Sunday, November 17, 2019
On a personal experience of cultural adaptation Essay Example for Free
On a personal experience of cultural adaptation Essay Adaptation, originally as a biological concept, is an alteration or adjustment in structure or habits, by which a species or individual improves its condition in relationship to its environment. Every creature on the earth, including human beings, has the essential and innate capacity of adapting to the outer environment. That is on the level of biological adaptation. The evolution of human beings makes them outmatch all the other creatures to develop their own language and culture, which is unique only among themselves. At this time, the adaptation of human beings could not only be confined in the scope of biological one. Cultural adaptation, at this point, is necessary and indispensable for the further development of human beings. The significance and importance can be represented especially when the cultural contexts or environments have changed no matter it is a change of international, intercultural, interethnic, inter-religion, or inter-region, etc. The term â€Å"microculture†, the counterpart of â€Å"macroculture†, can refer to a social group that shares distinctive traits, values, and behaviors that set it apart from the parent macroculture of which it is a part (Gollnick Chinn, 1998). The identity of microculture can be based on traits and values of different ethnic origin, religion, gender, age, socioeconomic status, geographic region, place of residence conditions, and so on, among which, geographic region and place of residence will be what I give my focus on in this paper. The change of geographic region and place of residence will evoke the change in psychology and behavior to adjust and adapt oneself to the new environments. 2. Cultural Adaptation 2. 1 Cultural Adaptation versus Biological Adaptation Human beings, like other living creatures in the world, also have biological and psychological needs. Other animals fill their needs primarily through biological adaptation, for example, a lion uses speed and sharp teeth and claws to capture and eat its prey. However, our human beings develop forms of knowledge and technologies that enable them to get the necessary energy from the environment and make life more secure. This knowledge and technology forms a core of culture that can be passed from generation to generation and group and group, so human beings adapt to their world culturally (Nanda Warms, 2002). Cultural adaptation has some distinct advantages over biological adaptation. Because human adapt through learned behavior, they can change their approach to solving problems more quickly and easily. However, creatures whose adaptations are primarily biological change slowly (Nanda Warms, 2002). Adaptation, coming being into one of the basic characteristics of culture, makes people develop to accommodate environmental conditions and available natural and technological resources (Gollnick Chinn, 1998). Culture, in fact, is the way human beings adapt to the world (Nanda Warms, 2002). 2. 2 The Definition of Cultural Adaptation From the aspect of sociology and anthropology, cultural adaptation is the long-term process of adjusting and finally feeling comfortable in a new environment (Kim Gudykunst, 1988). Immigrants who enter a culture more or less voluntarily and who at some point decide to adapt to the new cultural context experience cultural adaptation in a positive way. Cultural adaptation, especially intercultural adaptation is broadly used in the literature of intercultural communication studies, and according to Kim, it refers to the process of increasing the level of fitness of people to meet the demands of a new cultural environment. It deals with how sojourners or new immigrants experience the distress caused by mismatches or incompatibility between the host culture and the culture of birth (Fan, 2004). 2. 3 Models of Cultural Adaptation 2. 3. 1 The Anxiety and Uncertainty Management Model This model was put forward by communication theorist William Gudykunst. He stresses that the goal of effective intercultural communication can be reached by reducing anxiety and seeking information, the so-called uncertainty reduction (Gudykunst, 1995). The uncertainty can be classified into different types. Predictive uncertainty is the inability to predict what someone will say or do. Explanatory uncertainty is the inability to explain why people behave as they do (Martin Nakayama, 2000). In fact, some level of anxiety is optimal during an interaction. Too little anxiety may convey that we don’t care about the person. Too much anxiety causes us to focus only on the anxiety and not on the interaction. This model assumes that to communicate effectively we will gather information to help us reduce uncertainty and anxiety. The theory predicts that the most effective communicators are people who have a solid self-concept and self-esteem, have flexible attitudes (a tolerance for ambiguity, empathy) and behaviors and are complex and flexible in their categorization of others (Martin Nakayama, 2000). 2. 3. 