Drug and Substance Abuse Testing Essay Example | Topics and Well Written Essays - 1000 words - 9

Drug and Substance Abuse Testing - Essay Example As the paper outlines, welfare was designed to help the underprivileged in the society. Through welfare, the poor and the disabled population in the society are able to re-enter the workforce and to subsequently care for themselves. The fact is that ever since its incorporation, welfare has been able to assist numerous families and needy individuals in the society. However, the Welfare Reform consequentially contributed to a significant reduction of welfare dependants. Consequentially, regardless of the significant financial savings accrued to the welfare reform, this policy has facilitated the increase in unemployment levels. Moreover, drug testing by itself does nothing to promote employment, economic stability or responsible parenting ("Drug testing for welfare recipients to be considered by state Senate" 6). Recipients point to data showing that those on welfare are far less likely to do drugs than those who are not on welfare. Moreover, the monthly assistance checks barely cover necessities (Dawkins 2011:1). Therefore, the implementation of such a policy is an indication of stereotyping by the legislature, based on the assumption that welfare recipients are more likely to abuse drugs.  The adoption of state drug testing requirements are unconstitutional and a violation of privacy. This issue came out as a result of the Michigan statute that was influenced by the Marchwinski case. In the case, Marchwinski v. Howard, the plaintiff challenged the Michigan state statute, arguing that the case suspicion-less drug testing was an unconstitutional search under the 4th amendment (Schaberg 583). The court held that suspicion-less drug testing is a blanket condition that is relevant in order to receive state assistance.

Cultural Relativity and Exploring Global Gender Ideals Essay

Cultural Relativity and Exploring Global Gender Ideals - Essay Example Apart from the primary data I collected as an interviewer myself, the essay also contains some secondary research that espouses the notion that gender varies from culture to culture. For my interview, I contacted a Pakistani woman, Fareedah, who lived in my friend’s neighborhood; I felt that because she was from a different country than mine, she could offer me a chance to compare and contrast how men and women behave in our own societies. According to Fareedah, â€Å"it is the job of the men to support the family, the women are supposed to value their household chores and domestic responsibilities over everything else. I know many women who have had to give up their jobs after they got married and had babies.† Whereas in Pakistan society apparently it is not seen as appropriate for women to work, in other societies women are expected and often encouraged to join the work sector. For instance in Taiwan, because of â€Å"expanding demand for women’s labor, female labor force participation rates in Taiwan climbed from 32.6% in 1966 to 46.1% in 2001,† (Hu & Kamo, 105). Also, what immediately came to my mind when Fareedah stated that women are not expected to join the workforce in her society, was World War II when women in Britain were asked to join arms and ammunitions factories, and drive agricultural machinery. Fareedah also claimed that â€Å"I think women are just naturally inclined towards looking after the children and doing housework,† and also â€Å"men are made by nature to be more concerned about everyone around them, like a big lion who has to protect his pride! You should see the men from our North West Frontier Province, they are like kings, ruling and taking responsibility of their own little settlements.† ... naturally inclined towards looking after the children and doing housework,† and also â€Å"men are made by nature to be more concerned about everyone around them, like a big lion who has to protect his pride! You should see the men from our North West Frontier Province, they are like kings, ruling and taking responsibility of their own little settlements.† This echoes with what Ortner and Whitetaker claim about life in non-Western societies; â€Å"women are seen as tending toward more involvement with private and particularistic concerns, benefitting themselves and perhaps their children, without a regard for larger social consequences, whereas men are seen as having a more universalistic orientation, as being concerned with the welfare of the social whole,† (Ortner and Whitehead,7). Fareedah also said â€Å"my own daughter has a job in America; she is working as a teacher. She is very happy. But were we back at home, I would have been scolded for allowing my dau ghter to work, and she would also be reprimanded.† Questioning Fareedah about the attitudes towards relatives in her society, she said â€Å"I think people are very close to one another, and all the sisters, brothers, cousins, uncles, grandparents etc. are connected to one another in such a way that they all exert influence on each other.† She also said that â€Å"there is no way you can do something without seeking the advice or permission of your relatives, there is nothing you can do that your family cannot find out. So well-knit and integrated the society is!† Kamo and Hu claim that â€Å"like in many East Asian societies, the extended family is a preferred arraignment in Taiwan,† and that â€Å"73% of them (respondents aged 65 or older) actually lived that way,† (Hu & Kamo, 107). Asking Fareedah about her

