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Who would say no to a delectable dessert? Well, unless you are someone trying to lose as much wait as you want and sacrifice all the pleasures of the sweet tooth, you might be one who would take no advantage of pastries presented on your table. And anyone who have tasted a pastry that appeals even to the taste buds of the gods who, for hope, that he or she too could make one.
Get original essayThis is among the numerous reasons why there is a fast growing demand in the food industry to create more recipes, more particularly the pastry industry. Enrolling in a culinary arts school or curriculum offer the best source of information regarding both education and training to help you become a pastry chef. Like all other chef careers, the job of pastry chefs requires much patience, dedication, initiation of practices, loads of creativity and organizational skills. Nonetheless, this career has its equal shares of toil and hardship as well as enjoyment and satisfaction.
Most people wanting to establish their careers as pastry chef often begin with several educational options such as associate degree in culinary arts, certificate in baking and pastry, and bachelor’s degree in culinary arts. Any of these three will push you a step higher on the ladder of a pastry chef career.
While the three are more significantly considered for their classroom and applied setting, the one year or two year course which would give the certificate on baking and pastry will qualify you for an entry position. The other two options will give you the foundation on baking education and specialized curriculum for pastry. However, electives are necessary parts as these would determine the real area of specialization a student wants to have. In any of your field choice, you will have a well-rounded preparation towards a successful career on pastry chef.
One key factor in pursuing your career as pastry chef is your choice of school. No doubt, there are lots of schools and institutions out there who would be more than willing to attend to your need for formal education. However, too few would really qualify for your personal demands and standards. It is important that you are comfortable with the school of your choice and that you get justification for what you are paying for.
Instructor credentials are a must and this must be certified by the American Culinary Federation. Also, the instructors in your choice of school must have a college degree or any relevant experiences in the industry. Further, look for scholarships. Most culinary arts schools are offering this privilege for students who have met standards. Well, if you truly have the passion in pastry cooking, you are most likely to perform well on any course you take in relation to your choice of career.
If you have not as much flexibility on your schedule, you can consider programs that will allow you to attend part-time. Some culinary schools engaged on some public services and those staffed by students, where enrolled students are required to work as part of their requirements. Furthermore, apprenticeship programs are also an option since this could help earn you a bachelor’s degree. In fact, apart from formal education on pastry preparation, apprenticeship is your second option. This is also a more advisable path on people who are just testing their real choices. If you are not so sure with the career you are trying to pursue, it is best to test the waters through assisting a pastry chef.
Whatever option you would try, just remember one thing: test the water first before you decide to swim the tide.
Many a times we often hear becoming a parent changes everything. One has to understand that having a baby is not only about welcoming a new member into a family or having to juggle between work life and social life. Time spent with baby are forms of new responsibilities. One has to master or at least to try to understand the concept of infant and the growth of early childhood mental health, sociological development and most importantly emotional expressions. “Infant mental health” refers to how well a child develops socially and emotionally from birth to three. Understanding infant’s mental health is the key to preventing and treating the mental health problems of very young children and their families. In addition to that, it also helps in guiding the development of healthy social and emotional behaviours.
Get original essayIt is a known fact that every parent looks forward to hearing their baby’s first word. Whether it will be “Mama” or “Papa” is often at the centre of this curiosity, not only to the parents but it is safe to say every single member of the family awaits for the moment. These words will mimic words and sounds that they hear. According to the American Academy of Paediatrics by 9 months, babies gain the ability to string together different sounds and most will say their first word by the time they reach 12 months. The big question that arises here is that, before they could iterate their first word, how would they indicate how they feel.
The first “baby talk” is nonverbal and happens soon after birth. A baby’s grimaces, cries, and squirms to express a range of emotions and physical needs, from fear and hunger to frustration and sensory overload. It is essential to constantly learn to listen and interpret a baby’s different cries and laughter. Very quickly, you’ll learn to distinguish between baby’s various cries, for example her hungry cry, tired cry or bored cry.
For the purpose of this assignment, an infant will be chosen to critically analyse his socio-emotional development in different setting and circumstances and discussion will be made about expression through smiling and expression through crying. In addition a comprehensive elaboration will also be made as to the functions of smiling for infants and functions of crying for infants. Lastly a conclusion will be drawn to summarise the findings of this assignment.
Smiles are a prototypical facial expression of joy, happiness, excitement and positive emotion. A smile is formed when the zygomatic major muscle contracts and pulls the lip corners laterally upward . In addition to communicating happiness, smiles elicit positive engagement in others. This dynamic process of expressing and perceiving positive emotion contributes to the emergence of social competence in the developing child. Even at this early stage, new-born smiles include the two most recognizable components of this expression: narrowed eyes, widened mouth, with corners raised. These same features consistently appear in the smiles of older infants although later smiles are more intense and may include other components. Grandparents or familiar persons may receive a hesitant smile at first, followed by coos and body talk once they spent some time with a baby awhile. By contrast, strangers may receive no more than a curious stare or a fleeting smile. This selective behaviour conveys that even at this young age, he’s starting to sort out who’s who in his life. Although the signals are subtle, there’s no doubt that he’s becoming very attached to the people closest to him
For the purpose of this assignment, the infant that I have chosen is Samuel. Samuel is 11 months old. He has brown eyes and has fine, short hair. He has almond-shaped eyes and a very light complexion. He usually will sit on the floor in his living room which is sparsely furnished with two sets of comfortable black couches, a small drop-leaf table and a television. The living room is very spacious and comfortable, and it appears it was furnished with his comfort and safety in mind as Samuel has the tendency to crawl around. He particularly enjoys crawling back and forth from the living room to the kitchen which had also became his daily routine. There is always a subtle smile on his face that indicates his freedom of being able to crawl around the house freely.
Samuel was sitting on the floor with his toys around him. I sat on the floor next to him, and he begins to hand his own collection of series of toys to me. His toys varies from clapping hands, toy phones, dolls and doll beds, baby carriages and strollers, puppets, stuffed toys, plastic animals, and plastic and wood “realistic” vehicles and he also has cardboard and wood blocks (2 to 4 inches).
He is interested in my reaction as he hands me his cardboard, one by one. Samuel will usually lean forward, grabs a yellow coloured cardboard, and gives it to me. He watches my face and sort of drops his mouth open as he waits for my reaction. Each of this coloured block has its own respective alphabet on it. I will then proceed to tell him the letter and colour on the block. He smiles knowingly, nods his head forward, reaches his arm out, and proceeds to pick up another block. After picking up four blocks and handing them to me, he then crawls across the floor to a toy car and pushes it for a moment. He looks up at me to see what am I doing and pushes the toy car toward me. He smiles, and when I smile back and say, “Is that your car?” He smiles again and nods his head forward. I also observed that Samuel gets particularly excited and raise his hands upwards every time he sees his mother. He has wide smile on his face every time he sees his mother and will eventually crawl faster to reach his mother.
Based on my observation, the smile in the first situation, a subtle smile, is a smile of indication that he is free and there is no restriction as to his movement throughout the house. This is a close mouthed and simple smile which can be also categorised as grin. In the second situation in which he responded to my smile, I believe he feels good when I smile at him, and he seems to know instinctively that he can smile, too. These movements are indication of genuine signals of pleasure and friendliness. This smile is also known as “Duchenne” smile with cheek raise/eye crinkle. Thirdly, his wide smile every time he sees his mother is what I believed to be categorised under Bared-teeth play or Duplay play raise/eye crinkle. This shows a positive index of the infant’s growing social-cognitive development.
Babies are born with the ability to cry, which is how they communicate for a period of time. Babies cry generally to indicate that something is wrong, is a form non-verbal cues. They might cry for various reasons namely because they are hungry, having cold feet, is tired or they might even cry as they want to be held and cuddled, etc. It is of utmost important to identify the type of cry for example, the “I’m hungry” cry may be short and low-pitched, while “I’m upset” may sound choppy. In a matter of few weeks one will be able to recognize which need the baby is expressing and respond accordingly.
Since Samuel is 12 months old, he consume solid foods three times a day. Samuel eats variety of different foods and taking an active role at mealtimes by self-feeding and drinking from a sippy cup. Usually he will drink Enfragrow milk approximately (2- 3 times a day), he usually takes honey flavoured nestum for breakfast around 7am, he will eventually fall asleep for one or two hours, and for lunch he will take blended rice porridge with potatoes, anchovies and carrot. Potatoes improve the baby’s gastrointestinal and protect the liver. They heal and also protect the skin. When added with anchovies and carrots, all the nutrients from the ingredients are really useful for the babies who are growing each day. Sometimes a change in menu, Samuel will also be given pasta. However his preference changes sometimes. One thing that is definite is that it is difficult to predict as to when his hunger.
In situations of such, Samuel will usually start crying when he is hungry, I realise this type of cry is usually rhythmic and can sound intense, Samuel will do a strong cry face with open mouth and cheek raising. Samuel usually enjoy playing with his toys, most of the time he loves to play with sea-horse doll and he will play at least 2- 3 hours accompanied by constant crawling and sometimes he even tries to walk. Eventually he will get tired and starts crying, according to my observation this type of crying tends to be accompanied by rubbing of the eyes, usually the cry will start out slowly and low and build in intensity and tone. It is usually difficult to soothe and put him to sleep. Samuel will do a moderate cry face with mouth open.
