Propaganda Theories and Models: The MH370 Incident

Propaganda Theories and Models: The MH370 Incident PROPAGANDA THEORY ON THE MH370 INCIDENT Contents (Jump to) INTRODUCTION PROPAGANDA THEORY RELATING TO MH370 INCIDENT COUNTER PROPAGANDA BY THE GOVERNMENT REFERENCES INTRODUCTION Mystery continues to surround the fate of Malaysia Airlines flight MH370, which disappeared en route from Kuala Lumpur to Beijing on 8 March. Malaysian authorities, assisted by international aviation and satellite experts, are now battling to piece together the planes final hours in the hope that they can find its wreckage and explain what happened to its 239 passengers and crew. Some preliminary details were released on 1 May in a short report. Accordingly, many propaganda arises on this issue. Some of propaganda emanating from the local media and not to forget from abroad. If we look from the point of propaganda theory itself, there is some good propaganda that led to the issue of loss MH370, but there also resulting in a negative impact on public perception towards the way the government is dealing with the issue. To deal with the propaganda that apply to this incident, we will analyze whether the form of propaganda, the propaganda perspective itself and how the government to overcome this problem. Merriam Webster Dictionary gives the definition of propaganda as ideas or statements that are often false or exaggerated and that are spread in order to help a cause, a political leader, a government, etc. the spreading of ideas, information, or rumor for the purpose of helping or injuring an institution, a cause, or a person, ideas, facts, or allegations spread deliberately to further ones cause or to damage an opposing cause; also : a public action having such an effect First introduced by Edward S. Herman and Noam Chomsky (1988), Manufacturing Consent: The Political Economy of the Mass Media, the propaganda model argues that the material news through five filters, which in turn form the audience received the news. This filter determines what is considered newsworthy events, how they are covered, where they were placed in the media and how much coverage they receive. Propaganda model of media control that was introduced by Edward. S. Herman and Noam Chomsky (1988) states how propaganda works in the media. This model tries to understand how populations are manipulated, and how social, economic, political attitudes are formed in the minds of the people through propaganda. Herman and Chomsky are mostly concentrated in the American population and the media for their research, but the theory applies universally. Propaganda model seeks to explain the behavior of the media by examining the institutional pressures that limit and influence the news content in a profit-driven system. In contrast to liberal theories that argue that journalism is defined hostility power, the propaganda model predicts that the company-owned news media will consistently produce news content that serves the interests of established power (Herman Chomsky, 1988). PROPAGANDA THEORY RELATING TO MH370 INCIDENT Among the propaganda that exists from within Malaysia itself mostly spread through social media on the internet, given the sophistication of the current information age, there are blogs and websites questioned the credibility of the government and even spread propaganda relating to this issue of MH370. Among the widely disseminated propaganda on the website saying that Malaysia experienced a bad media Especially from the Western press and especially CNN and Extension of this, of good journalistic practice for hazardous and agenda driven, further lead to more conspiracy theories especially the involvement of CNN.The Mole reproduces an article written by Matthias Chang, the profession as a lawyer, social activist, author and political analyst. He reveals how the MH370 is a multi-dimensional, and why the Zionist hands should not be overlooked. Although somewhat lengthy, is worth reading every word printed: Before proceeding with Expose of Zionist propaganda Insidious Dastardly and Israel on the Cessation of MH 370, let me take this opportunity to convey my personal condolences and that of my family to a family who loves Ones have been killed in this tragedy and we hope ur strength to overcome the disadvantage pint them.† He would also commend the Malaysian governments efforts in the SAR Mission involved 26 countries that had never happened before. Allegations of unfair and unfounded against the Malaysian government made by many people in social media who do not have a clue and or expertise to comment on the operation of the Standard and Poors scale. Another propaganda that there is involvement from the United States, which was propagated that where Maldives island Residents reported sighting of low flying jet on the morning of the planes Disappearance thats was finally Reported on twelve days after the fact. The pilot of the missing plane had a home flight simulator, Which was been Reported twelve days later to contain the landing simulation program of the Diego Garcia runway along with four other Approaches in the region. Whether any, all, or none of this information is true is still a matter of Conjecture. What Remains thats a fact is not a trace of the Malaysian 777-200ER has been found. At his daily news briefing on 3-18-14, WH spokesperson Jay Carney has denied any Involvement of the Diego Garcia facility with the Disappearance of flight MH370. In addition to conspiracy theories involving the United States, one side is highly spoken of as real mastermind behind the MH370 is a tribe of lost Jewish or Israeli. It is the act of buying and Israel has a Boeing 777 2H6 (ER) long owned Malaysian Airline (MAS). Aircraft twin MH370 has been recorded at a small airport in Tarbes-Lourdes-Pyrà ©nà ©es, France on October 4, 2013 before he was taken to Ben Gurion Airport, Tel Aviv, Israel on 4 November 2013. Understandable, MAS Boeing 777 aircraft with serial number 28 416 and registered as 9M-MRI has been sold to GA Telesis, LLC in Fort Lauderdale, Florida on October 21, 2013 before the N105GT.Pesawat registered as recorded in