Interculture communication Essay Example | Topics and Well Written Essays - 750 words

Interculture communication - Essay Example Technology changes the way we reason in identity and perceive other cultures. Technology mostly leads to movement of people making us to come in contact with many other people of different cultures. It has been established that young adults move more often than the other generations in the process changing the individuals not excluding myself as I moved from China to the U.S and adopted a little bit of the American cultures (Lee, 2011). Demographic intercultural communications are derived from the recent variation in the U.S population. The changing US demographics include the population increasingly becoming non-white and multiracial besides the workforce being female dominated and older. The changing immigration patterns result in immigration and economic classes. According to Lee (2011) demographic diversity results in varied world views which lead to prejudices and stereotypes though it can be a positive force in giving linguistic richness and research. The economic imperative based on globalization as the US economy is connected to other countries it does little in ding business with other countries. Domestic diversity also encourages business to be attentive in to cultural variations. The peace imperative gives an insight on the role of historical, political, religions and economic contexts. Most of the time contacts to other groups have led to conflicts. The interpersonal imperative helps us to comprehend our cultural diversity with the similarities and differences that exist in the universe. Communication is a symbolic, interpretive, transactional, contextual process in which individuals make shared meanings. Symbols define the shared meanings. Interpretive as people comprehend symbolic behavior of others. Transactional because people task together create comprehension among themselves communication is a process comprising of shared meanings. Interpersonal communication involves

Fundamentals of Accounting Essay Example for Free

Fundamentals of Accounting Essay For â€Å"Goods for Sales† inventory is usually divided into 1. Raw Materials : a) Natural Raw Materials: Cotton, Wools and etc. b) Synthetic Raw Materials: Acrylic, Viscose, Nylon, Polyester, etc. 2. Work in Process (WIP) : It’s starting with making Fibre from raw materials (Natural and Synthetic). Following by the process of spinning with the produced Fibre and come out with Yarn as the final product in spinning. Furthermore, Yarn will be processed into Grey Fabric by the process of weaving. Lastly, Processed Fabric is to be done from Grey Fabric. Processed Fabric will be used for Technical Textiles, Readymade Garments and Home Textiles. These products will contribute to further production of final goods. 3. Finished Goods : Finished goods will be categorised under the brand of PADINI, SEED, PADINI AUTHENTICS, PCo, PDI, MIKI, VINCCI and so on. For example of finished goods are: sweater, skirt, knit vest, cotton pant, dress, shirt, belt, bag, tie, jeans, blouse, scarf, jacket, trousers, blazer and so forth. 1.2 Process of Manufacturing Raw materials that can be divided into two distinct categories: those derived from natural materials (cotton, et cetera) and synthetic materials (polyester, et cetera). Fibre will be produced by compounding raw materials into one. Fibre then will undergo the process of spinning to become yarn. The production process begins with yarn purchasing and progresses through knitting, dyeing, and finishing. The processed fabric is then ready for further production. Process of Manufacturing (after processed fabric) is given below in details: No. Design It is given by buyers to manufacturers containing sketches including measurements of particular styles Manual/Computerized 02 Basic Block Basic block is an individual component of garments without any style of design Manual/Computerized 03 Working Pattern When a pattern is made for a particular style with net dimension regarding the basic block along with allowance then it is called working pattern. Manual/Computerized 04 Sample Garments After making a sample, it is sent to buyer for approval to rectify the faults Manual 05 Approved Sample After rectify the faults, sample is again sent to buyers. Manual 06 Costing Fabric Costing, Making Charged, Trimmings, Profit Manual 07 Production Pattern Making allowance with net dimension for bulk production Manual/Computerized 08 Grading Different in sizes. S, M, L, XL, XXL Manual/Computerized 09 Marker Making Marker is a thin paper which contains all the components for different sizes for a particular style of garments Manual/Computerized 10 Fabric Spreading To spread the fabrics on table properly for cutting Manual/Computerized 11 Cutting To cut fabric according to marker dimension Manual/Computerized 12 Sorting Bundling Sort out the fabric according to size and for each size make in individual bundles Manual 13 Sewing To assemble a full garments Manual 14 Ironing Finishing After sewing we will get a complete garment which is treated with steam ironing also several finishing processes are done for example extra loose thread cutting Manual 15 Inspection Should be approved as initial sample Manual 16 Packing Treated by Polyethylene bag Manual 1.3 Inventories Valuation Method Cost is determined using the first-in-first-out method for Padini Holdings Berhad for the financial year ended 30 June. p. 62 Note: *Full page copy of Financial Statement for this particular section will show at Appendix. 1.4 Amount of Closing Inventories The amount of closing inventories as reported in the financial statement for Padini Holdings Berhad was RM192, 285, 000 for the financial year ended 30 June. p. 80 Note: *Full page copy of Financial Statement for this particular section will show at Appendix. References: 1) http://www.indiamart.com/kishco-silver/products.html 2) http://crisil.com/pdf/research/CRISIL-Research-cust-bulletin_jan12.pdf 3) http://en.wikipedia.org/wiki/Textile_industry 4) http://www.bloomberg.com/quote/PAD:MK 5) http://tlc.howstuffworks.com/home/how-is-fabric-created1.htm

Robert Hayden’s Those Winter Sundays Essay -- Poem Poet Hayden Winter

Robert Hayden's â€Å"Those Winter Sundays† In Robert Hayden’s â€Å"Those Winter Sundays† a grown person, most likely a man, recounts the winter Sundays of his childhood. He remembers the early morning events that took place and how much the events portrayed his father’s love for him. The man realizes that as a child he failed to appreciate the hard work his father did in order to provide him with some basic necessities and some small additional perks at times. The theme of the poem is sad, and lonely. Assuming that the speaker is a man looking back on his childhood, the child was lonely, and possibly even afraid of the father. The child seemed to associate the father with â€Å"the chronic angers of that house.† The speaker, who may also be the author, uses images and imagery to help the reader focus on the important parts of the poem.   Ã‚  Ã‚  Ã‚  Ã‚  Imagery is a plays a major role in this poem. The images used appeal to almost all the reader’s senses with the exception of tastes. Beginning in the first stanza, the reader’s senses of touch and sight are appealed to. For instance, when the speaker described the cracked hands that ached,† the reader sees an older man with dry, cracked hands. This can lead the reader to a number of assumptions again of the man being worn out from his job, or possibly having arthritis which would lead to the dry and sore hands. It also appeals to the sense of touch and sight when it describes the father’s hands and also when he â€Å"puts his clothes on in the blueb...

