Status of women in ancient societies

In the ancient times, different communities had different ways in which they treated their women. In some cases, women were being treated in the same way as children while in others, they were given an equal treatment with their male counterparts. This depended much on the beliefs in the respective societies as well as the culture passed down over the generations.Advertising We will write a custom essay sample on Status of women in ancient societies specifically for you for only $16.05 $11/page Learn More In the Ancient Egyptian society, women were treated in a totally different way compared to their counterparts in the Ancient Greece society. Women in Ancient Egypt enjoyed equality with men and were accorded the same rights especially in the economic aspects. This was not the case in Greece where there was a high level of gender inequality and women were treated as being lesser than men. In many societies, it was unheard of to hear of women who were all owed to stand on their own without the support of men. This used to happen in Egypt where women were allowed to own and manage property and in this case the term property included land, slaves, money, livestock and other portable products. With Greek women however, they could not carry out any legal activity or acquire property without the consent of a man. The designated males who would stand in for them were referred to as Kourios and this would be either the father or brother or husband. They would be the ones to sign these contracts on behalf of the women and in reality they would be considered the legal owners of the property (Blundell 1995, p34). While this was happening in Greece, the Egyptian women on the other side were even entitled to receiving inheritance from their parents under their own names and just like the modern woman; they were allowed to seek employment. In a marriage set up, women fully owned what they brought in though the husband had the freedom to use this property. The wife would also inherit two thirds of the entire wealth in case the husband died and the rest would be subdivided among the children and other relatives. From this therefore, we find that an ancient Egyptian woman was more or less treated like the modern woman of today unlike their Greece counterparts. Egyptian women were allowed to rule and this is evidenced by the artifacts and paintings from the ancient times. One such artifact is a drawing of Queen Nefertiti showing the Queen leading a convoy. This is an indication that the Queen was on the lead since the husband is seen immediately behind her.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The fact that she is also seen riding a personal chariot is an illustration that she was being accorded a lot of respect from the society. Besides this painting there is also a sculpture of Nefertiti’s burst which indicates the high status that the queen was given. This applied to all other women in the community since as a rule; women were to be respected, adored and admired. This explains even why they were able to rise to power in the first place. Egypt was renowned for having the first women leaders in the days when they were ruled by Pharaohs. In Greece however, things were different and this is also depicted in their artifacts and drawings. Women would never be leaders and their main job was considered to be that of bringing up children and tending to the the households. (Capel and Glen 1996 p12). They were given in marriage to their father’s choices of men irrespective of whether they loved the man or not. The place of women in ancient Greece is illustrated more clearly by the sculpture of Nikandre Kore from the Island of Delos. In this sculpture, there are inscriptions of the life of Nikandre but she is described in relation to the male figures in her life that is the husband, father and brother. Her personality is attributed to them and despite her attempts to make independent decisions, these were not recognized. This artifact is sufficient illustration of the treatment women were being given in ancient Greece in that they were denied the right to express themselves in who they were but instead they were being viewed through the eyes of the male figures in their lives. According to the Egyptian mythology, women were considered sacred and this explains the huge number of goddesses. Besides being given a high place in the society, they were also associated to issues of fertility and life bearing and barren women would seek their blessings in order to conceive. They would bring gifts mostly foodstuffs when they wanted to get children. The goddesses were given different roles depending on their lives on earth and the circumstances under which they died. In most cases however they were considered to be having the powers to protect and give life (Robins 1993, p10).Advertising We will write a custom essay sample on Status of women in ancient societies specifically for you for only $16.05 $11/page Learn More An example of this is Osiris’ wife who is said to have been murdered by her brother and transformed to a goddess after that. She was renowned for blessing funerals but besides this, she would also protect the female species as well as give life to the barren. From this therefore we can deduce that even in Mythologies, women were still accorded high respect hence given such dutiful responsibilities. The Greek mythologies also recognize women unlike the Ancient practices. One of the greatest figures in these Myths was Artemis the goddess of children and hunting. She was a strong woman who dared ask her father never to force her into marriage. Artemis was a strong figure and she was known for revenging in very crude ways. from this, we can tell that she was feared since her actions always caused an irreversible damage. This means that being a woman; she did bow to the pressures of the society but her way through life and eventually emerged as a strong goddess. At some point it is said that a certain hunter happened to see her when she was naked and the result was that he was transformed to a deer and his own dogs instructed to eat him up to pieces. This shows a lot of supernatural powers which men bestowed on the women in Myths despite the low status they placed them in reality. As a conclusion therefore, we can deduce that the Mythical treatment of Women is almost similar to the both the Greek and Egyptian culture, despite their differences in real life situations. Works Cited Blundell, Sue. Women in Ancient Greece. Cambridge, Mass: Harvard University Press, 1995. Print. Capel, Anne K, and Glenn Markoe. Mistress of the House, Mistress of Heaven: Women in Ancient Egypt. New York: Hudson Hills Press in association with Cincinnati Art Museum, 1996. Print.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Robins, Gay. Women in Ancient Egypt. Cambridge, Mass: Harvard University Press, 1993. Print. This essay on Status of women in ancient societies was written and submitted by user Ricardo Strickland to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Citizens Equality in the United States

