Schools are inheriting an over-entertained, distracted student (3). Moreover, first-generation students whose parents never attended college also face numerous obstacles making t more difficult for them to be successful in the classroom. It's really sad that many parents don't care about their child's grades.In doing so, it's the students who suffer at no fault of their own. In addition, low academic standards are a major problem in public schools. Often, too many school systems have set the graduation bar so low that nearly everyone graduates from high school, whether the student is ready or not. Furthermore, many teachers assign students â€Å"busy-work† that's not very challenging. This type of work does nothing to develop critical thinking skills. In laity, low academic standards Oust like student cheating) will only hurt the student in the long run.This loss of knowledge is literally slipping through the student's fingertips without them knowing the harm it causes. Thus, not only is the student harmed, the reputation of the school might be as well. No doubt the academic reputation of a school influences the parent's decision on whether to move into or out of school districts. To the contrary, friends from private schools have told me their academic standards are much higher than public schools, and that their SAT scores are higher on the average too. Perhaps, the main cause of public school failure can be blamed on poverty.Without a doubt, people living in poverty have more important things on their mind than making good grades in school. Parents may be more concerned about rent, groceries, car payments, and less concerned about their children's education. My dad has always told me that there is a direct correlation generally have lower Gaps, while students from wealthier families tend to have higher Gaps. † Unfortunately, this disturbing tre nd has plagued this country for decades, and it doesn't appear to be getting any better. Solutions for ProblemsAlthough the writer suspects that many possible solutions have already been tried to improve our failing public school systems, the state public schools systems may want to try the following innovative solutions: (1) provide students free college tuition for the first two years of college if the student maintains a certain high school GAP (say a B average) and is also able to maintain that same â€Å"B† average in college, and (2) base teacher's bonus on a combination of evaluations done by the students, other teachers, and their own student scores on standardized test.To begin, if the state loud add a motivator or incentive like free college tuition for the first two years of college for any student who maintains a â€Å"B† average in high school, it would greatly improve high school graduation rates. Not only that, more people would graduate with higher-leve l reading, math, and writing skills. Moreover, student debt levels would be much lower (at least 50%) if they attended a four-year college, or have no debt if they went to a two-year community college. It's a win-win situation for the student and school.Also, the state can base a teacher's bonus pay on a combination of students, other cheer evaluations, and their own student scores on standardized test. Initially, students get to evaluate their own teachers. Next, teachers get to rate or evaluate other teachers teaching the same subjects (I. E. , English teachers rating English teachers), since they would probably know which teachers are most respected among their peers. Lastly, the other part of the teacher's bonus could be based on student achievement on standardized test. Combining all three factors together helps determine the teacher bonus for that year.By doing it this way, those superior searchers will be rewarded with higher bonuses, while the underperforming teachers will g et little or no pay bonuses. Then, maybe the underperforming teachers will consider switching Jobs, as students deserve only the best. Likewise, since teachers are considered the backbone of the education systems, the school systems should do all they can to retain the good teachers. While the new pay standard for teacher's bonuses might be difficult to pass (especially with teacher unions and lobbying organizations), the reward may outweigh the risk because outstanding teachers will produce better students.Conclusion America's public educational standards are low compared to other international educational systems. In short, America's high school students Just aren't prepared for college or even high-tech Jobs after entering the workplace after high school. At the very least, public schools need to set the educational bar higher in terms of reading, writing, and math skills. In addition, schools need to hold underperforming teachers accountable. As discussed above, many challenges and factors make it difficult for the school and student to succeed in the classroom.