Behind the Mask of Jason Voorhees Professor Ramos Blog

Behind the Mask of Jason Voorhees Jason Voorhees is a huge horror icon today. His character in the Friday the 13th franchise is a very unique one as well. However, some things needed to have taken place for Jason Voorhees to be born. His story comes from inspiration of a lot of different movies and characters. There are many individual events and causes that created Jason. There has been a lot of character development of Jason over the years, yet, if it weren’t for other films, there may not have been any inspiration for the creators of Jason to draw from. If it werent for them, we might’ve never gotten the story of Jason! Thank goodness these all happened, these are the causes of Jason. There is also a really good tie-in Jason has with one of Cohen’s Monster Theories. One of the biggest influences or causes for Jason Voorhees is Michael Myers from the movie Halloween (1978). During the late 70s and early 80s, there was a big boom in horror titles that were in the slasher category. In 1978, the film ‘Halloween’ was created and birthed the famous character of Michael Myers. He was a masked killer that had a tendency to kill savagely. This led to many more characters in the future with the same concept and some really similar ones too. For example, for Jason to have the tendency to kill recklessly, Michael Myers’ story of mental health was needed. This story allowed Michael’s killing to be somewhat justified because he was unstable. This allowed Michael to kill over and over again. The same thing could be said for Jason. For his killing to be justified he had to undergo some trauma. Some of the trauma that Jason experienced was drowning in the lake at camp with no one to help him out. Then later as a spirit or ghost, he exp erienced the death of his mother when she went to kill in his name. The experience of trauma was needed for both of these masked murders to go ahead and kill the way they did. So the cause of Michael going through trauma is how we got a similar story in Jason. Now what was needed for Jason to have the mask? Well that was really based on the times the movies were filmed. In the first Friday the 13th, Jason isn’t the killer, his mother is. He then goes onto kill in an older state in his life in Part 2. He has a burlap sack covering his face in the films. This is due to the embarrassment of his deformed face. Jason goes on to Part 3 of the franchise where he then adopts the infamous hockey mask. However, even though Jason is sporting some kind of mask or covering, he isn’t the first to do it. The main movie that started this trend was the Texas Chainsaw Massacre (1974). This had the main character, Leatherface, take the faces of the victims and put it on his own face to hide his identity. Which then led to Michael Myers, the next horror movie in that time frame, to pick up a mask and go forth in killing. This then caused Jason to go ahead and put on a burlap sack in the Part 2, and finally the well known hockey mask in Part 3. One fun fact about this hockey mask is that it wasn’t completely planned into the story of Jason. The director at the time was really into the sport of hockey and suggested the usage of the hockey mask. This decision had no back story it was just spontaneous. One of the questions that people ask about Jason is on his weapon of choice. Why would he use a knife or machete when there are other more devastating weapons out there? One of the most famous things about him is that he is very slow and uses a melee weapon to take the lives of his victims. But why? He is so slow and he would benefit from a firearm, or even throwing knives for that matter. Yet, Jason only having a machete stems from the various horror moves from around it’s time. For example, these movies consisted of ‘Halloween’, ‘Psycho’, and ‘The Texas Chainsaw Massacre’, these movies all have the main killer sporting a knife. However, in all these movies the killer is using a just a basic kitchen knife. Its concept can get old very quickly and that’s where the inspiration of Jason’s machete came from. The evolution of these films likely inspired the use of the machete because its much more menacing. If someone is rushing towards you full force, with a long machete that can slice through anything like butter, it’s most likely that anyone would be scared. One monster theory that relates to Jason is ‘The Monster Dwells at the Gates of Difference’. This is because as Cohen says, â€Å"The monster is difference made flesh, come to dwell among us. In its function as dialectical Other or third-term supplement, the monster is an incorporation of the Outside, the Beyond- of all those loci that are rhetorically placed as distant and distinct but originate Within†. This applies to Jason because he is very different from regular human beings. He is of demonic descent. He has some sort of paranormal aspects to him because he is half human and half demon. Yet, he is an undead human. This is because he his skin and flash is rotting. There’s really no way to kill Jason. While there are ways to kill him, he keeps on resurrecting and coming back. In a sense because of his demonic background he is immortal. He is really different from a regular human being. So he is going against the norm and ‘dwells at the gates of di fference’. As was mentioned earlier, Jason’s story was caused from a lot of different movies and characters. There was a lot of influence from films like Psycho, The Texas Chainsaw Massacre, and Halloween. These films really helped to shape the story line for Friday the 13th. Each of the films had an input to his character development. This is evident in his appearance, physical characteristics, and actions. These films allowed for the creators of Jason to pull from many ideas. So in short, these films and characters caused Jason Voorhees and helped develop him. Cohen, Jeffrey Jerome. â€Å"Monster Culture: Seven Theses.† From Monster Theory: Reading Culture. Minneapolis: University of Minnesota Press, 1996. Renee, V. â€Å"The Birth of Jason: The Inspiration Behind the Iconic Mask and the Title ‘Friday the 13th’.† No Film School, 2015 Interview. Barkan, Jonathan. â€Å" Sean Cunningham Reveals the Inspiration for Jason’s ‘Friday the 13th’ Hockey Mask!† Bloody Disgusting, 2015.

Atticus Finch Essay Example

Atticus Finch Essay Example Atticus Finch Essay Atticus Finch Essay Essay Topic: Literature Atticus Finch is the pillar of strength that holds the novel together. He is not only the source of strength for the novel itself, but also for his children and the community of Maycomb. Atticus possesses a strong sense of justice and responsibility and he stands on his principles that all men should be treated equally. The author, Harper Lee depicts Atticus as a man with strong values and character, who tries his best to defend an innocent black man, but instead of being respected and lauded, he is ostracized by society . The bad treatment he receives spills over to his children as well. His own children, Jem and Scout were even once embarrassed of him because he was older than the other fathers, that he does not hunt or fish, and they felt that he never achieved anything of significance. Atticus is a humble and modest man who preferred not to show off his talents. pg 98 Atticus is shown to be a righteous man who opposes violence, and he teaches his children the same principles that he himself believes in. He does so in a gentle manner, without using any force, choosing to let his children learn through experience. For example, on one occasion, Scout refuses to attend a\school because she felt that she was being mistreated by her teacher and that it was no use going to school as she was not learning anything. Instead of forcing Scout to attend school, Atticus reasoned with her by negotiating a deal, in which if Scout agreed to go to school, he will spend time reading with her nightly from then on. page 31 This demonstrates his fairness and patience. As he continues to be shunned by the people of Maycomb, Atticus maintained his dignity and did allow himself to be swayed by the townsfolks prejudice. Atticus believed in the virtues of understanding and sympathy and he teaches his children not to bear any grudges against the very people who have treated them unfairly. By depicting Atticus as such a good man with such an exemplary character, the author evokes a feeling of sympathy in the reader every time Atticus is treated badly by the townsfolk and shown the lack of respect that he deserves. On the one occasion where Atticus chooses not to fight back, and instead accepts the insults pg216-217calmly and with dignity, the feeling of sympathy is stirred up. Atticus Finch is therefore a man of virtue and it is his principles and faith in mankind that leads him to try to protect an innocent black man, so as to not kill a mockingbird.

