Raising Young Genii Learning Several Languages in the Early Years

Raising Young Genii Learning Several Languages in the Early Years Introduction: In the Most Tender Age Plunging into the second-language environment can be considered quite a stressful ordeal for a person, no matter how well (s)he can adapt to the new surroundings, with the language issue at the top of all the complexities that may possibly arise. Rather uncomfortable experience for an adult, the given situation should be traumatizing for a child as well, which the necessity to offer the strategies of foreign language mastering in the early years is predetermined with.Advertising We will write a custom essay sample on Raising Young Genii: Learning Several Languages in the Early Years specifically for you for only $16.05 $11/page Learn More Because of the difference in the vision of the world, the pace of the intellectual development and a number of other factors, children display a different attitude towards learning two or more languages as compared to the adults (Nikolov, 2009). However, because of the complexities conne cted with teaching children second foreign language, the arguments against the given issue may arise. Therefore, it is necessary to figure out whether the early foreign languages teaching is reasonable enough, taking into account the existing theories. Multilingualism and Competent Language Learning When speaking of the teaching at the tender age, it is necessary to provide the definition for the given stage of a child’s development and draw the line between the early years and the childhood. In the given case, it would be most reasonable to resort to the definition offered by an early age stretches from the day of birth to the age of three, suggesting that at the given stage, â€Å"there is a gradual development of features that become recognized as ‘adult second language acquisition’ after approximately age 7† (Philp, Oliver and Mackey, 2008, p.27). However, some researchers, like Whitehead (2010), tend to think that the cognized learning takes place at the age from 0 to 7 (p.218). Whet talking about the process of teaching children the foreign language, the competent language learning is to be differentiated from the phenomenon of bi- and multilingualism, since the latter does not presuppose a conscious process and, hence, cannot be considered learning, as Knapp Seidhofer (2009) explain: â€Å"On a societal level, multiculturalism can be defined as the presence of more than one language in the society† (p.54). Taking a Theoretical Approach: Learning the Ideas of the Coryphaei When speaking about the issue of teaching the youngest children foreign languages, one must consider the arguments pro and contra the given idea. Obviously, teaching children of tender age does have its benefits, yet there are considerable difficulties in helping small children master a foreign language. With that in mind, it is necessary to consider several theories concerning the second language teaching tactics as well as the advantages and the dra wbacks that such children possess from the viewpoint of a foreign language teacher. When considering various aspects of teaching children several languages in their earliest years, it would be most reasonable to consider several viewpoints, thus, offering an extensive overview of the existing opinions on the given issue. Since the given question is rather disputable and requires thorough considerations, the versatility of opinions is more than welcomed in the given case.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More One of the first people whose ideas are to be considered is Jerome Bruner. Offering rather specific approach to the given issue, the researcher claimed that the language issue and the family relationships are closely intertwined and are actually interdependent on each other. Therefore, Bruner’s theory correlates with the idea that, together with the language skills, chi ldren obtain the necessary communicational skills that help them reach their top in the society and become its decent members (Harris, 1992). Judging from the notorious example driven by Rymer (1992), people who have not been taught to use the language and the linguistic tools properly are highly unlikely to ever integrate into the society and even survive. Therefore, obtaining the necessary experience from his/her parents, a child also gets the required language skills which are supposed to help him/her in the nearest future and contribute to his/her development: â€Å"As Bruner expresses it, the child’s knowledge of the social context – and especially of the routines that occur with it – assists the child to â€Å"crack the code† of the language that accompanies social interaction† (35). Hence, it is obvious that the scientist intertwines the aspects of learning the language and integrating into the society, thus, broadening the list of the commu nicational skills. Another important idea was offered by Piaget (Beilin Pufall, 1992) and suggested quite a different perception of the role of the language in a child’s development. According to Paiget, Beilin Pufall (1992) claim, children of rather young age demonstrate keen understanding of the linguistic issues that are rather complicated and require thorough explanations to elder children and teenagers. As Beilin Pufall (1992) claim, after the exploration that was held by Piaget, â€Å"the results of the experiments, especially in the production task, showed parallels in the way 6- and 7-year-old children constructed this type of semantic invariance and their construction of quantitative invariants† (219). Claiming that children build certain schemes that allow them to operate the language