Citizens Equality in the United States As time goes on, it becomes increasingly clear for more and more Americans that there is something definitely wrong about the functioning of the country’s governmental institutions.Advertising We will write a custom essay sample on Citizens’ Equality in the United States specifically for you for only $16.05 $11/page Learn More This reason for this is simple – quite contrary to the official agenda of the advocates of social egalitarianism and political correctness, which during the course of recent decades have been in charge of designing America’s domestic policies, the gap between the country’s rich and poor has been widening in an exponential progression to the flow of time (Miringoff Miringoff 152). Yet, there are good reasons to believe that this is happening not due to the policy-makers’ lack of enthusiasm in promoting the concept of a welfare state. Quite on the opposite – this is taking place because t he currently deployed approaches to ensuring a social fairness within the society are based upon utterly unscientific assumption of citizens’ equality, regardless of what happened to be the specifics of their genetically predetermined rate of Intellectual Quotidian (IQ). In my paper, I will aim to explore the validity of this suggestion at length. One of the main argumentations, as to what causes a growing number of Americans to suffer from poverty, deployed by neo-Marxian social scientists, is the assumption that the country’s GNP continues to be unequally distributed among citizens (Rawls 245). In its turn, this causes many left-wing politicians to suggest that, in order for the rate of inequality within the American society to be kept under control, the government should consider hiring more bureaucrats, whose job would be concerned with ensuring a fair distribution of the national wealth among ‘underprivileged’ Americans. Some of these politicians go a s far as proposing the institutialization of the so-called ‘Peace Department’, the representatives of which would be endowed with the executive powers to exercise an administrative control over the functioning of the country’s free-market economy – all for the sake of advancing the cause of ‘equality’ (Cronkite par. 4). Nevertheless, even though that the equality-obsessed social scientists prove themselves thoroughly insightful, once the distribution of wealth is being concerned, they appear to lack the basic understanding of what causes the GNP to be generated, in the first place, and what accounts for the discursive aspects of the wealth’s generation in a post-industrial era.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More This partially explains these people’s unawareness of the fact that, as of today, the value of ‘hum an capital’ continues to increase; whereas, the value of ‘physical capital’ is steadily declining (Milanovic 7). And, it is specifically the varying measure of people’s endowment with the ability to operate with utterly abstract categories (intellect), which defines the extent of their objective value, as ‘human resources’. The reason for this is apparent – the more a particular individual is being capable of relying on its intellect, while facing life-challenges, the more he or she is capable of acting as the agent of a technological progress. And, the more a particular country’s economy is being technologically-intense, the less it requires natural resources to sustain its continual functioning. Nowadays, people’s intellect has assumed the subtleties of a ‘physical capital’, in the literal sense of this word. Therefore, contrary to what the hawks of ‘equality’ suggest, there is nothing unnatural about the fact that; whereas, software designers are being commonly paid as much as $500 per hour, the country’s manual laborers (whose number is growing, due to the ‘multiculturalism’ policy) rarely receive more than $10 for an hour of their work. The objective principles of the free-market economy functioning’ determine such a state of affairs – not the money-greedy capitalists. In its turn, this explains the continual growth of the so-called ‘red market’, where people sell their bodily organs for money (Carney 32). Apparently, being unable to sell their intellect, impoverished people from the Third world countries are left with no choice but to sell the parts of their bodies – in full accordance with the Darwinian laws (Dillard 6). Yet, in the light of recent discoveries in the fields of biology and genetics, these people’s continual poverty (and consequently, their willingness to sell their organs) cannot be solely ex plained by the fact that they have been denied an opportunity to receive a good education. Rather, this situation reflects the fact that, due to the specifics of these people’s genetic makeup, the rate of their IQ is doomed to remain very low – hence, making it impossible for them to attain a social prominence. Given the fact that, due to the institutionalization of the ‘celebration of diversity’ policy in this country, America is now being flooded with legal and illegal immigrants from the Third World, known for their unsurpassed talent in baby-making, there is nothing utterly surprising about the fact that, as time goes on, the educational and living standards in this country continue to deteriorate rapidly. In its turn, this contributes even more to the problem of ‘inequality’. However, instead of admitting the scientifically proven fact that the very laws of biological evolution (which apply to the representatives of Homo Sapiens species, as much as they apply to plants and animals) expose the fallaciousness of the assumption of people’s de facto equality, the governmental officials prefer to remain in the state of an intellectual denial, in this respect. Consequently, this causes them to address the problem of inequality extensively.Advertising We will write a custom essay sample on Citizens’ Equality in the United States specifically for you for only $16.05 $11/page Learn More That is, instead of revealing the inequality’s objectively predetermined roots, they simply strive to conceal its true causes by the mean of legislating a number of ‘equality promoting’ policies (such as the ‘affirmative action’) and subjecting citizens to the censorship of political correctness (Valenzuela par. 4). Moreover, in order to be able to finance the implementation of their ‘equality facilitating’ policies, these politicians meddle with the functio ning of America’s free-market economy, while trying to turn the U.S. into an essentially Socialist state. Yet, as it was implied by Gladwell, the idea that the capitalist economy can be simultaneously ‘free’ and ‘supervised/planned’ is conceptually wrong, because it does not take into account the Heisenberg’s ‘uncertainty principle’, which defines the very essence of the universe’s workings (164). As a result, the economy’s functioning continues to become ever more inefficient, which negatively affects the process of the GNP’s generation – hence, reducing the amount of ‘wealth’ that is supposed to be equally shared among ‘underprivileged’ citizens and establishing objective prerequisites for them to continue suffering from poverty. I believe that the provided line of argumentation is being fully consistent with the paper’s initial paper. Apparently, in order for American policy-makers to be able to set this country on the path of becoming socially fair, they would have to reassess the validity of the ideology-driven paradigm of people’s ‘equality’. The reason for this is simple – it would make possible for politicians to adopt a scientific approach towards increasing the extent of ordinary citizens’ economic well-being. Carney, Scott. The Red Market: On the Trail of the Worlds Organ Brokers, Bone  Thieves, Blood Farmers, and Child Traffickers. New York: HarperCollins, 2011. Print. Cronkite, Walter. A Department Of Peace? Web. Dillard, Annie. Pilgrim at Tinker Creek. New York: Buccaneer Books, 1974. Print.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gladwell, Malcolm 2002, Blowing Up. PDF file. 18 Dec. 2012. https://www.gladwellbooks.com/. Milanovic, Branco 2011, More or Less. PDF file. 18 Dec. 2012. https://www.imf.org/external/pubs/ft/fandd/2011/09/pdf/milanovi.pdf. Miringoff, Marc and M. Miringoff. The Social Health of the Nation: How America Is  Really Doing. New York/Oxford: Oxford University Press, 1999. Print. Rawls, John. A Theory of Justice. Oxford: Oxford University Press, 1999. Print. Valenzuela, Luisa. The Censors. Web. https://southerncrossreview.org/3/censorseng.html.

