The Contributions to the Western Civilization Essays

The Contributions toward the Western Civilization Essays The Contributions toward the Western Civilization Essay The Contributions toward the Western Civilization Essay The Contributions toward the western human progress Ashley Stewart 5/1/11 Professor Hammond Strayer University The Hebrews, Greeks, and Romans, have made incredible commitments to build up the Western Civilization. The inheritance that they’ve left was religion, information, and government. The Hebrews contributed the strict viewpoint, the Greeks contributed information and government, and the Romans contributed one must have a comprehension of the antiquated Greek culture, or, more than likely thought to be administering strategies to Western Civilization. Its said that to comprehend our way of life uninformed. sherer44). The Hebrews formed the very center of Western Civilization. Creator Thomas Cahill has as of late delivered a recorded record, The Gifts of the Jews, which investigates top to bottom the commitments of early Judaism to the idea examples and social structure of present-day orders. An audit of his work expresses that Within the grid of antiquated religions and methods of reasoning, life was viewed as a component of a perpetual pattern of birth and demise; time resembled a wheel, turning unendingly. However some way or another the old Jews started to see time in an unexpected way. For them, time had a start and an end; it was a story, whose triumphant end would come later on. From this knowledge came another origination, that of people as people with one of a kind fates an origination that would illuminate the Declaration regarding Independence and our cheerful confidence in progress and the feeling that tomorrow can be superior to today. ( The West would not have been the equivalent without Jewish commitments that commended ideas, for example, supreme ethical quality, personal growth, and the endeavoring to appreciate the powers that shape ones presence. These imaginative thoughts allowed the Hebrews to suffer all through centuries of persecution and outside strength and change their state into todays Israel, one of the best ten countries on the planet regarding military may and monetary complexity. The Greeks was making settlements around the bank of Greece. /Instead of building the segments to be straight, they assembled them utilizing delicate bends causing everything to show up progressively even. The two distinctive design styles in old Greece were the Doric and Ionic. The soonest of the structures were planned in the Doric style, for example, the Parthenon. The Doric segments are somewhat solid yet plain. The ionic Columns were assembled more slender and increasingly rich. The highest points of them had a parchment like structure, in contrast to the level Doric style. Structures, for example, the Erechtheum and the little sanctuary of Athena were worked in the Ionic style. Its to the Greeks we owe for their engineering developments to western progress The Greeks were extremely energetic about games. They invested heavily in the ideal human body: solid, fit, cut, smooth human bodies.

Chula Vista Nature Center

The Chula Vista Nature Center Tamitha Y Sprenger SCI 256 March 29, 2012 Tim Boyajian Chula Vista Nature Center San Diego, to numerous it’s a place that is known for dreams from beach front terraces to mountain sees just as numerous zones that copy the treat like atmospheres of Arizona. Be that as it may, it isn't only a home for individuals, yet additionally for some creatures and plants too. California has joined forces with the U. S. Fish and Wildlife Service and California fish and game to help secure the various types of plants and creatures that share the lavish excellence of this land.One way they are endeavoring to achieve this assignment is through the Multiple Species Conservation Plan (MSCP). One association that aids the reclamation of the local plant and creatures of Chula Vista is the Chula Vista Nature Center. The Chula Vista Nature Center is a philanthropic association committed to giving ecological instruction on beach front asset protection, and building a reg ard for untamed life in the lives of the individuals. It lays on the 316-section of land Sweetwater March National Wildlife Refuge, and gives an intuitive learning experience by acquainting the visitor with the manner in which the local animals live in their normal habitats.Some of the intelligent displays incorporate the turtle tidal pond, the shark and beam understanding, and the local plant gardens. One can even observe tunneling owl homes and the bald eagle. At the local plant and nursery guests will be furnished with staff completely educated on treating the soil gardens. These staff individuals will at that point give a showing that will show guests how they can assist make with homing nurseries solid and safe by diminishing the utilization of harmful composts that annihilate the local plants.Some of these local plants visitors will have the option to appreciate are the Shaw’s Agave, Sagebrush, Coast Barrel Cactus, The California Wild Rose, and some more. With these del ightful and fragrant blossoms visitors will likewise appreciate butterflies, hummingbirds and other local flying creatures. The Chula Vista Nature Center takes visitors on a black market experience however the Discovery Center. Here, one will find out about the Rainbow Trout, California Lobster, Red Diamond Rattlesnake, Moon Jelly and more.Guest will discover them selves voyaging however the sound, to the marshlands and afterward into upland territories as they walk around the Discovery Center. Associations with people for these plants and creatures are helpful to their endurance. Without the information on s calamities that put them at risk for eradication a significant number of these animals will have just been gone, and people will just take in of them from books. With the assistance of The Chula Vista Nature Center, these local animals will get an opportunity to develop, and live as they were intended to live.Humans will encounter the magnificence of the land, and the common as sets that are given to them by the land. Human life doesn't come exclusively from their endeavors to develop their own plants, or breed their own creatures. It originates from cooperating with the plants and creatures that normally live and develop in the earth. References County of San Diego (2009). MSCP Biology. Gotten March 26, 2012 from http://www. sdcounty. ca. gov The Chula Vista Nature Center (2010). The Chula Vista Nature Center. Gotten March 27, 2012 from http://www. chulavistanaturecenter. organization

Biography of Psychologist Erik Erikson