Samuel is not very fond towards strangers. He is usually afraid of strangers and Samuel is also extremely afraid loud sounds, sometimes he is very engaged in kids program that he will just sit still and watch those programs, however there was once when I unintentionally increase the volume and he started crying. He also appears to be not so comfortable when there is any loud door banging sounds. He will eventually start crying, and I believe it is because of his fear. His cry tends to have a screechy sound and Samuel’s face looks startled. However this type of cry is slightly softer in the sense that he does a moderate cry face with mouth closed.
A through discussion was made earlier to discuss various expression of laughing and crying. However, is it to be noted that there are respective functions as to each and every expression that is mentioned. In earlier stages of an infant, smiling becomes increasingly linked to auditory and visual stimulation during non-sleep states which will slowly set the pace towards the stage for the emergence of social smiling. Duchenne and Duplay smile generally functions to create and maintain positively-toned social interactions with parents, family and also their caregivers.
In short infant smile infants is to referentially communicate enjoyment of objects and experiences to their social partners. Smiles begin to occur during coordinated joint attention in which the infant actively shifts attention between a toy and a social partner. When infants begin to initiate joint attention by gazing between a toy and an individual and begin to integrate a smile into a gaze towards a person. One example is anticipatory smiling, in which an infant smiles at a toy and then turns to gaze at an adult, which may serve to communicate that the infant wants to share a humorous experience (“that’s a funny toy”) or he simply wants to indicate that he will happier if there is someone to play with the toys together with him.
On the other hand, babies also can cry when feeling overwhelmed by all of the sights and sounds of the world or for absolutely no clear reason at all. So if your baby cries and you aren’t able to console him or her immediately, remember that crying is one way babies shut out stimuli when they’re overloaded. Crying is the most dominant method and it functions to communicate to us as to their likes and dislikes, in fact they also use other, more subtle forms. One has to learn to recognise the different types of expression of infant crying as it is rewarding and can strengthen your bond with the baby.
It’s common for babies to have a fussy period about the same time every day, generally between early evening and midnight for Samuel. Though all new-borns cry and show some fussiness, when an infant who is otherwise healthy cries for more than 3 hours per day, more than 3 days per week for at least 3 weeks, it is a condition known as colic . This can be upsetting, but the good news is that it’s short-lived most babies outgrow it at around 3 or 4 months of age.
Nonverbal messages add to or detract from our words. In effect, we become the message, with our nonverbal cues announcing our state of mind, expectations, and sense of self. Our entire beings chatter incessantly, revealing what we really feel and think. The same concept applies to babies and infants as they are not able to properly talk until a certain age. This unspoken give-and-take may seem like no more than a game, but these early exchanges play an important part in his social and emotional development.
It is to be taken into consideration that, by responding quickly and enthusiastically to his smiles and engaging him often in these “conversations,” indicates his importance and shows your trust towards him and most importantly you will be able to assure him that you do understand his emotions through his expressions. By recognizing his cues and not interrupting or looking away when he’s “talking,” you’ll also show him that you are interested in him and value him. This contributes to his developing self-esteem.
Throughout the lifespan, smiles are a well-recognized facial signature of positive emotion. The form and timing of smiles changes rapidly early in life as infants become more active participants in positive social exchanges and in regulating their own emotions. In early childhood, smiling becomes an essential feature of developing peer play and relationships. Whereas crying is the only means of communication in new-borns, so it is important for you to respond to him as soon as possible, which will help him to understand that you are there for them.
At these developmental ages, expressions can be particularly informative about the developmental status of an infant. At all ages, individual differences in expressive behaviour can provide clues to infant’s preferences and style of response . Although a number of interesting and important questions remain about expressive development, it seems clear that facial expressions especially laughing and crying provide important information to caregivers and practitioners alike. Expressions, especially when combined with vocal and postural behaviours, provide important clues to the motivational state of infants who cannot otherwise report what they feel.
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Get custom essayBefore I conclude this assignment, I would also like to list down a few suggestion as to how to handle infants inferring from their body language and expression of emotions. This method was also tested on Samuel and was proven to be effective, firstly create and follow regular routines and constantly offer choices he is comfortable with. For example, ask him “Do you want this cup or that cup? and watch his expression closely. It is vital to make lots of eye contact and smile at him/her. Constantly point to what you’re labelling. As sounds become words, babies’ starts figuring out what they mean. Familiarizing with the typical stages of emotional development is crucial to ensure a healthy and positive socio-development of an infant, different types of cries and laughter leads to different type of indication of message from the infant and being able to understand it makes parenting a lot easier.
Since childhood, I always fantasised of working as a psychologist, it was my cherished dream. When I was playing with my friends as a child and somebody looked sad or worried, I always approached them and tried to find out what was upsetting them so much. I tried to offer them help and make them have fun. So this essay is about my dream job – a psychologist, its history, job specifications and resources.
Get original essayThe study of psychology has its roots in ancient India and Egypt. As a medical discipline, it dates back, at least, to the time of Hippocrates, the famous (father of medicine) – about 420 BC. Hippocrates put forward the theory of four humors, saying that the body contains four different body fluids: black bile, sputum, blood and yellow bile. Any violation of their relationship, as the theory goes, leads to poor health.
Claudius Galen (c. 130-200 CE), also known as Galen, changed the theory of Hippocrates and was the first to use experiments to obtain information about body systems. He is widely referred to as the founder of experimental psychology.
The first to introduce the term “psychology” from ancient Greek, which means ‘study of nature, origin’ was the French doctor Jean Fernell (1497-1558), he was also the first to describe the spinal canal (space in the spine), through which the spinal cord passes. He has a crater on the moon, named after him for his efforts – he is called Fernelius.
Another leap in the field of psychological knowledge occurred with the publication of the book by William Harvey ‘Anatomical dissertation on the movement of the heart and blood in animals’ in 1628. Harvey was the first to describe systemic circulation and blood flow through the brain and body, driven by the heart.
Psychology appears to many people as an interesting science, which has its benefits. Psychological research occasionally presents psychology as a rare set of disciplines and methods, the knowledge to make a person successful and happy, and of course many people want to influence others.
Psychologists are required to search relevant information which is subsequently analysed and used to provide appropriate recommendations to their patients (Lepeshova, 2020). This is a fascinating profession that allows to provide invaluable help to people. A popular motive is the desire to help people, to professionally help, psychologists need work hard on themselves. After all, the main tool of a consultant psychologist, psychotherapist is his own personality.
In my report I am going to describe who is psychologist, and the origin of the psychology job. I am also going to describe its role and duties and what degree I should gain to become one.
Golden Rules for Choosing a Dream Career
According to Study.com (2003), psychology is the study of the brain in terms of human behaviour and personality. Through research, psychologists work to encourage good mental health. Their work helps to understand human behaviour, and mental health disorders. They are engaged in psycho-diagnostics, using special methods to determine the abilities and personal characteristics patients and to build an individual approach to learning based on a psychological profile.
Psychologists also carry out corrective and developmental work – they help children and adults to cope with certain issues and help them to develop essential skills to overcome difficult situations. This profession requires a lot of research and study, including processing diagnostic data and performing data analysis, writing reports. All this makes at least a third of real working time. Psychologists are also employed by the personnel services of organizations or, as they are otherwise called, Personnel Services or HR Departments. As a personnel manager can also perform a number of tasks such as selecting new staff members by assessing candidates’ the personal and professional qualities of candidates, helping new employees to adapt to their place of work, conducting training programs and trainings, providing competent placement of personnel and assesses the psychological compatibility of specialists, and even promotes the development of managerial technologies that ultimately should increase the efficiency of the whole enterprise. Psychological knowledge and skills are also in demand in the advertising sector, in politic, jurisprudence and in various law enforcement agencies.
Finally, psychologists can take part in scientific and applied research in their field the main difficulty of a psychologist working in any field is the risk of burnout. After all, Psychologists, one way or another, are included in the fate and life of every person.
A psychologist is someone who has at least a qualification in psychology. Diagnosis, prophylactic treatment and examination, correction of psychological problems and conditions. In practice, they assess the quality of diagnostic processes and counselling on psychological problems. Psychological intervention programs are also used to professionally solve problems and improve the methods used.
Help in assessing personal competencies, goals and values, knowledge of laws and functioning of the development of the psyche and mastery of the basic programs of psychological intervention in groups of people and individuals. Knowledge of the basics of designing and applying psych diagnostic methods. As well as being a good listener, show empathy, be hard workers.
