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There are two categories of assessment: summative and formative. Summative assessment evaluates the outcomes of pupils’ learning. Formative assessment reflects the level of pupils’ understanding enabling the pupil and teacher to adjust and enhance the pupil’s learning experience. The majority of research supports the use of formative assessment advising that it results in “significant and often substantial” benefits, assists pupils become independent learners, and is “the most influential practice”. However, some believe that these claims are dubious due to the potentially biased and inconsistent limited pool of data referenced extensively in literature.
Get original essayThere are various ways in which pupils’ progression can be assessed and supported using formative assessment principles and I will discuss the following in more detail: improved questioning, feedback and pupil collaboration. I shall relate these to mathematics.
Pupils’ learning can be enhanced when teachers’ questions have clear objectives and all responses are valued. Well considered questions will engage pupils and provide a scaffold for experimentation and discussion ensuring active learning. Experimentation and incorrect answers are critical in mathematics as it displays evidence of pupils’ mathematical engagement and ability, i. e. enables the teacher to “unpack” the pupils’ mathematical concepts. However, teachers require high-quality pedagogy skills including deep subject and pupil knowledge to deliver effective questions and control the subsequent learning. To ensure encouragement of an enhanced pupil response, teachers must take care with their phrasing.
A “no hand up policy” during pupil questioning has demonstrated to be successful in ensuring more pupils remain active learners. By providing sufficient time for all pupils to think, more pupils are encouraged to respond including those with additional support needs. This allows the teacher and pupils to develop a more meaningful understanding of the pupils’ learning. This is particularly important in mathematics where typically there is a focus on learning as a community. However, unless questions are open-ended this could lead to some pupils becoming bored. Unfortunately, provision of increased think time conflicts with time pressure present during summative assessments. It can also reduce the pace of lessons increasing time pressure on delivery of the curriculum. Caution must be applied to ensure that this method is not just a “surface feature” but is applied appropriately to enable benefits.
Historically, feedback in mathematics lessons was dominated by “right or wrong”. However, it has been identified that marking is not always beneficial to pupils as it can highlight underachievement and contribute to a self-defeating attitude, thus distract from any learning value. Teachers can improve pupils’ learning experience by eliminating grades and providing detailed feedback including; “what was well achieved, what wasn’t well achieved and how this could be improved”. This method engages more pupils to participate due to their increased ownership. However, interim grades are still requested by various external bodies who do not always fully understand the benefits of formative assessment. Whilst evidence suggests that feedback has enhanced pupil progression for simple tasks, it has not been as successful for complex tasks. This may be because teachers have limited time and discussion with pupils regarding feedback can be difficult to accommodate.
When teachers enable pupils to work collaboratively they provide pupils with “space” to think, share and explore their responses and difficulties. Working alongside their peers, pupils take a more active and positive ownership for their learning and are more likely to attempt challenging tasks. Group work also promotes development of interpersonal skills including respect and confidence. High pupil confidence helps ensure productive levels of learning. Pupil collaboration also leads to enhanced problem-solving skills, increased understanding and improved memory. As a result of improved motivation, participation increases, especially with lower ability groups. Collaboration also emphasises that quality of work is a shared effort gained through practice.
However, whilst techniques such as pupil collaboration are reported to deliver higher quality work, it has been identified that the quantity is often reduced. As some teachers are opposed to significant changes implementing group work in mathematics could be challenging as it is typically taught as a “formal” subject. When using collaboration techniques, teachers must apply caution to ensure that pupils work “as groups” and not just “in groups” and that adequate time is provided for discussion.
The above formative assessment techniques can be used to assess and support pupils’ progression. However, it is imperative that a positive and supportive ongoing relationship between teachers and pupils exists within a culture of success to effectively support these techniques.
Historically formative assessment techniques have not been used to teach mathematics yet the methods discussed above can deliver benefits to pupils learning as they enable time in the classroom for resolving problems. Some pupils may experience a “culture shock” to this method of learning but this can be mitigated by establishing routines. However, it is not adequate for teachers to simply apply the above techniques, teachers must fully embrace the “spirit” of formative assessment to enable effective results, i. e. truly understand and value the underlying pedagogy.
As one of America’s most beloved musicals, West Side Story has captured the hearts of many with its reimagined Romeo and Juliet love story. The play illustrates a fight for space between two opposing gangs and a plea for tolerance between the two love interests while simultaneously displaying the desired ‘American Way of Life.’ West side story, acclaimed for its racial inclusivity, may not be as progressive as its general audience trusts it to be. Through exploring how identity, erasure, and racism are handled through both the 1957 original play and a recent 2009 revival, one can see to what extent the original production was mollifying its white audience and promising “authenticity” with its rather prejudiced performance.
Get original essayThe original version of this show was innovative for its time, yet it is filled with inconsistency and underlying tones of racism. In terms of identity on stage, the two opposing gangs are easily racially coded, where one is specifically coded as “the other”. In agreeance with Herrera in his article “Compiling West Side Stories Parahistories, 1949-2009,” it is clear to see how America was captivated with gang violence. Herrera states how in modern understandings of youth criminality in the mid-1950s, “juvenile delinquents” were understood to be individuals, usually white kids gone astray, while “gangs” were ethnically or racially identified groups of kids defending and violating ethno-racial boundaries. This common cultural prejudice is seen with how the two gangs are coded. The Jets, also immigrants of polish decent, arrived generation early but believe that they’re insiders, with contrasting physical and racial appearances to sharks. They are characterized as blond, strong, dynamic, and healthy, the ‘All-American Boy.’ Even their gang name is innovative, strong, fast and based in high education and intelligence. Whereas, the Sharks are newly arrived Puerto Ricans, with black, dark skin, and skinny. These descriptions are readymade, stereotypical models of race. In “West Side Story A Puerto Rican reading of ‘America,’ Author Alberto Sandoval Sanchez shares similar sentiment in that he states that the Sharks are painted as dangerous, there name making them seem animalistic, simpleminded even. The ethnic other in this case is coded as the lower, lesser element within the play. The bad blood between the Jets Sharks mimics a common conceptual configuration that pits modern technology against nature. In this case, aerial military weapons are compared to primitive and barbaric instincts, civilization to savagery. As a way to appease the white American audience, their kind is put up on a platform while the “others” are pushed further down the social ladder. What is interesting though, is this pairing of warring groups was not the first type to come from Arthur Laurents. Laurents moved comfortably from Jews and Italians to Chicanos to African Americans to Puerto Ricans. He was searching for confrontation between any people of color and Caucasian Anglo-Americans without placing importance in the culture of who he was pitting against white people.
This production deals with Puerto Rican identity in an interesting way, by almost not dealing with it at all. Erasure of Puerto Rican culture is seen heavily throughout the original performance. By erasing key points of Puerto Rican identity (i.e. making them assimilate to American culture without imposing their own culture on Americans while still being labelled as “the other”) traditional audience feel more comfortable with the potential of a narrative driven by racial differences. Agreeing with Viviana Vargas in her article, “The West Side Story Appropriation We Never Really Talk About,” the authentic Puerto Rican voice was taken and altered for white consumption. The real issues such as achieving the American Dream and forging a life for themselves were erased within American mass culture in favor of the mambo and a hyperbolic Hispanic accent. Within the original production, Latino and Latina performers’ complexions were darkened to further distance them as the “other” within the play. The main Latina lead of Maria was played by a white woman named Carol Lawrence. In agreeance with Vargas, it is abundantly clear that it is difficult to laud a play for being “revolutionary” when the most inclusive, groundbreaking message of the show, an interracial relationship, is not truly shown onstage to white America, because the couple is made up of two white actors. After all, the white audience would have felt threatened by the ethnic outsider if they were to be highlighted on stage.