Williams Presents Essay Example for Free

Williams Presents Essay Eddie and Mickey were born from the same mother Mrs. Johnston, but they have extremely different lives. They were identical twins; they look exactly the same. But Mrs. Lyons separated them and made them have a different life. From then on, one of them, Mickey stayed with Mrs. Johnston lives in a big, poor family and the other one who was taken by Mrs. Lyons became very rich and got everything. They have been in a different world because of many factors surrounding them to rich or poor from the moment they have been born. I think the most influential factors are the family they have got and the family classes different. The different kind and level of education they have got did also influence them much. Also, the religion of the family is one of the factors that affect the life of the child as well. Different thing has different amount of influence to Mickey and Eddies life. I am going to discuss the factors one by one. The social context is messy at the time between late 70s and early 80s that the play was set. It is called recession. Margaret Thatcher is the Prime Minister; she encouraged people to make lots of money. As a result, the rich people in middle or upper class can earn much money but the poor people in working class lost their jobs. Life is very hard for working class, as they get poorer without a job. Mickeys family is suffered from this social climate. His family is poor. Unlike Eddie, his family is in middle class, he is rich. They have a great contrast in their life because the classes are different. Marilyn Monroe is the social icon of the day at that time. She is very glamorous, rich and she represents a life of fantasy. Everyone wants to be her. We know that from the book on p. 14, Act 1, Scene 1, it said He told me I was sexier than Marilyn Monroe, which is about Mr. Johnston said her wife was sexier, lovelier than Marilyn Monroe. It shows the value of that time. But that is what totally different from Mickey. Mickey is poor; he dressed scruffy. He lives in council house and his family is working class. He does not have money to buy everything he wanted. But Eddie, he is rich, he has got new clothes, and he looks smart. He lives in private house and his family is middle class. They are exactly the same, but the way of living is really different with one of them is living in a rich environment and another lives in a poor world. This is how the classes different influence their life. The size and people in their family have also influenced them. Mickey has a big family with 7 brothers and sisters. The speech of the mother in p. 14, Act 1, Scene 1, told us about that. She said: Seven hungry mouths to feed and one more nearly due. Mickey is the youngest in the family; he has to fight for food and everything with the elder brothers and sisters. Therefore, he needs to grow up fast and look tough to protect himself in case of beaten up by others. He also wants to his elder brother Sammy because he wants to get older so he can do everything he loves. We can see how much he wants to be Sammy in the book on p. 30, Act 2, Scene 1, he has repeated the sentences I wish I was our Sammy. - for five times. He does everything Sammy did; however, Sammy was not a good example for Mickey to learn. So Mickey becomes a joker and streetwise since he has got influenced by his brother Sammy. The family of Eddie, we know that he is the only child in his rich family and they are in middle class. He lives with his mum only most of his life. We dont know much about Eddies father because the book does not mention about him much. Mrs., Lyons, Eddies mother, loves her son very much. She gives him a good shelter, gives him everything he wanted. This makes very weak and soft and he will not know the hardship of the working class since life is easy for him. Time ran through quick by dramatic devices in the book. We can see how much difference between Mickey and Eddie over a long period. At first, when they are born, they are not much different from each other in either class or education. But when they are at the age of 17, Mickey is dropped out from school and on the other side Eddie was going to University. Then, when they both go to work, Mickey loses his job and Eddie is the boss of a factory. The education level made them have such a big difference. Mickey is poor educated as he left school when he was 17. He was study in government school. Normally, there is nothing bad to study in government school. But compare to Eddie, Eddie was study in private school, he was