Ethical Issues Paper Assignment Example | Topics and Well Written Essays - 500 words

Ethical Issues Paper - Assignment Example For instance, a Christian therapist attending to an Islamic family may unknowingly breach norms and cultural beliefs of the clients. This may relate to the fact that Christians have fewer restrictions to human conduct while Islam advocates strict adherence to many restrictions. Another ethical issue that family therapists may face while working with families may involve accepting gifts from the family. Gift in this context is a pay or treasure given to a therapist besides or on top of the agreed treatment fees. Even though therapists understand illegality of accepting gifts, some families may insist on offering that may present as shows of appreciations for great work and assistance of a therapist in overcoming a problem. Breaking confidentiality about patients’ information and details of discussion with family members is another potential ethical issue that family therapists may face. Legally, family therapists have to share with family details of issues that led to seeking therapeutic services as disclosed by the member who first contacted the individual counselor (Nichols, 2013). However, there are no clear limits as the extents that a family therapist should go, or clear description of situations that a counselor should consider disclosing initial briefings. Counselors intending to refer clients may also face challenges as to the nature of information to withhold from a potential referral destination. American Association for Marriage and Family Therapy (AAMFT) is an institution that provides family therapy services. As an institution, AAMFT has range of code of ethics that subscribing and subscribed members have to follow to ensure effective service delivery and maintenance of reputation of the institution. The codes of ethics of AAMFT are sufficiently categorical as they touch on every aspect of practice that compromise or improve service delivery during family therapy. The codes reiterate the need for confidentiality and provide

External and internal environments Assignment Example | Topics and Well Written Essays - 2000 words

External and internal environments - Assignment Example Likewise a course of action is enumerated that helps Apple overcome its primary weakness and bypass its biggest threat. A modest attempt is made to understand the resources, capabilities and core competencies of the company. Finally, a value chain analysis of Apple has been conducted to identify the linkages between different primary and secondary activities and also understand how the interaction between these activities leads to sources of competitive advantage. The general environment includes political, economic, social, technological, environmental and legal aspects. The technological environment and economic environment of Apple have been discussed in the ensuring paragraphs. Apple operates in a highly competitive and dynamic business environment. The American multinational has developed some immensely popular gadgets like the iPhone, iPad, and the iPod. The company has also diversified into related software applications, operating systems and a variety of accessory and support offerings. Some of the recent innovations from the company include the iTunes Store, iBooks Store and iCloud (Apple, 2014). The technological environment has a monumental affect on the business operations of Apple. The fast rate of change in technology has the potency to render Apple’s products obsolete. The company’s offerings tend to have a short product life cycle as customers demand state-of-the-art products. It is for this reason that Apple has launched numerous generations of the iconic iPhone. Apple recognizes the impact of technological environment on its business and has made new product development central to its business strategy. The company spends a lot of money on research and development (R&D) which helps it in developing innovative products from time to time. Apple spent $ 4,475 million on R&D in 2013, up 32 percent from $3,381 million incurred on R&D in 2012 (Apple,

Vulnerable Population and Self-Awareness Research Paper

Vulnerable Population and Self-Awareness - Research Paper Example Most of these people fall under the categories of people with disabilities, children, and the elderly. The Service Community Assessment of Needs state that these groups are considered most vulnerable due to their being unaware of their situation and the lack of services and resources made available to them (Poirrier, 2001, p.73). Furthermore, these groups are very much dependent on other groups to fight for their welfare since they are mostly unable to do it on their own. A big percentage of these people are within the poverty level, and the concern does not yet include those who may be HIV positive, or may be suffering from mental issues, etc. As a nurse, one should understand that dealing with the vulnerable population is more than counting the numbers or acquiring percentages (Poirrier, 2001, p.36-7). It is about eliminating the factors that put these people into these situations. However, in this paper, a different view of vulnerable population will be discussed. Young adults may not normally be deemed as vulnerable in terms of nursing or health care. However, there are certain factors that show that this population is as susceptible as the elderly, the children, or the people with disabilities in terms of access to proper and adequate health care VULNERABLE POPULATION AND SELF-AWARENESS 3 (Poirrier, 2001, p.74). ... ople are are the peak of their strength and capabilities, and are given more options or choices compared to other age brackets (Stergiopoulos, Dewa, Durbin, Chau and Svoboda, 2010, p.1033). While this may be true in certain aspects, there is one big factor that prove this population can be as exposed to harm as the other vulnerable populations. Most of my researches and observations are within the community setting. I have seen and heard about homeless young people who are picked up from the streets and sent to the E.R. at every dangerous rise or fall of the temperature. I have seen and heard about young people experiencing the trauma of unwanted pregnancies, sexual assaults, or sexually transmitted diseases at a time when they are too young to be prepared for such major life events, just because they are living in the streets. As I go on seeing and hearing about these people, I have come to realize that these young individuals are as vulnerable as the ones that the health industry c onsider. My major concern here is the â€Å"harm being done to this population that will reflect further in their lives† (Poirrier, 2001, p.74-5). The National Healthcare for the Homeless Council states that among those falling under the 18-24 age bracket, a big percentage experience homelessness, and that the number continues to rise annually (Stergiopoulos et al., 2010, p.1032). Homelessness among these young adults reach up to 2 million a year (Stanhope and Lancaster, 2008, p.213). This alone speaks a lot about the large number of individuals exposed to multiple dangers and susceptibilities daily. This, too, VULNERABLE POPULATION AND SELF-AWARENESS 4 tells us that they require much-needed attention as much as the other considered vulnerable populations in the health industry. Furthermore,

