Developmental Process in City Life

The stimulus we were provided with was that of ‘city life'. At the beginning of the process we did not have a set group however Conor, Ellen, Sinead and I decided to stay in the group we were in as we all felt that we were able to work together well. To explore the different aspects of city life, we all came up with various ideas which incorporated this stimulus provided for us. The ideas which each of us came up with were a fantasy situation, school life, the London underground, London Snow days of 2009 and everybody's late. The first idea we tried was the ‘London underground'. We found that this was a theme which worked practically however we did not know how to expand on the idea so therefore decided to leave the idea and explore another. The second idea we tried out was the fantasy idea as we thought that due to the fact we had to include non-naturalistic aspects to our production, that this would be the easiest of the ideas to try this out with. To start with we listed various fairy tales, books, movies and television programmes and their links with different city life aspects at the time of their development. We settled on an ‘Alice in Wonderland' theme after I told the group about a situation one of my cousins in which he was walking down the road once and didn't see an open manhole in front of him and ended up falling down it and breaking his leg. We decided to try this situation out along with the ‘Alice in wonderland' theme in which a person falls down a manhole into another world and they'd go through a similar situation as Alice in which they encountered various representations of people or objects in their current life. The idea we came up with we all felt that the storyline would've worked and could've made an effective piece. However when it came to trying to piece it together we found that it was difficult to do so with the lack of people in our group and the limitations of theatre which we were faced with. In the end we found this idea may have been good for a short film but in the world of A Level theatre wouldn't be possible to make. The next idea we tried was ‘London Snow days of 2009'. Rather than focusing about people in the snow we focused on how the snow affected their everyday activities and the help or problems it caused for them. The first idea we tried for this one was based upon a hierarchy system, the type of people and where they would fallen within this system. The characters we came up with were; a person head of an office firm, a soldier returning from the war in the east, a wife of the solider and then a prostitute. Each one of us spoke about which characterisation would be a form of change for each actor and then saw which each of us could do with these characters set to us. Each of us were uncomfortable with the characters at first and to over come this we done a circle of focus in order to get us relaxed and able to settle into the characters. We found that this idea was the most effective and one which we would be able to build upon so therefore settled on this idea. For our research we focused on locating various newspaper articles of people who were trapped by the snow in different parts of the country. One particular article we located was one of a business man who had been trapped in his office building for three days before anyone was able to help dig him out of the snow up in Scotland where the snow at the time was a lot worse than that of the snow fall in London. We decided to apply this situation to the office firm worker and then acted this scene out to see how it would work within our production. We found that the situation of the worker being trapped within the complex did not work however we came up with another idea of everyone being in the same setting and the snow fall around them being really heavy and therefore the characters would be trapped together in the same room. We also did some research into the soldiers who were returning from Iraq, Afghanistan and the impact which the wars within each location had on them. To get an idea of what the soldiers would've gone through we looked at a charity called ‘Help for Heroes' which contained various information about the after effects of war for the soldiers whether it be that of physical injuries or mental change upon them. This research for Conor, who wanted to play the character, helped him a lot when it came to characterisation along with learning how much of a life change the war could be for various soldiers and their families. The next part of research we done was based around prostitution and the situations which derive from the profession. To gain an understanding of prostitution we looked at the different types there were in the country. We found the most common forms of prostitution within the United Kingdom were street prostitutes (related to the working classes) and escorts (related to the middle- upper classes). The form we focused on for the character was the street prostitution which, although this form is illegal within the United Kingdom, it is the form which the majority of STI and STD cases within the profession seem to circulate within. We found out from our research that HIV/AIDS can be said to be found within the street prostitution community within various women due to a few women within this profession not using protection whilst having sex with their clients. We decided to apply our findings to the character to see how the storyline for this particular character would go and how we could work with the situation. Before we placed the play together we thought about the different genres we could use either through out the play or whether a single genre for each scene would work. After testing out and placing the scenes together, we found that having a different genre for each scene worked. We had one scene based around a comedic situation, then the other three drama based and I think due to the fact they could be said to be detached from one another made this run work more effectively at the time. However, although the scenes fitted into together well, we found that the play was not easy to work with especially when it came to the winter when various people ended up contracting various illnesses. Due to the slow pacing and lack of progress due to everyone not really being happy with the production, we decided to change the production entirely to a format we were all happy with. We went back to our notes and looked at the various ideas which we had made at the time and decided to go back to the London Underground situation and then incorporated this with the idea of the 7/7 London bombings. To begin our production, Ellen and I looked into various news articles about the London Bombings and the enquiries of the London Bombings that are currently happening within the news. We found accounts of various people's survivor stories mainly from the bombing at King's Cross underground. The majority of accounts we found tended to be from those who were not in the carriage. However I found a piece by journalist Peter Zimonjic who was in the London bombings. In this article he wrote about what he saw, felt and heard in every detail and using this article we tried to see what we could explore using his descriptions. One particular part of his article that stood out to us was that of a man he encountered who was lying on the floor that seemed to be hurt from the waist down and he turned out to be paralysed from the waist down after the bomb. This person we thought would be a character we could use for someone within the production piece as an effective character. After discussing the possible outcomes we found that compared to the other proposed storylines we decided that Conor's storyline would have been the most effective out of them all and therefore settled on this character for Conor, which was due to be about a man called Rick White who was an athlete runner going off to meet his girlfriend for an anniversary dinner however he ended up having to do extra training due to being forced by his coach at the last minute. In having the account at hand to use and also the description of the moments made by the man, Conor was able to apply this to his character and he also done research into a gentleman who was an athlete who although he was not involved within the London bombing, his muscles seized