well educated. He could use a dictionary at the age of seven while Mickey do not even know what a dictionary is. We knew that from the conversation between Mickey and Eddie. Eddie said, I shall look it up in a dictionary. from p. 33, Act 2, Scene 2. From the speech of the narrator at p. 56, Act 4, Scene 1, we know Mickey and Eddie are getting older as they are 18. This is the job of narrator to take us through time and speed things up. Eddies goes into a University straight after he left his college but at that time Mickey was already dropped out from the school and working in a factory. Then, Eddie got a job, which is the boss of the factory, straight after he finished his studying. By that time Eddie becomes really powerful and rich but the other one, Mickey, is just a worker in a factory! They are identical twins but we can see how education makes them go into a different life. Superstition is one of the influences. Mrs. Johnston is very superstitious as we can see from the several events from the book. On p. 18, Act 1, Scene 3, Mrs. Lyons put a pair of new shoes on the table then Mrs. Johnston saw it and tell her never do this. This is a superstition thinking that something had will happen to you, which you will never notice. This shows that Mrs. Johnston is superstitious. I believe that she believes in religion. And this makes Mickey kind of superstitious as well. He believes what blood brother is. On the other side, I dont think Mrs. Lyons has any religion at all. She does not respect Mrs. Johnston and always use the weakness of Mrs. Johnston, that she is superstitious, to coerce her into doing something. At first Eddie does not believe any superstition things but Mickey influences him. He admires Mickey and everything Mickey does. He likes Mickey and wants Mickey likes him as well. On p. 32, Act2 2, Scene 2, we know Eddie gives sweets to Mickey. This reflected he is eager to please. Eddie used to dont know much about colloquial until Mickey told him. He thought everything Mickey said was smashing. And he believes that what Mrs. Johnston told her on p. 35, Act 2, Scene 2, about bogeyman. This shows that he is nai ve and innocent. In conclusion, I can divide the influences on the lives of Mickey and Eddie in four main sections. The differences between Mickey and Eddie in the family, the social class they are, the education they have and the religion of the family. They are identical twins but they have got a very different life, I think it is because these things that I have mentioned before influenced them.

Immigration Paper Essay Example for Free

Immigration Paper Essay From the 1840s to the 1880s and again from the 1890s to the 1920s, immigrants poured into the United States for many different reasons. Immigrants were faced with challenges such as saving and spending money, blending with others and the Potato Famine in Ireland. Immigrants were treated differently on their appearances, the way they speak and customs they had. The potato famine in Ireland drove the Irish from their homeland to America. Some immigrants, English was a primary language, for others learning a new language would be difficult. Immigrants moved to America came to become successful people. In the mid 1800s, people wanted to find the best deals that they could, without spending all of their money. Document 1, the advertisement for cheap land illustrates one of the reasons why immigrants came to the United States. The land advertisement sold for as little as $8 and up to $12 an acre. Many immigrants were farmers and felt they could eventually become wealthy farming in Illinois. All immigrants struggled with surviving in the United States because of many different things. Immigrants faced challenges such as blending in with others. Document 2 demonstrates how the American Federation of Labor (AFL) wanted a restriction on immigrants entering the country. They wanted to make immigrants take an illiteracy test to determine whether they have education and what skills they have. To become a citizen, there were many different obstacles. Although many immigrants came to America by choice, some were without a choice. The Potato Famine in Ireland forced many to immigrate to America. The Potato Famine was a disease that made potato plants to rot in the ground, destroying many crops. Since they lost their main food source, they spent thousands of euros on grain from America to plant, to live off of. After unemployment, loss of money and less food to survive on, many of the Irish immigrated to the United States for money and a new way of life. Between the 1840s up until the 1920s, immigrants were becoming a big percentage of the population. Immigrants had to save money for rent, food and the lives of their families. Blending in with Americans was hard with a different language, culture, customs and way of life. The Irish were driven out of their country because of a disease in their main food source. Immigrants came to America to start a new life for their family, for new economic opportunities and better conditions.