Tarbes Lourdes Pyrenees on October 4, 2014 before taken to Tel Aviv a month later. The question is, why would Israel want to buy and have a long plane MAS this? If referred back Israeli reactions associated loss MH370, a security expert of the country, Isaac Yeffet relate it to the theory that MH370 have been captured by the terrorists and taken to Iran to be used for a series of terror will come. Yeffet reportedly gave a statement to the Times of Israel: What happened to this aircraft, nobody knows. My guess is based upon the stolen passports, and I believe Iran was INVOLVED. They hijacked the aircraft and they landed it in a place that nobody can see or find it. (There is no case what has happened to the aircraft. Based on reported cases of stolen passports, I believe Iran is involved in this case. They had seized the plane and fly it into a place that cannot be found). Another propaganda that arises during the incident came from the opposition parties, where they claim that the incident crated by the government was to create a diversion to the voter, as coincidently at that time Kajang by-election was taking place. The propaganda was that by showing the great effort towards the search and rescue operations, the government will the heart of the voters. Actually, there was so many propaganda arises during the incident even until now, people are still fed with various elements of propaganda for the positive and negative as well. If we examine this theory from the angle of propaganda, the government should also take the opportunity by using this incident as their leverage in building up the government credibility. COUNTER PROPAGANDA BY THE GOVERNMENT According to brownpoliticalreview.org in its reports, the recent disappearance of Malaysian Airlines Flight MH370 and the resulting media spotlight has revealed Malaysia’s fundamental shortcomings and glaring political issues. While the plane’s disappearance itself is horrendous – in particular for the many families left in limbo – the Malaysian government’s handling of the situation has drawn considerable international disapproval which leads to the dissemination of the propaganda. In order to deal with the issue of propaganda in connection with the issue of MH370, the government shall be wise to use methods and tactics namely through counter propaganda. Counterpropaganda is a structure of communication consisting of method in use and messages relayed to resist propaganda which seeks to manipulate action or perspectives among a targeted audience. It is closely linked to propaganda as the two often utilize the same methods to transmit methods to a targeted audience. Counterpropaganda differs from propaganda as it is defensive and responsive to identified propaganda. in addition, counterpropaganda consists of several elements that further differentiate it from propaganda and ensure its efficiency in opposing propaganda messages. While propaganda messages may not always be straightforward, efficient counterpropaganda commonly only broadcast the truth. Without a doubt, counterpropaganda is generally understood to be the truthful, honest opposition to an adversarys propaganda. Counterpropaganda communicates honest messages for ethical and realistic reasons. Looking though reporting of the event, the government from the beginning should report the facts related to this incident. Counter propaganda elements should be applied to achieve the best effect. Reporting matters of fact, although filtered, to some extent can relieve speculations made by the public, especially from the families involved. This can create a deficiency or weakness in reporting which leads to the dissemination of wild propaganda, even more so from the opposition. References: Chomsky, Noam and Herman, Edward. (1988) Manufacturing Consent: The Political Economy of the Mass Media. New York: Pantheon Books. Cole, Robert. (1996)Propaganda in Twentieth Century War and Politics Lasswell, Harold D.. (1971)Propaganda Technique in World War I. Cambridge, Mass: The M.I.T. Press. Garth Jowett and Victoria ODonnell, Propaganda and Persuassion, 4th ed. Sage Publications, 7 Herbert Romerstein, Counterpropaganda: We Cant Do Without It,] in Waller, ed., Strategic Influence: Public Diplomacy, Counterpropaganda and Political Warfare (IWP Press, 2008), 135. [Frontpost, Nachrichten fà ¼r Deutsche Soldaten, Herausgeber: Die Amerikanischen Truppen in Westeuropa,] No. 1(March 1945), 3 in Waller, ed., Strategic Influence: Public Diplomacy, Counterpropaganda and Political Warfare (IWP Press, 2008), 144-145.

Biography of a Homeless Man Essay -- essays research papers

I hear them get closer and closer as the porch creaks every step to the door. My heart feels like its pounding through my chest, and sweat is pouring off my face as I sprint in a panic. I hear the key turning and the door opening just as I jump out the window.   Ã‚  Ã‚  Ã‚  Ã‚  I’ve been staying in that house for over a week now. It’s for sale and real estate agents come by every few days to show it. I’m a light sleeper and I’ve been able to slip out before anyone can see I’ve been staying there. I have no where to go except the street, mission centers, and buildings I break into.   Ã‚  Ã‚  Ã‚  Ã‚  I make my way to the mission center about 6 miles away. My feet ache and my stomach hurts from what little food I’ve had to start the day. I panhandled for about an hour making enough money to last a few days. I arrive at the mission just in time before they quite serving breakfast. The smell of sausage makes my stomach squirm with desire. I inhale the biscuits and gravy they have served me and wish for more. I don’t bother asking for more because I know there answer is no.   Ã‚  Ã‚  Ã‚  Ã‚  I make my way down the road to McDonalds because my stomach still aches from the lack of food lately. Luckily I made over ten dollars panhandling by a freeway entrance for about an hour. I also use their bathroom to wash my face and clean my self up somewhat.   Ã‚  Ã‚  Ã‚  Ã‚  I’m a rare homeless man in the fact that most of my peers are addicts. I choose not to involve my self in that scene. I can’t afford a place to sleep, so...