up on him and therefore leaving him paralysed and unable to compete in any other sports from that moment onwards. This helped him in connecting the emotional aspect of being unable to provide a family and also his career being ruined, this he was able to apply to his monologue and was able to effectively connect to the audience. Another character we found through the articles was a female person who later became known at the 7/7 blogger on a website called blogspot. Her description of the bomb and the impact which it had upon her relationship with her fianci afterwards was a moment in which we also incorporated. There is a key moment in which she describes her desperation to be back with him and also the last moments she had with him. We explored this and the possible ways in which we could use this part of her article. We applied this situation to my character. Personally I found that this was extremely helpful in building my character as I was able to connect emotionally and effectively show this portrayal in my performance. The performance space which we were provided with to begin with was small and cramped which made it hard to get an idea of how to position everyone within the production and the distances between each person when piecing a scene together. We also had to share this space with two other groups which arose more difficulties with get the timing of various scenes and transitions timed with one another. This also made it difficult for us to vocally develop as we were in a small space in which we did not need to project our voice however when we came to being in the drama studio again, we could see the impact upon which being in a small environment compared to the large drama studio had upon our performances. When we began our production our pacing and attendance levels were really high especially when compared to the other groups however when it came to December time, various people within our group started contracting illnesses which were spreading throughout the college and Sinead in our group who has sickle cell disease ended up having more attacks than she due to the winter weather triggering the attacks. Whilst we had various people off ill during the time of October-December we found it was difficult trying to run different scenes with the absence of different people as they had a key part within the scene whether it was for transition reasons or being an object within a scene. For example in a scene we called ‘The Melissa Harvey' scene the absence of either Sinead or Ellen acting as a phone within the scene affected the non-naturalism within the scene greatly as whilst one person was saying ‘Ms Harvey calling' the other person was saying ‘calling reception', just encase we had absences on the day of the performance we decided to change our play and format to a way where we could still run it with the absence of people. Although we had just over a month, we worked quickly and used extra time after college hours to get the scenes placed together and the transitions to run smoothly. Overall with changing the storyline and the format of our production we were more comfortable with our London bombing storyline. For our production we kept to a simple layout of five chairs on stage and a wheelchair in order to give more focus on the performances and we also found it an easier layout to handle with just the four of us within the group. We also decided upon each person wearing black top along with either jeans or leggings of a dark colour which also added to a simplistic theme on stage. The influence behind our staging could be said to have derived from our exploration of Steven Berkoff's Metamorphosis in which we used very limited staging props and also tried to focus on our facial and body expressions, such as the moment we were doing scene 10 especially in the tube scene when we were doing the ‘something's not right' segment in which we also incorporated influences from Frantic Assembly who are a theatre company that combine the essence of movement, design, music and text together within a production. This segment of the scene had a musical essence in which we made our text, ‘something's not right', sound as if it were the train tracks of the tube. We all agreed that we wanted to aim our play at an audience who knew about the 7/7 bombings when it happened and also those who were affected y it. So this caused our audience to an age group of 14 years old and over, as from our research of those who were affected at the times of the bombing whether they were involved within it or who's parents would've been caught in the bombing attacks appeared to be around the age of 10-12 years old and are able to emotionally attach to the situation whereas those who were younger don't seem to have a clear memory of the bombing. For our production we knew we wanted to use a soundtrack, lighting and forms of special effects which could relate back to our production. In order to get an idea of what forms of sounds we wanted to incorporate together we all looked at various films and productions we were able to look at through the use of youtube. One film in particular we found helped with giving us an idea of the types of sounds we could use was the 9/11 film. We listened to the forms of sounds which they bound together especially at the moment of impact between the buildings and the plans. Conor and I decided to work on the sounds together as well as the music tracks whilst Ellen and Sinead worked on the lighting effects and also the cues for either the lighting or the sounds along with working out the seconds between each scene and special effect. Conor and I used a library of sounds which Conor had already from his media studies work, we settled upon placing a bombing noise, shattering glass and also a screeching of train tracks together and we felt that this along with our performances helped to create the tube atmosphere at the time of the crash. We gave both Sinead and Ellen the sounds to listen to so we could get their feedback upon the combinations. We also found a song called ‘London Bombs' by Eskimo Joe which we felt went the emotion of our production. For the lighting it was decided to keep it simple and high key for the majority of the performances until certain moments mainly so the audience could still see the performances along with past practicals when we've witnessed how difficult it is for the performers to effectively perform within darker lighting.

Psychology and Child Essay

3.1 – Explain how practitioners promote children’s learning within the relevant early year’s framework. All practitioners need to promote children’s learning within the guidance given by the EYFS framework by offering a balance of child led and adult led based activities. Each practitioner must observe the children and plan activities which meet the individual needs and interests. They must also follow the interests of the child; asking them what they would like to do and how they may do it etc. We must also ensure that we are providing opportunities for children to lead the activity themselves, and supporting them to do this. 4.2 – Explain the importance of engaging with a child to support sustained shared thinking It is important to allow shared thinking of two or more individuals where they are working together on deciding how they are going to do something. They will talk about how they are going to do it, and what could happen. Children will need support so they feel confident they can do something and they will also need encouragement to actually take part. The more opportunities they get to do this the more confident they will feel about doing it on their own. If you use a topic the child is really interested in they are more likely to take part and become more confident. Evaluation It is important that you promote the learning and development of a child at this age as it will allow them to become more confident in themselves and their ideas. It is important for a practitioner to reflect on what they have done as it will allow them to see what went wrong or well and what they can do better next time. This is effective as it allows us to think on what we have done. For example if we have done an activity with a child for the first time afterwards we could reflect and see how it went and what we could do next time to make sure it is better.

