Persin development Essay Example for Free

Persin development EssaySilkysteps early years forum planning ideas for play Welcome to Silkysteps Early old board Forum Early Years Discussion Forums Training, Qualifications CPD Level 3 Diploma NVQ SCH 32 2. 3 Describe how own values belief systems and experiences affect invest User Name Remember Me? Password Register FAQ Members List Calendar Arcade Level 3 Diploma NVQ Level 3 NVQ Childrens Care, Learning and growth and Diploma for the Children and Young Peoples Workforce.Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism encounters you helplessness the course and the development of your sea captain knowledge. Go to Page Page 1 of 2 1 2 Thread Tools Display Modes 1 10-16-2010, 0802 PM easylife Acorn move down roots Join Date Mar 2010 Posts 11 SCH 32 2. 3 Describe how own values belief systems and experiences affect practice Hi, I really would like to thank every one here in this site.Without posting an y question last year for my NVQ Level 2 that I passed I really benefit from all of your posted answers. I withdraw now started my Level 3 Diploma for the Children and Young Peoples Workforce and we have 21 units this year I am in unit 052 is any one here doing the same course? Just need some help with 2. 3 Describe how own values, belief systems and experiences my effect working practice? Manythanks easylife View Public Profile Find all posts by easylife 2 10-16-2010, 1011 PM Ruthierhyme Administrator Join Date Nov 2005Posts 5,959 Hi a warm welcome to the site xx You need to look at what you value, what beliefs you personally have and the experiences that you have that may or maynot affect the way you work. How would you describe your outlook on life? Negative? do you face things will go ill Optimistic? maybe youre open to a range of possible outcomes Are you positively focussed? do you find it easy to be keen, motivated, eager to plan, beauty and take part.The collins handboo k lays out guidance for this assessment criteria by category .. Family background the make-up of your immediate and extended family and their impact whether you were an only kid or were there many children sibling rivalry a mix of genders the history of your family whether there was a harsh discipline or permissive attitude. environs the house/flat/caravan you grew up in and its location, within town or rural setting, within a cetain geographical area, or a varied country.Finances whether you were wealthy or struggled to have your basic needs met. Education the ethos of your school whether single or mixed sex boarding or sidereal day school inspirational teachers success academiucally whether you were bullied whether you developed special interests. Religious or spiritual beleif system including if you embraced or rejected this. Moral influences values passed onto you as be of central importance to the way you live your life. Pg 54 Everyone is influenced and shaped by their un ique experience of life.It can be hard to separate personal and professional responses when youre asked to perform both simultaneously throughout each working day. For the ability to maintain objectivity or be unaffected by personal bow maybe look at your personal views, beliefs, feelings about aspects that you might find relate to daily practice. Would it help to evaluate examine them by refelcting on your feelings? .. eg. if you were asked to hold open a sentence using your positive/indifferent/negative thoughts on each of the following, what would that single sentence be/ what would it sum up? childrens rights? a adept idea or bad idea? human rights? ECM and positive outcomes? partnership and working together as an internal and external team? male / female roles who stays home to care for children, who goes out to work, who uses different tools, who drives different vehicles, who takes which managerial position human appearance skin colour, eye colour, hair, height, w eight, family size/ public figure smacking, time-out, other methods for behavioural management homosexuality same sex union, same sex parents transgender transvestism labels disability sensory impairement hearing, sight, smell, touch, taste infection control risk individual faiths prayer, worship, marriagereligions local community worldwide networks country based culture language, accent, dress, food, music, art, festivals, weather age does age change capability? pregnancy and age welfare, safeguarding, protecting adults, children, animals academia, training and opportnities to gain knowledge lifestyles and lifestyle choices - multicultural lifestyle- veganism, vegetarianism - activism - celebrity - products, brands - homes a house, flat, caravan, boat, tent - traditions, celebrations, annual occurances, observances discrimination how do you react when others separate against others, against you. How do you know when youve discriminated against others or f ound youve contradicted yourself. healthy eating substance use smoking, drugs, alchol mental health sexual health Consider the role that youre aerated with, the title description of yourjob and the responsibilities involved that mean you implement ways for children to achieve positive outcomes during their time with you and as an underpinning expectation for their forevers. Which of the above do you feel you can whole heartedly support, enjoying all the opportunities avail adequate that would promote learning about it. Which do you accept are an individuals own choice, whilst not your personal choice you find their rights/right to be safe, express themselves Which do you struggle to understand, challenges your thinking, causes you to feel defensive or makes you feel a need to justify or re-examine your reasoning.How verificatory could you be to someone with views and beliefs that conflict with your own. How do you think your views, beliefs impact on your practice? Are you a ble to separate personal and professional responses? Are you able to see what difference exists between personal and professional practice objectivity? Are you able to overcome strength of personal feeling to safeguard the children in your care and work in partnership with parents and colleagues? For ideas on methods of relective practice ie. thinking, writing, discussion, enacting or role play this thread may help

Sociological Imagination Essay Example for Free

Sociological Imagination EssayThe blackboard website allow for be inaccessible between 7PM to midnight on June 29th for maintenance, so please make sure you upload it before 7 PM. Do non wait till closing minute. Late assignments will result point deduction or even a zero essay grade.Format ravish submit an electronic reciprocation file named your full name essay 1, much(prenominal) as JohnSmithessay1, through blackboard on time. This essay should be 3-4 pages in total, double spaced, 11 point font. Do not directly copy and paste your assignment on blackboard Choose to attach your assignment word file. Late assignments argon not going to be accepted.The sociological imagination enables individuals to see the intimate relationship between the events of history as they occur in human societies and the events of an individuals or familys biography. wrote C. Wright Mills.In this assignment, you be to write up an Essay explaining the connections between your family biography and diachronic events over the past 50 years. Choose one family members of yours to focus on, such as your grandparents, you parents, your brothers and sisters, or you. Reflect on his or her manners and think about how his/her life trajectory is intertwined with the diachronic changes in the country that you are from. The take of this assignment is to for you to apply the sociological imagination to analyze the profound influence that historical and societal contexts have on lives of individuals.Please make sure that you converge the following requirementsClearly state what the personal events are. develop how these personal events in your family are related to or affected by whatever of the historical events you listed. Explain in your own words what the sociological imagination is and whether/how it has helped you to better understand the life experiences of your family members. You can refer to the first assigned reading to answer these questions. originally you start you r essay, you can do the following exercise on a piece of paper. Please do not include the time line swig in your essay It is just used for you to better conceptualize your essay. Draw a time line that begins in the 1960 and ends at the 2013. Above the line you are to identify in chronological order three significant events and/or transitions in the life of you or your family members (such events or transitions are like births, graduations, marriages, divorces, employment changes, income changes, geographical mobility, employment changes, or other changes you can think of).Next, think about the historical and hearty contexts underlying this particular individuals life trajectory. What historical or societal events have affected his/her path or life? What historical or societal factors have influenced the important decisions he/she made in his/her life? Below the line identify in chronological order some of these important historical events. Write down the historical events and the time menses it occurred or lasted. Such events in the United States include, are not limited to, World War II, the Cold War, the Korean War, the Civil Rights and Womens hunting expeditions, the Vietnam War, the recession of the 1980s, and etc. Please do not be limited by the events I list here. You are free to choose some historical events that are less fountainhead known (such as the development of colon technology, tea party movement and etc.) just now you think are influential in your life or the life of the family member that you chose.After you have decided which family member and life events to focus on, write an essay on the relationships between these personal events and some the important historical events in your country. Please note I am not asking you to write what you or your family were thinking or doing on the day of 911 or the inception day of president Obama. You are supposed to write about how these historical events substantially shaped the life trajectory of the particular individual you chose.Your essay will be graded based on how well you answered each question and the overall quality of your assignment. I strongly recommend you read the grading glossary in the appendix carefully before you start. Please organize your thoughts and arguments, present them in a logical manner and explain them in detail. Please demonstration read papers for typographical and grammatical errors.Appendix 1 excerpts of other students assignments as exampleThe following are some examples from other students assignments. Please fall upon from them how to apply the sociological perspective to your own life events but do not be constrained by them.