Cognitive Development

Abstract This report looks at cognitive development of an adolescent through the use of Piaget’s pendulum task, and aims to assess the level of cognitive development with comparison to literature in the field and furthermore provide suggestions of how a teacher could enhance the subjects learning in one key learning area. Pieget’s studies have been based around cognitive development. The development has 4 major stages. Each stage enables the person to develop ways of knowing. This report concentrates on the fourth stage, the formal operational stage. Critics of Piaget’s work are looked at and ideas such as learning, mentors and structures are looked at. It was found that while the results of previous Piaget’s tests were replicated, the observations suggest that the results can not be assessed through Piaget’s work alone. Furthermore, to enhance the learning of the subject it was found that the NSW geography curriculum has the potential with appropriate teacher stimulus to adequately provide for the student, although literacy could be focused upon. Introduction This report looks at cognitive development through the use of Piaget’s pendulum task. The pendulum task asks a person to figure out the variable that makes the pendulum swing faster, that is, increase the frequency. The way in which someone goes about the task is supposed to give an insight into the person’s level of cognitive development. Fundamental to Piaget’s work is that the brain and the environment interact in producing cognitive development, and that this development can be broken up into four major stages (Gleitman, 1995). Berger (1998) in review of Pieget (1952, 1970) states that these stages are age related, in that children generally reach each stage within a particular age range in sequence. As a child enters into each stage they develop new ways of knowing and understanding (new ways of gathering intelligence) as defined by the boundaries of that stage. In respect to the age of the student that undertook the pendulum task it is the fourth stage (the last stage) of Piaget’s cognitive development (Inhelder, B. Piaget, J 1958) that will be looked at. Berger (1998) summarises the fourth stage, the ‘formal operational stage’, as developing from 11-12 years old through to adulthood and is ‘characterised by hypothetical, logical, and abstract thought’ (Berger, 1998, p. 1). Piaget’s studies by focusing on mental processors and structures of thought has led to a large body of work which has provided insight into the way that we understand certain aspects of human behaviour, for ‘we now have a greater appreciation of the capacities and limitations of the types of thinking that are possible at various ages’ (Berger, 1998, p. 41) . As such this has greatly influenced educators in seeking â€Å"explanations for the difficulties encountered by the students in learning and as a basis for the design of more effective instruction’ (Adey, Shayer, 1993, p. 1). For example, a major research topic was whether or not the development of cognition could be accelerated. Adey and Shayer, (1993) found that cognitive development could be accelerated and that the effects could be long term (Adey and Shayer, 1993, pp. 26-27). Furthermore, Adey and Shayer (1993) cite work by Hallam, (1967) and Jurd (1973) who found the notion of concrete (the third stage) and formal operations can be applied to history, and that Fusco (1983) found that it could be fully applied in the context of English comprehension and social studies (Adey, Shayer, 1993, pp. 26-27). Thus, while Piaget’s studies on cognitive development have made a major contribution to knowledge in the field, his work has also led to a large body of criticism. Berger (1998, p. 45) suggests that many people think Piaget ‘underestimated the importance of external motivation and instruction†¦the role of society and home in fostering cognitive development (Berger, 1998, p. 45). Whereas socio-cultural theory ‘seeks to explain the growth of individual knowledge and competencies in terms of guidance, support, and structure provided by the broader cultural context’ (Berger, 1998, p. 6). For instance, Vygotsky, (1978) (cited in Bergman, 1998) thought that the development of cognitive competencies was from ‘the interaction between novices and more skilled members of the society, acting as tutors or mentors, in a process called an (Berger, 1998, p. 47) â€Å"apprenticeship in thinking† (Rogoff, 1990 cited in Berger, 1998). In addition, Flavell (1 985 cited in Gleitman, 1995, p. 521) suggests that evidence shows a child’s mental growth is more a sequence rather then proceeding in simple stages. Thus, this report through the use of the pendulum task will aim to: †¢ identify one students level of cognitive development who is 11-14 years old †¢ to compare and contrast the results with existing theory and research †¢ suggest how a teacher can best meet this child’s developmental needs in one key learning area. Method Participant There was only one person studied for the purpose of this report. The subject was male. He was 12 years and 4 months old. The subject was born in China in moved to Australia when he was 2. The subject speaks a Chinese language at home and English would be classed as the subjects second language. The subject is in year 7 at school and attends a school in the Sydney metropolitan area. He is not from a disadvantaged background. The subject was nervous before the task but settled down reasonably quickly. Procedure The study was carried out in the subject’s parent’s home. Informed consent was asked from the mother of the subject, a consent form was signed. At this stage confidentiality was ensured to both the mother and the subject and the reasons for the research were explained. A pendulum was made out of varying lengths of string and different weights. A frame supported the pendulum. There were 3 different sizes and lengths of weights and strings. The height and the force at which the pendulum could be released could also be varied by the subject. A pen, paper and stop-watch was provided to the subject. A video camera was placed a few meters away from the pendulum to record the procedure. The subject was asked to use the pendulum to find out what makes it swing faster, that is swing more times in a shorter space of time. The subject was told that they could use the different lengths of string or different weights and could use the pen, paper and watch. The subject then proceeds to go on with the experiment until they are happy with their results. A transcript of the recording is in appendix A Results To assess the subjects level of cognitive development the subjects actions were observed and analysised to see if they correspond with any of Piaget’s stages of development. Perhaps the most fundamental aspect of the analysis was that the subject already knew the answer to the problem, for example: Researcher: â€Å"Your job is to figure out what makes it swing faster† Subject: â€Å"The length of the string† Researcher: â€Å"How do you know that? † Subject: â€Å"I don’t really know, don’t know† Researcher: â€Å"Do you want to test it anyway† Subject: â€Å"Yes† Thus, the subject started with the longest string, heaviest weight and recorded the findings on a piece of paper. Then proceeded to use the same weight but the middle length string and then the shortest string, recording the results and time each swing (see table below). Longest 0. 