Discussion 8 Assignment Example | Topics and Well Written Essays - 500 words

Discussion 8 - Assignment Example This can be accomplished through a variety of incentives as well as implementing new requirements for the landscaping of any new housing development. The outright legislation of what type of plants that an individual is allowed to plant in their own yard may seem a bit draconian, especially to those that have lived in the LA area for many years. As such, a good remedy to this would be to require that any new housing developments and or landscaping projects must adhere to some minimum drought hardy requirements. Simply having a green lawn is not reason for a fine; however, if water records can substantiate that the individual is wastefully using public resources solely for beautification purposes, that individual should be forced to pay a penalty for this luxury because the aforementioned individual is taking the resources of the entire public. It is a part of the American societal norm. We are constantly shown perfect, green, beautifully manicured lawns in movies, television, advertisements, and other forms of marketing. We are told that this is what we should all ascribe to and in so doing we will be able to further delineate ourselves from the rest of the neighborhood as the person who has the best grass – as if that really matters. In the first article that was assigned, it stated that the lawn business was a several hundred billion dollar a year money making machine; as such, the firms that benefit from this infusion of money will continue to lobby and advertise and market this form of â€Å"happiness† to an unwitting public. It depends on how severe the drought is or if the water system has reached or is near reaching absolute capacity. Going so far at this juncture as tearing out non-native plants would be a bit severe especially since such a broad ranging edict would have many negative effects on the local environment including

How to find a good job Essay Example | Topics and Well Written Essays - 500 words

How to find a good job - Essay Example I believe that following a few easy rules will help everyone to become successful in their search for a proper job. To begin with, let’s find out what a â€Å"good† job means. For most people the best position is the one with the highest salary. But do not be confused by this global delusion. A real â€Å"good† job should be a combination of 3 most important factors: money, pleasure and time consumption. To be more persuasive I would like to illustrate you some examples. Imagine that you have successfully found a well-paid job, but it just does not suit your preferences. If a person does not like what he or she is doing, than he or she will not be dedicated to the job, they will not fulfill it properly and, in the end, they might get fired. Now think about another situation. You were lucky to find a well-paid job that you really enjoy doing. But the problem is that it takes all your spare time and you do not have any opportunity simply to have a rest. After first few weeks of such intense work you will be tired and exhausted and will think about leaving such a job. Furthermore, a â€Å"good† job should imply career growth. We are all mature people and everyone should think about future prospects when choosing a job. All the pains and dedication at work must be rewarded somehow, and the best way to do this is promotion. So, a proper job is also the one that ensures encouragement and stimulation in a form of career growth. Now, as we have figured out what a â€Å"good† job is, it is time to hunt for it. You should be aware that we all live in a world of extreme competition. Job market is pretty severe and we do not have a choice, except for adjusting to its tough conditions. Even if you are a good and skilled professional, an employer will not come and knock at your door one day with an offer of a wonderful job position. You will have to search for it yourself, attend dozens of job

Staffing Ethics for HR in a Globalized World Research Paper

Staffing Ethics for HR in a Globalized World - Research Paper Example Each contributes insights. Some are specific to that culture, but several cross-cultural themes emerge from the literature. One cross-cultural pattern that emerged was challenges to ethical staffing, especially in the face of multinational companies with HRM that are not in touch with the influence of cultural dimensions on staffing. Another pattern was resistance due to tradition, which was revealed in Canada, India, Mexico, and Poland. A third cross-cultural pattern was the overwhelming agreement that HR must lead the way to a more ethical workplace. Recommendations are offered to facilitate protection, ethical leadership, cultural sensitivity, and the balance of rights and agenda that HR faces. Staffing Ethics for HR in a Globalized World Human Resources is probably the most crucial component of any company. They must, after all, negotiate a delicate balance between the needs of the company and the needs of applicants and employees. They must not only do so within the context of t he law, but must traverse the netherworld of ethics, which applies even when the law is unclear, insufficient, or when there is not yet a law specific to the issue. The latter case is seen with online privacy issues, for example, when utilized by to screen applicants. In an increasingly globalized world, Human Resource departments find increasingly complex demands on their role. Change is rapid and it is not enough to stay updated. Instead, Human Resource Managers must serve as leaders in the company. This is especially so in the arena of ethics. This paper is a thematic literature review with a global focus. Too often, globalization imposes Western standards. As developing nations increase their involvement in and concern for fair practices in HR, the world has an opportunity to gain new insights from new voices. This paper will review the literature from ten selected cross-cultural sources, including Romania, Poland, India, Mexico, Canada and the USA, in order to understand how to ethically staff in a way that balances privacy rights with company need-to-know; affirmative action with profit and tradition; local culture with globalized standards. This cross-cultural dialogue can make HR management an even stronger ethical force and inspiration to companies and their employees around the world. Methodology A Google Scholar search was conducted, utilizing a relevant search phrase, HR and ethical hiring practices. A strong effort was made to locate peer-reviewed journals, particularly in the business management area. A special effort was made to select articles that reflected the voices of other cultures beyond the US, as well as articles that mentioned globalization. Effort was made to reflect both male and female authored articles. Both theoretical and research-based articles were selected. Current articles were selected since, given the rapid changes, engendered by globalization, HR should be currently informed. The oldest article was published six years ago, but most articles were published within the past couple of years. This is particularly important in the area of ethics. No effort was made, during the article selection process, to support a particular point of view, nor to narrow the themes down any more than those already mentioned. Rather than considering an hypothesis, the selection process held a central organizing question: What is the role of HR in an ethical hiring process?