As a performance praised for its racial inclusivity, there is little knowledge of Puerto Rican culture found in the performance. Racism was not only furthered in this play because of cultural norms of the time period, but also because of its writers and lyricists. According to Sanchez, when Stephen Sondheim, lyricist of the musical, was first asked to join the writing team, he remarked, ‘I can’t do this show…I’ve never been that poor and I’ve never even known a Puerto Rican.’ This is quite problematic on a multitude of levels. Writing the experience of a young Puerto Rican girl from a privileged white male perspective will in no way be accurate if said male is not given proper information about true Puerto Rican way of life. The Puerto Ricans displayed in West Side Story are simply fictional stereotypes stemming from a Anglo-American position of power. By creating and celebrating false notions of Puerto Rican life, author Arthur Laurents, renowned lyricist Stephen Sondheim, Composer Leonard Bernstein, and all-around Director, choreographer, and producer Jerome Robbins furthered a stereotype to such an extent that Puerto Rican people themselves began to identify with their fabricated culture.
To create an easily consumable musical for a majority white American public, it is clear one must not push the boundaries to an uncomfortable extent. Controversial topics may be covered, yet the real sociocultural implications of interactions between, say, Puerto Ricans and white Americans, will not be so heavily addressed. This original production is not a direct social commentary on the mistreatment and racism directed towards immigrants but rather a shiny Romeo and Juliet love story. Not keen on including the native language of its characters or the other dangers they face in everyday life, the original production glamorizes a life of hate and violence, leaving authenticity behind.
Looking at revivals, it seems as if most have attempted to keep the traditional values and classic songs within the musical, like the 1980s revival by Robins. But because “West Side Story” deals lightly with social change, previous revivals are weighed down by comparison between life onstage and life in modern day. Reviewers across decades have criticized that revivals are outdated for the world we live in today. In 1968, William Kloman wrote in The New York Times that “events have outrun its message.” Additionally, when Robbins staged the revival in 1980, Frank Rich penned, “the sociology and liberal faith of Arthur Laurents’ book are now fairly meaningless,” and viewers “no longer feel ghetto tragedies can be overcome by pleas for tolerance and understanding.” Yet, with a recent revival from 2009, paradigms have shifted by turning the lens to the Puerto Rican side of life with translated songs. Sole survivor of the original 4 creators of the original project, Arthur Laurents wanted to even the playing field for the Jets and Sharks, inspired by an adaption of his play were roles were reversed. Laurents is quoted saying, ‘The musical theatre and cultural conventions of 1957 made it next to impossible for the characters to have authenticity. Every member of both gangs was always a potential killer even then. Now they actually will be. Only Tony and Maria try to live in a different world’ Laurents wished to change the conventions that these characters lived in, making them more relevant for what was accurate at the time. Instead of inserting rather unrealistic ideals of love or hyperbolic depictions of culture, he wanted accurate representations. This adaption with a translated script both offers better realism within the play as well as evident racism with its still unauthentic Puerto Rican life. Referencing again “Compiling West Side Stories Parahistories,” I agree with Herrera’s points on the evident genius and evident racism found in the translated 2009 revival, the function of gang violence between an Anglo-Saxon an Puerto Rican city, and the unauthentic portrayal of Puerto Rican life.
The introduction of a bilingual script brought many opportunities to Laurents when crafting the new revival. According to Herrera, Peter Marks wrote in The Washington Post that the translated lyrics give “a truer sense of the cultural misunderstandings at the heart of ‘West Side Story’ as expressed in the characters’ disparate languages.” Allegedly, Laurents and the producers wanted Spanish lyrics to increase the emotional drama, not to increase sales for being “politically conscious.” With help from work renowned, Tony-winning Lin Manuel Miranda, they attempted to change famous songs like “I feel Pretty” and “A Boy Like That” to “Siento Hermosa” and “Un Hombre Así.” From Puerto Rican descent, the classic play was in good hands. Yet is a simple translation enough to accurately depict an entire culture of people. It is true that the Spanish language being included at all is a huge step in the right direction, yet it is not enough to completely enter the charged political sphere of social change. In this case, they are not trying to appease the white American audience, yet they are not making a completely legible art form, thus, not allowing for their authentic story to be told to their viewers.
Additionally, what could be seen as revolutionary actually only further emphasizes Puerto Ricans as “The Other.” When marketing to a primarily white audience who speaks one language, the action of including all Spanish songs distances their culture further away from the viewer. This loses the opportunity for a spark of interest, an attachment or bond to form with the audience and the performer. They cannot connect as easily with what is being performed for them when they cannot understand what the singers are saying. It is quite ironic how the element attempting to celebrate culture is only distancing themselves away from their audience. Similarly, Laurents stressed the importance of Spanish fluency when finding actors to play the Sharks. The irony is found where Jets had a level “New York” style accent, the Sharks lacked consistency, especially when singing in Spanish. The Regional variations in the speaking of Spanish were clearly evident. The many distinct accents among the Sharks proved a point of particular incongruity. This is an example of an attempt of cultural progressiveness being held back by a lack of attention to detail and time constraint. Yet it is important to note that it has made significant advances since the 1957 production. Though cultural stereotypes are still present, there are more celebratory moments within this revival than there were within the original. Recognizing the beauty of the Spanish language was something that the 1957 production lacked.
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Get custom essayLaurents recalibrated the musical’s use of its Puerto Rican characters in ways that emphasized “love” as the story’s core thematic. It handled identity and erasure in a completely different way from the original version. Identity is addressed through language rather than stereotype. Erasure is not as fully present as the 1957 version in that pressure of assimilation was not as completely emphasized. The Spanish language combated sentiments of needing to conform to the American way of life. These characters were individuals in a fully fleshed community. While not without its flaws, this production has moved in the right direction. Certainly not placating a white audience to the extent of the original, this revival still has a way to go. Is it truly worth reviving if it was not originally politically correct? Viewers of any musical follow an impulse to link the performance to current economic and social trends abates, but it becomes easier to accept “West Side Story” on its own terms when it stands as its own piece. As Sondheim has said, dated does not necessarily mean bad. We can accept West Side Story as a product of its time. And it is worth reviving not because it is politically incorrect, but because the music deserves to be put into a more accurate cultural space to be better appreciated. No West Side Story production is without critiques of problematic depictions of Puerto Ricans in US performances, yet it is clear to see how the authenticity is heightened in the revival in contrast to the original production.
The supremacist yet spectacular film ‘Fight Club’ (1999) by David Fincher starring Brad Pitt and Edward Norton consists of various different themes such as mental illness, different realities, identity, masculinity, power, consumerism, loneliness among others. The protagonist, Jack or Tyler but most importantly the narrator is portrayed as a victim of insomnia and depression. He is distressed from his robotic, zombie-like, insomnia afflicted life; he hates his dead-end job and is lonely. He turns to consumerism as an escape, specifically IKEA furniture which in a way represents him. He even attempts to fill the void by going to different support groups. His narration three minutes into the movie portray he has a certain lack of empathy and is the owner of sociopathic qualities. He narrates in a highly cold manner, uses their sorrow and pain to make himself feel better. Nothing seems enough. He attempts to project the consequences and guilt of his actions on Marla whom he initially calls ‘the tourist’, but he is not any different than her in reality. Nothing seems to be enough, he ends up developing an alter ego, Tyler Durden (the rebel, the ideal man, a man’s man), someone he aspires to be. Tyler is a confident, care-free, charismatic man with the capability to brainwash individuals. He is constantly seen battling with his alter ego. He is breaking the rules but does not want to take the social responsibility for his actions. The director has used various different elements to fit these ideologies and themes in the film. The body language and costume, cinematography and the lighting play a huge part in demonstrating the message. From the moment this film begins, it immediately grabs the attention of the audience, the opening scene consists of a gun in the narrators mouth followed by an unexpected lighter scene where ‘Jack’ is being squeezed by an oversized man.