2 The U-Curve Model This model, applied to many different migrant groups, is based on research conducted by a Norwegian sociologist, Sverre Lysgaard, who interviewed Norwegian students studying in the United States. The main idea is that migrants go through fairly predictable phases in adapting to a new cultural situation. The first phase is the anticipation or excitement phase. The second phase, culture shock, happens to almost everyone in intercultural transitions. During this phase, migrants experience disorientation and often a crisis of identity. Because identities are shaped and maintained by one’s own cultural context, experiences in new cultural contexts often raise questions about identities. The third phase is adaptation. In this phase, how much of the migrants should be changed and to what degree should he or she to adapt is what should be pay attention to (Martin Nakayama, 2000). 2. 3. 3 The Transition Model Culture shock and adaptation have been viewed as a normal part of human experience, as a subcategory of transition shock. Janet Bennett (1998), a communication scholar, says that culture shock and adaptation are just like any other transition, such as going away to college, getting married, or moving from one part of the country to another. Psychologists have found that in this model most individuals prefer either a â€Å"flight†or â€Å"fight†approach to unfamiliar situations. The first preference, the â€Å"flight†approach, is to hang back, get the lay of the land, and see how things work before taking the plunge and joining in. The second preference, the â€Å"fight†approach, is to get in there and participate. Migrants who take this approach use the trial-and-error method. Individual preference is a result of family, social, and cultural influences. An alternative to fight or flight is the flex approach, in which the migrant uses a combination of productive fight or flight behaviors (Martin Nakayama, 2000). 3. Microculture or Subculture Microculture, as a counterpart of macroculture, refers to these groups which exist within the context of a larger society and share political and social institutions as well as some of the traits and values of the microculture. It can also be called subsocieties or subcultures. These cultural groups are called microcultures to indicate that they have distinctive cultural patterns while sharing some cultural patterns with all members of the macroculture and their unique patterns will identity themselves as members of their particular group. Cultural identity is based on several traits and values learned as a part of the national or ethnic origin, religion, gender, age, socioeconomic status, geographic region, place of residence conditions and so on (Gollnick Chinn, 1998).
Thursday, November 14, 2019
Mothers Against Drunk Driving Essay -- Alcohol Teenagers Papers, DUI
Mothers Against Drunk Driving In the year 2001 more then 800,000 injuries occurred in the United States from alcohol related accidents, while more than 40% of automobile crashes were due to the abuse of alcohol (MADD homepage). These overwhelming statistics are just a small piece of the very large puzzle that stuns the nation with deaths every year. For some people, these statistics are more than just phrases on paper they are words that are haunting reminders of the tragedies and losses they have experienced in their lifetime. One such mother was so distraught by the loss of her thirteen year old daughter Carrie Lightner, who was killed by a drunk driver, began the organization Mothers Against Drunk Driving (MADD). On the other side of the country another mother was feeling the same pain as her five and a half month old daughter, Laura Lamb, took her last breath after a drunk driver struck their car. Together these women joined forces to share their sufferings with others in the same situation, while striving to prevent future accidents and conditions such as the ones they had just experienced. Since MADD has been in existence there has been a 43% decline in alcohol related traffic fatalities (MADD stats and resources homepage). It has consistently been providing statistics on excessive drinking, complete drunk driving research, the effects of underage drinking, laws regarding alcohol, and current news stories. MADD is not just advertised on the television and library, but has continuously been able to reach the public through the use of the internet. The website www.madd.org has reached thousands of people to spread the word of the harmful effects of alcohol abuse whether the consumer is underage or not. The large load of ... ...ople still take the keys after drinking alcohol. The holiday season is traumatic to so many families as in the year 2001 there were 4,943 deaths between Thanksgiving and New Years because of alcohol abuse (MADD statistics and resources). When is enough, enough? When will the public take some initiative and responsibility? When will people start paying closer attention to their actions and then the consequences? MADD has already taken this step and has been working for the past twenty years in making a difference. There endless support and dedication to the issue is clearly a necessity as they have worked to create programs and awareness on the issue. The statistics provided have been so appalling that after one has read the material on the MADD homepage, they will already become aware, but upon continuing to it’s links, the reader will feel the need to take action.