Critical thinking skills

Critical thinking skills According to Loving and Wilson (2000), its challenging task to making sure the students have the critical thinking skills. To Novak, learning requires 5 components which are the teacher, learner, knowledge, evaluation and context to present. Novak also mentioned that students should be guided by a good teacher through actual learning and not just by just memorizing it. A concept map is taught to the students in order to improve their cognitive skills related to critical thinking skills which are useful in various fields. The concepts map is able to improve the students performance in the subjects requiring critical thinking skills (Daley et al, 1999). Hence, Ausubels (1968) assimilation theory is used together with Novaks (1998) concept map in order to promote critical thinking skills among the students because the characteristics of critical thinking such as analysis, interpretation, inference, explanation and self regulation are involved in the concept development. (Vacek, 2009) 5 steps of learning process such as concept formation, subsumption, progressive differentiation, integrative reconciliation and conlidation are described in the Ausubel assimilation theory. These steps are combined to make complicated critical thinking process so much easier through the building of a concept map (Novak, 1998). The formation of concept is divided into the primary concept and secondary concept. According to Ausubel (1968), the young children begin to recognize and label something that is regular using the language symbols and the concept formation is first occurring in them. Through observation, the young children shaped their intellectual activity and this makes up the primary concept which the example of primary concept include chair, table and cat (Novak 1998). The secondary concept is when upon having recognized much regularity, their cognitive structures are built, and many new concepts without any visible objects are taken by the children through children. The examples are love, anger and sadness. According to Novak (1998), the learning process of adults constructing the new concepts is similar with the process learnt by a child to create meaning for words. The formation of concept is also similar with interpretation of critical thinking.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  According to Ausubel (1968), the integration of the newly acquired knowledge with the previous knowledge is what known as the subsumption, a phase of learning process and meaningful learning. New content and old knowledge are linked together and this forms the assimilation theory.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In progressive differentiation, Ausubel (1998) stated that the natural sequence in which human beings cognitively organize and store knowledge is hierarchal from general to specific. It is rarely used in the education which causes many students to memorize the information than having a meaningful learning process. Human mind works by taking the whole with the assimilated parts than the vice versa process. Ausubel (1998) also mention that it can be achieved by arranging the information in a hierarchal series which its from the general to the details parts in a descending manner by having subset points branching from the main points.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Integrated reconciliation is a form of analysis which it will occur when a person understands a given concept which is different but also similar to another concept. Misconceptions will happens when integrated reconciliation is not done. Newly acquired ideas are integrated and related with the previously learned subjects. With integrated reconciliation, students will know how to interconnect his new learning and old learning through making full use of the previous learnt knowledge to support the new knowledge.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ausubel (1968) mentioned that consolidation is done through correction and clarification and it is important to master one lesson before learning the next lesson as learning might be interrupted if a student did not master the current lesson. Its a part of critical thinking as consolidation will create opportunity for the student to self-regulate their lesson.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The combination of Ausubels theory of assimilation and Novaks concept maps is used to promote and master the critical thinking skills. According to Novak(1998), a concept is defined as a perceived regularity in events or objects, or records of events or objected designated by label. A concept map can help people to decode, interpret and categorize the problems. A concept map is started by identifying and addresses the problems on maps and later presenting it from the general into more specific concepts in a descending hierarchal manner with cross-links that portrays a connection of knowledge. Barriers to Critical Thinking The integration of critical thinking skills to education are often hindered by barriers or obstacles. These barriers are lack of training, lack of information, preconceptions and time constraints. According to Broadbear(2003), the lack of training among the teachers in critical thinking methodology cause the poor the critical thinking skills among the students. The teachers dont know how to teach critical thinking skills although they have received the training methods and knowing the contents of the critical thinking skills. Next, Scriven and Paul (2007) mention that the lack of additional critical thinking resources in the instructional materials as only a few instructional materials provide it. Although, certain textbooks provide chapter-based critical thinking discussion questions but however it lacks additional information. Often, preconceptions such as personal bias about the instructional materials often inhibit and blocks the ability of the teachers and students to think critically as one of the characteristics of critical thinking skills is analytical skills which is being fair, open-minded and inclined to ask questions regarding the topics. (Kang Howren, 2004). Lastly, instructors have to cover a wide content within a short time period and hence, shortcuts are taken by these instructors in order to finish the syllabus. Lectures, tips or objective tests are given to the students instead of testing their analytical abilities through problem based questions. The instructors tend to focus on the content rather giving opportunities to the students to solve questions. Objective tests are given to the students as it is faster to grade than short answer questions and according to the research done, objective tests and lecturing are not the best assessment and instruction methods (Broadbear, 2003; Brodie Irving 2007). Critical Thinking Development: A Stage Theory   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  There are 6 stages in the critical thinking development. The stages start with the unreflective thinker stage followed by the challenged thinker, the beginning thinker, the practicing thinker, the advanced thinker and lastly, the master thinker stage.