Get original essayThe lighting in the film is mostly gloomy and dark. Most of the filming shows night time, because it implies criminal activities. The fight club does not only become an overcrowded testosterone group but a terrorist group, a religion to many of its member. The colours are rough in most of the film apart from being dark. The brighter scenes are at the office of the narrator to make it seem boring and dry just as the narrator is initially portrayed. The sudden switch from light to dark also subconsciously creates agitation among the audience; therefore they would simply detest the lighter after a dark scene. The most prominent light change is during the fight club and when Tyler and the narrator are together. The colours also change when the schizophrenic narrator is alone and when he is with Tyler. More clarity can be witnessed through lightning when the narrator is alone. The fight club has a rugged mid yellow tone to it, which means the contrast and saturation is high. This might have been done to showcase activity and most importantly violence. The usage of blue, black and green is used excessively mainly because these colours showcase depression, despair and sadness. The changes in the main character can be seen via light changes. Each time the character is witnessed doing the everyday chores, such as going to the office, the police station and at the doctors, the lighting is bright enabling more clarity in the scene. The colours have played a major role in conveying the message of the film and the changes the character is experiencing. Ironically, the film is defying consumerism but if one notices there is product placement of starbucks coffee in every scene except the scene where a coffee bar is destroyed thanks to a project mayhem assignment. Product placement of Krispy crème can also be witnessed if one looks closely enough.
When it comes to costumes, make-up and characterisation, there are many key things that can be looked at. Tyler, the narrator’s alter ego, from the start (even when he was not introduced and was shown numerous times) wore funky clothes, this showed he was not only confident, he didn’t care about designer clothes and brands. His attire was all over the place, it looked like he had acquired the clothing from a thrift store, a lot like the only female representative, Marla. He was also first introduced with sunglasses on a plane; this helped keep a mystery around him while his red leather jacket indicated sexualisation and confidence. Tyler’s attire and make up also showed rebellion and casual, laidback attitude. His spiky hair shows aggression. Oddly enough smoking is considered ‘cool’ and ‘masculine’; hence his smoking gave the whole character the solid ideal man persona. Initially Marla was only witnessed wearing black; smoking with odd spiky hair; her makeup was mushy portraying that she hasn’t showered for days. This attire showed depression, irresponsibility, causality and in some sense a cry for help. This characterisation is given more clarity by her actions later in the film. When it comes to the narrator, his look and has changed from the beginning to the middle and the end. He is seen wearing boring, dull, dry clothes which are mostly designer wear; he narrates this when he loses his suitcase at the airport. He is seen wearing a tie in the beginning which he eventually gets rid of as he join fight club and goes through drastic mental and physical changes. ‘Jacks’ hairstyle is also very common, something a middle aged man would have, however his attire portrays how materialistic he is and brands matter to him. His hair and attire illustrate how basic and average he is, and most of the audience can somewhat relate to him in this modern era. Jacks appearance changes gradually his boss even complains about it, he stops tucking his shirt in, stop wearing a tie, the clothes are no longer clean but with blood stains and his face always bruised up from fights. Later when Tyler vanishes, he is wearing darker clothes and is shown with prominent bags under his eyes. The narrators and Tyler’s costumes give the audience a clear picture about who they are as people, ironically the opposites. These costumes giveaway the social class these characters belong to, what they might be like and their personalities.
In terms of body language, facial expression and gestures there is a lot the main character initially gives away. The glimpses of Tyler being shown on screen before his introduction, this is where the main character in a way give a warning to the audience to watch out by giving a very confused facial expression. In the scene where is speaking to the doctor, when the doctor says ‘that’s pain’ the narrator can be witnessed looking next to the doctor not directly at him, the same confused expression was seen during a support group meeting. Facial expressions of the narrator at the doctor also show that he wants to seem desperate so that he can be given any medication to sleep. Throughout the film the narrators’ body language and expression show him as a confused thirty old ‘boy’ as he calls himself in the movie. The way he walks does not show off confidence, his slouchy walk shows sadness and dissatisfaction. Tyler walk and body language illustrate confidence, poise and fulfilment. Even as he gets off his seat on the plain his walk and the manner he gets out and says he doesn’t know whether to put his crotch or behind show his sense of charisma. The scene between the narrator and his boss where he leaves his job with pay checks and more is of high significance. The facial expressions of the boss (Richard) are of shock, trauma and confusion. He stares at Jack who is beating himself up. The narrator is speaking in third person context as usual, that’s how his name was revealed when he reading magazines earlier. He says, ‘I’m jack smirking revenge’. This is also an illustration of how jack might have managed to pull off those bruises and his first fight with Tyler. How he might have beaten himself up instead of Tyler doing it to him. This whole scene shows that jack is exceptional at lying and could be a pathological liar. He says the award goes to and doesn’t end the sentence when he on the phone with police officer regarding the explosions. At the end of the movie when Jack finds out about Tyler’s truth and Marla being in danger his entire body language shifts from lazy to panic and flight mode. He is seen as running from place to another in a rush and panic. His expressions have fear, concern and panic. Tyler’s expressions had been neutral throughout the film again showcasing he casual attitude towards life, the same cannot be said about his laugh. His laugh is demonic and has a hint of insane person. He has laughed four times in the film and in all four; one feels uncomfortable just at the sound of it. The most expressive Tyler was seen getting was when Jack shot at him. Marla’s expression giveaway what she feels for Jack and how she is confused but at the same time she doesn’t want to care excessively. (Fun fact to with body language is that when the first fight outside the bard between Jack and Tyler took place, the director asked Edward to throw a real punch at Brad Pitt, who was oblivious that this would happen, therefore his reaction to getting hit was as real as it could be).
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Get custom essayDavid Fincher has managed to convey numerous themes which have scarred the modern world in just one film through rugged and dirty set designs promoting masculinity to gloomy and grainy lighting conveying sadness. The sad humour was made enjoyable via different techniques. Every scene in the film has reflected differently. The lack of female representation is truly a shame. Apart from this every detail has been carefully evaluated in the film throughout. Fight Club is not simply about violence but escapism from one reality to another. It is evident why Brad Pitt was chosen for the Ideal Man’s role, because at that time that is what he was. Narration has also played an important role throughout, without it the film would have been slow and too gloomy to watch.
Leaning theories is an idea or concept that explain how human understand, learn and acquire knowledge, skills, behaviors, and attitudes. This way of explaining allows you to gain classroom experiences and how can make an improvement or impact children's learning. Theory is a way of thinking about how we find out about things that we didn't know about before. There are 6 main theories which is, Behaviorism, Cognitivism, Social Learning Theory, Social Constructivism, Multiple Intelligences and Brain-Based Learning. In this task, we will explain and discuss the three type of learning theories, Classical Conditioning, Operant Conditioning and Social learning Theory, and each theory has a describe of what it is, the classical studies based on and examples of real life which explain the theory.
Get original essayClassical Conditioning is one of behaviorism learning theory and is a form of learning, and it’s a learning prosses that discovered by Ivan Pavlov, a Russian Physiologist. The classical conditioning is about a stimulus that presented in order to get a response. Classical conditioning is a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus. This theory is about that conditioned stimulus becomes associated with an unrelated unconditioned stimulus, in order to produce a behavioral response known as a conditioned response.
Pavlov's dog experiments played a critical role in the discovery of one of the most important concepts in psychology. These famous experiments led to the discovery of classical conditioning. Its impact on our understanding of how learning take place as well as development of the school of behavioral psychology. Based on his observations, Pavlov suggested that the salivation was a learned response. The dogs were responding to the sight of the research assistants' white lab coats, which the animals had come to associate with the presentation of food. Unlike the salivary response to the presentation of food, which is an unconditioned reflex, salivating to the expectation of food is a conditioned reflex.
Pavlov then focused on investigating exactly how these conditioned responses are learned or acquired. In a series of experiments, Pavlov set out to provoke a conditioned response to a previously neutral stimulus. He opted to use food as the unconditioned stimulus, or the stimulus that evokes a response naturally and automatically. The sound of a metronome was chosen to be the neutral stimulus. The dogs would first be exposed to the sound of the ticking metronome, and then the food was immediately presented.