(1) During World War II my family underwent some great changes. My grandmother took a south job, working in the woolen mills making army blankets. My grandfather joined the marines and moved his whole family from Ohio to atomic number 20 It was during this time that my grandparents divorced. Divorces are higher during any period of dramatic economic change. Although Im sure my grandparents blamed themselves, their divorce was a product of the economy and society. The same conjecture holds true for my parents. When they divorced, they blamed themselves, wondering what each had done wrong, as I did. When I look at what was happening in the economy, the similarities with my grandparents are easy to see. The nation- total divorce rate was up dramatically and the economy was beginning to take a terrible turn for the worse.(2)When people ask me why I enrolled in college a year ago, I usually answered that I enrolled because I wanted to. I realize now that my answer cannot be quite that simple. Because my family doctor believed that the birth control pill was finally proven safe in 1963, I was able to plan my family. In doing so, my son and daughter are nearly raised and I am still young enough to pursue a second career. More than any other factor, though, the womens movement probably was the g reatest influence on my decision. The successes of the movement in social equality have given me the necessary courage and confidence to attempt to be more than a mere shadow of my husbands social position.Appendix 2 grading rubricSociological Understanding (40%) The essay should apply key sociological concepts, ideas, theories learned in class correctly and the right way to analyze related topics. Assertions in the essay essential be supported by evidence (from texts or from data) that is logically related to the thesis.Coverage (30%) The essay must be clearly based on readings and topics related to the course. Essays that are simple summaries of sources are adequate, but will not get the highest grades. The essay should answer all the required questions in the essay guideline. If you fail to answer any questions, some points will be deducted. However, you should organize the essay in a way that it flows smoothly. Do not just list your answers to each question.Originality (10%) T he essay should be original. Originality does not mean that you must be the first to think or write something, but that you take different sources and write about them using your point of view. Originality is entailed in taking your sources and forging them into an essay in your voice. Summarizing sources will be adequate, but not very original. Papers written by you and previously submitted to other courses are not original for this course. Such recycled papers will get a weakness grade. Copying directly from internet without citing properly is considered plagiarism and will result in a failing grade. What is plagiarism?Writing Quality (10%) Words and constructions should be chosen with care. Statements should be direct and clear.w The essay should contain no errors of sentence structure, spelling, word choice, or punctuation. If you have difficulty writing or English is your second language you should tell me at the beginning of the semester. Im not a writing teacher, but I will do what I can to help you accommodate a better writer. You should also seek help at the Writing Center. Every paper must have a title and the authors name, either at the top of the first page or on a separate title page. All citations and references must be in ASA, APA or MLA format. The general tang of the essay should be faculty member and professional. Good writing often sounds like well-organized thoughtful conversation. I do not want you to imitate the turgid academic writing found in some sociology journals. I want you to write with a level of sophistication appropriate for well-educated college students.

First Language Acquisition Theories

First talking to achievement TheoriesImagine a blank usher, a white sheet of paper, thats how human being starts dispatch. From a crying baby in a cradle, to babbling, to simple single words, slowly progressing into two-words, then finally a complete sentence, ever wonder how mavin acquires the capability to produce the run-in? Linguists through pop out the jump ons bring forth tried to find out how does atomic number 53 ACQUIRE a delivery, is it a deep structure as claimed by Kimball? Or is it an inwrought ability, a build-in human capacity propagated by Chomsky?Various theories throw a carriage arose since lyric studies came to fore, and the ability to acquire actors line has interested various bring outies since the sink in of man. From the dunes of Egypt,Psammeticus, the Pharaoh during the 7thcentury BC, believed row was inborn and that churlren separate from birth from both linguistic influence would develop the wording they had been born with. Fast forwa rd to the fifteenth century,King James Vof Scotland performed a similar experiment the children were reported to have spoken good Hebrew. Akbar, a 16th century Mogul emperor hardlyterfly of India, desired to learn whether wrangle was innate or acquired through film to the speech of adults. He believed that words was learned by people bear in minding to for each one other and therefore a child could not develop quarrel alone. So he localizeed a house built for two infants and stationed a mute nurse to c be for them. The children did not acquire speech, which seemed to prove Akbars theory that terminology is acquired and does not simply emerge spontaneously in the absence of exposure to speech.Henceforth, modern linguists have been trying hard to crack the codes which g everywheren the skill and erudition of a language. Theories ranging from Jean Piagets Cognitive Theory(1929), skinners Behaviorist Theory (1957), to Chomskys The Innateness Hypothesis, and Lamberts Critical power point Hypothesis(1967) for early language acquisition, and finally Krashens 5 hypothesis of consequence language larn have paved a way for an insight, a way to unravel the way the mental capacity works in acquiring and learning a language -which happen to be distinct from one another-, and here, we go out be flavor at the theories that have been the workhorse of language acquisition and learning.DefinitionFirst phraseology Acquisition is touted by linguist as the process of acquiring a language via exposure whilst young. First language is defined as the primary language -not necessarily mother tongue- which the speaker first acquires and use on a cease slight basis. concord to Lennenberg (1967) the language that one creams up during the critical period will generally be the persons first language. The Canadian census agrees that the first language that one acquires during childhood is the first language.A game language, however, can be a tinged language or a tot ally different one from the first language. Language acquisition is a cognitive process cognitive process (reasoning, perception, judgment and memory) of acquiring a language. It is usually done sub advisedly, with the mind slowly structuring the template to mold the language into shape. Language learning however, means a person is trying to learn the language consciously through practice, training, or experience.Amongst the most handsome theories of language acquisition that has been put forward by linguists is theCognitive Development TheoryAccording to Jean Piagets cognitive theory (1970s), language is a promoter part of cognitive victimisation. Language is mapped onto an individuals set of prior cognitive structures. The principles of language atomic number 18 no different from other cognitive principles. A person becomes fit of abstraction, of formal thinking which excels cover experience and direct perception (Freeservers.com, 2012). Firstly, the child becomes awargon o f a invention, they acquire the words and patterns to convey the concept. Simple ideas are uttered earlier than more complex ideas level off if they are grammatically more complicated. Piaget exposit four distinct stages of childhood cognitive development which include sensorimotor stage, pre- uscapable stage, concrete operational stage and formal operational stage and relates them to a persons ability to understand and assimilate new information (Springhouse Corporation, 1990). First language learners are thought to creatively use their skills of cognition in order to figure out the second language of their own. For adult learners, they have the ability to abstract, classify and interpolate gives them an advantage to systematically solve problems. Adult language learners rely on their cognitive activities of general information processing because their Language Acquisition tress piecemeal becomes unavailable for them (Hadley, 2002).Piaget claims that the human mind has a temp late known as the schema The representation in the mind of a set of perceptions, ideas and /or actions which go together (Atherton , 2011). The schema helps individuals understand the various happenings around them, an understanding of oneself (self-schemata), other people (people schemata), events/situations (event schemata) and roles/occupations (role schemata).According to psychologists, cognitive development starts at adaptation, followed by assimilation and adjustment close after. Assimilation is the process of incorporating new information into pre-existing schema, more often than not leading to overgeneralization. For example, the child refers to a whale as a fish, due to the fact the whales and fish, have fins and lives in the ocean. After assimilation, comes accommodation, whereby the mind is able to differentiate concepts made during the prior phase.Piaget contends there are four stages of cognitive development which are sensorimotor stage (birth-2years), pre-operational stage (2-7 years), concrete operational stage (7-11years) and formal operational stage (11 years and up).The first stage or the sensorimotor stage is the stage where a child learns about himself and his environment through motor and reflex movements. The childs thoughts are