Post-Modernism Free Essays

The term â€Å"postmodernism† can truly be interpreted as â€Å"after the cutting edge movement†. This term’s use can be followed back to the 1870’s, and was generally used to depict an adjustment in workmanship, music and engineering. It portrays a development from current reasoning and mentalities to another allowance of faith based expectations. We will compose a custom article test on Post-Modernism or on the other hand any comparative point just for you Request Now Despite the fact that the genuine start of the post present day time is obscure, it is best accepted to have begun in the mid †1900’s. There have been numerous impacts driving the postmodern perspective, a portion of the more powerful of these possibly being Jean-Francois Lyotard, Jean Baudrillard and Fredric Jameson. Obviously, this is left to translation. Postmodern masterminds accept that there is no unadulterated fact of the matter. They accept that what is valid for one individual can be bogus for another. So what is bogus one day could be truth the following. They don't see one complete and fantastic story on the planet in which everybody can have confidence in. Or maybe they accept that there are various facts for various individuals. Whatever an individual accepts to be genuine is truth for them, however not really to someone else. The postmodern view intensely depends on the perspective on self-conceptualization and justification. They set science aside and rely upon closely-held convictions and considerations. Postmodern masterminds accept that ethics and morals depend on sincere beliefs. They accept that our societies general ethics can be dismissed, what makes a difference is the thing that we by and by accept is good and evident. Globalization is another issue that postmodernists ordinarily raise, saying that division, and having singular nations is the thing that causes war in our reality. They accept that different nations ought to be joined together. To the extent religion goes, postmodern masterminds accept that there isn't one genuine religion. Any religion can be valid, it doesn’t matter what you accept. For whatever length of time that you trust in something you will go to paradise. Postmodernists upbraid the possibility that Jesus Christ is the best way to God, and that Christianity is the just one genuine religion. Postmodernism responds contrary to present day standards, and changes the cutting edge method of engineering, music, convictions and so forth. Ongoing postmodern design and craftsmanship, are intended to appear as though they have no structure, which feeds off of the un-structuralized postmodern perspective. Postmodern masterminds need to execute the possibility of pluralism in each part of life, saying that there is more than one perspective on. There isn't just a single truth, rather there are numerous and anyone can accept anything they desire. The possibility of postmodernism is anything but difficult to censure particularly as a Christian. The postmodern view says that there are no supreme facts and that everybody needs to think of their own certainties and assessments of the real world. This postmodern view doesn't take into consideration Christianity, as Christians accept that the way that Jesus was God’s child and came to earth, kicked the bucket and rose again in three days is an essential fact of the matter. We likewise trust God exists and made our general surroundings to be truth. Without these total facts, Christianity would not exist. In our postmodern world individuals are enabled to think of their own facts, and their own perspectives on the real world. Rather than permitting God to give us truth, we are putting together truth with respect to our emotions. Isaiah 5:20 says, â€Å"Woe unto them that call abhorrent great, and great insidiousness; that put haziness for light, and light for dimness; that put severe for sweet, and sweet for unpleasant! †, and Jeremiah 17:9 says, â€Å"The heart is beguiling over all things, and urgently mischievous: who can know it? †. God cautions us about relying upon ourselves for truth, by doing this we don't permit ourselves to submit to the higher law God has spread out for us, and rely upon him to give us truth. Our postmodern world says that what we see as truth may not be truth to another person. They accept that as long as we each have a fact and we live by it, we are making the best choice. As Christians we don't concur with this as we realize that we can't rely upon ourselves to discover what is genuine and valid in this world. God cautions us against this multiple occasions in the book of scriptures. We have to rely upon what he lets us know is good and obvious. Post innovation has made religion into something that individuals simply come and see what they like and take from it what they need. Postmodernism additionally negates itself in the way that on the off chance that everything is valid, at that point nothing is valid. It removes the significance from everything. Postmodern scholars have a powerless contention in saying that there are no all inclusive ethics. It would not be right for individuals to execute, and this doesn't go unpunished in our nation. With a postmodern perspective, it would be up to the individual on the off chance that it is ethically okay for them to do it, and on the off chance that it is there would be nothing we could do against it, as this was valid for him. It is regularly difficult to think of positives for postmodernism as a Christian; anyway pluralism can be a positive in a specific way. It is acceptable to regard different people’s choices and get their thoughts. At the point when we get various perspectives on a specific subject, we can frequently think of a superior and increasingly complete answer or choice. It helps while examining sacred texts also, by hearing different thoughts on the importance of a sacred text we get thoughts that might be affected by an alternate culture or foundation. This makes us take a gander at sacred writing from an alternate point and go to a superior comprehension of it. Despite the fact that we shouldn’t aggrieve individuals for their convictions, we shouldn’t simply acknowledge others convictions as truth immediately before investigating it ourselves. Jean-Francois Lyotard, is apparently one of the most significant figures in the improvement of Postmodern reasoning. Conceived in France in 1924, Lyotard grew up contemplating reasoning, and later turned into an instructor of the subject. By the 1970’s Lyotard’s thoughts for postmodernism started to shape, explicitly in the regions of meta-stories. Meta-stories, which are depicted as amazing realities, things that are accepted to be all around acknowledged as certainties, don't exist. Lyotard attempted to rearrange everything in life saying, â€Å"Simplifying to the outrageous, I characterize postmodern as wariness towards metanarratives†. Lyotard was the first to present this kind of reasoning that says everything should be destructuralized, there is no structure or metanarratives in our reality. This thought of evacuating structure has been actualized in numerous things in our postmodern present reality, we see it in craftsmanship, music and design. Destructuralization is hazardous as without structure in our reality, individuals will be confounded and there will be no standards, rather everybody will do as they see fit. This thought makes it difficult to proselytize individuals as our Christian perspectives are structuralized, and we have faith in an all-encompassing truth. Lyotard presented thoughts of pluralism, saying that there isn't only one truth, rather there are various facts for various purposes. He contended that Rome’s strict perspectives had a bit of leeway over monotheistic religions, since they had diverse god’s each relating to an alternate everyday issue. He clarifies that this helps show that every one of our human encounters are not all associated essentially, and can't all be gathered into one larger characterization. This postmodern view is an immediate logical inconsistency to Christianity, in that Christians have faith in one God and one approach to paradise. This announcement permits everybody to accept what they need with no blame or responsibility. This mentality doesn't leave space for anybody to be revised as nobody has encountered precisely what another has, and along these lines your feelings would not be pertinent to someone else. Lyotard likewise managed issues of innovation, saying that with the headways of innovation we are given a boundless measure of data, and accepts that in the long run wars will be battled about control of data. Lyotard proposes that data in our postmodern age is getting all the more a business, individuals are creating it with the goal for it to be offered to a select gathering of individuals. Lyotard says that data is done being utilized with the end goal of motivation so as to think of realities. He needs the data to be utilized for individuals to locate their own realities, and comprehend various thoughts, as opposed to simply accepting what they are told. There are some genuine realities to this investigation, in that data is extremely ground-breaking and can help structure our assessments. By leaving data to one individual or a select gathering of individuals the data is left to just a single translation. The sacred writings require a wide range of translations with the goal for us to get a handle on a total significance of it, and we shouldn’t simply take the primary understanding we hear as truth, we have to investigate it ourselves. In any case, we shouldn’t take this guideline excessively far. Lyotard is suggesting that by having this data open to us, we can single out what we need to accept, and what we find as truth. By the by, as Christians we have to coordinate what we read to the sacred texts to check whether they line up, and in the event that they don’t, we shouldn’t take them to be truth. All of Lyotard’s compositions and thoughts with respect to postmodernism, firmly impacted it into what it is today. Be that as it may, postmodernism’s thoughts are hazardous for us as Christians to follow. We have to see what is happening around us on the planet, and what individuals are thinking, and contrast that with how God has advised us to live in his promise. Postmodern thoughts are ending up into an ever increasing number of parts of our reality. These thoughts don't recommend Christianity to be truth, and conflict with the structure of Christianity. In spite of the fact that there are a couple of things we can take from Lyotard’s works and oth