After several conditioning trials, Pavlov noted that the dogs began to salivate after hearing the metronome. "A stimulus which was neutral in and of itself had been superimposed upon the action of the inborn alimentary reflex, " Pavlov wrote of the results. "We observed that, after several repetitions of the combined stimulation, the sounds of the metronome had acquired the property of stimulating salivary secretion. " In other words, the previously neutral stimulus (the metronome) had become what is known as a conditioned stimulus that then provoked a conditioned response (salivation). We can use or apply this theory in our life. As a teacher will be, I can apply classical conditioning in my class by creating a positive classroom environment to help my students overcome anxiety, worry and fear. Pairing an anxiety-provoking situation, For example, performing in an group with pleasant surroundings helps the student learn new associations. Instead of feeling anxious and tense in these situations, the child will learn to stay relaxed and calm.
Another example of Classical Conditioning : A few days ago I was in a car with my boyfriend (he was driving), and all the sudden he goes, “Ugh, there’s a police car right next to us. ” I asked him why he was complaining even though I already knew why, and he tells me seeing a police car just makes him so nervous and sometimes even frustrated. About two years ago we used to have a long-distance relationship (he lived in Seattle and I went to school at SCC), so when he came to visit over the weekend he had to drive 5 hours to Spokane and then 5 hours back to Seattle. And during that year he got a few speeding tickets, and now a sight of a police car makes him feel nervous and uncomfortable. I would say it’s a quite strong conditioning too because you can become conditioned to it just after a single or a few trials, kind of like a conditioned taste aversion. He hasn’t got any speeding tickets since he moved to Spokane (no need to drive 4-5 hours straight!), but he still feels uncomfortable around police cars.
The theory of social learning in Bandura assumes that people learn from each other through observation and imitation, and because they include motivation, memory and attention, they have been called a bridge between behavioral and cognitive theories. The social learning theory combines cognitive learning theory (assuming learning with psychological factors) and behavioral learning theory (assuming that learning depends on environmental responses). The Pandora psychologist combined these two theories and concluded four learning requirements: environmental observation, cognitive retention, cognitive attainment and motivation. The approach is called social learning theory.
Bobo Doll, through this experience Bandura took a group of children and make theme watch a video about women hit the Bobo Doll after watching this video Bandura took a child to the corner and gave him a set of games, including this doll to see whether the child will do like the woman or not, In fact, the child abused Bobo's physical doll, such as kicking, hitting and throwing.
Real life situation: My little brother Zayed started playing video games about guns and fighters. He started buying guns and playing them at home. He also beat the other brother like they do in video games and when he does not find a pistol in front of him he takes things like books, remote control, phone and other things and imagines it A pistol is taking out the sounds of pistol shots from his mouth. - Also he when all members of my family pray, he do like them and pray like them even he don’t know what he should read of Quran but he do like us when we pray.
It is the behavior that is governed by the subsequent stimuli of the school of Skinner on the relationship between the stimulant and the response to the same physical and material result on the individual and then realized and the procedural condition is summarized that the theory that if they have a happy result, such as registration or reward is more likely to occur, but if it may be right.
His experience on mouse behavior: Where a hungry mouse was placed in a box that could not be seen from the inside, it was observed that the mouse tried to be more? Its speed as a result of gaining experience.
His experience on the dove's behavior: Where he was putting two tablets, one red under the food, and the other green under which nothing. The pigeon wandered around for food and found it under the red disk, but if you clicked the green disk, you would not find anything
We draw from the following:
Example from real life: For example in university presentations are a thing that needed in every subject, so when you prepare yourself to present and you’re excited to show your presentation, there are two things may happen to you be during or after, First Applause and encourage from students or you may Exposure to criticism and ridicule, if the student is laughed at or criticized, future presentations are likely to be nothing but a formality.
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Get custom essayIn conclusion, we have evaluate each theory, for social learning theory I think it is a good theory and at the same time bad, and because the theory focusing on imitate, good because the child will imitate the correct behavior or the good attitude that is being put in front of him, either bad because the child will imitate the wrong behavior like what I mentioned earlier about the experience of Bandura in the child who heat the doll. Classical theory has a positive and negative situation, because we can't apply this theory on humans or animals and finally operant conditioning theory, and Operant Conditioning theory are very useful and effective in real life, and it could help the children to develop and improve their behavior, furthermore it’s will help them to be more.
Attention-Deficit/Hyperactivity Disorder (ADHD) is a psychiatric disorder mostly affecting children in preschool, grades, adults, and even adults. Its symptoms are low persistent attention and high hyperactivity and impulsivity. It is a sort of behavioral issue that has gotten generous mindfulness in both the school and research settings because of its presumable unfavorable impacts on scholastic items and study hall working. The National Institute of Mental Health (NIMH) approximates that its frequency rate is somewhere in the range of 3% and 10%, with ADHD affecting around 2 million youngsters in the United States. ADHD is typically co-sullen with other mental issue including, depression and tension issue, drug abuse, lead issue, and withdrawn practices.
Get original essayKids with untreated ADHD have higher than regular rates of mishaps and damage (NIMH). Pharmacotherapy treatment for ADHD incorporates Stimulant and Non-stimulant medications. Stimulant medication includes dextroamphetamine, Focalin, and Methylphenidate while non-stimulant medications include Guanfacine, Clonidine, and atomoxetine. This paper examines treatment decisions for an 8-year old girl with ADHD while considering the legal and ethical implications of the treatment.
The first decision is administering a chewable Ritalin-methylphenidate every morning, which is a stimulant medicine. This medication helps in boosting dopamine and nor ephedrine actions in some brain regions such as the dorsolateral prefrontal cortex and basal ganglia to enhance awakened, attention, concentration, hyperactivity, and executive function. Ritalin also helps in boosting mental performance. It is among the firs-line treatments for ADHD, and it is one of the best stimulant drugs in this treatment used over the last 60 years. Ritalin works faster and has lesser side effects in the majority of patients compared to other medications.
At the underlying stage, the patient ought not to be set on a high oral dose. The patient is started at less measurements, which diminishes the opportunity of symptoms. This will likewise allow the medical practitioner to continue evaluating her reaction to it, and choose if the measurement ought to be expanded, diminished, or changed to another medication totally either in light of symptoms or for not having any restorative impact on the patient. Wellbutrin then again was not chosen because of various reasons. First, it has not been endorsed by the FDA for the treatment of ADHD. Secondly, it includes different antidepressants which have been connected to self-destructive ideation in youngsters and teenagers, and their Safety and viability have not been built up. There aren’t sufficient logical examinations to back up its adequacy and security in treating ADHD. Ritalin is FDA permitted for ADHD in both children and adults. Ritalin is widely and lengthily studied and found to be safe. It has been used in about 200 clinical trials and treated over 6,000 patients and found the best for children and adolescents.
The expected outcome is the reduction of symptoms such as inattentiveness, impulsiveness, and hyperactivity, which affects the normal functioning of the patient. The administration of the stimulant will also show the patient’s response as well as improve her attention and concentration in class. Generally, the patient is expected to improve within the first doses. The girl will not be easily distracted, and her retention of information will be enhanced. Consequently, improvement is expected in her classwork in the ability to spell and read as well as in arithmetic. No side effects are expected.
There was no much difference between the expected and the actual results. Improvement was observed but did not last long, and side effects were reported. The result of using Ritalin indicates unmistakably how it is compelling in the first part of the day, which implies that the supplier should choose how to address the evening conduct issues with the drug and the tachycardia.
By the four weeks appointment, the girl’s teacher reported that she was getting better. Her symptoms were suppressed in the morning, which improved her academic performance. By noon, the girl would lose concentration, and she started complaining of a funny feeling in the heart. On assessment, her pulse was 130bpm. This was likely a side effect of Ritalin as it increases norepinephrine peripherally, which can cause autonomic side effects such as, tachycardia, hypertension, tremor, and cardiac arrhythmias.