Acquisition and Participation Metaphors of Learning

Acquisition and Participation Metaphors of Learning Introduction A wealth of research has been devoted to the goal of understanding an array of different theories of learning which have emerged within the last 50 years. The focus of this paper is to address two specific paradigms, within which learning is now understood. These consist of the acquisition metaphor and the participatory metaphor of learning. The relative merits of each paradigm, has been evinced through a coalescence of scientific research, appropriating findings from an array of emerging fields of inquiry. Greeno (1997:14) notes that progression in the field of cognitive science has illuminated our understanding of the â€Å"processes of problem-solving, reasoning, understanding and memory†, whilst advancements in understanding social interaction are derived from â€Å"ethnography, ethnomethodology, symbolic interactionism, discourse analysis, and sociocultural psychology.† In broad terms, these two distinct lines of inquiry have fuelled the alternate metaphors of acqu isition and participation, as ways of thinking about the nature of learning. When paradigms such as these develop, they bring with them the distinctive array of terminology characteristic of the intellectual currents, which spawn them. Griffin (2003: 68) helpfully acknowledges that the reason in part why the lines of inquiry about learning have been divergent is that â€Å"different authors have used different terminology to describe the types of learning that they have studied.† Greeno (1997: 14) rightly concedes that the â€Å"prospects for theoretical advancement† are improved if the scientific agenda prizes synthesis. The proverbial maxim that ‘iron sharpens iron’ is relevant here, where the two metaphors of learning have lived through an intellectual period in binary opposition, illustrated by aspects of Brown, Collins and Duguid (1988); Andersen, Reder and Simon (1996) and Greeno (1997). Indeed, as Greeno (1997: 15) notes in his concluding remarks, à ¢â‚¬Å"the cognitive and situative perspectives are both valuable for informing discussions of educational practice, but in rather different ways.† The prismatic-like dimensions of learning have allowed it to be categorised variously, reflective of a variety of operating paradigms. Binary categorisations including â€Å"single or double loop† (Argyris and Schà ¶n, 1978); â€Å"maintenance or innovative† (Botkin et al 1979); â€Å"banking or problem-posing† (Freire 1972); â€Å"reflective or non-reflective† (Jarvis 1992); â€Å"formative or transformative† (Mezirow 1991); or â€Å"surface or deep† (Marton 1982); are all noted by Griffin (2003: 68-72). These theoretical constructions of learning, can be in part at least, subsumed within the ambit of the two metaphors in question, namely learning as ‘acquisition’ or learning as ‘participation.’ Jonassen and Land (2000: 28), note that â€Å"Resnick (1987), in her presidential address to the American Educational Research Association, examined the practices in schools, which are predicated most strongly on the acquisition metaphor, comparing them to how individuals learn and use knowledge outside of schools. Her analysis focused attention on the collaborative, contextualised, and concrete character of learning outside of school, as opposed to the individual and abstract character of learning that occurs inside of school. Arguably, it was this analysis that served as one of the principal stimuli for the development of the participatory perspective with its emphasis on situated activity.† The Participatory Metaphor While the field of cognitive psychology is well established, the fields of social psychology and cultural studies are emergent fields. The participatory metaphor of learning has grown out of these more recently emerging psychological and sociological disciplines. Brown, Collins and Duguid (1989) observed that methods of learning that try to teach abstract concepts independent of authentic situations overlook the way understanding is acquired and developed through continued, situated use. These researchers also assert that â€Å"understanding is reliant upon complex social interactions and negotiations†. Brown, Collins and Duguid’s (1989) assertion that the nature of language acquisition is analogous to the nature of all knowledge acquisition is a useful interpretive device. Language vocabulary acquisition is a relatively rapid and efficient process when learners are participants in ‘authentic situations’, in this case explained as situations where a genuine functional need for language acquisition exists in order for individuals to participate in the flow of real life conversations. Herein, learners are active participants with ‘practitioners’, indeed ‘cognitive apprentices’ as Brown, Collins and Duguid (1988) postulate. An authentic language acquisition environment, encourages the awareness of nuance and the practice of negotiation to promptly deal with uncertainty, an option, arguably not as available to students in conventional classroom settings. By way of contrast, Brown, Collins and Duguid (1989) describe typical language acquisition approaches in schools as extremely inefficient, due to the level of contrivance, belying the value of formal definition and memorisation without regular practice. According to Brown, Collins and Duguid (1989:1), knowing †¦is inextricably situated in the physical and social context of its acquisition and use.† This representation of knowing resonates with Jonassen and Land’s (2000: 28) comments that, â€Å"knowing about refers to an activity not a thing. Knowing about is always contextualised not abstract; knowing about is reciprocally constructed within the individual-environment interaction not objectively defined or subjectively created; and knowing about is a functional stance on the interactionnot a ‘truth’.† Participatory advocates underline the â€Å"inseparability of knowing and doing†, an assertion, which, if widely true, raises enormous challenges for schools and other formalised educational institutions. Brown, Collins and Duguid (1989), explore the enticing notion of ‘cognitive apprenticeship,’ positioning teachers as masters of apprentices, who utilise authentic domain activity. They make the astute observations that, â€Å"social interaction, social construction of knowledge is significant, therefore conversation, narrative and anecdote, should not be dismissed as noise.† Furthermore, they assert ‘legitimate peripheral participation’ is significant for it often involves apprentices, attempting to enter the culture. This articulation of genuine learning imbibes the sociological significance of the learning framework. The participatory metaphor of learning empowers the individual and the social group within the learning context. Other common terms noted amidst situated cognition adherents, terms such as participatory, brokering and negotiating, elevate the status and significance of the learner within the learning environment, implying an active, eng aged and enculturated role on behalf of the learner, in relation to the learning process. These concepts indicate the premise that learning is an active process, and certainly not an inert, static product, such as an intact body of rarefied knowledge, permanently beyond dispute or modification. This framework for understanding learning has real currency at a time when geo-political shifts in an increasingly globalised world and village, exposes the tentative nature of knowledge, which may have been perceived as immutably fixated in previous centuries. The elevation of the learner’s status in relation to the act and process of knowing, is an appealing way to view the nature of learning. A logical extension of this interpretation of learning, is its predilection according to Brown, Collins and Duguid (1989), for â€Å"collective problem solving, enacting multiple roles, confronting ineffective strategies, and utilising collaborative work skills.† The corresponding conviction, that learning is a transaction, also pinpoints a false assumption. In this light, it is deemed to be false, â€Å"that knowledge is individual and self-structured, that schools are neutral in terms of what is learned in them, that concepts are abstract and immutable, and are independent of the context in which they are acquired, that (JPF) behaviour should be discouraged.