Practical social and counselling psychological the necessary qualities are not so many, everything else is professional skills, which can be mastered with difficulty. Psychologists themselves believe that professionals need interest and respect for a person. They are sincerely interested in how the internal world of a person works; they sincerely want to understand the intricacies of the human psyche. There charity in you, you are friendly. Another important quality is tolerance. This is tolerance for another, different, a willingness to accept different human manifestations without aggression and irritation. This quality is, perhaps, more amenable to development, but still, if it already exists as a given, it will be easier. The third is flexibility, openness to change. If you easily adapt to new conditions, know how to admit your mistakes and quickly change your behaviour, then you have one of the qualities that are professionally important for a psychologist. Psychologists themselves believe that professionals need interest and respect for a person. They are sincerely interested in how the inner world of a person works; they sincerely want to understand the intricacies of the human psyche. Psychologists themselves believe that professionals need interest and respect for a person. Such interest is not amenable to development. In other words, is there philanthropy in you, are you friendly? Another important quality is tolerance. This is tolerance.
For another, different, willingness to accept different human manifestations without aggression and irritation. This quality is, perhaps, more amenable to development, but still, if it already exists as a given, it will be easier. The third is flexibility, openness to change. If you easily adapt to new conditions, know how to admit your mistakes and quickly change your behaviour, then you have one of the qualities that are professionally important for a psychologist.
Job resources are the bodily, social, or structural factors that help you achieve goals, and reduce stress. They include independence, strong work relationships, opportunities for progression, and mentoring, and learning and development.
Today, there are many possible various resources for finding your ideal work according to your knowledge and experience. According to statistics, the NHS is the largest resource in healthcare services in the UK and always needs professional and trained staff. The advantage is work at the place of residence, that is, if you change the place of residence, you can always transfer and continue your work.
This is one of the advantages, the second one is equally important if you are looking for a special requirement and a job by profession, this site will give you a great opportunity to find the job of your dreams. Unfortunately, besides the advantages, there are also disadvantages to the website, may be dismissed, or ignored process of your application, also long wait application process.
Job centres also its largest recourse to find your ideal job. When we talk about Job Centre, we understand that this is one of the popular places where people are helped to find work. The advantage is that their work are assistant consultants who will help you fill out the application and give advice about job and help you update your Curriculum Vitae (CV). But the process can be time consuming and frustrating. As well as the fact that many people come there to look for work, there is a shortage of computers and a long waiting time.
The newspaper also has its advantages and disadvantages when looking for work, some of them are not available in all areas as well as lack of employer branding which is very important for business identity of company. Its makes company a good employer and stand out to candidates who are looking for jobs. There are also many resources for finding your ideal job, but I wrote about the largest and most popular
Based on the results of the search, it can be concluded that any profession has its own value and need in society, as well as has its own sense of content – the content of work in a free space that contributes to the continuous work of the country and each of them requires a corresponding. Approaching my goal to become a psychologist with small steps, I came one step closer to enrolling during health and social science. At the end of the course I will improve my skills and I will use all the chances to become successful in my profession. I believe that you have the themes you need psychologists, of course, do not have professional qualities for work, but I will possess them through labour, diligence, and teaching.
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Get custom essayEnd of my conclusion I find that to getting a better job is a goal that I would really like to accomplish in the next few years. Finishing course will take me a long way to meeting this gaol. My goal may not be an easy one to achieve, but things that are worth doing are not easy.
What is your definition of a “Super Woman”? In the last two decades, women have been built to conform to what society wants them to be. Starting from the workplace with cute dresses and subtle makeup, to the house with cooking, cleaning and making sure dinner is ready and on the table. In the “Bed, Bath and Beyond” advertisement, the picture depicts how a woman in today’s society is expected to be; being able to multi task in unique situations to being in more than one place at a time. This advertisement invites viewers to perceive women as objects with a sole purpose to please others.
Get original essayMy definition of a super woman however; is someone who can carry herself on her own two feet by any means necessary. Although multi-tasking can be a symbol of power and independence, I feel that aside from this ad, there are many other ways that women can be portrayed. That there is more to a woman than just cooking and cleaning.
Over the past century or so, women conformity not only is changing expectations, but giving women a sense of independence. Although it may be easy for women to conform and be the ideal version of a perfect housewife, that no longer is the case. “Conformity is the act of matching attitudes, beliefs, and behaviors to group norms. Norms are implicit, unsaid rules, shared by a group of individuals, that guide their interactions with others. ... For example, people tend to follow social norms when eating or watching television, even when alone” (http://www.dictionary.com/browse/conformity). Or in other words, behaving in accordance to society's demands.
I think that one of the main things this ad is showing is that women are good multitaskers. In addition, this ad shows a woman happily doing more than one thing at a time. It shows her throwing things away, making dinner, ironing, washing her hands, etc. While on the other hand, the ad shows a woman that is clearly not tired, and capable of doing more than one thing at once. I think that it is showing the idea that a woman is supposed to be this “super human” being and not get tired. It shows her having a good attitude and being happy with the tasks given to her. Therefore, the ad implies that multitasking isn't a bad thing, but it is an ability that women are expected to have.
The ad not only shows a woman doing many things, but it is the message behind the picture that is important. The message behind the ad is that women are okay with conforming to what society wants them to be; that of a housewife. That it is okay to do everything the man does not want to do. Don't get women wrong, we appreciate the men working and providing for us, but have they ever thought about the woman’s point of view? That maybe they don’t want to be just some trophy wife/housewife? That maybe they would like to get out of the house and enjoy the fresh air while they can before Donald Trump kills us all emotionally?
Although it may be appealing to some women to be able to accomplish many tasks at once, some women may feel that there is a lot more to life than cooking and cleaning. There are many other ways to show that women can be multi-talented. I think that this ad, like many others, shows a false reality where women are expected to be a certain way and do certain things. Some may feel that this ad objectifies women in a sense that their entire existence focuses on them doing household chores. While on the other hand, some may feel that this ad empowers women and gives them a sense of purpose.
Since the beginning of time, women have always been the “stay at home” wife. There has not been a significant amount of change in the subsequent decades, but there has a been a shift in the traditional roles that women have played. The role of a man has traditionally been to provide for the family and serve as the head. According to an article I recently read, social expectations are changing, where more mothers are working and household responsibilities are being divided amongst the parents.
Although there has been little to no change in women's role in society, there has been some differences from the past to today. Women can not be kept behind the counter or the curtains doing indigenous duties. From pilots to football, women are showing men that there is more to them than just sweeping and making a bed. Women are breaking out of those known habits of being at home, to going out and setting their own goals. Society has placed into our heads this big importance on how we act not only at home but in the public. "Have dinner ready. Prepare yourself. Touch up your makeup, put a ribbon in your hair and be fresh looking. He has just been with a lot of work-weary people. Be a little gay and a little more interesting. Clear away the clutter…run a dust cloth over the tables." reads the essay, listing the many chores of a woman. The woman's life revolved around the house and home and even when she went out to meet her friends. When women started complaining of boredom, society invented the sewing and quilt making clubs. They would do anything to please their men because their life depended on them so much. To disagree with her husband would have been the gravest of all errors. The men have almost total control over their wives” (A Woman's Role in the 1950s Roobix Coob). This quote explains women conformity at its finest. Society has created a world where women will always have something to do. But to do it at home.
Whether it be submissively or immodestly, women have always grown up to home manager. According to (1987) Maslach, Santee, and Wade, the male role is to be masculine, independent, and assertive, or self-confident, making it harder for a man to conform. But at the same time, they stated that part of the feminine role includes being sympathetic to others, making it easier for them to conform and maintain the peace. These contrasting personality traits found in men and women set a solid foundation for their conforming or nonconforming behaviors. “... It is just the way traditional women think because it is what society dictates” (Women Conform More than Men Victoria Wayne).
This ad invites viewers to only see what is on the surface. And what is on the surface is only skin deep. It invites viewers to perceive women as objects with the purpose to solely please others. Although women conformity is not meant to place women under the close eye of society, it still does. In the ad it shows a very happy women, doing what she probably loves, but is it the women herself that loves what she is doing or is it what society loves her doing? The correct answer is both. Although women love cooking and cleaning, they love doing other things. Working, sports, entertaining. Take a look at Serena Williams. Do you think she got to where she is today conforming to what society wants her to be? No, she broke the gender barrier and did what she loves.
Although the ad wants women to be like the woman in the picture, it does not necessarily mean to become the lady in the picture. Maybe just to have the confidence that she has and enjoy what you are doing, That it is not necessarily needed to change to meet the requirements of those around, or to get the approval of others just to fit in. Not fitting in is the best thing you can do, and this ad is not an example of it. This ad is a perfect example of following the status quo. Maybe it is time to go against the status quo and be the woman wanted to be, not the fake woman that the world created in order to meet mens requirements of the perfect female role.
Albert Camus’ The Stranger follows the life of a man after the death of his mother whom one learns very little about, save for some few words of wisdom that the man, Meursault, recalls sporadically throughout the novel. One of the striking elements of the story is Meursault’s seeming lack of interest in all things concerning the people that are, or should be, close to him and the events that surround him.
Get original essayDuring the viewing for his mother, and also during her funeral, Meursault expresses none of the feelings of grief or mourning that would usually accompany someone whose mother has just died. Very quickly after the funeral, in fact, when Meursault should have been in mourning, he instead quickly goes back to his normal routine, except for the addition of a new girlfriend, Marie, and his new friend, Raymond, who both become very important people to Meursault in spite of his indifferent demeanor.