The second decision was Ritalin LA 20 mg orally every morning.
In the first decision, the IR formula had setbacks as it was effective in the morning, but ADHD symptoms come back as the day progresses. The first decision also had side effects. For those reasons, the medic needed to do something. There was a need to switch formula of the same medication for it to act longer until the day is over. The experience with stimulant medications is the way they convey a successful portion over a required timeframe. At the point when Ritalin was first used to treat ADHD in 1961, it kept going three or four hours. However, innovation has been made to make the drug discharge bit by bit, cresting at the ideal time. Ritalin IR is immediately retained, with its activity starting inside 30 minutes of utilization, enduring just for around two to four hours before it gets in (Durand-Rivera et al. 2015). Continued discharge Ritalin LA has an early pinnacle and an 8 hours length of activity.
Ritalin LA likewise has dabs. However, they're 50-50, which means a large portion of the dots will be discharged promptly, to the top in the first part of the day, the other half toward the evening, for an aggregate of six to eight hours. To have substantially more of a two-equivalent stages impact on center and consideration (Ehmke, 2018). An observational investigation had a goal to assess the adequacy of Ritalin LA in kids with ADHD, and It exhibited upgrades in ADHD side effects, affirmed generally speaking great decency and security, and uncovered a more extended apparent impact especially in the wake of changing from prompt discharge definitions.
If the side effects are encountered, it is better to switch to another formulation. Using the same formula and waiting for reevaluation after 4weeks would be inappropriate. This would cause continued side effects. The best option is to improve the dosage rather than change the drug. Dosage starts at 10 mg a day and can be improved weekly by 5 to 10 mg a day and should not go beyond 30 mg a day.
In the course of the four weeks, the patient should have experienced improved attention throughout the day and reduction in tachycardia. There is also an expected outcome that the day dreaming and loss of attention will improve. Improvement in her classwork should have improved, and her heart rate decreased to a normal rate of 70-110 beats per minute.
Difference between the expected outcome and the actual outcome
The patient returned in about four weeks and reported that the change to the LA arrangement is enduring her all through the school day. This brought along improved classwork. No reports of her gazing into space and wandering off in fantasy land not at all like when she was on the Ritalin IR. Moreover, the past report of her heart feeling funny has ceased. On evaluation during this visit, her heartbeat of 130 had reduced to 92 beats per minute, which is a good range for her age. It is clear that her reaction in the four weeks after her prescription was changed was essentially positive; it keeps her regularly working all through a school day, not at all like some time ago where it must be seen in the first part of the day. There was an association between the normal outcomes and real outcome for this customer.
The final decision was to continue using Ritalin LA 20 mg and have her assessed in four weeks.
The patient continued showing improvement with this treatment, and therefore, no change was necessary. This medication showed no side effects. As mentioned earlier changes are only necessary when the current medication shows no improvement. For this case, the patient has reached an optimal clinical effect and therefore, no reason for change. However, the client has to be reassessed periodically.
The expected outcome that during the next visits after four weeks, the patient would report improvement. It is expected that she continues improving with no symptoms or side effects.
There is additionally no compelling reason to get an EKG for this customer since her pulse is suitable for her age. Ritalin LA 20 mg has shown constructive outcome in settling the customer's manifestations. She has kept on appearing generally speaking improvement in her manifestations and henceforth, there is no motivation to change the measurement or change to another drug.
Keeping up a similar dosage and measurements under the required remedy from the wellbeing expert is a superior decision. She ought to likewise always be assessed for reactions. Since Ritalin could incidentally moderate typical development in kids, her weight and stature ought to be always observed. Her pulse and circulatory strain ought to similarly be observed consistently. The customer's parent ought to likewise be encouraged to abstain from dosing late in the day on account of the danger of a sleeping disorder (Stahl, 2014b).
Ethically, the provider must prescribe a suitable dose and monitor improvements as well as the side effects that may be improved. There's a challenge that by not permitting guardians and parents of the kids to utilize these meds when determined to have consideration shortfall hyperactivity disorder (ADHD), the mental and medicinal networks would be infringing upon the rule of independence. Equity also would be manhandled since most of the weight of dealing with all of the indications brought about by this issue would plunge on those with ADHD and moderately on their families (Meppelink et al. 2016). There has been some discussion over the usage of stimulant meds and exploitative works on including youngsters. A couple of individuals have used stimulants as a sort of social control, endeavoring to crash socially prohibited practices by controlling the tyke's gatekeeper into having stimulants suggested. It is essential that the tyke's parent fathoms the side effects and proper use of stimulant remedies.
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Get custom essayThere are various medications that can help manage ADHD by reducing hyperactivity, impulsiveness, and increasing attention and focus. The aim of the medications is to attain optimal effect and reduce the risks of the symptoms. There is no single treatment that is good for all clients in all situations and therefore, to boost treatment, the medic must listen to the patient, assess them, and administer a tailored treatment for every patient.
Psychology is the scientific study of the human mind. There are many theorists that believe there are different approaches to psychology, this essay will be focusing on two of those. The two theoretical approaches that this essay will be looking at are the Psychoanalytic approach and the Humanistic approach. It will be focusing on their strengths and weaknesses and will be reviewing the support that they had during the time, it will also be viewing how each perspective was studied during the time.
Get original essayThe Psychoanalytic approach is one made by a man called Sigmund Freud (1856-1939), Freud was a Viennese doctor and he believed that the mind had an unconscious and a conscious part of the mind. He thought that the unconscious part of the mind was being controlled by the ‘id’, which is a part of the mind that only lives for ‘pleasure and gratification’ also known as ‘the pleasure principle’. He focused on how the mind can be changed during a child’s life and how their development can be altered.
The second area of the mind is known as the ‘ego’, which Freud saw as the part of the mind that is in contact with the outside world and controls the conscious part of the mind. It is also the area that thinks of the consequences of an action. The third part is the ‘superego’, this area is aware of the rules and conventions of society. It also feels guilt and anxiety when something goes wrong or if someone does something wrong. It helps us learn the acceptable behaviour of society.
The ‘ego’ is seen as the part of the mind that is in the middle of the ‘id’ and the ‘superego’, it has to choose which one is more acceptable to use in society, Freud believed that all humans are unhappy and in order to feel happiness, they need pleasure, so the mind needs to use either the ‘id’ or the ‘superego’ to pursue its happiness and is in constant confrontation with the ‘id’ and the ‘superego’.
Freud used one theory to support his argument on psychoanalysis, this was the Oedipal Conflict, it is a story about a boy who falls in love with his mother and is jealous of the affection that she shows his father, as a result of this, the young boy murders his own father and marries his mother. This supports Freud’s argument of the need for sexual gratification and the ways that someone can succeed in receiving this, Freud believed in a fixation on a certain thing, for example, the young boy became fixated on winning more affection from his mother than his father did, this proves that he did anything he could so that he could achieve what he wanted and the boy did not care what he needed to do to succeed in this.
This approach is seen to take an individual through five different stages, that will affect an individual’s body as each stage focuses on one specific part of the body, the five stages are the oral (0-1), anal (1-3), phallic (3-5/6), latency (5-6) and genital (puberty and onwards). Freud believed that if an individual was to have a problem during one of these stages, it could fixate development and the individual could end up having future problems on their personality.
Looking at the psychosexual stages of development, when the young boy reached his Phallic stage, he became fixated on his own mother, continuing through the Latency and Genital stages to win her affection. When the young boy should have moved on to making friendships and hobbies, to later find a partner, he seemed to have stayed in the Phallic stage. Although this theory may be quite an odd one, it did argue Freud’s point on the development stages. When the human body feels an unpleasant emotion, such as guilt, sadness or anxiousness, it can respond with many different defence mechanisms, which are repression, regression, denial, reaction formation, sublimation, isolation and displacement.
