Jean Piaget

Jean Piaget was born on August 9, 1896 in Neuchatel Switzerland, son of Arthur a professor of medieval literature Piaget and Rebecca Jackson an intelligent and energetic person.Advertising We will write a custom essay sample on Jean Piaget specifically for you for only $16.05 $11/page Learn More He married and had three children. The birth of his children prompted his interest on what happens in children’s early lives and their later development. His children were his subject for his experiments and which he came up with the cognitive development theory. His works and studies made him famous. He mainly dealt with intellectual growth of children. Piaget believed that a child’s thinking, like that of an adult, was adaptive to the dynamic characteristics, facilitated by operative intelligence, and static characteristics, facilitated by figurative intelligence, of life’s reality. As he advanced in his study, Piaget realized that assimila tion and accommodation dominated interchangeably but that one process could not exist without the other. Piaget came up with a theory that described the developmental stages in children. The theory was very significant in different fields like sociology, psychology and education providing an essential part in the foundation for constructivist learning as lasting contribution to psychology. Piaget legacy has greatly influenced many other people like him in understanding the way children develop and his work is regarded with awe by psychologists all over the world. Although his theory has received a lot of criticism, his view of the mechanism with which the children’s minds work has gone a long way in helping people to understand the thought process of children development and why they cannot perform tasks for which they are not mature enough psychologically to undertake.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More He continues to inspire more people working in the fields of psychology, sociology, education, law and economics through his existing works up to this date. Today his works are being used in the field of artificial knowledge to expand on the present knowledge in this field. For instance there are robots which are being created that will be used to evidently show the cognitive abilities of children’s development in a similar pattern step by step as described by Piaget. ( Woodhead, 1998 53) Learning is a process that involves a change of behavior because of the experiences faced by a person in their lifetime. The way people learn is different from person to person. There are those who learn through their own experiences or from other people’s experiences but the most complex question is how an individual cautiously is aware of what is going on around him/her particularly at very young age. Children undergo informal learning which is accounted for by what they see people around them do. As a child’s grows up then it is able to be introduced to formal learning. The process of formal learning includes going to school hence its good to note that learning process is present both at school and family context.. ( Cohen 2002 29) How an individual learns is a process that is dictated by the kind of environment one is in. One way of learning is through thought and language. These two processes are helpful in terms of developing communicative literacy. The ability to comprehensively understand both speech and symbolic language as a way of communicating ideas and to interpret their meaning is perceived as learning. Several theories have been formulated to explain the relationship between language, thinking and learning. That is why Piaget among other scholars embarked on a research that would explain and help us understand how children developed using language and cognition. Piaget discussed the following stages: Sensorimotor st age/period (ages from birth-2yrs). Piaget described this stage mainly by observing one of his daughters, Jacqueline, while playing with her plastic duck and it fell behind a fold out of Jacqueline’s sight. Piaget realized that although his daughter could see where the duck had fallen, she had no interest in reaching for it unlike when it was in her sight, she seemed to forget its existence when it was not in sight.Advertising We will write a custom essay sample on Jean Piaget specifically for you for only $16.05 $11/page Learn More Piaget describes this stage as the period when infants interact with their surrounding environment using reflexes. A period where they learn to control and coordinate their bodies. He explains that the mental development of children resulted from several social dynamic factors and it happens step by step. These children should be taught through senses like frowning or laughing as this kind of teaching works more on the child’s sensory system. Preoperational stage (from 2-7 yrs).At this age, the child is or about to talk, the child uses symbols to represent objects since he has mental representations. Drawings, written words or spoken words are used in this stage to represent physical objects. The use of language and manipulation of symbols enables the child to be able to think in absence of the physical objects. At this age, children view things that are happening around them in their own point of view and probably cannot reason with others. An example, if a child does not want to see someone what they would mostly cover their eyes with their hands thinking that the other person will not see them as well. convincing this child otherwise would make it even more confusing because the child sees the world very differently from adults. Piaget made it clear that children inability to grasp the concept of conservation is because of their capacity to focus on one phase of a problem at a time. In this case according to these children they cannot logically understand why a short wide glass and along thin glass can hold the same amount of water this is the current physical condition of the objects. Concrete operational stage (7-12 yrs of age). This period, a child can now use and manipulate the symbols logically within the framework of actual circumstances. They are now capable of arranging and putting objects in order and understand the relation between different objects. For example if you put small balls arranged on parallel sides then scatter them around and ask a child who is in Preoperational stage and Concrete operational stage what they think about the balls in terms of numbers, the child in Preoperational stage would likely state that the scattered balls are more compared to those aligned parallel because the child will focus on the scatter while the child in Concrete operational stage would know that the balls are still the same number even though they are scattered because of their ability to conserve number, weight, mass, area, length and liquid volume.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, the child learns classification, being able to categorize things into sets, and serialization, being able to put things in order. Bradley (1991, 89) states that Children at the age 8-10 years need to repetitively do activities like learning and revising in order to maintain efficient balance to what is happening around them Formal Operational Stage (12years-adulthood). At this stage, children have the capability to think logically, abstractly and also theoretically and they have no reason to use concrete objects to make any coherent judgment. This is regarded as the final stage of cognitive development. Children in this stage hold much broader understanding about the world and all that is around them. sensorimotor stage/period. This period marks the beginning of a child’s development through congenital reflexes which all infants are born with. According to Piaget this stage marks the time when a child starts to understand the world a period where a child lacks ob ject permanence given that children at this age are only aware of the objects and people who are immediately around them at that particular moment. He further subdivides this stage it in to six sub stages. From birth to six weeks: This is the time the child develops reflexes. The child may begin working on stimulus reactions usually a repetitive action. Infants have several varieties of reflexes, there are those that are permanent like blinking and gagging. Piaget discusses about three responses that include putting objects in the mouth and sucking them, following moving or interesting objects using their eyes, and grasping items when they came into contact with the palm of their hands. A very good example is when a child blows a bubble it might look interesting and so the child keeps repeating the action or when sucking a thumb or an object it may feel good and the child continues to suck it (Egan 1997, 120). From 2- to 4 months: Here a child learns to form habits through body acti ons. At this stage the child is learning how to make what they feel is interesting last longer. When infants are quite young, they function according to the principle of â€Å"out of sight out of mind† that’s why when an object is taken away from them they tend to think that the object has disappeared forever or tend to act as if it did not exist. From 4-9 months: Babies of this age now learn how to coordinate the relationship between vision and being able to apprehend things. These children can now intentionally grab what they want always an amusing gesture to the family and friends and they can continue doing an action over and over because it is fascinating. Example is when a child squeezes a toy duck that produces some kind of sound and then the child keeps squeezing the duck to produce that interesting sound. According to Cohen (2002 53) this stage is the most crucial in a child’s growth as it marks the beginning of reasoning. From 9-12 months: A child can now be said to have acquired some kind of intelligence this is according to Piaget. This stage signifies the dawn of goal orientation. The desire to achieve a set goal (Crain 1992, 56) From 12-18 months: At this stage a child has mastred the particular skill of knowing that once an object is hidden, it continues to exist. For example is when you hide a pretty ball from this child under the cushion, he knows what he has to do to get the ball back. This is the time when the child begins to think representatively as it has already learned that it exists in a separate from the world. From 18-24months: This stage marks the entry to the preoperational stage. The children now use their minds to understand the world rather than through objects and actions. Example is a child can make sense of what people are saying and they can also talk. Cognitive development, according to Piaget was much more than just having facts and ideas being put together and being stored in form of information. Mead ows (2002, 102) argues that once an individual recognizes his/her own skills having to apply the skills consciously, deliberately and flexibly becomes a major step in cognitive development. Piaget’s theory contradicted some beliefs from other different scholars some questioned his methodology especially the clinical method. According to Empiricists, they believe that mental mechanism in children and adults are the same and the only difference is that children are exposed to less associates. While the Nativists believe that when babies are born, they automatically have the ability to meaningfully interpret and understand what is going on in the world around them. Piaget’s cognitive development is criticized based on two reasons one is that he underestimated the age at which children can achieve cognitive developmental milestone like that of object performance especially the young ones because according to other scholars, children might have understood more than what Pia get thought. Piaget tried to explain that the conceptual changes in children can be compared to the changing theories in science emergencies as a result of people action towards the world, their experiences including a number of processes that we as human beings are not able to understand. In matters to do with learning, education is trifled. We are urged to understand what teachers do is merely instilling new information to children. Teaching is an indirect way of learning. If we note that children do not only take in what is said, that these are small beings who are able to interpret what they hear, see using their own knowledge and experience then its easier to understand development theory. Knowledge is experience which we acquire through interacting with the environment surrounding us this includes people and things. Many Critics’ believe that by generalizing children’s capability it does not mean that every child will fit in the assumption because there those who overcome the limitations put across by Piaget cognitive development theory that children are egocentric they lack perpetual concentration and even are irreversible making the child lack the logic thinking capacity (Piaget 1992, 241). According to a work done by Sugarman (2001, 31), he points out that a 9 year old child can emerge an expert while playing chess noting that the game needs an individual to abstractly think about the moves in order to win the game while in the same game being played by a 20 year old may result to an individual seeking good strategies to plan and remember the moves in order to win the game. The first stage of cognitive development according to Piaget has over the time been criticized. According to Bruce (1987, 56), information obtained from sensory perception cannot provide objective information about the reality and also, a child cannot tell the difference between the sensory event and sensory feedback of his activity independently. In this article, the writer simply is trying to show that a child has no ability to note any positional change of an object neither the place change of an object. Butterworth argues that Piaget theory does not explain the reason there is inadequate data and doubts about his discovery. He instead chooses to side with nativist view that suggests that once a baby is born, there exists some kind of harmony between the baby and the environment the child is in. â€Å"the child is neither confused by his sensory effects nor by his own activities† (Piaget 1967, 154). Another issue that many critics use to criticize Piaget findings, is he over looked at the possible effects of a child’s social and cultural group. a research conducted by Angela (2007) concluded that peer interactions among children in groups is effective in terms of child development. Psychologists today are aware that culture does affect the cognitive development of children because it determines how the child learns about the wor ld (Bruner 1983, 63). Among those criticizing Piaget’s works was Lev Vygotsky, a Russian psychologist, who studied human development in order to improve his own teaching. He believed that human development could only be understood from a cultural point of view and not through Piaget’s ideas. He argued with the fact that our mental structures could be traced back to the way we socially interacted with others (Vygotsky 1978, 96). In his writings, Lev Vygotsky assumed that cultural development of a child appeared twice; one at the social level and the other at an individual level. Vygotsky believed that cultural tools like maps rulers, symbolic items and other symbolic tools were very significant items which played important roles on cognitive development of a child emphasizing that they supported their thinking capacity. The cognitive tools are also recognized as being useful in enriching our understanding about reality by Martin (2000, 96). He used the example introduci ng quantity using roman numerals it would be very difficult to change and teach calculus or doing long division using only these numerals that’s why when a number system with a zero is introduced it becomes easy to perform the mathematical queries. According to him a child can use these tools to develop themselves. â€Å"Thus, children’s knowledge, ideas, attitudes, and values develop through appropriating or â€Å"taking for themselves† the ways of acting and thinking provided by their culture and by the more capable members of their group† (Piaget 1989, 143). Piaget works have significantly helped us to understand how human beings develop cognitively. With his theory, we understand that a child has to undergo different stages to understand the world. His theory tries to explain the intellectual abilities an individual goes through during ones development. Piaget did not have the opportunity to attend formal child psychology classes but his desire to kno w about how we develop and his discovery of the cognitive theory made it possible for other activists to learn more about how children learned and how they thought. His theory explains that an individual has to change to fit in the environment one is living in. To him adaptation is important for individual development. References Angela, D. N., 2007. The new early years professional: dilemmas and debate. London: Routledge. Bradley, B. S., 1991. Vision of infancy; critical introduction of child psychology. Cambridge England: Polity Press. Bruce,T., 1987. Early childhood education. London: Hodder and Stoughton. Bruner, J., 1983. Childs talk: learning to use language. Oxford: oxford university press. Cohen, D., 2002. How the Child’s mind Develops. London: Routledge Crain, W., 1992. Theories of development – concept and applications. New York: Prentice Hall. Egan, K., 1997. The educated mind: how cognitive tools shape our understanding. Chicago: university of Chicago press . Martin, D., 2000. The Blackwell encyclopedia of social work Edition 2,. Wiley-Blackwell. Meadows, S., 2002. The Child as Thinker: The Development and Acquisition of Cognition in Childhood. London : Routledge. Piaget, J., 1989. The language and thought of the child. London: Routedge Piaget, J., 1992. Cognitive development today: Piaget and his critics. London: Sage. Piaget, J., 1967. Growing Critical: alternatives to Developmental psychology. London: Rout ledge. Sugarman, L. 2001. Life-span development: frameworks, accounts, and strategies New Essential Psychology Series, Edition2. NY: Psychology Press. Vygotsky, L. S., 1978. Mind in Society. Cambridge: Harvard University press. Woodhead, M., 1998. Cultural worlds of early childhood. London: Routledge. This essay on Jean Piaget was written and submitted by user Kayson Reed to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Women Celebrities of World War II