86 Middle 0. 54 Shortest 0. 16 The subject was asked if he wanted to try different weights and the subject said â€Å"no, because it is the same, it is the same with any weight†. The subject was asked if he had learnt that at school and he was not sure. From analysis of these results it can be seen that the subject had some prior knowledge. Due to this he used logically experimentation through the use of isolating the variable to the length of string to determine whether he was right or not. The subject did not want to check the other variable of weight or height as he was sure it was length of string. As such hypothetical reasoning was also shown in the subject’s assurance that it was the string and not the weights that affected the frequency of the string. Discussion and Conclusion The aim of this report was to determine the level of cognitive development of a child between the ages of 11 and 14 years using Piaget’s pendulum task and then suggest how a teacher can best meet this child’s developmental needs in one key learning area. It was found that the subject displayed signs of hypothetical and logical thinking, both are attributes of a person of his age and at the fourth stage of cognitive development, the ‘formal operations stage’. Thus, the results of Inhelder and Piaget’s (1958) studies and later studies were replicated. In relation to whether the development was in sequence as Flavell (1985 cited in Gleitman, 1995, p. 521) suggests, the fact that there was prior knowledge could cast doubt on the stages theory as it would suggest that performance in these tasks are made up of more then the ability to logically reason. Furthermore, the experiment being greatly influenced by the fact that the subject already thought he new the answer to the problem when the task was initiated opens up ideas on accelerated cognitive development and the debate between Piaget and his theories and the social and instructional theorists. For example, Siegler, Liebert and Liebert (1973) found that concrete operational attributes could be taught to younger adolescences. Thus, the subject being of boarder-line age could have had his cognitive development accelerated during primary school either intentionally or unintentionally, this would be unknown. This raises the question of whether the curriculum today has been developed with these issues in mind. As such, further studies with the same task with a larger sample could answer these issues. In addition, the subject’s sister questioned whether it was all the time spent on the computer, internet or watching the ABC that the subject gained the prior knowledge, sense of logic and hypothetical reasoning. Perkins, Jay and Tishman (1983) cited in Adey (1997) put it down to psychological disposition, the tendency to behave in a certain way, that what matters is a person tendency invest themselves energetically in areas that cause development, that question the person. This psychological disposition could be inherited or could be developed through ways described in Vygotsky theories. That is through mentors, guidance and structure. In today’s technologically advanced society Vygotsky’s (1978) (cited in Bergman, 1998) theories may include the television and internet as providing instruction and guidance and basic learning. As Adey (2002) puts it ‘simple learning is relatively independent of maturation. Learning has no sense of direction’ (Adey, 2002, p. 19). Thus, it could be seen that the level of cognitive development obtained could be said to have been obtained through a process of development as described by Piaget in combination with a social process as described by Vygotsky (1978) and a simple learning process as described by Adey (2002). In suggesting how a teacher could best meet the subject’s educational needs in one key learning area, geography, the analysis of the subject was examined in reference to current junior geography curriculum. The NSW junior geography curriculum contains specified geography skills, tools and values that enable the teacher to integrate a range of teaching strategies that would enhance all areas of cognitive development, whether it be restrained to areas focused on by Piaget (1952, 1970) that Berger (1997) discusses or a broader range of areas as discussed by Vygotsky. As such, in suggesting that the subject is well catered for in these areas, the one area in which the subject may need help is literacy, in voicing his opinions. The NSW geography curriculum does specify an oral component, it is just that this could be emphasised. In addition, in relation to the study it has been found that acceleration programs in science have contributed to gains that are long lasting in English tests (Adey, Shayer, 1993). Consequently, continued tasks to develop the formal operations stage such as orally describing variable orientated tasks may have long lasting improvements. References Adey, P. Robertson, A & Venville, G. (2002). Effects of a cognitive acceleration program on Year 1 pupils. British Journal of Educational Psychology. 72, pp. 1-25. Adey, P. (1997). It All Depends on the context, Doesn’t It? Searching for General Educable Dragons. Studies in Science Education. (29), pp. 45-92. Adey, P. Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in High School Science Curriculum. Cognition and Instruction. 11(1), pp. 1-29. Berger, K. S. (1998). The Developing Person Through the Life Span. New York, NY: Worth Publishers. Gleitman, H. (1995). Psychology. 4th ed. New York, London: W. W. Norton & Company. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 119, pp. 182-202. Inhelder , B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolenscence: An essay on the construction of formal operational structures. New York: Basic books. Siegler, R. Liebert, D. & Liebert, R (1973). Inhelder and Piaget’s Pendulum Problem: Teaching Preadolescents to Act as Scientists. Developmental Pschology. 