† Johansen and Land (2000: 84) notes ‘situated cognition’, (or SitCog to its pundits), while holding some advantages over previous foundations, does not presently offer a comprehensive account of cognition. â€Å"For SitCog to fully serve as an integrating framework, a means of accommodating multiple perspectives needs to be developed, to allow inclusion of selected ideas and practices from behaviourism, symbolic cognition, and other theories, both psychological and non-psychological.† Johansen and Land (2000) note that SitCog also presents an opportunity to define the designers role in new ways. The design task is seen in interactional, or participatory (rather than rational-planning), terms. They assert that (2000:84) â€Å"design and control become situated within the political and social context of actual learning environments. Rather than applying the best learning theory, designers and participants of learning environments honour the constraints and affordances of the local situation. A situated view of design, then, is one that supports the worthy practices of participants and stakeholders, using whatever theories, tools, or technologies at their disposal.† New situations continually recast concepts in a more densely textured form- concepts are ever evolving. Concepts are always under construction and defy categorical description Brown et al (1988) provide a clear account of situated cognition, a term noted frequently in the literature review which draws attention to the critical role of situation or context in the process of learning. The concept of situativity, is a key component of the participatory metaphor of learning. It asserts that knowledge is a product of a specific learning situation, embodying a set of cultural assumptions, which facilitate the cultural construction of knowledge The researchers advocate the â€Å"inseparability of knowing and doing†, which has enormous implications for education and learning, if their further assertion is correct, than conventional educational settings and theories of mind, disassociate knowing and doing as two distinct practices. This conceptualisation of learning acknowledges the significance of the activity, whereby authentic activities are defined as ordinary activities of the practitioners of a culture. Brown, Collins and Duguid (1989), indicate school activities are hybrid- framed within the values of one culture- school, (while attributed to the culture of another domain, such as that of the historian or the mathematician). Proponents of the need for authentic learning activities, applaud the participatory metaphor of learning. These researchers desire learning activities congruent with what practitioners do, a noble aspiration embracing the insights of the apprentice model of admission and enculturation, into the beliefs and practices of particular learning communities. The corollary, amongst some situative theorists, most notably Lave, is regrettably a fairly strident expose of the limitations of schooling, since knowing becomes transmuted within school contexts, so school culture replaces, rather tha n allows access to the authentic domain of knowledge. Assert that growing body of research into cognition undermines the notion that abstract knowledge can readily be transferred from the minds of teachers to the minds of students. â€Å"Knowing †¦is inextricably situated in the physical and social context of its acquisition and use† p1 If extracted from these, it is irretrievably transformed. Anderson, Reder and Simon (1996) attempt to distil four key claims posed by the situative learning proponents, then to systematically dismantle each one, from a viewpoint more akin to the acquisition metaphor of learning. To complicate this debate, Greeno’s (1997) rejoinder, asserts that Anderson et al (1996), misreads the paradigm of situative cognition, providing an overly simplistic distillation of the case for the ‘SitCogs’. Andersen et al (1996), state that ‘sitcogs’ claim all knowledge is context specific or context bound, yet this is going too far. Their rebuttal suggests research yet to be conducted may show that knowledge is made more transferable, when initial explicit instructions that transferability of knowledge concepts is articulated and value. They also found some research failed to find evidence of context specificity in relation to learning; that how tightly knowledge is bound to context depends upon the nature of the knowledge. Furthermore, they concluded that knowledge is more context-bound when taught in a single context, moreover links between school based competencies and workplace competencies show some correlation, diffusing a degree of the potency of some situated learning advocates. The Acquisition Metaphor The consolidated field of cognitive psychology, shaping theories of learning over several decades, has espoused the view that knowledge is a product that is capable of consumption and acquisition. This more long-standing understanding of learning has not surprisingly felt threatened by the situative cognition view. It is seen by many as a conservative or conventional conceptualisation of learning, attuned to the enculturation process of traditional schooling. A belief from within this camp, is the notion of the existence and value of abstract knowledge; deemed to be valuable in its supposed dexterity, to be able to reappear for reapplication in relation to additional contexts in meaningful ways for learners. Greeno (1997:15) admits that while more drawn to the situative learning paradigm, nonetheless, â€Å"the cognitive perspective clarifies aspects of intellectual performance and learning, with its emphasis on and clarification of informational structures of skill, knowledge, strategies and understanding.† While the situative camp has to some extent charged knowledge with an inability to be transferred, once stripped of the original context in which it is learnt, Greeno (1997), defends the participatory model. He suggests its recognition that the notion of transferability of knowledge must be examined with greater subtlety and detection of nuance. Andersen et al (1996), cites evidence of studies to show the full gamut of opinion about degrees to which knowledge transfers or not, which superficially appears to undermine the situative, participatory view, that knowledge removed from its context is diminished. The further claim attributed by Andersen et al (1996), to the situative view of knowledge and seeming attack upon the acquisition pundits, is the assertion that training by abstraction is of little use. The writers support the use of abstract instruction combined with concrete examples as a powerful approach to knowledge acquisition, citing studies which purport to demonstrate the e fficacy of abstract knowledge. Finally, they pose the claim by situative proponents, that instruction needs to be done in complex social environments. To counter this, Andersen et al notes that part training is often more effective than holistic training, exemplified through tax code being better learnt whilst removed from the social context of interaction with a tax client – thereby removed from the social environment. Furthermore, cooperative, group learning studies which are deemed to be inclusive, yet studies do not categorically show group learning to be necessarily superior. Recommendations and Conclusions Brown, Collins and Duguid (1989) recommend that since situated learning postulates that activity and perception precede conceptualisation, they therefore need to be better understood. In line with this, key terms used to bolster both the participatory and the acquisitional metaphors of learning need more precise definition. It seems that both conceptualisations of learning recognise much of the merit in the opposing camp, as well as (at least in an intuitive manner) the artificiality of binary opposition in fields of academic research and inquiry. The dialectical approach to research within the relevant scientific disciplines, appear to recognise the value and goal of synthesis, in order that robust progress in understanding of the nature of learning occurs. Bibliography Books Griffin, C et al (2003) The Theory Practice of Learning, London. Kogan Press Jonassen, D.H., and Land, S.M., (2000) Theoretical Foundations of Learning Environments.. Mahwah, NJ. Lawrence Erlbaum Associates Journal Articles Anderson, J. R., Reder, L. M., Simon H. A. (1996). Situated Learning and Education, Educational Researcher, Vol 25, No. 4, pp 5-11, American Educational Research Association Brown, J.S., Collins, A. Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher,Vol 18, No. 1, pages 32-42. American Educational Research Association Greeno, J,G. (Jan. to Feb. 1997) Response: On Claims That Answer the Wrong Questions, Educational Researcher, Vol 26, No. 1, pages 5-17, American Educational Research Association