Understand Child and Young Persons Develpment

Understand Child and Young Person Development. Core 3. 1 1. 1 The term â€Å"Sequence† of child development refers to the how we expect a child to develop from the day it was born to the age of 19. Child Development is the biological, physiological and all the emotional changes that happen during these formative years as the child goes from dependency to autonomy. These changes could be hugely influenced by genetics, events that occur whilst in the womb and during prenatal development and are usually included in most studies of child development.Developmental changes are different. They occur as a result of a genetically controlled process called maturation or as a result of environmental factors and learning (home life and school for example) but these changes most commonly happen as a result of a combination of them both. It can also be a result of â€Å"human nature† which is the ability of the growing child to in fact learn from their environment. Human beings and e specially children have a keen sense to adapt to their surroundings and this is what child development covers and includes.A child’s development is continually happening and can be measured in many different ways and although the child will develop at different rates and in different ways, the sequence in which this happens will follow the same sort of pattern . This is because in most examples they need to learn one skill before they can move onto the next. An example is walking. The child will need to learn to walk before they can run or jump etc. Development in children is more rapid in the early stages with many milestones happening in quick succession.This slows down as the child becomes a young adult with the milestones becoming further apart. (Cache children and young people’s workforce p49) The table below looks more closely at the aspects of child development. THE DEVELOPMENTAL STAGES CHART Age| Intellectual| Social / Emotional| Language| Gross motor| Fine Mot or| Infant – Birth to one year| Uses hands and mouth to learn| Forms a bond with parents, will begin to recognise faces and smiles, at about 6months will recognise parents and be fearful of strangers. | Starts being ocal and using terms such as â€Å"mammy and daddy†| Lifts head first then chest, rolls over, pulls to sit, crawls and stands alone| Reaches for objects and picks up small items, clutches onto toys, e. g. Rattle | Toddler 1-2 years| Begins to learn words for objects and people| Learns that self and parent(s) are different or separate from each other, imitates and performs tasks, indicates needs or wants without crying| Can follow simple instructions and say more words than just â€Å"mammy and daddy†| Can walk, stop, jump and throw things like a ball. Unbuttons clothes, builds tower of 4 cubes, scribbles, uses spoon, picks up very small object| Preschool2-5 years| Understands things such as tired, hungry and cold, recognises colours, becomes aware of numbers and letters| Begins to separate easily from parent(s), dresses with assistance, washes and dries hands, plays interactive games like tag. follows directions, can make simple sentences of two or three words, vocabulary increases Names pictures| Runs well, hops, pedals tricycle, balances on one foot| Buttons Clothes, builds tower of 8 cubes, copies simple figures or letters| School age 5-12 years| Develops understanding of numeracy and literacy concepts, learns relationship between objects and feelings, acquires knowledge and understanding| Acts independently, but is emotionally close to parent(s) dresses without help, join same sex play groups and clubs| Defines words, know and describes what things are made of, vocabulary increases| Skips, balances on one foot for 10 seconds, overestimates physical abilities| Draws person with 6 parts, copies detailed figures and objects| 12-18 years| Understands abstract concepts like illness and death, develops understanding of complex id eas| Experiences rapidly changing moods and behaviour, interested in peer group almost exclusively, distances from parent(s) emotionally, concerned with body image, likely to have first sexual relationship| Uses increased vocabulary, understands more abstract concepts like grief| May appear awkward and clumsy while learning to deal with rapid increases in size due to growth spurts| Fully developed| 18 +years| Continues to develop the ability to make good decisions and to understand the complexity of human relationships| Becomes independent form parent(s), own lifestyle, and career, social and economic changes, develop interests, chooses a partner, becomes a parent. | Continues to develop knowledge and vocabulary of different styles of language used| Fully developed| Fully developed| (Cache Children and young people’s workforce p51-66) 1. 2Child development is the term used to describe how the child will grow through a progression of developmental milestones. All children are believed to follow the same sequence of growth (the child will crawl, then stand, then walk for example) this is called the normative pattern. What we need to know is that not all children follow this pattern and for example some children will miss out stages altogether. One example of this is blind children and some children may decide to bottom shuffle and not bother with the â€Å"crawling phase†. The traditional approach to monitoring this is to use this normative measure which as I have mentioned already is the milestones in which we measure our child’s development.These actually only show what most children can do and in reality many factors such as genetic, cultural and social factors will all have an effect on the child’s development and it is important we take this into account before labelling children â€Å"advanced or backward. † The sequence of development refers to the stages of which a child develops; the rate of development is how fast the child is expected to achieve these developmental milestones. It is important to realise that the normative measurements can only indicate general trends and cannot be taken as â€Å"normal† . It is very important to realise that while the sequence of development may be somewhat the same in most children, the rate or speed in which the child develops can vary in many ways.Things that have a massive effect on the rate of a child’s development can include environment (home life) culture (religious beliefs), ability, the amount of stimulation a child receives and input (from parents for example). It is important to understand the difference between the rate and the sequence of a child’s development as this will equip you with the knowledge you need in order to plan effectively with your child and will help you identify any concerns which you may have within the developmental process. (Cache Children and young people’s workforce) 2. 1-2. 2 A child’s gr owth and development can be affected by many factors, with some having more of an affect than others.They can be split into two categories which I will go into more depth later. These are Personal factors (such as genetics and health related issues) and External factors (such as poverty, family life, personal choice and social interaction. ) Below is a diagram illustrating things which can affect a child’s development? Disability or special needs. Inherited (downs) or chronic (Autism) Disability or special needs. Inherited (downs) or chronic (Autism) Finances (living in poverty) Finances (living in poverty) Education (home schooled, private or state) Education (home schooled, private or state) Cultural background (Religion or beliefs) Cultural background (Religion or beliefs)Health status, Antenatal issues (smoking, drinking, drugs) Health status, Antenatal issues (smoking, drinking, drugs) Social class (lower, working, upper) Social class (lower, working, upper) Genetics, Bi rth problems Genetics, Birth problems Family Environment and background (loving or divorced parents) Family Environment and background (loving or divorced parents) Gender Gender Interpersonal Relationships Interpersonal Relationships Personal Factors influencing development. Genetic Influences Many studies believe it is both our environment and our genetics which will mould us into the person we ultimately become. Our chromosomes are where we find our genes.Parents pass these onto their children via their cells (the sperm and the egg). Alleles are different versions of the same gene and it’s this which can determine distinctive features such as eye colour, but also it is