and use it correctly, the scientist emphasizes the necessity to contribute to the early development of children, enhancing their need to acquire new linguistic knowledge (Bei lin Pufall, 1992). The last, but not the least, the theory that Gardner offers is also worth certain discussions. Basing his ideas on his own vision of the way children develop and the role that language plays in the given process, the author focuses his attention on the multiple aspects of knowledge that learning several languages in childhood presupposes. According to the definition offered by the scientist himself,Advertising We will write a custom essay sample on Raising Young Genii: Learning Several Languages in the Early Years specifically for you for only $16.05 $11/page Learn More I would also like to introduce the concept of an individual-centered school that takes this multifaceted view of intelligence seriously. This model for a school is based in part on findings from sciences that did not even exist in Binet’s time: cognitive sciences (the study of the mind) and neuro-science (the study of the brain). One such approach I have called my â€Å"theory of multiple intelligences.† (Gardner 48) Hence, the last theory is based on the cultural versatility that studying foreign languages offers. Incorporating the three above-mentioned theories, one can offer a synthesis that makes the ultimate proof that studying foreign languages in early age is crucial for the development of a child. Since the learning of foreign languages has the positive impact on the child’s general development and also offers the basis for the future harmonic coexistence with the other nations, studying foreign languages at early age is essential for a child. Fast Learning: The Privilege of Children Despite the skeptical doubts of the people who think that young children too inexperienced to handle the task of learning another langue, some scientists claim that at the young age, most children possess the specific kills that allow them to absorb the specific knowledge instantly without any misconceptions. Caused by the specific way that small children cognize the environment with, it brings astounding results. As Singleton Lengyel (1995) assert, â€Å"there can be no doubt that children at an early age, especially in natural contexts, but also in tutored contexts, can learn and do learn secondary languages† (77). Indeed, studying the second language at the early age has its benefits in terms of the speed and the quality of the studying process. According to what Benson Haith (2009) say, children from 0 to 7 years obviously pass the stage that involves an unbelievable accelerated development, which predetermines the children’s ability to master a foreign language almost instantly: â€Å"The assumption underlying both of those is that the early years constitute, if not a critical period, an important window of opportunity to maximize likelihood of mastering a musical instrument or learning a second language† (p.144). Indeed, considering the behaviorist theory of human development and the fact t hat children tend to copy the people surrounding them with an amazing precision, one can claim that teaching young children the basics of foreign languages can be considered rather sensible idea by â€Å"theoretical questioning of behaviorist theories of language learning†(Ellis, 1990, p.44). In addition, according to Ellis (1990, p.44), a number of other theories approved of teaching children at quite a young age: â€Å"the vast majority of the studies examined either pure naturalistic or mixed L2 acquisition† (1990, p.44).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More When reconsidering the significance of teaching children various languages at the earliest stages of their development, the notorious case of Genie, the feral child who is known to be the most striking example of the progressing underdevelopment experienced by a child whose ability to talk has been suppressed and who had no chance to develop their skills for mastering the language since the day they were born. As Rymer (1992) emphasizes, there is a constant urge in developing the language skills within any human being, and the level of mastering the language predetermines the level of self-development. Rymer (1992) explained that â€Å"Investigations of Genies brain unveiled the utter dominance of her spatial right hemisphere over her linguistic left This may have been why she was unable to grasp grammarbecause she was using the wrong equipment† (Rymer, 1992, p.43). Hence, the necessity to develop children’s ability to use various language tools efficiently is crucial for their further mental development. On a Second Thought: Avoiding the Pitfalls It is evident that without the proper development of the linguistic skills and the ability to talk correctly, using the language in the proper way, a child is highly unlikely to develop in a normal way; moreover, the most dreadful consequences, such as the process of mental retardation, the complexities in adapting to the environment and the society that surrounds the given child, and the ability to communicate his/her own needs and wants is inevitable. Moreover, the shift in the mental development of a child is highly unlikely to ever cease and is extremely complicated to fight, which predetermines the necessity to teach children the linguistic skills at rather young age (Bialystok, Luk Kwan, 2005). However, even though the early development of children’s linguistic skills does seem crucial for their further well-being and the ability to adapt to the society and social norms, the question conce rning the reasonability of teaching very young children the second language