Goup Influence on Self

Group Influence on Self from a Classical and Contemporary View Elizabeth H. Dixon PSYCH/555 September 3, 2011 Kelly Topp, Ph. D. Group Influence on Self from a Classical and Contemporary View Human behavior is often strongly affected by other people and groups of people as well as the groups to which a person may belong. Groups usually have established norms that tell its members how they are expected behave as members of the group.According to Baron, Branscombe, and Byrne  (2009), â€Å"Perhaps much more surprising is the fact that often, we are strongly affected by the mere presence of others, even if we are not part of a formal group† (Chapter 11, Effects of the Presence of Others, para. 1). Individuals can also withdraw from groups if they believe that the group is no longer providing their needs or has changed to a point where the group no longer reflects their desires, beliefs, needs, or values. Both of the above-mentioned styles of interactions can greatly affect an i ndividual and how he or she may come to terms within their role of self.These norms and expectations are a part of group influence and what is known as conformity and obedience. The subject of this paper will compare and contrast the concepts of conformity and obedience, analyze a classical and contemporary study concerning the effect of group influence on the self, and analyze individual and societal influences that lead to deviance from dominant group norms. A Comparison and Contrast of the Concept of Conformity and Obedience Group influence is a result of changes that result from indirect or direct interaction with groups of people.According to Fiske (2010), â€Å"Social influence broadly encompasses any changes in beliefs, attitudes, or behavior that result from interpersonal interaction† (Social Influence: Doing What Others Do and Say, Conceptual Definitions, para. 1). As such, the main influence of social influence is that of norms and roles in interactive settings. Key concepts aid in describing and analyzing the concept of social influence. For the purpose of the subject of this paper, conformity and obedience are two of the concepts that will be discussed. Conformity and obedience are similar in context and meaning; however, each affects an ndividual differently and has distinct differences when one is to define each concept. Conformity When one defines conformity, he or she must not forget to note that conformity exists in diverse types concerning individuals who are trying to fulfill their needs, wants, and desires. â€Å"Conformity is a form of social influence in which individuals change their attitudes and/or behavior to adhere to a group or social norm† (Shiraev & Levy, 2010, Social Interaction, Conformity, para. 1). Conformity is taught at very early ages. Parents place expectations of behavior on children as early as pre-kindergarten years.As children begin to socialize with other groups of people, they continue to learn that con formity is the baseline of norms and is â€Å"the unwritten rules of behavior. † Sometimes conformity happens as a motivation to gain rewards or avoid forms of punishment. This form of behavior is known as compliance, and tends to bring hope to individuals in need. For example, if people are desperate because of a lack of a need, or poverty, they may comply because of what may seem to be a convincing solution to their problems. Another reason that conformity exist is to escape sanctions administered by a group of people.For example, a person who does not conform to the expectations and rules of a group may receive sanctions, such as fines, against him or her and becomes at risk of ostracism from the group. Along the line of sanctioning, another reason that a person might conform is to remain in the good graces of others by living up to the expectations of others. In this case it is usually true that the â€Å"others† represent a majority of people. For example, people visit other countries that have different cultural norms, such as a woman wearing a scarf to cover her face.As a way to show respect for the culture, a woman may conform to the norms while a visitor within that particular country. Finally, a person may practice conformity because he or she is forced to comply. For an example, if a store is in the process of a robbery, the cashier and store clerk may do whatever the robber tell them to do. Both workers could also be compliant because they may be in a situation in which they are held at gunpoint and does not want to put themselves at a higher risk of being hurt or killed. Obedience People tend to try to interchange to use of the term conformity and obedience.Although obedience is very similar to conformity, the main difference between the two concepts is the source of the influence, or authority upon each term. Conformity has more to do with social expectations within a group or society, whereas obedience has more to do with influence from authority given by others or figures of authority. â€Å"Obedience is a form of conformity when a person simply follows orders given by others. Obedience to authority is defined as following orders given by an authority figure† (Shiraev & Levy, 2010, Social Interaction, Following Orders, para. 1).When obedience is shown toward another person or group of people, there is a belief that the authority figure has the right to demand actions, give orders, or issue requests. When a daycare worker wants compliance from the children in the daycare, obedience is the term used to describe what the worker wants from the children. When a police officer says to an individual â€Å"stop and put your hands up! † obedience is about a demand of action from a figure of authority. One way to define the difference of obedience and conformity is by noting that obedience is the result of a deliberate or active form of social influence (Shiraev & Levy, 2010).In other words, conformity i nvolves more personal choices than obedience, which involves an authority figure telling an individual or others how to behave in a particular way. Studies and research confirm that the concepts of conformity and obedience are similar in that each concept is driven by social interaction and social influences that greatly affect the concept of self. A Classical Study Concerning the Effect of Group Influence on the Self A historically well-known study of the self and the effect of group influence was that of an experiment conducted by a 1950s psychologist named Solomon Asch.Asch hypothesized that individual judgment is influenced by norms. Asch was interested in the extent that a person may follow or rebel against group expectations and norms. In Asch's experiments, a group of students were informed that they were to participate in a vision test. One subject was not told that the other participants were