Biography of Psychologist Erik Erikson In This Article Table of Contents Expand Erikson's Notoriety Childhood Young Adulthood Family and Later Years 8 Psychosocial Stages Identity Crisis Contributions Select Publications Biographies Erik Erikson is best-known for his famous theory of psychosocial development and the concept of the identity crisis. His theories marked an important shift in thinking on personality; instead of focusing simply on early childhood events, his psychosocial theory looks at how social influences contribute to our personalities throughout our entire lifespans. Hope is both the earliest and the most indispensable virtue inherent in the state of being alive. If life is to be sustained hope must remain, even where confidence is wounded, trust impaired.â€"Erik Erikson,  The Erik Erikson Reader, 2000 Eriksons Notoriety Eriksons stage theory of psychosocial development generated interest and research on human development through the lifespan. An ego psychologist who studied with Anna Freud, Erikson expanded psychoanalytic theory by exploring development throughout the life, including events of childhood, adulthood, and old age. Childhood Erik Erikson was born June 15, 1902, in Frankfurt, Germany.  His young Jewish mother, Karla Abrahamsen, raised Erik by herself for a time before marrying a physician, Dr. Theodor Homberger. The fact that Homberger was not, in fact, his biological father was concealed from Erikson for many years. When he finally did learn the truth, Erikson was left with a feeling of confusion about who he really was. The common story was that his mother and father had separated before his birth, but the closely guarded fact was that he was his mothers child from an extramarital union. He never saw his birth father or his mothers first husband. â€" Eriksons obituary,  The New York Times,  May 13, 1994 This early experience helped spark his interest in the formation of identity. While this may seem like merely an interesting anecdote about his heritage, the mystery over Eriksons biological parentage served as one of the key forces behind his later interest in identity formation. He would later explain that as a child he often felt confused about who he was and how he fit into his community. His interest in identity was further developed based on his own experiences in school. At his Jewish temple school, he was teased for being a tall, blue-eyed, blonde, Nordic-looking boy who stood out among the rest of the kids. At grammar school, he was rejected because of his Jewish background. These early experiences helped fuel his interest in identity formation and continued to influence his work throughout his life. Young Adulthood Its interesting to note that Erikson never received a formal degree in medicine or psychology. While studying at the Das Humanistische Gymnasium, he was primarily interested in subjects such as history, Latin, and art. His stepfather, a doctor, wanted him to go to medical school, but Erikson instead did a brief stint in art school. He soon dropped out and spent time wandering Europe with friends and contemplating his identity. It was an invitation from a friend that sent him to take a teaching position at a progressive school created by Dorothy Burlingham, a friend of Anna Freuds. Freud soon noticed Eriksons rapport with children and encouraged him to formally study psychoanalysis. Erikson ultimately received two certificates from the Montessori Teachers Association and from the Vienna Psychoanalytic Institute. He continued to work with Burlingham and Freud at the school for several years, met Sigmund Freud at a party, and even became Anna Freuds patient.  Psychoanalysis was not so formal then, Erikson recalled. I paid Miss Freud $7 a month, and we met almost every day. My analysis, which gave me self-awareness, led me not to fear being myself. We didnt use all those pseudoscientific terms thenâ€"defense mechanism and the likeâ€"so the process of self-awareness, painful at times, emerged in a liberating atmosphere. Family and Later Years Erikson met a Canadian dance instructor named Joan Serson who was also teaching at the school where he worked. The couple married in 1930 and went on to have three children. His son, Kai T. Erikson, is a noted American sociologist. Erikson moved to the United States in 1933 and, despite having no formal degree, was offered a teaching position at Harvard Medical School. He also changed his name from Erik Homberger to Erik H. Erikson, perhaps as a way to forge his own identity. In addition to his position at Harvard, he also had a private practice in child psychoanalysis. Later, he held teaching positions at the University of California at Berkeley, Yale, the San Francisco Psychoanalytic Institute, Austen Riggs Center, and the Center for Advanced Studies of the Behavioral Sciences. He published a number of books on his theories and research, including Childhood and Society and The Life Cycle Completed. His book Gandhis Truth was awarded a Pulitzer Prize and a National Book Award. 8 Psychosocial Stages Erikson was a neo-Freudian psychologist who accepted many of the central tenets of Freudian theory but added his own ideas and beliefs. His theory of psychosocial development is centered on what is known as the epigenetic principle, which proposes that all people go through a series of eight stages. At each stage, people face a crisis that needs to be successfully resolved in order to develop the psychological quality central to each stage. The eight stages of Eriksons psychosocial theory are something that every psychology student learns about as they explore the history of personality psychology. Much like psychoanalyst Sigmund  Freud, Erikson believed that personality develops in a series of stages. Erikson’s theory marked a shift from Freuds psychosexual theory in that it  describes the impact of social experience across the whole lifespan instead of simply focusing on childhood events. While Freuds theory of psychosexual development essentially ends at early adulthood, Eriksons theory described development through the entire lifespan from birth until death. The eight key stages he described were: Trust vs. Mistrust: This stage occurs between the ages of birth and 2 years and is centered on developing a sense of trust in caregivers and the world. Children who receive responsive care are able to develop the psychological quality of hope.Autonomy vs. Shame and Doubt: This stage takes place between the ages of 2 and 3 years and involves gaining a sense of independence and personal control. Success in this stage allows people to develop will and determination.Initiative vs. Guilt: Between the ages of 3 and 6 years, children begin to explore their environment and exert more control over their choices. By successfully completing this stage, children are able to develop a sense of purpose.Industry vs. Inferiority: The stage that takes place between the ages of about 5 and 11 years is focused on developing a sense of personal pride and accomplishment. Success at this point in development leads to a sense of competence.Identity vs. Confusion: The teen years are a time of personal explo ration. Those who are able to successfully forge a healthy identity develop a sense of fidelity. Those who do not complete this stage well may be left feeling confused about their role and place in life.Intimacy vs. Isolation: The stage that takes place in early adulthood is all about forging healthy relationships with others. Success leads to the ability to form committed, lasting, and nurturing relationships with others.Generativity vs. Stagnation: At the stage occurring during middle adulthood, people become concerned with contributing something to society and leaving their mark on the world. Raising a family and having a career are two key activities that contribute to success at this stage.Integrity vs. Despair: The final stage of psychosocial development takes place in late adulthood and involves reflecting back on life. Those who look back and feel a sense of satisfaction develop a sense of integrity and wisdom, while those who are left with regrets may experience bitterness and despair. Erikson and Identity Crisis Have you ever felt confused about your place in life or not quite sure if you really know the real you? If so, you may be experiencing an identity crisis.  