arises. According to what Rapaport and Westgate (1974) claim, there are no obvious contra-indications for children o be taught foreign languages at the earliest stages of their development. As the scientists assert, when a teacher chooses the right methods for teaching children the skills that will allow them to master a foreign language, such children start developing better and faster, which signifies that they are integrating into the society more quickly than the rest of the children of their age group, which must be a clear-cut evidence that studying a foreign language at the early age is desirable. As Rapaport and Westgate (1974) say, learning the foreign language at early age helps to overcome cultural controversies: There has also been a revival of interest in the â€Å"horizon-broadening aspect,† the notion of a foreign language as a healthy antidote to an otherwise monocultural education of young children. Prejudice derives from ignorance, and in the current world context a wholly ethnocentric view of culture and education has no place. (12) Hence, it cannot be denied that teaching children foreign languages at the early stages of development is crucial for the children’s vision of the world. Offering children studying another language equals to teaching them cultural and ethical tolerance. Therefore, the importance of teaching young children foreign languages cannot be disputed. The Helping Hand of the Professionals: The Analysis Analyzing the above-mentioned approaches towards teaching young children foreign language, one must admit that the reasons of the authoritative sources are quite impressive. According to the evidence provided by the authors of the existing theories of speech development and the significance of foreign language learning, the more languages a child can master, the better. Certainly, no instances of forced foreign language learning should occur, for the child may be reluctant from studying foreign language in the future and even feel aversion towards learning new languages (Bocher, 2003). Nevertheless, it cannot be doubted that the necessity to offer a child to acquire new language skills is quite important for the further development of his/her personality. Moreover, when considering the development of children’s language and communication skills, especially concerning the second language, on must keep in mind that the process of cognizing another culture and another language is rather fragile and requires a delicate approach. As Nolan (2004) warns, â€Å"In school, when children from marginalized discourses are required to produce language, the judgments about their linguistic abilities that (even if unspoken) are already in the classroom serve to undermine their motivation† (p.43). Therefore, teaching children the second language is not only the constant, irreversible process of development, but als o a range of conflicting situations that require immediate solution (Saunders-Semonsky, 2004). Conclusion: When It Comes to Understanding According to the evidence provided by scientists and researchers, learning foreign languages at early age is not only a harmless, but also a highly desirable activity. Owing to the courses of the second language that children take at the age up to 7, their communication skills, as well as their mental development, are constantly progressing. Therefore, it cannot be doubted that with the help of teaching children foreign languages at the age from 1 to 7, one will be able to help the child achieve comprehensive development, which will contribute to his/her future success and emotional comfort. References Beilin, H., Pufall, P. B., 1992. Piaget’s theory: Prospects and possibilities. New York, NY: Routledge. Benson, J. B., Haith, M. M., 2009. Language, memory, and cognition in infancy  and early childhood. Waltham, MA: Academic Press. Boche r, S., Jones, J., 2003. Child language development: Learning to talk. New York, Y: John Wiley Sons. Bialystok, E., Luk, G., Kwan, E. (2005). Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9(1), pp.43-61. Ellis, R., 1990. Instructed second language acquisition: Learning in the classroom.  New York, NY: Wiley-Blackwell. Gardner, H., 2006. The development and education for the mind: The selected works  of Howard Gardner. New York, NY: TaylorFrancis. Harris, M., 1992. Language experience and early language development: From input  to uptake. New York, NY: Psychology Press. Knapp, K., Seidhofer, B., 2009. Handbook of foreign language communication and  learning. Berlin, DE: Walter de Gruyer. Nikolov, M., 2009. The age factor and early language learning. Berlin, DE: Walter de Gruyer. Nolan, K., 2004. The power of language: A critique of the assumptions and pedagogical implications of Howard Gardn er’s concept of linguistic intelligence. In Joe J. Kincheloe, Multiple intelligences reconsidered. Bern, CH: Peter Lang. Philp, J., Oliver, R., Mackley, A., 2008. Second language acquisition and the  younger learner. Amsterdam, NL: John Benjamins Publishing Company. Rapaport, B., Westgate, D. P. G., 1974. Children learning French: An attempt at  first principles. New York, NY: Taylor Francis. Rymer, R., 1992. II-A silent childhood. The New Yorker, p. 43 Web. Available at:  https://www.newyorker.com/magazine/1992/04/20/ii-a-silent-childhood . Saunders-Semonsky, C. M., Spielberger, M. A., 2004. Early language learning: A  model for success. Charlotte, NC: IAP. Singleton, D. M., Lengyel, Z., 1995. The age factor in second language acquisition:  A critical look at the critical period hypothesis. Bristol, UK: Multilingual Matters. Whitehead, M. R., 2010. Language and literacy in the early years 0-7. Thousand Oaks, CA: SAGE Publications, Ltd.