Research paper Essay Example | Topics and Well Written Essays - 1250 words - 3

Research paper - Essay Example Furthermore, the course has assisted with warding off my obliviousness about the earth, culture, geopolitics, oil, Islam, struggle and war in the Middle East locale. From the course, I took in the significance of worldwide importance of the Middle East to the whole world. The Arab world has a huge incentive at political, social, monetary, and strict levels locally, territorially and globally. The essentialness of religion in the locale fixates on the way that it is seen to be the first spot of single or monotheistic Islam (Mohamed n.d). There is changing nature of geopolitics in the Middle East or Arab world as in the effect of Iranian and Turkish rapprochement will make the Middle East countries to encounter pressure from Iran and intensify the circumstance in Iraq, Lebanon, and Syria. These complexities and weight may have been exacerbated by the U.S president’s late moves. Consolidated, the bad dream in the Middle East has been increased. The United Arabs Emirates, Jordan, and Saudi Arabia structure a compelling political alliance in the Middle East. These nations would before long think of a solitary money for the Gulf nations hence segregating certain Middle East nations, for example, Iran, Palestine, and Kuwait. Israel has segregated itself and shaped an impressive connection with the U.S. For example, I discovered that as of now, both Israel and the U.S. obviously communicated their objective to control their rivals financially all through the following 10 years. Moreover, California is presently a lab for vitality innovative work drove by Israel, for example, the Bright source Company vitality. Note that the U.S. backing to Israel is obliterating the nation. The U.S. is been supporting Israel monetarily when its own interior economy is powerless or battling (Wright 78). Issues and issues in the Middle East The principle issues and issues in the Middle East are the water emergency, war or strife and fascism. In nations of Middle East, water lack i s a typical issue. For instance, in Jordan ‘the drying of streams has prompted the bringing down of water levels the nation over. The water shortage or lack in the Middle East has been credited to the incredibly dry atmosphere and the quick financial advancement of the nation bolstered the expansion of populace, which, in its turn, prompted the increment of requirement for water (Wright 89). Water has an extra financial angle in nations that have rare water assets. Because of this, the Arab world or Middle East import water for both rural and local use. This is exorbitant in light of the fact that in specific situations, the requirements outperform the accessibility of the assets. The above issue is of basic significance if mulling over the way that the requirements for water will in general be expanded in nations where the pace of increment of populace is high; in Middle East nations such patterns have been accounted for the most recent decade. For instance, the number of inh abitants in Abu Dhabi ‘has been expanded with a yearly pace of 6.5% since 1975. What's more, in Jordan, a key individual from the Arab association or Middle East, the requirements for water flexibly are normal consistently increment for the following 27 years. The emergency of water in the Arab world or Middle East has been compounded by the disintegrating nature of water as of late. The usage of water for modern, farming,

Aisumasen, Yoko San

Aisumasen, Yoko San Hello out there in TV Land. Im Sam Maurer. You might remember me from such blogs as Mitras Blog. Im sticking around MIT this summer turning turkey refuse into oil. No, really. I had promised every single person on Earth that I would have my first weblog entry up this week. Unfortunately, I got back from a 60 mile bike journey throughout Vermont and New Hampshire to discover that my laptop, where I store one bazillion pictures of myself doing entertaining things (and about twenty pictures of my friends), was no longer in working condition. By the way, did you know a 60 mile bike trip is 60 miles each way? I did not know that until after I had started biking. Well, now my laptop is toast and Im having immense difficulty sitting down on account of a sore pelvis. Furthermore, tomorrow morning at 6 AM Im leaving on a fast train for my beloved hometown, that burgeoning center for arts and culture maintaining the warmth and caring associated with South Central Pennsylvania. Sad as it may be, Im just not in any condition to compose a proper blog entry today. And unlike some people I know, Im just not willing to release a mediocre product upon the American public. So, gentle readers, look for a couple short updates from Harrisburg over the next week. But once I get back on 6/20 (which is also my friend Bens birthday), get ready for the most ravishing series of blog entries you have ever seen. To entice you, here are the topics of these entries: 1. a trip to the Lyric Stage Company with some Mainiacs 2. a dim sum luncheon gone horribly awry 3. an expedition with Ruth to the Garment District, Cambridges only alternative department store, to buy a tasteful green/yellow/purple striped dress shirt. 4. eleven grad students, a sixty-mile stretch of rural highway, and the most excruciating pain Ive ever experienced in my mortal life Anyway, thats my story and Im sticking to it. Seacrest out. Also, I dont like coming up with blog entry titles and I often confuse obscurity for creativity. So, with every entry, if youre the first person to name the musical artist, author, or historical figure who supplied me with the title, you get a prize.

Unemployment and Its Effect on the Economy and Society

Unemployment is an ongoing problem throughout the world. One may asked, what is unemployment? It is the number of persons who are willing and able to work but are unable to find jobs. Unemployment is harmful to a country because it imposes costs on a Society. The cost of employment to a nation can be categorised under three heading, namely  · The Social Cost  · The Cost to the Exchequer  · The Economic Cost The Social Cost of Unemployment The social cost of involuntary unemployment is incalculable. For an individual, the demoralising effect that it can have clearly depends upon whether the period of unemployment is short term or long term. Short term unemployment may have no serious effect on an individual whilst long term unemployment can†¦show more content†¦This means that society has experienced a lower standard of living than would have been possible without rising level of unemployment. The loss of potential output resulting from involuntary unemployment is clearly a serious matter for an economy. Resources which are willing and able to work in order to raise the rate of output and to boost living standards are failing to be employed. This is a true waste of resources. It is not so clear, however, whether the loss of potential output through voluntary unemployment is so serious. It may simple mean that be that more people are taking advantage of higher social security benefits to spend more time searching for suitable jobs. There are numerous causes to the problem of unemployment which may vary from country to country. Amongst them are Natural unemployment The level of natural unemployment can be defined as the number of persons who are employed even when the labour market is in long-run equilibrium that is when the total demand for labour is equal to the supply of labour at the prevailing level of real wage rates. In this situation, people may be unemployed because:  · they are between jobs and are taking time to search for the most appropriate job with the highest wage(search unemployment)  · the industry in which they have traditionally worked have experienced a structural decline or has been influenced by technological advances (structural unemployment)  · there has been a seasonalShow MoreRelatedCauses And Effects Of Unemployment1611 Words   |  7 Pagesï » ¿ Causes and Effects of Unemployment Travis Epling Strayer University ENG 105 Jeanette Trammel 9/14/14 Causes and Effects of Unemployment There are many reasons for unemployment in the United States and around the world. Some of these causes are created by the individual and others are out of their control. No matter what the cause for unemployment, it has a devastating effect on the individual, family, and economy. Unemployment defined by the Encyclopedia Britannica is the conditionRead MoreMinimum Wage And Its Effect On The Economy1015 Words   |  5 PagesThe In today’s society, people face to many serious issues which affect the society both in a positive and negative ways such as increasing the employment rate and increasing the unemployment rate. The increasing of unemployment rate is caused by some reasons, and one of the problem that causes the high unemployment rate is the issue of minimum wage. Depending on the states in U.S., the price of minimum wage is different, but the low minimum wage may cause the economic condition worse. MinimumRead MoreThe Positive and Negative Aspects of Job Migration943 Words   |  4 Pagesseeks to evaluate the positive and negative impacts of labor migration. This research will begin by evaluating the economic effects of job migration it will then proceed to investigate the social effects. 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There are different types of unemployment and each of them requires different policies to overcome them.†¨Ã¢â‚¬ ¨ Firstly Cyclical unemployment or demand deficient unemployment is caused by a lack of spending throughout the economy and generally affects all sectors of the economy because spending is falling. To overcome this, the government needs to introduce policies which seekRead More The Federal Reserve System Essay example1453 Words   |  6 Pagesand growth of the economy, and moderate long-term interest rates. The Fed employs Monetary Policy in an effort to manage both the money supply and interest rates while stimulating the economy to operate close to full employment. One school of thought called Monetarism believes that the Federal Reserve should simply pursue policies to eliminate inflation. Zero inflation may help the market to avoid imbalances, stabilize the business cycle, and promote steady growth in our economy. On the other handRead MoreEconomic Crisis: Effects on the Economy1486 Words   |  6 PagesRunning Head: ECONOMIC CRISIS: EFFECTS ON THE ECONOMY 2 Abstract The United States is obviously in a state of economic despair. This essay has supporting facts that prove the economy is definitely not on the mend. The public has been led to believe that this downward spiral is almost over. What will be proven in this paper is that foreclosure rates are still dramatically increasing and that the total in unemployment rates is deceiving. Without more jobs, consumersRead MoreUnemployment And Its Effects On America926 Words   |  4 Pagesquarter month 2014 to date† (Bolen). Unemployment is the one of the biggest poverty problems in America. But what is unemployment? Unemployment is described as when people are looking for job within the past four weeks and can’t find work, however, it can also mean an economic condition that is marked by the fact that individuals actively seeking jobs remain unhired (Unemployment Definition). Unemployment affects the United States economic system, and the society in this nation. The United StatesRead MoreThe Positive Relationship Between Inflation And Inflation1067 Words   |  5 Pagesunexpected effect on the economy. One of these examples can be observed when we compare inflation and unemployment rate. To establish this comparison in a short-run period of time, it will be beneficial to use the Phillip Curve. This curve can be used as a tool to represent the positive relationship between inflation and unemployment in the short-run. In order to comprehend the positive relationship between inflation and unemployment first, we must know what inflation is, how we define unemployment, and