assistants of the experimenter (confederates). In the beginning of the experiment, the confederates were answering questions correctly, but eventually began to answer the questions incorrectly.The test subject knowingly had the correct answers but eventually began to answer the questions incorrectly. It became obvious that the individual was trying to conform to the participants who answered the question incorrectly. Findings of the Classical Study Nearly 75 % of the participants in these experiments went along with the other participants of the group at least once. The results indicated, along with the trial experiments, conformity approximately one-third of the time. Asch also found that the size of the opposing participants affected conformity as well.If the opposing is the majority, regardless of the number in the group, subjects conform just as easily as they would if the group is much larger in number. The experiments also showed the effect of group number and conformity. In the experiment when there was a presence of three or more confederates, the level o f conformity was more significant and obvious than the presence of one or two confederates. When more confederates was given the incorrect answer, while one confederate gave the correct answer, the level of conformity was dramatically lowered to between 5 to 10 %.Later studies have also supported this finding suggesting that social support is a valuable tool in decreasing or combating conformity (Morris & Miller, 1975). Limitations or Shortcomings with the Study The Asch experiments was criticized and believed to have limitations because critics of the experiment believed that participants had specific reasons in choosing to conform. According to some critics, the individuals may not have had a desire to conform to the group and that conformity could have occurred because of motivation to avoid any conflict.Critics also believed that the lab experiments may not have been an accurate reflection of the situations of the real-world. A Contemporary Study Concerning the Effect of the Inf luence of Obedience on the Self The January 2009 issue of American Psychologist discusses a more contemporary, new study that replicated Milgram's classic obedience experiment (Schaefer, 2011). In Milgram's 1960 experiment, participants were asked to deliver electrical shocks to a person who was known as the â€Å"learner† whenever an incorrect answer was given. Realistically, the learner was pretending to be shocked, as was a confederate in the experiment.The experiment was to prove and determine the willingness of people to obey the commands of a figure of authority. Despite that the learner seemed to be in serious distress, 65% of participants displayed a willingness to deliver the maximum level of shocks to the â€Å"learner. † Recently, a psychology professor at Santa Clara University, by the name of Jerry Burger, performed an experiment that replicated Milgram's famous study (Schafer, 2011). Under the same hypothesis of Milgram’s experiment, using modifica tions and safeguards to protect participants’ welfare, Burger repeated areas of the Milgram’s experiment with college undergraduates.Burger’s maximum shock level was 150-volts instead of the original 450-volts, and also participants were carefully screened to find whether or not the participants might experience negative reactions to the experiment. Burger also ensured through a screening process that students did not have knowledge of Milgram’s study. Findings of the Contemporary Study The results of the replication of the experiments showed surprisingly and startlingly similarities to Milgram’s original 1960 experiment. The participants, just as in the original experience, showed a high level of willingness to shock the learner.The most comparable point in the two studies revealed a full obedience measured rate of 70 %, not significantly high, compared to the rate of 82. 5 % measured more than 40 years ago. The results of Burger’s experime nt were high enough to reveal that participants obeyed at the same rate as in Milgram’s original study. Limitations or Shortcomings with the Study Critics of Burger’s experiment believe there are too many differences and lack of connections between his study and the earlier studies of obedience research to allow precise and useful comparisons within the study.The extreme differences in the maximum voltage are an example of what the critics view as conceptually unacceptable. However, supporters indicate that it is true that direct comparisons cannot be made when there is a significant difference between the 150-volt maximum of Burger’s research and Milgram’s 450-volt maximum; however, Burger’s procedures can be used to further the exploration of some of the situational variables studied by Milgram, along with other possible additional variables. This further exploration of variables would assist in explanations when analyzing contemporary examples o f group influence on the self.A Contemporary Example of the Effect That Group Influence Has on the Self A contemporary example of the effect that group influence has on the self is an approach that reminds this writer of a friend that she once had in college. This friend was a freshman that had never been away from home or her parents, and for the first time ever, was making decision about her life on her own. This friend, who will be referred to as â€Å"Angela† was bright and ambitious. Angela was so eager to fit in that she was willing to be a friend to anyone.Although Angela came from a rich family, she was not the type of person who would â€Å"look down† on others or prejudge others. Angela became friends with a girl that she met in one of her classes. Initially, the newfound friend seemed to like Angela, and both of them liked some of the same things. The new friend who will be referred to as â€Å"Jeannie† was a sophomore, and also from a rich background and quite preppy. Jeannie dressed a certain way, and carried herself a certain way, which was one of the true opposites between her and Angela.As time went by, including the school summer break, Jeannie and Angela became the best of friends. Upon their return to school, Jeannie introduced Angela to the girls in her sorority. Angela thought that it was a privilege that this prominent sorority seemed to have an interest in her. Angela immediately â€Å"took to† the group of young ladies. Eventually she pledged the sorority and became a member. During this time, this writer was still a friend of Angela; however, this writer noticed that Angela really did change.Angela altered her behavior and attitude to that of the group members. Angela bought expensive clothing and gadgets just so that she could be just like everyone in her group. Angela started to â€Å"look down† on other students by openly referring to them as