Aristophanes on Homosexual and Heterosexual Soul Mates

Aristophanes on Homosexual and Heterosexual Soul Mates The Greek comedy writer Aristophanes (ca 448-385 BCE), wrote more than 40 plays, many of them comedies which are bawdy and over-the-top, a genre in Greek literature called Old Comedy. Many of them were aimed at Socrates, like this inspired myth about how there came to be people with different sexual orientations.   This treatise appears in the Symposium by Plato, written by 360 BCE, and is from the Greek. In the Beginning In the beginning, there were three parents: Sun, Moon, and Earth. Each produced an offspring, round and otherwise like itself. From the  sun was produced the man; from earth, the woman; from the  moon, the union of the two, the androgyne. Each of these three was a double, one head with two faces looking out in opposite directions, four arms and legs, and two sets of genitalia. They moved about on the earth with a great deal more freedom and power than humans do now, for they rolled rather than walked- ran hand over hand and foot over foot at double speed. One day, these fast, powerful, but foolish creatures decided to scale Mt. Olympus to attack the gods. What should the gods do to show the foolish humans the error of their ways? Should they shoot them down with thunderbolts? No, they decided, too boring. Theyd done that before to the giants. Besides, who would pour out libations and offer sacrifices to them if they destroyed their worshipers? They had to devise a new punishment. Arrogant Humans Zeus thought and thought. Finally, he had a brainstorm. Humans werent a real threat, but they did need a dressing down. Their arrogance would be checked if they lost their speed, strength, and confidence. Zeus decided that if they were cut in half, they would be only half as fast and half as strong. Even better, it was a re-usable plan. Should they act up again, he would repeat the operation, leaving them with only one leg and one arm each. After he revealed his plan to his fellow Olympians, he asked Apollo to join him in putting it into effect. The king of the gods cut the man-man, woman-woman, and man-woman creatures in half and Apollo made the necessary repairs. The face which previously facing out, Apollo turned inward. Then he gathered all the skin together (like a purse) with an opening in the middle as a reminder to mankind of his earlier state. Rejoining Soul Mates After the surgery, the half-creatures ran around frantically looking for their other halves, seeking them out, embracing them, and trying to join together again. Unable to join, the creatures despaired and began to starve to death in their sorrow. Zeus, mindful of his need for worship, decided something must be done to recharge the creatures spirits, so he instructed Apollo to create a means to rejoin temporarily. This Apollo did by turning the genitals to the belly side of the body. Before, mankind had procreated by dropping a seed on the ground. This new system created an interesting new means of producing offspring. The creatures who had been double women before, naturally sought out women, those who had been androgynous, sought out members of the opposite gender, those who had been double men, sought out the company of men. They sought out their other halves,  not simply for intercourse, but so they could become whole again by being rejoined with their souls. Sources Plato. Symposium. Trans. Benardete, Seth [1930–2001] Internet Archive. Web Plato. Symposium. Trans. Jowett, Benjamin [1817–1893]. Project Gutenberg 2008. Web.   Plato. Symposium. Trans. Shelley, Percy Bysshe [1792–1822]. Internet Archive. Web.

Dams and Reservoirs Essay Example | Topics and Well Written Essays - 750 words

Dams and Reservoirs - Essay Example The final choice of the dam will be made after the consideration of these factors. In the study, the factors that affect the selection of the type of dam and the dam type to be constructed on different foundations will be discussed accordingly. Topography includes the surface configuration of the dam site, the area of the reservoir, the accessibility of construction materials and the source. The topography of an area determines the type of dam to be constructed. Geotechnical and geological structure of the dam site refers to the condition of the foundation which depends upon the thickness and geological strata that will carry the weight of the dam, their permeability and inclination and the relation to the underlying strata and faults. The foundation will be responsible for the choice to a certain extent, although it can be modified, taking the height of the dam into consideration. Availability of construction materials is the reduction of transportation expense for construction materials, especially those in large quantities will have an effect in the reduction of the total cost of the project. Therefore, the most economical type of dam is the one for which the construction materials exists within a distance from the site . ... In the choice of a dam, the size of spillway and the natural restrictions in its location are the controlling factor in the selection of a dam. is the most important factor in the selection of the type of dam to be constructed. But further estimates and alternatives are given considerations to fulfil this factor. Environment and public pinion plays a major influence on the type of dam for construction. For maximum protection, the principal influence of the environmental laws and regulations on the selection of the type of dam is in need for the environment that can affect the dimensions, location, the location of spillway and additional facilities. The possibility of flood inundation during construction, is the possibility of flood overflow during construction would favour a concrete dam. In the economical condition of a country, the amount of production of cement, pozzolan and steel, which are parallel to the industrial development of a country, is a factor in the selection of the t ype of dam to be constructed. Climate and time available for construction means that the design of dams are usually affected by climate, because of the importance of the weather during the construction of the dam. Non availability of side personnel with particular skills, refers to the lack of skilled contractors in the site. In seismicity, earthquake induced damages in dams are very few. Due to the fact that people tend to live in the floodplain downstream of dams, it would be very essential to increase precaution to the selection of the type of dam to be built. Height of the Dam is a very important factor in the selection of dams. Earthfill with toe drains was used for large dam in the past, but it should have been used to low dams in low