this which could lead to the inheritance of disorders such as cystic fibrosis. A baby’s development is also affected during pregnancy(before the birth) ,at the time of the birth and after the birth. Examples include a woman not knowing she is pregnant in the early stages and carrying on with all her ba d habits (drinking, smoking, drug taking and diet. ) It’s at these crucial first 12 weeks in the uterus when all the essential organs are being formed. This is called the antenatal period.A child being born before term (37 weeks) and therefore is born prematurely may need intensive care and this could affect development. Health Status A child’s health status can have a great effect on how it develops. This is determined by genetic inheritance but can also be affected by factors such as diet, environment, and what health care they receive. Some children are born with conditions which affect their development (these include Down syndrome, cystic fibrosis and heart defects). Other illnesses which may develop over time( including asthma and diabetes) will also have an effect on the child’s development if for example they have frequent visits to the hospital and miss school or their activaties are restricted because of their condition.External Factors Influencing Dev elopment. Poverty This is the single biggest thing that threatens the healthy development of children and young people in Great Britain and can have an effect on all areas of a child’s development (Physical, Intellectual, Language, Emotional, Social, and Spiritual. ) This threat is part of the â€Å"cycle of deprivation† where poorer families will tend to live in poorer housing; they may also have a poor diet which will not provide all the right vitamins and minerals which will affect the child’s immune system which will have a knock on affect to the increased susceptibility to infectious diseases. Other things which are linked to poverty are:Accidents and illness: Children from poorer backgrounds are four times more likely to have an accident than those from higher up the social ladder. Quality of life: many children from lower classes have none or little toys, meals and clothes Poor diet: As I mentioned above a poor diet comes hand in hand with low income fami lies as they more times than not have to buy the cheaper brands or processed convenience foods. Space to live and play: poorer children are more likely to be limited in their play space as the housing which they live will is more likely to be small and substandard. Growth: Poorer children are more likely to be smaller at birth and shorter in height. Education: Children from the lower classes are more likely to have poor attendance and less likely to do well.Long Term Effects: As adults they are more likely to be homeless, be unemployed, and become involved in drug abuse, offending or be in abusive relationships. Social Interaction There is a lot of research to show that social isolation or a lack or opportunity’s to socialise ( playgroup, family members, mother and baby groups, toddler groups) can lead to early child development issues such as speech problems , the inability to share or in fact the ability to socialise with people in a civilised manner. The social environment in which a child is raised can have a dramatic effect on their development. An example of this would be a child who has had no contact with neighbours, family members or classmates.Family Environment and background The situation at home will have a huge effect on a young person or child’s development. A child may seem physically healthy but if they are unhappy and are not enjoying their time at home this is will most definitely be affecting their development. Things a child needs include: Love and affection: A child needs unconditional love and affection from their primary carers whoever this may be (Parents, Grandparents, Foster Parents etc. ) A child needs to feel safe and secure. Stimulation: a child needs the right amount of stimulation for healthy growth and development. Too little or too much will result in unhealthy developmentOpportunities to play: It is common sense that all children need to play to develop, then on from that, young people need to be given the oppor tunity to socialise and have leisure opportunity’s (such as learning an instrument or joining a sports club). A child’s social and emotional development is majorly influenced by the foundations which the family unit creates. Most parents will provide a nurturing unconditional loving family environment where their child will embrace and flourish within it. There are some carers or parents who, for a lot of different reasons will not provide this nurturing platform which all children need. Examples of this include carers with mental health issues, drug misuse, marital conflict and violent behaviour.Theories Regarding Child Development. Theories of child development can be said to be a set of principles that are designed to explain or predict some things. There have been many theories over the years by many scientists and psychologists and they have come up with a multitude of different perspectives as to why a child will do certain things within their development. Theori es not only provide an extended outline of understanding, they also allow educated guesses or hypotheses about some parts of a Childs development that are not clearly understood yet. These theories can provide a bounce board for other research but they also have some practical benefits.They can be useful (if you are a parent, teacher, therapist or carer) as a reference point when you need to make important decisions within the Childs lives and a well-founded theory can provide valuable information in making responsible decisions. On the flip side though, some child development theories can be limiting and misleading and can in fact hinder or jeopardise a Childs development if the primary carer follows this theory to the letter. It is with this in mind that it is vital to compare and evaluate a lot of theories before acting upon them and it is with this comparing and contrasting that you will find that a lot of theories strengths and weaknesses will be highlighted. There are many the ories out there and underneath I will be going into a few of them in more detail. Alfred Bandura (Social learning theory) Main theory: Learning takes place by imitation.The social learning theory suggests that people will learn from one another through observation, imitation, and modelling. This theory has been renamed â€Å"the social cognitive theory† this is to accommodate later developments of this theory. Albert Bandura found that children tend to copy people they hold in high status (parents etc. ) especially so if these people are warm or have powerful personalities. This theory could lead us on to the fact that we should very aware of our behaviour in front of children and the effect this could have on them. Things to think about: * If children are smacked by adults will they be more likely to smack other children? * If children are shouted at by other adults, are they more likely to shout at other children? If children are given explanations, are they more likely to explain things to other * If children are comforted when they fall, are they more likely to do the same to others? How this affects practise * You will have to be very wary of the language and behaviour you use in front of your children. * It could a useful theory to use if you want your children to experience role play. * Being a good role model can only help the child. * This theory allows learning without direct experience. * Promotes positive behaviour. If you are positive this will rub off on the child. Transmission theories There are three main theorists involved in transmission theories.John Locke: He thought that the child was an empty vessel and that they can be shaped by the adult and that children can be shaped by external factors and these are greater influences than any genetic involvements (nature v nurture) Ivan Pavlov: (classical conditioning): Pavlov’s theory was his famous conditioned Reponses in dogs experiment. Pavlov likes to be known as a physiologist ra ther than a psychologist as he believed the two were linked and were useful and scientific. Classical conditioning is the way in which responses are under the control of new stimulus. In his case the â€Å"conditioned† stimulus was a church bell and the â€Å"unconditioned† stimulus was food. His experiment involved feeding the dogs every time the church bell rang. This