â€Å"wanna-be’s† and other terms. Angela would be disrespectful toward members of the other sororities and always seemed to act as if she were better than everyone else. Angela acted as if she had very much power and authority, and within a year’s time, had conformed totally to the behaviors of her sorors.Angela had other friends, just like this writer, but eventually lost their friendship because of her â€Å"snooty† ways. Angela’s Transformation and the Conformity Theory This writer’s story is an example of the conformity theory in psychology. When Angela altered her behaviors and attitudes to that of the sorority members, she displayed one of the key aspects of the conformity theory known as the normative social influence. Angela openly referred to other people as â€Å"wanna-be’s† and began to â€Å"look down† on others, as she continued to follow the aspects of normative social influence.When normative social influence is exhibited, the influence of others leads one to conform to be accepted and liked by members within the group. The social impact theory is also displayed in this story because Angela became physically closer to the members within the sorority. According to the social impact theory the more important the group is, the closer a person’s physical distance becomes to that group. Angela found acceptance of the group’s mentality as her behaviors appeared to come naturally. Referent power was another factor in Angela’s transformation.Even though this sorority was not the most likeable, the group was perceived as rich girls from powerful and prominent backgrounds. Eventually Angela became just like the other members of her sorority and therefore, made other friends an outcast in her life. A long time after becoming a member of the sorority, Angela realized how her actions were and how unbecoming it caused her to be. After realizing the true friends she had were out of her life, and cared to have nothing to do with her , she chose to deviate from her sorority and became an inactive status within her sorority.The Individual and Societal Influences that Lead To Deviance Sociologists, define the term deviant as â€Å"exhibiting behavior that violates the standards of conduct or expectations of a group or society† (Schaefer, 2011, Chapter 7, Deviance and Social Control, What Is Deviance, para. 1). In the United States, the behaviors of drug users, alcoholics, and mentally ill people are examples of what society views as deviant behaviors. However, there are positive deviations that exist as well.Some people deviate from the norm to become more of an individual, and different because they may feel like standing up for what they believe versus that of belonging to a group that may seem opposite of the person’s beliefs. If one were to ask one of these people, how they became who they are, there is a strong likelihood that both individual and societal influences lead that person to these dev iant behaviors. Individual Influences and Deviance Individual influences that promote deviance may stem from other factors that play a role in how individuals become defiant and deviant.When it is concerning society being the group in question, researchers agree that the offspring’s actions stem from the individual influences that start from within the home. Within the family, if there is divorce, abuse, and deviant parental behaviors, there becomes a link to delinquency as juveniles and deviance as adults. Genetics and individual abnormalities also have been proven as reasons for deviance toward societal and group norms. It is generally acceptable practice to believe that genetic influences are significant in producing deviant behavior(s) in society (Carson, Butcher, & Mineka, 1996).Some people who deviate are not mentally ill or unhealthy, but have higher levels of self-actualization. Self-Actualization is â€Å"the highest level of the hierarchy, the level represents the need to be what one potentially is† (Goodman, 1968, p. 2). It is also generally accepted practice to believe that societal influences cause people to deviate from group norms and expectations. Societal Influences and Deviance Expectations such as cultural norms and values could cause a person to deviate from within a group.A deviant behavior clarifies moral boundaries, facilitates changes in society, encourages social unity, and affirms, as mentioned earlier, cultural norms and values (Carson, Butcher, & Mineka, 1996). Deviance is viewed by sociologists as a behavior engaged in a person by having common sociocultural backgrounds or the same experiences within a culture. In other words, deviant and nondeviant behavior is learned in the same way in that they both are behaviors that are a learned from others who engage in and encourage violation of cultural norms and values.Another form of a more common societal influence is that of peer pressure. Research has proven that deviant behavior is influenced by the presence or absence of a peer group. Example of Individual and Societal Influences and Deviance An example individual influence of deviant behavior is about the life of a son who became deviant because of behaviors that stemmed from within the home. This boy’s deviant mother practiced ineffective parenting and began teaching her son at the early age of five, to be criminally deviant. Kimes taught Kenny, the younger of two sons, to steal, murder, and commit scams.Fortunately, Kenny’s oldest brother did not follow in his mother’s footsteps. Kenny was graduated from high school and enrolled into college. It was in 1998 that Kenny dropped out of college to begin with his mother, a nationwide journey that initially seemed to have no particular purpose. The two made huge purchases using bad checks and fake identifications and were scamming even more to have money. The two of them murdered the victims of their biggest scams, and in July 1 998, landed in New York City, where they murdered Irene Silverman.Mrs. Silverman would be their last victim, after the two of them were infiltrated by the FBI, through a friend who sold Mrs. Kimes the illegal gun that was used to murder Irene Silverman. Sante and Kenny were tried in the spring of 2000 and found guilty of 58 different crimes (Sante) and 60 for Kenny. Sante received a sentence of 120 years and Kenny was sentenced to 125 years. A few months later, during an interview by Court TV reporter, Maria Zone, Kenny attempted to escape by pressing a ballpoint pen into Ms.Zone’s throat and holding her hostage for three hours before being subdued by authorities. Conclusion Many styles of group interaction exist among people. The subject of this paper had discussed the styles of conformity and obedience. There are both classical and contemporary studies that explain the importance of these styles when it concerns the concept of self and group