In the earlier stages of Freud’s career, Freud would use hypnosis as a technique of therapy, the problem with this is that Freud was not able to believe what the individual was saying during the trans of being hypnotised as this could not be proved wrong. Sloan found that psychoanalysis only really worked on individuals with cases that were not as severe and found that it also took a lot of valuable time and money to study. However, Freud’s view on psychology is now known by many and is still used on a daily basis by many people.
“Many mental health practitioners (including psychotherapists, counsellors and social workers), although not formally trained as psychoanalysts, have incorporated elements of Freudian thought and technique into their approaches to helping their patients”.
The second theoretical approach that this essay will be focusing on is the Humanistic approach, the theorists behind this were Carl Rogers and Maslow. They studied humans and humans only, this theory cannot be studied on other animals, it also looks at the individual as a whole, not just their mind, behaviour, age etc. Maslow’s view on individuals was that everyone is naturally good and talented.
Maslow made a pyramid to help others understand his theory and go through it as stepping stones for individuals to go through in order to achieve progress. The pyramid starts with Psychological (breathing, food, water, sleep, excretion), Safety (health, property, employment), Love/belonging (friends, family, sexual intimacy), Esteem (Confidence, respect for self and others) and self-actualisation (creativity, spontaneity, morality) etc. Maslow believed that each individual would have to achieve each stepping stone in order to have a full quality of life and be able to reach self-actualisation. Once the individual has reached self-actualisation, they can then continue to keep working towards their full potential and a better self.
Certain things can interfere with an individual’s development, such as society can tell us a certain thing is extremely important that will change our thought process, this is also known as the actualising tendency. The good thing about this theory is that it looked at the person as a whole and gave individuals freedom of speech and choice. The bad thing about this theory is that it never gained credibility and theorists could never predict a certain behaviour by using this theory.
Carl Rogers had seven main ideas, they were the Actualising tendency (the thought that everything that is alive is driven to its full potential), Organismic valuing (every living thing knows what is good for itself and knows what to try and stay away from if it is bad), Unconditional positive regard (the need for love, value and respect from others), Positive self-regard (a feeling of self-worth and self-esteem), Conditions of worth (regard of others should not have strings attached), Incongruity (the difference between you now and the you that could be) and Defences (the things that individuals do to deal with anxiety/also associated with Incongruity).
Carl Rogers believed that everyone is unhappy in some way and in order to be happy, humans need to look for the next achievement, whether it be a qualification, a stepping stone in a place of employment, a pay rise that an individual has been working towards or a new relationship, Carl Rogers believed that without this, humans would be ‘miserable’. Carl Rogers did not refer to individuals as happy humans, instead, he used the term ‘fully functioning person’, this is an individual whose mental health is made in a way that they can work towards their full potential.
A ‘fully functioning person’ in Carl Rogers's eyes would be, open to new things, able to enjoy the moment while they are in it, can do things that make them happy and what is good for them, they are in control of their own life and they can allow themselves to be who they want to be creative.
Carl Rogers decided to create a psychotherapy better known as client-centred therapy (CTT), also known as person-centred therapy (PCT), this therapy was created to develop and improve on an individual’s self-regard, help people to practice self-actualisation, help individuals with their emotions and feelings (having a better understanding of who they truly are) and help people become themselves fully, to become the best versions of themselves.
The difference between these two theories is that Freud believed that an individual’s behaviour is caused by their brain and the way that they view society, as well as their behaviour and unconscious thoughts, whereas, Maslow and Rogers believed that it was down to the whole individual, not just their brain. Freud believed that behaviour can be determined, however, Maslow and Rogers believed that behaviour is a choice and is down to the individual’s personality. Both theorists looked at an individual (or many) and they both believed that the environment and society can change an individual’s personal development.
The Humanistic approach looks at how an individual can develop and improve what they as humans may already have, however, the Psychoanalysis approach focuses on how to improve an individual’s health when they are unwell. Freud also focused on development throughout an individual’s childhood and the way their brain works whereas Maslow and Rogers looked at the development through the different stages in an individual’s life and their personality. Overall, both theories cover the importance of growth and development as well as improvement in individuals, they both show what is right and what is wrong and help individuals reflect on their behaviour and their thoughts. Both theories can help others decide on what they believe is the correct perspective of psychology.
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Get custom essayIn conclusion, after reviewing the two perspectives to psychology, this essay has covered what two of the perspectives believed, it covered what Humanistic and Psychoanalytical Psychology were and who created each and showed what the differences are between them, it also showed how humans can be seen differently in society. This essay also looked at the advantages and disadvantages of each perspective and how each of them was studied, it looked at some criticisms of these perspectives and went into depth of how each perspective can be taught to many more people in modern-day society.
Steroids has been one of the main performance enhancing drugs that everyone has heard of. However, there are many, many growth hormones and performance enhancing drugs that are being introduced every year to try and stay one step ahead of WADA (world anti doping association). This is not a recent problem and has been occurring for decades.
Get original essayA large majority of sports and sporting events make all athletes involved take a test that detects performance gets enhancing drugs. This discourages athletes from doping. However, athletes every year get away with taking them. They do this by using masking agents like diuretics. Diuretics increase the rate of urine flow and sodium excretion to adjust the volume and composition of body fluids. These can be abused by athletes because they excrete water for rapid weight loss and to mask the presence of banned performance enhancing drugs. Diuretics aren’t the only drug used for masking there are hundreds of other that use different techniques to mask.
The former Australian modern pentathlete Alex Watson was tested positive for excessive amounts of caffeine in his system. This is because sometimes excessive amounts of a suspicious substance in an athlete does raise red flags for testers and caffeine had been a previous masking agent for some performance enhancing drugs. However, after some further investigation and Watson claiming to not have ever been involved with doping.
The definition of doping in sport is all the banned substances, procedures and methods that would be used to get an advantage over other competitors. The reason that they are all banned is because of the fact that they can serve a an advantage. But how much of an advantage do they really offer? Steroids is basically liquid testosterone and it increases the production of red blood cells which improves the repairing of other cells and the distribution of oxygen to muscles, therefore increasing muscle growth. There was an experiment in 1996 where 43 men were placed into 4 groups. But they didn’t know which group they were in because they were ether injected with testosterone or just placebo. This experiment was taken place in 1996 and can be found on the New England Journal of Medicine website.
• Group 1 did no working out over 10 weeks.
• Group 2 took 600mg of anabolic steroids and did no working out over 10 weeks.
• Group 3 took no steroids but worked out regularly over the 10 weeks.
• Group 4 took 600mg of anabolic steroids and worked out regularly for 10 weeks.
They all maintained a consistent diet that was related to their own daily intakes. After the ten weeks this was the results.
• Group 1 had no changes to their body
• Group 2 had gained approx 3kg of muscle
• Group 3 had gained approx 2kg of muscle
• Group 4 had gained approx 6kg of muscle
These results prove that some doping can drastically improve muscle growth, which equals performance improvement. However, what is interesting is that group 2 who took steroids but did no working out surpassed group 3 who worked out regularly without the use of steroids. This really shows the impact that steroids can have on the human. body. Above is a typical one month transformation using Steroids aimed at fat loss.
Many athletes talk about the positive impacts that performance enhancing drugs can have on them. They portray the idea that the risk/reward ratio almost always favours in the reward side of things. Many people do not know the impact that some of the drugs can have on the human body both long term and short term. There are few risks that people who use steroids can faced with: a risk of heart attack, stroke and effect on heart size: fn increased risk of liver and cardiovascular diseas: suicidal and aggressive thoughts: shrinking testicles, decreased sperm for men, and deeper voice, excess facial hair for women etc.
Of course, every athlete has the right to decide for himself/herself whether he/she needs to take steroids or not. But knowledge of the possible consequences should be in everyone who is somehow faced with the use of various types of doping as an 'improvement' of their own athletic ability.