Social Psychology Essay Example | Topics and Well Written Essays - 1000 words - 1

Social Psychology - Essay Example the study o f how behavior due to one sort of environmental event (larger distant or abstract rewards) may come to dominate behavior due to another sort (smaller immediate or particular rewards)†(Rachlin,2000,p.25).Self discipline is also a concept, which is closely related to self control. It is taming oneself, to live a certain way of life. This concept is mainly incorporated by the person in his life, when he wants to achieve a particular task. Mostly, self control is seen as an individual trait and as a measure of self discipline. If a person lacks self control, it is seen as a failure of his character and personality. Self control is the capability of a person to motivate him to do the right thing. It can also be described as stopping ourselves form doing things that we see as bad for us. Self control constitutes a fundamental aspect of human behavior. Self discipline is another name for self control, without which the life of individuals would lead to chaos. Every habit embedded in the human mind is the result of continuous action .So by controlling a behavior he can form or avoid a habit. It can be very well said that, self control is the strong foundation for the building of character in a person. The degree to which an individual think he has control over the events happening to him, is termed as locus of control. â€Å"Internal versus external control, often referred to as locus of control, refers to the degree to which persons expect that reinforcement or an outcome of the behavior is contingent on their own behavior or personal characteristics versus the degree to which person expect that the reinforcement or outcome is a function of chance, luck or fate, is under the control of powerful other, or is simply unpredictable†(Scrimla,Grimaldi ,2002,p.381).People having high locus of control, have a better control on their behavior and desires. These people direct their life in their own designed path, with their own controlled actions and behavior.

Influence of Age on Self-Description Changes

Influence of Age on Self-Description Changes Gemma L Sobah An investigation of self-descriptions in data collected from two children of different ages, and how their age influences the focal point of their self-descriptions using the findings of Rosenberg (1979) Abstract (166 words) This report investigates the self-descriptions of two children in using the findings of Morris Rosenberg (1979). Rosenberg proposed that young children typically describe themselves using physical conditions, and older children/adults tend to use character and relationship qualities. The two participants took part in an semi-structured interview and the interview transcripts were coded and analysed by dividing the answers into the four categories created by Rosenberg. These were physical, character, relationships or inner. The information and data from the two participants were then compared to Rosenbergs findings. The locus of self-knowledge was also investigated briefly, which Rosenberg stated changed from outside to inner relatedness, the older the child gets. From my findings, it appears my data does to some extent agree with the conclusions that Rosenberg came across as with age they do seem to make less physical descriptions, but there did seem to be a change from locus of self -knowledge from the parent to the individual, as the child got older. Introduction (289 words) The subject of identity and how we acknowledge our own has always be a matter of intense debate those in the field of child development. The many aspects of identity require that many outside aspects are considered when looking at the development of ones identity, like religious, social ethnic, cultural. for that reason, in order to develop an identity, young children should be able to consider such aspects. Maccoby (as cited in Ding and Miel 2005 p. 131) suggests that a sense of self occurs slowly and in small steps. William James (1892 as cited in Miel and Ding 2005 pp 131) thought that a sense of self is divided in two stages: the self as a subject of experience and the self as an thing of knowledge (Miel and Ding, 2005 pg. 131). So as children grow up they develop into people more capable at self-awareness and more practically involved in awareness and responses from other people in their lifes. James believed, this development takes place within childhoo d during interactions between cognitive aspects and social experiences as children actively use their received knowledge about themselves to change parts of their environment. The research for this study relates to the research above due to the age of the participants and the means of the interviews. The interviews are all based on who the child sees themselves as. The way they describe themselves will be the main focus of this study. Whether they dwell solely on their physical appearance or if they go through all the categories and if their responses differ between the two ages. Using Rosenbergs categories, we are hoping to get a clear understanding of whether Rosenbergs and others, work is relevant and can be applied generally. Method (414 words) The design of the study was a comparison of self descriptions elicited from two young people, during semi-structured interviews. The interviewers asked two schools in Milton Keynes, one primary and one secondary to take part in the study. A number of children agreed to take part and their parents were approached for consent and consent forms were signed. Kieron Sheehly interviewed the primary school children and Peter Barnes interviewed the older children. One of the participants was a 8 year old female in primary school and the other was a 16 year old female in secondary school. Both interviews were conducted during school hours within their schools. A tape recorder was used to record the interviews and paper and a pen was used for the children to write down their individual statements. A sound recorder and a producer were present during the interviews. Microphones were used during the interviews and these were placed out of the way as to not get in the way of the interview. All chi ldren were informed at the start of the interview what was going to happen and what was being asked of them. They were also informed who would be using the recording and or what purpose. The interviews were paused while the children wrote down their statements and started again when the interviewer wanted to ask them questions. As there was a potential for outside or background noise, when the background noises began to interfere with the interview, the recording was paused and started again when it became quiet enough to carry on. The two interviews were conducted by staff from the Milton Keynes Open university for the purpose of this study. These were watched and their transcripts were coded and analysed according to Rosenbergs method. Self descriptions of participants were categorised by Rosenberg , into four categories (a) physical; (b) character; (c) relationships d) Inner. The childrens statements were divided where a category could be acknowledged from a single statement (see Appendix 1 and 2) and if a statement could be split into more categories this was done. The percentages of each category were then calculated by way of adding up the column, dividing it by the total and this by 100. This was how each categories percentage was worked out for each child and then these results were then put into a table to show which categories had the highest or lowest percentages for each child. These were then compared and results were explained below. Results (275 words) The hypothesis in this research study was as the child got older there would be a gradual change from physical characteristics to inner and relationship characteristics whilst the locus of self-knowledge increasingly shifted from others to the self as child grew older. Self descriptions that came from I statements, were coded and placed into one of the four categories (see appendices 1). Table 1: Self-descriptions by the children. The Categories Percentage for Annie (8 years old) was : Physical -40% Character 40% Relationships -20% Inner 0% . The Categories Percentages for Kirsty (16 years old) was: Physical 20% Character 20% Relationships 20% Inner 40%. Table 1 (see appendices 5) shows us that the responses that Annie gave were quite equally divided across physical and characteristics, whilst Kirstys were evenly spread over all the categories with the highest percentage being on the inner section. . This appears to support the hypothesis as there was a steady change from physi cal descriptive to psychological descriptive the older the children get. Annies answers to the locus of self-knowledge questions were quite mixed. She showed outer locus of self-knowledge; her teacher knows best about her school work and performance and her mother seems to know best about her behaviour. Although this shows support to Rosenbergs theory and hypothesis it was only using 2 participants and because of this cannot be over generalised to the wider population, which in turn limits the use of the results. Also because Annie only completed five statements and Kirsty completed 10 this cold have impacted the percentage of the results due to kirsty having more data to input into the table. Discussion (682 words) In this research study, two children were chosen. One being at primary school and the other at secondary school, although they were both females, although a larger sample would have allowed for a better analysis of the conclusions in relation to the population. Although the results appeared to supported the Rosenbergs findings(Miel et al, 2010, pp. 21-22) no specific conclusion should be made from such a small sample. Piagets theory of cognitive development also shows this, which could suggest that at about the start of the teen years there is a change from the solid process of development into the final stage of official process .This appears to be the stage at which most adolescents start to create an individual identity and are then able to put into their own point of view and social information about what it means to become an adult and reflect with purpose, on their self consciousness. As the children were interviewed by adults, people they did not know, they may have given different answers to what they may have said to a friend who had asked them the same questions or had a adult that they knew. They could have given biased results due to the fact they were aware it was for a study and they knew the purpose of the study. So because of this the results cant be relied upon wholly to be accurate and true. Regardless of this the way a child describes themselves may be different depending on their level of education and upbringing. For example a child of no school education who cannot read and has limited education may not fully certain aspects of what it means to be them and therefore may give limited answers based on their knowledge and education. Also a child who has been abused or had a very negative start in life, may dwell on more emotional lead