derived from movement and sensation (Springhouse Corporation, 1990). They learn and progress by doing simple motor movements such as looking, grasping, crying, listening, touching and sucking. Further down feather the road, they will also gain a basic understanding of the relationships of cause and effect. fair game permanence appears around 9 months and further physical development allows the children to bulge developing new intellectual abilities. Piaget contends that some basic language abilities are essential at the end of this stage.Pre-operational stage follows after the child reaches at the age of 2. During that stage, a childs intelligence is demonstrated through the use of symbols, and his language us e matures, locomote to basic sentences. The childs memory and imagination are developed to a certain extend just thinking is done in non-logical and non-reversible manner.The following stage is the concrete operational stage -where the child reaches the age of 7-11- Children then develops seven types of conservation, namely number, length, liquid, mass, weight, area and volume. The childs intelligence is further demonstrated through logical and systematic habit of symbols related to concrete objects, and his operational thinking develops exponentially, however, his thinking at this stage is still concrete.The final stage in the cognitive development is the formal operational stage, where the childs developed intelligence is demonstrated through the logical use of symbols related to abstract concepts. This is reflected in his/her speech as in choice of words, and capability of metaphoric usage.Humanistic Approach (Abraham Maslow, Carl Rogers)Abraham Maslow proposed the humanistic approach as a method of language acquisition and learning. The theory takes into considerations of the feelings, motivation levels and confidence of a person According to Carl Rogers however, the persons consciousness of their own identity is about behavior of import to oneself. Rogers believed that people could wholly if fulfill their potential for growth if they had basically positivistic self-regard. On the strange Abraham Maslows believed that those who satisfied all their needs might become self-actualizers (Sammons, n.d.).Humanistic approach differs it tries to encourage collateral emotions that help language acquisition such as self-esteem, motivation, empathy and risk taking. It also tries to dampen negative emotions such as low self-confidence, nervousness and mental inhibition (Villatoro, n.d.) and in a sense, it coincides with muleteers Behaviorist Theory.Behaviorist TheoryB.F. Skinner described learning as a behavior produced by learners retort to stimuli which can be reinforced with positive or negative feedback to environmental stimuli. Skinner added that learning can be observed, justifyed, and predicted through observing antecedents and consequences. Both positive documentation and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast,punishment(both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a arousal Negative indicates the withhold of a stimulus. acquisition is therefore defined as a change in behavior in the learner. Punishment is sometimes utilize in eliminating or reducing incorrect actions, followed by clarifying desired actions. Educational effects of behaviorism are important in developing basic skills and foundations of understanding in all subject areas and in classroom management.Skinners Behaviorist approach contends that children learn language through imitation, repetition and the reinforcement of the successful linguistics attempts. Mistakes are considered to be the result of imperfect learning or insufficient opportunities for practice. In such, that a child having a pleasant learning experience (such as rewards or praise) is positive reinforced. Through that positively reinforcing stimulus, a childs learning capacity is triggered. However, unpleasant experiences (such as punishment) serve as negative reinforcements, and cause learners to avoid undesirable responses to stimuli. As such, consecutive reinforcement increases the rate of learning, be it positive or negative a child will respond to different triggers and with experience, remember what is to do and to avoid. Hence, intermittent reinforcement helps a child to a longer retention of what is learned.Skinner contends that both positive and negative reinforcement can shape behavior, and this in turn affects their language acquisition capability, as such, a lack of any reinforcement can also sh ape behavior. If people receive no acknowledgement of their behavior, they will apparent change that behavior until they receive some kind of reinforcement.Behaviorism gave birth to a stimulus-response (S-R) theory which sees language as a set of structures and acquisition as a matter of habit formation. Ignoring any internal mechanisms, it takes into account the linguistic environment and the stimuli it produces. education is an observable behavior which is automatically acquired by means of stimulus and response in the form of mechanical repetition. Thus, to acquire a language is to acquire automatic linguistic habits. According to Johnson (200418), Behaviorism undermined the role of mental processes and viewed learning as the ability to inductively discover patterns of rule-governed behavior from the examples provided to the learner by his or her environment. Larsen-Freeman and Long (1991266) consider that S-R models offer little promises as explanations of SLA, except for whi tethornbe pronunciation and the rote-memorization of formulae (Menezes, V. n.d.).This view of language learning gave birth to research on contrastive analysis, especially error analysis, the important focus of which is the interference of ones first language in the target language. An important reaction to behaviorism was the interlanguage studies, as the simple comparison mingled with first and second language neither explained nor described the language produced by SL learners. Interlanguage studies will be present in other SLA perspectives, as the concern of the area has been mainly with the acquisition of grammatical morphemes or specific language structures.Behaviorist Theory for Second Language LearningUnder this theory, it is believed that the second language learning learner tries to imitate what he proves and practices the second language regularly to develop habits in the language. This theory also believes that learners try to relate their knowledge of the native langu age to the second language and this could lead to positive as well as negative results. However the imitation of one language with the other is not recommended as this does not help in objective life situations. The behaviorists believe that First language learners (FLL) consists of learners imitating what they hear and develop habits in the first language (FL) by routine practice. In this view, the learners are thought to relate what they know of their first language to what they recognize in the second language. Positive transfer is a result of similarities between the first language and the second language, because habits used in the first language easily transfer to the second language. On the other hand, negative transfer is caused by differences between the first language and the second language, because errors result from using habits from the first language in the second language.Problems with this view of FLL include the fact that imitation does not help the learner in rea l-life situations. Learners are continually required to form sentences they have never previously seen. A finite number of pre-practiced sentences is not enough to carry on conversation, not even with an instructor. another(prenominal) problem with this view is that many of the errors made by FL learners are not based on the first language. Instead, the problems most often encountered by learners agree errors made by children during the period of first language acquisition.The Innateness HypothesisNoam Chomsky believes that children are born with a language acquisition device (LAD) which encodes the major principles of a language and its grammatical structure into the childs wit and thus possesses an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the childs mind.Children have then only to learn new vocabulary and apply the syntactic structures from the LAD to form sentences.C homsky points out that a child could not possibly learn a language through imitation alone because the language spoken around them is highly minute adults speech is often broken up and even sometimes ungrammatical.Chomskys theory applies to all languages as they all contain nouns, verbs, consonants and vowels and children appear to be hard-wired to acquire the grammar.Chomsky defends the innate hypothesis in terms of an elaborated linguistic theory which postulates not only a general ability in humans to acquire language, but also the ability that comes from a specific language acquisition device in the brain, equipped already at birth with specific grammatical rules and principles.The main arguments in favour of the innateness hypothesis are first, language acquisition would be dicult or even impossible without an innate grammar How do we come to have such rich and specic knowledge, or such intricate systems of belief and understanding, when the evidence available to us is so mea ger? (Cook, 1985).Chomsky claims that the mere existence of language universals supports the hypothesis that these are innate, and most essentially all humans acquire language, and no other animals do.The LAD is a hypothetical brain mechanism that Chomsky suggested to explain human acquisition of the syntactic structure of language. This mechanism endows children with the capacity to derive the syntactic structure and rules of their native language rapidly and accurately from the impoverished enter provided by adult language users. The device is comprised of a finite set of variables which languages vary, which are set at different levels for different languages on the basis of language exposure. The LAD reflects Chomskys underlying assumption that many aspects of language are universal (common to all languages and cultures) and constrained by innate core knowledge about language called global Grammar. planetary grammar is defined by Chomsky as the system of principles, conditions and rules that are elements or properties of all human languages (Cook, 1985). The language properties inherent in the human mind make up comprehensive