influence. Finally, the discussi on of this paper was to analyze individual and societal influences that lead to deviant behavior and deviance from the dominant group norms.In conclusion, it is safe to state that groups or authority figures have powerful influence on an individual; however, although this may be a fact, there are still individuals who become nonconforming because individual influences and social influences will deviate from society and group expectations and norms. References Baron, R. A. , Branscombe, N. R. , & Byrne, D. (2009). Social Psychology (12th ed. ). Retrieved from https: //ecampus. phoenix. edu/content/eBookLibrary2/content/eReader. aspx? assetid= dcc36fe5-a546-43aa-a98f-7f22b00d6213&assetmetaid=0e66697f-8e59-426a-9e81- 0f11d551f5ad#ch11. Carson, R.C. , Butcher, J. N. , & Mineka, S. (1996). Abnormal Psychology and Modern Life (10th ed. ). New York, NY; HarperCollins College Publishers. Fiske, S. T. (2010). Social beings: Core Motives in Social Psychology (2nd ed. ). Hoboken, NJ: Wiley. Go odman, R. (1968). ON THE OPERATIONALITY OF THE MASLOW NEED HIERARCHY. British Journal of Industrial Relations, 6(1), 51-57. Morris, W. & Miller, R. (1975). The effects of census-breaking and census-pre-empting partners of reduction in conformity. Journal of Experimental Social Psychology, 11, 215-223. Schaefer, R. T. (2011). Sociology: A brief introduction (9th ed. . Retrieved from https://ecampus. phoenix. edu/content/eBookLibrary2/content/eReader. aspx? assetMetaId=3e30bf5c-a204-4d0d-ad08-a0fc3ac36be5&assetDataId=1db06d3b-3487-4815-8bb6-13bc3688b4f6&assetpdfdataid=5efbce9a-4e5c-4bc3-8c17-fe40098b56f1. Shiraev, E. B. , & Levy, D. A. (2010). Cross-cultural psychology. Critical thinking and contemporary applications (4th ed. ). Retrieved from https://ecampus. phoenix. edu/content/eBookLibrary2/content/eReader. aspx? assetMetaId=ac0b2e56-5cb2-4024-abff-6da6accc415c&assetDataId=3affa4fb-bbbd-4c11-8b2d-ab669c0ea62b&assetpdfdataid=0d2966aa-e83d-4eb2-aed0-bf9949269b85.

Creative And Critical Thinking Among Students Education Essay

â€Å" 7,987 directly As in SPM † screamed the headlines of major newspapers when the Sijil Pelajaran Malaysia consequences were announced on the 10th of March 2010. The arrested development with academic accomplishments among Malaysians knew no bounds. Every twelvemonth, exhilaration and joy, anxiousness and letdown, pervade among pupils, parents and instructors when the Ministry of Education and Malaysian Examination Board releases the consequences of public scrutinies, be it UPSR, PMR, SPM and STPM. The compulsion with academic accomplishment is dominating all other facets of a holistic instruction system in Malaysia. The Malayan Education Philosophy clearly states that the function of the school course of study is to guarantee the holistic development of the single mentally, physically, spiritually and emotionally by leaving general cognition and accomplishments ; cultivating, transfusing and furthering healthy attitudes and recognized moral values. The course of study aims to convey forth the Malayan citizen who is a balanced and all-around person, trained, adept, and cherishes the national aspiration for integrity. Why all the ballyhoo with pupils ‘ academic accomplishments? Harmonizing to Professor Dr. Ray Wilks, Head of the School of Psychology, International Medical University, there is no grounds to demo a positive correlativity between academic accomplishment in scrutiny and acquisition. Learning should non be about go throughing scrutinies. â€Å" We should alternatively make more wonder in kids ‘s acquisition to foster creativeness and innovativeness, † says Professor Dr. Ray Wilks. Indeed, the instruction systems in Malaysia purposes to model persons to go better Malaysians with the right attitudes, and to fit them with the cognition and accomplishments necessary in the 21st century to do Malaysia a developed state by the twelvemonth 2020. To run into the challenges of the 20 first-century and Vision 2020, learning and learning patterns and school direction are invariably reviewed to develop persons who are technologically literate and can lend to a originative and advanced work force. This transmutation will imply altering the school civilization, from one that is preponderantly memory-based to one that stimulates believing, creativeness, and innovativeness. Yet the importance placed on academic accomplishment has earnestly impacted on the ability and efficiency of the Malayan instruction system in developing holistic persons that are able to manage the challenges of life after formal schooling. In fact many a times, newspapers highlighted employers ailments that school departers and even university ‘s alumnuss have jobs discoursing and pass oning efficaciously, allow entirely to believe critically and creatively. In add-on the deficiency of critical and originative thought abilities among Malaysians school departers and university alumnuss has been pinpointed by the Minister of Human Resource, Datuk Dr. S Subramaniam, as one of the chief jobs lending to their low marketability in the occupation market. The deficiency of believing accomplishments among the present and future work force of the state will halter the state ‘s attempts toward accomplishing a developed state position by 2020. What are critical and originative thought? Critical thought is a type of believing that converges on a individual idea or entity. One must form, analyse or measure information, which might besides be broken into parts and taught explicitly. A cognitive procedure complimentary to, but different than critical thought, is originative thought. This believing diverges from a individual idea or entity. One must bring forth, synthesise, happen options, adapt, replacement, or elaborate. Critical and originative thought are the edifice blocks that will do certain our pupils will hold the required thought accomplishments to win in life and at work and guarantee the attainment of Vision 2020. Detractors of attempts to stress critical and originative thought in the course of study have point to the possibility of poorer academic accomplishments as a effect. However, research has shown that when pupils develop their thought accomplishments by looking beyond the obvious, doing originative connexions, developing schemes, doing determinations, be aftering in front and reflecting, they besides improved their academic public presentation. Therefore, stressing critical and originative thought will augment academic accomplishment. How to promote critical and originative thought? One manner is to cut down the accent on the usage summational appraisals such as UPSR, PMR and SPM. Summational appraisals are used for categorising pupils and emphasize the usage of written scrutinies. The UPSR and PMR summational appraisal have deviated from