9(1), pp. 97-101. Appendix Transcript of interview between researcher and subject. Researcher: What we are going to do is called a pendulum task. There is no right or wrong answer, what ever you do is Ok because it is just research. Subject: Ok Researcher: You can use the pen, paper and watch if you like. Subject: Ok Researcher: Do you know what a pendulum is? Subject: Yes! Researcher: So what we are trying to do is find out what makes it swing faster, that is make it swing more times more quickly. Subject: Ok. Researcher: Ok so there are a few things that it could be, it could be the weight, the length of the string, the height you drop it from or how hard you push it. Your job is to figure out what makes it swing faster. Subject: The length of the string. Researcher: Ok, so take this. (handing subject paper, pen and watch). You said that it was the length of the string that made it go faster, why did you say that? Subject: I don’t know, don’t know. Researcher: Do you want to test it anyway? Subject: Yes. Researcher: What do you want to start with? Subject: Longer string and heavy weight. Researcher: ok, so this is your longest string and heaviest weight. Subject: (drops the weight and times the swing and records results). Researcher: Do you want another look? Subject: No, its Ok. Researcher: Which one do you want use now? Subject: Same weight on a smaller string. Researcher: The medium string or the smallest string? Subject: the medium string. (Subject, performs task and records results). Researcher: Which one do you now want to try? Subject: The shortest string. Subject performs task again and records result) The shortest one is the quickest! Researcher: Do you want to try different weights to see if they do anything? Subject: No. Researcher: So you think it is just the length that affects it? Subject: Yes. Researcher: How come you don’t want to try different weights? Subject: because it is the same, the same with any weight. Researcher: did you learn that at school? Subject: I don’t know. Researcher: Ok, well i t was the string that affected it, your too smart, thanks very much for your help. Cognitive Development Abstract This report looks at cognitive development of an adolescent through the use of Piaget’s pendulum task, and aims to assess the level of cognitive development with comparison to literature in the field and furthermore provide suggestions of how a teacher could enhance the subjects learning in one key learning area. Pieget’s studies have been based around cognitive development. The development has 4 major stages. Each stage enables the person to develop ways of knowing. This report concentrates on the fourth stage, the formal operational stage. Critics of Piaget’s work are looked at and ideas such as learning, mentors and structures are looked at. It was found that while the results of previous Piaget’s tests were replicated, the observations suggest that the results can not be assessed through Piaget’s work alone. Furthermore, to enhance the learning of the subject it was found that the NSW geography curriculum has the potential with appropriate teacher stimulus to adequately provide for the student, although literacy could be focused upon. Introduction This report looks at cognitive development through the use of Piaget’s pendulum task. The pendulum task asks a person to figure out the variable that makes the pendulum swing faster, that is, increase the frequency. The way in which someone goes about the task is supposed to give an insight into the person’s level of cognitive development. Fundamental to Piaget’s work is that the brain and the environment interact in producing cognitive development, and that this development can be broken up into four major stages (Gleitman, 1995). Berger (1998) in review of Pieget (1952, 1970) states that these stages are age related, in that children generally reach each stage within a particular age range in sequence. As a child enters into each stage they develop new ways of knowing and understanding (new ways of gathering intelligence) as defined by the boundaries of that stage. In respect to the age of the student that undertook the pendulum task it is the fourth stage (the last stage) of Piaget’s cognitive development (Inhelder, B. Piaget, J 1958) that will be looked at. Berger (1998) summarises the fourth stage, the ‘formal operational stage’, as developing from 11-12 years old through to adulthood and is ‘characterised by hypothetical, logical, and abstract thought’ (Berger, 1998, p. 1). Piaget’s studies by focusing on mental processors and structures of thought has led to a large body of work which has provided insight into the way that we understand certain aspects of human behaviour, for ‘we now have a greater appreciation of the capacities and limitations of the types of thinking that are possible at various ages’ (Berger, 1998, p. 41) . As such this has greatly influenced educators in seeking â€Å"explanations for the difficulties encountered by the students in learning and as a basis for the design of more effective instruction’ (Adey, Shayer, 1993, p. 1). For example, a major research topic was whether or not the development of cognition could be accelerated. Adey and Shayer, (1993) found that cognitive development could be accelerated and that the effects could be long term (Adey and Shayer, 1993, pp. 26-27). Furthermore, Adey and Shayer (1993) cite work by Hallam, (1967) and Jurd (1973) who found the notion of concrete (the third stage) and formal operations can be applied to history, and that Fusco (1983) found that it could be fully applied in the context of English comprehension and social studies (Adey, Shayer, 1993, pp. 26-27). Thus, while Piaget’s studies on cognitive development have made a major contribution to knowledge in the field, his work has also led to a large body of criticism. Berger (1998, p. 45) suggests that many people think Piaget ‘underestimated the importance of external motivation and instruction†¦the role of society and home in fostering cognitive development (Berger, 1998, p. 45). Whereas socio-cultural theory ‘seeks to explain the growth of individual knowledge and competencies in terms of guidance, support, and structure provided by the broader cultural context’ (Berger, 1998, p. 6). For instance, Vygotsky, (1978) (cited in Bergman, 1998) thought that the development of cognitive competencies was from ‘the interaction between novices and more skilled members of the society, acting as tutors or mentors, in a process called an (Berger, 1998, p. 47) â€Å"apprenticeship in thinking† (Rogoff, 1990 cited in Berger, 1998). In addition, Flavell (1 985 cited in Gleitman, 1995, p. 521) suggests that evidence shows