The continuing evolution of leadership theory

The continuing evolution of leadership theory The articles and the book chapters chosen identify varying leadership perspectives, dynamics, and leader follower characteristics in the educational contexts. Kellerman in what every leader needs to know about followers suggests that every leader has at least one follower and good followers make informed decisions about their leaders and what they espouse. Based on their judgments about the leaders, they take appropriate actions. This article was chosen due to its insightfulness of leader follower relationships, and how closely these can be linked with the early childhood contexts Hard (2006), in Horizontal violence in early childhood education and care (ECEC) explores the relationship between the leadership in ECEC, and the internal and external factors inhibiting leadership development of early childhood professionals. This article also provides an insight into the lack of leadership, and complexities between the management and leadership within the early childhood field. Rodd (2006) identifies the need for the early childhood profession to become more active in up skilling early childhood professionals with leadership skills. Rodd stresses the importance of leadership development by saying It is necessary to nurture and train leaders within the early childhood profession and to empower the early childhood field from grass roots up. Rodd also suggest that early childhood professionals need to see themselves as leaders and to take the challenges in facilitating high quality early childhood services for children and the families. Leadership in early childhood is an insightful book which provides a field specific knowledge and understanding of what is leadership within the early childhood context. Critical summaries and application The typology of the leader follower relationship proposed by Kellerman allows the leaders to identify, to determine, and to appreciate the differences of their followers. Kellerman (2007) uses leader follower engagement as the defining factor and identifies five types of followers: followers who are completely detached as isolates; bystanders as free riders, participants who are willing to make an impact by some level of participation, activists who are very much engaged in what is happening; and diehards who are very much engaged that they are willing to go down with the ship or throw the captain overboard. Perhaps this is very much true in early childhood contexts where identifying people who would fit into any one of these categories is easy to find. Although Kellermans emphasis on leaders having to know the followers could have positive impact on leadership success, it could be suggested that the followers too need to know their leaders and their expectation in becoming effective group members. Warren Bennis cited in Dubrin,Dalglish,Miller (2006) suggest that a key role of the followers is to collaborate with their leaders to achieve organisational goals through team work: a new kind of alliance between the leaders and the led (pp.472-473) Hard (2006), identifies the lack of understanding of what leadership is within the early childhood field, and states that until recently, leadership had not been widely researched in early childhood education and care. According to Hard(2006), , leadership involves influencing people, situations and role responsibilities and relationships specific to each context within which they operate. Leadership also requires meeting the needs of the people, and managing the resources and power in a profitable manner. Hard also suggests that: management and leadership are interrelated concepts and a clear separation is not necessarily possible or desirable. Management positions often do incorporate some leadership skills however; most often leadership in early childhood involves management duties. Hard suggest perhaps the essence of the term leadership articulates the notion of creating positive change in organisations. Rodd (2006), identifies that the development of leadership skills continues to be a vital and critical challenge for early childhood practitioners in providing culturally and socially responsive early childhood contexts for young children and their families. Rodd unpicks the leadership in early childhood contexts and encapsulates the uniqueness of each early childhood setting and how it makes it difficult to specifically define leadership broadly and exclusively. According to Rodd, developing relationships and teamwork seems to be enhancing affective leaders within the early childhood settings. Trust, sharing collaboration and empowerment are believed to be contributing factors in developing leadership in early childhood settings. Rodd also explores who the leaders are in the early childhood contexts; functions of leaders in the early childhood field and many other factors unique and significant to early childhood contexts. An important point made by Rodd includes the need for early childhood professional to have leadership dispositions as they are required to implement and ensure Regulatory and Quality Assurance expectations within the early childhood contexts. This requires all early childhood educators to possess an understanding of essentials of leadership skills specific to the early childhood field. Another important point Rodd makes is that leadership skills are to be necessary and equally important as the curriculum knowledge pursued by the early childhood practitioners. Reviewing leadership theories and literature provides an understanding that earlier leadership theories lack the significance and the applicability to the early childhood contexts. Early childhood contexts are mainly occupied and managed by women and often the management and leadership involves joint and shared leadership approaches and characteristics uniquely preferred by women. Women often feel the need for intimacy, flexibility, individualised organisational strategies and processes, and the ethos of collaboration and collective success for all within the environment (Rodd, 2006, Dubrin,Dalglish,Miller2006). Early childhood leadership focuses on influencing people rather than using power and authority. These characteristics are seen as more suited, and perhaps unique to the early childhood field (Rodd, 2006) Looking from Kellers (2007) point of view, it is important for leaders to know who they are leading and their aspirations, in becoming better leaders. The relationship between leaders and the people they are leading is not single sided and not all followers are the same. Followers like leaders too, act upon individual self interests, and therefore, should not be treated as one. Although the followers may lack authority like their leaders, they possess power and influence to make change happen. Perhaps it would be beneficial to look at educational leadership from a different perspective. Looking from Senge (1990) and Argris and Schon (1996) and other learning organisation perspectives, educational leadership requires leaders to create an environment where the individuals have the opportunity to engage in meaningful dialogues to reflect, expose and to test and improve mental models in achieving better organisational outcomes for all involved. Leading educational contexts therefore requires leaders to be able to manage and to lead the most valuable asset of the organisation which is its people. Peoples skills and knowledge: the knowledge economy, is the value of the organisation. People are not just the cogwheels of machines anymore, and they are seen as active participants who contribute to the organisational goals and outcomes through participative and distributive leadership. The implication of this knowledge economy seems to be that it requires the managers and the leaders to take the leadership stance where they are to define and provide the purpose and value for the tasks assigned. Managers need to focus on nurturing and in developing skills of the work force and inspire positive outcomes for the individuals, the organisation, and the community within which they operate (Dubrin,Dalglish,Miller 2006). Peter Drucker states: The most valuable assets of a 20th-century company were its production equipment. The most valua ble asset of a 21st-century institution, whether business or non-business, will be its knowledgeable workers and their productivity. (Drucker 1999) [URL]. As mentioned above, the purpose of an early childhood service is to provide quality care and education for young children. Developing leadership for reflective practice and change is a key role for the early childhood professionals. Change is constant and is one of the few uncertainties in everyones life (Ebbeck Waniganayake, 2003). In early childhood contexts, reflective practice allows individuals: to adapt; respond to problems and difficulties; to be flexible; to question traditional or established practices; to question individual practices; and to question ideas or methods in order to develop new understandings, and then to apply them. it is important for the leaders to remember that the actions and styles of a leader, interactions, values and beliefs influence the people they lead and determine how they respond to the leader. Leadership in early childhood also involves transforming the mind sets and responding to change required by both internal and external constraints.(Rodd, 2006). Effective change is the ability to adapt to the changing circumstances. The planning for and implementation of the change is one of the major challenges that face the early childhood leaders (Saracho,1992). The four frameworks: Structural, Symbolic, Human Resources and Political Frames, as described by Bowman and Deal (2008) encourage leaders to look at situations differently and to effectively manage change. Traditional leadership theories have provided with multiple lenses to view varying aspects of management and leadership characteristics people use in different situations and institutions. It has contributed to the understanding of management and leadership perspectives, the roles and the responsibilities of leaders, and to be able to apply theoretical knowledge appropriately in achieving better outcomes in educational contexts. Theoretical understanding enables the leaders to use it wisely as a guiding factor in approaches to management and leadership within the educational contexts.

A Cold Day In Seattle :: essays research papers

(this is a paper i wrote for english the grade was an A)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A Cold Day In Seattle It was a cold winter day on that dreadful morning. School was closed because of a holiday. Justen’s friends Jeremy and Billy came over to see if he could go to Capitol Hill with them. He agreed and their friend Ryan drove them. It was about 1:00pm when we they there, but the three boys would of never have gone if they only knew. Ryan dropped the trio of and said he would be back at 8:00pm in the same spot, because he had band practice at 3:00. They started our journey on 5TH Avenue going north. While they were walking Billy noticed something strange about the stores; they were closed the boys forgot that holidays applied to stores too. That’s when it happened, Jeremy got a headache. He started to scream and use profanity. As they were trying to find at least one store that was open, some drunk cowboy eating pudding started following the boys. What was some drunk cowboy eating pudding going to do to three teen-age boys? Then he jumped in front of them and screamed, †Billy!† that’s when Billy remembered him. It was the drunk guy that Billy had met a year ago, when he took the bus to Seattle. They were a little shocked, but they let him join in. Jeremy thought he had gone mad considering he thought he was in the war and kept saying, â€Å"don’t worry I got your back soldier,† to Billy. There the boys were walking down the street. Jeremy was raging about his headache, Justen was wondering what was going on, Billy was a little confused, and the drunk cowboy obsessed with pudding was walking behind Billy with his hands together making a gun whispering, â€Å"when the race starts run really fast,† and, â€Å"I got your back soldier. It was very cold, so Billy, Jeremy, and Justen had their trench coats on, but the drunk cowboy was wearing a tie-die shirt and bell-bottoms. They walked for an hour when it started to snow. Good thing they were wearing trench coats. â€Å"I bet I could fix ya up nice soldier,† w hispered the cowboy. The boys were all a little confused. â€Å"I got a special pill you could take for that vice on your head there soldier,† he exclaimed. Jeremy was a little nervous considering Advil usually isn’t red and comes in a little black film canister.