Tuesday, November 12, 2019
Practice †Theory Analysis Essay
During internship, I was able to witness some incidents in the educational system which is relatively important with regards to the questions of equity and fairness in schools. These reflect various policy issues that I have learned throughout the course. The most evident issue that I have encountered was regarding various forms of discrimination. Despite efforts to promote equality, some people still have their biases, and that is the common root of discrimination.            In one class that I have observed, I noticed that this certain white instructor has a bias towards his white students. This is not obvious because he is not vocal about his preferences, but it can be noticed when he asks questions to the class. As a keen observer, I noticed that he gives the easier questions to his white students, but when it comes to the hard, tricky questions, the ones which usually require analysis and in-depth knowledge, he would call on his black and Asian students. Well, it could have been okay even though they’re called to answer the hard questions, but the problem is, he would usually have his side comments when they are not able to answer.            It is not a big deal if a student wasn’t able to answer a teacher’s question or a class problem. This usually happens in any class with any race or gender. But real issue would be the comments being given by the professor. For some, it could be just a joke, but for the students, it could cause them to lose their confidence, thus affect their performance in the class. The whole class would laugh at the student, who gave an incorrect answer, thus lowering his self-esteem.            In my observation, this is a form of discrimination, as his biases towards a certain race would lead to degrading other people. His black and Asian students might loose their confidence and would feel inferior compared to their white counterparts. For me, directing the harder questions to these students would mean that they’re being unfairly treated, even though it is their responsibility to study. Also, giving side jokes and comments by the professor should not be tolerated, as it only strengthens the assumption that he is biased in his profession as a teacher.            The main issue that must be addressed in this case is about discrimination. The teacher in this case can be accused of discrimination by the students who he has allegedly discriminated. There are various forms of discrimination, but the concern in here is racial discrimination. Because of the instructor’s bias towards some of his students, he unknowingly discriminates other students. This is the issue that must be immediately resolved for this case. Another issue that must be addressed is whether or not the instructor is allowed to give side jokes about his or her students’ racial or social status. In the point of view of the involved instructor, he could be unaware that he is already discriminating other races because of his actions. It can be viewed as a joke of some sort as a sign of humor in the class. But for the students involved, they could take it as an insult or something that cold degrade their morale and self-esteem, thus greatly affecting their performance in the class. For other students, it could be seen as something humorous but would truly have an impact on how they would perceive their classmate the joke was directed upon.            There are several rules that apply in this case of racial discrimination. According to the Equality Rights, under the Constitution Act of 1982, subsection (1) states that â€Å"Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular without discrimination based on race, national or ethic origin, color, religion, sex, age, or mental or physical disability†(â€Å"Legal Digest for Ontario Educators,†2007-2008, p.4). This clearly states that what the instructor has been doing was a violation of the constitutional act of these students, as it discriminates them of their race o their ethnic origin.            In relation to the said equality rights, it is as if the instructor is denying the black and Asian students of the right to equal protection of the law. On my observations, most of his jokes and side comments are directed towards these people whenever they give incorrect answers. He is fond of doing this, which is usually taken by other students as a regular classroom humor. But if the white student incorrectly answers the relatively easy question given to them, the instructor would not make a joke or any reaction to it.            In the Part I Freedom from Discrimination of the Human Rights Code under services, it is stated that â€Å"Every person has the right to equal treatment with respect to services, goods and facilities, without discrimination because of race, ancestry, place of origin, color, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status, or disability†(â€Å"Legal Digest for Ontario Educators,†2007-2008, p.28). In relation to this, the instructor has clearly deviated from this, as he didn’t acknowledge the black and Asian student’s right to equal treatment with respect to the services being given. As a teacher, the service that he offers is teaching these students lessons and new information on various concerns. Because of his bias towards the white students, he is denying other students of an equal treatment in terms of the services that he offers.            In order to address this problem, we should look at it in an unbiased perspective. The concern would be on how to take care of the problem of discrimination. Every student has the right to be accommodated and to be served, and this is according to the Part IV, Boards, Duties and Powers under no.6 provide instruction and accommodation (â€Å"Legal Digest for Ontario Educators,†2007-2008, p.27) The first move is to deal with how the instructor treats his students and how he would be able to fairly give out the hard and easy questions. He needs to devise a way which he could randomly pick a student to answer a question regardless of their color or race. This could be done by drawing note cards containing the names of the students. Drawing lots would lessen the need to directly pinpoint which student answers what question.            