“Place is how we make the world meaningful and the way we experience the world'
Get original essayThe world could be seen as a variety of different places that give us an opportunity to see and understand it better. There are different approaches to the concept of place within fields of cultural and social geography, anthropology and environmental psychology that are reviewed in this “Sense of place” essay. Disciplines such as anthropology and cultural geography consider a notion of “place” through the interpretive humanistic framework, and studying human experience. While cultural geographers such as Harvey and Soja look at the “place” through a lens of the neo-Marxist critique focusing on political action and institutional, local and global power relations. Environmental psychology defines the notion of “place” as a range of shared values created through perceptive experiences of places underpinned by concepts of place attachment, sense of place and place identity. Within the field of philosophy, place is a means of being in the world. While, in the architectural and design practices, place is considered mainly from the perspective of physical attributes and built environment, leaving the dimension of individual and collective meanings undervalued.
For a long time, the dominance of the spatial science guided by a descriptive approach narrowed the notion of place only to the dimensions of distinctiveness and particularity. As a result, the aspects of the human experience of the place were disregarded. Only a few decades ago, within a field of humanistic geography, Tuan introduced one of the fundamental ideas of place theory claiming that through our experience and perception of places we learn about the world. Turan suggested that the notion of “place” differs from more abstract and functional notions such as “location” and “spaces” because places are fields of care that infused with meanings and feelings that are based on human experience, social relationships, emotions, as well as thoughts.
The term “topophilia” comprised the “affective bond between people and a place. “Place can be as small as the corner of a room or as large as the earth itself: that the earth is our place in the universe is a simple fact of observation to homesick astronauts...Geographers tend to think of place as having the size of a settlement: the plaza within it may be counted a place, but usually not the individual house, and certainly not that old rocking chair by the fireplace”.
In the work “Place and Placelessness”, Relph argued that everyday experience plays a key role in understanding and knowing place. Influenced by the philosophical works of Heidegger and the philosophy of phenomenology, Relph appealed to the essence of place, questioning “what makes a place a place?” and developed a range of features that reveal the essence of place and human experience of place such as visuality, the sense of community, the sense of time and the value of rootedness. Relph distinguished 3 elements that construct place: “physical settings”, “human activities” and “meanings”. Lately, he explained:
“Place is more than a location. “Place” meant “those fragments of human environments where meanings, activities and a specific landscape are all implicated and enfolded by each other.” This way, “place” may be described as a geographical location that is characterized by specific meanings, memories, sensual experiences, stories and interpretations.
In social science, Agnew defined place as a “meaningful location”. He indicated “location”, “locale” and “sense of place” as three main components of place. “Location” refers to a specific geographical area that encompasses the settings for social interaction. “Locale” means the material settings in which social relations are constituted (these can be informal or institutional). “Sense of place” described as cognitive-emotional attachment and connection that people develop toward place. According to Agnew, all three components have to be considered equally in the research because place exists in a particular social context that is created by social relationships; place has a specific geographical location that suited in the social, economic and cultural contexts; place gives a specific sense of place and a “subjective territorial identity”. Such definition of place goes close to other concepts of human geography - space and landscape.
An urban theorist Lefebvre distinguished two types of space - abstract space (absolute space) and meaningful space (social space), where social space is similar to the notion of place. Tuan, considered space as more abstract notion without meaning that associated with a movement, while the place was seen as a pause. “...if we think about the space as that which allows movement, then place is pause; each pause in movement makes it possible for location to be transformed into place”.
Relph distinguished space as: “Space is amorphous and intangible entity that can be directly described and analysed. Yet, however, we feel or explain space, there is nearly always some associated sense or concept of place. In general, it seems that space provides the context for places but derives its meaning from particular places'.
The landscape comprises a visual character and refers to material topography. It is defined as a piece of land that could be viewed from one spot. However, landscape relates not only to material settings but also to human or cultural aspects, creating cultural or human landscapes. Cresswell claimed: “We do not live in landscapes - we look at them”.
Following the humanistic idea of three elements of “place construction”, psychological science interprets the “place” as a notion that composed by actions, conceptions and physical attributes. Canter, as a representative of the psychological approach, suggested that construction of place includes four interconnected components. In “facet theory”, Canter listed “functional differentiation”, “place objective', “a scale of interaction” and “aspects of design” as facets of place. Functional differentiation addresses the relation between activities that occur in the place and designed the physical features of the place. Place objectives correlate with earlier suggested “conception element”, but have a more precise approach to the place experience by distinguishing cultural, individual and social aspects of it. A scale of interaction facet emphasizes the significance of the scale. In spite of the diversity of approaches to the concept of place within different disciplines, they all define meanings as an essential component of place.
In conclusion, in different fields meaning of “place” and its sense for people can variate from one definition to another. Nevertheless, usually the sense of place can be described as the unique characteristics, meanings and emotions that an individual associates with a particular location. It is created by the physical features, cultural and historical aspects and personal experiences and memories. Sense of place is an important aspect of human experience, it can have a significant impact on an individual's well-being and connection to their community.
In this article we are discussing the various proofs that prove the existence of God and the oneness of Allah (S.W.T). Before we start studying or practicing any religion the first and foremost question that comes to the mind is, “Who is the God?” or “Is there any God?” Hence we shall discuss the various arguments we have that prove that God indeed does exist. And there is someone who has created this universe and holds absolutely infinite and higher power. There is someone who has been controlling the natural cycles around us. There is someone who has the most supreme authority over everything. Allah (S.W.T) is the one who has the higher power and has complete control over this universe.
Get original essayThe Holy Quran says:“…surely Allah is Ever-Determiner over everything.” The various arguments that prove the existence of God and his oneness are given below:
When a child is born the natural belief on God that came naturally is called Fitrah. If this child was left alone then his mind would grow up in the oneness of God. According to Dr. Justin Barrete; Professor at Oxford University writes in his blog. According to him “Child born with his belief in oneness of god”.nBut the influence of his family changes his belief. Also this proof was given by Dr. Justin Barrette in present era but our Prophet Muhammad (S.A.W) said it 1400 years ago.
The Holy Prophet said: “Each child is born in a state of "Fitrah", and then his parents make him a Jew, Christian or a Zoroastrian, the way an animal gives birth to a normal offspring. Have you noticed any that were born mutilated?”
If we look into the universe closely we can see that there is a design in the universe. Everything in the universe is placed very carefully from which we can conclude that these things did not came into being by themselves. Their unique design shows that there is a designer who has placed them in the universe. Philosophers like Plato and Aristotle says: “Where there is a design there is a designer behind it” Hence the designer of the universe is God who designed it and also the sign of Allah is present everywhere in the universe and this is the truth from Allah. The Holy Quran says: "We will show you our signs in the universe and in themselves, until it is clear to you, it is the truth, is not it enough for your lord to be the witness of all things”.
In this world there are many scientific processes that happen day in and day out, that leads us to the conclusion that there is some absolute or higher power that is controlling them. There is someone who is controlling the sun and the moon and their orbits, there is someone who is controlling the weather cycle and there is someone who sends the day in and out. That someone is the one and only God almighty. If we think about it naturally then there are so many signs around us that prove the existence of God and his oneness.
Islam is a religion which came to provide a solid foundation for the previous divine religions and comprehend them. Allah has sent many Prophets into this world to guide the humanity but the knowledge they gave to the humans got corrupted or changed with time. The Holy Quran was revealed upon the Holy Prophet (S.A.W) as a compilation of the previous divine books that were given to the Prophets before him. The knowledge within Quran is like a light that enlightens the person who studies it. The Holy Quran says: “He is Allah, the One and Only Allah, the Eternal, Absolute. He begets not, nor is He begotten. And there is none like Him.”