The War Against Applt Texas Essay Samples

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Outline New World Beginnings Free Essays

The Ice Age formed a land bridge in the area of present-day Boring Sea, which allowed nomadic groups of people to enter the Americas. B. Group of Nomads 1. We will write a custom essay sample on Outline New World Beginnings or any similar topic only for you Order Now Traveled across the Boring Land Bridge and populated the Americas 2. Split into countless tribes and evolved into over 2,000 languages a. Incas- Peru b. Mayans- Central America c. Aztec- Mexico Ill. The Earliest Americans A. Pueblo Indians 1. Constructed Intricate Irrigation systems to water their cornfields. 2. Lived In adobes and pueblos. B. Mound Builders 1. Lived at Iacocca, near present-day East SST. Louis. 2. Built an elaborate pueblo of more than six hundred interconnected rooms at Coach Canyon. C. Eastern Indians 1. Developed the three-sister farming where the beans grew on the trellis of the cornstalks and the squash covering the planting mounds to retain moisture in the soil. 2. Among them were the Creek, Choctaw, and Cherokee. D. Iroquois Confederacy 1. Created by the legendary leader, Hiawatha. 2. Developed political and organizational skills to sustain a robust military alliance that menaced its neighbors. IV. Indirect Discoveries of the New World A. Blonde bearded Norse from Scandinavia reaches North America. . The Vikings landed around 1,000 C. E. 2. They landed at a place near Leans auk Meadows in present-day Newfoundland. . They soon abandoned the place and their discoveries were soon forgotten. B. Christian Crusaders rank high among America’s indirect discoveries. 1 . Tens of thousands fought to regain control of the Holy Land from Muslim control. 2. Foiled in their ass aults, the Crusaders craved the delights of Asia. V. Europeans Enter Africa A. Marco Polo returns to Europe in 1295 from China. B. Slave trade begins 1. Arab merchants and Africans had traded slaves before the Europeans arrived. . Millions were wrenched from their home continent after the discovery of the Americas. C. In 1488, Portuguese explorer Bartholomew Aids rounded the A. Columbus persuaded the Spanish monarchs to outfit him with three tiny but seaworthy ships. B. By heading westward, he thought he would reach the Indies. 1. After six weeks at sea, he thought he reached the Indies when it was the Americas and mistaken the people there as â€Å"Indians. † C. Columbus discovery led too global economic system. 1. Europe would provide the markets, capital, and the technology. 2. Africa would provide the labor. 3. New World would provide the raw materials. VI’. When Worlds Collide A. The Old World and the New World traded things also known as the Columbian Exchange. B. The New World gave the Old World: 1. Corn, potatoes, pineapples, tomatoes, tobacco, beans, vanilla, etc. 2. Gold, silver, and syphilis(SST). C. The Old World gave the New World: 1. Wheat, sugar cane, rice, coffee, horse, cows, pigs, etc. 2. Smallpox, measles, bubonic plague, influenza, typhus, etc. A. Have any immunity in their bodies. B. Thus, around 90% of Native Americans died. VIII. The Spanish Conquistadores The Indians didn’t A. Portugal and Spain argued over who got what land and the argument was settled wrought the Treaty of Tortillas. 1. Portugal received territories in Africa, Asia, and Brazil. 2. Spain received territories in the Americas. B. Spanish conquistadores fanned out across the Caribbean. 1. Vases Nuns Balboa- discovered the Pacific Ocean. 2. Ferdinand Magellan- His vessel circumnavigated across the globe. 3. Juan Pence De Leon- Explored Florida looking for the â€Å"Fountain of Youth. † 4. Francisco Coronado- Discovered the Grand Canyon and enormous herds of buffalos. 5. Hernandez De Sotto- Discovered the Mississippi River. 6. Francisco Pizzeria- Crushed the Incas of Peru. C. Encomia system established. . It allowed the government to â€Å"command† Indians to certain colonists in return for the promise to try to Christianize them. 2. Bartholomew De Alas Cases, appalled by the encomia system, called it â€Å"A moral pestilence invented by Satan. † ‘X. The Conquest of Mexico 1. Montague thought Herman Cortes was the god, Quadruplicate, returning from the eastern sea. 2. Herman Cortes was welcomed into the empire and took advantage by conquering it. 3. A new race of people called messiest is formed, which have a mix of Latin American’s European and Indian blood. 4. The Spaniards’ greed for gold led Montague to attack the Spanish on niche tries (sad night). X. The Spread of Spanish America 1. Within about half a century of Columbus landfall, Spanish cities flourished in the Americas. 2. Other countries wanted their share of the new lands. A. The English sent Giovanni Cabot to explore the northeastern coast of North America. B. The French sent Giovanni dad Overgraze to probe the eastern seaboard. C. Lawrence River. 3. The Pueblo Indians started an uprising called the Pope’s Rebellion against the Spanish in 1680. 4. The misdeeds of the Spanish in the New World gave birth to the â€Å"Black Legend. † How to cite Outline New World Beginnings, Papers