its original intent of naming larning jobs with the purpose of fixing remedial actions to better pupils larning. They are now used to stream kids into categories. In psychological footings, it is bad to label kids. It is positive support for smart kids, as defined by our appraisal system, but non for the kids who do non make good. The tools used in our public scrutinies are picking up all the rote scholars. Professor Dr Ray Wilks says, â€Å" From a psychological point of position, to label a kid of 12 is a sort of life sentence. † He further provinces that experiments have shown that if we tell instructors that a kid is of certain achievement degree, they will learn to th at point. The instructors will non raise their instruction to the following degree for that kid. Alternatively we should promote more formative appraisal in the acquisition environments. Formative appraisal besides called uninterrupted appraisal is a more dependable manner to look at the acquisition procedure. School-based uninterrupted appraisal looks at broader instruction accomplishments, such as communicating, critical and originative thought, and teamwork, instead than merely textbook accomplishments. These accomplishments are assessed by instructors through activities like arguments, play, analyzing issues and undertaking work. Formative appraisals besides provide diagnostic information to enable instructors to help pupils with larning troubles. Furthermore, when there are less public scrutinies, kids can hold more clip to research other involvements such as music and humanistic disciplines that would assist instil creativeness in them. â€Å" I ‘ve ever wanted my kids to larn to play the piano, but they are ever tired after schools and tuition, † says one parent. With less scrutiny, instructors will besides hold more clip to form field trips and jaunts, which will let pupils to be in contact with nature and detect new larning chances for critical and originative thought that may non be present in the schoolroom. Given appropriate chances, kids can prosecute in sophisticated cognitive procedures. Research suggests that either excessively much or excessively small construction can forestall development of critical and originative thought and in the procedure kids are non equipped with active and strategic attacks to larning undertakings. Therefore, appropriate instructional attacks could consequences in pupils heightening their critical and originative thought accomplishments. Three attacks are normally used in the instruction of believing accomplishments: stand-alone attack, submergence attack and embedded attack. Stand-alone attack consists of learning believing accomplishments separate from capable affair content. In this instance a general set of thought accomplishments are identified and taught as a separate class or capable. Students are taught how to reassign the accomplishments to assorted topics and state of affairss. However, believing accomplishments taught in isolation tend to consequences in pupils holding jobs reassigning believing accomplishments to academic or existent universe jobs. The submergence attack does non affect learning believing accomplishments. Rather it allows good thought to develop of course as a consequence of pupils being to the full engaged or immersed in content-related activities which calls for higher degrees of thought. Students are provided with perennial patterns in complex cognitive activities with the premise that they will finally develop the necessary cognitive accomplishments to successfully prosecute in high-ranking thought. However, research has shown that merely plunging pupils in thought activities is non an effectual instructional attack. The embedded attack involves learning believing accomplishments within a subject-matter context. Thinking accomplishments are taught in scientific discipline, societal surveies, linguistic communication, humanistic disciplines, and some other topics. Students than use these accomplishments straight to the peculiar topic being studied. This allows pupils to utilize the accomplishments in a meaningful context and helps them larn the capable affair more profoundly. An embedded attack is an effectual manner to learn believing accomplishments. Rather than an extra topic, believing accomplishments are used to heighten whatever course of study presently being taught. Training instructors in specific instructional attacks means that schools must put in instructors ‘ professional development. Instructional attacks that help instructors incorporate a â€Å" acquisition to believe † constituent into their course of study empower pupils to take duty for bettering their thought and acquisition. Although cognitive development is merely one portion of a kid ‘s overall development, it is indispensable that instructors respond to the community demand for and the kid ‘s right to cognitive competency. Teacher developing suppliers need to go cognizant of the benefits of certain instructional attacks on pupil public presentation and integrated preparation in such attacks in their classs. Therefore, in decision, Malaysia needs to guarantee that its future coevals does non merely execute good academically but should possess the ability to believe critically and creatively. All Malaysians should back up the integrating of critical and originative thought in its educational course of study. It should non merely simply be stated in printed paperss. Affirmative actions should be put in topographic point to guarantee that the instruction and acquisition of critical and originative thought is actualized in the schoolroom context. Lest, Vision 2020 remains a dream and Malaysia will bumble in its ability to accomplish the New Economic Model towards accomplishing 1Malaysia, â€Å" Peoples First, Performance Now † . ( 1497 words )

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