Father Franz Boas--Father of American Anthropology Essays -- essays pa

Father Franz Boas--Father of American Anthropology Franz Boas is often referred to as the father of American anthropology because of the great influence he had in the lives and the careers of the next great generation of anthropologists in America. He came at a time when anthropology was not considered a true science or even a meaningful discipline and brought an air of respectability to the profession, giving those who followed a passion and an example of how to approach anthropology. Boas directed the field studies and trained such prominent anthropologists as Alfred Louis Kroeber, Robert Lowie, Margaret Mead, as well as others. Although he did not leave as his legacy any specific line of thought, he left a pattern that was followed by numerous scientists in the next generation. Franz Boas studied physics and geography in Germany and left to pursue his hypothesis on was born and raised in Germany and studied physics and geography. After receiving his doctorate in geography he left Germany and went to Baffin Island to test his hypothesis on Arctic geography. While he was there he became fascinated with the Eskimos and how they lived. From then on he was no longer a geographer but an Anthropologist. Boas was Jewish and was criticized all his life about being Jewish. His work showed his resentment of Anti-Semitism, reflecting the belief that all men are created equal. At the time anthropology was based on the beliefs of men like Tylor and Spencer who believed in evolutionary theories that stated that some people are more evolved than others. They believed in categorizing different cultures depending on how evolved they were. These men also did not do any field work, they received their information from missionaries, government officials, and other people who traveled the world. They categorized cultures by putting them into a line starting with barbarians and ending with white people. Anthropologists then ranked them depending on how civilized they thought they were. They also felt that people at the high end of the line(whites) had one time been where these other cultures are and feel this sort of a â€Å"psychic unity† towards them. Boas was the first anthropologist to do field work. He believed it was essential to live with certain cultures to get the real feel of what they were like. He be... ...tists who were trying to get the larger picture. Boas was interested in studying a very small and specific window of time, which came from the data that he collected while performing the field work he deemed necessary to analyze a culture. There is no question that anthropology as a discipline and as a science took on a new life after the arrival of Frank Boas. Not only did anthropology gain respect in the scientific and the â€Å"civilian† world, but also it gained respect in the anthropological field as well. The work that Boas performed, both in studies and in organization skills, were testaments to a man who has given so much to the discipline. He was able to profoundly influence a number of thinkers and scientists in his own field the validity of his methods of work and get them to institute them across the board for use by all anthropologists. Boas was able to do this not only for himself, but more importantly, for the generations of American anthropologists after him. The influence that he had on Mead, Radin, et. al. is quite remarkable and needs to be noted. Boas’ role and honor as the head of American anthropology is well documented and most deserved.

Stefan’s Diaries: The Craving Epilogue

My time in New York clarified the perils of my existence; despite my good intentions, I am dangerous to humans, and my brother is dangerous to everyone. And now? What does the future hold? My days seem to pass like minutes. I suppose this means I'm growing accustomed to the idea of eternity. I have lost so much in the months since I became the creature I now am. But I have gained time. And with time, I gain opportunity. I will see Italy. And the rest of Europe. I will travel the whole world. But I will never make a home among humans again. As for Damon†¦ I believe our road together is long and our story is not over yet. Should one of us ever finally come to his doom, it will only be the other who causes it. And in the background†¦ heralded by the faint perfume of lemon and ginger†¦ will always be Katherine, laughing at both of us. Don't miss the new Vampire Diaries trilogy, The Hunters Read an exclusive sneak peek of the first volume, Phantom! Elena Gilbert stepped onto a smooth expanse of grass, the spongy blades collapsing beneath her feet. Clusters of scarlet roses and violet delphiniums pushed up from the ground while a giant canopy hung above her, twinkling with glowing lanterns. On the terrace in front of her stood two curving white marble fountains that shot sprays of water high into the air. Everything was beautiful, and elegant, and somehow familiar. This is Bloddeuwedd's palace, a voice in her head said. But when she had been here last, the field had been crowded with laughing, dancing partygoers. They were gone now, though signs of their presence remained: empty glasses littering the tables set around the edges of the lawn, a silken shawl tossed over a chair, a lone high-heeled shoe perched on the edge of a fountain. Something else was odd, too. Before, the scene had been lit by the hellish red light that illuminated everything in the Dark Dimension, turning blues to purples, whites to pinks, and pinks to the velvety color of blood. Now a clear white light shone over everything, and a full white moon sailed calmly overhead. A whisper of movement came from behind her, and Elena realized with a start that she wasn't alone after all. A dark figure was suddenly there, approaching her. Damon. Of course it was Damon, Elena thought with a smile. If anyone was going to appear unexpectedly before her, here, at what felt like the end of the world – or at least the hour after a good party had ended – it would be Damon. God, he was so beautiful. Black on black: soft black hair, eyes black as midnight, black jeans, and a smooth leather jacket. As their eyes met, she was so glad to see him that she could hardly breathe. She threw herself into his embrace, clasping him around the neck. She felt the lithe, hard muscles in his arms and chest as he held her tight. â€Å"Damon,† she said, her voice trembling for some reason. Her body was trembling, too, and Damon stroked her arms and shoulders, calming her. â€Å"What is it, princess? Don't tell me you're afraid.† He smirked lazily at her, but his hands were strong and steady. â€Å"I am afraid,† she answered. â€Å"But what are you afraid of?† That left her puzzled for a moment. Then, slowly, putting her cheek against his, she said, â€Å"I'm afraid that this is just a dream.† â€Å"I'll tell you a secret,† he said into her ear. â€Å"You and I are the only real things here. It's everything else that's the dream.† â€Å"Just you and I?† Elena echoed, an uneasy thought nagging at her, as though she was forgetting something – or someone. A fleck of ash landed on her dress, and she absently brushed it away. â€Å"It's just the two of us, Elena,† Damon said sharply. â€Å"You're mine. I'm yours. We've always loved each other, since the beginning of time.† Of course. That must be why she was trembling – it was joy. He was hers. She was his. They belonged together. She whispered one word, â€Å"Yes.† Then he kissed her. His lips were soft as silk, and when the kiss deepened, she tilted her head back, exposing her throat, anticipating the double wasp-sting he'd delivered so many times. When it didn't come, she opened her eyes questioningly. The moon was bright as ever, and the scent of roses hung heavy in the air. But Damon's chiseled features were pale under his dark hair, and more ash had landed on the shoulders of his jacket. All at once, the little doubts that had been niggling at her came into clear focus. Oh, no. Oh, no. â€Å"Damon,† she gasped, looking into his eyes despairingly as tears filled her own. â€Å"You can't be here, Damon. You're†¦ dead.† â€Å"For more than five hundred years, princess.† Damon flashed his blinding smile at her. â€Å"I don't know why it's such a shock to you.† More ash was falling around them, like a fine gray rain. Like the ash Damon's body was buried beneath, worlds and dimensions away. â€Å"Damon, you're†¦ dead now. Not undead, but†¦ gone.† â€Å"No, Elena – â€Å" â€Å"Yes. Yes! I held you as you died†¦.† Elena was sobbing helplessly. She couldn't feel Damon's arms at all now. He was disappearing into shimmering light. â€Å"Listen to me, Elena – † She was holding moonlight. Anguish caught at her heart. â€Å"All you need to do is call for me,† Damon's voice said. â€Å"All you need†¦Ã¢â‚¬  His voice faded into the sound of wind rustling through the trees. Elena's eyes snapped open. The room was full of sunlight, and a huge crow was perched on the sill of her open window. A cloud must have gone over the sun; for a moment, the world was dim. The crow tilted its head to one side and gave another croak, watching her with bright eyes. A cold chill ran down her spine. â€Å"Damon?† she whispered. But the crow just spread its wings and flew away.