eventually produced an â€Å"unconditional† response from the dogs which was saliva flowing from the dogs mouth when the food appeared.This would then gradually change into saliva being produced with any bell noise thus producing a â€Å"conditioned† response from the dogs. Food will produce salivation, but it’s this change in stimuli using classical conditioning which means that saliva is being produced with the sound of the bells and not the actual food. Pavlov’s Experiment Burris Frederick Skinner: (operant conditioning) Skinners main theory was one of that reinforcement a nd punishment moulds behaviour and children are conditioned by their experiences. Skinner maintained that learning occurred through responding to the environment and he coined the term â€Å"operant conditioning† to describe this phenomenon.He did extensive research with animals, notably with rats and pigeons. I t was skinner who invented the famous box in which a rat learns to press a lever in order to obtain food. He gave rats a reward of food if they pressed the lever. This was positive reinforcement. The desired behaviour was rewarded. Conversely, undesired behaviour could be negatively reinforced. The rats would receive an electric shock every time they went near one area of a maze and they would then begin to avoid that area. The undesired behaviour was got rid of and the desired behaviour was encouraged. How this affects Practise. Positve reinforcemnet includes * Special helper Kindness awards * Points * Stickers * Special jobs * Star of the week * Trips out * Priase o r golden time. Negative reinforcement includes: * Lines * Detention * PunishmentThings taken from or kept from the child. The effects this has on practise is that it will provide motivation for the child to behave and also to put that lirttle bit more effort in than they would normally if they have something to aim for at the end of the week or day. It will give the child encouragement to repeat the good behaviour or effort upon recieving their treat or reward. Social constructavist theory Jean Piaget: This is the theory where all other theories are judged.His main theory is that the development of children take place in distinct stages of cognitive development. The adult does have an influence but the child is building their own thinking systems. Piaget believed that nature and nurture interact to create cognitive development. He claims that children when learning: * Go through stages and sequences in their learing * Are active learners * Use first hand Experiences and prior experi ences in order to learn. * Imitate and transform what they learn in to symbolic behaviour. He devolped four stages of cognitive learing. 1: Sensory motor stage (0-2 years) the child explores using its senses( sucking ,grasping etc) : Pre operational stage (2- 7 years) The toddler understands the use of symbols and language and this can be understood. 3: Concrete operational stage (7-11 years) the child can now conserve and begin to reason logically. The child can now solve problems but their sucessful reasoning is largely limited to concrete situations. 4. Formal operational years (11-16 years) the child is now developed and can show logical thinking and be able to work through abstract problems. Piaget view on a child as an active learner. Piagets three process: 1. Assimilation: this process is where people translate information in to a form they can understand. 2. Accomodation: This is where people adapt current knowladge in reponse to new experiences. 3.Equilibration: this is whe re people balance assimilation and accomodation to create a stable understanding. Implications in practise. Piagets theory suggests that childrens distictive ways of thinking at different ages need to be considered when deciding how best to teach them. In addition beacuse children learn by mentally and physically interacting with their environment, relative phsical activites are important in educational practise. How they influence current practise: * The language we use with the children * The resources you provide for the children * The need to incorporate role play * Activities( what to do with the resources at hand) * The way in which we chack for understanding from the child * We can question certain techniquesWhat are social constructivists? A social constructivist feels that the adult will play an active role in helping the children through their stages of development. Lev Vygotsky: He was a russian psychologist who died prematurely. His theory dates back to 1924 and he devel oped ideas that there was relationship between language and thinking and cognative development. His theory empahsised the roles of historical, cultural and sociual factors in cognition and argued that language was the most important symbolic tool provided by society. He said that the ZAD (the zone of actual develpment) is where the child will develop naturally with out the adults help.He then says that the ZPD( the zone of proximal devlepment) is where the adult helps and he believes that adult intervention is crucial for the child to move between actual and proximal development. Jerome Bruner: he belived that learning was an â€Å"innate† function. He believes that children â€Å"do â€Å" â€Å"imagine† then â€Å"translate† them into sense through schemas and that older children create symbols to imterpret what they have done. Bruners three stages of development are: * Enactive (0-1 yrs) Doing * Iconic (1-7 yrs) Imagining * Symbolic (7+) Using symbolic repr esentations Bruner also has his theory of â€Å"scaffolding† where he does recognise the importance of adult support.The easist way to get your head round this is to imagine the adult as the â€Å"scaffold† round the child, a bit like the scaffolding on a building. The adult moves and grows with the child offering them â€Å" support â€Å" and reinforcement on the way. How this effects current practise * We can use this to observe the children * We can look at the prefered learnign styles considered * This theory basically sums up the role of a teaching assistant â€Å" supprort and reinforcement† * Intorduce new concepts to expand learning * Will influence the way in which you question a child Humanistic Approach. Abraham Maslow and Mia Keller Pringle. Maslow created a theory of human needs that was relevant to all ages not just for children. This was known as the humanistic approach.He said that there was five levels of need and his theory suggested that ea ch level had to be â€Å"met† before you could progresson to the next one. Maslow also said that it was almost impossible to reach your full potentiol if the lower needs were not sufficiently met. Maslows Hierachy of needs. How this may impact on current practise. There are many ways this theory could impact on practise: * Keeping an eye out for the childs basic needs( Hungry, clothing, tired,) * Awareness of bullying and social exclusion * Having a homework club (where the older children could help the younger ones. ) * Praise( Give praise when a child Produces a good piece of work) * Having a â€Å"Get to know you† activity or activities Understanding problems with a child( enabling you to asses the need of the child so he/she can progress) * Promote a positive learning environment which is individual to the children. * Devolop a â€Å"Culture† where the child feels comfortable to come forward and say they have a need that is not being met. Mia Kellmer Pringle Pringle suggested that there are four primary needs that have to be met from birth. Love and security: this is probably the most important one of the four as this provides the basis for all future relationships. A child will also have objects as â€Å"security blankets† ie a favorite toy which they will use when they feel threatened or upset.The child will want routine which helps with their development and also they will need attachment which comes in the form of a caring a stable family. New experiences: this is a fundemantal requirement for cognitive development. In ealry life the act of playing and using new language as well as revisiting previous experiences and accesing new and demanding phsical and mental challenges all help in the childs cognitive development. This goes with them through to adolecence where they will start experimenting with boyfriends/ girlfriends and get involved in team roles etc. Praise and recognition: Strong incentives are vital for a child who is going through a difficult time.If a child is constantly put down or told they are useless it becomes a self fullfilling