Resaearch - Research Paper Example This paper will analyze an important figure in three Abrahamic religions, namely Jesus Christ. The first aspect that will be used to compare and contrast the views of Christianity, Islam and Judaism is the attitude towards the nature of Jesus. It would be rather logical to begin with the point of view of Christianity as this spiritual tradition has devoted a considerable amount of attention to it, making Jesus one the key figures in its teaching. Thus, according to the Christian tradition, Jesus Christ is seen as the second Person in the Holy Trinity, which makes him God (Wuthnow 131). Indeed, the idea of Trinitarian God is rather difficult to grasp, but in the mind of true believers He is simultaneously God and Son of God which means that when Christians address their Lord they imply Jesus. The Muslim perspective on this Biblical figure is somewhat different. Just like Christians, the Muslims do acknowledge the contribution of Jesus Christ in the process of spiritual development of the humanity and believe that He enjoyed a close relationship with God. However, unlike their Christian counterparts, they do not consider him to be an incarnation of God which means that they reject His divine nature. This means that for the Muslims, Jesus Christ is a famous, respected and loved prophet who is called Isa, but nothing more (â€Å"Declaration on the Relation†). This is quite in interesting perspective as it may provide a common ground for these two religions. Finally, it may be rather important to analyze the point of view that is taken by Judaism as well. Keeping in mind that this is the only religion out of the above mentioned three that existed in the times of Jesus, it may provide an interesting perspective on His role and significance. Thus, those who adhere to the spiritual tradition of Judaism think that Jesus Christ was nothing but an ordinary Jew who claimed himself as a

Women in American culture Essay Example | Topics and Well Written Essays - 750 words

Women in American culture - Essay Example The various generations of women that persisted at the time began to see a gap because younger women were full of fresh energy and good vibes and wanted independence from the clutches of the patriarchal society that they lived within. In short, women yearned for a personal identity of their own and were finally able to get it. They began to have successful careers as well as flourishing families, in tune with the capitalistic spirit of the era. The First World War had allowed women to enter the industrial field and begin working in different factories and producing wartime goods. This change also saw a change in fashion because women took to wearing shorter, more comfortable and manly clothes. They adorned scarves, trousers and blouses and gave away their tight fitting corsets and long flowing gowns because they hampered work and productivity. At this time, designers like Coco Chanel began to pave the way for a new look for women; this soon became a part of a new movement as women we re interested in looking pretty, but not becoming slaves to their male counterparts at the same time. They took to fashion like a moth to a flame as they began to dress themselves in a very casual yet independent manner in order to make themselves feel good.Young women began to take claim of their own bodies and became part of the sexual liberation movement. They began to read secretly and understand the works of authors like Freud and Ellen Key. This helped to spark their sexual thoughts and provided them with a new meaning to life. They began to fight for their right to education and began taking on activities like dance, drama and music. Women began attending dance clubs and taking music as a career and they taught the world that these were not merely frivolities but beautiful talents that could be harnessed and shown to the world. (Woloch, Nancy.) Thus, in the ways mentioned above, most women changed as time changed and gained their own identity; it was not easy for them to break away from their husbands, fathers and brothers however they knew they had to, and they did it. They became a part of the changing pop culture that persisted in America at the time and gave something to their future generations to look forward to. The role of women went from simply nurturing children at home to being a part of music, movies, dance and fashion. As time passed women began to perfect other sources of life and took to arts which included things ranging from

The Effects of Japanese Colonialism to Korea Essay

The Effects of Japanese Colonialism to Korea - Essay Example Korea is a country with a long history of foreign invasions. The most recent invasion of Korea was unwanted annexation of Korea to Japan in 1910. The Japanese were in control of Korea between 1910 and 1945, and during this time the Japanese colonization was so brutal that most of Korean thinks Japan as an eternal enemy who only gave negative effects to Korea. Most of Koreans have a tendency to think that Japan is always bad because there are unforgivable conducts in history. Koreans are objective on the theory that Japanese colonialism effected positively on Korea's modern development, furthermore, majority even argues that the effect of Japanese colonialism is just obstacle on Korea's growth; " The nationalist point of view, well represented in Korea, is that there's no such thing as a good colonial legacy, and therefore the contribution of Japanese imperialism to growth was really minus zero. There are anything good or useful deriving from imperialism as incidental to ruthless pursuit of Japanese interests" (Cumings, 1997, pp. 34). According to Cumings, he agrees that it is hard to argue that Japan developed Korea without placing Koreans' feelings against Japanese cruel colonialism, but it needs 'long-term view' (Cumings, 1997, pp.34). However, Koreans shouldn't deny the fact that Japanese colonialism introduced "modernization", and effectively brought Korea into the global economy. This can be a challenge to the reputation and the evaluation of colonialism in modern globalization that it effects just negatively. The annexation of Japan in Korea was cruel and hostile like others, but it is unique because it actually effected positively in Korea's modern globalization unlike others. 1. What is colonialism 2. How was Japanese colonialism system in Korea 3. What are some positive effects of Japanese colonialism in Korea Colonialism The definition of colonialism from dictionary is "The practice by which a powerful country directly controls less powerful countries and uses their resources to increase its own power and wealth" (http://eedic.naver.com). And colonialism was one of the systems in history of globalization. The history of globalization dates back to colonial and even ancient time periods; when strategic and monetary aims were first being seen from an intercontinental perspective and were usually achieved to increase the power and wealth of the state: "The essential feature of the new economic system was the monopolization of land. This by itself was sufficiently important to shape the social and political relationships of the colonial civilization, since in a predominately agricultural economy one's livelihood depends almost entirely upon access to land," (Griffin, pp. 79). In other words, relatively early in the history of civilization, more powerful groups saw it as advantageous to exploit the land a nd labor of their neighbors for their own betterment. Cecil Rhodes, in the 1890s, summarized the notion almost perfectly: "We must find new lands, from which we can easily obtain raw materials and at the same time exploit the cheap slave labor that is available from the natives of the colonies,"