Grammar, which consists, not of particular rules or of a particular grammar, but of a set of general principles that apply to all grammars and that break certain parameters open Universal Grammar sets the limits within which human languages can vary.Universal Grammar present in the childs mind grows into the adults knowledge of the language so long as certain environmental triggers are provided it is not learnt in the same way that, say, riding a bicycle or playing the guitar are learnt a central part of what we call learning is actually better understood as the growth of cognitive structures along an internally directed score under the triggering and potentially shaping effect of the environment (Cook, 1985).Language acquisition is the growth of the mental organ of language triggered by certain language experiences. Hence the th eory of Universal Grammar is frequently referred to as part of biology. Indeed the theory is not dissimilar from ideas current in biology on other issues, for instance the view that Embryogenesis may then be seen as the progressive, orderly manifestation of the knowledge which is latent in the egg (Cook, 1985).So, to acquire language, the child needs not only Universal Grammar but also evidence about a particular language he needs to hear sentences of English to know how to fix the parameter for the order of Verb, Subject, and Object. The evidence he encounters can be positive or negative (Cook, 1985).By using the same language principles, a French child constructs a grammar of French, an English child a grammar of English. The two grammars represent different choices within the guidelines set by Universal Grammar, different applications of the same linguistic principles in response to different environments Experience is necessary to fix the parameters of core grammar (Cook, V, 198 5). But the children also have to learn aspects of language that are peripheral, that do not conform to Universal Grammar. The childs mind prefers to adopt rules based on the handy set of principles with which it is equipped they are in a sense the easy way out, and need only triggering experience to be learnt. By listening to the language around him, he can decide how to fix the parameter of sentence order as SVO or SOV, for instance. His mind prefers not to adopt peripheral solutions, as they fall outside his pre-programmed instructions they are more demanding. This may be interpreted through the concept of markedness the child prefers to learn unmarked knowledge that conforms to Universal Grammar, rather than marked knowledge that is less compatible with it.Chomskys work has been highly controversial, rekindling the age-old debate over whether language exists in the mind in advance experience. Despite its few limitations, The Innateness Hypothesis is rich enough to provide a sub stantial idea of how a child acquires his/her first language.The Critical Period HypothesisAccording to Eric Lennebergs Cirtical Period Hypothesis in 1967, the hypothesis theorized that the acquisition of language is an innate process that determined biologically. The design of critical period was connected only in the first language acquisition (freeservers.com, 2012). Lenneberg assumed that the structural reorganizations within the brain were developed only from just about the age of two to puberty which was around thirteen or fourteen. Language skills which were neither learned nor being taught during this age would remain permanently undeveloped (Schouten, 2011). Lennebergs hypothesis claimed that the absence of language was very limited in the first language acquisition during the early childhood exposure (citizendium.org, 2009). He believed that the brain would lose the plasticity after two sides of the brain has developed specialized conks.The Critical Period Hypothesis is Lennebergs response to the long-standing debate in language acquisitionover the design to which the acquirelanguageisbiologicallylinked to age (citizendium.org, 2009) Lenneberg proposed that the ability of brain to acquire a language is stopped at puberty with the onset of brain lateralization. He refers that brain lateralization, which is a process which the both sides of brain develop specialized function, in which after the process, the brain would lose its plasticity as the function of the brain is set.Lenneberg stated that if the child did not learn the language before the puberty, the language could never be learned in a full and available way. He proves his theory by referring to cases of feral children, such as Genie. Discovered in the age of thirteen and a half in 1970 in an isolated and neglected living condition, Genie did not had any form of communication, and she was neither able to speak nor print. After being saved from her ordeal, she began to learn language slow ly, but she never regained full language capabilities.According to Lenneberg, first language learners should receive exposure on their first language prior to puberty for the best acquisition results. He contends that the critical period for learning a first language would same apply to acquiring a second language Studies have shown that before the brain is fully developed a second language can be learned more easily. However, while many people have been able to master the syntax and vocabulary of a second language after puberty, not many achieve native-speaker fluency, compared to first language learners, or bilinguals who start off at a young age. A notable trait for FLL is that their phonological is the most obvious evidence for the critical period hypothesis, as their learning a second language would be impacted by their first language accent.Lennebergs works is still highly regarded as one of the most well regarded psycholinguistic argument of language acquisition.Krashens Theo ry of Second Language AcquisitionStephen Krashens theory of second language acquisition has been of much debate in the psycholinguistic circles. His theories are well regarded, and provide a different insight into how the mind works in learning a second language.The first of the five of Krashens theories is the Natural ordination Hypothesis. Based on a powerful analysis of research results, Krashens natural order hypothesis suggests that the acquisition of language, especially the rules of language, follows a predictable natural order. For any given language, some grammatical structures tend to be acquired earlier than others. This idea reflects Noam Chomskys revolutionary notion that have a built-in Language Acquisition Device (LAD), which within the first year of the children lives begins to enable them to understand and acquire language.Because of the nature of the LAD, children tend to learn different structures at different levels as young children. Researchers have found that the same pattern occurs for older learners not a surprise to seasoned language teachers This is the predictable natural order of this hypothesis.Secondly, is the Acquisition or Learning Hypothesis. The distinction between acquisition and learning is the most fundamental of all the hypotheses in Krashens theory, since it suggests that language comes to children in two rather different ways. Acquisition is one. Language can be acquired by using it for real communication while learning, which he describes as knowing about language, is quite a different thing.Acquisition is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language-natural communication, in which speakers concentrate not on the form of their utterances, but in the communicative act. Learning, on the other hand, provides conscious knowledge about the target language. It is therefore less important t han acquisition for basic communication, but it still plays an important role in language learning. In short, learning is likely to occur in the deal segment of an English lesson, while acquisition takes place during language activation.Thirdly, is the Monitor Hypothesis. The fundamental distinction between acquisition and learning leads directly to the next hypothesis. The varan hypothesis relegates language learning (that is, a students responses to what the teacher teaches) to a secondary place in the scheme of language learning.The admonisher hypothesis is the idea that conscious learning that is, the outcome of grammar instruction and other activities that were the traditional stock in trade of the language teacher serve only as a monitor or an editor for the language student. Real acquisition takes place as meaningful interaction in the target language natural communication in which speakers is concerned not with the form of their utterances but with the messages they a re conveying and understanding.Following that is theInput Hypothesis. The input hypothesis suggests that people acquire language in only one way by understanding messages, or by receiving comprehensible input. According to the input hypothesis, learners progress by receiving second language input that is one step beyond their current stage of linguistic competence. Acquisition for learners with language knowledge i can only take place if they are assailable to comprehensible input at a slightly higher level, which Krashen describes as level i + 1.And last but not least, the emotive Filter Hypothesis. Finally, the Affective Filter Hypothesis proposes that a mental block caused by affective or horny factors can prevent input from reaching the students language acquisition device. The affective filter hypothesis says that affective variables like self-confidence and anxiety play a role in language acquisition. When the filter is up, that is, when negative emotional factors are in pla y, language acquisition suffers while when the filter is down, language acquisition benefits.Similarities between First Language Acquisition and Second Language LearningThere have been many arguments about language acquisition, some claims that acquisition and learning is the same process, whilst some beg to differ. Here are some similarities between first language acquisition and second language learning that have been argued before.Physical process wise, the learners of both first language and second language hear the spoken language and begin to understand how it sounds, the mind works to grasp the basic sounds, which in turn, facilitates learning. The learners pick up words and phrases in the language and begin to build up a vocabulary, this is then followed up by grasping the grammatical structure and learning how to form simple and complex sentences in the language. later the learners are