Erikson coined the term “identity crisis” and believed that it was one of the most important conflicts people face during the developmental process. According to Erikson, an identity crisis is a time of intensive analysis and exploration of different ways of looking at oneself. Contributions to Psychology Erik Erikson spent time studying the cultural life of the Sioux of South Dakota and the Yurok of northern California. He utilized the knowledge he gained about cultural, environmental, and social influences to further develop his psychoanalytic theory. While Freud’s theory had focused on the psychosexual aspects of development, Erikson’s addition of other influences helped to broaden and expand psychoanalytic theory. He also contributed to our understanding of personality as it is developed and shaped over the course of the lifespan. His observations of children also helped set the stage for further research. You see a child play, he was quoted as saying in his New York Times obituary, and it is so close to seeing an artist paint, for in play a child says things without uttering a word. You can see how he solves his problems. You can also see whats wrong. Young children, especially, have enormous creativity, and whatevers in them rises to the surface in free play. Select Publications Here are some of Eriksons works for further reading: Erikson EH. Childhood and Society. New York: Norton; 1950.Erikson EH. Identity: Youth and Crisis. New York: Norton; 1968.Erikson EH. Life History and the Historical Moment. New York: Norton; 1975.Erikson EH. Dialogue With Erik Erikson. Evans RI, ed. Jason Aronson, Inc.; 1995. Biographies Friedman LJ. Identitys Architect; A Biography of Erik H. Erikson. Scribner Book Co; 1999.Coles R. Erik H. Erikson: The Growth of His Work. Boston: Little, Brown; 1970.

Exxon Mobil New Jersey Standard And Vacuum Oil Company

Exxon Mobil is a combination of two of the United States’ oldest oil companies: Jersey Standard and Vacuum Oil Company. These companies are 2 of the 34 oil companies that Standard Oil was broken up into after the 1911 Supreme Court decision that ended John D. Rockefeller’s trust. The Standard Oil Company of New Jersey v. United States case decision was made after the court deemed the Standard Oil Company’s monopoly on oil businesses unnecessary and in violation of the Sherman Antitrust Act. The name Exxon Mobil is devised after Jersey Standard changes its name to the Exxon Corporation in 1972 and also when Vacuum Oil Company changes its name to Mobil Oil Company in 1966. After being split for 88 years, the two corporations finally merge to become the Exxon Mobil Corporation on November 30, 1999. Based in the United States, the corporation is known around the world by the following three brands: Exxon, Esso, and Mobil. Esso was created by Jersey Standard in 1926 w hen the company releases a new blend of fuel; the name features the initials of their former company Standard Oil. Ten years before the merge, Exxon’s ship in Prince William Sound, Alaska, the Exxon Valdez faced a terrible oil spill in Alaska on March 24, 1989. Although the company claimed responsibility for their action and quickly cleaned up their mess, should Exxon Valdez done more or did they do enough to compensate for their mistake (ExxonMobil)? 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Why Should Students From A Respected University Cheat

Whenever a cheating scandal pops up in the news, a majority of the people always wonder why. Why would students from a respected university cheat? Who should we put the blame on? A lot of people are quick to assume that it is the student s personal morals, which causes them to cheat. I realized why a lot of student’s cheat, and how certain articles that I read, proposed we fix the cheating issue. The main goal is to prevent future cheating, and you start preventing cheating by looking at what the source of that cheating is. In the articles, â€Å"Harvard Students in Cheating Scandal Say Collaboration Was Accepted† by Richard Perez-Pena and â€Å"Cheating in the Digital Age: Do Students Cheat More In Online Courses,† written by Watson and Sottile,†¦show more content†¦An entire class at Harvard was accused of cheating, however the students fought to validate their cheating actions due to the rigor and misunderstanding of the course. For instance, â€Å"S tudents said they were tripped up by a course whose tests were confusing, whose grading was inconsistent, and for which the professor and teaching assistants gave contradictory signals about what was expected† (Perez-Pena 1). The students cheated because they were confused as to what was expected from them. They needed to pass the class and there did not seem to be any other way but to cheat. This kind of cheating is triggered due to the environment the student is in. Contradictory signals and inconsistent grading can definitely push a student to cheat. This cheating doesn’t stem from personal ethical issues or gender, it comes purely from the confusion of the tests and expectations. The students couldn’t even see their actions as wrong or cheating, since everyone, even teaching assistants, who were giving out the definitions of words during a test, were supporting the cheating behavior. For example, I was just someone who shared notes, and now I’m implic ated in this, said a senior

Developmental Psychology and Anecdotal Assignment Free Essays