Child Development

Abstract Preschool students who are entering kindergarten are often expected to attend a screening session. My research focused on the qualities of a successful screening tool and how the tool is used to assist educators. I was curious to know if a screening tool provided enough information for educators to adequately balance classes during the process of placing incoming kindergarteners. Placing students based on their academic and social needs gives teachers more time and opportunities to successfully teach to their students' strengths, challenges, and personalities. Finally, I was interested in researching which screening tools educators chose to use. Throughout my research I wanted to determine which areas of development were typically part of the preferred screening tools and to determine which areas were better predictors of academic achievement. Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 3Statement of IssueKindergarten screening is used to determine which students are at risk for developmental, behavioral, or academic difficulties. A kindergarten screening tool is designed to identify potential learning or behavioral difficulties before they increase in frequency, intensity, or duration after the student enters school. Students who are identified can receive support from their school and families in a more timely and effective manner. The screening data also provides information that assists in the process of student placement into kindergarten classrooms.Literature ReviewSchool readiness, defined as social, emotional, and behavioral readiness to learn is a fundamental aspect of school success. Screening students who are entering kindergarten can be beneficial in identifying which students are demonstrating school readiness and which students would benefit from additional support once they begin kindergarten. Determining whether or not to require incoming kindergarteners to participate in a screening session is a discussion between the kindergarten teachers, administration of the elementary school, guidance counselor, and curriculum coordinator. The purpose may extend beyond the placement of students to include comparative data gathered to use in future discussions related to the students' progress.It is necessary to recognize the difference between the terms assessment and screening. While many people use these terms interchangeably, they have different purposes. Given the growth in the use of screening and assessment practices to identify students at increased levels of risk, it is important to emphasize important distinctions between screening and assessment. Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 4Specifically, screening and assessment procedures differ in their purposes, features, and the types of tools used. School readiness screening measures would be administered to every child entering kindergarten. Stormant (2016) suggests that a true screening system should be brief, simple, and rely on easy to administer tools. The purpose of assessment is to conduct a lengthy, in-depth, and thorough investigation. Invernizzi (2010) discusses the criteria for early literacy assessment in preschoolers assessment decisions. They must be broad-based, easy and efficient to administer and interpret, and provide immediate instructional benefits to teachers. Along with deciding whether or not to participate, educators must choose which tool to use and what developmental areas to focus on. Educators can then create balanced classrooms and prepare supports for the students who showed a lack of school readiness based on the outcomes. Steps can be taken to prepare these students for their entrance into kindergarten by providing summer programs and planning for ways of implementing instruction that offers extra support at the start of the school year for students who need it. RTI is a method of providing Tiered support for struggling students. Kindergarten screening results can provide educators with a starting point of data. Interestingly, Seethaler (2010) advises that screening students who haven't been exposed to math concepts prior to attending school may give false information. She questioned that waiting until students have more time to be exposed to common math experiences might allow the students without prior exposure to number concepts time to ‘catch up' to their peers. In her research she also examined the single skill screener versus multiple skills screeners to determine potential mathematics difficulty in kindergarten students. Phonological Awareness is known to be a predictor of academic success in Literacy where Number Sense is a predictor of math success.   Bridges and Catts (2011) report that specifically, Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 5dynamic screening may be able to reduce the false positives associated with universal screening in the early school grades. Although preschool opportunities provide many children with literacy experience and instruction, a large number of children continue to enter kindergarten with limited literacy knowledge. A lack of literacy knowledge at the beginning of kindergarten can affect performance on measures of phonological awareness and lead to children being identified as at risk for reading difficulties.The kindergarten screening process is a way to gauge a child's current functioning and growth. It is a brief evaluation of several developmental domains of functioning in young children that typically takes place prior to the beginning of kindergarten. It can be an important prevention or early intervention tool to determine which young children are at risk for developmental, behavioral, or academic difficulties. The areas of development that are most commonly evaluated during a screening are; Gross Motor, Fine Motor, Language, Concepts (Math, Phonological Awareness), Self-help Development, Social/Emotional Development, and Behavior.Conoyer (2016) advises when selecting screening tools, educational professionals must balance efficiency relative to predictive utility and diagnostic feedback. While some may opt for a multi-skill measure with a longer administration time, others may prefer a brief screener that has sufficient predictive utility, and then administer diagnostic assessments to the smaller group of students identified in the initial screen.PALS-PreK is a scientifically-based phonological awareness and literacy screening that measures preschoolers' developing knowledge of important literacy fundamentals. The assessment reflects skills that are predictive of future reading success. It measures name writing, Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 6beginning sound awareness, print and word awareness, rhyme and nursery rhyme awareness, and alphabet knowledge. Phonological awareness refers to the ability to pay attention to, identify, and manipulate sound units within spoken words.As stated by McWayne (2011), the K-ABR is a teacher rating screener that includes three items to screen children in need of academic and/or behavior support. The specific items comprising the K-ABR include (1) â€Å"Compared to other students in this school, how was this child's readiness for the behavioral expectations of kindergarten,† (2) â€Å"Compared to other students in this school, how was this child's academic readiness for kindergarten,† and (3) â€Å"Compared to other students in this school, how was this child's overall readiness for kindergarten. â€Å"Kokkalia (2017) explains that the DIAL–4 is an appropriate screening tool for children ages 2.6 years to 5.11 years. The tool is individually administered but is appropriate for use in environments where large kindergarten screenings occur, taking approximately 25-35 minutes per child to administer. Each of five performance areas is scored on a behavior (psychological and social) rating scale. Behaviors are observed during the screening process to help determine if further assessment is needed. This tool offers comprehensive information in five performance areas; Gross Motor, Fine Motor, Language, Concepts, Self-help Development, Social Development. This is the tool that my school district has chosen to implement this year for the first time.Hamm (2014) describes a program called KidSkills whose goal is to meet the principles of RTI and illustrate the effectiveness of elementary teachers and specialists teaming up to systematically examine student needs. Collaborative models such as this one aim to support Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 7student achievement. Multiple perspectives from various areas of expertise offer strategies that collectively support the whole child. Early screening, systematic data collection, collaboration, and a strong home- school partnership are key components of this program that can be replicated in a variety of settings and possibly generalized to other academic areas. The program provides kindergarten students with targeted small-group instruction once a week focusing on phonemic awareness, language and vocabulary development, literacy skills, and fine motor and perceptual skills.ConclusionThe methods used to perform kindergarten screenings are often in question. Educators discuss if preschool students are capable of accurately sharing what they know with individuals they have just met in a school setting that may cause anxiety in some children. Early Childhood educators may disagree with some of the developmental areas on the screening tools. Teachers may assume that children come to kindergarten with the prerequisite fine motor and perceptual skills to practice letter formation. Kindergarten screening tools may not pick up on the subtle needs experienced by some children that will make letter formation difficult. Assessing and addressing visual–motor skills is an essential predictor of academic achievement. As stated by Conoyer (2016), early identification of students at risk in mathematics is limited in value if educators are unable to evaluate and adjust their instructional programs to effect improved mathematics achievement.Further research to explore how the information gathered during kindergarten screeners should be examined and compared to future student assessments. Academic predictors could be evaluated in more detail and more data should be gathered in order to follow student progress Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 