The story comes to climax twice: the first occurring when Meursault shoots the Arab at the beach and the second, when the chaplain comes to speak to him as Meursault waits for the result of his appeal. He is convicted of murder, having very little evidence to support his defense, and sentenced to death. However, the bulk of the argument against Meursault all refers back to how he reacted to the death of his mother, a factor which he finds to be irrelevant to his case.
Ultimately, Meursault’s entire narration since the announcement of his mother’s death stands as an affirmation to insignificance of death and life and the tight control society has over its population. Meursault speaks of it as he comes to terms with his death: the universe is indifferent. People ask him of his opinions, his feelings toward the things he has said and done, or of things concerning the future, wanting to drag out answers which would be considered normal and acceptable to the society man has created.
But Meursault does not confine himself to social norms and demonstrates this throughout the story in dealing with his mother’s death and Marie’s proposals, in befriending Raymond, and in rejecting religion. Society cares about funerals. Notice that it was the retirement home that arranged the funeral for Meursault’s mother. Society cares about marriage. Society rejects lowly persons such as Raymond. Society, at least at that time, promotes religion. Meursault runs counter to such things, and, as a result, is punished by the society.
Yes, Meursault killed a man. But pining away at the reasons for it will reveal no solid conclusion. In fact, I believe it to be only a tangible affirmation of Meursault’s estrangement from the society. In his narration, the reader sees that he has friends and that there are people who care about him in spite of his oddities, but they are merely individuals and do not represent the society at large. His shooting the Arab was the final straw that society needed in order to rightfully (according to its laws) show Meursault the error of his being; namely, his unwillingness to conform to societal ideals.
Considering all the elements that has brought me into teaching, the main concern, I, amongst many others, have or had was managing pupil behaviour. When informing a relative of my desire to become a high school teacher and how I had successfully enrolled onto a teacher training course to teach teenagers, their first words were: “They’re going to eat you alive!”. These negative views have been shared across a variety of media platforms over many years and is a belief held by many of the general public.
Get original essayThis report aims to provide a research-informed overview of the adolescents who are entering our classrooms and what strategies are required to best to manage their behaviour in order to achieve the national goal of helping our young people develop into knowledgeable citizens.
The opportunity to conduct a report analysing the behaviour of high-school students over the past decade is the option I have chosen to explore. The overall aim of this report is to gain a deeper and more critical understanding of the reasons why the acquirement of good behaviour management skills is paramount to become an effective practitioner. In addition, my personal aim is to develop my own confidence and further fuel my professional values by raising my minimum expectations of what is considered acceptable in my classroom. This report will begin with a review of key governmental policies, educational theory of professional practice and a range of recent research in relation to behaviour management. The following section will discuss the effectiveness of the educational practice I have witnessed and experienced at my three placement schools. Finally, this report will summarise the key points I have learnt along with my recommendations of what strategies, ideals and possible research directions that require attention.
According to the Oxford English Dictionary (OED), behaviour is defined as “the way in which one acts or conducts oneself, especially towards others.” (OED, 2019). There have been decades of research investigating human behaviour with respect of its origin, intent and function. Human behaviour is highly complex and depending on your viewpoint it could be resultant from genetics to the opposite end of the spectrum where one’s behaviour is entirely based on how you were raised. For this report, we will be focussing on adolescent behaviour within high-school settings. We will explore the possible reasons for any undesirable behaviour and what educational institutions have been advised by the government, educational theorists and behaviour specialists.
There are numerous sources that state the Department of Education (DfE) had set ‘managing behaviour and discipline’ as a national priority in 2014/2015 (NELTA, 2014; Newman University, 2019). However, upon inspection of the DfE annual report and accounts from the years 2010 to 2018, behaviour has more often than not always been part of the DfE’s strategic plan, for example, 2010 to 2013 ‘changing behaviour to create an inclusive culture’ and ‘increase rigour and expectations of curricula, assessment and behaviour’ for the year 2014/2015. Despite the statistic, “92% of schools were judged as ‘good’ or ‘outstanding’ for behaviour” (Ofsted, 2015a), I am still not convinced there has been any real emphasis on behaviour in schools as the reports do not go into any depth in relation to behaviour (Ofsted, 2014b; Ofsted, 2015b; Ofsted, 2016; Ofsted, 2017; Ofsted, 2018). Perhaps this is a result of an apparent complacency as a result of the 92% statistic?
More recently in the DfE’s strategic plan for 2015 to 2020, ‘managing behaviour’ has not been explicitly named as one of the key priorities. The closest strategy pledge, “embed rigorous standards, curriculum and assessment” is essentially a re-worded version of a priority from previous years; again, there is not any explicit mention of behaviour as a sub-component of a pledge (DfE, 2016a).
There is something missing here; if behaviour has been so ‘good’ or ‘outstanding’ in schools why is there a shortage of teachers? The national shortage of teachers we are facing, together with, the expensive campaign of incentivising people to train to be teachers, plus, the additional costs of retaining them, highlights that perhaps behaviour management should be an explicit national priority.
Over the past ten years, more governmental policies have become available to assist teachers when it comes to managing pupil behaviour. In 2011, ‘Getting the simple things right’ was published by Charlie Taylor the Government’s Expert Adviser on behaviour in schools to act as additional guidance for teachers when dealing with behaviour and discipline. This same year, the Teachers Standards were introduced for use in schools from September 2012 to act as the minimum requirements for teachers’ practice and conduct. There are two separate standards where managing behaviour is a core skill to meet when training to become a teacher: Teaching Standard 1: Set high expectations which inspire, motivate and challenge pupils; and, Teaching Standard 7: Manage behaviour effectively to ensure a good and safe learning environment. This highlights how managing behaviour is a key role of a teaching professional.
Following on from this document, the Education Standards Analysis and Research Division in 2012 conducted an evaluation of pupil behaviour in schools in England to gain evidence about: the standard of behaviour; the impact of poor behaviour on pupils and teachers; and, what schools and teachers can do to promote good pupil behaviour (DfE, 2012a). Overall, they found that there is mixed evidence on the extent of poor behaviour reported by teachers. The National Foundation of Educational Research conducted some surveys which suggested that pupils are predominantly regarded as behaving well, with around 70% reporting good behaviour (NFER, 2013). However, another survey showed 69% of members of the National Union of Teachers (NUT) reported experiencing disruptive behaviour weekly or more frequently.
‘Behaviour and discipline in schools: Advice for headteachers and school staff’ was introduced in 2016 to provide an overview of the powers and duties for school staff. It is also for individual schools to develop their own best practice for managing behaviour in their school. More recently, Tom Bennett carried out an independent review of behaviour in schools and it was acknowledged with a government response (Bennett, 2017). Further policies have been published and implemented in 2018. For example, the ‘Mental health and behaviour in schools’ guidance that aims to help schools support pupils whose mental health problems manifest themselves in problematic behaviour. On reflection, as a result of the many of pieces of additional research and policy that has been put together with several responses from the government; it does appear that the government does view managing pupil behaviour as a national priority.
It is apparent that the focus on improving behaviour in schools has had some success. For instance, the incidence of pupils engaging in violent, criminal or dangerous behaviour in school are relatively rare (DfE, 2018a) and the rate of persistent absences has dropped significantly since 2011. However, Policy Exchange has demonstrated within their most recent report, that there is clearly so much scope for positive progression with behaviour management; especially in tackling the persistent classroom disruption that damages the students’ learning opportunities and interferes with the primary purpose of teachers: teaching (Williams, 2019). Persistent classroom disruption is the most common reason for permanent exclusions across different educational institutes.
This realisation is not profound. In 2014, Ofsted put together a report called ‘Below the radar: Low level disruption in the country’s classroom’ and identified that on average students are at risk of missing out on an hour’s worth of learning a day, which equates to approximately 38 school days of an academic year (Ofsted, 2014a). Prior to Ofsted’s investigation, the DfE released figures in 2012 from the academic year 2009/2010 that across all types of school that persistent disruptive behaviour was the most common reason recorded for all exclusions at 29% for permanent exclusions and 23.8% for fixed term exclusions. Similarly, the DfE released more figures concerning the academic year of 2015/2016 showing that low-level disruptive behaviour accounted for 34.6% of permanent exclusions and 27% of fixed term exclusions. It is evident here how persistent low-level disruptive behaviours are becoming more prevalent. This is completely unacceptable and unfair how these behaviours are putting a stop to some students not being able to reach their full potential.
Most recently, Edward Timpson was commissioned by the Secretary of State for Education, the Rt Hon Damian Hinds MP, in March 2018, to explore how head teachers use exclusion in practice and why some groups of pupils are more likely to be excluded (Timpson, 2019). The Timpson Review of School Exclusion was published in May 2019 and found a variety of differences in the way schools use exclusion, in addition to a small minority of schools ‘off-rolling’ (Timpson, 2019). This is where children are removed from the school register without a formal exclusion, with possible intentions of skewing school league table performance.