I believe that design and designer argument is the best argument to prove about the presence and the oneness of Allah because everything is made by someone or in other words every design has a designer behind it. When we look into the universe we think about who created it because it cannot come into being by it and be placed so carefully in the universe. So we can conclude that there is a God who created this heaven and left his signs all over the universe to prove his existence that can be seen if look to it carefully. That designer is no one but Allah so we should praise him for creating us and the Universe.
In order to elaborate the design and designer argument, I give help from a story of IMAM ABU HANIFA (R.A). Once, an Atheist had a meeting with Imam Abu Hanifa in order to talk about his atheistic belief. They decided the time of meeting and at the meeting time, the atheist waited for Imam Abu Hanifa then he came and asked the question from him but the Imam sab was too late but reached his destination to meet atheist .the atheist said that: ”why are you so late Imam sab ?” he replied “there is a river on the way when I came here and when I go close to the river I found that there is no ship here to cross the river .But soon I saw an unbelievable action that the trees from the jungle assembled here and a ship from it made by itself. So, I sit in the ship and reached there to meet you. That’s why I late to meet you. After some thinking the atheist asked a question how this is possible. It’s not possible because nothing would made by himself .He replied that if such a small boat or ship is not made himself or without designer then how is this possible that the entire universe is made himself …? The atheist wept bitterly and receives the massage of Islam and became a true Muslim.
The Love of Reading is a short literary essay written by Virginia Woolf in 1931, whom is a well-known modernist writer and feminist of the twentieth-century. The essay explores many different concepts, from how one should read a book, to why we may read in general. It discusses the notion of reading and how it is more than just a fundamental process, but what Woolf calls a “complex art” (Woolf and McNeillie 271). Although, Woolf presents some thought-provoking and stimulating ideas, there appears to be an important aspect which arises throughout the essay, and in the specific passage provided above. That is, the mention of writers and readers, more so, the essay demonstrates that male readers and writers take precedence over female one’s.
Get original essayThroughout the essay one can hear a distinctive voice, this voice is that of Woolf’s. lt doesn’t overwhelm the reader, however it emits somewhat of an acquainted and conversational tone. However, it also appears that the reader here would be someone who knows about literature, who wants to read more precisely, who wants to understand and be given an account on how reading should be executed. There is a method, there are certain steps the reader needs to take, to truly do writers and their works justice – there needs to be a level of impartiality. When one is reading through each line, it feels as if Woolf is engaging with the reader, having a fluid conversation that is filled with thought and opinion. Yet, through the writing, the author’s critical and analytical style transcends throughout. Almost as if the essay should be considered as a fundamental piece to read, to take on board a more serious disposition and to truly articulate what the work is trying to express or illustrate. The essay is setting forth an argument from the onset, on how readers should be reading.
In the chosen passage, what can be highlighted is the use of the literary canon. In this context, the literary canon refers to the literary works that have been considered as important and national literature by critics and academics. Woolf states in the following line, “The great writers thus often require us to make heroic efforts in order to read them rightly”. Woolf states “To go from Defoe to Jane Austen, from Hardy to Peacock, from Trollope to Meredith, from Richardson to Rudyard Kipling…” (Woolf and McNeillie 272). The reader can imagine these names uttered by Woolf to be a noteworthy selection of writers, yet, there is something of importance here that must be brought to light. The references are made largely to that of male writers, from Daniel Defoe, Thomas Hardy, Thomas Love Peacock, Anthony Trollope, George Meredith, Samuel Richardson, Rudyard Kipling, and with an exception to Jane Austen.
From the above, there is a clear indication that male writers take precedence over female writers. Not only does this highlight a form of superiority, this echoes the notion of the social and historical context and how it plays out within the essay. Within both, Woolf’s time, and the previous literary periods, women were not viewed as ‘great writers’, it was a male dominated field (the Cambridge companion to Virginia woolf). Literature and writing were reserved for men and there was a form of oppression towards the opposite sex. This can be emphasised from other sentences written within the essay. For example, “…We get the most judgement of the great critics – the Johnsons, the Drydens and the Arnolds” (Woolf and McNeillie 273). Once again, these ‘great critics’ are none other then males. Samuel Johnson, John Dryden and Matthew Arnold are deemed as ‘great critics’, but this also reveals how male dominated the literary field was. Reviewers or critics alike played a major role in selecting which literary works were important or of value. Affecting the overall nature and type of literature that was being produced/published in a specific period of time. Once again, the literary canon comes into play. Critics, scholars, reviewers were all important figures in the publication of manuscripts and literature. However, as highlighted above, many positions were filled by men. Not only was literature a field dominated by men, there was an assumption that those reading the works were also primarily men or those from a higher regarded background or disposition.
With this sense of dominance, male writers had been provided with a level of authority and influence. Allowing them to have control over certain opinions and political stances that were being delivered, most commonly through their own works and literature. The audience or reader here that these books were targeted at were primarily male readers or middle/upper-middle and higher-class individuals in society. Women played a very small role, they simply observed what was occurring. Unfortunately, many were obliged to work harder in order to be heard and many of their works often went unpublished. As critics, reviewers and the writing field was led by that of men. The work of women was viewed as primarily weak, of low standards, or even so, not taken seriously. Many women often wrote under different names (male pseudonyms) or anonymously in order to be accepted for publication.
This level of prejudice and oppression was of the norm. Another statement by Woolf is of importance, “Each has a view, a temperament, an experience of his own which may conflict with ours but must be allowed to express itself fully if we are to do him justice. And the writers who have most to give us often do most violence to our prejudices, particularly if they are our own contemporaries… (Woolf and McNeillie 272). Many of these writers did have their own views that would conflict with the readers, but upon reading this, it sounds as if the views are conflicting with that of Woolf’s. Referring to the aforementioned writers and critics, the notion of male dominance circulates through again. Their effects on politics and their overall writing was not always agreeable with that of readers, in this case Woolf.
That of ‘contemporaries’ and disagreements that may arise in their works, yet ‘to do him justice’ the reader must put these aside in order to truly enjoy them (reference). Woolf’s use of word choice is of interest, in this case the word ‘violence’, is harsh or negative and expresses a sense of disdain in relation to writers. When analysing this, the reader must try to articulate what is truly being said or conveyed. Additionally, the language and use of the pronouns ‘we’, ‘us’ and ‘our’ are inviting and essentially addressing the reader. It is engaging, almost as if the author is intending to build a relationship with reader. This directedness creates a sense of openness but also allows the reader to be aware of their character and potentially their argument. It allows the reader to try and understand what the reader is expressing, arguing and stating on a deeper level. Not only does this language and word use appear in this passage, it is reoccurring throughout the essay.
It is important to note, that a certain sense of contradiction arises from this essay and passage above. Although male writers were considered the most prominent, it is not to question that Woolf as the author did not mention more women. Woolf, as a feminist, did not play an advocate in this essay. One could have expected Woolf to of referenced or potentially argued the importance of other great women writers; such as the Bronte sisters, Mary Shelley, Elizabeth Gaskell, Louisa May Alcott, Kate Chopin etc. It seems strange to simply apply such high praise to male writers – particularly as a female writer and reader. However, maybe it was the intent to emphasis this gap between the male writer taking precedence over the female writer. To illustrate what was viewed as a normal account which envelopes the notions of bias and prejudice that led the forefront of literary works.
To conclude, Woolf’s essay on reading is an interesting and admirable piece. The passage chosen delves deeper into the social, historical, political and literary contexts on the time and how these had an effect on writers. From this, the text almost points out the lives of women and the society that they lived in. It draws on the concept of reading, literature and how these played an important role in society and its globalisation. Most importantly, it has highlighted the significant roles that men have played throughout time. It has addressed the notion of males and how they have been viewed as superior and have had precedence over women. Nevertheless, Woolf’s work has helped to develop a place for women in a male dominated society, specifically in relation to literature. Her work is of great importance and merit. Referring to modern day society, she is now considered a part of the literary canon and one of the ‘great writers’.