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The first stage, the unreflective thinker stage, which the thinker lacks the awareness regarding their thinking are affecting their lives and they dont know how to apply their knowledge and regularly practice in their daily lives. Clarify, accuracy, logic, or relevance are part of the standards for the assessment of thinking of which the thinkers in this stage are unaware of. Their thinking skills may have developed but they might not realize it. Besides, problems such as prejudices and misconceptions might occur in their lives due to lack of self-monitoring thoughts. Next, graduates graduating from secondary school or college can be still in the first stage and they lack the skills to assess or improve their thinking.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The second stage, the challenged thinker, is defined when the thinkers realized and aware that thinking is part of their lives and also problems arises due to poor thinking. They are aware that their thinking has problems but unaware in identifying the problems are. Standards for the assessment and also awareness of thinking as involving concepts, assumptions and inferences are what the thinkers in this stage are becoming aware of although their understanding might be limited. The inconsistency of applying their thinking skills are making the thinkers believed that their thinking is better than it actually is. The beginning thinker which is the third stage is when the thinkers realized the basic problems in their thinking and begin to find ways to understand and improve their thinking through modification of some of their thinking but might have lack the systematic plans and limited understanding of deeper levels of problems. In this stage, the thinkers have enough skills to self regulate their thoughts and able to accept the critique of their powers of thought. Next, they begin to realize the needs of internalizing and using the standards for the assessment of thinking and also the role of thinking in their daily life. The fourth stage is the practicing thinker which the thinker recognize the needs to address the problems existed the in their thinking through a systematic practice in thinking regularly and internalize them into habits. However, they lack the understanding of the deeper levels of understanding which leads to deeper levels of problems embedded in the thinking. They becoming more knowledgeable and regularly monitor the role in their thinking and also assessing their standards for the assessment of thinking. The key trait in this stage is intellectual perseverance which will become a driving force developing a realistic plan for systematic practice. Stage five or the advanced thinker is when the thinkers are into problems at deeper levels of thought such as egocentric and sociocentric and also actively analyzing their thinking. They are able to systematically monitor the role in their thinking and regularly assess their standards of assessment. Next, the advanced thinkers are able to develop new habits of thought through the deep and systematic internalization of critical thinking. Besides, they are able to figure the strengths and weaknesses of their own thinking and systematic plans and will try to keep improving the plan. The last stage or the master thinker stage, the thinkers are to take charge of their thinking, self monitoring, and continue to improve their own set of thinking. They are highly conscious and intuitive regarding of their own critical thinking skills through many experiences and practices. They are fairly minded and have developed new insights into problems at deeper levels of thought. To summarize, master thinkers are able to critique, consistently monitor, improving, think through complex issues with good judgment and perform effectively in everything in their lives. Critical Thinking Cognitive Skills   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  According to Facione (1990), both cognitive skills and the disposition dimension are required for a good critical thinking. For critical thinking, cognitive skills such as interpretation, analysis, evaluation, inference, explanation and self-regulation are the six 6 core skills.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Facione (1990) mentioned that the panels of experts defined interpretation as to comprehend and express the meaning or significance of a wide variety of experiences, situations, data, events, judgments, conventions, beliefs, rules, procedures, or criteria. Below the interpretation are the sub-skills of categorization, decoding significance, and clarifying meaning. In categorization, it is to sort and sub-classifying information in order to understand or describe events or situations. Describing intentions, purposes and motives of a persons facial expressions, language, signs or graphs and tables are what sub-skill of decoding significance about. Lastly, clarifying meaning is about to paraphrase or finding example which helps to explain something to other person while the meaning remains the same as intended.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Analysis is defined as to identify the intended and actual inferential relationships among statements, questions, concepts, descriptions, or other forms of representation intended to express belief, judgment, experiences, reasons, information, or opinions.. The sub-skills of analysis are examining ideas, detecting arguments, and analyzing arguments. Examining ideas are about defining terms, to compare ideas or statements, and also to identify problems or issues. In detecting arguments, its to determine the claims or against a given opinion based on given paragraphs, statements or descriptions. In analyzing arguments, its about finding the main resources, background and the sub-points of the main conclusion based on given reasons intended to support some claim.