A Brief Summary of the Second Great Awakening

A Brief Summary of the Second Great Awakening The Second Great Awakening (1790–1840) was a time of evangelical fervor and revival in the newly formed nation of America. The British colonies were settled by many individuals who were looking for a place to worship their Christian religion free from persecution. As such, America arose as a religious nation as observed by Alexis de Tocqueville and others. Part and parcel with these strong beliefs came a fear of secularism.   Key Takeaways: The Second Great Awakening The Second Great Awakening took place in the new United States between 1790 and 1840.It pushed the idea of individual salvation and free will over predestination.It greatly increased the number of Christians both in New England and on the frontier.  Revivals and public conversions became social events that continue to this day.  The African Methodist Church was founded in Philadelphia.Mormonism was founded and led to their settlement in Salt Lake City, Utah.   This fear of secularism had arisen  during the Enlightenment which resulted in the First Great Awakening (1720–1745). The ideas of social equality that came about with the advent of the new nation trickled down to religion, and the movement to be known as the second Great Awakening began about 1790. Specifically, Methodists and Baptists began an effort to democratize religion. Unlike  the Episcopalian religion, ministers in these sects were typically uneducated. Unlike the Calvinists, they believed and preached in salvation for all.   What Was the Great Revival?   In the beginning of the Second Great Awakening, preachers brought their message to the people with great fanfare and excitement in the form of a traveling revival. The earliest of the tent revivals focused on the Appalachian frontier, but they quickly moved into the area of the original colonies. These revivals were social events where faith was renewed. The Baptists and Methodists often worked together in these revivals. Both religions believed in free will with personal redemption. The Baptists were highly decentralized with no hierarchical structure in place and preachers lived and worked among their congregation.  The Methodists, on the  other hand, had more of an internal structure in place. Individual preachers like the Methodist bishop Francis Asbury (1745–1816) and the Backwoods Preacher Peter Cartwright (1785–1872) would travel the frontier on horseback converting people to the Methodist faith. They were quite successful and by the 1840s the Methodists were the largest Protestant group in America.   Revival meetings were not restricted to the frontier or to white people. In many areas, particularly the south, blacks held separate revivals at the same time with the two groups joining together on the last day. Black Harry Hosier (1750–1906), the first African American Methodist preacher and a fabled orator despite being illiterate, was a crossover success in both black and white revivals.  His efforts and those of the ordained minister Richard Allen (1760–1831) led to the founding of the African Methodist Episcopal Church (AME) in 1794. The revival meetings were not small affairs. Thousands would meet in camp meetings, and many times the event turned quite chaotic with impromptu singing or shouting, individuals speaking in tongues, and dancing in the aisles.   What Is a Burned Over District? The height of the Second Great Awakening came in the 1830s. There was a  great increase of churches across the nation, particularly across New England. So much excitement and intensity accompanied evangelical revivals that in upper New York and Canada, areas were titled Burned Over Districts- where spiritual fervor was so high it seemed to set the places on fire.   The most significant revivalist in this area was the Presbyterian minister Charles Grandison Finney (1792–1875) who was ordained in 1823. One key change he made was in promoting mass conversions during revival meetings. No longer were individuals converting alone. Instead, they were joined by neighbors, converting en masse.  In 1839, Finney preached in Rochester and made an estimated 100,000 converts. When Did Mormonism Arise?   One significant by-product of the revival furor in the Burned-Over Districts was the founding of Mormonism. Joseph Smith (1805–1844) lived in upstate New York when he received visions in 1820. A few years later, he reported the discovery of the Book of Mormon, which he said was a lost section of the Bible. He soon founded his own church and began converting people to his faith. Soon persecuted for their beliefs, the group left New York moving first to Ohio, then Missouri, and finally Nauvoo, Illinois where they lived for five years. At that time, an anti-Mormon lynch mob found and killed Joseph and his brother  Hyrum Smith (1800–1844). Brigham Young (1801–1877) arose as Smiths successor and led the Mormons away to Utah where they settled at Salt Lake City. What is the Significance of the Second Great Awakening?   Following are significant facts to remember about the Second Great Awakening: Sources and Further Readings Bilhartz, Terry D. Urban Religion and the Second Great Awakening: Church and Society in Early National Baltimore. Cranbery NJ: Associated University Presses, 1986.  Hankins, Barry. The Second Great Awakening and the Transcendentalists. Westport CT: Greenwood Press, 2004.Perciaccante, Marianne. Calling Down Fire: Charles Grandison Finney and Revivalism in Jefferson County, New York, 1800–1840. Albany NY: State University of New York Press, 2003.  Pritchard, Linda K. The Burned-over District Reconsidered: A Portent of Evolving Religious Pluralism in the United States. Social Science History 8.3 (1984): 243–65. Print.Shiels, Richard D. The Second Great Awakening in Connecticut: Critique of the Traditional Interpretation. Church History 49.4 (1980): 401–15. Print.