If a legal action is to be made against the instructor, then the student should be given the support they need from the parents, and has to be given proper representation in the court of law. If he or she is under 18 years of age, he is still entitled to what should be given to a person more than 18 years old (â€Å"Legal Digest for Ontario Educators,†2007-2008, p.28). This is according to the     Accommodation of person under eighteen of the Human Rights Code.            The instructor also has to work on his habit of joking about his students, regardless of the race or class they came from. This could lead to complications like lack of interest in the subject, as well as poor performance in the class. Instead of joking about his students, he could think of similar situations and imaginary names of people to be used when he feels the need to give a joke to the class.            In this exercise, I’ve learned that people view things differently. Their perspectives could be affected by their color or race, so commenting or joking about this matter could directly affect their feelings. Because of this, we must be careful of what we say or do, as we don’t know how others might perceive our actions or statements. References: Legal Digest for Ontario Educators, 2007-2008. (2007).  Retrieved February 9, 2008, from www.e-laws.gov.on.ca Â
Saturday, November 9, 2019
Agriculture in the Uae Essay
Agriculture in the UAE Lying in the heart of the world’s arid zone, the UAE has little rainfall and one would expect it to be a barren place. Barren places there certainly are, but the process of desertification has very largely been arrested in the country. It is now possible to see forests, fields of grass and wheat where once there were only desert sands and winds. The UAE has a long tradition of agriculture in its oases where crops have been grown for 5000 years. Underground water was chandelled to palm groves and small fields and the technique is still used today. Since the formation of the UAE in 1971, this small scale traditional farming has been complemented by investment that has seen thousands of hectares being cultivated. In the past 25 years, the country’s population has increased ten-fold and agricultural production has kept pace with this growth. The country is self-sufficient in salad crops and poultry for much of the year and even exports crops to markets in Europe. Most of the UAE’s agricultural production comes from four areas: from in and around Al Ain, from a narrow but fertile strip along the east coast, from the oasis of Dhaid east of Sharjah and from the gravel plains in Ras al Khaimah. According to figures from the Ministry of Agriculture and Fisheries, agricultural production stands at over Dh 2 billion per year. An average crop season yields over 600,000 tons of crops such as tomatoes, cucumbers, aubergines, lettuce, cabbage and animal feed. Studies have shown that much of the country’s soil can be cultivated provided there is water and as a result, there has been an extensive programme to drill water wells. The government will prepare land for local farmers which they are then given free along with seeds, machinery and advice on pest control. There is also government-funded research on different crops to see how they adapt to the local climate. In an attempt to conserve and use as much water as possible in as many ways as possible, the government has embarked on a three-part programme designed to make the most advantageous use of this scarce resource. First, farmers are given advice on how to reduce their consumption of water, mainly through trickle irrigation. Desalinated water as well as recycled and purified sewage effluent is used. Second, with the help of the United States Geological Survey, the government is searching for ew aquifers and monitoring current rates of extraction. Third and last, to prevent the waste of valuable rainwater, retention dams have been constructed in many areas. These store the water until it can be used for irrigation. Tens of millions of gallons of rainwater are being retained by the dams already built throughout the Emirates. In the long run, of course, it is realized that desalinated water will provide the bulk of agricultural water. There is more to agriculture than simply growing crops. One area that has seen dramatic growth is the keeping of poultry for meat and eggs. The same is true of dairy products. Herds of imported cattle have adapted to the climate and are now producing milk, cheese and yogurt for the local market. The presence of trees and gardens in the UAE is always noticed and commented upon by visitors. Over 10 million trees have been planted plus more than 18 million palm trees. In all the cities and towns of the UAE, there have been beautification campaigns with the creation of parks and gardens for the local people. Any householder, even those in flats, can get free plants from the Municipality under a programme that distributes thousands of plants annually. Besides the greening of the cities and towns there has also been a massive programme in the desert and it is here that most of the trees have been planted. Flying over the desert, one now sees great patches of green where formerly there was only sand. All kinds of arid region plants, both local and imported, have been planted and as they grow to maturity, their roots reach down to the natural water supply. When this happens, they will be able to survive with little care and attention. The face of the land and the environment too have been changed. Wildlife flourishes as do native plants and animals. The UAE was never purely and simply a desert. Today it has become a place where greenery can be seen in both urban and rural areas. Twenty years of dedicated commitment have made the point that the process of desertification is reversible. And given time and money, that is exactly what has happened and is continuing to happen.