The Timpson Review also found evidence that positive and safe learning environments explicitly acknowledging good behaviours as vital in maintaining orderly environments that support all children, however, teachers require consistent guidance and tools to deal effectively with poor and disruptive behaviour. The DfE agreed to all the 30 recommendations in principle from the Timpson Review, committing to act to make sure no child misses out on a quality education. As such, the Government announced that it will launch a consultation later this year to strengthen accountability around the use of exclusions as well as investing £10 million to support schools to share best practice in behaviour management (GOV.UK, 2019).
Whilst this news is good to know that it is on the Government’s radar, it is imperative to also consider the consequential impact this has had on the wellbeing and retainment of teachers, in addition to, the ripple effect that poor behaviour has on other pupils’ experiences’ and progress. In 2006, 40% of teachers had decided to leave the profession within five years of qualification with the most common reason for their decision being down to poor student behaviour (Barmby, 2006). This percentage figure increased to 60% a few years on, following a survey carried out by the Association of Teachers and Lecturers in 2009. Dr Joanna Williams’ report titled ‘“It Just Grinds You Down” Persistent disruptive behaviour in schools and what can be done about it’ is indicative how this remains a big problem for teachers. Williams’ (2018) reported that: 62% of their teacher respondents, have currently or previously considered leaving the profession due to poor pupil behaviour; 72% of those teachers know other teachers who have left the teaching profession due to poor pupil behaviour; as well as, 71% of the teachers polled agreed that people are put off from becoming teachers because of poor pupil behaviour. This is consistent with my initial concerns of becoming a trainee teacher. The scale of this persistent disruptive behaviour has manifested over many years and it could be argued that it explains the ‘shortage of teachers’ crisis, the nation is facing.
How individuals learn and behave has been at the heart of research spanning over a century. Being able to explain and predict human behaviour will be an infinite process as time progresses, technology advances and how we individually evolve and adapt. This is synonymous with the contrasting viewpoints that some educationalists adopt.
Traditionally, behaviourism, discovered by its founding father, John Watson in 1913, is the belief that behaviour is reactionary; resulting from external interactions and one’s environment. In Pavlov’s ‘classical conditioning’ experiment, behaviourism is exemplified as an interaction between a stimulus that leads to an automatic response. An example of this behaviour within today’s classroom could be the school bell ringing (stimulus) leading to an automatic response of students packing away (response) their belongings ready for lesson transition without having had any explicit instruction. Another behaviourist, B.F. Skinner coined the term ‘operant conditioning’ where the strength of a behaviour, i.e. the more chance of the same behaviour occurring, is resultant from some form of reinforcement and/or punishment. For example, in the classroom, rewarding desirable behaviour with reward points or stamps would positively reinforce what is expected of students, whereas, sanctioning students for undesirable behaviour would reinforce students to not repeat the behaviour that is deemed inappropriate.
Historically, corporal punishment would be an example of operant conditioning as a behaviour management strategy until it was abolished in 1987. Fortunately, in our education system, policies have developed and subsequently considered more ethical methods of disciplining poor behaviour. Bandura (1977) was a social learning theorist who believed behaviour was a result of mimicking role models’ behaviours through vicarious reinforcement or receiving direct praise or scolding from a caregiver. These role models can be very influential and shape children’s behaviour which can give you an insight of where particular behaviours could have stemmed from.
In direct contrast to behaviourism and the social learning theory, there are learning theories that suggest behaviour is a result of your biological make-up and how you can have a predisposition to act in a certain way. In relation to secondary school, the lack of brain maturation and brain development could explain misbehaviour. Johnsen et al (2009) notes that the brain of a teenager is not fully developed, especially in the frontal lobes. This underdevelopment corresponds to typical behaviours of teenagers such as poor decision-making, engaging in more risk-taking behaviours and being weak in understanding the connection between their behaviour and possible negative outcomes (Casey et al., 2011). Consequently, some would argue that, this underdevelopment of an adolescent’s brain could explain students’ poor behaviour choices together with the influx of hormones that is a fundamental part of transitioning from a child to an adult.
On the other hand, Steinberg et al. (2018) states that more recent neuroscientific research suggests that adolescence is a time of exceptional plasticity, where the brain can remodel itself and quickly recalibrate in response to the environment. This together with heightened reward sensitivity could prime teens to take more risks, but at the same time, it can also be a huge motivator giving them direction on how to become successful adults. This could explain how adolescence is an ideal time for incredible amounts of learning – with increased motivation and greater significance placed on socialisation, teenagers developmentally have an opportunity to discover and develop the skills they require to function in an adult world. Steinberg (2018) said: “The truth is, adolescence isn’t inherently a bad or good time, but it’s a time when the brain is extremely sensitive from the contexts of their environment...That should force us, as parents, educators, scientists, and policy makers, to make sure that the context in which kids are growing up are positive ones.” This is echoed by research carried out in schools by Sylva et al. (2012) that pupils’ attainment was found to be higher where they perceived a more positive behaviour climate in their secondary school, and this was particularly noticeable for maths.
In summary after looking at numerous policies, government advisory documents and some prominent learning theories, the multitude of research, statistics and literature illustrates how persistent disruptive behaviour is a major cause for concern (Bennett, 2017). The impact poor behaviour has on teaching, learning, overall pupil progression, the retention of good teachers and the recruitment of future teachers cannot be ignored. Stakes need to be raised on the government’s agenda if we want our students to reach their full potential which is what the national curriculum aspires for every child:
“The National Curriculum provides pupils with an introduction to the core knowledge that they need to be educated citizens. It aims to:
My first phase placement school had recently implemented a big change to their behaviour policy upon my arrival. This mixed 11-16 comprehensive academy had previously been renowned among staff as having notoriously poorly behaved students. One teacher colleague had been working at the school for over twenty years and had seriously considered leaving the profession due to the rudeness and persistent misbehaviour.
To tackle undesirable behaviours such as forgetting school equipment, planners and poor school uniform, students were required to meet with the senior leadership team (SLT) alongside pastoral year leaders (PYL) upon entry into school at the beginning of the school day displaying that they had all the bare necessities for learning. At first, I felt that the school were being unreasonable and unnecessarily strict, however, on reflection when considering my other two contrasting placements, this routine and start to the school day saved a lot of lesson time that would otherwise be wasted. In addition to the equipment and correct uniform checks, at the beginning of every lesson, students were required to stand behind their desks in silence, displaying their ‘5-a-day’ – pen, planner, ruler, pencil and purple pen, whilst the class teacher circulates around the classroom checking that everyone has the correct equipment and is ready to start learning. Once each student had been checked they were able to sit down, set up their exercise books and get on with the starter activity whilst registration takes place. It could be argued that this system may seem rather militant and behaviourist in nature, however, the commitment to ensuring standards for success was a high priority at the school.
The behaviour policy involved a consequences system for undesirable behaviour where a teacher can physically log an offence by ‘ticks’ on the whiteboard. Within lessons, students are given up to four opportunities where consequences can be logged; if a student received a fourth tick it leads to classroom removal. In retrospect, I did not truly appreciate the heavy SLT presence; it was very impressive. SLT would call into classrooms and reinforce the behaviour policy; if any student was on two ‘ticks’ or more, they would be pulled from their lesson and be spoken to by SLT. This was highly effective, and teachers felt supported in their role with a greater sense of teamwork and enthusiasm for raising standards.
My second phase placement was a contrasting experience and required teachers to read out the four behaviour for learning (BfL) rules at the beginning of every lesson: “Behaviour for learning is in place now. You must remain silent when anyone is talking; You must act and speak in a respectful way; You must not touch another person and/or their belongings; and you must remain on task”. If a teacher forgets to read out the BfL policy, then a student would be well within their rights to appeal any consequences that they had been assigned; completing undermining a qualified teaching professional. This second school had a very similar consequences system to the first school. At first, I was very frustrated at the prospect of having to inform the students of the BfL rules. In my opinion, I felt that prior to the commencement of my lesson, BfL rules were not in place. I disliked how this insinuated that students did not have to act in a responsible respectable manner.
From the moment I had arrived, I felt that teachers did not have high expectations of behaviour from their students at the second phase placement. The fact students were consistently defying one of the key BfL rules and not being reprimanded for poor behaviour was a big concern. At this stage of my training experience, I felt that I had to have an internal battle of choosing whether to adjust my expectations of what I personally consider to be acceptable behaviour. Prior to my arrival at the school, I had read and analysed all of the school’s policies making note of what the school’s expectations were of students, such as, a no mobile phone policy and what staff members need to do if a student is found on their mobile phone. On my first day and throughout my whole experience there, students were on corridors with their mobile phones and had consistently untidy uniform. It became clear, very quickly that the whole school had stopped following their behaviour policy.