Everything You Need to Know About Native Advertising (19 Examples)

Everything You Need to Know About Native Advertising (19 Examples) What’s a marketer’s dream? (Besides unlimited budgets  and seamless collaboration†¦) To â€Å"sell† to people without them feeling sold to. In a perfect world, we marketers could expose our target audiences to valuable content that genuinely interests them AND raises awareness for the products we’re promoting. This is exactly what native advertising  aims to solve. Problem is†¦ Native advertising can leave your audience feeling a little duped and/or betrayed. Here they are reading what they thought  was an innocent how-to blog post, only to find that they’re being fed advertising. That bad taste left in their mouth can backfire, leaving marketers worse off than if they had left well enough alone. That said, however, when done right, native advertising can have incredible ROI. If you’re looking to start dabbling in native advertising, this post is for you. From top-to-bottom, this post covers everything you need to know – from tools to examples and everything in between. Everything you need to know about #nativeadvertising wrapped up into one post.Download This Best Practice Native Advertising Guide Before jumping into native advertising head first, download this best practice guide. It covers all the things you need to do before you launch a native ad campaign. Download it here, then read on to figure how native can help your business grow. Types of Native Ads In-feed Advertisements In-feed Social Ads Paid Search Advertisements Recommended Content Promoted Listings Custom Content Types Sponsored or Branded Content (a.k.a advertorial) Product Placement What is Native Advertising? Native Advertising is a little nebulous to define†¦ It’s one of those things that you know it when you see it. Different experts have different opinions about how native advertising is defined. For instance, Neil Patel  describes native advertising as, â€Å"advertising that is so tightly interwoven within the site that customers can’t tell that it’s advertising.† Social platforms like LinkedIn  and  Facebook  make the claim that in-stream social ads constitute native advertising. The Native Advertising Institute  disagrees stating, â€Å"native advertising needs to be valuable content of a non-interruptive nature – which is typically not the case with in-stream advertising.† They define native advertising as, â€Å"paid advertising where the ad matches the form, feel and function of the content of the media on which it appears.† It’s clear there’s a little disagreement surrounding what actually constitutes a native ad. This post takes an inclusive approach†¦ The more examples the better, amirite? What actually constitutes native advertising? It’s not as simple as you might think†¦Content Marketing vs Native Advertising You might be thinking that native advertising sounds a lot like content marketing†¦ And you’d be right†¦ it does. BUT there are some important differences. Native advertising typically: Is a way of distributing content. Is present on a domain other than your own. Will have a label stating â€Å"ad† or â€Å"sponsored†. Appears to provide the reader value, but is secondary to selling the product. Is Pay to Play. The content is only valuable if the product is purchased. Example:  ASOS  paid content on Refinery29 Content marketing typically: Provides valuable knowledge to raise brand awareness. Is a long-term strategy that nurtures leads as them move down the sales funnel. Includes assets like white papers, blogs, webinars and videos. Is hosted on owned media channels. The content is valuable in and of itself. Example:  ASOS Content Marketing Native Advertising vs. Content Marketing Should You Invest in Content Marketing or Native Advertising? The answer is†¦ It depends on your goals, timeframe, and budget. Content marketing tends to be a long-term strategy that has lower monetary costs, but a higher time investment on the part of your marketing team. Success also takes longer with content marketing as it requires a consistent publishing cadence†¦ BUT... †¦ it’s more beneficial to the company in the long-term since the content assets are owned and built on the company’s own site.

ADHD in children - a balance between pharmacutical and psychological Essay

ADHD in children - a balance between pharmacutical and psychological theropy - Essay Example This causes adults with ADHD to develop coping mechanisms, and this further illustrates the need for a psychological intervention as well as a pharmacological one (Gentile, 2004). Treatment of ADHD usually involves an array of different treatments, including medications, behavioral modifications, counseling and changes in lifestyle ("Clinical Practice Guideline", 2001). The primary use today tends to be of the pharmacological type, as doctors give ADHD children ones to calm down their hyperactivity, impulsiveness, inattention, etc. However, the medications used are commonly stimulants (amphetamines), which also have detrimental effects on the children, as they cause sleep disturbances, reduced appetite, weight loss, suppressed growth, and mood disorders. These tend to be persistent, and have an incredibly negative effect on childrens lives. This is why ADHD children are also medicated with other drugs that combat the side-effects of the original ones. This basically means that ADHD children are somewhat over-medicated, and perhaps the most astounding aspect of it all is that most of the drugs given to them have not been approved by the FDA! Clearly, this is a most dire need to rely not only on medications, but also on alternative and supplementary ways of dealing with the disorder. As much as medications can alleviate negative biological symptoms and grant the children the potential or ability to stay still, become more focused and attentive, one mustnt forget the psychological aspect of the disorder. Though it originated as a neurobehavioral disorder, it is also a developmental one, and the development does not only pertain to the biological perspective and the body, but also to the psychological one and to the psyche. It is crucial to have an understanding of what it feels like to not be able to pay attention to one thing for long, be hyperactive. It is bound to frustrate children, tire them (one might also

SOC 331 week 1 discussion Essay Example | Topics and Well Written Essays - 250 words

SOC 331 week 1 discussion - Essay Example The question as to whether Walmart offered Jacob a fair wedge of $8.75 an hour is just or not is dependent on the moral theory with which it is analyzed. According to consequentialism theory, Walmart offered Jacob a just salary. The intention of Jacob was to get a job with a salary that could sustain him. Moreover, the motor of consequentialism theory is â€Å"the end justifies the means†, Jacob was offered fair dues. Additionally, through the theory of regularianism, the theory proposes that an act is considered moral if it is in line with the set rules. According to the 2012 federal laws, an employer is required to pay at least $7.25 per hour, and in this regard, Walmart has justifiably given Jacob fair pay (Christopher, 2013). The decision of alderman to let Walmart operate in Chicago equally draws the attention of social justice. In as much as the company had fulfilled all the obligations and regulations that permit it to operate in Chicago, it still violated social ethics. This is due to the fact theta the wedges that the company pays its new employees are too little to sustain them effectively and the fact that the CEO of the company earned large benefits. However, for the alderman to make pay to the employees just, before a company is allowed to operate in the city, there should be rationalization between the earnings of the senior members and those of the new employees. The concept of distributive justice demands that the government operates within the best interest of the situation. In this regard, the American government through the application of distributive justice must purpose to mitigate in situations that are most probably going to cause harm. Since the report of global warming by the sixteen experts conflict with that if the American Physical Society, the government should act in the best interest in saving the situation. Application of distributive justice would thus demand that the government continues