8throughout the elementary years. Continuing to check in with classroom teachers to find out if the classes ended up being successfully ‘balanced' would be of interest to my research of kindergarten screening usefulness. Each year students enter kindergarten with varying levels of maturity, attention, and exposure to academic concepts. Acknowledging this and proceeding without biases when examining the data collected is essential to the child's future school career. Child Development There are many different aspects that Influence and shape human development. One major factor that Influences personal development Is the social environment. A lot of people don't realize how many different aspects go Into shaping how a person develops while growing up. According to Rule Frontbencher, there are 5 mall systems that Influence human development: the Microsystems, Microsystems, ecosystem, Microsystems and chronometers. One system that influences the person directly is the Microsystems. According to Earnest (20111 â€Å"The Microsystems isBrotherliness's term for the immediate environment, the settings where people experience their daily lives † (p. 23). The Microsystems includes: family, school, peers, neighborhood, church group and health services. My family has one of the largest impacts on my development. When I was six years old, my parents got a divorce. Even though I was only six, it profoundly affected me, even to this day. While growing up, it took an emot ional toll on me, from not being able to celebrate holidays together, to switching from house to house on the weekends.My dad moved on very fast and married when I was 8 years old; to this day I resent my stepmother for that very reason, therefore, becoming much closer to my mother. My mom Is a very Independent person and has never relied on a guy for anything. I look up to her for everything, and since she is my role model, I am now a very independent person by not relying on other people, being able to get stuff done on my own and being strong in difficult situations. The peers I grew up with also had a vast impact on my life and decisions.When I was in elementary school, some of the boys would make fun of my SSE by sticking pencils at the end of their nose and saying it looked like mine. I would cry myself to sleep and started to hate my nose. When I was in Junior high, I still got negative comments regarding my nose. I became embarrassed to meet new people, thinking they would J udge me and think I was ugly so I didn't go out as much. Just last year, I got a royalists procedure done to reduce the size of my nose. If I had never gotten correlated for the nose I was given, I don't think I would have gotten the procedure done.Another system In Frontbenchers ecological theory Is the crossest. Unlike the Microsystems, the Microsystems influences the person indirectly. According to Earnest (2011 â€Å"The Microsystems is the broad system of cultural beliefs and values, and the economic and governmental systems that are built on those beliefs and values† (p. 23). The Microsystems is the largest system and includes: the government, cultural values, customs, religion, and the economy. One aspect of the Microsystems, which influenced my development significantly, was the socio-economic status of my family.I was raised by two parents who each went to allege and got a bachelors degree. My mother completed her associates degree, had her first child and then went to night school to complete her bachelor's degree. That showed me how crucial getting an education was. The socio-economic status of my family Instilled In me a great respect for education, which Is why I am striving to get a masters degree In psychology. After my mother achieved her bachelor's degree, she advanced in her job to become a human resources manager earning over grow up, therefore, leading me to pursue the field of psychology.The culture of the Unites States has an enormous impact on me as I grew up. Ever since I was a young girl, the United States has given me a strong exposure to the value of independence. Personal freedom, independence, and responsibility are what our society strives for in individuals. Since that was instilled in me as a child, growing up, I always took the initiative to try and figure out answers before asking someone, getting all of my work done promptly and on time, and leading a life deciding on what my future was going to be.Kids are constantly asked what they want to be when they grow up; that shows he value of independence and how anyone can choose what life they want to live. It is then up to the child, to obtain that goal by having responsibilities and going for what they believe in. Since children are raised to have responsibilities, if a 6th grader came home with a poor report card, actions would be taken place. My family would set up tutoring in the subject they are struggling in, since academics are so important for succeeding in life. If the 6th graders academics never improved, he might flunk out of school, therefore, not being able to get a degree.If he never got a degree he would not get a well paying Job, therefore, not being able to support himself/family. Since culture has such a big impact on development, depending on where one lives, there would be traditions and practices around the birth of a baby. If I were to have a child, my family would throw me a baby shower and give me gifts to help me raise the ba by. On the day I go into labor, my family would also come to the hospital to help support me and be there to witness the birth of my baby. I would have my husband and mother in the room to support me and share the experience with me. Child Development Child development is the process of how your child is able to do complex things as he gets older. Development involves learning skills such as tying shoes, skipping, kicking a ball and walking. Children develop their skills in five main areas: * Physical Development * Intellectual/Cognitive Development * Language Development * Emotional Development * Social Development Physical Development Physical development is the way in which children's bodies increase in skills. The acquisition of skills such as sitting, throwing and running, picking up objects and feeding describes the physical development of your child.Developmental norms are patterns of growth that a child is expected to follow when growing. (Bruce T. Meggitt, C 2004) Physical development is grouped in two main areas: Gross Motor Skill are his/her ability to use their large muscles, Gross Motor Skills starts with head control and works down their body such as learning to sit, crawl, pull up and walk. They use their large musc les to acquire these skills. Fine Motor Skills are his/her ability to use their small muscles. During the first year of your child’s life, he/she will start to practice handling and manipulating small objects.This develops their ability to use their small muscles, specifically their hands and fingers to pick up and hold objects such as pencil and spoon. (Bruce T. Meggitt, C 2004) Intellectual/cognitive development Cognitive development is the way in which your child manages their thinking, and talent to create sense of the world and what is occurring around them. When your child is able to deal with difficulties, telling about it in advance are examples of skills associated with cognitive child development. (Robinson, M et al, 1998) Language development:Children's language develops through using visual and sound stimuli, especially in the acquisition of language, also in the exchange of thoughts and feelings. There are two identifiable stages; the first stage of development i n the process of children learning to use language is the pre-linguistic stage. Babies use this stage to learn how to communicate with others. During the first stage of life, babies rapidly learn how to communicate with their carers, so that by the age of 12 months, most babies understand what is being said to them and are starting to communicate their needs by pointing or by showing their carer objects.Then there is the Linguistic Stage – 15 Months to 8 Years, Children starts to use words around twelve months and by fifteen months they have developed their own word for an object or person and use it consistently. They then go on to use holophrases – using a single word to express several meanings by changing the sound and using gestures. As they grow children gradually put two words together to form a mini-sentence if your child is exposed to a rich language environment, this will be reflected in his speech development. (Robinson, M et al, 1998) Emotional development: Emotional development is the growth of a child's ability to feel and express an increasing range of emotions appropriately. Children's emotional capabilities expand, allowing them to develop a variety of skills that they will need in their adult lives. Emotional development encompasses the feelings that we have about ourselves and others, as well as our capabilities to function well in the world from a social standpoint. (Robinson, M et al, 1998) Social development: Social development is the growth of a child's ability to relate to others and become independent.As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions. Social development most often refers to how a child develops friendships and other relationships, also how well a child handles conflict with peers. (Bruce T. Meggitt, C 2004) This is not fixed or written in stone it is simply a guide to child development, It is dangero us to assume that children are abnormal if they do not all progress in exactly the same manner. Variations will always exist, since each child is an individual developing in their own unique way. (Bruce T.Meggitt, C 2004) The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he/she can manage personal feelings, understand others’ feelings and needs, and interact positively with others. Differences in social and emotional development result from a child’s inborn temperament, cultural influences, disabilities, behaviours modelled by adults, the level of security felt in a child’s relationships with adults, and the opportunities provided for social interaction. (raisingchildren. net. u/preschoolers/preschoolers, 2006) Social and emotional development for a four year old: Your four-year-old should be able to learn lots about