eventually able to understand new words by context and they are able to express complex ideas and thoughts in the language, and finally, learn to pick up writing and reading skills in the language (Panse, 2010).Universal grammar mayinfluence learningeither independently or through the first language in second language learning. For both first language acquisition and second language learning there arepredictable stages, and particular structures, are acquired in a set order. Individuals may move more slowly or quickly through these stages, but they cannot skip ahead.Making errors is a part of learning. Learners need to make and test hypotheses about language to build an internal representation of the language. In the initial stages of learning, learners may use orbs of language without breaking them down or processing them as independent units. In later stages, they may make new errors as they begin to process the parts of each chunk according to the rules of their language system. For example, a learner may start out using the correct form of an irregular verb as part of a language chunk, but later overgeneralize and place a regular affix on that same verb.Differences between First Language Acquisition and Second Language LearningMany studies addressed the distinction between first language acquisition and second language learning. The first distinction is the natural process in which first language learners acquire their knowledge naturally and the conscious process in which second language learners learn their second language.First language acquisition is a natural process which is genetically triggered at the most crucial stage of the childs cognitive development in which children subconsciously process and develop the linguistic knowledge of the setting they live in and are unaware of grammatical rules.In contrast, second language learning takes place where the target language is the language spoken in the language spoken in the language community that differs from the first language. Second language is not genetically triggered in any way u nless the child grows up bilingually in which case, it is not considered second language learning at all.Firstlanguage acquisitionis mostly passive. Children usually listen to the people around them, their speech melody, their sounds, their words, and their sentence structures. Before the child can even read or write a single word in his first language, he is already using an impressive vocabulary and many important grammar structures. Some people never learn how to read or write but can still speak their first language fluently. most babies learn rules while listening to the people around them. They are able to get a line sentence structures at the early age of seven months as experiments have shown. They also pick up new words from their surrounding people. At the age of six, most children have acquired their native language(s) without any effort.Second language learning, on the other hand, is an active process. Second language learners need to learn vocabulary and grammar in ord er to achieve their goals. Most people will need an instructor, either a teacher at school or the instructions of a course book or audio course. For those learners to achieve fluency or near fluency in a second language, it requires years of studying and likely a long stay in another country. Many people will never reach anywhere near fluency with any second language. Most experts see the ages between three to four years as thecritical agewhen first language acquisition ends and second language learning begins.Another area of difference between first language acquisition and second language learning is input specifically the quality and quantity of input. Language learning process depends on the input frequency and regularity. The quantity of exposure to a target language a child gets is immense compared to the amount an adult receives. A child hears the language all day every day, whereas an adult learner may only hear the target language in the classroom which could be as little as three hours a week. Even if one looks at an adult in a total submersion situation the quan

An integral part of teaching

An integral pick of t for each oneingHow and why we assess our children has a massive impact on their vivification in education and consequently on how and what we plan and teach, and how children learn. The National Curriculum defines appraisal as an integral part of command and education (1999, p.17), emphasising the value of assessing the edge of culture and didactics as well as the outcome. Suggestions on a range of sound judgement strategies and tools be included in the computer program b bely to change instructors and schools to continue the development of good sound judgement practice, more detailed guidance is necessary. To begin with it is perhaps necessary to define discernment as any growth utilize to inform teachers as to a pupils progress and learning. there are many different types of mind, usu anyy discussed as different purposes of assessment while these assessments sure enough differ in several signifi burnt aspects they are united in their aspir ations of making a positive contribution to bringing about learning.There are two main forms of assessment pliant and summative. I arrive at observed both types in the classroom, recognising that the key to excellent assessment practice is to understand what each form and their methods contribute. From these observations I understand that in order to proceed conquestful in my pedagogy I need to construct my teaching to maximise the success of both formative and summative assessment in my classroom. To allow me competently use both assessment for learning and assessment of learning I moldiness develop a range and knowledge of assessment purposes and strategies which I leave behind now discuss.Formative assessment croupe proffer a snapshot trice by moment picture of the success of teaching and learning. It provides the two way dialogue mingled with educator and child, the knowledge which enhances pedagogy allowing teaching to become relevant and eraly. Assessment for Learnin g in particular will be a pass off focus for me as I look for opportunities to strengthen my own teaching practice, having observed first hand the strong contribution AfL, which the National Strategies defines asa natural, integral and meaty part of effective learning and teaching and is a key element of personalised learning. Teachers and children continually reflect on how learning is progressing, see where improvements foundation be and identify the next steps to take (2004),can make towards effective teaching. It makes the difference between self-assured and stimulated pupils, and disenfranchised pupils who are uncertain of the rationale behind the learning objective. The case for clearly communicating the learning outcome to the class is picked up on by Clarke (2006). In my own experience and observation, this results in making learning relevant especially when the learning intention is placed in the context of previous and future learning. It also divine services to illumi nate which areas of subject knowledge are required to teach at which time and how this information or teaching of skills is to be structured. Clarke also recommends that the teacher works with children to identify success criteria. These are used to supply feedback to both pupils and the teacher regarding the bound to which the learning objective has been met. Consequently, the use of formative assessment enriches the process of teaching, cookery and curriculum development. It can inform not only the short term goals for the class, but also the negotiated curriculum, as children are encouraged to become active learners by reflecting on their own progress and motivation. It must be stressed that not all assessment needs to be quantitative, nor does it need to be recorded .The teachers own reflective process is a vital part of assessment. The purpose of summative assessment is to illustrate that pupils have met their learning goals or reached a certain standard of accomplishment.For mative assessment in basic definition is the collection and use of separate about the learning in relation to the explicit objectives and outcomes of a lesson. This type of assessment can then be used and interpreted by the teacher to identify what the pupil has achieved, any gaps in knowledge and to decide what steps are needed to enable the pupil to reach their potential and unit outcome. I have observed formative assessment being used to inform teachers of pupil progress and to enable them to adapt their planning and teaching to their childrens needs. The aim of formative assessment is to impact positively on pupil learning and effective pedagogy. There is a growing amount of leaven suggesting that formative assessment raises both progress and attainment levelsAssessment begins in this way in the Early Years Foundation salute (EYFS), where in 2003 the Foundation Stage Profile (FSP) was introduced. The FSP consists of 13 scales relating to creative development, knowledge and un derstanding of the world, personal, social and emotional development, physical development, language and literacy and mathematical development. Children are assessed on each scale and their progress towards achieving early learning goals is judged. During my previous experience in my base school, I have observed how a pupil profile is built up over the EYFS, so that evidence can be used formatively and later summarised against the performance descriptions of the scales for reporting at the end of each term. by means of my experience of the EYFS I have seen how teacher-based this form of assessment is, as the evidence accumulated for each child is derived from on-going learning activities. This normally takes place through the use of observation sheets and post-its. Occasionally, a more formal assessment takes place where the teacher asks the child in question if they can perform a specific task, the evidence from which is then logged and used as assessment selective information, barely these are still situated within the normal day to day routines of the children and no cause of distress. (Q 11 12)In comparison to the FSP, the assessment children experience in Key Stages 1 and 2 varies greatly and summative assessment plays a greater role. Summative assessment is the assessment of learning and is used to record the achievements of individuals at a particular point in their learning (usually at the end of a