Women Celebrities of World War II With the 20th centurys movie industry making many women (and men) into well-known celebrities, and the star system extended into other fields such as sports as well, it was only natural that some stars would find ways to use their celebrity to support the war effort. The Axis Actress In Germany, Hitler used propaganda to support his war effort. Actress, dancer, and photographer Leni Riefenstahl made documentary films for the Nazi Party during the 1930s and Hitlers consolidation of power. She escaped punishment after the war after a court found that she was not herself a Nazi party member. Acting Allies In America, films and plays promoting participation in the war and anti-Nazi films and plays were also part of the overall war effort. Women actresses played in many of these. Women also wrote some of them: Lillian Hellmans 1941 play, The Rhine, warned of the rise of the Nazis. Entertainer Josephine Baker worked with the French Resistance and entertained troops in Africa and the Middle East. Alice Marble, a tennis star, secretly married an intelligence operative and when he died, was convinced to spy on a former lover, a Swiss banker, suspected of having records of Nazi finances. She found such information and was shot in the back, but escaped and recovered. Her story was told only after her death in 1990. Carole Lombard made her final film as a satire about the Nazis and died in a plane crash after attending a war bond rally. President Franklin D. Roosevelt declared her the first woman to die in the line of duty in the war. Her new husband, Clark Gable, enlisted in the Air Force after her death. A ship was named in Lombards honor. Perhaps the most famous pin-up poster in World War II showed Betty Grable in a swimsuit from the back, looking over her shoulder. The Varga Girls, drawn by Alberto Vargas, were also popular, as were photos of Veronica Lake, Jane Russell, and Lane Turner. Fundraising In New Yorks theater world, Rachel Crothers started the Stage Womens War Relief. Others who helped to raise funds for war relief and the war effort included Tallulah Bankhead, Bette Davis, Lynn Fontaine, Helen Hayes, Katharine Hepburn, Hedy Lamarr, Gypsy Rose Lee, Ethel Merman, and the Andrews Sisters. Giving Back To the Troops The USO Tours or Camp Shows which entertained troops in the US and overseas drew many women entertainers, too. Rita Hayworth, Betty Grable, the Andrews Sisters, Ann Miller, Martha Raye, Marlene Dietrich, and many lesser-knowns were ​a  welcome relief for the soldiers. Several all-girl bands and orchestras toured, including the International Sweethearts of Rhythm, one of the rare racially-mixed groups.