To what extent are gender differences socially constructed Essay Example

To what extent are gender differences socially constructed Essay Many sociologists believe gender is socially constructed (i. e. it is mostly created by society and is not completely natural, as gender identity varies between societies and within societies). Some sociologists argue that gender is the result of environmental influences, particularly the way we are taken care of by our parents or guardians. On the other hand a number of sociologists argue that gender is the result of nature, due to the effects of hormones, brains or genes of the two sexes. Haralambos and Holborn (1995) In terms of how we understand identity a distinction between sex and gender must be drawn. Nick Jorgensen, John Bird, Andrea Heyhoe Bev Russell (1997). Sex deals with what are often biological differences, while gender is about a socially constructed role. Therefore, labels women and man are about both biological and social differences. Jorgensen, Bird, Andrea Russell (1997) Pg 23 Gender roles have a big influence on our lives, and there is a lot of evidence that suggests gender roles are culturally rather then biologically produced. Oakley (1972 cited in Haralambos and Holborn 1995) this means individuals are taught the behaviour that is expected of males and females within their society. These processes create systems of ideas and practises about gender that vary across time and space. They also create gender divisions of labour, allocating women and men to different activities and responsibilities. Bilton, Bonnett, Jones, Lawson, Skinner, Stanworth and Webster (2002) Pg 132. Many studies have shown that gender roles can differ considerably due to the culture of tha t society. We will write a custom essay sample on To what extent are gender differences socially constructed specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on To what extent are gender differences socially constructed specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on To what extent are gender differences socially constructed specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This illustrates whatever the biological differences between males and females, it is the culture of the society which exerts most influence in the creation of masculine and feminine behaviour. Haralambos and Holborn (1995) Further more primary and secondary socialisation influences the behaviour of girls and boys from an early age. The roles themselves are made quite clear from the start; females are weak, more emotional and do not have strong sexual desires. Whereas, males are strong less emotional and have powerful sexual desires. Stephen Moore (1987) Parents tend to treat girls and boys differently in ways that influence their development. Oakley talks about four main ways in which socialisation takes place in gender roles. Firstly the childs self- concept is affected by manipulation. Secondly differences are achieved through canalisation involving the direction of boys and girls towards different objects. (Oakley 1972 cited in Haralambos and Holborn 1995 Pg 589/590) For instance girls are expected to be neat and tidy, to appreciate they are wearing pretty dresses and to be aware of their appearances. They are also given different toys to boys such as dolls, to play mother with and cooking and washing up appliances whereas, the boys are given toy guns, building bricks. All these activities encourage different forms of behaviour. (Stephen Moore 1987) The third aspect of socialisation is the use of verbal appellation such as thats a good girl. Or youre a naughty boy. (Oakley 1972 cited in Haralambos and Holborn 1995 Pg 590) this leads boys and girls to identify their gender and imitate adults of the same gender. So the son copys his father and is taught the traditional views of a man and the girl copys her mother and is taught traditional views of a women. Finally male and female children are exposed to different activities. (Oakley 1972 cited in Haralambos and Holborn 1995 Pg 590) Girls in particular are encouraged to become involved in domestic everyday jobs which reinforces stereotypes of masculinity and femininity. In addition primary socialisation can also cause differences in attitude to education research by Harris et al (1993) into attitudes of working class 16 year old boys and girls found that girls tented to be better motivated and more hard working than boys. The boys were easily distracted in class and were less determined to overcome educational difficulties. The researchers concluded that these attitudes were linked to the gender regimes they encountered in their homes and communities. Girls who were exposed to women who were organisers of the home and family and wage earners, displayed the same characteristics i. e. they were also organised with schoolwork and homework. However, the stereotype of the male was the macho male that did not care about authority and just liked to be in the company of other males. Researchers felt some of the boys were already fulfilling this stereotype in their approach to school. Moreover sociologists argue that teachers spend more time with boys and concentrate their efforts more on them. (Moore 1987 Pg 53) Like parents who are more likely to label their sons as less interested in school and education at an early age (Eccles study) teachers have different expectations of from boys and girls. Boys are expected to be more boisterous, girls to be quieter and more obedient. As a result, teachers are likely to treat the children differently according to their sex. (Moore 1987 Pg 53) There are also many other ways in which socialisation into gender roles takes place. Identification also takes place; children see themselves as their parents or television heroes. So as well as imitating their parents they also play at being parents/hero figures. Peer group pressure is also applied by friends, as friendships develop along sex lines with boys playing with boys and girls playing with girls, both playing different types of games. Stephen Moore (1987). From the viewpoints described above it would seem gender is socially constructed in the sense that differences in the behaviour of males and females are learned rather than being the inevitable result of biology. Haralambos and Holborn (1995) In contrast to this argument some sociologists would argue biologically differences are believed to be responsible for the behaviour of boys and girls and their roles in society. Stoller (cited in Haralambos and Holborn 1995) claims there are no vital links between femininity and being a woman, and being a man and behaving in a masculine way. Not all girls are caring and sympathetic and not all boys have to be aggressive and competitive. Some sociologists believe that hormones and brain differences can explain the difference in behaviour and roles of males and females. Both males and females produce sex hormones. Usually women produce larger amounts of progesterone and oestrogen, whilst males usually produce more testosterone and other androgens. The activity of a wide range of hormones is closely integrated with the activity of the nervous system, and so hormones can influence behaviour, personality and emotional disposition. (Haralambos and Holborn 1995 Pg 582) There has been much research done on animals to show evidence that there is link between the hormone androgens and aggressive behaviour such as castrated male rats fighting less, whereas female rats given more androgens after birth being more aggressive in adult life than other female rats (Haralambos and Holborn 1995). However, there have been criticisms made of the hormonal explanations of the study mentioned above by Ruth Bleier. In general, it is dangerous to assume that the same hormonal changes in animals would result in the same behaviour as humans. Such experiments are not conclusive. (Haralambos and Holborn 1995 Pg 582) In addition there are claims that hormones have indirect effects on male and female brain development as well as direct effects. Research has also concentrated on the issue of brain lateralisation. It is believed that the left and right hemispheres of the brain specialise in different tasks. The left hemisphere specialises in language and logical skills whereas the right is mostly responsible for visuospatial abilities. (Haralambos and Holborn 1995) It is alleged that the left hemisphere is more dominant in girls, and that in boys the right hemisphere is more dominant. This difference might be due to the hormonal influences on the brain. On the other hand Ruth Bleier has no ted the contradictory findings of the studies in this area. For example, some studies claim that girls are less lateralised than boys; some claim the reverse to be true; and some find no difference between boys and girls. (Haralambos and Holborn 1995 Pg 583) Moreover another biological explanation for the difference in behaviour of males and females is genetic and evolutionary factors. Some sociologists believe these reasons account for the difference in male and female behaviour. Some sociologists argue that social scientists who assume that human beings behave simply in terms of their culture and society are ignoring what they call human biogrammer. (Haralambos and Holborn 1995 Pg 583) This is a genetically based programme which inclines people to behave in certain ways. Although it is similar in men and women, Tiger and fox argue that compared to women, men are more aggressive and dominant and that these characteristics are genetically based. (Haralambos and Holborn 1995 Pg 584) This is partially because genetic inheritance and because a genetic adaptation to a hunting way of life. Males hunt which can be found to be an aggressive activity. To conclude, to support a biological case we would need to establish that a universal difference exists, that men and women across societies are characterised by more or less identical behaviours. We would also need to show that this difference is actually caused by biology and not in the similarities in upbringing. The more segregated the worlds that women and men inhabit, the harder it is to demonstrate that nature, rather than nurture, accounts for gender difference. (Bilton, Bonnet, Jones, Lawson, Skinner, Stanworth Webster 2002 Pg 132) Sociologists have tried to move away from the debate as to whether sex and gender shapes male and females behaviour Both David Morgan and Linda Birke argue sex and gender interact. Sex differences and vice versa. (Haralambos and Holborn 1995 591)

20 Psychology Dissertation Ideas That Will Work for You

20 Psychology Dissertation Ideas That Will Work for You In our first guide, 10 facts for dissertation on principles of psychology, we discussed ten credible facts about principles of psychology to help you write a better, more concise dissertation paper. In this second guide, you are provided with 20 dissertation ideas that will work for you, so that you can start writing fluently, without worrying about spending hours on research or evaluating what topic to choose. We have also included a sample based on one of the 20 Psychology dissertation ideas which would help you tremendously in writing an excellent dissertation paper. We highly recommend that you read our third and final guide as well, guide for a winner dissertation on principles of psychology, which rounds off the three-guide set nicely by helping you compose a successful dissertation on Principles of Psychology. After all, there’s no harm in gaining the respect and admiration of your professor. Without further ado, here are 20 topics on principles of psychology: Understanding the Most Famous Psychological Metaphor of James – Stream of Consciousness What’s the Main Perspective Shared by James-Lange Theory? The Perception of Human Habits According to the Studies of Psychology Does Free Will Exist? What do Psychologists Have to Say about it? The Influence and Perception of Principles of Psychology Pioneer Principles of Psychology that Changed the Whole Perception of How Humans See Their Consciousness Anonymous Fields of Psychology Besides Consultation, Hypnosis and Therapies What are the Respective Roles of Research-Psychologists and Psychologist-Practitioners? Why All Humans Are Considered Scientists According to Psychologists What is Psychobiology and Who was the Pioneer behind This Phenomenon? The Structure and Functions of the Brain as well as the Central Nervous System How Neural and Endocrinological Systems Work in Our Brain The Psychological Consequences of Stress and Depression How Stress can Cause Cardiovascular Diseases due to Lifestyle Behaviors or SNS Effects Aspects of Behavioral Psychology that Have Direct Applications in OHS How Organisms Learn about the Connections between Consequences, Behaviors and Situations What do Psychologists Mean by Positive Reinforcement and Punishment? Types of Reinforcements that are Readily Applicable in Workplace Situations The Development of Cognitive Psychology and its Role in the Field of Psychosis What is Personality Psychology and What Varieties of Approaches Have Proved Controversial? Great topics, were they not? If you are having trouble choosing a topic, consider choosing a topic which sounds simple, easy to write and one which you know something about. This would really help you save a lot of time. As promised, we have also included a sample which is written on one of the above topics, to ensure that you become fully aware of how a dissertation should be composed. Don’t forget to read our final guide, guide for a winning dissertation on principles of psychology; it’s a must read and should be read in order to make sure that you get the most out of these three guides. Without further ado, here is the sample: Sample Dissertation: What do Psychologists Mean by Positive Reinforcement and Punishment? We are all well aware of the scientific study on the mind and human behavior, which came to be known as Psychology. However, there are many methods, techniques and principles we don’t know yet. Two of the most commonly used methods of determining human behavior are positive reinforcement and punishment. These methods are most commonly used in Behavioral Psychology. The main objective is to condition the behavior of a particular human being or animal. Behavioral Psychology is interpreted as the study and psychology of learning and motivation. A research was conducted on hungry cats that were put in a closed box with a lever â€Å"to open the box†, so they could eat the food which was right outside the box. Even though initially, the cats responded as they normally do if they get stuck in a situation like, once they became aware of the fact that pulling the lever would open the box and allow them to eat the food – they adapted quickly. This kind of behavior that’s controlled by consequences, indicates that a stimulus (the box in this case) leads to a response (pulling of the lever for food delivery) which is then reinforced (adapting to ‘the pulling of the lever’ in order to eat the food). For example, when a child is told to behave well at the shopping mall while his parents shop and he follows the orders, he might receive a chocolate bar, which clearly is â€Å"positive reinforcement†. On the other hand, if the child misbehaves, he gets grounded at home: â€Å"punishment†. The concept of Behavioral Psychology has been heavily influencing many domains including education and health care. While Behavioral Psychology has allowed psychologists and psychiatrists to understand human psychology better, it becomes a little problematic when behaviorism is taken to its full extent. However, it’s been an effective treatment for some disorders and has helped explain behavioral connections along with increasing and decreasing the likelihood of particular behaviors. While behaviorism can be a little too dangerous when it’s exceeded beyond its cautionary limit, it has helped the realm of science and human species in wonderful ways. For the betterment of humanity, it’s very helpful for the human species to discover more about human psychology, which would eventually change the way we think about ourselves. That’s it! Now you should check out our final guide, guide for a winning dissertation on principles of psychology, which would help you write and compose a perfect dissertation to wow your professor. References: Schwartz, B. Robbins, S. J. (1995). The Psychology of Learning and Behavior. 4th Ed. WW Norton Co. Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York: Appleton Century Crofts. Stone, E. R., Yates, J. F., Parker, A. M. (1994). Risk communication: Absolute versus relative expressions of low-probability risks. Organizational Behavior Human Decision Processes, 60(3), 387–408. Sutherland, H. J., Lockwood, G. A., Tritchler, D. L., Sem, F., Brooks, L., Till, J. E. (1991). Communicating probabilistic information to cancer patients: Is there noise on the line? Social Science Medicine, 32(6), 725–731. Swenson, R. (2006). Review of clinical and functional neuroscience. Chapter 9 – Limbic system. Dartmouth Medical School. Retrieved from dartmouth.edu/~rswenson/NeuroSci/chapter_9.html Theorell, T., Karasek, R. A. (1996). Current issues relating to psychosocial job strain and cardiovascular disease research. Journal of Occupational Health Psychology, 1(1), 9–26. Thomas, C. L. (Ed). (1985). Taber’s cyclopedic medical dictionary (15th ed.). Philadelphia, PA: F. A. Davis Company. Thorndike, E. L. (1911). Animal Intelligence. New York: The Macmillan Company. Tversky, A. Kahneman, D. (1974). Judgement under uncertainty: Heuristics and biases. Science, 185(4157), 1124–1131. UCL (University College London). (2011). Whitehall II (also known as the Stress Health Study). Retrieved from ucl.ac.uk/whitehallII/ Webster, R. (1996). Why Freud was wrong: Sin, science, and psychoanalysis. New York, NY: Basic Books. Weinstein, N. D., Klein, W. M. (1996). Unrealistic optimism: Present and future. Journal of Social Clinical Psychology, 15, 1–8. Weiten, W. (2008). Psychology: Themes and variations (8th ed.). Belmont, CA: Wadsworth.