Thursday, November 7, 2019
Psychosocial Development Life story
Psychosocial Development Life story Abstract The paper focuses on the life of a boy whose father passes away when he is a baby, and who is now raised by less promising mother. It particularly focuses on the relevance of the theories put forward to explain the influence of various factors on the social and psychological development of a child in the early stages of development.Advertising We will write a custom essay sample on Psychosocial Development: Life story specifically for you for only $16.05 $11/page Learn More Theories relating to the overall context development, self and identity development, social development as well as moral development are presented in relation to Davy’s case. It further explores the possible strategies that can be adopted to overcome similar challenges. Introduction The approach to be used to study the influence of various related and unrelated factors in the development of an individual is a differential approach. Generally, this empirical approach uses r esearch methods to study the variations on behaviors of individuals among a group of people. The age of 5-12 years is a very significant stage in the development of a person. At this stage, the child learns ‘the fundamental skills that are valued in their culture, whether these are reading, writing and arithmetic or hunting, fishing and weaving’ (Newman Newman 2008, p276). The experiences that a child acquires at this tender age will generally affect the overall development of the child into a whole being. Life story: A case study Davy was born on September 20, 1988, his mother nearly dying after having an operation. This operation was suggested by the doctor who, on earlier examination of the mother, advised that the foetus had been wrongly positioned and normal birth would be dangerous. The same year, an attempt to overthrow the government was witnessed throwing the whole country into a condition of jeopardy that had to last for months. It was followed by the declara tion of a state of emergency, which later give rise intertribal clashes. The condition took longer than bearable as people could go hungry for days following a restriction on the movements of the civilian. The whole nation was under the military control. Davy’s father who was a casual laborer in some sugar cane industry found it hard to support the family now that the majority of the locals of that area were from a different tribe and these were the conflicting tribes. Just towards the end of the state of emergency, the father of three sons and a daughter sneaked out in the evening to go and buy flour from a shopkeeper who was from the rival tribe but had been a long time friend. The businessperson had been secretly carrying on with his activities despite the harsh prevailing atmosphere and had occasionally escaped gunshots. However, this day they were both unfortunate.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Four consecutive gunshots confirmed to the family that their breadwinner was in danger. Three people were killed in the incidence including the father and the shopkeeper. The state of emergency was later called of and the field supervisor offered to have Davy’s mother replace his father. The task was challenging for the weak mother whose first borne daughter was barely eight years old. Supporting the family became a nightmare and in several instances, the mother would be heard quarrelling her children over very petty issues. Occasionally, she cautioned her daughter that she would soon be married off to somebody so as to help her (the mother) support the family. At this time, Davy was two years old and able to understand when her mother’s emotions started rising. During such instances, he would follow his brothers to go and play with other children in the play field. However, he was not as active as others were since he had not receive d the recommended breast-feeding before being introduced to other hard stuff. This would later affect his education. One evening, when Davy’s sister, Teresia, was ten years old and in Standard IV, her mother came home hurriedly and told her to put on her best dress, as they were to visit some important person. There was always no room for argument and the little children found themselves in the house without any arrangements. At around ten o’clock, their mother came back not with Teresia, but with a stranger whom she told her sons would be their new father. They had never seen their mother drink, but there she was vomiting an irritating medium indicating a mixture of different brands of beer. They portrayed a substantial amount of immorality before the children before retiring to bed. Their conversation revealed to the children that their sister had been forced to marry some casual laborer related to this man. Davy was enrolled in Standard I at the age of eight having taken much time in the preparatory school. He was older than any other pupil in the class was and this would be the topic of discussion whenever they were out for physical education. Nobody dared associate with him despite his attempts to be close to them. Whenever an exercise required two or more pupils, a pupil would only be forced to join Davy by the instructor. He then lost interest in all the co-curricular activities and tried to compensate for that in academics, which was private. This, he managed successfully and was later able to be on top of the class. He did the final exam and excelled as expected. In addition, his older brothers, who had surrendered to the cruelty of life and were now, working in the sugar cane farm, discouraged him from proceeding with education, stressing on the probable financial difficulties.Advertising We will write a custom essay sample on Psychosocial Development: Life story specifically for you for only $16.05 $11/page Learn More They had never received bride price from their brother-in-law