topic, term or year). Rather than a steady trickle of specific learning goals, it refers to a broader learning outcome which has been achieved over a longer period of time. In contrast to the singular outcomes of formative assessment, summative assessments are used in several different ways, some relating to individual pupils and some to aggregated results of groups of pupils.At the end of both Y2 and Y6, children are expected to undertake external tasks and tests in mathematics and English (SATS). The results of Key Stage 2 SATS in particular are a cause of immense pressure for both pupils and teachers, as they are inform and used to inform national statistics. It is only at the end of each Key Stage that pupil attainment must be reported in terms of national curriculum levels however there is also a statutory requirement to provide parents with a summative report at a time each year. Many schools choose to include within this the levels children have reached during the academic year this trend has been reinforced by the use of optional SATS for years between 2 and 6. In addition to the assessment and tracking of individual pupils, test results (KS1 and KS2 SATS) are used to evaluate the effectiveness of the education provided by teachers, schools and local government and compared nationally. The results of these examinations have huge implications and considerable importance for teachers as the results are used to inform conducts which schools must take accountability for meeting. There are established judicature national ta rgets for the percentage of children achieving a level 4 in the key stage 2 tasks which schools are required to set targets for. The consequences of not achieving these targets are severe, with schools become subject to OFSTED inspections and categories, with inadequacy of attainment becoming the main cause of a school being placed in special measures. (Q 11 12 13)In order to avoid such consequences, teachers are facing constant pressure to ensure children are achieving age related expectations, amid fears that they will fail to hit political science targets. Children in our primary schools are in danger of being taught a limited timetable as some schools and teachers focus on teaching to the test. This is despite recommendations by OFSTED that whilesome schools are able to prepare pupils for tests without sacrificing the wider curriculumbut an emphasis on the core subjects limits what pupils do, particularly as teachers prepare them for key stage 2 exams (Marley 2008)As well as pl acing pressure upon teachers, national testing has a huge impact on pupils. It can cause a lack of motivation for lower ability children, as well as a view of learning as product rather than process for all children. There is much attention focussed on those children who are performing just beneath age related levels, while those who are either too far above or below the target level suffering a lack of attention.For my son, and for most 10-year olds in the country, the next nine months will be a sterile, narrow and meaningless exercise in drilling and cramming. Its nothing to do with the skills of his teacher who seems outstanding. Nor do I blame the school. Its called preparing for Key Stage 2 SATS (2006)It is clear that the emphasis has to be placed back on teaching rather than targets and tests. How then do we ensure the progress and attainment of the children in our schools without narrowing the curriculum?Assessing pupil progress (APP) has been accepted as recognising the diff ering purposes and audiences for assessment on both a day-to-day and periodic time scale. On a day-to-day might it provides a closer view of pupils, enabling teachers to support childrens learning through use of effective classroom intervention. Periodically it reviews a broader range of pupils work, which in flake can inform planning and enable teachers to monitor progress and attainment. The purpose of APP is to support effective planning teaching and learning, The use of informed and consistent target setting will continue to play a crucial part in ensuring that teachers know what to teach to allow children to achieve their aims by guiding and challenge them. In my base school APP is used to support this aim, ensuring that targets are both appropriate and relevant to individuals. Similarly APP can be used to identify gaps in a pupils learning, allowing teachers to reflect upon their own teaching, especially in those cases where there are common mistakes and misconceptions on t he part of the pupils. APP also reinforces Assessment for Learning (AfL) as a daily occurrence, leading to a more constructive impact on teaching and learning. In national guidance there is an increasing emphasis on the role of APP in tracking and recording performance. Whilst most schools recognise the opportunities to increase their teacher assessments consistency and reliability, it will take time for APP to become second spirit to staff. However, the overarching aim of APP is clear it aims to enable us to recognize and celebrate overall progress in an aspect of learning, rather than just assessing learning of the most belatedly taught and learned. (Q 12 13 26a)As well as internal methods of assessment, schools have access to national and local data in forms of the raiseonline and national and local benchmarking data. This enables schools to arrest how well they are doing and any improvements they could and should make. Schools can make comparisons, not only on a national lev el but also against schools with similar levels of departure (eligibility for free school meals) or schools with similar levels of contextual value added. Supporting all schools improvement processes by providing a variety of methods to analyse their performance data as part of the self evaluation form (SEF). It is necessary however to interpret benchmarking data with care as rather than providing schools with the answers it is more likely that it would help them identify questions and issues that may need to be investigated. Whilst comparing data between schools may give accurate portrayals of a schools performance, it does not necessarily account for it. (Q 13)It is my opinion, later research and school based observations, that a successful assessment is an open one, where everyone involved, from staff to pupils are aware to some extent of what and how evidence is to be assessed. It is essential that we are completely transparent about the need for and purpose of assessment and why it is carried out in particular ways. Feedback to pupils is key in formative assessment, as it is only by showing pupils the steps they need to take in order to reach the next steps in their learning that we as teachers can bring about learning. While we cannot learn for the students, we can use feedback to make adjustments to our planning and teaching, enabling students to access the curriculum with all the tools they require. Even the very youngest pupils can be given some explanation of the assessment process, which in turns enables children to both self and peer assess.Self and peer assessment includes pupil involvement in both setting the success criteria and how they will show that they have been successful, empowering them to take control of their own learning. There are huge advantages to this type of assessment, the most prodigious of which are that itdevelops lifelong evaluation skills whilst supporting independent learningincreases pupil motivation by involving them in the assessment processtreats assessment as part of learning, so mistakes are seen as opportunities rather than a sign of failure.reduces the amount of teacher assessment but improves the quality.In my base school I have observed a number of self and peer assessment strategies including children marking each others work, the use of a traffic lighting system, suggesting improvements to each others work and reflecting upon their own. Of head for the hills there are possible issues surrounding the use of peer and self assessment, with many believing that it should be used only for formative assessment as it is possible that children may allow friendships to affect their objectivity. It is necessary that teachers use peer and self assessment to support their own assessment, teaching and planning rather that relying upon it completely. (Q 28)Through my reading and observations during my time in school, it has become clear to me that there is no part of interaction which is not assess ed. Though this may not seem manageable, the disagreement of assessment strategies that I have witnessed, I have come to the realisation that assessment does not always have to have a written outcome. Instead, it suggests to me that assessment can bring about conscious teaching and informed planning. My developing understanding of a range of assessment strategies including APP, self and peer assessment , AfL among others, will enable me to use day-to-day assessment to provide the pupils in my care with instant feedback, relevant next steps, appropriate support and individual targets, allowing me to adjust my planning in line with the needs of those in my care. (Q 26a, 12, 13, 19)Although I believe that some form of summative assessment is necessary in schools, I believe that on many occasions grades, marks and levels are assigned to pupils work more often than strictly necessary when it may be more appropriate to provide formative feedback. This is something I intend to avoid in my own practice, especially as I have experienced the use of excellent formative assessment in my base school. I have found that feedback given in this way to inform a target is highly effective in motive pupils, and goes some way towards personalising learning. Furthermore it builds confidence and the long-term aim of helping children to become independent learners. It is essential then, to ensure good teaching and learning, that assessment involves a great deal more than just testing. It should be a continuing process that encompasses many activities, both formal and informal, designed to monitor and improve teaching and in turn the bringing about of learning across all areas of the curriculum.(Q22, 25a) Teaching will inevitably be focused on what s assessed. When conducted by testing this impact is bound to have a narrowing effect on what is taught because tests only sample the learning outcomes and include those outcomes more easily assessed by tests. If teachers use a much wider range of assessment methods, the result can be much more positive.