As part of the whole school’s continuous professional development, a consultation was held with a member of SLT looking at reviewing the behaviour policy as there had been many complaints about its effectiveness. It was positive to see that SLT recognised there are problems and were consulting staff to discuss what can be done to make the system more effective. However, disillusionment abruptly followed. According to the Teacher Voice Omnibus in 2016, this is not an uncommon finding within schools (NFER, 2016). In the survey, it was reported that the percentage of senior leaders who responded that behaviour was ‘very good’ (48%) was higher than was the case with classroom teachers (21%), thus indicating another inconsistency between senior staff and classroom staff.
During the second phase placement, I learnt a lot about my teaching values; specifically, how it is so important to maintain high expectations and being fair and consistent. I had found a greater appreciation of the teacher’s standards and began to value how crucial having high expectations for all students is pivotal for successful learning outcomes. Personally, I was commended on my behaviour management style and high expectations in the classroom from a very experienced host teacher who as a result reassessed and reinvigorated her minimum expectations when teaching.
My final placement school belongs to the same academy trust as the first school; as such, they have the same behaviour for learning policies. However, this school’s behaviour policy is not as rigid and as consistently implemented. There are many more rude students who have gotten away with swearing at teachers and are able to return to their lesson without always receiving the consequence of its right severity. For example, there have been some students who had been reprimanded and received a full day in isolation as punishment who have managed to negotiate being released from isolation being able to return to lessons where they will continue to disrupt their lesson and other students’ learning. In addition, this placement school I would argue the students have been more violent and abusive towards staff members. On placement, I have heard of five separate instances of teachers being physically assaulted. This could explain the large volume of teachers that are leaving the academy and have obtained new positions at other educational institutes.
The presence of SLT in both my second and third placement schools was minimal unless SLT had been carrying out learning walks. I am a strong believer that support from the senior leadership team when it comes to behaviour management is a very powerful strategy. The reinforcement of a whole school approach with a heavy focus on consistency and having high expectations is fundamental, not only for pupil progression but for staff morale and the feeling of working towards a greater purpose. As illustrated above from my personal experience in school and the discussions I have had with colleagues, Bennett (2017) noted some of the challenges that frequently hinder improvement within schools, such as: “poorly calibrated, or low expectations; staff over-burdened by workload, and therefore unable to direct behaviour effectively; unsuitably skilled staff in charge of pivotal behaviour roles; remote, unavailable, or over-occupied leadership; and, inconsistently between staff and departments”. These findings directly correlate with my personal experience which exemplifies the scale and ongoing continuity of the problem across the nation some years later.
In conclusion, Bennett (2017) proposes that there are a variety of things that schools can do to improve, and leadership is key to this; “...teachers alone, no matter how skilled, cannot intervene with the same impact as a school leader can. The key task for a school leader is to create a culture - usefully defined as ‘the way we do things around here’ - that is understood and subscribed to by the whole school community.”. A few years earlier, Garner et al (2014) stated how ‘It remains clear that successful outcomes for students in school, including the promotion of good behaviour and learning, can be firmly linked to effective leadership.’. Similarly, Day et al (2009) also found that school climate is also linked to the effectiveness of school leadership.
Generally, teachers are hard-working individuals who often go above and beyond for their school and students. However, when teachers are faced with unreasonable workload pressures, behaviour policies that are not managed consistently or a negative school climate stemming from a lack of senior leadership and poor student behaviour, it has been found these circumstances can account for the ‘failure to comply with behaviour policies’ (Bennett, 2017). There are strategies that have been discovered following analysis of behaviours in outstanding schools, such as, having strong senior management teams inclusive of a highly dedicated headteacher who have a clear and detailed vision that is communicated to all members of a school community. Additionally, consistency and close attention to detail are key priorities within these outstanding schools when aiming to raising standards of success. These are a few strategies Tom Bennett identified from his review, that successful schools make explicit to both staff and students. These schools’ policies were also simple to understand and drawn upon daily. There is also no room for any possible ambiguity for any member of the school community to misunderstand (Bennett, 2017).
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Get custom essayFrom the in-depth research this report has considered, what has resonated most, in my view, is the importance of the Teachers Standards. Previously, they were viewed as requirements to obtain a qualification, a means to an end, but now I see them as quintessential aspects of becoming the effective practitioner I aspire to be. Classroom management is now something I do not fear; I believe high expectations and consistency together with a fair but firm approach is what will lead to optimal learning in the classroom. This is not necessarily a finding that I have found to be profound. Though, from reading governmental policies, to looking at a diverse range of sources from the past decade to the most recent research as well as the opportunity to reflect on my experience to date, has given me the reassurance and knowledge that my values are where they need to be.
‘Do not withhold good from those to whom it is due, when it is in your power to act.’ When you do have the ability and the opportunity to help someone, you must do so, but this should not lead to being a textbook people pleaser. Although there seem to be some minor similarities, the difference between helping others and helping one’s self is clear.
Get original essayOur amount of thoughtfulness is part of one’s personality like introversion and extroversion. At first, it might seem that more agreeable people have an advantage of sorts. They can be more friendly, work better with others, or are more approachable. This is true to a certain extent, but there are definitely some disadvantages to a strong personality in either direction. The simplified downside of being too nice is that you become a people-pleaser and do not stand up for yourself. The consequence is that being too helpful hurts only you.
Depending on if someone is too helpful or not helpful at all people will always view what a person does differently. A person that is constantly helping others will be seen as more approachable by certain people. It is more likely that for others a “helpful” person is seen as a textbook people pleaser. The definition of a textbook people pleaser is a person who believes that they are less than most others on the planet and have the need to make themselves a doormat for others in order to fill their need for some purpose. Then, when someone decides they do not want to be a doormat they will be seen as selfish and narcissistic.
A popular theory is that helping others actually helps one’s self. Next time when you find yourself helping someone with their emotions, think about how your efforts may be providing you with an opportunity to practice for future situations, and consequently, improving your emotional well-being. Thus, when it comes to the benefits of emotional regulation the quote “For it is in the giving that we receive” can be applied. Now, there is a difference between helping others and thinking one’s purpose is to only serve others and not takin care of one’s self. If people often come to you to help them solve all their problems, it hurts you and them if they never try to solve a problem on their own. Constantly helping others for free like friends, family members, or coworkers can lead to spreading yourself too thin and overworking yourself.
Helping others can help improve one’s emotional intelligence. The exact definition of emotional intelligence according to Google is the ability to understand, use, and manage your own emotions in positive ways to relieve stress, effective communication, empathize with others, overcome challenges, and defuse conflict. Helping others can help improve one’s ability to communicate with others and helps develop empathy for others. It helps improve communication skills because part of communicating with others is listening. When helping others around you it is crucial to truly listen to what they are saying in order to be able to effectively help them. Helping one’s self will be able to help make you more aware of your own feelings. Being able to manage one’s feelings is so important because it can affect our relationship with friends, family, partners, or people in general. Placing your own health first can help in managing your own emotions and makes it easier to relieve stress as stated in the definition from the beginning. Once someone can relieve their stress all aspects of their life will greatly improve.
Helping others also includes volunteering or donating. We all know that feeling after volunteering at an animal shelter or a food bank. Helping others that way can make one’s self feel so happy and satisfied. Helping others also improves one’s physical health. Helping others can also benefit our own mental health and, more surprisingly, our wellbeing. Volunteering or donating to charities can have a positive impact on physical and mental health. It can improve physical health because helping others has been thought of as being a contributor to a longer life. Although, push yourself too much and it can lead to many other health issues. This is when learning to help one’s self is important. On the internet, self-care has become a thing of buying yourself expensive items and taking yourself on vacation but true self-care doesn’t have to be so expensive. Self-care can be as simple as eating better and exercising. It means drinking enough water and going to the doctor for simple check-ups or whenever you feel sick. Taking time to do these things for yourself can really affect your physical health and people constantly forget to do them. Something recommended by many articles and therapists is keeping a journal. This means writing down all your feelings to let the mind breathe and heal all the negative thoughts. Letting the mind clear up can help in achieving the simple tasks it takes to care for one’s self.
So, helping others and helping one’s self can go hand and hand. Although it is so very important to keep in mind to help one’s self because at the end of the day only you can depend on you.
“Gender equality is a human right, but our world faces a persistent gap in access to opportunities and decision-making power for woman and men”. In the article ‘Women’s Humans Rights’ stated that women’s right is the fundamental human rights that have been around for over 70 years. All women are entitled to these rights, yet they are being stripped and denied from them simply because of their gender. In this generation, they are many types of people, different races, backgrounds, culture, and different stories. Living in such a diverse world and a dream of all race and people be equal. However, that is not reality. Dating way back before the idea of feminism and gender equality, cultural practices have formed these boundaries, the entire idea of gender inequality had been institutionalized. There had always been the segregation of males and females, the way they are taught, raised, even to the type of occupation they choose. Eventually, over time these norms have set gender boundaries.
Get original essayMichael Kimmel speaks on a video ‘why gender equality is good for everyone’ he says that when a woman looks in a mirror she sees a woman, but when a man looks in the mirror he sees a generic human being. He further goes to say that privilege is invisible to those who have it. Without the involvement of men this matter that shows men are privileged (hegemonic masculinity), having dominance over women, objectifying and classifying women as the other, will continue with gender inequality.