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7 Online and Flexible Jobs For College Students That Pay $15/hour It can be really difficult to hold down a job and go to school full-time all at the same time. To make it work, you often need a job with a bit more flexibility. That’s where online jobs come in handy- they’re versatile and the hours can usually fit in around your schoolwork schedule. Also, if you need some solitude after days of classes and socializing, most of these are done all by your lonesome- the perfect gig for introverts! And bonus: Â  plenty of them pay more than $15 per hour. Pretty good setup for something you can do in your pajamas, right?Here are a few great examples of online jobs for college students.1. Social Media ManagerThink Facebook and Twitter are just for sociability and fun? Why not use the skills you were given as a member of your generation to make some cash as a rep for a company looking to gain some online traction?You can connect with businesses you love, help them gain a social media following, and make anywhere between $15 and $40 per hour . The trick is to focus your pitch and strategy on the platforms you know and love best. You’ll have the best ideas and be more attractive as a hire.2. Online TutorWhy bother meeting your tutees in person? Start your own online tutoring gig, charging $20+ per hour working with fellow college students, or high school or home schooled students. Consider tutoring in non-academic areas as well- any of your hobbies and extracurriculars are fair game! Violin or sewing by Skype, anyone? Try marketing your services on sites like Wyzant or Tutor.com. Share an online course you create through Skillshare or Udemy.3. Data EntryData entry doesn’t have to be done in an office setting from 9-5; it can easily be done online. For gigs, try sites like VirtualBee, Clickworker, DionData, SolutionsoDesk, Elance, Amazon Mechanical Turk, iFreelance, Craigslist (search for your city jobs web / info design or jobsadmin/office). The pay isn’t all that great, but you also don’t n eed much experience to get a bunch of gigs to string together.4. Virtual AssistantBe somebody’s secretary, but never have to hand them a cup of coffee! You can easily organize schedules, plan meetings, and arrange for food delivery without having to physically be in someone’s office. Check these sites for opportunities: oDesk, Elance, Guru, iFreelance, and Craigslist. This will feel more like a traditional 9-5 job, but you can be at home while you do it, and you can usually work in your own hours.5. Filling Out SurveysYou can actually make money by taking surveys online. You’ll have to do a lot of them, but it’s totally possible. Try Pinecone Research, Survey Spot, iPoll, or My Points as a start. And remember you’ll have to fit the appropriate demographic for each survey and there’ll be many different types.6. GenealogistGet paid to research other people’s family trees and charge a ton- anywhere between $70 and $700, and take on as li ttle or as much work as you can handle. If you like to research, this gig is for you.7. TranscriptionGet paid up to $25 per hour or more to transcribe audio. It’s repetitive work, and often very onerous, and requires a meticulous attention to detail- but it fits great around your academic schedule. And what’s more, you’ll probably learn a bunch about the random topics you’re transcribing. It’s like getting paid to eavesdrop!

Why men's basketball is better than women's basketball Essay - 1

Why men's basketball is better than women's basketball - Essay Example Basketball has from its very beginning, been a male dominated sport and this has continued to be the case to the present. While this is true, women have also come to join in the sport, with the creation of a women’s basketball league among other competitions for women. I am of the opinion that the basketball played by men is still more popular because it has a greater following. I would agree with the statement that men’s basketball is better than that of women because of several factors. Among these if the fact that women’s basketball is predictable and that women tend to be more careful and are expected to behave in a civilized manner. Women’s basketball is one of the most predictable sports today and this is because they tend to be extremely careful and cautious when playing. They tend to shy away from taking any risks and do not do as much to impress and entertain the fans as male players do. The predictability of the women’s game can be seen th rough the data available that shows that in all the years that women’s basketball has been recognized, only a handful of their teams have reached the finals. I would say that even before the game begins, the fans always know which team is going either to win or to lose.

MME Assignment Example | Topics and Well Written Essays - 2750 words

MME - Assignment Example The private and public sector all have a managing system designed to run the organization’s operations from day to day. As was created at privatization, the British railway industry structure still remains much the same according to the Department of transport (1992: 33). Giving of incentives efficiently to both train operators and privately owned infrastructure providers was a fundamental principle that to some degree still remains and by being made to suffer the financial setbacks of their inefficiencies, this reduced the call on the taxpayer. That is a discipline is meant to be created in any other shareholder company, through take the taxpayers to the companies the risk in which the value of the owners' assets are at stake. The Nation railway in the United Kingdom was run by an executive committee of rail company managers and controlled by the government in the First World War. A decision then had to be made in 1919 on how the railways would be returned to the private sect or. In 1947 in order to provide an economical, efficient, adequate and properly integrated system of inland transport, a British Transport Commission was set up (Department of transport, 1992: 33). ... 63). In the early 90’s the problem the government was trying to solve was a familiar one with that of the national railways, that is how to without unacceptable reductions in the scale of the railway service, reduce the demands on the national taxpayer. The main principle running the British railway was not changed after the 1990’s policy of privation. The main aim of this policy was to maximize the railway sector competition and come up with a low-cost efficient railway sector. The implementation in the beginning did yield results where the customer service, ticketing, time table and traffic improved greatly. However the strategy set soon fell foul as a result of management strategies and styles applied and interference from politics as a result of a change of government right after privatization. The new labour government was not comfortable with privatization of the railway industry. Later Railtrack ran into financial trouble and the government took its opportunity t o acquire the control of the railway industry again. Unfortunately the British railways provision of service declined greatly with no competition and the lack of proper management. For any organization to survive today’s market, it is utmost that they establish an ongoing process of coping with current market demands, with the management level going back to the drawing board to review the company’s vision, lest they become obsolete. Any public sector thinking about carrying out strategic management change, should first understand the type of organization they have in the sector. To understand organization means to look into the level of competencies, look at the