than physical lead statements due to them being hurt a lot and there state being very emotionally based. Further still, the way in which a child describes themselves may be purely on what appears to be important to them. Kirsty tended to focus on herself as not being able to change her dress size I am not a size 8 (see appendices 4) and not being able to change who she is in general. This focus may be mainly on how she feels she is perceived by others around her or how she views herself, not just due to her age but due to her current circumstances. From this study it shows that Rosenbergs first hypothesis about the locus of self-knowledge has on some accounts been shown as being correct, although the sample size was a lot smaller than Rosenbergs, also the age of the older participant being incompatible, with Rosenbergs research study. My assumption is to suggest that younger children do appear to describe themselves focusing mainly on their physical attributes and less on how they feel and their personality traits while adults concentrate mainly on their forming on relationships and the impact these have on their sense of self, although the change from physical external descriptions of the younger child to the personal and inner feelings of the older child or adult did not appear to prominent in these results. This study has pointed out the difficulty in trying to determine and discover the idea of sense of self and locus of self-knowledge, and can be used for an indicator to their inner feelings and thoughts of an person in th e process of their development. These descriptions are fluid and live within the communication and changes with others and over a period of time. The locus of self-knowledge also changes by age from child to adult self. Even though the original hypothesis has been somewhat proven to be in general in agreement with the findings of Rosenberg, there are a few practical issues connected in the research of existential and definite selves. More in-depth research involving a much bigger and mixed cultural sample with categorizing results from different researchers could help to prevent some of these issues. Conclusion (46 words) In conclusion, children grow and mature at different times. The progress of developing a sense of self relies on many factors (friendship groups, parents, peers, outer society, etc). Regardless is does appear to be clear that there is a development from physical towards psychological self descriptive. 1,872 words References: Miel, D., Ding, S (2005) Childrens Personal And Social Development: The Early Developmet of Identity,. Milton Keynes. The Open University Appendices 1 Category Analysis Form 1 Coded Responses Physical: describing physical appearance, age, and physical qualities like flexible, sporty etc Character: Likes and dislikes, hobbies and interests, personal qualities and basic personality traits eg, I like to relax, Im laid back etc Relationships: friends and family, social mentions, eg I like making friends Inner: Temperaments, moods and feelings. Eg Im a happy person, I can get stressed easily. etc Appendices 2 Category Analysis Form 2 Coded Responses Physical: describing physical appearance, age, and physical qualities like flexible, sporty etc Character: Likes and dislikes, hobbies and interests, personal qualities and basic personality traits eg, I like to relax, Im laid back etc Relationships: friends and family, social mentions, eg I like making friends Inner: Temperaments, moods and feelings. Understanding of self. Eg Im a happy person, I can get stressed easily. Etc Appendices 3 Annies Statements: 1. I like doing harry potter lego, Ive completed the night bus 2. I love rabbits, guinea pigs and dos 3. I think one of my hobbies is using the tv remote control 4. Im really good at maths and get stuck on telling the time 5. Im not very good at remembering Appendices 4 Kirstys statements: I cant change who I am I can only be my best Ive always been an individual I am not size 8 Im pretty plain I get on well with many people Im friendly and my friends are like family I work as hard as I can I may set my goals too high I can only be me and if some people dont like that, I cant apologise anymore Appendices 5 Table of Results 1

Summary of “Campus Crusade for Guys”

In â€Å"The Campus Crusade for Guys† Sarah Karnasiewicz introduces Michael Thompson, a child psychologist who supports the life of American boys. Thompson is a bestselling author of â€Å"Raising Cain† and is an educational speaker on television for troubled boys. Although he supports American boys he has a daughter of his own, so he does not agree that boys should be given a better opportunity getting into colleges. Despite Thompson’s opinion on the opportunity for boys this is what is happening in colleges today (909).Statistics have changed over the years, showing that now more women apply to college and stick with it. In the early days of coeducation the ratio of men and women on campus revealed that more men were attending college. Men nowadays don’t even apply for college, and the ones that do apply don’t stay long or they do poorly in school (909). If decisions were to be based on gender it would be considered political, but it is very likel y for a battle to be brought up about this topic. Politicians are putting in the news and public media that boys have been abandoned by their schools and communities. Also you can read this summary –  Protecting Freedom of Expression on the CampusTalk show host have also jumped in on this and accused schools of isolating boys. On this topic Thompson says that the education for boys has actually improved and not worsened. Writers from different news articles have stated many opinions on this topic. Starting off the argument one said that years from now women are going to have a hard time finding husbands with all their education. In response to that a women said that years earlier when she was in school and men made up the majority no one was