In a journal article ‘Woman as other’ Simone de Beauvoir questions what is the place of a woman and what their place should be. Being a woman is having a womb. This is saying that a woman’s place is to be at home taking care of the kids since the woman has those body parts. Since they (woman) are looked down on as just house keeps and mothers if children this denies them of their achievement. Beauvoir also spoke about a “well-known writer who refused to permit her portrait to appear in a series of photographs those devoted to women writers. She had wished to be counted among the men but, in order to gain this privilege, she made use of her husband’s influence!”. This a clear depiction that shows the belittlement of women as this writer wanted to be counted amongst the men since that show more authority and isn’t question about (the work of a female is always questionable). But not only she didn’t have the power to be counted amongst the men, it was only thru the influence of her husband. This shows the power of men and how women are subscribed under male dominance. The word of a man is more powerful than a woman’s for example if a man speaks “you think thus and so because you are a woman; but I know that my only defence is to reply: I think thus and so because it is true”. When a woman speaks it doesn’t have much credibility as that of a man. When the man replied, “you think thus and so because you are a woman” this is belittling the speech of woman but when a man speaks he has the authority and power and should not be questioned. Beauvoir also referred to St Thomas for his input that a woman is an “imperfect man, an incidental being”. This is a religious take on the matter that symbolizes Genesis, where Eve was made from that, is called the ‘supernumerary bone’ of Adam. St Thomas called women an incidental being, synonymous to the word incidental is ‘secondary, subordinate’ this makes man the primary. This is still practised today in most religion where the woman should submit to her husband the man of the house. This is also practised in traditional cultures whereas when the man wants to be engaged he or his parents chooses a woman for him, during this process the woman of interest is not consulted but the father (man), he then decides the fate of his daughter. She must submit the decision made. This shows that not only it is practised in traditional cultures but it is institutionalized (in culture, religions, learning institutions etc.). Beauvoir also stated that “Throughout history they have always been subordinated to men, and hence their dependency is not the result of a historical event or a social change – it was not something that occurred.” Since it has been institutionalized in society it has become very hard for gender equality. This clearly shows that the history had been like this, women were not stripped and enslaved of their autonomous freedom. Men have the power over females and in order for them to achieve equality the men must grant them with the actions that help women become equal.
In the ‘European Institute for Gender Equality’ glossary, it is defined as the “Cultural norm that continuously connects men to power and economic achievements.” Men had always been in power. They had dominance over women. This made man masculine, masculinity is often associated with being arrogant, biggity, self-centred, non-emotional. Being a man is not to show emotions, being a man it is important to keep up such standards so that those who are subordinate may have respect and maintain that power. Being a man expressing feelings is a sign of weakness. In the journal article ‘Homosociality and the Maintenance of Hegemonic Masculinity’ by Sharon Bird she stated that “masculine is being not-female”. A male child when playing he doesn’t want a doll and if a fellow child has a doll he would be called a ‘wuss’ or feminine. So as a child it is already placed in the minds of young males that being a man is being not-female. Having competition with a fellow man is also considered being manly, whenever in a sport being a man is to compete to win. This is the same sense as the ‘alpha male’ whereby if your team won it is looked upon as being more masculine (alpha). Men often sexually objectify woman as Sharon Bird said that men frequently have ‘competitive sex talk’ in an example she gave “I can step out, shoot her up, and get back in the bar 5 or 10 minutes”. This kind of ‘shop talk’ men does belittle and objectify women making them objects that can be used for sexual pleasures. The practice that men has upon woman as an object for sexual pleasures is still occurring presently. So with men showing emotions, stop being competitive, and quit making women as a sexual object, and cease to do so such habits only then will women accomplish gender equality.
Many research had been done over the past years, for instance, “The initial work of the United Nations in this area was labelled ‘advancement of women’. Efforts focused on compiling data and statistics and analyzing the situation of women around the world. Work on the empowerment of women and on securing the human rights of women, for example, political rights, was given importance at an early stage.” Despite the many research done this is only one key factor which is MEN. Men have a very crucial role in the gender equality revolution. Is it changing the entire structure of ‘what is consider to be a man’. The Harvard club also stated that an “important reason for the slow progress in achieving equality between women and men is the failure to adequately raise awareness of and involve men at all levels. Gender equality cannot be achieved by women alone or by focusing exclusively on women. Gender equality concerns both women and men and change in this area requires the involvement of men as well as women.”. This research proves that men are required to participate in the feminine discourse to make a change in gender equality.
In conclusion, the achievement of gender equality still has many other factors to address to make a change. To reiterate men’s role is vital in the gender equality process since the whole idea of women being the other is because of men and all the other factors mentioned (sexually objectifying, competing for women, having the privilege etc.). Feminist Nikki van der Gaag spoke in a conference on ‘Tedd Talks’ hoping for a change saying “So I’d like men to stand up to other men. I’d like them to say enough violence against women. Enough decimations. Enough of men holding all the power. Enough of women and girls as second class citizens.” If men don’t say enough. Women will forever remain as the other, objectified and belittled.
It is said that GOD is especially present on this earth as our “MOTHER”, from understanding our untold story to become part of the latent and unknown sensations. In some cases even after experiencing many up’s and down’s in the life. They are weak but rather firmly stand for her children.
Get original essaySingle motherhood comes with a unique set of emotional challenges that can at times feel overwhelming. A single mother taking care for her child is much more powerful. She always tries to give best to their kids. Single mothers are the women living with their kids, who can be divorced, widowed or unmarried. Being a single mother, as expleined in the essay, is not easy task, it is one of the toughest jobs in the world. It requires lots of work, dedication, strong sense of determination & confidence and most crucially love.
Single mothers have to face a set of difficult problems for which nobody ever prepares them, yet they manage to do impressive things just by following their heart and intuition. According to Psychologists, being a single mother is twice the stress and twice the tears but at another hand it’s also twice the hugs, twice the love and twice the pride, as she has to fulfill the jobs of two people and have to do twice more work. Single mothers having no one with whom she could share the burden of the stressful moments.
There are bright sides of single mother parenting, such as single mother gets all love and attention for her child. Being a single mother is not something that any woman would never wishes, but unfortunately it happens. In July 2015, the Supreme Court stipulated that in its historic decision, the unmarried mother of her child is the natural guardian of her child. It is not necessary to mention the names of the fathers of their children to such women. Single Mothers are superheroes to their children they are best friend and the mentor of their kids. Every mother especially single mother has an impressive inner confidence that is contagious. They never give up in any situation, no matters how rough the time is. It is a great concern of every mother is making sure that her child is safe and happy. There are not many differences between a single mom or any other mom expect for the fact that single moms share the heavy responsibility of knowing that their child relies 100% on them.
According to research by an Expert Team of Psychologists, a single mother has to face more difficulties as compared to a single father. Single mother cannot afford to be selfish when they know that their child is depending entirely on them. Although being a single mother can be extremely rewarding, nobody can neglate that it is one of the most stressful position that on individual ever face. A single mother takes a lot of mental and physical strength. Here are some common problems faced by a Single Mother.
Single mother families often face lots stress due to financial issues. She has to pay for all expenses of running the house, raising the child and educational expenses all alone. Kids of single mother often complain that they don’t get all extras that their friends getting, who have two parents. They might also feel ashamed or abandoned. Financial problems are perhaps one of the biggest challenges faced by a single mother.
Single parents have a hard time in trying to juggle between their professional and personal life. They have fulfilled the responsibilities of both the parents. They must do house chores, help children with assignments and spend quality time with them also single parent might have to work long hours in order to earn enough which further reduces the time available to interact with their children. Due to this parent also overreact on petty things making kids feel miserable.
No matter whom you trust, mothers are always worried about their child’s safety and well being. You are in constant mental distress about whether your child has eaten properly or not. They always wonder if the person babysitting your child will take proper care of them. After all, it is always hard to find someone dedicated who will stay with your child.
You heard it right single mothers keep getting proposals to get married. However, they are always in a quag if they should accept the proposal or not. The thing that always keeps them on the edge is finding a trustworthy life partner. They are not sure if the person who wants to marry them will take care of their child or not.
A parent needs to spend quality time with their child as it is a crucial factor in upbringing. However, they keep struggling to find quality time to spend with their child. The unavailability of time keeps the parents worried if their child “Will become a confident individual or not?” “Will their child is able to face challenges of the real world?” Similarly they always feel guilt of not giving enough time for their child.
Many legal documents in India require the name of the child’s father. It typically difficult for single mother, who need to come up with all sorts of excuses to get the documents submitted.
Single mother is being judged quickly by our society which is most difficult part in woman’s life who is parenting her child alone. Our societies judge them without even trying to figure out how she got stuck in such situation. Especially the unmarried single mothers, people starts judging her character which makes their moral and self esteem low, also she can get stucked into depression, which may are lead to suicidal thoughts.