Literacy Narrative Essay Example | Topics and Well Written Essays - 1000 words

Literacy Narrative - Essay Example Formative assessment plays an important role to both readers and communicators. First, before undertaking a journey to communicate, a communicator has a goal in mind or a message he would like to drive home. To achieve goals, it is important that a communicator understand the persons being communicated to through formative assessment. For instance as a communicator, formative assessment helped me to understand the gap between the desired goal and the current knowledge of the people I was addressing. On the other hand, learners get to gauge their extent of understanding. After assessing the gap, both learners and communicators can now allow this knowledge to guide them through actions necessary to obtain their main goal. An effective feedback will provide suggestions for closing the gap. Some of the methods communicators can use to assess learning include giving assignments, group discussions, and tests. Secondly, formative assessments motivate learners to improve on their understandi ng of the subject other than just getting the right answers. For instance, assignments and tests helped me as a learner to get specific comments, errors, and feedbacks on my level of understanding about a topic. Formative assessment encourage readers that each of them have great innate potential to perform better that they currently perform. More so, the feedback given from the tests encourage readers that they can do better. According to Ames, formative assessment helps support the expectation that all readers can give great performances and counteracts the notion that poor performances on some readers result from their lack of ability. Such readers may get discouraged and become unwilling to invest further in learning (Ames 262-270). A communicator can help improve the understanding of the students through several means. For instance, I can ask my discussion group members to summarise a topic or main points after a discussion. A communicator can also give related questions on the topic of study and mark them. In this, the communicator will test understanding of some vocabularies or concepts in the topic. Searching for meanings of vocabularies and answering questions proves quite helpful to me in learning. Thirdly, formative assessment plays an important role where readers can perform self-evaluation. Statistics reveal that readers who are governed by certain goals in their learning and opt to do self-evaluations are much better that those who do not. They have time to reflect on their strengths and weaknesses and filling in the gap through further learning. Additionally, formative assessment enables students with disabilities to train on how to evaluate themselves, helping them to improve. As a communicator, I assist readers to self-evaluate themselves through group discussions. Here, learners have an opportunity to receive a challenge especially where i mix the slow learners with the fast learners. A communicator can float a question and ask readers to writ e down what they think about it and read their answers around to the rest of the readers. He can also separate the students in small groups, give them time to brainstorm and have one of them present the groups work. All these will help instil the habit of self-evaluation to the students. Fourthly, formative assessment effects on teachers quality. Statistics reveal that a communicator’s quality has the highest influence on a reader’

Ford-Harris Matrix Coursework Example | Topics and Well Written Essays - 500 words

Ford-Harris Matrix - Coursework Example Students are required to and can create a new product from the information on heroes, holidays, etc. Students are taught and know the concepts, themes and perspectives of cultural groups Students are taught and can understand cultural concepts, themes and perspectives. Students are required to and can apply information learned about cultural concepts, themes and perspectives Students are taught and can analyze important cultural concepts, themes and perspectives. Students are taught to and can critique cultural concepts, themes and perspective. Students are asked to and can create products on cultural concepts, themes and perspectives. Students are given information on important events, themes, etc. and can understand this information from various perspectives as diverse ethnic and cultural groups. Students are taught to understand and can demonstrate an understanding of important events and themes from various perspectives as diverse ethnic and cultural groups. Students are asked to and can apply an understanding of important events and themes from various perspectives as diverse ethnic and cultural groups. Students are taught to and can examine important events and themes from various perspectives as diverse ethnic and cultural groups. Students are taught to and can evaluate or judge important events and themes from various perspectives as diverse ethnic and cultural groups.

Detailed Character Description Essay Example | Topics and Well Written Essays - 500 words

Detailed Character Description - Essay Example In the attack his wife was murdered and Earl received severe injuries resulting in amnesia. Earl in a story possesses round character as he has many complex traits. As we go further reading the story it can be seen that Earl possesses emotional personality. This trait became part of his personality after the unpleasant event took place in his life. Despite of his illness and unreliable memory he tried to remain focused this shows his consistent behavior. Earl has courageous nature which helped him to escape from mental institution. This also shows his risk taking nature as he did not care about the consequences and escaped from the hospital. Not only was this he was highly determined in pursuit of killing his wife’s murderer that he developed different ways to preserve his memory. As mentioned in the story he uses letters and tattoos to keep track of various information. Since Earl is depicted as the most tragic character of the story but despite of his tragic life he remained much focused and throughout the story he did not allow his illness to overrule his mission (to kill his wife murderers). His attempt to achieve his aim shows his hardworking nature and serious nature. He is portrayed as highly motivated character of the story and due to his motivation he was able to accomplish his mission of reaching to his wife murderers. Faith is an important personality trait of Earl. He had strong faith in himself that helped him to carry on his mission throughout the story. Jonathon Nolan described Earl as a serious character of the story who had not shown signs of silliness despite of his mental illness. There were times when he faced situation of desperation but this desperation was not because of his personality but it was due to his mental illness. Because of his strong character he did not let desperation to rule him instead he administered it wisely. There were many positive characteristics possessed by Earl but it is important to mention