CLDDV 101 Anecdotal Observation Assignments â€Å"Education of the mind without education of the heart is not education at all. † Aristotle Goal – Observing Children The goal of observation is to enhance your understanding of the major concepts and milestones of development through observation of real children rather than just reading or hearing about how children grow and develop. Child development refers to the kinds of changes that occur from conception through late adolescence. We will write a custom essay sample on Developmental Psychology and Anecdotal Assignment or any similar topic only for you Order Now Physical (fine and gross/large motor), cognitive, emotional, social, self-help, and aesthetic development will be explored through these observations, providing a brief account of development as it occurs. In addition, using well-written anecdotal records teachers are better able to track a child’s interests, how a child is getting along, learning, and progressing in a program, become the basis for planning developmentally appropriate curriculum to help the child build skills, and have documentation to support classroom assessments. Observations, recorded over time, and representative of all domains of development can present a comprehensive picture of a child’s development . Child Development/Developmental Domains: Child development focuses on the processes of change and stability in children from conception through late adolescence. Developmental scientists study both quantitative change and qualitative change in children. Quantitative change is a change in number or amount, such as in height, weight, size of vocabulary, or frequency of communication and is continuous throughout childhood. Qualitative change is a change in kind, structure, or organization and is discontinuous. It is marked by the emergence of new phenomena that cannot be anticipated easily on the basis of earlier functioning. One example is the change from a nonverbal child to one who understands words and can use them to communicate. The processes of change and stability that developmental scientists study occur in domains. For purposes of study, developmental scientists separate the domains into different aspects of the self including physical (small and large muscles), cognitive, emotional, and personalsocial. All domains are interrelated. Physical Development: growth of the body and brain, the development of sensory capacities and motor skills including health. Cognitive Development: change and stability in mental abilities, such as learning, memory, language, thinking, moral reasoning, and creativity. Emotional Development: change and stability in the development of a full range of emotional responses to events and interactions from sad to happy to angry, and learning to deal with them appropriately. Social Development: growth in one’s ability to interact and communicate with others in meaningful ways. 01 anecdotal assignment 09/29/2010 1 Piaget’s Concrete Pre-operational Stage (2-7 years of age) The preschool-aged children that you will be observing have entered into Piaget’s preoperational stage of cognitive development. The key feature of children’s thinking in this stage is symbolic representation. The child is now able to use a symbol, an object, or a wor d to stand for something else. The use of symbols can be clearly seen in the child’s use of language; for example, the child can now represent objects in the environment with the appropriate word and can refer to past and future events. The use of symbols is also apparent in children’s drawings, imitation, mental imagery, and symbolic play. For example, a preoperational child might be observed feeding her doll imaginary cereal or drawing a picture of the balloons at her last birthday party. Thinking in terms of symbols does permit more flexibility and planning in their problem solving. Despite these increases in cognitive skills, the thought processes of preoperational children result in characteristic differences in reasoning. Because they do not use logical operations, their reasoning often seems flawed to adults. One of the most easily observed differences in how preoperational children reason at this age is the tendency to view the world from one’s own perspective only, a phenomenon that Piaget termed egocentrism. Because of egocentric thinking, preoperational children may â€Å"hide† by covering their eyes or only parts of their bodies, believing that if they can’t see the seeker than they, themselves, can’t be seen. Other preoperational reasoning errors result from thinking that is intuitive, rather than logical. For example, preschool children are incapable of conservation – they do not understand that certain properties of objects, such as volume or mass, do not change just because the superficial appearance of the object changes. Preoperational children are not only tied to their perceptions, they are also unable to de-center their thinking, or think about more than one aspect of a problem at a time. Their thinking shows what Piaget called irreversibility – they are unable to reverse or mentally undo an action. During this stage of development, children acquire new words at an astronomical rate. These rapid gains in children’s vocabulary are accompanied by mastery of more complex grammatical structures such as forming past tenses and plurals. As children acquire the grammatical rules of their language, a type of error called overregularization may occur in which children overuse the basic rules of language. For example, a 2 ? or 3-year-old may say, â€Å"I bringed my puppy,† or â€Å"My feets are cold. † Children also become more likely to use correct syntax – that is, they become more aware of how words should be ordered to convey a particular meaning. Children’s knowledge about gender and gender-role expectations develops very early. Preschoolers have a strong sense of gender identity, a sense of being male or female. Between the ages of 4 and 6, children develop gender constancy; the realization that gender stays the same regardless of how one looks or behaves. At this point, they may adopt very rigid standards for what they believe is appropriate male and female dress and behavior. 101 anecdotal assignment 09/29/2010 2 Preschool children are more likely to play with sex-appropriate toys; that is, boys are more likely to play with stereotypical â€Å"boy toys† – such as trucks; and girls are more likely to play with stereotypical â€Å"girl toys† – such as dolls and kitchen sets. Over the preschool years, gender segregation also increases, as children are more likely to play with same-sex peers rather than opposite-sex peers. Preoperational children’s social interactions become increasingly reciprocal and coordinated, which is reflected in their play. Children’s play can be divided into four categories, ranging from least to most socially complex – nonsocial activity (onlooker and solitary), parallel play, associative play, and cooperative play. Around the age of 4 of 5 there is a developmental shift in the type of play in which children engage. Four and five year olds begin to demonstrate constructive play, drawing pictures or working on puzzles in pairs or groups, purposefully creating and constructing something together. Play also becomes more complex as children begin to experiment with both everyday and imaginary roles through pretend or dramatic play. This type of play involves advances in cognition, perspective taking, and communication skills. While there are individual differences in development, most children develop typically. Some children, however, may show significant maturational delays or differences – these children are often identified with developmental disabilities. While many developmental disabilities are identified based on delays or differences from what we know of typical development, and different labels are used to describe the patterns of difference. It is important to remember, however, that a child with a disability is first and foremost a child, and that all children are typical in many ways. So instead of saying ‘disabled child’, it is more appropriate and respectful to state ‘a child with a