a child’s mental growth is more a sequence rather then proceeding in simple stages. Thus, this report through the use of the pendulum task will aim to: †¢ identify one students level of cognitive development who is 11-14 years old †¢ to compare and contrast the results with existing theory and research †¢ suggest how a teacher can best meet this child’s developmental needs in one key learning area. Method Participant There was only one person studied for the purpose of this report. The subject was male. He was 12 years and 4 months old. The subject was born in China in moved to Australia when he was 2. The subject speaks a Chinese language at home and English would be classed as the subjects second language. The subject is in year 7 at school and attends a school in the Sydney metropolitan area. He is not from a disadvantaged background. The subject was nervous before the task but settled down reasonably quickly. Procedure The study was carried out in the subject’s parent’s home. Informed consent was asked from the mother of the subject, a consent form was signed. At this stage confidentiality was ensured to both the mother and the subject and the reasons for the research were explained. A pendulum was made out of varying lengths of string and different weights. A frame supported the pendulum. There were 3 different sizes and lengths of weights and strings. The height and the force at which the pendulum could be released could also be varied by the subject. A pen, paper and stop-watch was provided to the subject. A video camera was placed a few meters away from the pendulum to record the procedure. The subject was asked to use the pendulum to find out what makes it swing faster, that is swing more times in a shorter space of time. The subject was told that they could use the different lengths of string or different weights and could use the pen, paper and watch. The subject then proceeds to go on with the experiment until they are happy with their results. A transcript of the recording is in appendix A Results To assess the subjects level of cognitive development the subjects actions were observed and analysised to see if they correspond with any of Piaget’s stages of development. Perhaps the most fundamental aspect of the analysis was that the subject already knew the answer to the problem, for example: Researcher: â€Å"Your job is to figure out what makes it swing faster† Subject: â€Å"The length of the string† Researcher: â€Å"How do you know that? † Subject: â€Å"I don’t really know, don’t know† Researcher: â€Å"Do you want to test it anyway† Subject: â€Å"Yes† Thus, the subject started with the longest string, heaviest weight and recorded the findings on a piece of paper. Then proceeded to use the same weight but the middle length string and then the shortest string, recording the results and time each swing (see table below). Longest 0. 86 Middle 0. 54 Shortest 0. 16 The subject was asked if he wanted to try different weights and the subject said â€Å"no, because it is the same, it is the same with any weight†. The subject was asked if he had learnt that at school and he was not sure. From analysis of these results it can be seen that the subject had some prior knowledge. Due to this he used logically experimentation through the use of isolating the variable to the length of string to determine whether he was right or not. The subject did not want to check the other variable of weight or height as he was sure it was length of string. As such hypothetical reasoning was also shown in the subject’s assurance that it was the string and not the weights that affected the frequency of the string. Discussion and Conclusion The aim of this report was to determine the level of cognitive development of a child between the ages of 11 and 14 years using Piaget’s pendulum task and then suggest how a teacher can best meet this child’s developmental needs in one key learning area. It was found that the subject displayed signs of hypothetical and logical thinking, both are attributes of a person of his age and at the fourth stage of cognitive development, the ‘formal operations stage’. Thus, the results of Inhelder and Piaget’s (1958) studies and later studies were replicated. In relation to whether the development was in sequence as Flavell (1985 cited in Gleitman, 1995, p. 521) suggests, the fact that there was prior knowledge could cast doubt on the stages theory as it would suggest that performance in these tasks are made up of more then the ability to logically reason. Furthermore, the experiment being greatly influenced by the fact that the subject already thought he new the answer to the problem when the task was initiated opens up ideas on accelerated cognitive development and the debate between Piaget and his theories and the social and instructional theorists. For example, Siegler, Liebert and Liebert (1973) found that concrete operational attributes could be taught to younger adolescences. Thus, the subject being of boarder-line age could have had his cognitive development accelerated during primary school either intentionally or unintentionally, this would be unknown. This raises the question of whether the curriculum today has been developed with these issues in mind. As such, further studies with the same task with a larger sample could answer these issues. In addition, the subject’s sister questioned whether it was all the time spent on the computer, internet or watching the ABC that the subject gained the prior knowledge, sense of logic and hypothetical reasoning. Perkins, Jay and Tishman (1983) cited in Adey (1997) put it down to psychological disposition, the tendency to behave in a certain way, that what matters is a person tendency invest themselves energetically in areas that cause development, that question the person. This psychological disposition could be inherited or could be developed through ways described in Vygotsky theories. That is through mentors, guidance and structure. In today’s technologically advanced society Vygotsky’s (1978) (cited in Bergman, 1998) theories may include the television and internet as providing instruction and guidance and basic learning. As Adey (2002) puts it ‘simple learning is relatively independent of maturation. Learning has no sense of direction’ (Adey, 2002, p. 19). Thus, it could be seen that the level of cognitive development obtained could be said to have been obtained through a process of development as described by Piaget in combination with a social process as described by Vygotsky (1978) and a simple learning process as described by Adey (2002). In suggesting how a teacher could best meet the subject’s educational needs in one key learning