prophecy where the child has low expectations leads them onto low achievement. This will eventually lead onto the child never getting into any situations where they feel they will fail. Responsibility: It is also very inportant to structure the childs environment so he/she have challenges which reflect their interests and ability levels, this will encourage independance and co operation. Pringle goes along the same lines as Maslow so their impacts on practise are similar. Produce a routine the children are familiar with Plan trips out( get them interested in a musical instrument or have a themed week) Recognise cultural normsMake a child feel valued and Individual Have a School council( Promoting responsibilty) Welcome the child to his/her new setting( name on the peg, â€Å"get to know you activites) Give them jobs( registor monitor,handout milk etc) Leave it to nature Theories ( laissez faire model) Rousseau: was an 18th century philsopher who thought that the child will †learn naturally† and they were genetically engineered to learn certain things at certain times. He thought that a childs learning unfolds like a flower and that babbling leads onto talking which leads onto writing and reading, the same way kicking the legs and crawling leads onto walking and running.This theory suggests that adults mould the childs development through the environment they create and this â€Å"environment† will support the childs learning and help it to unfold. One example being speech. If a childs environment is all English speaking, the child will speak english, if a child hears both chinese and English it will become multi ligual and speak both languages. This view suggests that the child will do what they need to devolp and learn naturally. It sees the child as â€Å"active† in their own learing and as the adult do not ne ed to act this is sometimes reffered to as the laissez faire view of how children learn. Rousseau mapped a set of developmental norms charting expected development.He believed that development followed a sequence and identified ‘normal’ age ranges of achievement. A depressing approach for children with special needs. Gessel: In the 1930s he mapped out a set of developmental norms which charted expectent development in children. These norms mapped out the childs expected development and this followed a sequence which identified the normal age ranges of achievement. This was also a very depressing approach for any children who have disabilites or learning needs. Gessels spiral of development. How this approach impacts on current practise. You will have an understanding that you can observe and not always intervene in a childs behaviour. Understand Child and Young Persons Develpment Understand Child and Young Person Development. Core 3. 1 1. 1 The term â€Å"Sequence† of child development refers to the how we expect a child to develop from the day it was born to the age of 19. Child Development is the biological, physiological and all the emotional changes that happen during these formative years as the child goes from dependency to autonomy. These changes could be hugely influenced by genetics, events that occur whilst in the womb and during prenatal development and are usually included in most studies of child development.Developmental changes are different. They occur as a result of a genetically controlled process called maturation or as a result of environmental factors and learning (home life and school for example) but these changes most commonly happen as a result of a combination of them both. It can also be a result of â€Å"human nature† which is the ability of the growing child to in fact learn from their environment. Human beings and e specially children have a keen sense to adapt to their surroundings and this is what child development covers and includes.A child’s development is continually happening and can be measured in many different ways and although the child will develop at different rates and in different ways, the sequence in which this happens will follow the same sort of pattern . This is because in most examples they need to learn one skill before they can move onto the next. An example is walking. The child will need to learn to walk before they can run or jump etc. Development in children is more rapid in the early stages with many milestones happening in quick succession.This slows down as the child becomes a young adult with the milestones becoming further apart. (Cache children and young people’s workforce p49) The table below looks more closely at the aspects of child development. THE DEVELOPMENTAL STAGES CHART Age| Intellectual| Social / Emotional| Language| Gross motor| Fine Mot or| Infant – Birth to one year| Uses hands and mouth to learn| Forms a bond with parents, will begin to recognise faces and smiles, at about 6months will recognise parents and be fearful of strangers. | Starts being ocal and using terms such as â€Å"mammy and daddy†| Lifts head first then chest, rolls over, pulls to sit, crawls and stands alone| Reaches for objects and picks up small items, clutches onto toys, e. g. Rattle | Toddler 1-2 years| Begins to learn words for objects and people| Learns that self and parent(s) are different or separate from each other, imitates and performs tasks, indicates needs or wants without crying| Can follow simple instructions and say more words than just â€Å"mammy and daddy†| Can walk, stop, jump and throw things like a ball. Unbuttons clothes, builds tower of 4 cubes, scribbles, uses spoon, picks up very small object| Preschool2-5 years| Understands things such as tired, hungry and cold, recognises colours, becomes aware of numbers and letters| Begins to separate easily from parent(s), dresses with assistance, washes and dries hands, plays interactive games like tag. follows directions, can make simple sentences of two or three words, vocabulary increases Names pictures| Runs well, hops, pedals tricycle, balances on one foot| Buttons Clothes, builds tower of 8 cubes, copies simple figures or letters| School age 5-12 years| Develops understanding of numeracy and literacy concepts, learns relationship between objects and feelings, acquires knowledge and understanding| Acts independently, but is emotionally close to parent(s) dresses without help, join same sex play groups and clubs| Defines words, know and describes what things are made of, vocabulary increases| Skips, balances on one foot for 10 seconds, overestimates physical abilities| Draws person with 6 parts, copies detailed figures and objects| 12-18 years| Understands abstract concepts like illness and death, develops understanding of complex id eas| Experiences rapidly changing moods and behaviour, interested in peer group almost exclusively, distances from parent(s) emotionally, concerned with body image, likely to have first sexual relationship| Uses increased vocabulary, understands more abstract concepts like grief| May appear awkward and clumsy while learning to deal with rapid increases in size due to growth spurts| Fully developed| 18 +years| Continues to develop the ability to make good decisions and to understand the complexity of human relationships| Becomes independent form parent(s), own lifestyle, and career, social and economic changes, develop interests, chooses a partner, becomes a parent. | Continues to develop knowledge and vocabulary of different styles of language used| Fully developed| Fully developed| (Cache Children and young people’s workforce p51-66) 1. 2Child development is the term used to describe how the child will grow through a progression of developmental milestones. All children are believed to follow the same sequence of growth (the child will crawl, then stand, then walk for example) this is called the normative pattern. What we need to know is that not all children follow this pattern and for example some children will miss out stages altogether. One example of this is blind children and some children may decide to bottom shuffle and not bother with the â€Å"crawling phase†. The traditional approach to monitoring this is to use this normative measure which as I have mentioned already is the milestones in which we measure our child’s development.These actually only show what most children can do and in reality many factors such as genetic, cultural and social factors will all have an effect on the child’s development and it is important we take this into account before labelling children â€Å"advanced or backward. † The sequence of development refers to the stages of which a child develops; the rate of development is how fast the child is expected to achieve these developmental milestones. It is important to realise that the normative measurements can only indicate general trends and cannot be taken as â€Å"normal† . It is very important to realise that while the sequence of development may be somewhat the same in most children, the rate or speed in which the child develops can vary in many ways.Things that have a massive effect on the rate of a child’s development can include environment (home life) culture (religious beliefs), ability, the amount of stimulation a child receives and input (from parents for example). It is important to understand the difference between the rate and the sequence of a child’s development as this will equip you with the knowledge you need in order to plan effectively with your child and will help you identify any concerns which you may have within the developmental process. (Cache Children and young people’s workforce) 2. 