Legacy of the Cold War

Legacy of the Cold War Sana Karwan Benjamin Boyce The Legacy of the cold war All through history, conflicts and battles between civilizations and nations have been inevitable. Nations have built military protections, whether they were threatened or not. Many wars have happened throughout our history, some small and some huge. Two of the important wars in history are the world wars happened in the twentieth century. In â€Å"Understanding Global Conflict and Cooperation: Intro to Theory and History† by Joseph Nye and David Welch, it is mentioned that the alliance system between the countries in Europe appeared to be multipolar, then it became less stable and Germany rose in power, the balance of power seemed less multipolar and became a bipolar system of alliance and increased the likelihood of war, which was the first world war. After the First World War, the League of Nation was formed; the main aim of the league was Collective Security. But the league failed to attain what it was established for. Although against the rules of the league, but Britain and France formed an alliance and guaranteed the safety of Poland. One of the reasons based on a state level of analysis was when Adolf Hitler moves his troops to Poland and World War Two starts. Adolf Hitler’s target was Russia, Germany had a Fascist government and USSR had a Communist government. After attacking the USSR by the Germans, Josef Stalin allies with the United States and the Britain against Germany, forming the big three. Stalin had conditions fighting this war against the Germans, which was taking all the territories he wants after the war is over. After the defeat of the Germans, the wartime allies, the US and the USSR, so quickly become enemies and the Cold War starts. The cold war left the world militarized, thousands of people lost their lives, many countries financial and economic states were influenced, and the last but not the least, it left a legacy of Nuclear Weapon on the world. (Nye and Welch, 2012) The United States ends the Second World War by being the international policeman, fighting against communism. With the initiatives the US started, USSR started to worry and wanted to show off his power against the US as well. The Marshall Plan and the Truman Doctrine were two initiatives by the United States, one to aid Europe rebuild its countries that were affected by the war and the later was to indirectly fight communism. The USSR as a communist country, did not take the Marshall Plan, he did not want to be indebted to the US and didn’t want to show the US they need their money. Also, with the Truman Doctrine, the Republicanism/Communism war started between the two major powers of the second half of the twentieth century. (JFK Library, 2015) The Cold War was the tense relationship between the United States and USSR and their allies. The war started after the Second World War ended up to the collapse of the Soviet Union, from 1945 to 1991. The outbreak of the war was difference in ideology of the two powers. Each one of them was trying to convince the other who is stronger. Politically, the Soviet Union was fighting for Marxism and the United States for Republicanism, and economically, the USSR was supporting communism and the US was supporting capitalism. The two countries never directly confronted each other militarily, but threatened each other by nuclear weapon and fought proxy wars- using the resources of other countries to showcase power. The war defined the foreign policy of the two powers and was a competition of who is the superpower. (Kramer, 1999) Arthur Schlesinger based on a revisionist thesis thinks that after the Second World War, US deliberately abandoned their policy of helping and collaboration of the European countries to rebuild Europe. Exhilarated by the possession of atomic bomb, the United States undertook a course of aggression of self-designed to abolish the communism influence of Russia on Eastern Europe and to establish democratic and capitalist states. Truman, the US president at that time, left the Russians no alternative but to defend their boarders. On the other hand, John Mearsheimer claims that â€Å"the absence of war in Europe since 1945 has been a consequence of three factors: the bipolar distribution of military power on the continent; the rough military equality between the two states compromising the two poles in Europe, the United States and the Soviet Union; and the fact that each superpower was armed with a large nuclear arsenal.† Mearsheimer argues that possibility for major crisis and in stability in Europe was very likely after the cold war. He also believes that Europe without the superpowers would be more likely to suffer violence than the past 45 year. In addition to that, he considers that the anarchic nature of these two super powers over Europe pretty much defined their foreign policies. (Schlesinger, 1967) (Mearsheimer, 1990) Mearsheimer explains the Cold War as the longest period of peace in European history. During the Cold War, Europe faced no major war according to him, only a couple of minor wars that didn’t bring Europe to major war. Furthermore, he illustrates that there were major crisis in Europe during the early years of the war which again didn’t not bring Europe to the brink of war. He believes that domestic factors, especially nationalism caused the wars of the pre 1945 era, while the post 1945 era, although European states were more concerned about peace, but domestic factors had lesser important in the international community, since distribution of military power between states had characterized Europe. Based on these assumptions, during the cold war, a militarized Europe was the result of the Cold War. (Mearsheimer, 1990) I interviewed my father about the military influence of the Cold War. He told me that based on what I have read about the Cold War is that after the Second World War the USSR had influenced and Controlled much of Eastern Europe, and the United States took that into consideration, that they didn’t want that communism view to spread more. They didn’t confront each other militarily, but the world was in a psychological war because of these two superpowers. The influence of the Cold War reached Africa, central Asia and the Middle East, specifically Egypt, Pakistan, Afghanistan, Iran and Iraq. The Cold War left a legacy of heavy militarization of the World that there was no national or international security. The US and the USSR developed far more advanced nuclear weapons than the Hiroshima experience. The countries under the Soviet Union were oppressed, there was no democracy in Russia, and the Soviet Union was so busy in aiding the country and other countries that were aga inst the US militarily led to the collapse of the USSR. When I asked him about the Iraq-Iran war in the 1980s and the influence of the Cold War, he recalled that although the Iraq was under the circle of the Soviet Union, but the United States was helping Iraq indirectly. In 1988, the US hit one of Iran’s airplanes in Iraq and this was an alert. Also in his opinion in Central Asia, with the establishment of Taliban and Al-Qaida, the US was helping these currently so called terrorist groups against the Soviet Union. This reminded me of the â€Å"I am Malala† book by Malala Yousafzaithat I read recently. As a kid, Malala recalls how the US is helping Taliban against Russia. C. Fred Bergsten talks about three global transformations to the world economy after the Cold War. â€Å"First, the reforms in the Soviet Union and Eastern Europe, if successful, will end the Cold War and most East-West confrontation, and will allow substantial reductions in military arsenals. Second, the salience of security issues will decline sharply; economics will move much closer to the top of the global agenda. Third, the world economy will complete its evolution from the American-dominated regime of the first postwar generation to a state of US-Europe-Japan tripolarity.† what he means by these transformations is that the role of individual states will go back to the international economic positions they supposed to have. Also, he is trying to draw our attention to a united Europe with a strong economy that will create a large market for trade. The reason he is talking about these economic roles of Europe is that the United States is in relative economic decline. During the World Wars in Europe, the United States appeared to have the largest economy that was willingly helping the European countries to rebuild Europe. (Bergsten, 1990) In conclusion, the Cold War left a huge economic and military legacy on the world. It left the world with plenty of military bases of the United States around the world. May be the economic legacy of the Cold War was not as big as the military legacy, but it took time for Europe to rebuild itself. In my opinion, the legacy of the Cold War can be obviously seen in Central Asia, especially in Afghanistan, where Al-Qaida was established in. The United States helping the terrorist group in Afghanistan against USSR hit back on them in September 11, 2001. So, the Cold War that is called to be the longest period of peace in Europe had a corrupt aftermath on the world and left the world militarized that we cannot help fixing. Works Cited Bergsten, C. Fred. The Wrold Economy after the Cold War. The New American Realism. Foreign Affairs. Council on Foreign Relations. Vol. 69, No. 3 (Summer, 1990), pp. 96-112. March 20, 2015. Kramer, Mark. Ideology and the Cold War. Review of International Studies. Cambridge University Press. Vol. 25, No. 4 (Oct., 1999), pp. 539-576. March 19, 2015. Mearsheimer, John. Back to the Future: Instability in Europe after the Cold War. International Security. The MIT Press. Vol. 15, No. 1 (Summer, 1990), pp. 5-56. March 20, 2015. Nye Jr., Joseph and Welch, David. Understanding Global Conflict and Cooperation: An Introduction to Theory and History. 9th edition. February 19, 2012. March 19, 2015. Schlesinger, Arthur. Origins of the Cold War. The New American Realism. Foreign Affairs. Council on Foreign Relations. Vol. 46, No. 1 (Oct., 1967), pp. 22-52. March 20, 2015. The Cold War. John F. Kennedy Presidential Library Museum. John F. Kennedy Presidential Library Museum, n.d. March 19, 2015. I also interviewed my father.

Women in Physics :: physics female females

Outline In 1944 the German chemist Otto Hahn was awarded a Noble Prize for his work on nuclear fission - the process that lies at the heart of nuclear bombs and power stations. The Austrian physicist Lise Meitner, who was the official leader of Hahn's team, and who also worked out the theoretical explanation of their experimental discoveries, was not even mentioned in the Noble committee's announcement. (Wertheim) Thirteen years later the Chinese-American particle physicist Chien-Shiung Wu would likewise be left out when the Nobel committee made its announcements. Likewise English astronomer Jocelyn Bell, who discovered pulsars, would also be denied a share in the Nobel that went only to her (male) supervisor. Reports in the past showed that the highest percentages of women among students awarded a doctorate in physics are 20 to 27 percent ( India, Australia, Poland and France) and the lowest percentages are 8-9 percent (Japan, South Korea, Netherlands and Germany). An international survey of around 900 women physicists in more than 50 countries found that the factor most frequently contributing to their success was encouragement from their families (parents and husbands). Also mentioned were the support of high school teachers, advisors, and professors; their own determination, will power and hard work; and participation in important international projects. The outcome of the survey showed somecultural differences from the countries represented, with family issues such as marriage and child care important factors in some countries, and less so in others. Women in developing countries are more likely than women in developed countries to be married (four out of five in the first case, compared to two out of three in the second). (Barbosa) The problems that the women surveyed mentioned were problems with balancing family and career and defeating the commonly encountered bias that women cannot do physics. The women who responded shared a strong passion for physics, and three out of four said that they would choose physics again, despite any difficulties or barriers they had encountered. A report from Japan stated that it takes women an average of ten years more to advance to the rank of professor than their male colleagues. A study from the Massachusetts Institute of Technology found women professors consistently had less laboratory and office space and were paid less than their male colleagues. "As of 1996, Princeton physics department had still not given tenure to a physicist not sporting the penile appendage" (Wertheim). What We Did to Get Where We Are:

Domestic Violence: Beyond Patriarchy

Domestic Violence: Beyond Patriarchy In the Beginning The Battered Women's movement of the 1970's enlightened society about a much secreted, and what at the time, was considered a family matter, that of violence against women by their male intimate partners. Many lives have been saved as a direct result of society's public awareness of this much-hidden scourge on our families. Federal and state laws prohibiting Intimate Partner Violence (IPV) have been enacted, and funding has been put in place for battered women's shelter programs. These changes have made a significant difference in the lives of battered women and children over the last few decades. The feminist theoretical perspective of IPVIPV has been depicted throughout our society as well as how victim services, and batterers intervention programs (BIP) are modeled. â€Å"Our culture has historically exhibited certain patriarchal values observable in religion and social custom. Working against the backdrop of this history, feminism quite naturally saw an antidote in ending social oppression of women. Wife assault, kept largely out of the public view and tolerated by prevailing attitudes, was regarded by feminists as an evil symptom of patriarchy. † (Dutton, page 17, 2006) Feminist theory defines IPV as a social problem with a single type of victim i. e. heterosexual women and one root cause, that of male privilege and patriarchy, which supports male domination, power, and control and the oppression of women. The need for services for IPVBIP's for female perpetrators is obscured and trivialized by this â€Å"one size fits all† view. Dutton describes feminist theory on IPV as being a â€Å"‘paradigm:†Ã¢â‚¬Ëœ [A paradigm is] a set of guiding assumptions or worldview, commonly shared within a group and serving to ward off recognition of data that are dissonant with the paradigm's central tenets. This theory views all social relations through the prism of gender relations and holds that men hold power over women in patriarchal societies and that all domestic violence is either male physical abuse to maintain that power or female defensive violence used as a self protection. (p. 2, 2005) developed through the anti-rape and battered women's movements. This perspective has been the guiding light for how the social problem of against men by women and The violence against women by men paradigm is so entrenched that if anyone pursues any other theories or presents any data that is contrary to that perspective it is automatically considered anti-domestic violence movement. (Dutton, p. 44, 2005) Lucal (1995) found that attempts to discuss the idea of battered husbands started an emotionally charged and fiercely contested debate among researchers which has been the classic debate filled with claims and counterclaims. Much of the debate has been centered around whether or not there are very many battered husbands. Most of the debate has been about whether or not battered husbands are a social problem worthy of support. (pp. 95-96) Revealing Statistics Dr. Murray Straus, co-founder and co-director of the University of New Hampshire's Family Violence Research Laboratory, has studied IPV and child abuse for over thirty years. In study after study he has found that both men and women are capable of being victims and committing IPV. For instance: (I? E(Busing data from the National Family Violence Survey of 1975, Straus (l980) found that 11. 6 (2. 6 million nationwide) of husbands reported having been the victim of severe violence by their wives. Severe vio1ence was defined as behaviors, such as kicking, punching, beating, or using a knife or gun, that have a high probability of causing physical injury. (as cited in Hines Malley-Morrison, p. 77, 2001) Presenting data that defies feminist logic has caused Dr. Straus and his colleague's substantial risk. As a result of the depth of the objections to our finding on assaults by wives, some of us became the object of bitter scholarly and person attacks. These attack included obstruction of my public presentations by booing, shouting, and picketing. In elections for office in scientific societies I was labeled as antifeminist despite being a pioneer feminist researcher on wife beating (Straus, 1973, 1996 as cited in Straus, pp. 225-226, 1992). Suzanne K. Steinmetz, a co investigator in the first National Family Violence Survey, was the victim of more severe attacks. There was a letter-writing campaign opposing her promotion. There were phone calls threatening her and her family, and a bomb threat at a conference where she spoke. (pp. 225-226) Studies such as the National Violence Against Women Survey tend to filter out male reports of victimization because of the â€Å"‘set†Ã¢â‚¬Ëœ of the survey (criminal victimization of women) (Dutton, p. 4, in press). However, the National Violence Against Women Survey in 2000(a) reports that more than 834,000 men are raped or physically assaulted by an intimate partner each year in the United States. This translates into about(I? E(B32 assaults per 1,000 men. (Tjaden & Thoennes, p. 11) Since the respondents in this study were told they were being interviewed about â€Å"personal safety† issues it's quite possible that this number is an underestimate as many of the men may not have perceived the violence that their wives or girlfriends were perpetrating against them as a threat to their safety. (Hines & Malley-Morrison, p. 77, 2001) The Establishment of Services for Male Victims Spreading the word as news of the availability of DAHMW's helpline became more known, calls from men and those concerned about a male relative or friend whom they thought were in an abusive situation started coming in from around the country. A website was created with information on male victimization and other resources and tri-fold brochures specifically addressing IPV against men were designed, printed and distributed through mailings and placements on community bulletin boards. Consequently, two years after its inception, DAHMWDAHMWIPV. as highlighted in the National Crime Prevention Council's book, â€Å"50 Strategies to Prevent Violence Domestic Crimes. † (2002) as, â€Å"[one of] 50 promising programs [that offer] new and alternative methods to aid under-served victims of violent domestic crime including teens in dating relationships, elderly victims of late-life abuse, child witnesses to violence, battered immigrants, male victims, and survivors in the gay and lesbia n community. † In 2003 Verizon began to publish the crisis line in a number of their phone books. Incoming calls to helpline have grown exponentially from fourteen a month in 2001, to over three hundred calls a month in 2006. The vast majority of the calls continue to be from or about a male victim (and children) of female Information gathered from male callers to the helpline suggests that some violent women use highly physically disabling tactics on their victims. â€Å"According to qualitative accounts, several physical attacks [are] reported to have occurred to the groin area, as in the following examples: â€Å"‘G reports that his estranged wife frequently targeted his testicles in her attacks, which included head butting and choking. Police were called to his home six times, one call resulted in the wife's arrest. â€Å"‘ â€Å"‘I was writhing, crying in the corner, I couldn't get up for two hours she kicked me in the groin at least 12 times. â€Å"‘ â€Å"‘She held a knife to my balls and threatened to cut them off. â€Å"‘ (Hines etal, p. 66, 2007) The stigma attached to being a man abused by a woman is profound. Many men report that they were taught never to hit a girl, be strong, do not cry and do not tell your personal business to anyone from their parents and caregivers. There is also a cultural belief that men should be able to defend themselves. However, if a man does defend himself against his abusive female partner and the police are called, the man is the one that will be arrested. When Dwayne Bobbit had his penis cut off by his wife in 1993, it was a big joke for late night comedy. Lorena Bobbitt was found not guilty by reason of temporary insanity. The reaction would have been entirely different had the genders been reversed. (Dutton, p. 148, 2006) Law Enforcement and the Court's Response The concerned family members and the victims themselves to the DAHMW helpline have recounted reports of the lack of concern for male victims: Misconceptions and Realities Feminists' theorists assert that women's violence against men is less likely than men's violence against women to result in serious physical or psychological harm. (Dutton & Nichols, p. 697, 2005) They use this claim to dismiss women's violence against men and male victims. Women, in general, may not be as big or strong as men are, however, what women lack in size and strength they make up for with the use of weapons. Research conducted at an emergency clinic study in Ohio (Vasquez & Falcone, 1997, as cited in Dutton & Nichols, 2005 ) revealed that 72). The authors reported that burns obtained in intimate violence were as frequent for male victims as female victims. As this study demonstrates, community samples, unless they require subjects to self-report as crime victims, show a different and more equivalent pattern of violence by gender than that alleged by the(I? E(Bfeminist perspective(I? E(B. Regardless of the variations in the studies, two conclusions seem reasonable: (1) women are injured more than men, and (2) men are injured too, and are not immune to being seriously injured. Simply because the injury rates are lower, men should not be denied protection. (Dutton & Nichols pp. 97-678, 2005) The feminist perspective of IPV being predominantly patriarchal in nature also excludes much of the victims in LGBT community. The LGBT community has had to set up their own domestic violence shelter programs that primarily or exclusively protect, educate and serve LGBT individuals who are victims of IPV. (e. g. see the www. gmdvp. org, w ww. lagaycenter. org/FamilyViolence etc ) According to Helfrich & Simpson (2006) lesbians have a difficult time accessing services through the traditional battered women's shelter programs due to the lack of policies to screen lesbian survivors and identify batterers. Lesbian batterers may use deception to access services through the same agency as the survivor and there are little to no stopgap measures taken to deal with those situations. (p. 344) Beyond Patriarchy, Alternative Theories on IPV Dutton (2006) asserts that the best predictor of intimate partner violence is not gender but personality disorder (p. 153). Since the beginning of the battered women's movement, researchers who have studied maritally violent men have often treated batterers as a homogeneous group. They have measured violent husbands by comparing them to nonviolent ones. However, more recently they have found that violent husbands vary along a number of important dimensions, including severity of violence, anger, depression and alcohol abuse. (Holtzworth-Munroe & Stuart, p. 476, 1994) More recently, researchers have begun to investigate what attachment styles and personality disorders have to do with IPV. The focus for this paper regarding typologies of batterers is on the dysphoric/borderline subtype and so a full description of each subtype of batterer is beyond this review. For more information of the various subtypes please review, Holtzworth-Munroe & Stuart, 1994; Holtzworth-Munroe et al. 1997; Holtzworth-Munroe et al. , 2000; Waltz et al. , 2000; Babcock et al. , 2003; Carney & Buttell, 2004) Researchers have found that batterers are more likely a heterogeneous than a homogeneous group and within that heterogeneous grouping various subtypes of batterers exist. Seminal research done by Holtzworth-Munroe and Stuart (1994) studied violent men and ascertained various typologies of male batterers. Holtzworth-Munroe and Stuart