the world and how it works, about peopl e and relationships, makes friends (often short-term) and plays group games. They are now more likely to, share toys, taking turns with assistance and initiate or join in play with other children and make up games. (/raisingchildren. net. au/preschoolers/preschoolers, 2006) At this age, children are more aware of themselves as individuals. They should show some understanding of moral reasoning (exploring ideas about fairness and good or bad behaviour).Children become more interested in relationships with other children and start to compare themselves with others. Children should start to develop friendships, express more awareness of other people's feelings, show interest in exploring sex differences and most children enjoy imaginative play with other children, like dress up or house, they bring dramatic play closer to reality by paying attention to detail, time, and space. (raisingchildren. net. au/preschoolers/preschoolers, 2006) Children know a bit more about the idea of sharing. But they might not be keen to put the idea of sharing into action, it would be great if children always played nicely together and never had fights over toys or over whose turn it is to lick the bowl after the cake has been baked. If a child is not sharing you can encourage them to share with other children, by reminding them how bad they would feel if someone took their toy. Talking to children about other children’s feelings, helps build their sense of empathy. Children need structures and routines to feel safe, and  when their behaviour is ‘over the top’, they need you to set limits and bring them back to earth without making them feel bad. Raising children. net. au/preschoolers/preschoolers, 2006). Factors affecting child development There are various factors that may impact upon the development of the child, learning difficulties such as Autism, ADD/ ADHD disorder are a condition where children have difficulty concentrating and paying attention and may cau se slowness in development in many areas. Children with learning difficulties or special needs will require additional help such as extra support at school/home, to resolve development problem and may or may not catch up. These children may even go through a process called statementing before they receive help.Some children with learning problems do not get statemented as the parents may not want to admit that their child has a problem as they feel ashamed. Children with special needs can benefit greatly if attending a mainstream school that has the resources and funding to help them. (Browne. K. 2008. P. 360) Factors such as extreme poverty and emotional stress can have a devastating effect on children’s development. Poverty can have a profound effect on a child’s development; children who come from poor backgrounds will lack resources, live in over-crowded houses with lack of study space.Their poor diet and ill health can lead to tiredness, absences and missed lesson s. Low income or unemployment may mean lack of educational resources or a home computer is not available. This could affect the child’s educational progress. It could also mean the hidden costs of education such as calculators, sports equipment, and school trips are out of reach of many poorer families. Although many government places are available many low income families in lesser paid jobs cannot afford to send their children to pre-school or nursery. Such starts to education are proven to aid a child’s development and can help with social skills.It can be argued that Material Deprivation also affects the working class. (Browne. K. 2008. P. 360) It can also be argued that although children lack educational resources at home such as computers and calculators they can still achieve developmental levels as many school are well equipped with these materials, also many schools now have breakfast/afterschool clubs and do lots of extra curriculum studies to help children. It can be said children will only benefit from these clubs and extra studies if parent are willing to encourage children to attend them.Many things can cause emotional trauma in children such as death, illness, unstable home life, abuse, neglect, bullying and accidents. Children suffering from emotional trauma can exhibit displays of aggression, withdrawal, show signs of anxiety and have complaints of aches, pains and tiredness. Emotional trauma can leave children feeling frightened and even ashamed or guilty. All these signs and symptoms can cause developmental problems and impact upon their emotional ability which is important to a Childs personal and social growth, a child suffering from trauma may also revert to bed wetting or baby talk.Children who are affected by extreme trauma can benefit greatly with the help of the Schools mentors/councilors who are trained to deal with traumatized children, a teacher with a heightened sense of awareness maybe able to pick up on any problem s. (Marcus, M. Ducklin, A 1998) An inside school factor that can cause developmental progress is labeling, teachers’ judge and label pupils based on a number of different factors such as social class, gender, race, and behaviour rather than on ability and intelligence.Pupils who have reputations and labels because of their behaviour and attitudes are unlikely to be innocent victims; they may have been in trouble before. It can be argued that it is often the case pupils will contest their label and work doubly hard to prove that they can do what they are told they cannot, therefore rendering the label useless, (McNeill, Blundell et al, 2003 Methods to manage behaviour In the classroom environment a teacher who is applying a behaviourist view would typically stand at the front of the class and direct how the lesson takes place and how the class responds to the stimulus provided.It can be argued that the behaviourist approach does not allow for individuality or for spontaneity, it ignores people’s ability to have complex thought processes. It could be argued that the reward giver would need to know the learner to know what the correct reinforcement would be to ensure effective reinforcement. A negative factor would be too much adult involvement. (McNeill, Blundell et al, 2003) A positive classroom environment is one where the teacher adopts the cognitive style of learning.The teacher allows more class involvement and often sits amongst the class rather than standing at the front. The lessons would have a more adaptable framework which allows students to be more independent, the student would be able to set their own targets /goals thus creating independent learning and thinking. The lessons would include role play, presentation discussions, group work, research and working in pairs. The teacher would empower her students to self learn so rather than being a role model would become a facilitator. McNeill, Blundell et al, 2003) Other methods of managi ng behaviour are rewards and sanctions, teacher can rewards children for good behaviour or finishing their work with verbal praise, stars, certificates or table points. Teachers may also give children sanction such as a time out or losing five minutes of playtime. When dishing out sanctions/reward the teacher must be consistent and they have to be relevant and meaningful to the child, it could be argued that to ensure the effectiveness of reinforcers the teacher would need to know the learner. Word Count 1998 BibliographyBROWNE, K. (2008). Sociology. 3rd Ed, Cambridge: polity press. BRUCE, T, MEGGITT, C (2006) Childcare and Education, 3rd Ed, London: Hodder ; Stoughton. MARCUS, M, DUCKLIN, A. (1998) Success in Sociology London John Murray MCNEILL, P. BLUNDELL, J. GRIFFITHS, J. (2003). Sociology. The complete companion. 3rd Ed, Cheltenham: Nelson Thorne. ROBINSON, M. BEITH, K. PULLIN, L. (1998) Early Years Care and Education, 2nd Ed, Oxford: Heinemann. www. childdevelopmentinfo. com/ – updated 26th June 2007-accessed 5th June 2010 http://raisingchildren. net. au/preschoolers/preschoolers. html | Child Development Child development is the process of how your child is able to do complex things as he gets older. Development involves learning skills such as tying shoes, skipping, kicking a ball and walking. Children develop their skills in five main areas: * Physical Development * Intellectual/Cognitive Development * Language Development * Emotional Development * Social Development Physical Development Physical development is the way in which children's bodies increase in skills. The acquisition of skills such as sitting, throwing and running, picking up objects and feeding describes the physical development of your child.Developmental norms are patterns of growth that a child is expected to follow when growing. (Bruce T. Meggitt, C 2004) Physical development is grouped in two main areas: Gross Motor Skill are his/her ability to use their large muscles, Gross Motor Skills starts with head control and works down their body such as learning to sit, crawl, pull up and walk. They use their large musc les to acquire these skills. Fine Motor Skills are his/her ability to use their small muscles. During the first year of your child’s life, he/she will start to practice handling and manipulating small objects.This develops their ability to use their small muscles, specifically their hands and fingers to pick up and hold objects such as pencil and spoon. (Bruce T. Meggitt, C 2004) Intellectual/cognitive development Cognitive development is the way in which your child manages their thinking, and talent to create sense of the world and what is occurring around them. When your child is able to deal with difficulties, telling about it in advance are examples of skills associated with cognitive child development. (Robinson, M et al, 1998) Language development:Children's language develops through using visual and sound stimuli, especially in the acquisition of language, also in the exchange of thoughts and feelings. There are two identifiable stages; the first stage of development i n the process of children learning to use language is the pre-linguistic stage. Babies use this stage to learn how to communicate with others. During the first stage of life, babies rapidly learn how to communicate with their carers, so that by the age of 12 months, most babies understand what is being said to them and are starting to communicate their