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The panels of experts in Delphi study defined the evaluation as the to assess the credibility of statements or other representations which are accounts or descriptions of a persons perception, experience, situation, judgment, belief, or opinion; and to assess the logical strength of the actual or intended inferential relationships among statements, descriptions, questions or other forms of representation. The sub-skills of evaluation are assessing claims and assessing arguments. The recognizing of factor which makes a person as credible witness or to determine given claim is whether true or false are what sub-skill assessing claims are about. In assessing arguments, its about judging between two contradict statements and also judge whether the conclusion drawn have the evidence back-up.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Inference is defined as to identify and secure elements needed to draw reasonable conclusions; to form conjectures and hypotheses; to consider relevant information and to reduce the consequences flowing from data, statements, principles, evidence, judgments, beliefs, opinions, concepts, descriptions, questions, or other forms of representation. The sub-skills of inference are querying evidence, conjecturing alternatives and drawing conclusions. In querying evidence, the information related to theory, questions, and issues is judged before it is decided. Next, multiple alternatives are create to solve a given question with a range of possible consequences, decisions and policies in the sub skill of conjecturing alternatives. Lastly, various opinions, evidences, relevant information together with ones own opinion are required before making a final conclusion for a given problem for the sub-skill of drawing conclusion.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The last 2 core skills can enable people to think, explain their thinking and apply the critical thinking skills in their thinking thus improving themselves. In explanation, it is defined as to state and to justify that reasoning in terms of the evidential, conceptual, methodological, criteriological, and contextual considerations upon which ones results were based; and to present ones reasoning in the form of cogent arguments. The sub-skills of explanation include stating results, justifying procedures and presenting arguments. Stating results sub-skill requires a person to analyze results of which he had produced accurate statement through reasoning and state ones research findings. In justifying procedures, a person shall record, evaluate, or justify his or her processes of solving problems based on other sub-skills and by presenting the evidences and also methodological. For example, it is used to show the steps in solving mathematical problems. La stly, to give reasons for accepting some claims is what sub-skill presenting argument about.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lastly, self-regulation is defined as self-consciously to monitor ones cognitive activities, the elements used in those activities, and the results educed, particularly by applying skills in analysis, and evaluation to ones own inferential judgments with a view toward questioning, confirming, validating, or correcting either ones reasoning or ones results. The sub-skills are self-examination and self-correction. In self-examination, it is based on ones motivation, reflections, values, reasoning or attitudes to verify results produced and correcting the cognitive skills involved. In self-correction, its to create steps to corrects the problems that are arises when self-examination reveals errors. Learning Theory Behaviorism Behaviorism is when the a person is a passive learner, which the teachers mere fill the empty minds of the students with knowledge for the sake of getting better results in the examination. Its based on principle of stimulus-response which the behavior is caused by the external or environmental stimuli. The learners are extrinsically motivated by the teacher and absorb knowledge only. Correct behavior will be reinforced by the teacher through a system of rewarding and incorrect behavior by the students will be punished by the teacher. The learner is an empty vessel and the behavior is shaped through positive or negative reinforcement. Thorndike (1911)s theory of law of exercise showed that a learners behaviors and thinking can be influenced through responses from a teacher. The thinking opportunities are limited as implicit thinking is through passive process as knowledge is obtained to exposure only. Constructivism   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In constructivism, the learners are an active learner, which they keen on experimenting with materials, objects and ideas in order to understand new information and often, they enjoy group work. The learners can develop their own personalized understandings of how world revolved around them by constructing their own knowledge and understanding. New knowledge which is obtained by learners is checked against existing self-existing knowledge. Disequilibrium might occur as newly obtained knowledge might conflict with existing beliefs and new knowledge have to be assimilated into the new knowledge. The teacher can support the development of the thinking in the learners by giving challenging problems and this enables the learners to have cognitive processing. There are 4 stages of cognitive development according to Piagets theory. First stage, sensorimotor stage (birth to 2 year old), the infant is able to differentiate between self from other objects and ab le to understand how things by interacting with the environment. Assimilation and accommodation helps learning to take place. Next stage, between ages 2 to 4, preoperational stage, objects are represented through images and words as the child is able to learn to use language and also be classified in simple ways through the distinct features. The child is unable to think abstractly and needs concrete situations. Examples of abstract and