categorized three major subtypes and they labeled them, family only, dysphoric/borderline, and generally violent/antisocial. (Holtworth-Munroe & Stuart, p. 76-482, 1994) Holtzworth-Munroe and Stuart described dysphoric/borderline batterers as those who engage in moderate to severe wife abuse as well as psychological and sexual abuse. Their violence is primarily towards the family; however, they suggested that some extra familial violence and criminal behavior may be evident. Additionally, they found that these men are the most dysphoric, psychologically distressed, and emotionally volatile and that they have evidence of borderline and schizoidal personally characteristics. The may also have problems with alcohol and drug abuse. (ibid. According to Dutton (2006), â€Å"Across several studies, implemented by independent researchers, the prevalence of personality disorder in wife assaulters has been found t o be extremely high. These men are not mere products of male sex role conditioning or â€Å"‘male privilege†Ã¢â‚¬Ëœ [as the feminist theory of IPV suggests]; they possess characteristics that differentiate them from the majority of men who are not repeat abusers. † (p. 185) In addition to research on subtypes of batterers, there is also evidence to suggest that early attachment has bearing on what type of person may have the propensity towards perpetrating IPV. Buttell et al (2005) states that the presence of batterer subtypes is widely accepted in the field and that findings from [their] study seem to suggest that issues of attachment and dependency may be related to the development of an abusive personality for one type of batterer. They state that if true, efforts to improve intervention may need to focus on distinguishing batterer subtypes and developing intervention strategies relevant to the need for each subtype. (p. 216) Attachment styles may be the key to unlock many doors for both female and male perpetrators of IPV. Dutton in his book, The Abusive Personality, reiterates Bowlby's findings on attachment styles: In his landmark series of books entitled Attachment and Loss, Bowlby developed the notion that human attachment was of ultimate importance for human emotional development. In his view, it had sociobiological significance. His views encompassed the possibility of individual differences that came to be called â€Å"‘attachment styles'† referr[ing] to entire constellations of thoughts and feelings about intimacy. Reactions to the satisfaction or dissatisfaction of early attempts at attachment set up life-long attachment styles described as secure, fearful, or dismissing. The dismissing people tend to be wary of and stay out of relationships. The secure ones are comfortable with closeness. The fearful ones are stuck in the middle, exhibiting ambivalence toward intimacy and to those with whom they are emotionally connected. (as cited in Dutton, p. 116, 1998) Dutton (1998) further postulates that this push-pull reaction of the fearful attachment styled person resembles the ebb and flow of what he has coined the â€Å"cyclical personality. Dutton reports that in his notes on phrases used by female victims to describe their male batterers (who were clients of Dutton's) there was a recurring theme. They would express that their partners would act like â€Å"Jekyll and Hyde† and appear to be two different people at times. They also said things like, â€Å"He's like living with an emotional roller-coaster,† and describe their mates as moody, irritable, jealous and changeable. (p. 53) This cycling was first recognized by Lenore Walker in her book, The Battered Women, as the â€Å"‘battering cycle. â€Å"‘ (as cited in Dutton, ibid. As Dutton set out to gain some understanding of a cyclical or phasic personality he came across a book by John G. Gunderdson entitled, Borderline Personality Disorder: Dutton's research regarding attachment, borderline and the batterer's cyclical personality has been focused on male on female IPV, however, in his recent book, Rethinking DV, he discusses female perpetrators: Recent research has begun to explore the role of [fearful attachment, borderline traits, and chronic trauma symptoms, which generates what Dutton calls the abusive personality] among female perpetrators of partner abuse. Follingstad, Bradley, Helff, and Laughlin (2002) generated a model for predicting dating violence in a sample of 412 college students. (as cited in Dutton, p. 201, 2006) They found that anxious attachment resulting from early life experiences led to the development of an â€Å"‘angry temperament,†Ã¢â‚¬Ëœ which in turn related to attempts to control and use abuse against an intimate partner. The model predicted abusiveness for both genders (ibid. ) Other researchers have also hypothesized about subtypes of abusive males and females. For instance, Buttell et al (2005), states that researchers are beginning to explore the role of attachment theory and develop hypotheses on abusive behaviors relevant to different subtypes of abuser in order to improve intervention efforts for batterers. (p. 211) Gormley (2005) concluded that, â€Å"Insecure adult attachment orientations affect half the adult population, helping to explain the prevalence of men's and women's IPV. Women with insecure adult attachment orientations may be as much at risk as similar men of psychologically and physically abusing romantic partners, oing damage to relationships they may be socialize to value highly(I? E(B. † (p. 793) Female Batterers Scant research has been done on female batterers; however, due to the changes in mandatory arrest policies more women are being arrested than ever before. The debate about whether or not women perpetrate IPV has changed noticeably of late due in part to the fact that women are increasingly being arreste d, prosecuted, and sentenced to intervention programs for domestic violence offenses. Women's arrest for IPV is a direct result of legislation that has mandated the arrest of perpetrators in cases where police become involved when a domestic dispute has occurred. Warrantless arrest legislation gives police the power to arrest the abuser and press charges themselves when called to a domestic dispute. The victim no longer needs to press charges against the perpetrator. The arrest of women was certainly an unintended consequence of this legislation and has had a dramatic impact on the national debate regarding female initiated IPV. Carney & Buttell, p. 249, 2004) Feminist theory of IPV has created a dilemma regarding intervention services for female batterers. At present, the most prevalent legislated BIP's the system has set up are for dealing with batterers comes from the feminist model of IPV. Female batterers who are convicted of domestic assault and court ordered to attend a BIP have little choice but than to attend the feminist model of BIP's when court ordered to do so. (Carney and Buttell, p. 50, 2004) In addition, research on these [Duluth Model] BIP's indicate that few men who complete treatment benefit from it to the extent that they demonstrate positive changes in their behaviors. Of course, if men are not benefiting from a program that is specifically designed for patriarchal batterers then certainly abusive women will benefit even less. (ibid. ) According to Babcock & Siard (2003) some of the women arrested could have been acting in self-defense and were therefore falsely arrested but others with extensive violent histories may in fact be primary aggressors. p. 153) Men who are arrested are not given the same latitude. Babcock et al. (2003) mentions that in a study of women arrested for IPV, Hamberger and Potente (1994) found women who could clearly be identified as primary aggressors of IPV, yet in the treatment setting they were generally treated the same as those women who used self defense. (as cited in Babcock & Siard, p. 154). B abcock et al. (2003) proposed two categories of female batterers, those that were partner-only and those that were generally violent. The partner-only category covered women who may be more likely to use violence in self-defense and the generally violent women (of more interest for this paper) were women who used violence in any manner of situations including against their romantic partners. (pp. 153-154) Many studies on male batterer's include reports from their female victims; however, the researchers in this study did not ask the male victims for reports of their partner's violence. Iit is interesting to note that violent women were asked to report on their male partner's violence against them. (p. 57) They further note that power and control seems to be an issue for some abusive women and they suggest that women's power and control issues, traumatic histories, and psychological distress should be explored and indicate that clinicians may want to assess for psychopathology (i. e. post-traumatic stress disorder, borderline personality disorder, etc. ) (ibid. ) Recent studies have found that women's and men's viol ence share similar correlates (Giordano, Millhollin, Cernkovich, Pugh, & Rudolph, 1999; Magdol, Moffittt, Caspi, & Silva, 1998; Moffitt, Robins, & Caspi, 2001 as cited in Babcock et al, p. 53, 2003) therefore, they may also share similar motivations and circumstances. Female Batterers from Victims Reports Hines et al's (2007) research provides some insight into female batterers from their male victims. â€Å"Female abusers likely have a history of childhood trauma, may be suffering from a mental illness, and are likely to use alcohol and/or drugs. Further, these women have a high rate of threatening either suicide and/or homicide. † (p. 9) As previously stated, women have been asked to report on their male batterers and although this is not the ideal way to obtain information on batterers, feminist researchers have been gathering information in this way from battered women in shelters for years. (e. g. Walker, 2000 as cited in Hines et al, p. 69, 2007) Conclusion Men are vict ims of female perpetrated IPV and need services such as shelter, legal aid, support and counseling much the same as their female counterparts. Additionally, men's reports of victimization should not be called into question but treated with the same respect as women's reports. Protocols should be put in place within the domestic violence shelters programs, for law enforcement and the courts that will screen out potential female and male batterers so that victims are not judged by their gender. There is a dearth of research of female batterers and what has been presented from the feminist theory suggests that violent females use violence in self-defense. As we move away from the feminist theory of IPV researchers are discovering that childhood trauma, insecure attachment styles, mental illness, and/or alcohol and substance abuse play a role in IPV for both genders. Not all male batterers fit into the feminist theory of IPV, there are subtypes of batterers and attachment style plays a role in who perpetrates IPV. The subtype that is the focus of this paper is that of the borderline, cyclical batterer. Female batterers also show symptoms of having subtypes evidenced by reports from male callers to the DAHMW. Studies are beginning to assess psychological factors that predict female intimate partner violence. What is emerging is evidence of personality disorder, attachment style, and constricted affect that has also been seen in male abusers. Female abusers share much of the same traits as male abusers especially antisocial and borderline personalities. (Dutton, p. 203, 2006) As Babcock et al. (2003) explain, â€Å"[the] feminist perspective should be holistic, examining both the positive and negative sides of women's behavior. Bringing attention to some women being in the role of perpetrators, not solely as the victims of intimate partner abuse, involves viewing women as they are, not as we would wish them to be. † (p. 160) References About The Author