area, geography, the analysis of the subject was examined in reference to current junior geography curriculum. The NSW junior geography curriculum contains specified geography skills, tools and values that enable the teacher to integrate a range of teaching strategies that would enhance all areas of cognitive development, whether it be restrained to areas focused on by Piaget (1952, 1970) that Berger (1997) discusses or a broader range of areas as discussed by Vygotsky. As such, in suggesting that the subject is well catered for in these areas, the one area in which the subject may need help is literacy, in voicing his opinions. The NSW geography curriculum does specify an oral component, it is just that this could be emphasised. In addition, in relation to the study it has been found that acceleration programs in science have contributed to gains that are long lasting in English tests (Adey, Shayer, 1993). Consequently, continued tasks to develop the formal operations stage such as orally describing variable orientated tasks may have long lasting improvements. References Adey, P. Robertson, A & Venville, G. (2002). Effects of a cognitive acceleration program on Year 1 pupils. British Journal of Educational Psychology. 72, pp. 1-25. Adey, P. (1997). It All Depends on the context, Doesn’t It? Searching for General Educable Dragons. Studies in Science Education. (29), pp. 45-92. Adey, P. Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in High School Science Curriculum. Cognition and Instruction. 11(1), pp. 1-29. Berger, K. S. (1998). The Developing Person Through the Life Span. New York, NY: Worth Publishers. Gleitman, H. (1995). Psychology. 4th ed. New York, London: W. W. Norton & Company. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 119, pp. 182-202. Inhelder , B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolenscence: An essay on the construction of formal operational structures. New York: Basic books. Siegler, R. Liebert, D. & Liebert, R (1973). Inhelder and Piaget’s Pendulum Problem: Teaching Preadolescents to Act as Scientists. Developmental Pschology. 9(1), pp. 97-101. Appendix Transcript of interview between researcher and subject. Researcher: What we are going to do is called a pendulum task. There is no right or wrong answer, what ever you do is Ok because it is just research. Subject: Ok Researcher: You can use the pen, paper and watch if you like. Subject: Ok Researcher: Do you know what a pendulum is? Subject: Yes! Researcher: So what we are trying to do is find out what makes it swing faster, that is make it swing more times more quickly. Subject: Ok. Researcher: Ok so there are a few things that it could be, it could be the weight, the length of the string, the height you drop it from or how hard you push it. Your job is to figure out what makes it swing faster. Subject: The length of the string. Researcher: Ok, so take this. (handing subject paper, pen and watch). You said that it was the length of the string that made it go faster, why did you say that? Subject: I don’t know, don’t know. Researcher: Do you want to test it anyway? Subject: Yes. Researcher: What do you want to start with? Subject: Longer string and heavy weight. Researcher: ok, so this is your longest string and heaviest weight. Subject: (drops the weight and times the swing and records results). Researcher: Do you want another look? Subject: No, its Ok. Researcher: Which one do you want use now? Subject: Same weight on a smaller string. Researcher: The medium string or the smallest string? Subject: the medium string. (Subject, performs task and records results). Researcher: Which one do you now want to try? Subject: The shortest string. Subject performs task again and records result) The shortest one is the quickest! Researcher: Do you want to try different weights to see if they do anything? Subject: No. Researcher: So you think it is just the length that affects it? Subject: Yes. Researcher: How come you don’t want to try different weights? Subject: because it is the same, the same with any weight. Researcher: did you learn that at school? Subject: I don’t know. Researcher: Ok, well i t was the string that affected it, your too smart, thanks very much for your help.

Bowen Family Systems, Structural, and Strategic Models Essay

Bowen Family Systems, Structural, and Strategic Models Theory Application The case study of Ana will be analyzed using the Bowen Family Systems Theory Approach. Bowen Family Systems Theory is a theory of human behavior that views the family as an emotional unit and uses systems thinking to describe the complex interactions in the unit (Kerr, 2000). This paper will discuss the concepts of the theory that is appropriate for this case study; the reason this theory was chosen over the other ones; counseling goals and intervention strategies in accomplishing those goals; and designation of short or long term counseling. This paper will also discuss the counselor’s role with Ana; the client’s role in counseling; the population this theory is most appropriate for as well as addressing the social and cultural needs of the client; any additional information that might be helpful to know about this case; and what are the risks, if any, of using this approach. What concepts of the theory make it the most appropriate for the client in the case study? Include at least five concepts. There are five concepts that would make this theory appropriate for the client in the case study. The first concept in this Bowen Family Systems Theory Approach is triangles. What is a triangle? According to Kerr (2000), a triangle is a three-person relationship system. This triangle is a part of a bigger emotional system because a triangle is the smallest stable relationship system. These triangles involve, according to Murdock (2013), two people that are the â€Å"in† group and one person that is the â€Å"outside† group. Triangles form when the anxiety levels rise in a relationship or family (Titelman, 2008). Individuals (or families) with low levels of differentiation are more likely to triangle because more emotion is involved (Kerr, 1981). As a counselor, it is best to pay attention to your client and if they seem to react repeatedly to others, then you can suspect that a triangle has been activated (Murdock, 2013). As for Ana, there is a triangle  that has formed here. She is worried about surviving without her husband being around and figuring out how to make things meet because she is unemployed. The second concept of this theory is differentiation of self. According to Murdock (2013), differentiation deals with the individual as well as the family; however, according to Kerr (2000), the differences