concrete are justice and court. Third stage, the child is between age 7 to 11, a concrete operations stage, the child is able to think logically about objects because the child to think abstractly and conceptualize and also, the modified schemata due the object cannot be assimilated is increased due to accumulation of physical experience. The last stage, the formal operations stage, ages 11 to 15, the person is able to make deductive and hypothetical reasoning as his or her cognitive ability reaches the final stage and thus, the thinking is also simi lar to an adult in this stage. The implications of thinking are implicit thinking through assumed process and thinking outcomes by task resolution. Social Constructivism   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Social constructivism is based on the Vygostkian ideas which social interaction is important for the development of thinking and cognitive as well. In Vygostkian idea, the main concepts are the More Knowledgeable Other (MKO) and Zone of Proximal Development (ZPD). MKO is defined as a person who is more knowledgeable, better understanding, higher ability than learner regarding to a task, process and concept. The MKO can be anyone from teacher, coach, peers, younger person or computers. ZPD is defined by Vygostky (1986) as the the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. An appropriate assistance or scaffolding which is given to learner for particular task will help the learner to achieve the task faster and once the learner mastered the task, the scaffolding can be removed as the learner is able to complete the task on his or her own. Language is important as its an important tool to put the inner thoughts and thinking into words. Vygostky also stressed that social interaction is important than development. Its a dynamic process between teachers and learners as teacher helps to meditate, scaffold and supports thinking. The thinking is explicit as the learner is actively sharing the cognitive and collective contribution to solve problems.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Brain aspects that promote critical thinking are divided into 5 types which are the unique brain, the problem solving brain, the maturing brain, the adaptive brain and the emotional brain.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Factors that affect the uniqueness that is different in every human being are gender, exposure to abuse, specific disorders, culture and exposure to drugs, toxins or trauma. For example, a person with head trauma might have difficulty in learning compared to a person with a healthier brain.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the problem solving brain, a person is not born with ability to solve skills as problem solving requires many skills and these skills have to be learnt by the brain. The brain will change every time a person learns a skill by reorganizing the brain mass, cortical organization and interregional connectivity. Next, new synapses are created whenever there is a new learning which has a challenging task. In addition, repetition is the key for learning new skills in the brain. The process of learning a skill should work from particular sub-skill, generalizing sub-skill and lastly to real-life experiences. Theres should be a limit of interval for the training of new thinking skills. Besides, the production of new cells for learning and memory are enhanced by the gross motor activity or the movements of the large muscles of the body as the physical exercise can make reading easier to students who have difficulties in learning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The environmental factors are directly affecting the maturation of the brain. Next, every parts of the brain have different maturation rates as brain frontal lobes may fully matured at the age of 25 to 30 as it is a slow process. The characteristics of the maturing brain are language and reading skills, social awareness, ability to know the cause and effect and ability to make hypotheses or inferences. Poor nutrition will cause the process of brain maturation to slow down. Lastly, past and life experience will shape the neurons in the frontal lobes of the brain which is responsible for higher order thinking skills such as critical thinking skills.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The adaptive brain is when the brain is shaped through by postnatal experiences. Highly complex interaction with the environment through stimulation will help to cause the brain to be specialized and thus allowing development of thinking in the learners brain. For example, higher SAT scores are obtained by students who are actively involved in school drama performance than the students that did not participate. It is important for the parents to let the children to play and early experiences that make them to make mistakes. Next, exceptional upbringing such as unusual mentor or parents will often results children with exceptional thinking skills. Next, nutrition also plays important roles in cognitive among the children. Lastly, opportunities should be given to the children to develop talents and abilities as its important for them to developing thinking skills.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The emotional brain relates to the ability to think critically. The emotions are always changeable due the brains sensitivity of responding to both internal and external stimuli and the brain are consists of cooperative neural clusters activated by chemical and electrical energy. The stable states or when neurons involved tend to coalesce into cooperative groups, self organizing in to collective behaviors are likely to occur again at another time if the stable states of that person is long. For example, a person who is frequency afraid will enter that afraid stage, the stable state of his anytime. Hence, its important for the student to be taught the ability to focus to become the stable states as the ability is not innate thus for a student to think well, the ability to control emotions is important as well. Sensations, mental state, and feelings are what make up of emotional states and only one part of emotional state is what we consciously feel at t he time. The ability to activate the state that is required to solve problems and suppresses the negative parts of the state is what make a good critical thinker.