How to Transfer High Schools A Complete Guide

How to Transfer High Schools A Complete Guide SAT / ACT Prep Online Guides and Tips Are you transferring high schools or will be transferring soon?Are you wondering how this will affect your high school transcripts, when you'll graduate, and how schools view your college applications?Then this guide is for you! Read on to learn howto transfer high schools, what it means for your future, and the steps you can take in order to make this process as smooth and easy as possible. What Does It Mean to Transfer High Schools? How Do You Start the Process? When someone says they are transferring schools, what does that actually mean?When you transfer high schools, that means you are un-enrolling in one high school and enrolling in a different one. This does not include graduating from middle school and then starting high school, which is a regular academic progression and not categorized as transferring. Transferring is typically done over the summer, but it can also take place during the school year.Different schools and states have different processes for transferring, and the amount of work you need to do can vary depending on if you’re staying in the same school district or transferring to a completely new one. Your parents and people at both your old and new schools will likely help guide you through the transfer process, but it typically begins with submitting an application to the school you would like to attend.If you are younger than 18 years old, you will need your parent/guardian to submit your transfer request.Transfer applications will typically ask for some identifying information, proof of residency, medical forms, and transcripts from your current high school. If you request a transfer because you are moving or because of a serious issue, such as bullying, it will likely be accepted, but not every transfer request is approved. Typically, it’s easier to transfer schools if you are an underclassman rather than an upperclassman. What Happens After You GetApproval to Transfer? Transferring does not happen immediately, and you often have to apply a few weeks or months before you want to switch schools.You will be required to attend your current school until your transfer request is approved and you start at your new school. Once you are approved to attend a new school, you may take placement tests so that you are placed in the classes best suited for you.Either before or right when you start classes at your new school, you will meet with an academic adviserwho will help plan your schedule for you. Many schools have informal gatherings for new students to help transfer students meet new people and learn more about the school.As soon as your application is approved at your new school, you are a full-fledged student there, and you can join or try out for different sports and clubs. It’s highly recommended that you do thissinceparticipating in extracurriculars is a great way to meet new people and feel more connected to your new school. Why Do People Transfer High Schools? What causes students to transfer to a new high school? Below are the three most common reasons to transfer high schools. Reason #1: They Move to a New Area This is, by far, the most common reason people transfer high schools. When your parents move to a different place, you often can'tcontinue studying at your current school. This can be a move across the country, or simply a move to the neighboring town. Because moving out of the area can make it impossible to attend your current school and it’s something high school students don’t have much control over, these transfer requests are basically always approved. If the move is sudden, many schools can make accommodations so that you can begin attending classes right away (lucky you!); however, it’s best to get this process started early if you know you will be moving in the future. Reason #2: They Find a Particular School They Want to Attend Sometimes, you aren'tmoving, but youfind a new high school youprefer to yourcurrent one and want to transfer to it.The new school could have better academics, extracurriculars, or an alternative teaching method you prefer.You may also have gotten accepted into a selective high school where you had to apply for admission. Be aware that, if you are trying to move from one school in your district to another, your district may have certain policies in regards towhat reasons are acceptable for transferring. Your transfer request may not always be approved. Reason #3: They Don't Like Their Current School In other cases, you don’t want to transfer to go to a great school you’ve already chosen, you simply don’t want to attend your current school anymore.This can happen if a student is feeling bullied, has had trouble making friends, or doesn’t learn well from the school’s teaching style. In rare occasions, a student may also be forced to leave a school for disciplinary reasons. Common Questions Students Have When They Transfer High Schools Once your transfer request is approved, that doesn’t mean all the work is over! Transferring can cause some wrinkles in your high school plans, but if you are aware of potential challenges and start planning early for how you’ll deal with them, you’ll minimize unpleasant surprises and frustrations down the road. Below are three of the most common questions about how to transfer high schools, and for each one advice is given for how you can minimize problems. Question 1: Will All MyOld Credits Transfer to MyNew School? If you are transferring from one public school to another within the same state, you likely won’t have an issue with this. However, if you are moving to a new state or switching from a public school to a private school (or vice versa), not all of your credits may transfer over. In the majority of cases, all or most of your classes will transfer just fine, but occasionally your new school will not accept credit for one or more of your classes.This will typically happen because those classes do not meet certain requirements your new school has, such as covering certain topics, meeting for the required number of hours, or including certain exams. If this happens to you, your new school will not award you credit for that class, it won’t show up on your new transcript, and it will appear (to your new school) as if you never took that class.If enough of your classes don’t transfer over, this may cause your graduation date to be delayed because you’ll have to take extra classes to make up for the credits that didn’t transfer. How to Minimize Problems This can be a frustrating situation because you aren’t getting credit for classes you’ve taken and passed. However, this isn’t a problem for most students and, even if it is, you will likely have enough other credits that you won’t need to take summer classes or delay your graduation. Talk to your new academic adviserright after you start your new school to learn if any of your old credits didn’t transfer and, if so, how that will affect you. If you think you should get credit for a certain class, discuss that will your adviser.Oftenschools can be flexible about which classes they accept. Question 2: Will My GPA Stay the Same? Many students who transfer high schools are understandably concerned about what happens to their GPA when they switch schools. Will they keep their current GPA? Will it be completely erased when they start at a new school? The short answer is that it depends on your new school; every school has its own policy for how it handles the GPAs of transfer students. However, in most cases one of two things will happen: either you'll keep your current GPA and it will only change when you get new grades at your new school, or your new school will recalculate your current GPA so it fits with their grading patterns. For example, if your old school gave pluses and minuses on your transcript but your new school doesn't, your new school may recalculate your GPA without those pluses and minuses so it matches the GPA grading patterns of the rest of the students. Even if this happens, it likely won't change your GPA significantly, so try not to worry about it too much. How to Minimize Problems The best thing to do here is to talk to your new guidance counselor and learn if and how your GPA will be affected by transferring. Do this as soon as possible so that everyone is on the same page and you aren't surprised in a semester when grades come out and your GPA isn't what you expected. Question 3: Will TransferringHigh Schools Affect MyCollege Applications? Sometimes students are worried that transferring schools and having two transcripts will negatively affect their college applications.The good news is that, on its own, transferring high schools won’t have any negative impact on your college applications. Colleges understand that transferring schools is a common occurrence, and many times the student doesn’t have control over if it happens (such as if your parents decide to move). You will typically have to submit transcripts from each of the high schools you attended but, again, colleges are used to this and will be fine with it.The only time transferring high schools will have a negative impact on your college applications is if your grades dropped significantly or you transferred due to behavioral or disciplinary reasons. How toMinimize Problems In most cases, transferring high schools will give you nothing to worry about when applying to colleges. However, if your grades dropped a lot before and/or after you transferred, or you were expelled or had similar serious discipline issues, colleges may be waryof accepting you. The best way to combat this is to be open about the issue and explain it. You can do this in your personal statement, or many schools have a space in their applications for students to explain any additional information they’d like the school to have. When you explain, be honest about what happened and give specific examples of how you’ve improved since then. Question 4: What New Graduation Requirements Do INeed to Meet? You may find that your new school has different graduation requirements than your previous school did. This is especially likely to happen if your new high school is in a different state since high school graduation requirements are often determined by state. Sometimes meeting these new graduation requirements means your schedule looks a little odd. For example, I went to high school in Illinois, and every person who graduates high school in Illinois has to take a driver’s education class (the driving part is not required if you don’t plan on getting your license). In my class, there were two 18 year-old guys who had transferred here from another state that didn’t require driver’s ed. As a result, these students, who had had their licenses and been driving for two years, were stuck taking a basic driving class. How toMinimize Problems Again, talk to your academic adviserright away to learn what your new school’s graduation requirements are. Work with your adviserto plan out your class schedule for each semester until you graduate. If you need to take extra classes, see if it’s possible to take them over the summer so that you graduate on time. You may also be able to fulfill certain requirements, such as health or typing, by taking an online class.Figuring this out early will help you stay on track and avoid any surprises when it comes time to graduate. Stay aware of your graduation requirements so you can graduate on time like this guy. Conclusion Transferring high schools can seem stressful and challenging, but it doesn’t have to be!Once your transfer request has been approved, start researching how the transfer will affect different academic areas such as your transcript, course credits, and graduation requirements. Early on, work with your adviserand teachers at your new school to develop class schedules, so you know which classes you need to take and when you will graduate.If you are prepared and know what to expect, chances are transferring high schools will be a smooth process. What's Next? Considering doing some online classes to complete your graduation requirements? Check out our guide to see if online high school is the right choice for you. Sometimes taking an independent study can help you get required classes out of the way. Check out our guide onhow to set up an independent study. Want to know what your course options are in high school? We have a complete list of high school classes for you to look through! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Free Essays on Using Compensation To Motivate Workers