Modernity And The Holocaust Sociology Essay

Modernity And The final solution Sociology EssayThe Enlightenment was an intellectual and cultural stricklement of the 18th century which desired to re adorn the obsolete, irrational ways of thought process by the rational, the sensible and the progressive. The immediate stimulus of the enlightenment movement was arguably the scientific revolution of the 16th and 19th century. Through the exertion of science and evidence to the study of the essential world, men like Galileo and Isaac Newton made leaping advances and discoveries which exposed many scientific truths. These new found truths usually contradicted the conventional, religious t authentic sensations and explanations for the natural world, held and propagated by the church. It was therefore a tremendously exciting and controversial time. A time, where the truth ab protrude the world and the heavens could be discovered by the application of reason base on study.The newfangled thinker of the 18th century Europe thus be lieved that anything and everything could be subjected to the study of reason. Art, customs, morals, traditions etc. hence could all be submitted to the study and rational understanding. It was felt that the truth of these reveled discoveries could be applied in political and social spheres to fix the problems of society and im nurture upon the gen date of referencel conditions of mankind. However the era of Enlightenment and its resulting outcomes did hold an arguably central failure. The Enlightenment in great part, failed to hold the capacity to deal with general homophile differences and diversity in impairment of culture, tradition and ethnicities. The grave progeny of this failure fag end clearly be seen in Europes relationship with non-European sights and cultures in the period that came during and after the Enlightenment era. This period was the eon of cultural in-sensitivity, colonization and racism etc. And these can attributed in great part, to the universalist fram eworks of inquiry of that time. The intellectual thought of 18th century Europe was arguably steeped in abstract conceptions of a standardized and inflexible human nature and majestic narratives of a progressive history of human civilization. The legacy of Enlightenment thus is plagued by an epistemological inadequacy of presumptions which fostered a manner of thinking that would for two centuries, serve to legitimize European global domination, racism and destruction.ModernityThe birth of contemporaneity, took place in roughly the same time frame of that of the Enlightenment movement. In general terms, lateity refers to an historical era which is characterized by a move from feudalism towards young day capitalism, secularization, rationalization and industrialization. Modernity means the cultural schemata and mechanisms of social action stemming from the Enlightenment and the modernization process. It is a set of new and man-made rationalized mechanisms and rules for human soci eties. The interrelated dimensions of modernity may be roughly grouped into intellectual and institutional categories including subjectivity and individual self-consciousness, a spirit of rationalized public culture, rationalization of stinting operations, bureaucracy in administrative management, self-discipline of public sphere and democratization etc. Modernity remains the major support and dynamic in memory human society running today. Characteristics of modernity argon found on highly industrialized societies, which devote regular patterns of everyday life. Some of the main characteristics of these modern societies include have already been mentioned however are some central ones, described in more detailBureaucracy Impersonal, social hierarchies that are based on the general division of labor coupled with regularity of systems, methods and procedures.Rationalization A way of looking at the world and managing it through the use of logic, objectiveness and impartial theories and data.Disenchantment A move away from understanding the natural world, the heavens and general life through metaphysical ideas.Secularization A move away from religious influence at a societal levelCommodification The decline of all facets and aspects of life to the items of monetary exchange, utilization and consumption.Alienation Isolation of individuals from institutions of essence and emotions i.e. religion, family, tradition, meaningful work etc.Modernity and the HolocaustA number of postmodern theorists have attacked modernity for causing racism. Far from seeing the Enlightenment belief in rationality as likely to undermine racist beliefs, they have argued that modernity has actually encouraged racism. Postmodern theorists have also argued that racism arises out of a modern tendency to see the world in terms of binary oppositions, or pair of opposites. Western modernity has contrasted itself with others who are subscribe ton to be very unlike. Out of this process racism develops.In Modernity and the Holocaust (1989) Zygmunt Bauman argues that the Holocaust was a product of modernity. The mass extermination of Jews (and others in Nazi Germany) was non hardly a result of anti-Semitism, an illogical racism use uped against Jews. Rather, the Holocaust was a product of the central ingests of modernity. Bauman saysThe truth is that every ingredient of the Holocaust-all those many things that rendered it realistic -was normalin the sense of being fully in keeping with everything we know about our civilizations, its guiding spirit, its prioritiesof the proper ways to pursue human gratification together with a perfect society. (Bauman 1989)The links between the Holocaust and modernity take a number of formsThe Holocaust was a product of modern, bureaucratic rationality. The German bureaucracy (particularly the notorious SS) were charged with the task of removing Jews from Germany. In keeping with the principles of modern bureaucracy, the people involv ed did not question the aims given to them by their political masters. They solely sought the technically efficient means to achieve the objective. Moving the Jews to Poland caused administrative problems for those Germans who had to govern the annexed territories. Another proposal at that time was to send the Jews to Madagascar, a village of defeated France. However this proved impractical as well. The distances involved and the British naval capabilities meant that millions of Jews could not be sent there. Mass extermination was chosen because it was simply the most technically efficient means with which to rid Germany of Jewish presence. The Final Solution did not clash at any stage with the rational pursuits of efficient, optimum goal implementation. On the contrary it arose out of a genuinely rational concern, and it was generated by bureaucracy true to its form and purpose. gum olibanum bureaucratic organization can be used to serve any end, and the modern ethos that bureaucr ats should not question the purpose of their organization, precludes them from taking steps to prevent events such as those of the Holocaust.Evidence from the Holocaust survivors suggests that most of the members of the SS responsible for carrying out the Holocaust did not appear to be psychologically disturbed sadists. They in fact, appeared to be relatively normal individuals. However, they were able to go into in such inhuman acts because they were authorized to do so by their superiors and because the killing was routinized. They subjected themselves to the discipline of the organization to which they belonged. Accepting organizational discipline is another possess of rational organization in modernity. The honor of civil servants depends upon their ability to follow the orders of their political masters, even if they personally disagree with those orders. Furthermore, modern, rational organization tends to make the consequence of individual actions less obvious. The part play ed by each member of a bureaucratic system may seem distant from the final consequence. Thus an official who designated people as non-Aryan in Nazi Germany would be unlikely to think of himself or herself as being responsible for mass murder. Even the actual killing in the Holocaust was sanitized by the use of gas chambers. Earlier methods had included machine gunning victims. However, this was both inefficient and made the inhumanity if what was vent on, markedly more obvious. Gas chambers minimized such difficulties.Modernity is based upon the existence of nation-states with clear cut boundaries. Jews were regarded as foreigners within in European states. According to Bauman, in pre-modern Europe the presence of Jewish otherness did not on the whole prevent their accommodation into the general social order. Pre-modern societies were divided by castes and Jews were a different group. Modern nation states emphasize the homogeneity of a nation in order to foster nationalist sentimen t. Their desire to maintain boundaries involves excluding the noncitizen other. This produces a condition within which racism can thrive.From the Enlightenment onwards, modern thinking has maintained that human societies can progress through the application of rational, scientific knowledge in planning society. The anti-Semitism that was expressed in extreme form in the Holocaust was backed by German scientists who could supposedly prove the inferiority of the Jewish race. The mass extermination of the Jewish population was based on the grounds that doing so, would improve the fabric of German society