who was even needier than they were. The brothers aged seventeen, nineteen were now married with children, and they had successfully graduated into the class of drug addicts. Their parents were no longer carrying on well. Occasionally they broke into a fight that would last for hours. The whole family was in the edge of collapse and was the center of gossip in the community. Davy’s former teacher offered to secure him a place in a nearby high school. His mother was completely against it but the teacher managed to convince her that he would lend a hand in paying the fee. Life in a boys’ day school was quite welcoming now that most students were mature. Associating with boys alone was not very challenging. However, hunger knows no bound. When Davy was in his final year of study, his teacher died in a tragic road accident; Davy was greatly shocked and could not concentrate on his revision and yet exams were near. Some of his classmates together with his brothers mocked of being a servant of soft drinks. They argued that physical sciences were not compatible with a sober mind and that joining them would help him overcome the agony as well. He was finally lured into the new denomination. Davy found it hard to quit the habit, which did not solve his problem as hypothesized. Instead, his performance remarkably deteriorated and on some occasions, he appeared in exam room quite drunk. The final results were no better having failed completely in some subjects. His education could not proceed and there was no job he had the potential of performing. His social life was not spared either. At this age, he had not been seen going out with any person. He had the desire, but failed in the ability to convince or even approach any woman. There have been occasional reports of rape and abduction in their area. These have been closely associated to Davy and his allies. The entire community now sees him as a threat to the society. He has no well-known source of income and this causes speculations that he is responsible for other crimes in the area. Significant challenges and issues During his early life, Davy encountered a variety of challenges that would later affect his life in general. The death of his father led to his mother’s future hostility and therefore Davy did not receive the necessary parental love and care. He was also faced with the problem of malnutrition. Davy was not properly breast fed since the mother was their new breadwinner and was mostly in the fields. This led to his being weak and emaciated. Financial instability was a problem in this family. Davy could not attend school adequately and had to rely, later, on his teacher for support. This gave birth to other problems including that emerging from the teacher’s death. All these problems combined to give rise to yet another problem, which was inability to associate. This would later influence his moral values as well.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Psychosocial development theories Psychosocial development refers to the advancement of a person’s mind, reasoning ability, emotions, and maturity usually determined by the environmental and biological factors The whole concern of psychosocial development in a juvenile is about answering the ‘who-am-I?’ question. The society will already be exerting pressure on the child to be able to give explicitly his abilities, and the gain to the society from him. Basically, psychosocial development refers to the development of an emerging self-capability of an individual to meet the diverse society expectations. Bronfenbrenner’s theory Bronfenbrenner’s approach to the study of psychosocial developments emphasizes on the relationships between the various dimensions and asserts that a study on an isolated development may not be very appropriate. It gives a transactional approach to both the developmental and educational psychology. It reflects the effects of the immediate surrounding of an individual on his psychosocial development relating to three aspects of man namely: mind, body, and spirit. The first level that influences development includes the family, schools, and religious institutions around, peer pressure as well as culture of a particular group of people (Huitt 2009). Theses can negatively affect the development. Other higher-level factors also exist. In Davy’s case, we observed that the overall development could not be broken into separate entities. Instead, they are all related so that the biological factors affect the bodily growth and development. This in turn interact with the environment and affects Davy’s social life. The interrelation continues to school where we observe the resultant. Environmental and educational psychology are then seen to be in unity. Peer influence is greatly portrayed in luring Davy into drugs. Erikson’s approach Every stage is essential in the psychosocial development of an i ndividual. An interesting fact is that the development time is critical in a person’s life and often can transition into the next stage even before a stage is complete. According to Lerner (2002), the development stage of an individual is ‘governed by the predetermined-epigenetic, maturational timetable and as such a person must develop what is supposed to be developed in each stage of development otherwise there will never be another chance (p419). Erikson’s theory on psychosocial development asserts that there is no second chance in development. If a stage has not been fully completed then it will remain and the aftermath of it all is a resultant alteration in the successive dependent developments. The theory suggests that the whole development process takes place in eight different but inter-related stages. In Davy’s case, we first observe that he did not breastfeed enough. Biologically, he did not receive the required nutritional needs at right time. T hus, the theory asserts that he has no second chance of lactation and what