disability. Writing Skills †¢ If you struggle with your writing skills, there are several resources including enrolling in CLDDV-48, securing a mentor through the Mentor Program (see instructor for referral), utilizing MJC’s writing lab or tutoring center, or working with a skilled highschool or college student or peers to review your assignments before they ar e due. The following pointers will help your success in writing effective and informative observational reports. o Use the spell and grammar check functions in your computer’s writing program. Carefully review versions of commonly used words such as they’re (they are), their (their shoes), and there (There are the missing shoes. ) o Carefully review words such as then and than ? Then connotes the relationship between actions, such as, â€Å"We will learn about anecdotal records and then running records. † ? Than connotes a comparative measurement, such as, â€Å"Amanda is taller than Dylan. † o The over use of the word â€Å"then† is another area to consider. Try to limit your use of it in your observational reports as it is often used excessively. o Learn the correct format for quotations. Anytime you are reporting what the child said, you must use the standard quotation format. Example: Kevin could not reach the ball. He said, â€Å"Teacher will you get the ball for me? † †¢ 101 anecdotal assignment 09/29/2010 3 o When children are using tricycles, the word that describes how their feet work is pedal. Examples: He pedaled. She pedaled. He was pedaling. o Write your anecdotal observational reports in past tense. This means your verbs will often end in â€Å"ed†. Examples: Julia played with the trains. Kevin walked from the blocks to the carpet area. Keifer asked the teacher, â€Å"May I have my turn now? How to record your observation: Directions †¢ Observations must occur in a licensed preschool center-based program. Licensed children’s centers are programs that operate either preschool and/or full-day childcare services for children between 30 months and 5 years of age. They are licensed by the State of California, Department of Social Services, Community Care Licensing and receive site visits and inspections on a regular basis. †¢ The following are NOT acceptable as observation sites: family child care homes, faith based nursery programs, family events, park visits, or play dates. Past experience has demonstrated that these observations are not effective for the purpose of this course. †¢ Select a program that is willing to work cooperatively with you and provide the necessary information such as the child’s birth date. It is appropriate to give a fictitious name to the child to keep the child’s name anonymous. †¢ Find a position where you can observe without interfering or interacting with the activities of the classroom. Come prepared with your paper and writing implements so that you do not interrupt the staff. A clipboard or supportive binder is appropriate, so that you can write â€Å"on your lap. Keep a low profile. †¢ Computer Generated Work/Word Processed Work/Paper Headings: All papers must be word processed (typewritten), with no less than a 12 font, space and a half. In addition, each paper submitted is required to be labeled with the information below in the top left hand corner of the first page. Please number each pa ge and staple all pages together. †¢ Papers will be graded as follows: o Required Information – 10% o Conforms to format provided – 10% o Written content, answers assignment – 50% o Writing (grammar, spelling, syntax, structure, etc. – 30% †¢ Developmental Domains/required to focus on for each observation o Anecdote #1-Physical Development/Large Motor Skills (i. e. pedaling a tricycle, hopping, skipping, swinging) or Physical Development/Small Motor Skills (i. e. cutting, drawing, painting, beading) o Anecdote #2- Cognitive Development (i. e. pre-math, science, memory, cause/effect, following directions) o Anecdote #3-Emotional Development (i. e . typically there will be some type of social interaction where you record the child’s emotional response to the interaction) 01 anecdotal assignment 09/29/2010 4 o Anecdote #4-Social Development (i. e. a social interaction between the child you select and one other child; you may NOT record an ob servation between a child and an adult. ) Please record the conversation between the two children. This anecdote may be slightly longer than your first three anecdotal observations. Anecdote: †¢ †¢ Write verbs in past tense. Select ONE preschool-aged child who is 3, 4, or 5 years of age. The child you select is the focus in your anecdote. Follow the child as s/he moves, if necessary. Quickly record in sequence all activity and try to quote, word for word, the child’s speech. It is not necessary to quote a teacher’s comments; just summarize teacher comments. Your very first sentence in the anecdote needs to identify that the child who is the primary focus. Observe and document in writing a developmentally significant event; keep written documentation for later use when typing so that you are not pulling from memory. A developmentally significant event is representative of the child’s particular age and stage of development. Typically, a significant event in the child’s day is something that you would share with the parent/caregiver at the end of the day while discussing the child’s growth and development. Be specific and date each anecdote. Times – note beginning time of significant moment. The anecdote is one short story, which is organized around a beginning, middle and end of a story. Some anecdotes may be 15 minutes long (i. e. several sentences) especially when documenting social interactions and conversations but most will be 2-3 minutes long (i. . 5-7 sentences. ) Avoid subjective statements where you give your opinion or make inferences about things like, o Goodness or badness (instead of saying that the child’s behavior was bad, state that when the other child grabbed the puzzle, the child reached over and hit) o Intentions (instead of saying that the child was waiting for the teacher to notice him, state without saying a word, the child was quietly standing next to his teacher) o Feelings/Emotions (instead of saying child is mad, state child is stomping feet, etc. †¢ †¢ †¢ †¢ †¢ †¢ Skill Building: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base Include two specific skills that the child is learning as from the documented significant event. Write two complete sentences and identify the domain area (i. e. aesthetic development; cognitive development, emotional development; physical development/fine motor; physical development/ large motor; elf-help skills; social development. ) 101 anecdotal assignment 09/29/2010 5 Subjective Summary: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base You, the observer, share your professional opinion about what you observed during the developmentally signific ant moment. When you share your opinion, follow it with a statement of something observed to support your statement. Stay away from words such a good and great and also stay away from labeling and diagnosing behavior such as attention-deficit or autism. ) Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): †¢ You, the observer, share your professional recommendation for future curriculum activities. Suggest similar activities that will help the child increase proficiency in the area that s/he is building skills. If the child appears to be at the mastery level of his/her developmental stage of development, then suggest a more complex activity that you believe is still developmentally appropriate for that child. 