1-2. 2 A child’s gr owth and development can be affected by many factors, with some having more of an affect than others.They can be split into two categories which I will go into more depth later. These are Personal factors (such as genetics and health related issues) and External factors (such as poverty, family life, personal choice and social interaction. ) Below is a diagram illustrating things which can affect a child’s development? Disability or special needs. Inherited (downs) or chronic (Autism) Disability or special needs. Inherited (downs) or chronic (Autism) Finances (living in poverty) Finances (living in poverty) Education (home schooled, private or state) Education (home schooled, private or state) Cultural background (Religion or beliefs) Cultural background (Religion or beliefs)Health status, Antenatal issues (smoking, drinking, drugs) Health status, Antenatal issues (smoking, drinking, drugs) Social class (lower, working, upper) Social class (lower, working, upper) Genetics, Bi rth problems Genetics, Birth problems Family Environment and background (loving or divorced parents) Family Environment and background (loving or divorced parents) Gender Gender Interpersonal Relationships Interpersonal Relationships Personal Factors influencing development. Genetic Influences Many studies believe it is both our environment and our genetics which will mould us into the person we ultimately become. Our chromosomes are where we find our genes.Parents pass these onto their children via their cells (the sperm and the egg). Alleles are different versions of the same gene and it’s this which can determine distinctive features such as eye colour, but also it is this which could lead to the inheritance of disorders such as cystic fibrosis. A baby’s development is also affected during pregnancy(before the birth) ,at the time of the birth and after the birth. Examples include a woman not knowing she is pregnant in the early stages and carrying on with all her ba d habits (drinking, smoking, drug taking and diet. ) It’s at these crucial first 12 weeks in the uterus when all the essential organs are being formed. This is called the antenatal period.A child being born before term (37 weeks) and therefore is born prematurely may need intensive care and this could affect development. Health Status A child’s health status can have a great effect on how it develops. This is determined by genetic inheritance but can also be affected by factors such as diet, environment, and what health care they receive. Some children are born with conditions which affect their development (these include Down syndrome, cystic fibrosis and heart defects). Other illnesses which may develop over time( including asthma and diabetes) will also have an effect on the child’s development if for example they have frequent visits to the hospital and miss school or their activaties are restricted because of their condition.External Factors Influencing Dev elopment. Poverty This is the single biggest thing that threatens the healthy development of children and young people in Great Britain and can have an effect on all areas of a child’s development (Physical, Intellectual, Language, Emotional, Social, and Spiritual. ) This threat is part of the â€Å"cycle of deprivation† where poorer families will tend to live in poorer housing; they may also have a poor diet which will not provide all the right vitamins and minerals which will affect the child’s immune system which will have a knock on affect to the increased susceptibility to infectious diseases. Other things which are linked to poverty are:Accidents and illness: Children from poorer backgrounds are four times more likely to have an accident than those from higher up the social ladder. Quality of life: many children from lower classes have none or little toys, meals and clothes Poor diet: As I mentioned above a poor diet comes hand in hand with low income fami lies as they more times than not have to buy the cheaper brands or processed convenience foods. Space to live and play: poorer children are more likely to be limited in their play space as the housing which they live will is more likely to be small and substandard. Growth: Poorer children are more likely to be smaller at birth and shorter in height. Education: Children from the lower classes are more likely to have poor attendance and less likely to do well.Long Term Effects: As adults they are more likely to be homeless, be unemployed, and become involved in drug abuse, offending or be in abusive relationships. Social Interaction There is a lot of research to show that social isolation or a lack or opportunity’s to socialise ( playgroup, family members, mother and baby groups, toddler groups) can lead to early child development issues such as speech problems , the inability to share or in fact the ability to socialise with people in a civilised manner. The social environment in which a child is raised can have a dramatic effect on their development. An example of this would be a child who has had no contact with neighbours, family members or classmates.Family Environment and background The situation at home will have a huge effect on a young person or child’s development. A child may seem physically healthy but if they are unhappy and are not enjoying their time at home this is will most definitely be affecting their development. Things a child needs include: Love and affection: A child needs unconditional love and affection from their primary carers whoever this may be (Parents, Grandparents, Foster Parents etc. ) A child needs to feel safe and secure. Stimulation: a child needs the right amount of stimulation for healthy growth and development. Too little or too much will result in unhealthy developmentOpportunities to play: It is common sense that all children need to play to develop, then on from that, young people need to be given the oppor tunity to socialise and have leisure opportunity’s (such as learning an instrument or joining a sports club). A child’s social and emotional development is majorly influenced by the foundations which the family unit creates. Most parents will provide a nurturing unconditional loving family environment where their child will embrace and flourish within it. There are some carers or parents who, for a lot of different reasons will not provide this nurturing platform which all children need. Examples of this include carers with mental health issues, drug misuse, marital conflict and violent behaviour.Theories Regarding Child Development. Theories of child development can be said to be a set of principles that are designed to explain or predict some things. There have been many theories over the years by many scientists and psychologists and they have come up with a multitude of different perspectives as to why a child will do certain things within their development. Theori es not only provide an extended outline of understanding, they also allow educated guesses or hypotheses about some parts of a Childs development that are not clearly understood yet. These theories can provide a bounce board for other research but they also have some practical benefits.They can be useful (if you are a parent, teacher, therapist or carer) as a reference point when you need to make important decisions within the Childs lives and a well-founded theory can provide valuable information in making responsible decisions. On the flip side though, some child development theories can be limiting and misleading and can in fact hinder or jeopardise a Childs