Every child has the right to a mainstream education

Every child has the right to a mainstream education Every child has the right to a mainstream education. This is an entitlement for the parents of special needs children, for them to be able to access this, if they believe it to be the correct decision for their child. Many things need to be considered when doing this such as whether the individual child will be able to cope in this type of school environment and whether their ability will allow them to progress along with their peers. This is something which I believe is not the correct decision for every child as I have witnessed pupils who struggle day in day out with issues such as the playground environment, forging relationships with peers and some who are unable to cope with the unpredictability of what can be the normal school day. Inclusion is important, though it is not necessarily the right choice for every pupil. Inclusion is regarded as successful education of all students (whether with or without disabilities, disadvantages) in the same schools and classrooms, celebrating the resulting diversity, including various abilities and cultures (DFES). The era of mixed ability groupings means teachers need to include every child regardless of need and ability through differentiated work, extra support and with a range of activities to suit all needs. The Governments aim is for every child, whatever their background or their circumstances, to have the support they need to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Every child matters and they do within the classroom and school environment. (Every Child matters). Education needs to be personalised so every child can learn to the best of their ability and access resources and materials in lessons, and for most cases this happens. There are many occasions in which I have witnessed, however, where special needs pupils fall short of being included all of the time and are given activities which neither stimulate nor challenge them. These are the pupils which perhaps need the most help to progress. They need to be suitably challenged so they may progress in some way, however big or small. Ofsted (2004) suggested that schools should make sure that pupils with SEN in mainstream schools are able to play a full part in school life, and receive a curriculum and teaching relevant to their needs (p.9). Pupils can often get lost in large mixed ability groupings and this is where a child may feel excluded as the teaching is not always relevant to their needs. This paper shall focus upon inclusion and the experiences of pupils on the autistic spectrum in mainstream schools. Significance for my Practice Every school I have been in has at least one child on the autistic spectrum. This is inevitable now in mainstream schools due to inclusion. Each child I have seen has Aspergers syndrome, high functioning autism. These children are clever and generally are placed in good sets. Educationally these pupils can advance and do well. Socially, however, these pupils struggle and they face difficulties on a daily basis. I am involved with some of these pupils at my present school so the significance for my practice will be vast. Understanding the research in this area and carrying out my own research will allow me to draw conclusions which I can then apply in school, to help these pupils and to in turn make other teachers aware, to allow benefit for these pupils across the school as a whole. Historical Background The Education Act (1944) established the grounding that a childs ability should be measured on age, aptitude and what they are capable of. SEN children were categorised by their disabilities. Although the act was groundbreaking for the whole education system, it was the 1970s that the focus of the individuals own need began to be addressed (Parsons, 1999). Research into special educational needs occurred more frequently in the 1970s after the Warnock Report (1978) which found that 20% of children could have SEN but 2% may need support above what mainstream schooling could offer them. Since then a great deal of research and investigation has been done in all areas of special needs. The government has made a number of acts over the years to ensure this happens, the most recent one being the Special Needs and Disabilities Act (2001) which protects students against discrimination. In 2005 however, Baroness Warnock criticised SEN in the UK and has suggested that small specialist provision is needed and that the bullying of SEN children in mainstream schools is inevitable. The claim fails to include that small specialist provision is still available should parents seek this. Specialist provision is now also within some mainstream schools which have specialist units within to cater for more complex needs. Further literature, which is discussed later backs up this claim to some extent. Autistic spectrum disorders (ASD) are a range of related developmental disorders that begin in childhood and persist throughout adult life (NHS, 2010). It causes problems and difficulties with social interaction, impaired language and communication skills and unusual patterns of thought and physical behaviour. There are three main types of ASD; autistic disorder, aspergers syndrome and pervasive developmental disorder. The National Autistic Society (NAS) claim that 1 in 100 pupils have ASD and that all schools should be autism friendly with fully trained teachers. This I believe should be the case but with numerous policies and an extensive range of needs within SEN alone, it is difficult to ensure all teachers are trained in everything. This is perhaps where there should be a number of specialist teachers, rather than have all teachers specialise in everything. This however, suggests that in a typical secondary school there could be more than ten children with this disposition. Aspe rgers (high-functioning autism) is common in most secondary schools and the experiences of some pupils are difficult ones. ASD was first identified by Kanner (1943) as a specific pattern of abnormal behaviour. He identified this as being rare but made no attempt to define the amount of people who may have had this. Though the study is very dated, it is still highly influential today and has been a steeping stone for all future research. It is still also relevant to society today as people show the same symptoms as identified and therefore is still of huge importance. Other studies have shown differing prevalence rates of this, including Lotter (1966) who identified a frequency of 4.5 per 10,000 children with autism in an empirical study that was carried out which was epidemiological in nature. This developed the findings from Kanners research, nevertheless further research by Wing and Gould (1979) identified a rate of 15 per 10,000 of children who had social interaction, communication and imagination difficulties. This was the triad of impairments. Patterns of a repetitive nature were also identified whi ch is common today in most children was ASD. The children in the study were not that of the autism Kanner had described. Wing and Gould identified these being part of a broader spectrum of needs. These needs together were identified in 20 per 10,000 children. The prevalence rate is difficult to trust as many people portray elements of ASD yet are not defined as such. Experience has shown this. With prevalence rates, not all of the population can be tested and therefore the rate should be taken as an estimate. Asperger (1944) focused on a group of children who had similar behaviours to what Kanner (1943) had described as autism, but whom had enhanced abilities.   Asperger presented four case studies of children.   In these children he identified some patterns of behaviour and abilities and consequently named these autistic psychopathy.   These behaviours resulted in a lack of empathy, little ability to form friendships, one-sided conversation, intense absorption in a special interest and clumsy movements.   Asperger went on further to explain how these children displayed a great understanding and depth of knowledge on their favourite subject.   These claims are great and wholly unjustified on merely a study on only four boys.   Further research is hinted at within the text but as the paper only identified four case studies it should be regarded as a small scale study. It is common now also for girls also to be associated with being diagnosed with Asperger syndrome, which is a s ignificant point that Asperger missed. The behaviours identified are some which I have witnessed and which are consistent with my experience. Children with Aspergers syndrome can talk in depth on their favourite topic and can completely change the course of a conversation they are in to talk about this. They can often have one sided conversations on this and are not necessarily talking to anyone in particular on their specialist subject. The limitations of this research lie with the time, these were studies that were done during World War II and therefore behaviour due to trauma from the war could have indeed impended the true behaviour that matched the child.   It could be argued though that there were indeed many other children who presented with these behaviours and abilities, but an in-depth study of just four ensured significant detail and strengths in assessing a range of behaviours over a period of time, which consequently could be later relayed onto other children with a similar disposition.   The considerable delay in the translation of this paper led to Western understanding decades later; his finding are now regarded and accepted worldwide.   Aspergers syndrome is indeed a social construction and the paper should be taken as such but noteworthy research which will be discussed later now backs up the claims made in this paper. What could be regarded as another influential study is done by Wollf (1995). Having studied Asperger syndrome for over 30 years the findings are most definitely worthy to a great degree. The studied children were of average or high ability who were impaired in their social interaction but who do not have the full picture of the triad of impairments. However, these children represent the most subtle and most able end of the autism spectrum; are higher functioning. The majority become independent as adults, many marry and some display exceptional gifts, though retaining the unusual quality of their social interactions. There is great debate on why to even include these children in the autistic spectrum. Wolff suggests that these children often have a difficult time at school and they need acknowledgment, understanding and acceptance from school staff as well as parents. Is this the best option for these children though? To identify them as different and therefore facilitate them to a l ife of indifference as they live with this brand upon them. This makes the research lose some credibility as there should be more justification than they have a difficult time at school. Other children have difficult times at school, for many other reasons. Research Theories and Findings A good proportion of studies have been completed on including pupils in a mainstream school with autistic spectrum disorders. These studies differ in terms of their methodologies and findings. With a huge proportion of pupils in the UK facing difficulties with communication, social interaction and imagination, studies for mainstream schools focus upon high functioning autism in the form of Aspergers syndrome. It is more common to find pupils with Aspergers syndrome in mainstream schools as their intellectual level is greater than those with pure autism. Inclusion and Autism; Pupil Experience Humphrey and Lewis (2008) looked into the views and experiences of a pupil with ASD in a mainstream school. Through a small scale study it found that the inclusion of pupils with Aspergers syndrome in mainstream schools presents challenges and opportunities for the various stakeholders (e.g. teachers, pupils, parents and peers) in this process. The study was purely the views of pupils and their experiences though it is often witnessed by teachers that issues at home equate to problems at school. As a result, it may have been appropriate to include teachers views to ensure the participants were portraying behaviour that was usual. Inclusion is fraught with difficulties, with the whole range of needs that exist in mainstream schools at present. A report shows 1000 examples of inclusion in education from members of NAS, Barnard et al (2000). The findings claim that parents with a child in an autism specific provision were twice more likely to be very satisfied than those who had a child in a mainstream school. It shows that views decline through the later school years, the older the child becomes. The survey was completed by over eight hundred respondents, with half of the children being in a mainstream setting. A majority proportion of these children had statements. Findings are primarily based on opinions of parents but the views could be contested as they do not attend school with their child. The parental opinion on what they think their child should have may exceed the needs that their child actually holds. In a mainstream school I am working in children with ASD are supported in a variety of ways and are making good progress. There are issues that these children struggle with but they are guided through these with help from staff in school and through external agencies support. Humphrey is a leading researcher in the field, with a number of studies looking into the effects of inclusion for pupils. Humphrey (2008) identifies that the number of students with ASD being educated in mainstream schools is growing, though educational experiences of these students are unfounded. Whats more, the article found that pupils with ASD are more than twenty times more likely to be excluded from school than those without special educational needs. This implies that pupils are unable to cope suitably in this setting yet reasons for the exclusions are not explored. The paper identifies strong strategies for behaviour and such, yet without the reasons of why these people are excluded the suggestions on improving behaviour are speculative. Literature also draws upon the debate of whether inclusion in mainstream education is the best route for all special needs children. Wang (2009) identified through a critical analysis that certain difficulties may occur by allowing ASD childr en into mainstream education. It also notes on how inclusion is worth striving for and how disadvantages can be resolved by training educators appropriately. Much research in this area pertains that it is teachers who need to understand more and in turn need to implement different strategies. This shall be discussed further later. Tobias (2009) found that by providing students with a mentor figure and by meeting the needs of the individual rather than applying blanket policies to groups of students with ASD, that these were strategies to support and aid in inclusion which worked well and were consequently perceived as such. This on the other hand, is one isolated example and was a small scale study of just fifteen participants and research in this respect is limited. Most studies seem to take the view that experiences could be improved; bullying was found to be a major issue within literature. Peer Understanding and Bullying A significant number of researchers have identified the need to ensure peer understanding to allow ASD students to be included in the activities associated with school life. Many reports account for many students with ASD being bullied by peers, either because they know they are different and have ASD or because they are seen as different and cannot handle social situations as well as others may. Humphrey and Lewis (2008) identified the fact that much research had suggested these pupils make easy targets for bullies. The