needs by pointing or by showing their carer objects.Then there is the Linguistic Stage – 15 Months to 8 Years, Children starts to use words around twelve months and by fifteen months they have developed their own word for an object or person and use it consistently. They then go on to use holophrases – using a single word to express several meanings by changing the sound and using gestures. As they grow children gradually put two words together to form a mini-sentence if your child is exposed to a rich language environment, this will be reflected in his speech development. (Robinson, M et al, 1998) Emotional development: Emotional development is the growth of a child's ability to feel and express an increasing range of emotions appropriately. Children's emotional capabilities expand, allowing them to develop a variety of skills that they will need in their adult lives. Emotional development encompasses the feelings that we have about ourselves and others, as well as our capabilities to function well in the world from a social standpoint. (Robinson, M et al, 1998) Social development: Social development is the growth of a child's ability to relate to others and become independent.As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions. Social development most often refers to how a child develops friendships and other relationships, also how well a child handles conflict with peers. (Bruce T. Meggitt, C 2004) This is not fixed or written in stone it is simply a guide to child development, It is dangero us to assume that children are abnormal if they do not all progress in exactly the same manner. Variations will always exist, since each child is an individual developing in their own unique way. (Bruce T.Meggitt, C 2004) The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he/she can manage personal feelings, understand others’ feelings and needs, and interact positively with others. Differences in social and emotional development result from a child’s inborn temperament, cultural influences, disabilities, behaviours modelled by adults, the level of security felt in a child’s relationships with adults, and the opportunities provided for social interaction. (raisingchildren. net. u/preschoolers/preschoolers, 2006) Social and emotional development for a four year old: Your four-year-old should be able to learn lots about the world and how it works, about peopl e and relationships, makes friends (often short-term) and plays group games. They are now more likely to, share toys, taking turns with assistance and initiate or join in play with other children and make up games. (/raisingchildren. net. au/preschoolers/preschoolers, 2006) At this age, children are more aware of themselves as individuals. They should show some understanding of moral reasoning (exploring ideas about fairness and good or bad behaviour).Children become more interested in relationships with other children and start to compare themselves with others. Children should start to develop friendships, express more awareness of other people's feelings, show interest in exploring sex differences and most children enjoy imaginative play with other children, like dress up or house, they bring dramatic play closer to reality by paying attention to detail, time, and space. (raisingchildren. net. au/preschoolers/preschoolers, 2006) Children know a bit more about the idea of sharing. But they might not be keen to put the idea of sharing into action, it would be great if children always played nicely together and never had fights over toys or over whose turn it is to lick the bowl after the cake has been baked. If a child is not sharing you can encourage them to share with other children, by reminding them how bad they would feel if someone took their toy. Talking to children about other children’s feelings, helps build their sense of empathy. Children need structures and routines to feel safe, and  when their behaviour is ‘over the top’, they need you to set limits and bring them back to earth without making them feel bad. Raising children. net. au/preschoolers/preschoolers, 2006). Factors affecting child development There are various factors that may impact upon the development of the child, learning difficulties such as Autism, ADD/ ADHD disorder are a condition where children have difficulty concentrating and paying attention and may cau se slowness in development in many areas. Children with learning difficulties or special needs will require additional help such as extra support at school/home, to resolve development problem and may or may not catch up. These children may even go through a process called statementing before they receive help.Some children with learning problems do not get statemented as the parents may not want to admit that their child has a problem as they feel ashamed. Children with special needs can benefit greatly if attending a mainstream school that has the resources and funding to help them. (Browne. K. 2008. P. 360) Factors such as extreme poverty and emotional stress can have a devastating effect on children’s development. Poverty can have a profound effect on a child’s development; children who come from poor backgrounds will lack resources, live in over-crowded houses with lack of study space.Their poor diet and ill health can lead to tiredness, absences and missed lesson s. Low income or unemployment may mean lack of educational resources or a home computer is not available. This could affect the child’s educational progress. It could also mean the hidden costs of education such as calculators, sports equipment, and school trips are out of reach of many poorer families. Although many government places are available many low income families in lesser paid jobs cannot afford to send their children to pre-school or nursery. Such starts to education are proven to aid a child’s development and can help with social skills.It can be argued that Material Deprivation also affects the working class. (Browne. K. 2008. P. 360) It can also be argued that although children lack educational resources at home such as computers and calculators they can still achieve developmental levels as many school are well equipped with these materials, also many schools now have breakfast/afterschool clubs and do lots of extra curriculum studies to help children. It can be said children will only benefit from these clubs and extra studies if parent are willing to encourage children to attend them.Many things can cause emotional trauma in children such as death, illness, unstable home life, abuse, neglect, bullying and accidents. Children suffering from emotional trauma can exhibit displays of aggression, withdrawal, show signs of anxiety and have complaints of aches, pains and tiredness. Emotional trauma can leave children feeling frightened and even ashamed or guilty. All these signs and symptoms can cause developmental problems and impact upon their emotional ability which is important to a Childs personal and social growth, a child suffering from trauma may also revert to bed wetting or baby talk.Children who are affected by extreme trauma can benefit greatly with the help of the Schools mentors/councilors who are trained to deal with traumatized children, a teacher with a heightened sense of awareness maybe able to pick up on any problem s. (Marcus, M. Ducklin, A 1998) An inside school factor that can cause developmental progress is labeling, teachers’ judge and label pupils based on a number of different factors such as social class, gender, race, and behaviour rather than on ability and intelligence.Pupils who have reputations and labels because of their behaviour and attitudes are unlikely to be innocent victims; they may have been in trouble before. It can be argued that it is often the case pupils will contest their label and work doubly hard to prove that they can do what they are told they cannot, therefore rendering the label useless, (McNeill, Blundell et al, 2003 Methods to manage behaviour In the classroom environment a teacher who is applying a behaviourist view would typically stand at the front of the class and direct how the lesson takes place and how the class responds to the stimulus provided.It can be argued that the behaviourist approach does not allow for individuality or for spontaneity, it ignores people’s ability to have complex thought processes. It could be argued that the reward giver would need to know the learner to know what the correct reinforcement would be to ensure effective reinforcement. A negative factor would be too much adult involvement. (McNeill, Blundell et al, 2003) A positive classroom environment is one where the teacher adopts the cognitive style of learning.The teacher allows more class involvement and often sits amongst the class rather than standing at the front. The lessons would have a more adaptable framework which allows students to be more independent, the student would be able to set their own targets /goals thus creating independent learning and thinking. The lessons would include role play, presentation discussions, group work, research and working in pairs. The teacher would empower her students to self learn so rather than being a role model would become a facilitator. McNeill, Blundell et al, 2003) Other methods of managi ng behaviour are rewards and sanctions, teacher can rewards children for good behaviour or finishing their work with verbal praise, stars, certificates or table points. Teachers may also give children sanction such as a time out or losing five minutes of playtime. When dishing out sanctions/reward the teacher must be consistent and they have to be relevant and meaningful to the child, it could be argued that to ensure the effectiveness of reinforcers the teacher would need to know the learner. Word Count 1998 BibliographyBROWNE, K. (2008). Sociology. 3rd Ed, Cambridge: polity press. BRUCE, T, MEGGITT, C (2006) Childcare and Education, 3rd Ed, London: Hodder ; Stoughton. MARCUS, M, DUCKLIN, A. (1998) Success in Sociology London John Murray MCNEILL, P. BLUNDELL, J. GRIFFITHS, J. (2003). Sociology. The complete companion. 3rd Ed, Cheltenham: Nelson Thorne. ROBINSON, M. BEITH, K. PULLIN, L. (1998) Early Years Care and Education, 2nd Ed, Oxford: Heinemann. www. childdevelopmentinfo. com/ – updated 26th June 2007-accessed 5th June 2010 http://raisingchildren. net. au/preschoolers/preschoolers. html |