Comparing Gertrude and Ophelia of Shakespeares Hamlet Essay -- compar

A Comparison of Gertrude and Ophelia in Hamlet  Ã‚  Ã‚        Ã‚  Ã‚   The Shakespearean tragedy Hamlet features two female characters in main roles, Ophelia and Gertrude. They are similar in a surprising number of ways. This essay proposes to elucidate the reader on their likeness or similarity.    It is quite obvious that both Gertrude and Ophelia are both motivated by love and a desire for quiet familial harmony among the members of their society in Elsinore. Out of love for her son does Gertrude advise:    Dear Hamlet, cast thy nighted color off, And let thine eye look like a friend on Denmark. Do not for ever with thy vailed lids Seek for thy noble father in the dust. (1.2)    Likewise does she ask that the prince remain with the family: â€Å"Let not thy mother lose her prayers, Hamlet, / I pray thee stay with us, go not to Wittenberg.† Later, when the hero’s supposed â€Å"madness† is the big concern, Gertrude lovingly sides with her husband in the analysis of her son’s condition: â€Å"I doubt it is no other but the main, / His father’s death and our o’erhasty marriage.† She confides her family-supporting thoughts to Ophelia: â€Å"And for your part, Ophelia, I do wish / That your good beauties be the happy cause / Of Hamlet’s wildness,† thereby attempting to keep a loving relationship with the young lady of the court, even though the latter is of a lower social stratum. When Claudius requests of Gertrude, â€Å"Sweet Gertrude, leave us too; / For we have closely sent for Hamlet hither,† Gertrude responds submissively, â€Å"I shall obey you.†    Familial love is first among Gertrude’s priorities. When, at the presentation of The Mousetrap, she makes a request of her son, â€Å"Come hither, my dear Hamlet, sit by me,† and he... ...ossary of Literary Terms. 7th ed. New York: Harcourt Brace College Publishers, 1999.    Boklund, Gunnar. â€Å"Hamlet.† Essays on Shakespeare. Ed. Gerald Chapman. Princeton, NJ: Princeton University Press, 1965.    Burton, Philip. â€Å"Hamlet.† The Sole Voice. New York: The Dial Press, 1970. N. pag. http://www.freehomepages.com/hamlet/other/burton-hamlet.htm    Coleridge, Samuel Taylor. Lectures and Notes on Shakspere and Other English Poets. London : George Bell and Sons, 1904. p. 342-368. http://ds.dial.pipex.com/thomas_larque/ham1-col.htm    Kermode, Frank. â€Å"Hamlet.† The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Co., 1974.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos.      

A Garden for the Blind :: Architecture Design Essays

A Garden for the Blind In â€Å"Dimensions of Creativity† in The Rise of the Creative Class, Richard Florida makes note of the dramatic changes seen in the modern world’s society contrasted with society during the 1950’s. Florida delves into the more conspicuous aspects of these analogous societies and makes mention of how at first the differences between them to not seem that dissimilar at first glance. Technology, modern medicine, and other realms remained more or less the same when compared to society in the early 1900’s. What strikes the change between the 1950’s and today as â€Å"bewilderingly different† is the existing social order along with its norms and values. The driving force of this dramatic social change, taking place within the last 50 years, has been the rise of creativity which has instated itself in our economy and society, as it values creativity as well as creative impulse. Creativity in today’s world is continual and widespread. Technological creativity and economical creativity have interacted with artistic and cultural creativity to produce a â€Å"creative ethos† that compels our society through its dynamic transformation. Through the development of these creative elite in our society we are also met with a responsibility to the rest of humanity, to guide and direct them throughout the course of their lives. This must be applied especially to those who are disadvantaged and cannot take care of themselves adequately. Through innovation and design, their needs can be met so that they may harness a sense of belonging in the world. The land located immediately south of the Hume Hall Honors Residential housing consists of approximately one or two acres encircled by a number of trees, all of which is on a slope when looking at the topography of the land. A proposal has been made to build a garden for the blind on this sector of land. Different types of plants and natural resources would be installed into this area in the creation of this garden that would require the use of sensory functions other than just sight or vision. An important bodily function or sense must be greatly considered when dealing with the blind is their sense of touch. In the book Sensory Design, authors Joy Malnar and Frank Vodvarka describe haptic perception, which they quote from James J. Gibson, as â€Å"a sense of touch that includes temperature, pain pressure, and kinesthesia encompassing both body sensation and muscle movement.