symptoms associated with ASD make these pupils stand out from their other peers so this statement could be suggested from observations, the research needs to identify why this is as it found almost all pupils reported being bullied at different levels of severity and frequency. This also seemed to occur regularly. Research on this suggests that it is boys in particular who suffer in school settings. Granzio et al (2006) confirm that the oddness of pupils with Asperge rs syndrome led to verbal abuse and social exclusion on a daily basis from peers. From this it may be reasonable to suggest that social exclusion could lead to other problems in a child such as the child becoming depressed due to social rejection as around one-third of school time is spent outside the classroom (Nelson, 2004). This therefore is an area where more research needs to be done; in particular in that of social integration. Norwich and Kelly (2004) recognise that those with special educational needs are more likely to be bullied than other pupils. When thinking of the difficulties faced by children with ASD; particularly that of social and communication difficulties it is not surprising the rate and frequency that bullying occurs. The World Health Organisation (2007) suggests that social difficulties are exacerbated if dyspraxia or developmental clumsiness is present, which is often the case. Students therefore need to develop an understanding of ASD pupils to allow them to develop some compassion to how they must feel on a day to day basis. Humphrey (2008) established from previous research that students need to understand a little about why students with Asperger syndrome have such quirky behaviours. A little understanding and knowledge can go a long way to show other students how to assist easily, rather than ignore or taunt this student. Most research in this area suggests that more knowledge is nee ded, whether it is for the pupils or school staff. A further study looks into the relationships with peers and the use of the school environment. Wainscoat et al (2008) found through a case control study that Aspergers pupils, in comparison with controls engaged in fewer social interactions, spent breaks and lunch times in adult supervised areas of the school, reported having fewer friends and therefore likely to be the targets of bullying. This once more shows recognition in the fact that experiences of these pupils within mainstream education are not all good. This is one of the few quantitative studies yet provides little understanding into reasons behind the findings compared with the qualitative studies. It provides strong evidence to support these claims through statistics but the structured interview could have included some open questions to allow participants to elaborate. The literature discussed shows pupils are isolated, often bullied and somewhat unhappy. This suggests mainstream education is perhaps not the best place f or all students. There also seems to be a social stigma attached to these pupils as research suggests quirky or odd behaviour. With up to 1 in 270 students at secondary mainstream schools having SEN related to an ASD, Barnard et al (2002) this accounts for a huge proportion of pupils who may be having the same difficulties. This calls out for a greater need for more research in this field to ensure ASD pupils are getting the support they need to deal with these issues and how these issues are dealt with in mainstream schools. Teachers Perceptions Ashburner et al (2010) compare teachers perceptions of students with ASD to their perceptions of typically developing students with regard to their capacity to perform academically and to regulate emotions and behaviour in mainstream classrooms. This was a case control research design and participant bias, in respects to the participating teachers is highly prominent in this research. It was based on teachers ratings from teachers whom already possessed views and opinions on the childrens aptitudes, abilities and more importantly temperament. This, on the other hand, means they had a truer perception of the child that a researcher would not have had and therefore results are plausible. Ashburner et al propose the research findings were concurrent with prior research which suggests that students with ASD exhibit significantly higher levels of behavioural and emotional difficulties at school than their typically developing peers. Jordan (2008) claims that teaching pupils with ASD is hard. It is hard for just the same reason that students with ASD find it difficult to learn in our current school system. Just as these children have no natural intuitive ways to understand their teachers, teachers, in turn, have no natural intuitive ways of understanding students with ASD. Teaching is made more difficult by the fact that no child with ASD is the same and strategies that work on occasions, may not do on every occasion. This is what I have found in my practice. This is where Every Child Matters comes into play and is particularly important, where each child needs support to enjoy and achieve. Jones et al (2007) conducted a review of needs and services for young people with Aspergers syndrome. It identified that within education many children, parents and carers will meet people in their school lives whom have no knowledge of Aspergers syndrome, teachers included. Thirty five children took part in the review and the majority (68%) would have liked their school to be different. Although this is based on ASD children, it goes without saying that most children would like school to be different and therefore more specifics need to be recognised. Within the survey bullying was also identified, yet this was something which school staff failed to mention. Research in regards to teacher understanding comes across not only in research that is based solely on the teacher, but also from research on peers and pupils themselves with ASD. This shows there is a greater need for teachers to be more aware of the whole range of need associated with ASD, not just Aspergers syndrome which is commonly found in mainstream setting. Conclusions from the research The general consensus from the research identified is that inclusion and autism is improving, but improvements still need to be made. There is limited research into social integration of pupils into mainstream schools, which considering the estimated prevalence rate is quite alarming. A significant number of researchers have also identified the need to ensure peer understanding, as well as a greater awareness of ASD for teachers. The majority of the research identified bullying as an experience within school. The percentages of this are soaring and it is something which I believe schools needs to research promptly. Bullying is identified in the research from accounts by the pupils, yet teachers perceptions on this seem somewhat different. Research falls short of statistical evidence and a lot of it is qualitative, but this provides in depth explanations and good quality accounts of experiences within mainstream schools. Part B In analysing the different research studies it seems appropriate to start from near the beginning and look at where new and relevant research stems from. In this respect there will be a focus on Aspergers syndrome (Asperger, 1944). The paper by Asperger (1944) is highly pertinent in understanding a range of autism that may occur in a person. It continues on from the work done by Kanner (1943). A great deal of evidence is collected, including that of family history. The research methods, however, are somewhat lacking. The testing that Asperger conducted on these children often failed in providing any useful analysis and was therefore disregarded. Intelligence tests were conducted where these included construction tests where the child would copy from memory, rhythm imitation, memory for digits (repetition for six digits was expected at the age of ten, one boy who was six thus proved to be above average), memory for sentences (this could not be evaluated) and similarities between different things were tested. Analysis focused on memory for digits, along with observation and parental examples of abilities. The latter is a difficult one to reprehend as parents often believe their child to be above average of other children of a similar age and this for that reason is only their opinion. It is essentially qualitative data in the respect that most of the research is carried out through observations and opinions. The data is essentially more rich with lots of detail and therefore of good quality. The justifications for the intelligence tests were on the basis that the child carrying out these tests were observed and therefore judged on communication and ability. This fundamentally enhances the reliability of the tests as there was a plausible reason behind carrying them out, rather than just purely to measure intelligence. The tests however were adapted to the personality of the child so conclusions from these as a whole need to be somewhat justified more. This was essential in terms of ethical issues to put the child at ease but each of the data sets collected are detached from each other, as each case study had a different method. The research is highly subjective and researcher bias is great due to the nature of the observations. The case studies, however, provide enough detail through comprehensive descriptions to justify the claims made. Overall, this paper has provided a good grounding for all research conducted today in this field and is highly important. The research methods conducted are limited but further research and advancements in technology since 1944 have allowed a greater picture of Aspergers syndrome to be developed over time. In contrast, a recent paper on the views and experiences of Aspergers children in a mainstream school moves away from looking at how these children behave to focusing on how they feel and what their experiences are like. This links to the last paper discussed on what Aspergers is but looks at their perceptions of what Aspergers is, so is not purely from the side of the researcher. Humphrey and Lewis (2010) provide an in-depth analytical paper on how these children cope in school. This is a small scale qualitative study on twenty pupils in North West England. It looks at four mainstream high schools. The research is phenomenological where interpretive phenomenological analysis was used to explore how pupils made sense of their educational experiences. The research was qualitative in its methods; the study incorporated semi-structured interviews and pupil diaries. The diaries were used for a month which made possible vast amounts and quantities of detail from each participant in the st udy. This is difficult to analyse and researcher bias will occur to decide which points are valid and are worth mentioning above others. The diaries were also conceived via different methods; either written, orally or electronically. This could yield different results. The participants had a choice but this may not have necessarily been the correct method to enable them to explain in the greatest amount of detail. All participants did not fill in the diary for a whole month period but a number of participants stopped at differing intervals. This led to varying amounts and different quantities of data sets from each participant. The research should have perhaps been carried out on a smaller time scale to allow for full participation. The diaries, on the other hand do provide good detailed responses as opposed to purely using interviews. For example, a participant proceeded to draw images and diagrams depicting his school life which gave a more rounded picture on his feelings and emot ions. This level of detail allows for greater understanding of their experiences and therefore enables the research to be reliable due to the high quality that it portrays. The semi-structured interviews then back up thoughts and feelings from the participant which also enables prompts from the researcher, to allow greater explanation on why they think or feel this particular way. The paper is high in terms of validity and there is a small chance the participant may be lying as issues were recorded in the diary and discussed further via this route. The study also adds to input from its participants by allowing them to provide commentary on the findings, which were then incorporated into the paper. This ensures the theme on their views is completely adhered to, again adding to the consistency of the methodology. The visual representation of results both allowed for the pupil understanding when they were providing commentary on the paper but it also identifies strong categories and th emes in an area where research is wholly limited. Furthermore, this will provide a strong grounding for further and future research in this particular area. Another study, Wainscot et al (2008), looks at experiences in a mainstream school of participants with Aspergers syndrome, but this focuses more specifically on the relationship with peers and the use of the school environment. Research methods included a case control design where pupils undertook a structured interview on their social interactions that day, at the end of school. This method was justified entirely by suggesting the alternative approach of using a cohort study could result in an unbalanced sample based on the kind of prevalence observed. By justifying the method the paper gains credibility and warrants why the method it chose was to all intents and purposes best for this particular research. Structured interviews provide limited scope for the participant to respond and as a result there was a lack in the depth and quality of answers. For example, a question posed was did you have a good day at school today? This is a yes or no question and reasons behind this answer c ould be vast. A pupil may not have slept well or simply was not in a good mood, but in terms of the research conducted it could be interpreted as the participant not liking school or anything the researcher interprets it as. This is a quantitative study and as such responses were entered into SPSS database and analysed. A snowball sampling strategy was used which was again justified as the characteristics required of participants are rare. The control participants were chosen with dyslexia to further investigate SEN as a risk factor for social isolation. The overall number of dyslexic pupils in the study however, turned out to be just three. The research therefore focused primarily on those with Aspergers syndrome and those without. The case-control dyad matched a whole range of variables; age, gender, academic ability, physical size, lessons attended, socio-economic background and ethnicity. The variables were matched where they could be but not all of the case control dyads were. This implies the amount of variables was perhaps too complex to allow for all true matches. The data was collected at different times, in different years to be specific. This implies a lack of reliability as data was collected over a year apart and therefore the researcher did not allow the research to be consistent; this may well have influenced the second data collection period more notably than the first. The study provides a number of limitations but in essence provides good substantial evidence, with a clear comparison between two groups. The researcher could have had more control over the study as opposed to allowing case-control matches by the schools. Again, as with the previous study discussed a need for more research in this field has been acknowledged and suggestions of peer bullying are further recommended. Barnard et al (2000) carried out a large scale study focusing on examples of inclusion in education from the National Autistic Societys members. Although this is slightly dated, it is one of a few large scale studies on inclusion and autism that has been conduc