worried about them finding wives, so what’s the difference (910)?Karnasiewicz states that the gender gap is not news; it has been going on for multiple years. A lawsuit was filed about fourteen years ago against the University of Georgia in Athens for trying to equal out the genders on campus. A gender based case where the school was giving male applications better scores when applying because they wanted to even out gender. When this case was brought to the district court the judge wasn’t swayed that the University was only trying to help the minority (910). The University of Georgia’s gender based case has completely stopped favorable action for men.Thompson believes there are already enough favorable actions for men out there; and that it is very likely there is a girl out there that has not got accepted into college because the administration was trying to even out the proportion. With these actions in place already people set out to study the admissions of college students. During their study they took data from thirteen schools and over fifty percent was women acceptance (911). The study that took place at these thirteen colleges showed that gender inequity was most severe at schools that were once single-sex.This study proved that males were more statistically had a better chance of getting accepted. The study also showed that once the application sta rted to weigh more towards the women’s side an affirmative action steps in for men (911). A common ratio at colleges is forty to sixty. This ratio is not just common at previous single-sex schools this is common throughout the nation. Colleges keep track of that ratio and look forward to it becoming a tighter ratio in years to come. Now is not the time for colleges to play a role in gender equality on campus (912).Colleges are changes applications and getting sports that appeal to men to get more men to be accepted into college. People say that there is no difference between the mind of a female and the mind of a male but the advertising business has no doubt there is. At conferences and internal marketing at colleges have a recruiter just for men to make sure they have things that will attract men to that college (912). Boys are normally attracted to technology, so school play up the technological aspect and show men what college looks like in a way they’ve never seen .Other schools find it fit to put pictures of happy, muscular men in their catalog to attract men to their campus. College campus’ are without a doubt trying to advertise themselves to men now instead of women. Even when boys are accepted and go to college they are not as focused as women are; women seem to think that there will be a negative consequence if they don’t do well in college (913). A study shows that the gender gap is related to economics. Women are more concerned with getting a higher education because with a bachelor’s degree women would get paid more than women without.Men on the other hand are not as concerned because there is no significant difference in pay whether he has a bachelor’s degree or not (913). Another opinion is that the careers that are growing now are healthcare, education, leisure and travel, and the services. All the fields are what women are good at and not men so if men want a good job for the future then they need to g et an education. Problems that are arising are that women are replacing children with education and careers. This meaning that not enough children are being born and the population is going down with the increase of women enrolled in college (914).The problem with boys all starts in primary school; female students are more successful then male students in an early age. When it comes to college the administration looks back on everything you have done before then. The better opportunities for boys need to come sooner than college. Thompson said that his mission is to get people to see and think about boys in the vision as they do for girls (915). Work Cited Lunsford, Andrea A. , John J. Ruszkiewicz, and Keith Walters. â€Å"The Campus Crusade for Guys. † Everything's an Argument: With Readings. 5th ed. Boston: Bedford/St. Martin's, 2007. 909-15. Print.

Aging And Negative Stereotypes Of Aging - 1960 Words

Generally, modern society reinforces negative perceptions of the process of aging, and it is often portrayed in society as being a lonely and depressing experience. These perceptions are important because elderly individuals that have a positive outlook on aging have been linked to better health and psychological well-being. This study explores the impact of negative and positive perceptions of aging, held by society, and how they influence aging individuals. Although, some positive stereotypes exist that are associated with the process of aging they are outweighed by negative stereotypes. â€Å"Labeling Theory† suggests that when older individuals are presented with negative stereotypes they themselves will assimilate these ideas, and will preform worse in age related tasks (Kotter-Grà ¼hn Hess, 2012). In fact studies have shown that when presented with negative reinforcers of aging, individuals show more age related concerns and memory is impacted negatively (Kotter-Gr à ¼hn Hess, 2012). In contrast â€Å"Resilience Theory† suggests that conflict between negative aspects of aging and negative stereotypes can be a pathway to a more positive self perception (Kotter-Grà ¼hn Hess, 2012). The idea of the theory being when individuals feel threatened by societal views they will compare themselves to those that are worse off than they are, and this will in turn lead to a more positive self perception. Resilience theory is supported by a study that found improvement in competence inShow MoreRelatedAging Of Aging And Aging Essay1652 Words   |  7 PagesAs aging is a stage of development that cannot prevented, the question of â€Å"can one’s aging be more successful than another?† is posed my many. 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