Using Compensation To Motivate Workers In this discussion I have been asked to allot a certain amount of money to eight new management employees. Top management has no set forth guidelines for salary increases, but there is $24,000 dollars of readily available salary increases for worthy employees. The eligible employees are Berger, Clod, Doodle, Ellesberg, Foster, Goslow, Hummer and, McGowan. Time has been spent reviewing all eight employees. All have positive and negative qualities, but I have composed a checklist of what I think is most important to the company. Here is the chart: Names 1 2 3 4 # $ Berger * * * * 0 $500.00 Clod * * * X 1 $1382.35 Doodle * * * X 1 $1382.35 Ellesberg X X X X 4 $5529.40 Foster X X X X 4 $5529.40 Goslow X X X * 3 $4147.05 Hummer * X * X 2 $2764.70 McGowan X * * X 2 $2764.70 Total 17 $23999.95 The way the rating system works is as follows: 1) Ease of Replaceability 2) Peers View 3) Quality of Work and 4) Managements View. All of the following are important views, but there were personal concerns with some of the employees. For example, some of the employees need the raise more than others. I have chosen to overlook the personal concerns. Mr. Clod might have just recently got married to a wealthy wife, but I think this is irrelevant. I think by not rewarding his work because the money is not needed is an insult to his self worth. On the other hand, Doodle is in a financial bind, but he cannot expect the company to buy him out; he has to work his way out. Mr. Berger is a whole new story. His performance is shallow, and there are conflicts of interest. Supposedly, he is a poor performer, and has past relations with certain co-workers. This is a recipe for disaster. Most companies have strict dating guidelines that state that you cannot date a co-worker. It brings personal emotions to the workplace, which is not needed, in a professional environment. It makes it hard ... Free Essays on Using Compensation To Motivate Workers Free Essays on Using Compensation To Motivate Workers Using Compensation To Motivate Workers In this discussion I have been asked to allot a certain amount of money to eight new management employees. Top management has no set forth guidelines for salary increases, but there is $24,000 dollars of readily available salary increases for worthy employees. The eligible employees are Berger, Clod, Doodle, Ellesberg, Foster, Goslow, Hummer and, McGowan. Time has been spent reviewing all eight employees. All have positive and negative qualities, but I have composed a checklist of what I think is most important to the company. Here is the chart: Names 1 2 3 4 # $ Berger * * * * 0 $500.00 Clod * * * X 1 $1382.35 Doodle * * * X 1 $1382.35 Ellesberg X X X X 4 $5529.40 Foster X X X X 4 $5529.40 Goslow X X X * 3 $4147.05 Hummer * X * X 2 $2764.70 McGowan X * * X 2 $2764.70 Total 17 $23999.95 The way the rating system works is as follows: 1) Ease of Replaceability 2) Peers View 3) Quality of Work and 4) Managements View. All of the following are important views, but there were personal concerns with some of the employees. For example, some of the employees need the raise more than others. I have chosen to overlook the personal concerns. Mr. Clod might have just recently got married to a wealthy wife, but I think this is irrelevant. I think by not rewarding his work because the money is not needed is an insult to his self worth. On the other hand, Doodle is in a financial bind, but he cannot expect the company to buy him out; he has to work his way out. Mr. Berger is a whole new story. His performance is shallow, and there are conflicts of interest. Supposedly, he is a poor performer, and has past relations with certain co-workers. This is a recipe for disaster. Most companies have strict dating guidelines that state that you cannot date a co-worker. It brings personal emotions to the workplace, which is not needed, in a professional environment. It makes it hard ...

Technology plan Assignment Example | Topics and Well Written Essays - 2000 words - 1

Technology plan - Assignment Example echnology, therefore, assists the teacher and the students to develop a more personalized relationship, which helps both to learn from one another and to achieve their specific objectives as a unit and in a way, that both enjoy. Teacherkit is a technology developed to enhance classroom management and organization, assisting in the achievement of learning objectives. This paper will provide information concerning the technology and outline a plan through which the technology can be implemented in the learning activities. In any situation, change is always common and inevitable. Conditions that warrant change is from within and outside the main environment. In the education sector, changes in the environment especially the job market and the technological changes have always guided improvements in the way teaching and learning are practiced. Adoption of a change is however not easy. This is because the change involves the introduction of a new aspect, which requires the users to adopt a new method (Pitler, Hubbell & Kuhn 2012). This report will focus on the implementation of the teacherkit technology in the organization and management of the classroom. The features of this technology allow the teacher and students to interact through their individual devices in one platform. Having been a teacher for more than ten years, my experience with classroom management makes me feel that the adoption of the teacherkit technology will be an important milestone in enhancing organization and management of the classroom. My experience with adoption of change especially related to technology allows me to identify the various barriers to implementation of this technology and hence develop a plan for implementation that will minimize these barriers. This report, therefore, guides on the implementation of teacherkit technology in classroom management. The advantages of using technology in the classroom are many and cannot be ignored. Educators regard the adoption and

Economic Trends in an Executive MBA school Essay

Economic Trends in an Executive MBA school - Essay Example The recession would create an impact on employment and many capable firms would have a well of skills to hire from. Some firms might decide to be choosy and a graduate degree might just prove to be relevant so as to keep up with the competition for jobs. This has seen many people go for MBA which stands a better chance than having BBA only. (Kotler, Philip & Kevin, 2012)   One of the other areas affected by the recession are the accounts receivable. The customers of the companies might not fail to make payment the money owed to the company at the right time, or they may never be able to pay. This turns into a violation of the credit agreement. Moreover, delinquent or late payment reduces the valuation of corporation’s debt, bonds and its ability for financial access. This means that firms would be rendered incapable to sustain its operational costs and might just close down. Many people would lose their jobs. In the preparation of such circumstances, higher level of expertis e would deem inevitable to keep the firm running. Proper financial management measures could be employed to sustain the firm in the industry. All these expertise can be acquired by advanced training and education.  The need for increased household income has grown higher with people resorting to venturing into two or even three jobs. This requires an extended level of expertise in the different fields. The loan programs give an opportunity for people to go back for an MBA and upgrade their certificates so that they can be able to fit.... The customers of the companies might not fail to make payment the money owed to the company at the right time, or they may never be able to pay. This turns into a violation of the credit agreement. Moreover, delinquent or late payment reduces the valuation of corporation’s debt, bonds and its ability for financial access. This means that firms would be rendered incapable to sustain its operational costs and might just close down. Many people would lose their jobs. In the preparation of such circumstances, higher level of expertise would deem inevitable to keep the firm running. Proper financial management measures could be employed to sustain the firm in the industry. All these expertise can be acquired by advanced training and education. The need for increased household income has grown higher with people resorting to venturing into two or even three jobs. This requires an extended level of expertise in the different fields. The loan programs give an opportunity for people to go back for an MBA and upgrade their certificates so that they can be able to fit at the competition of the search for white collar jobs. Some universities like the University of New Mexico offers scholarships for MBA students. In Germany, education is free of charge therefore one can have no reason not to take an MBA. The loan program has attracted a lot of people to undertake further studies as its an incentive. The federal government plays a vital role in helping its employees live a stable life. As a result of the economic fluctuations in the private sector, the populace decide to search for white collar jobs to be able to earn a stable income. The government would also engage in the act of increasing