between an individual and family reflect the different levels of differentiation to self. A person who has low levels of differentiation are said to react and adjust their way of thinking to better suit the situation that they are in (Kerr, 2000). A person who has a high level of differentiation can keep their cool when conflicts arise (Kerr, 2000). Bowen (1978), refers a low-differentiated individual’s tendency to fuse as a â€Å"common self with others† and is most clearly seen in intimate relationships such as marriages. Titelman (2008), spoke of a pattern called underfunctioning-overfunctioning dynamic where the weaker individual in the family system is the weaker of the two and is more likely to develop symptoms. Ana is the weaker individual in the family since she does not have a job and she feels worried about how to continue with her life. She is hopeless and does not know what to do (Grand Canyon University, 2014). The third concept in this theory is the Nuclear Family Emotional Process. According to Kerr (2000), this concept describes four basic relationship patterns that govern where problems develop in a family. The four problems are marital conflict; dysfunction in one spouse; impairment of one or more children; and emotional distance. In a marital conflict, according to Kerr (2000), as family tension increases and the spouses get more anxious, each spouse ends up focusing on the negative issues about each other. In a dysfunction in one spouse problem, according to Kerr (2000), one spouse pressures the other spouse to think and act one way and then the other spouse yields to that pressure. If anxiety levels rise in these problems, psychiatric, medical, or social dysfunction may develop (Kerr, 2000). In impairment of one or more children problems, according to Kerr (2000), the spouses focus their anxieties on one or more of their children and the children focus their anxiety on them which can ultimately impair school performance, social relationships, and even health (Kerr, 2000). In emotional distance problems, according to Kerr (2000), people distances themselves from others to reduce the intensity of the relationship, but risk  isolation from each other. The fourth concept of this theory is the family projection process. This concept describes the primary way parents transmit their emotional problems to a child (Kerr, 2000). This process can impair the functioning of one or more children and can increase their clinical symptoms. Some problems that children inherit from their parents include the need for attention and approval; difficulty dealing with expectations; the tendency to blame oneself or others; feeling responsible for the happiness of others or that others are responsible for one’s own happiness; and acting impulsively to relieve the anxiety of the moment rather than tolerating anxiety and acting thoughtfully (Kerr, 2000). Parents have different roles in this process: mothers are the primary caretakers and experience more emotional involvement with one or more child and fathers experience the outside of the triangle, except in high level of tensions among the mother and child (children) (Kerr, 2000). Even though Ana’s son is only one years old, problems may arise in him later on in life because of the problems going on at home right now and with the father being deployed. The fifth concept of this theory is multigenerational transmission process. This process describes how small differences in the levels of differentiation between parents and their offspring lead over many generations to marked differences in differentiation among the members of a multigenerational family (Kerr, 2000). Why did you choose this theory over the others? The Family Systems Theory was chosen for the evaluation of Ana’s case study because this theory focuses on the family not just the individual alone. Even though Ana went in for a counseling session alone, there are underlying issues that most likely involve her family as well. What will be the goals of counseling and what intervention strategies are used to accomplish those goals? The goal of the Bowen Family Systems Theory (BFST) is to help an individual or individuals separate from the family (Titelman, 2008). According to Murdock (2013), an individual must remember that this separation does not mean that he or she needs to cut their family from their life. This theory should help an individual alter the way they reactive in relationships and change the way they handle stress (Murdock, 2013). There is an intervention strategy that can help accomplish the goal of the BFST. This strategy is process questioning. According to Murdock (2013), the questions that are asked help an individual avoid the emotion that is associated with content questions. Is the theory designed for short- or long-term counseling? The BFST is designed for long-term counseling. Treatment of an individual can potentially take years to complete, however, it does depend on the individual and well they advance and overcome their treatment goals (Withers, 2012). What will be the counselor’s role with this client? A BFST counselor remains detriangled in this type of counseling session by presenting themselves as objectively and unemotionally (Kerr, 1981; Murdock, 2013). The counselor is there to teach the client about the operation of family systems (Murdock, 2013). In order to effectively treat an individual, according to Murdock (2013), a counselor should undergo their own BFST therapy himself. What is the client’s role in counseling? In a BFST counseling session, a client is assigned the task of journeying home to observe family interactions; put the principles that were learned into effect; and change how he or she interacts with the family (Murdock, 2013). For what population(s) is this theory most appropriate? How does this theory address the social and cultural needs of the client? BFST is contrary to the norms of many cultures because they tend to support separation of individuals and families (Murdock, 2013). BFST approaches cannot really treat close-knit Latino families or African-American families because of their close family relationships with one another (Sue & Sue, 2008; Falicov & Brudner-White, 1983). What additional information might be helpful to know about this case? Some additional information that might be helpful to know about this case is how Ana feels about bringing her family in to counseling sessions to see if there are any underlying issues that need to be resolved. What may be a  risk in using this approach? After researching this theory, â€Å"some aspects of this theory seem to be operationalizable and testable† (Murdock, 2013, p. 451). Even