101 anecdotal assignment 09/29/2010 6 Sample Anecdotal Assignment (Set up your assignment using this same format; the sample format in the syllabus is not correct. You are welcome to copy and paste this sample into your own word document and then replace the existing information with your information. CLDDV 101 Last name, first name: Smith, Laurie Title of Assignment: Anecdotal Observation #1 Due Date: Wednesday, September 15, 2010 Date Turned In: Wednesday, September 15, 2010 (on time) or Wednesday, September 22, 2010 (late) (Note: if you are turning in the assignment on time, then you will enter the same date for â€Å"Due Date† and â€Å"Date Turned In. † If you are turning it in 7 days late, then you will enter two different dates. Name of preschool: Address of presch ool: Phone number of preschool: Name of head teacher: Date of visit: Time of significant event: Number of teachers present: Number of children present: Name of child (it is okay to give the child a fictitious name): Angelica Birth date of child: January, 2006 Age of child including years and months: 4 years and 8 months Focused on the following developmental domain: Physical Development/Large Motor Objective Anecdote (do NOT use subjective words such as happy, sad, nervous, excited): While outside during free choice, Angelica walked over to Daisy and asked, â€Å"Do you want to go swing? Daisy responded with a smile on her face, and then they ran to the swings. With the help of a teacher giving Angelica some starter pushes, she smiled and began to pump. She looked at Daisy and said, â€Å"Look. I’m up so high! † Daisy, who was pumping on the swing next to her, responded by saying, â€Å"Me too. † Angelica continued to swing next to Daisy for a few more minutes before moving to another activity. Skill Building (select from chart below or create your own): In terms of Angelica’s physical development/large motor skills, she is developing balance and strengthening the large muscles in her arms and legs as she pumps on the swing. A second skill that Angelica is building is in the area of social development. The emergence of prosocial behavior is observed as she respectfully invites the other child to swing and then continues to interact with her in a positive manner during this interaction. Subjective Summary (in this area you can use your opinion): After observing Angelica swing, it is believed that she has well-developed physical coordination in the area of her large motor skills as she is able to sustain pumping on the 101 anecdotal assignment 09/29/2010 7 swing with just a little help from the teacher getting her started. In addition, Angelica appears to play well with other children as noted when she not only respectfully invited another child to swing, but also continued to initiate a conversation with the other child while swinging. Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): In the area of curriculum development, it is suggested that Angelica continue to be provided with opportunities to engage in large motor activities such as swinging, running, jumping, climbing, and pedaling on a tricycle. Since, she already knows how to pump while on the swing, it is suggested that the teachers show her how to start the swing moving back and forth without the help of a teacher. This is a difficult skill to learn, so it is important to allow Angelica the choice to start on her own and/or get a starter push from a teacher as she works on skill building in this area. (If she was not able to pump at four years and eight months, you might say: She is encouraged to continue to practice swinging with the support of a teacher who can break down the steps as she teaches her how to pump. If she was only three years old, you might say: She is encouraged to continue to have positive experiences on the swing with the help of a teacher putting her on the swing and pushing her. As she grows older, a teacher can break down the steps as she teaches her how to pump. ) 101 anecdotal assignment 09/29/2010 8 Use this chart to help you locate skills that the child is developing. The Creative Curriculum Goals and Objectives at a Glance SOCIAL-EMOTIONAL DEVELOPMENT: COGNITIVE DEVELOPMENT: Sense of Self Learning and Problem Solving -Shows ability to adjust to new situations. Observes objects and events with curiosity. -Demonstrate appropriate trust in adults. -Approaches problems flexibly -Recognizes own feelings and manages -Shows persistence in approaching tasks. them appropriately. -Explores cause and effect. -Stands up for rights. -Applies knowledge or experience to a new context. Responsibility for Self and Others -Demonstrates self-direction and independence. -Takes responsib ility for own well being. -Respects and cares for classroom environment and materials. -Follows classroom routines. -Follows classroom rules. Prosocial Behavior -Plays well with other children. Recognizes the feelings of others and responds appropriately. -Shares and respects the rights of others. -Uses thinking skills to resolve conflicts. PHYSICAL DEVELOPMENT: Gross Motor -Demonstrates basic locomotor skills (i. e. running, jumping, hopping, galloping. ) -Shows balance while moving. -Climbs up and down. -Pedals and steers a tricycle (or other wheeled vehicle. ) -Demonstrates throwing, kicking, and catching skills. Fine Motor -Controls small muscles in hands. -Coordinates eye-hand movement. -Uses tools for writing and drawing. Logical Thinking -Classifies objects. Compares/measures. -Arranges objects in a series (i. e. sequence/set. ) -Recognizes patterns and can repeat them. -Shows awareness of time concepts and sequence. -Uses one-to-one correspondence. -Uses numbers and counting . Representation and Symbolic Thinking -Takes on pretend roles and situations. -Makes believe with others. -Makes and interprets representations (i. e. be a symbol for. ) LANGUAGE DEVELOPMENT: Listening and Speaking -Hears and discriminates the sounds of language. -Expresses self using words and expanded sentences. -Understands and follows oral directions. Answers questions. -Asks questions. -Actively participates in conversations. Reading and Writing -Enjoys and values reading. -Demonstrates understanding of print concepts. -Demonstrates knowledge of alphabet. -Uses emerging reading skills to make meaning from print. -Comprehends and interprets meaning from books and other texts. -Understands the purpose of writing. -Writes letters and words. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 9 Use the following ideas to help you locate more skills that the child is developing. The developmental domain area (i. e. physical development, cognitive development, etc. ) is not identified; therefore, you will need to identify the domain area when selecting skills from below. What Children Learn from Play WHEN I EASEL PAINT I LEARN: -to develop imagination and creativity. -hand-eye coordination. -to distinguish and purposely create shapes. -to express feelings and ideas. -that ideas have value. -relationships of space and size. -concepts of symmetry, balance, and design. WHEN I CUT WITH SCISSORS I LEARN: -to control the small muscles in my hand. -concepts of shape, size, color, and location. -to exercise imagination and creativity. WHEN I SCRIBBLE AND DRAW I LEARN: -to hold a pencil or other drawing implement and to control the pressure. -hand-eye coordination. -to exercise imagination and creativity. -that ideas have value. -Concepts of shape, size, color, and location. WHEN I FINGER PAINT I LEARN: -to exercise imagination and creativity. -about how colors mix to make new colors (science. ) -concepts and shape, size, color, and location. hand-eye coordination. -an acceptable way to make a mess, and have fun sharing ideas with others who are near. WHEN I PASTE, GLUE, AND COLLAGE I LEARN: -to exercise imagination and creativity. -concepts of shape, size, color and location, and design, relevant to reading. -about different textures. -how to create patterns and designs, a math skill. WHEN I PLAY WITH PLAY DOUGH OR CLAY I LEARN: -to see the shape agains t the background of the table, a reading skill. -concepts of shapes, sizes, length, and height. -to see negative space when cookie cutter shapes are taken away. to express feelings, especially negative feelings with squeezing and pounding. -to exercise imagination and creativity. -that the amount of a substance remains the same even when the shape changes. WHEN I PLAY WITH SAND I LEARN: –to exercise my imagination. –concepts of size, shape, and volume; empty and full. –how to use tools. –to solve problems. –concepts of warm and cool, wet, damp, and dry, heavy and light. –how to play socially with others. 101 anecdotal assignment 09/29/2010 10 –to create own patterns and symbols, reading and writing skills. –to observe changes, a science skill. EXAMINING OBJECTS AT A NATURE TABLE HELPS ME LEARN: -new vocabulary. -concepts of texture, color, weight, and size. -to group objects into categories. -to observe likenesses and differences. -to appreciate nature and develop a sense of wonder. WHEN I SORT THINGS I LEARN: -to notice details, likenesses, differences and to form categories, essential reading and math skills. -concepts of color, size, and shape. -numeral concepts of more and less. -logical reasoning. WHEN I STRING BEADS I LEARN: -hand-eye coordination. -concepts of color, shape, and location. number concepts like more, less, longer, and shorter. -to create and reproduce patterns. -pride in accomplishment. WHEN I PLAY WITH PEGBOARDS I LEARN: -one-to-one correspondence, one peg for one hole, a pre-math skill. -to make and repeat patterns, a pre-math skill. -concepts of addition as I add one peg at a time. -colors. -symmetry, shapes, order, and design. -hand-eye coordination. WHEN I DO COOKING PROJECTS I LEARN: -about nutri tion, tastes, and food groups. -how heat and cold change things. -concepts of volume and measure. -vocabulary. -whole-part relationships, math concepts. awareness of my own and other cultures. WHEN I PLAY WITH BLOCKS, CARS, AND TRUCKS I LEARN: -concepts of shape, size, length and location, all reading and math skills. -to create and repeat patterns, a math skill. -to exercise imagination. -to express ideas. -to cooperate with others. -to solve problems. -about the properties of wood. -to see oneself from a different perspective, that of a giant. WHEN I DO THINGS FOR MYSELF (SELF-HELP SKILLS), I LEARN: -to competently care for own needs. -to control the small muscles in hands when buttoning and zipping. -to problem solve. to see oneself from a different perspective, that of a capable person. -self-confidence, as new skills are mastered. -I can teach others to help themselves. -awareness of the importance of hygiene when I wash my hands before eating or after toileting. WHEN I PLAY ON RIDING TOYS I LEARN: -strength, balance, and large muscle coordination. -to use energy in a constructive way. -concepts of speed, direction, and location. -to use imagination as I pretend to be different characters and to make different â€Å"road† noises. 101 anecdotal assignment 09/29/2010 11 -to negotiate and take turns. to solve problems -self-confidence, as I master new skills. WHEN I PLAY ON CLIMBING EQUIPMENT I LEARN: -physical strength, coordination, and balance. -to use imagination. -to cooperate with others when involved in group play. -to solve problems. -self-confidence as I develop new skills. WHEN I PARTICIPATE IN CIRCLE TIME ACTIVITIES I LEARN: -to listen, sit still, and understand spoken words. -that ideas added to the discussion have value. -to wait when others are talking. -new vocabulary words. -to remember the words of songs and poems I have learned. -the names of others in the group. to cooperate and be considerate of the needs of others. -to help plan w hat we will do and what we will need to do it. WHEN I LOOK AT BOOKS AND LISTEN TO STORIES I LEARN: -that learning to read is important and enjoyable. -that letters on a page represent words. -to express own thoughts, feelings and ideas better. -to exercise imagination. -to interpret pictures to represent words and ideas. -to listen well to spoken language. -to make up own stories. -to handle books with care. -to recognize certain words when I see them in print. -to use more complex language patterns in my own speech. to follow the development of thoughts and ideas in the plot of a story. Reading to children frequently is one of the surest ways to ensure that they themselves will become eager and capable readers. WHEN I SING SONGS I LEARN: -principles of music and rhythm -vocabulary. -memory skills and sequencing. -to be conscious of others. -various concepts emphasized in songs. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -awareness and identification with my culture and other cultures. WHEN I PLAY RHYTHM INSTRUMENTS I LEARN: -to be conscious of rhythm in music. concepts of fast, slow, loud, and soft. -to express oneself in new and different ways. -listening skills. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -to interpret and understand signals and cues. WHEN I PLAY LETTER GAMES I LEARN: -to recognize and name upper and lower case letters. -to associate letters with the sounds they represent. -to recognize own name and other words. WHEN I DANCE I LEARN: -balance and coordination. -to be conscious of the moods and rhythms of the music. -to express myself physically. 101 anecdotal assignment 9/29/2010 12 WHEN I PLAY WITH PUPPETS I LEARN: -to express ideas with words. -to take on the role of someone else. -to use voice tones as well as words. -to use imagination. WHEN I PLAY IN THE DRESS-UP AREA I LEARN: -to be flexible in my thinking and t o make decisions. -to express oneself with my words. -to try on different adult roles. -to solve social problems through negotiation with friends. -to sort and organize play things. -to improvise and use things in a symbolic way to represent something else, abstract thinking. -to exercise my imagination and creativity. WHEN I SAY GOOD-BYE TO MY FAMILY WHEN I ARRIVE TO SCHOOL I LEARN: -that the loving relationships that I have created with my family provide me with the confidence and the ability to create caring relationships at school with my teachers and my friends. -how to say goodbye. -to express how I feel; and I learn that my feelings will be accepted. -that my family will consistently return each day to take me home. -that I am a capable person. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 13 How to cite Developmental Psychology and Anecdotal Assignment, Essay examples