Overall, being a single mom is undoubtedly challenging, but it is also rewarding in its own way. Despite the obstacles and the daily struggles, single moms continue to persevere and provide for their children. Single moms are the epitome of resilience, strength, and love. They juggle multiple roles and responsibilities and make countless sacrifices to ensure that their children have the best possible life. Being a single mom may not have been the original plan, but it is a journey that teaches invaluable lessons, builds character, and forges unbreakable bonds.
As man associates within the society, his experiences will eventually lead him to ask the essential inquiry and that is how he ought to live? The study of ethics responds to the central point of “how man ought to live as a human being?” Ethics provides some answers concerning as to when can we know that our actions make us truly human. As a human being, there are various ways of how man ought to live his life. In living his life man should know of what is essential and not essential in living for him to be guided and to have an authentic living in his life.
Get original essayThe authenticity of man’s life is evaluated by the standard of morality. The standard of morality is decided by reason rather than one’s own emotions. Man’s authenticity, as well as his maturity, is revealed through the rational choices and decisions that he makes over his life. Those decisions and choices that he make will enrich not only for his own sake but also for the rest of humanity.
As a human being, man must do his obligation not that he is pressured by the moral demands outside of himself but for the authenticity of his moral way of living. Man is considered superior as the highest form of animals among any other animals because he is the only being that endowed with intellect or reason. By having the capability of reasoning that man is being entrusted, he has the obligation and responsibility to use it for the purpose of doing what is the right thing to do. When man failed to use his intellect in making a moral evaluation of actions towards the society then he fails to do his obligation and will remain to be at the same level as to the other animals living a life that is ruled by instincts alone.
So as long as man is associated with society his life is subjected to moral evaluation. As a man of intellect, his way of living must be in line with what is expected of him by doing the right thing. So how should man live a moral life and not neglecting the standard of society?
In evaluating on how man ought to live one must know and understand the basic question in ethics “who am I?” Who really man is? Upon understanding this inquiry of who really man is then one can know where he needs to improve. This inquiry of “who am I?” portray an examination of ourselves. Man knows better other than his own self.
Aristotle suggests that when we act in spontaneous circumstances then we can understand ourselves better. Basically, man is expected to have a better understanding of his own self because self-knowledge is the key in confronting unexpected circumstances. When man has a better realization of his own then he can anticipate his lapses that he needs to cope up and his strength that he needs to improve. Man’s own understanding of himself will guide him on how ought he would properly behave and live a moral life.
When man knows better of his own self then he is also expected to know his responsibility towards his society. He is expected to do his responsibility as a human being with dignity and integrity. Man's understanding of his own responsibility is a crucial point in his life. Living with such many responsibilities towards society is burdensome. How can man ought to live in a way that his responsibility towards society will not cross path with his freedom?
The responsibility of man is always attached to his own freedom. This responsibility includes his capability of actualizing one's moral action. For as far as the concern of ethics is primary action, a doing rather than a seeing or thinking.] For man to do his task correctly he must reflect his own thoughts before actualizing it into actions. There are many principles made by the society that is available to man as his guide for practical actions in resolving human problems.
The wide horizon of human life is full of challenges as man takes part in any circumstances that his actions are expected to be morally right. To take the path of moral living, man is encouraged to abide by the standard of morality where he also will take part in emphasizing the potential value and goodness of every human being. Dignity and integrity must be always present in his way of living.
When man uses his intellect he can articulate principles and translate it into actions ascribe with a moral sense of uprightness. Principles are sets of fundamental laws. There are many circumstances when man is being confronted with the need for a thorough articulation of what is the most applicable actions and accepted decisions for the demand of moral response. The worst is to follow if man will not use his intellect and will not think morally for his action towards unprecedented circumstances. So in ensuing with moral actions, the principles are very convenient in guiding man’s way of life.
Man is expected to be true to his nature. For man to be true to his nature, it simply suggests that he must know his own nature as a being capable of intellect. As a being capable of reason then he is expected to live a good life. To live a life full of goodness is what man ought to be, for it is the decrees of his reason and the reason of his existence.
Through the use of man’s intelligence the endeavor for discovering moral demands leads him to know what the right thing to do. Upon knowing what is right and wrong, man is capable to perform in harmony with his right reason. Recognizing the moral value that is originated on human nature based on an approach of humanity and reason then man may come across the understanding about why should he be moral.
To be a person living with a moral authenticity, man is expected to be a mature person in which he is challenged and can exceed his way of living into a higher level of existence rather than being just a slave of the rules of society. Man’s moral obligation plays an important role and valuable contributions in human life and that is lessening of committing mistakes in making one’s own decision in the society in the dominion of morality and harmony.
By being capable of internalizing the moral demands of society which are present in any circumstances is a mature person capable of making his rational view and stand for it. The need to be moral is coming from within and not just by any mere extrinsic demand from the society. It is not because what the society tells that does not mean that the society ruled, it is that a moral way of living is in harmony with the standard of society. The just society is always for the sake of its people and not just for its propagated satisfaction.
In this sense, man is ought to be moral not solely because it is an outward moral demand, but it is what it means to be human, that is, an intrinsic moral obligation. Hence, man is ought to live his life as a human being by doing such acts that are in accordance with his right reason. It is in by reason that he can know what is right and wrong and upon knowing it, he may able to act the good.
If man manifests goodness within then it will reflect in his actions. Actions are always the expressions of a person. However, what does “being good” indicate? Is to be good means to do “the good” for the sake of goodness itself? Or it is an act that is not reciprocated?
The manifestation of goodness that is within one’s own self is ought to do good without expecting anything in return. Man should strive to do the good because it is the moral responsibility of a human person to exercise and actualize what is considered good. For man to be good, he must be moral. And to be moral means to do the good for goodness sake.
The importance of one’s intellect is the key for man to be able to do the right thing in accordance with a reasonable idea. Internalizing and actualizing must undergo thorough articulation to avoid the immoral act. Though some act does not need a thorough articulation because common sense can tell of what is good. It is reasonable to comprehend every unprecedented circumstance before taking any necessary actions. For man is endowed with intellect he may foresee a solution based on the given circumstances.
Man may conclude a reasonable action by foreseeing a method. The advantage of having a systematic solution man can avoid or at least lessen the damage that the actions can make. Every individual has its own way of deciding and actualizing its own action. For man to have a moral life he must have a way of life that is appropriate to the moral standard of the society. For man to be humane he must act with a moral principle in life. The principle of man will always be in line with the standard of society. By having principles in life man is reminded that he is to follow that principle and make it a method for his way of living.
The moral decision of man is a result of the constant practice of the method and of the constant use of man's intellect in confronting unprecedented circumstances. What it means as the constant practice of such a method is through justification. Justification has the goal of making our beliefs consistent and rational. To justify our actions we must be coherent with what is right and doing what is right.
Human life has no reset button and can only live once. Man’s intellectual capacity can comprehend systematically of what is the right thing to do if he is confronted with unanticipated circumstances. He must not carelessly makes any mistakes in his daily living. Every decision of man will always have a result, whether a good one or a negative one. His decisions will always cost something.
As human life that are subjected to moral evaluation then what would be the end of such moral life be? For Aristotle, it proposes “happiness” which all things aim.[footnoteRef:6] With such purpose and mindset that man's goal is to be happy then it would cultivate the inner goodness of man in doing his own obligation towards not just for his own sake but also for the sake of others. The happiness of others is also the happiness of one's own. So basically if man's goal is to be happy then he would certainly do things in accordance with his will. He will do actions with goodness and by engaging himself within the society he will remain true to his own motive and not swayed by any extrinsic idea. The goodness of man that coming from within is the foundation of one’s one value.
For Christians, the moral life is a response to the will of God. Living a moral life is also a sign of glorifying God. When man live his life with dignity and taking care of the creation of the Almighty then he is responding to the call of the Divine. Human beings are expected to act in accordance with its purpose. Man’s purpose in life is shown by its content of reflection and realization. The only being that can provide meaning and purpose to man’s existence is the Divine.
Though man has his own will he simply cannot afford to fall short in committing mistakes in any circumstances. The actions that he will make will always have consequences whether it will be good or bad results. If he will fail to do the right thing then it would be harmful to his well-being. The constant actions of man in committing mistakes will distort the sense of morality. But when he can establish successfully creating a sense of morality then he is also successful in being a man capable of making his own happiness by doing the good.
Man's authenticity is based solely on his moral action towards others and to society. The articulation of ideas before actualizing can prevent or avoid any unnecessary damage to the person itself or society. Man must use his full potential in articulating and actualizing such action. The use of man’s freedom is what makes a moral life reasonable for he can systematically decide on his actions and make a good judgment based on reason and not by his emotions.
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Get custom essayAs a man endowed with intellect it is appropriate for me to comprehend every circumstance and not to rush actions that may be regretted later. Choosing and living an authentic way of life is what I dream of, by facing and confronting many unprecedented circumstances I cannot deny that it is sure a hard-fought battle of being truthful and loyal to such demand of the standard of the society. Hence, as a seminarian, I am trying to be faithful to my formation and avoiding doing things that are not helpful in the kind of living that I aspire to be. By recognizing what I ought to do, then in this sense, by choosing to do the good by willing it I become a moral person.