Explain the Concept of Ideals in Plato’s Writings Essay

â€Å"The unexamined life is not worth living† according to Plato. He argued that we should always pursue knowledge and ask questions to do this. A key part of Plato’s philosophy is epistemology – his theory of how we know things. His concept of Ideals, also known as Forms, is Plato’s explanation of how true knowledge can be sought. Plato understood that there are concepts that we can all recognise in various things, for example the concept of beauty. We all recognise beauty in art, nature, people, or music, and we all understand the idea when we hear the word used. Although we can all recognise beauty, our opinions of what classes as beautiful are widely varied and subjective. The conclusions Plato drew from this is that beauty must exist, otherwise we would not know it at all. This is the Perfect Form of Beauty. However, we must have only partial knowledge of it or we would not have subjective opinions. Forms are absolute versions of concepts and ideas. They are perfect ideas of everything and therefore they do not change – perfect things cannot change for the better and would not change for the worse. They are also eternal as to begin or to stop existing is a change. They cannot live in this world as it is constantly changing and forms are unchangeable, so they can only exist in the Realm of the Forms. The form of Beauty is absolute and true; it is not an opinion but an idea or concept, therefore no-one can know the real meaning of Beauty as it cannot exist in this world and it is eternal. We will never know forms fully as we are imperfect. Forms give us knowledge and allow us to have some understanding of the truth. Although, we know that we do not know them fully as we can form our own opinions on things, e.g. what is beautiful and what is not. Forms are in the Realm of the Forms, we can recognise them as this is where our soul originates from, however because they come from there and not from where we are, we do not know them fully. Also as they are perfect we cannot understand them fully. In the Realm of the Forms there are Ideals of everything we have a concept of such as Beauty, Justice, Truth, and the Form of the Good. The Form of the Good is the highest of the forms and is the foundation and essence of everything. The Form of The Good represents Plato’s idea of goodness and is what you should most want. For Plato this was eudaimonia, living a good and fulfilled life. All other forms such as beauty, justice or truth are part of eudaimonia and so part of Good. The Form of the Good is therefore the most important Form as it gives us full and true knowledge of what we should pursue. It is our ultimate goal and the source of all truth and goodness. In this way, it has influenced the development of the Christian idea of God. Plato uses the Cave Allegory to present his ideas about Forms. He does this by using symbolism, by representing the Forms as objects outside of the cave. He then represents the Form of the Good as the sun; the sun shines light onto the objects outside, allowing us to see them. The light represents knowledge and the objects represent Forms – the Sun shows us the Forms and gives us knowledge. The prisoner’s journey illustrates Plato’s concept of Ideals or Forms – they provide truth but must be pursued individually and by looking away from things that keep us ignorant.

Essay on Bullying in Schools - 2878 Words

Introduction Bullying has been a part of schooling for as long as children have been congregating. To some it seems like a natural, though uncomfortable, part of life and school experience, while to others it can mean terrifying experiences which spoiled and characterized otherwise happy years in school. Dan Olweus, a pioneer in bully behavior research documented that 2.7 million children are affected as victims, and that 2.1 children act as bullies (Fried, 1997, as cited in Aluedse, 2006). With bullying cited as the reason for violent, gun-related crime in the past few years, school districts as well as national governments have put anti-bullying policies in place. Bullying is a complicated phenomenon, involving more than one child†¦show more content†¦I had been warned that he kicked a teacher and left a large bruise. One day, while working with that teacher I saw him get out of his seat, charge towards the teacher and punch her repeatedly in the ribs. When we calmed him down and had h im sit, he clutched scissors and angrily mumble to himself. Though in that incident he did not direct any physical or verbal abuse towards the students, his actions terrorized his classmates and several were shaken and crying. I did not understand what caused him to be so angry, day after day, and act out so violently. I raised attention to the issue and the safety implications for all involved, though the school refused to act on it aside from advising me to leave the room when he acted up. I was helpless because I was a guest teacher in a foreign country, but as a teacher here I will be prepared and willing to act on bully behaviors. The focus of my paper is what are bully behaviors and what are strategies for addressing these at school? 2. Findings Identify bully behaviors: Bully behaviors can be as blatant as physical violence or as insidious as manipulating friendships and spreading gossip. 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