Effect of Excersie On Mental Health Essay Example For Students

Effect of Excersie On Mental Health Essay A.Although most people know about the many physical benefits that result from consistent exercise: 1.More than 60% of adults do not achieve the recommended amount of physical activity. 2. In addition, 25% of all adults are not active at all B. This is disturbing, not only because so many people are missing out on the physical benefits that result from exercise, but on the mental benefits that result from exercise as well Main Point #1: A great deal of attention has been paid to the relationship between physical fitness and psychological health. The four psychological areas that have been studied the most are: 1) Psychological well-being and mood, 2) personality and self-concept, 3) Psychological stress response, and 4) cognition (i.e.- perception, knowledge, and awareness; thinking) A.Well-Being and Mood (Short Long term Benefits of Exercise) a.The most common result of these studies is that physical activity improves mood and well-being immediately following the exercise. One study examined 170 people. One group attended swimming, fencing, or physical conditioning classes. The second group attended lecture classes where no exercise was involved. i.Questionnaires that were filled out directly before and after the class sessions showed significant mood improvement in the classes where exercise was involved (compared to the non-physical activity classes). a. Most of these studies indicate that having a consistent exercise program This study examined a random sample of 94 people. They were divided into groups that participated in either a high intensity exercise program, a moderate intensity exercise program, or 1 of 2 control groups that participated in no exercise. i.Results showed significant psychological benefits for both the high intensity and moderate intensity exercise groups. However, the moderate intensity exercise group showed the greatest increase. ii. In addition, on follow-up testing that took places 3 months later, the same results took place. a.Taking all the studies into consideration, the research shows positive effects on mood in both the short-term and the long-term. However, the short-term benefits seem to have a stronger relationship than the long-term benefits. b.The positive mood that results from exercise is due to less: anxiety, tension, depression, and fatigue. 1.Studies have found a link between exercise and personality dimensions 103 female college students were studied before and after a 15-week period of aerobic training. i.Results showed that after the 15 week-period was over, the participants were less inhibited, more imaginative, and more self-assured. ii.Greater aerobic performance was significantly associated with the results being shown to a higher degree. a.Type A personality is characterized by an exaggerated sense of time urgency, competitiveness, and hostility. This is linked to heart disease. b.Most studies have found no link between exercise and the reduction of Type A behavior. For 10 week, examined 107 people that were assigned to one of the following groups: Aerobic Exercise, Weight Training, and Stress Management i. While the stress management group showed a significant reduction in Type A behavior, the aerobic exercise group showed virtually no reduction. The weight training group showed some reduction in Type A behavior, but was far out-distanced by the stress management group. a.Studies consistently demonstrate that exercise improves self-concept, self-esteem, and self-assurance. In addition, research suggests that exercise improves creative thinking. b. Short-term vs. long-term effects on self-concept and the like have not yet been adequately studied. c.Also, research that focuses on Type A behavior and other personality traits has not shown a link to exercise. 1.Most studies that have tested this relationship have hypothesized that the physiological adaptation that is associated with exercise, influences recovery from psychological stressful events. 2.Two Types of Experiments: Experimental Design and Correlation Design i.Participants were randomly placed into either exercising or non-exercising groups. At a 7 to 12 week follow-up, reactivity and recovery from stress was measured. ii.Stress reactivity was measured by such tasks as having the group members perform difficult math problems and several other types of stressful intellectual tasks. .u095d1ed05959a42ba4d2d4c44000bae7 , .u095d1ed05959a42ba4d2d4c44000bae7 .postImageUrl , .u095d1ed05959a42ba4d2d4c44000bae7 .centered-text-area { min-height: 80px; position: relative; } .u095d1ed05959a42ba4d2d4c44000bae7 , .u095d1ed05959a42ba4d2d4c44000bae7:hover , .u095d1ed05959a42ba4d2d4c44000bae7:visited , .u095d1ed05959a42ba4d2d4c44000bae7:active { border:0!important; } .u095d1ed05959a42ba4d2d4c44000bae7 .clearfix:after { content: ""; display: table; clear: both; } .u095d1ed05959a42ba4d2d4c44000bae7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u095d1ed05959a42ba4d2d4c44000bae7:active , .u095d1ed05959a42ba4d2d4c44000bae7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u095d1ed05959a42ba4d2d4c44000bae7 .centered-text-area { width: 100%; position: relative ; } .u095d1ed05959a42ba4d2d4c44000bae7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u095d1ed05959a42ba4d2d4c44000bae7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u095d1ed05959a42ba4d2d4c44000bae7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u095d1ed05959a42ba4d2d4c44000bae7:hover .ctaButton { background-color: #34495E!important; } .u095d1ed05959a42ba4d2d4c44000bae7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u095d1ed05959a42ba4d2d4c44000bae7 .u095d1ed05959a42ba4d2d4c44000bae7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u095d1ed05959a42ba4d2d4c44000bae7:after { content: ""; display: block; clear: both; } READ: Pizza: Restaurant & Fast Food Industry Analysis Essay iii.Stress recovery was then measured by changes in heart rate, blood pressure, skin conductance, and the level of certain chemicals in the body. iv.Most of these studies concluded that exercise increases the ability of the body to recover from psychological stress. v.However, in terms of stress reactivity, the results are inconclusive. i.The people studied were divided into groups depending upon there ii.The same experiments were conducted as in the Experimental Design iii.Most of these studies found no association between exercise .