he missed will remain. He will then be forced to proceed to the next stage prematurely. Secondly, Davy did not receive adequate parental love and care. A constant quarrel from his and the inhuman treatment given to his sister and brother had an impact on his psychological development. The parental guidance was not provided at the right time and as such, it would not be possible. His physical weakness could not enable him associate with the other children. This could not be corrected later in his life as was reflected in his inability to associate with schoolmates. Attending school at an older age also deprived him of association capabilities. Kohlberg’s theory and moral development This theory asserts that at the time of birth, ethical and moral behavior of a person is still unpredictable. The future moral standards greatly depend on the immediate environment of the child, which is the family. This was a similar approach by Piaget (1932) who observed that ‘most of the rules that a child learns to respect he receives from the adults’. It hypothesizes that the moral behavior of a child is more predictable, responsible, and consistent with the people at a higher level. The levels of development are three with two stages each. Those in the age of 5-12 years are in the first pre-conventional stage. Here they derive their morals values from what they are punished or warned against regardless of how it reflects on others. According to them, what is moral is what the surrounding adults say. In this case study, Davy is currently seen to have engaged in various immoral activities including rape. This can greatly be attributed to an encounter he had earlier when her mother and new father returned home drunk and were not able to control their behavior and deeds. This could have also added flavor to his current drinking habit. His early misfortune also reflected negatively on his ability to reason. Cognitive development was thus affected as was evidenced in his being influenced into drinking. Cognitive development reflects on one’s understanding of moral standards. As Oakley (2004) observed, â€Å"the development of moral understanding includes not only how children think about such issues but also how they behave in such situations and how they feel about them†(p9). Some possible strategies It can then be deduced that development in general depends on the biological, psychological, and social factors. Solutions to the problems are thus connected to these factors. Overcoming the above problems of psychosocial developments involves integration of various activities. The institutions of learning as well as religious ones should have programs of providing guidance for those that were not privileged to receive good parental care. Medical centers to help solve malnutrition problems should be established. The needy but intelligent children should b e provided with support towards education by the governing authority to avoid such psychological tortures. References Huitt, W. (2009). A Systems approach to the study of human behavior: Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Web. Lerner, R.M. (2002). Concepts and Theories of Human Development. Third Edition. NY: Routledge. Newman, B.M. and Newman, P.R. (2008). Development through Life: A Psychological Approach. Tenth Edition. OH: Cengage Learning. Oakley, L. (2004). Cognitive development: Routledge modular psychology. NY: Routledge. Piaget, J. (1930). The Moral Judgment of the Child. The Free Press. Retrieved from https://archive.org/index.php
Tuesday, November 5, 2019
Howard Gardners Theory of Multiple Intelligence
Howard Gardner's Theory of Multiple Intelligence The next time you walk into a classroom full of students leaping mid-air, painting passionately, singing soulfully, or writing madly, its likely you have Howard Gardners groundbreaking Frame of Mind: The Theory of Multiple Intelligences to thank. When Gardners theory on multiple intelligences came out in 1983, it radically transformed teaching and learning in the U.S. and around the world with the notion that there is more than one way to learn -  in fact, there are at least eight! The theory was a huge departure from the more traditional banking method of education in which the teacher simply deposits knowledge into the learners mind and the learner must receive, memorize and repeat. Instead, Gardner broke open the idea that a disengaged learner might learn better by using a different form of intelligence, defined as a biophysical potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture. This defied the previous consensus on the existence of a single, general intelligence or g factor that could be easily tested. On the contrary, Gardners theory posits that each of us has at least one dominant intelligence that informs how we learn. Some of us are more verbal or musical. Others are more logical, visual, or kinesthetic. Some learners are highly introspective while others learn through social dynamics. Some learners are especially attuned to the natural world whereas others are deeply receptive to the spiritual world. Gardners 8 Intelligence What exactly are the eight types of intelligence posited in Howard Gardners theory? The seven original intelligence are: Visual-Aesthetic learners think in terms of physical space and like to read or visualize their words. Bodily-Kinesthetic learners are keenly aware of their physical bodies and like creative movement and making things with their hands. Musical learners are sensitive to all kinds of sound and often access learning through or from music, however, one may define it. Intrapersonal learners are introspective and reflective. They learn through independent study and self-guided experiences. Interpersonal learners learn through social interaction with others and enjoy group dynamics, collaboration, and encounters.Linguistic learners love language and words and enjoy learning through verbal