Slippery Slope Fallacy - Definition and Examples

Slippery Slope Fallacy s In informal logic, slippery slope is a  fallacy in which a course of action is objected to on the grounds that once taken it will lead to additional actions until some undesirable consequence results. Also known as the slippery slope argument and the  domino fallacy. The slippery slope is a fallacy, says Jacob E. Van Fleet, precisely because we can never know if a whole series of events and/or a certain result is determined to follow one event or action in particular. Usually, but not always, the slippery slope argument is used as a fear tactic (Informal Logical Fallacies, 2011). Examples and Observations To judge from the news stories, the entire nation is coming to resemble San Francisco after a heavy rainfall. In the press, the phrase slippery slope is more than seven times as common as it was twenty years ago. Its a convenient way of warning of the dire effects of some course of action without actually having to criticize the action itself, which is what makes it a favorite ploy of hypocrites: Not that theres anything wrong with A, mind you, but A will lead to B and then C, and before you know it well be up to our armpits in Z.(Geoff Nunberg, commentary on Fresh Air, National Public Radio, July 1, 2003)The slippery slope fallacy is committed only when we accept without further justification or argument that once the first step is taken, the others are going to follow, or that whatever would justify the first step would, in fact, justify the rest. Note, also, that what some see as the undesirable consequence lurking at the bottom of the slope others may regard as very desirable ind eed.(Howard Kahane and Nancy Cavender, Logic and Contemporary Rhetoric, 8th ed., Wadsworth, 1998) The Slippery Slope of Voluntary EuthanasiaIf voluntary euthanasia were to be legalized it would prove impossible to avoid the legislation, or, at least, toleration, of non-voluntary euthanasia. Even if the former can be justified, the latter clearly cannot. Hence, it is better that the first step (legalizing voluntary euthanasia) not be taken so as to prevent a slide into non-volunteer euthanasia.(John Keown, quoted by Robert Young in Medically Assisted Death. Cambridge University Press, 2007)The Slippery Slope of Public MuralsI hope the art mural at 34th and Habersham will not be allowed. You open the gate for one, you open it for all and youll have it all over the city. A person wanting to paint on buildings is nothing more than upscale graffiti. More than likely it will go too far.(anonymous, Vox Populi. Savannah Morning News, September 22, 2011)All Politics Takes Place on a Slippery SlopeLogicians call the slippery slope a classic logical fallacy. There’s no reason to reje ct doing one thing, they say, just because it might open the door for some undesirable extremes; permitting â€Å"A† does not suspend our ability to say but not B or certainly not Z down the line. Indeed, given the endless parade of imagined horribles one could conjure up for any policy decision, the slippery slope can easily become an argument for doing nothing at all. Yet act we do; as George Will once noted, All politics takes place on a slippery slope.That’s never been more true, it seems, than now. Allowing gay marriage puts us on the slippery slope to polygamy and bestiality, opponents say; gun registration would start us sliding into the unconstitutional morass of universal arms confiscation. An NSA whistle-blower, William Binney, said last week that the agency’s surveillance activities put us on a slippery slope toward a totalitarian state . . .. And this week we’re hearing a similar argument that President Obama’s decision to arm Syrian re bels, however meagerly, has all but doomed us to an Iraq-style debacle . . .. These critics may be right to urge caution, but in their panicked vehemence, they’ve abandoned nuance and succumbed to summoning up worst-case scenarios. UCLA law professor Eugene Volokh points out that metaphors like the slippery slope often start by enriching our vision and end by clouding it. Decriminalizing marijuana doesn’t have to turn the U.S. into a stoner nation, nor does sending M-16s to Syrian rebels inevitably mean boots on the ground in Damascus. But that’s not to say we shouldn’t watch our footing.(James Graff, The Week. The Week, June 28, 2013) The Slippery Slope of Immigration ReformIn a well-meaning effort to curb the employment of illegal aliens, and with the hearty good wishes of editorialists who ordinarily pride themselves on guarding against the intrusion of government into the private lives of individual Americans, Congress is about to take this generations longest step toward totalitarianism.There is no slippery slope toward loss of liberties, insists Senator Alan Simpson of Wyoming, author of the latest immigration bill, only a long staircase where each step downward must be first tolerated by the American people and their leaders.The first step downward on the Simpson staircase to Big-Brotherdom is the requirement that within three years the federal government comes up with a secure system to determine employment eligibility in the United States.Despite denials, that means a national identity card. Nobody who is pushing this bill admits thaton the contrary, all sorts of safeguards and rhetorical warnings about no t having to carry an identity card on ones person at all times are festooned on the bill. Much is made of the use of passports, Social Security cards and drivers licenses as preferred forms of identification, but anyone who takes the trouble to read this legislation can see that the disclaimers are intended to help the medicine go down. . . .Once the down staircase is set in place, the temptation to take each next step will be irresistible.(William Safire, The Computer Tattoo. The New York Times, Sep. 9, 1982)

Reaction to ICC essays

Reaction to ICC essays The chief argument by the US not to ratify the Rome Statute is the endangerment of its troops as the primary contributor to peacekeeping-peacebuilding operations worldwide. An underlying preoccupation to this postulate is the ever-present American concern not to be allowed to exercise its own jurisdiction/sovereignty in its decision making processes. This may come precisely out of democratic concerns deeply embedded in the American frame of mind. When one speaks of the success of an international tribunal (or for that matter any international endeavor that requires cooperation), one might think that the concurrence of the world Hegemon would be needed in order to ensure such cooperation. One fundamental example related to international justice comes to mind: The ICJ. Since it began functioning in 1946, the ICJ had gained progressive support from the international community and a similarly progressive number of disputes were being submitted to it. Particularly, the Courts docket seeme d to expand since it demonstrated that it was willing to rule against the US in the Nicaragua Case. However, it appears paradoxical that, consequentially, the US denounced its application for the Courts compulsory jurisdiction and ultimately did not comply with a ruling manifestly contrary to its interests. As the US cooperation with the court it so endeavored to create, so it grew the support of other countries towards it. This observation may be contrary to our initial remark; nonetheless a distinction must be made between the more contested nature of the interests at play before the ICJ and the more straight forward issue of punishment for international crimes before the ICC. An argument might also be made as to the doubtful effectiveness of international tribunals in achieving the deterrent goals for which they were created, and which their advocates preach as ultimate achievement of the preexistent tribunals in the international realm. One could...

Human Rights and Same-Sex Marriage Essay Example | Topics and Well Written Essays - 1250 words

Human Rights and Same-Sex Marriage - Essay Example Those who argue that same-sex marriages should be considered a civil right and should be treated just like any heterosexual monogamous marriage are doing so based on the principle of the Equal Protection Clause. This is, however, a flawed argument. It is absolutely wrong to consider that one’s constitutional rights ensure equal treatment in the area of marriage. One must understand with regard to equal treatment, the Constitution does not make reference to social relationships such as families, marriages, friendships, and the like (McVeigh and Maria-Elena 899). Two friends, who decide to consider their relationship a marriage, cannot go to the courts and demand equal protection rights just because they decided to consider their friendship a marriage. To do so is tantamount to saying that just because some people at a certain sports event pray together before the start of the event; courts are required under the equal protection law to allow these sports event goers to redefine the event as a religious ceremony. The government, as an example, recognizes a relationship between two contracting parties, one of whom agrees to mow the other’s lawn. However, the law governing the contracts does not define beforehand what kinds of contracts can be drawn. The law, instead, merely makes clear how binding a consensual contract is, and what legal obligations both agreeing parties have in fulfilling the contract

Martin Luther King's Letter from Birmingham Jail Essay

Martin Luther King's Letter from Birmingham Jail - Essay Example The main techniques selected for analysis are emotional appeal, logic and reasoning. Reasoning is one of the main tools used by speechwriters and essayists for ages. In the Letter, King makes his point and persuades readers to agree with him that all people have a right to be free. King states: "The purpose of our direct-action program is to create a situation so crisis-packed that it will inevitably open the door to negotiation" (King). King expects that his letter helps many people to "awake" from long sleeping and start fighting, because the new social order and ideas, and no doubt that in his society the main role is featured to democracy and freedom. He appeals to such human values as tolerance and morals. Idiom and metaphors create sense of reality. For instance, he writes: "the United States Negro is moving with a sense of great urgency toward the promised land of racial justice" (King). The notion of interdependency and connection among individuals in King's conception of freedom anticipates visions of freedom and solidarity that I explore in the second half of this book. According to King, true freedom requires that people be able to exercise choice and judgment. Segregation removes this ability and therefore makes individuals victims to the decisions of others. King deals with his personal sufferings and expresses the effects of the segregation on his fellow friends on a scale of universal significance. His language is logic and accurate, concise and creative. King's rhetoric has strength, depth and delicacy of feeling. The main feature of this essay is that King uses historical information based on reason and expiations of the events which attract attention of the audience. "If today's church does not recapture the sacrificial spirit of the early church, it will lose its authenticity"' (King). Control of powerful feeling intensifies emotional appeal and adds dramatic effects. To give dramatic descriptions with intensity, to make the imagined picture of reality glow with more than a dim light, requires the author's finest compositional powers. He addresses listeners stating: "Love your enemies, bless them that curse you, do good to them that hate you, and pray for them which despitefully use you, and persecute you" (King). In the Letter, King creates a vivid image of racial segregation as "a burden" with deprives many racial minorities a chance to be free from oppression and humiliation. There is intensity of illusion because the author is present, constantly reminding readers of his unnatural wisdom. The moral quality depends not on the validity of doctrines, but on the moral sense and arguments presented in the work. In both books, a certain amount of plot is based on emotional response. For instance, "oppressed people cannot remain oppressed forever. The yearning for fre edom eventually manifests itself, and that is what has happened to the American Negro" (King). Exclamation marks, rhetorical question and parallel structure of sentences add emotional coloring. Personal tone is also an important element of his rhetoric, because it creates a certain vision of segregation and inequality from the author's point of view. Logic is another technique used by King to appeal to the audience and their mind. In the Letter, every argument forestalls the next one. Vivid arguments and personal examples are logically connected which helps the audience to