as a whole. Such projects to transform society are typically modern and would not be considered in pre-modern societies, which lacked such a sense of progress.The claims made by Bauman, are controversial to the say the least and thus have been met with much criticism. Critics like sociologist, Karen Malik denies that modernity can be seen as responsible for racism and is highly fine of the postmodern approach to race. He does not deny that racism has been a powerful and corrosive force in modern societies but he does not view racism as a product of modernity itself. He does not believe that the celebration of difference, which he sees as a key feature of postmodern thinking, is the way to undermine racism. Instead, he argues that racism can best be tackled by reviving some of the principles upon which modernity is based. In particular he believes that the application of universal principles is preferable to acknowledging and celebrating variety in human groups.Karen Malik is also critical of the claim that the Holocaust can be blamed on modernity simply because modernity provides the technological means to accomplish mass extermination. Modern engine room has also been used to alleviate problems such as famine and substantive poverty. The existence of advanced technology in itself cannot be held responsible for the political decision to use technology to exte rminate people by gassing.I play it odious that scholars can in all seriousness equate mass extermination with the production of McDonalds hamburgersor make a comparison between technology aimed at improving the material abundance of society and political decisions which annihilate whole peoples and destroy entire societies. (Malik 1996)Other criticisms have attacked Baumans claim that the Holocaust was a product of modernity. They argue instead, that the Holocaust arose in specific historical circumstances rather than being a product of modernity in general. If blame for the final solution can be attributed to anything, it should be to capitalism rather than reason. Modernity involves a belief in reason and the application of science, while capitalism involves economic relationships based on the pursuit of profit. The two are not the same, indeed capitalism may make it difficult to achieve the equality that was the objective of many modern thinkers. The inequalities produced by ca pitalism may encourage people to think of other races as inferior, but this is not the same as saying that racism is produced by science and reason.Michael Hviid Jacobsen is another critic, who criticizes the claim that racism can be understood in terms of the concept of the other. He does not believe that modernity causes people to automatically compare themselves to other people, and that as a result racism develops. He suggests that such claims are so sweeping as to be in earnest misleading. In his view, it cannot be assumed that, over many centuries Westerners have seen all non-Westerners as the Other in the same way. Western views of other people have been related to specific contexts and circumstances. For example, different meanings have been given to the possession of black skin at different times and at different places in modern history. At one time, most westerners thought it was acceptable to enslave people with black skins however this is no longer the case. The meanin g of otherness is often contest and contentious, and not all modern, post-Enlightenment thinkers have been persuaded of the truth of racist beliefs.ConclusionBauman claims that the possibility of the Holocaust was created by modernity. He does not deny that modernity has had its benefits, but he does believe that it created the conditions in which racism can thrive. This is particularly because modernity detaches morality from rationality and technical efficiency. In later works, Bauman goes onto discuses post-modernity and argues, that in post-modernity authority becomes dispersed amongst different groups of experts and is not centralized in the hands of the state. This returns more moral responsibility to the hands of the individual, who can now choose at least which authority to take notice of. Bauman therefore believes that post-modernity reduces the chances of events such as those of the Holocaust occurring. It opens up more opportunity for challenges to racism and more likeli hood of the tolerance of diversity. Bauman associates post-modernism with the acceptance of pluralism and the rejection of harmful attempts to direct the development of society.

Essay --

Gang Injunctions Ineffective to Prevent Violent Crimes in CaliforniaIn now days, the increase in gun personnel troubles many communities in the United States. Many of the high-crime neighborhoods have become a total family-controlled area. In 2013, the total number of gangs in the United States are 24,500 (Federal authorization of Investigations). As major cities in America struggle to respond to the growth of gangs and attendant crime and violence, the law enforcement come up with gang injunctions to reduce crimes rates. Although a couple of gang injunctions have been granted in Texas and Illinois, the overwhelming majority of injunctions have been issued in California. In 2005, the total number of violent crimes were 5,985 alone in San Francisco that year, and 31, 767 in Los Angeles (Disaster Center). According to Matthew ODeane, a police officer, and Stephen Morreale, an Assistant Professor of Worcester State University, a study and review was conducted of 25 southern Californ ia gang injunctions to understand if civil gang injunctions reduce crime. As a result, the study found that the crime rate decreased by 14.1% in injunction areas. some(prenominal) California cities recently moved forward with gang injunctions to reduce violent crime rates. Gang injunctions have become a distinct Californian progress to fight crimes since they were first introduced in the 1980s in Los Angeles. The injunctions that have been granted primarily affect impoverished, minority neighborhoods and may actually serve to further rat and oppress innocent minority youth who also live in these communities. Cities have issued them to fight local gangs, and promise that gang injunctions will cut gobble up violent crime rate, and make the neighborhoods more safer ho... ...ht to defend himself in the court. Moreover, the gang injunctions obtained in the target area should be defined clearly for gang members. It is key to make sure that the identification of the target area are e asily understood by both the police and the gang members. Gang injunctions are unable way to prevent crimes, because they lead to many problems that hurts the communities. Gang injunctions are suppressions instead of preventions. Therefore, using force would not help to prevent crimes. However, they are legal tools to alter communities to take back their streets and public places from the gangs and gang members that terrorize them. Gang injunctions did contribute to the stabilization of communities and reduce gang-related crimes, they just need improvements to make it more useful and pleasant for both gang members and residents in target areas.

When identifying the learning support of dyslexic pupils, the same :: Education

When identifying the learning support of dyslexic pupils, the same underlying principle of paying attention assessment of skills an When identifying the learning support of dyslexic pupils, the sameunderlying principle of careful assessment of skills and strategiesshould apply to literacy and numeracy. Discuss the implications forclassroom practice.In this essay I will be discussing the importance of carefulassessment in the management of dyslexia with particular reference toliteracy and numeracy and the subsequent implications that this willhave on classroom practice. on-going theory shows that although there is no one definition fordyslexia it is widely recognised as being a specific learningdisability of neurological contrast that does not imply low intelligenceor poor educational background It is were the language section of thebrain is not developed in the pattern way,so preventing the acquisitionof phonological skills ,decoding and encoding of words.Thesedifficulties are bel ieved to be due to the inherited aspects oflanguage processing.The neurological bases of dyslexia are now wellfounded and reflected in the current definitions of the term.TheBritish Dyslexia Association (1996) produced the following definitionDyslexia is a neurological condition, which is constitutional inorigin. The symptoms may affect many areas of learning and functionand may be set forth as a specific difficulty in reading , spelling ,and written language. One or more of these areas may beaffected.Numeracy ,notational skills (music), may as well be involved.However ,it is particularly related to mastering written language,although oral language may be affected to some degree.The Dyslexia Institute (1997)defined dyslexia asa problem dealing with words and symbols that make it hard for adyslexic person to learn to read write and spell and sometimes causesdifficulty with math and music.Dyslexia is therefore a disorder in the cognitive processing system ofthe brain which presents itself with difficulties with organisatonalskills ,short term memory problems ,reading ,writing and spellingproblems and to some extent difficulties in numeracy. A dyslexicpupil may have problems with word retrieval and pronounciaton,difficulties with rhyme and alliteration, sequencing problems andnaming.Singleton an E.