expression.Logical-Mathematical learners think conceptually, logically, and mathematically about the world and enjoy exploring patterns and relationships. In the mid-1990s, Gardner added an eighth intelligence: Naturalistic learners have a sensitivity to the natural world and can easily relate to plant and animal life, enjoying patterns found in the environment. Theory in Practice: Multiple Intelligences in the Classroom For many educators and parents working with learners who struggled in traditional classrooms, Gardners theory came as a relief. While a learners intelligence was previously questioned when he or she found it challenging to grasp concepts, the theory pushed educators to recognize that each student has myriad potential. Multiple intelligences served as a call to action to differentiate learning experiences in order to accommodate the multiple modalities in any given learning context. By modifying the content, process, and expectations for a final product, teachers and educators can reach learners who otherwise present as reluctant or incapable. A student may dread learning vocabulary through test-taking but lighten up when asked to dance, paint, sing, plant, or build. The theory invites a great deal of creativity in teaching and learning and over the last 35 years, arts educators, in particular, have used the theory to develop arts-integrated curricula that acknowledge the power of artistic processes to produce and share knowledge across core subject areas. Arts integration took off as an approach to teaching and learning because it taps artistic processes not only as subjects in and of themselves but also as tools for processing knowledge in other subject areas. For example, a verbal, social learner lights up when they learn about conflict in stories through activities like theater. A logical, musical learner stays engaged when they learn about math through music production. In fact, Gardners colleagues at Project Zero at Harvard University spent years researching the habits of artists at work in their studios to discover how artistic processes may inform best practices in teaching and learning. Lead researcher Lois Hetland and her team identified eight Studio Habits of Mind that can be applied to learning across the curriculum at any age with any kind of learner. From learning to use tools and materials to engage with complex philosophical questions, these habits release learners from the fear of failure and focus instead on the pleasures of learning. Are There Limits to Containing Multitudes? Multiple intelligences invite limitless possibilities for teaching and learning, but one of the biggest challenges is determining a learners primary intelligences in the first place. While many of us have an instinct about how we prefer to learn, being able to identify ones dominant learning style can be a lifelong process that requires experimentation and adaptation over time. Schools in the United States, as a reflection of society at large, often place imbalanced value on linguistic or logical-mathematical intelligence, and learners with intelligence in other modalities risk getting lost, undervalued, or ignored. Learning trends like experiential learning, or ‘learning by doing’ attempts to counter and correct this bias by creating the conditions to tap as many intelligence as possible in the production of new knowledge. Educators sometimes lament a lack of partnership with families and note that unless the theory extends to learning at home, the methods don’t always hold in the classroom and learners continue to struggle against stacked expectations. Gardner also warns against labeling learners with any given intelligence over another or implying unintended hierarchies of value among the eight types of intelligence. While each of us may lean toward one intelligence over another, we also have the potential to change and transform over time. Multiple intelligences applied to teaching and learning contexts should empower rather than limit learners. On the contrary, the theory of multiple intelligences radically expands our immense and untapped potential. In the spirit of Walt Whitman, multiple intelligences reminds us that we are complex, and we contain multitudes. Amanda Leigh Lichtenstein is a poet, writer, and educator from Chicago, IL (USA) who currently splits her time in East Africa. Her essays on arts, culture, and education appear in Teaching Artist Journal, Art in the Public Interest, Teachers Writers Magazine, Teaching Tolerance, The Equity Collective, AramcoWorld, Selamta, The Forward, among others. Visit her website.
Sunday, November 3, 2019
The Smartphone Market Assignment Example | Topics and Well Written Essays - 250 words
The Smartphone Market - Assignment Example Sellers constantly upgrade their phones to make it more attractive to the market. Indeed, the fast-changing dynamics of the contemporary market has made it very competitive. The buyers of smartphones are normally young professionals who need to avail its features to maintain an edge with their competitors. The teenagers want to flaunt their new gizmos. The cellphone market is not regulated by the government, except for copyright issues. Consequently, cell phones are not standardized. Â The smartphone market does not compete on price but the advancing features are its main attractions. Thus, the ease of use, fast internet access with Wi-Fi features, high-resolution camera with a 3G facility, email, huge storage, and music have become some of its critical factors for the buyers. But with huge competition in the market, competing on features alone is not sufficient. Competitive pricing enables the firms to gain a significant advantage in the market. Apart from technical features, green features like using less energy, long battery life, emanating less harmful rays etc. attract customers who support environmental conservation.
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