empirical tests of the BFST have produced promising results in areas such as relationships among differentiation; anxiety; relationship satisfaction; and psychological dysfunction (Murdock, 2013; Miller, Anderson, & Keala, 2004). Bowen’s prediction of individuals choosing partners with similar levels of differentiation received mixed results in the literature, with studies confirming and others disconfirming (Murdock, 2013; Day, St, Clair, & Marshall, 1997; Greene & Mabee, 1992; Kosek). However, when BFST is dealt with family or couples processes, research is less supportive. The Bowen Family Systems Theory was the theory chosen for this paper to analyze the case study of Ana. This paper discussed the concepts of the theory that is appropriate for this case study; the reason this theory was chosen over the other ones; counseling goals and intervention strategies in accomplishing those goals; and designation of short or long term counseling. This paper also discussed the counselor’s role with Ana; the client’s role in counseling; the population this theory is most appropriate for as well as addressing the social and cultural needs of the client; any additional information that might be helpful to know about this case; and what are the risks, References Bowen, M. (1978). Family therapy in clinical practice. New York: Jason Aronson. Day, H. D., St. Clair, S., & Marshall, D. D. (1997). Do people who marry really have the same level of differentiation of self? Journal of Family Psychology, 11 doi: 10.1037//0893-3200.11.1.131 Falicov, C.J., & Brudner-White, L. (1983). The shifting family triangle: The issue of cultural and contextual relativity. In J.C. Hansen & C.J. Falicov (Eds.). Cultural perspectives in family therapy. Rockville, MD: Aspen Systems. Greene, G.J., & Mabee, T. F. (1992). Differentiation of self and marital adjustment of clinical and nonclinical spouses. In B.J. Brothers (Ed.), Couples therapy, multiple perspectives: In search of universal threads. New York: Haworth Press. Grand Canyon University (2014). Case study analysis. Kerr, M.E. (1981). Family systems theory and therapy. In A.S. Gurman & D.P. Kniskern (Eds.), Handbook of family therapy. New York: Brunner/Mazel. Kerr, Michael E. (2000). One Family’s Story: A Primer on Bowen Theory. The Bowen Center for the Study of the Family. Retrieved from http://www thebowencenter.org/theory Miller, R.B., Anderson, S., & Keala, D.K. (2004). Is Bowen theory valid? A review of basic research. Journal if Marital and Family Therapy, 30, doi: 10.1111/j.1752.0606.2004.tb01255.x Murdock, N. (2013). Theory Is a Good Thing. In Theories of counseling and psychotherapy: A case approach (Third ed., p. 4). Upper Saddle River, N.J.: rill/Prentice Hall. Sue, D. W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice (5th Ed.). Hoboken, NJ: Wiley. Titelman, P. (2008). The concept of the triangle in Bowen theory: An overview. In P. Titelman (Ed.), Triangles: Bowen family systems theory perspectives New York: Routledge. Withers, R. (2012). A comparative study of Bowenian system theory and cognitive-behavioral family therapy. Retrieved from http://www.counselinginsite.com

How My Purple Belt Has Helped Me †Creative Writing Short Essay

How My Purple Belt Has Helped Me – Creative Writing Short Essay Free Online Research Papers How My Purple Belt Has Helped Me Creative Writing Short Essay It is important to tighten the lower abdomen during coordinating techniques and movements in tae kwon do because the process of tightening the lower abdomen is helpful in learning how to breathe properly. To me, having confidence means believing or having faith in someone or something. In high school I hated gym class because I thought everybody else was better at sports than I was, and I constantly told myself that I wasn’t physically fit and that I was terrible at sports. My experiences practicing Tae kwon do have helped me change the way I see and think about myself. By no means do I believe that I’m physically fit now, but being physically able to doing the techniques that we are taught in tae kwon do has given me a lot more confidence in my physical abilities. Tae kwon do has also helped me to have more confidence in my abilities because it has helped me accomplish things that I didn’t think were possible. For example, before learning tae kwon do, I wouldn’t have ever imagined that it would be possible for me to do some of the kicks that we learn. This confidence will help me in other areas in my life. I used to be terrified of being attacked while walking at night. I’m still afraid of that, but after learning tae kwon do, I am more confident when walking at night. Having confidence is also helpful academically because students are more likely to succeed if they believe in themselves. Research Papers on How My Purple Belt Has Helped Me - Creative Writing Short EssayTrailblazing by Eric AndersonBook Review on The Autobiography of Malcolm XStandardized TestingThe Masque of the Red Death Room meaningsHarry Potter and the Deathly Hallows Essay19 Century Society: A Deeply Divided EraMind TravelPersonal Experience with Teen PregnancyAppeasement Policy Towards the Outbreak of World War 2Hip-Hop is Art

Chinese Wedding Dresses

Chinese Wedding Dresses At most Chinese weddings, the bride wears a qipao. At many Chinese weddings, the bride wears more than one Chinese wedding dress. Most brides opt for three dresses one red qipao, one white, Western-style wedding gown, and a third ball gown. The bride will begin the wedding banquet with one dress of these dresses. After three courses are served, the bride usually changes into her second Chinese wedding dress. After the sixth course, the bride will change once again into her third Chinese wedding dress. Some brides may opt for a fourth Chinese wedding dress to be worn as when greeting guests as they leave the wedding party. The groom typically wears one or two suits. While some grooms may opt for a traditional Zhongshan suit  or Mao suit, it is more likely to see older guests wearing a Mao suit. Instead, most grooms wear tuxedos or Western-style business suits. In addition to the Chinese wedding dresses worn on the wedding day, the bride and groom may either wear the same dresses for their Chinese wedding photos or wear a completely different set of clothing. Wedding guests usually wear bright colors especially red which symbolizes luck and wealth in Chinese culture. Guests should avoid white, which is reserved for the bride, and black, which is considered a somber color. More About Chinese Weddings How to Plan a Traditional Chinese WeddingAll About Chinese EngagementsWhat to Know About Chinese Wedding GiftsChinese Wedding Rituals