development if the primary carer follows this theory to the letter. It is with this in mind that it is vital to compare and evaluate a lot of theories before acting upon them and it is with this comparing and contrasting that you will find that a lot of theories strengths and weaknesses will be highlighted. There are many the ories out there and underneath I will be going into a few of them in more detail. Alfred Bandura (Social learning theory) Main theory: Learning takes place by imitation.The social learning theory suggests that people will learn from one another through observation, imitation, and modelling. This theory has been renamed â€Å"the social cognitive theory† this is to accommodate later developments of this theory. Albert Bandura found that children tend to copy people they hold in high status (parents etc. ) especially so if these people are warm or have powerful personalities. This theory could lead us on to the fact that we should very aware of our behaviour in front of children and the effect this could have on them. Things to think about: * If children are smacked by adults will they be more likely to smack other children? * If children are shouted at by other adults, are they more likely to shout at other children? If children are given explanations, are they more likely to explain things to other * If children are comforted when they fall, are they more likely to do the same to others? How this affects practise * You will have to be very wary of the language and behaviour you use in front of your children. * It could a useful theory to use if you want your children to experience role play. * Being a good role model can only help the child. * This theory allows learning without direct experience. * Promotes positive behaviour. If you are positive this will rub off on the child. Transmission theories There are three main theorists involved in transmission theories.John Locke: He thought that the child was an empty vessel and that they can be shaped by the adult and that children can be shaped by external factors and these are greater influences than any genetic involvements (nature v nurture) Ivan Pavlov: (classical conditioning): Pavlov’s theory was his famous conditioned Reponses in dogs experiment. Pavlov likes to be known as a physiologist ra ther than a psychologist as he believed the two were linked and were useful and scientific. Classical conditioning is the way in which responses are under the control of new stimulus. In his case the â€Å"conditioned† stimulus was a church bell and the â€Å"unconditioned† stimulus was food. His experiment involved feeding the dogs every time the church bell rang. This eventually produced an â€Å"unconditional† response from the dogs which was saliva flowing from the dogs mouth when the food appeared.This would then gradually change into saliva being produced with any bell noise thus producing a â€Å"conditioned† response from the dogs. Food will produce salivation, but it’s this change in stimuli using classical conditioning which means that saliva is being produced with the sound of the bells and not the actual food. Pavlov’s Experiment Burris Frederick Skinner: (operant conditioning) Skinners main theory was one of that reinforcement a nd punishment moulds behaviour and children are conditioned by their experiences. Skinner maintained that learning occurred through responding to the environment and he coined the term â€Å"operant conditioning† to describe this phenomenon.He did extensive research with animals, notably with rats and pigeons. I t was skinner who invented the famous box in which a rat learns to press a lever in order to obtain food. He gave rats a reward of food if they pressed the lever. This was positive reinforcement. The desired behaviour was rewarded. Conversely, undesired behaviour could be negatively reinforced. The rats would receive an electric shock every time they went near one area of a maze and they would then begin to avoid that area. The undesired behaviour was got rid of and the desired behaviour was encouraged. How this affects Practise. Positve reinforcemnet includes * Special helper Kindness awards * Points * Stickers * Special jobs * Star of the week * Trips out * Priase o r golden time. Negative reinforcement includes: * Lines * Detention * PunishmentThings taken from or kept from the child. The effects this has on practise is that it will provide motivation for the child to behave and also to put that lirttle bit more effort in than they would normally if they have something to aim for at the end of the week or day. It will give the child encouragement to repeat the good behaviour or effort upon recieving their treat or reward. Social constructavist theory Jean Piaget: This is the theory where all other theories are judged.His main theory is that the development of children take place in distinct stages of cognitive development. The adult does have an influence but the child is building their own thinking systems. Piaget believed that nature and nurture interact to create cognitive development. He claims that children when learning: * Go through stages and sequences in their learing * Are active learners * Use first hand Experiences and prior experi ences in order to learn. * Imitate and transform what they learn in to symbolic behaviour. He devolped four stages of cognitive learing. 1: Sensory motor stage (0-2 years) the child explores using its senses( sucking ,grasping etc) : Pre operational stage (2- 7 years) The toddler understands the use of symbols and language and this can be understood. 3: Concrete operational stage (7-11 years) the child can now conserve and begin to reason logically. The child can now solve problems but their sucessful reasoning is largely limited to concrete situations. 4. Formal operational years (11-16 years) the child is now developed and can show logical thinking and be able to work through abstract problems. Piaget view on a child as an active learner. Piagets three process: 1. Assimilation: this process is where people translate information in to a form they can understand. 2. Accomodation: This is where people adapt current knowladge in reponse to new experiences. 3.Equilibration: this is whe re people balance assimilation and accomodation to create a stable understanding. Implications in practise. Piagets theory suggests that childrens distictive ways of thinking at different ages need to be considered when deciding how best to teach them. In addition beacuse children learn by mentally and physically interacting with their environment, relative phsical activites are important in educational practise. How they influence current practise: * The language we use with the children * The resources you provide for the children * The need to incorporate role play * Activities( what to do with the resources at hand) * The way in which we chack for understanding from the child * We can question certain techniquesWhat are social constructivists? A social constructivist feels that the adult will play an active role in helping the children through their stages of development. Lev Vygotsky: He was a russian psychologist who died prematurely. His theory dates back to 1924 and he devel oped ideas that there was relationship between language and thinking and cognative development. His theory empahsised the roles of historical, cultural and sociual factors in cognition and argued that language was the most important symbolic tool provided by society. He said that the ZAD (the zone of actual develpment) is where the child will develop naturally with out the adults help.He then says that the ZPD( the zone of proximal devlepment) is where the adult helps and he believes that adult intervention is crucial for the child to move between actual and proximal development. Jerome Bruner: he belived that learning was an â€Å"innate† function. He believes that children â€Å"do â€Å" â€Å"imagine† then â€Å"translate† them into sense through schemas and that older children create symbols to imterpret what they have done. Bruners three stages of development are: * Enactive (0-1 yrs) Doing * Iconic (1-7 yrs) Imagining * Symbolic (7+) Using symbolic repr esentations Bruner also has his theory of â€Å"scaffolding† where he does recognise the importance of adult support.The easist way to get your head round this is to imagine the adult as the â€Å"scaffold† round the child, a bit like the scaffolding on a building. The adult moves and grows with the child offering them â€Å" support â€Å" and reinforcement on the way. How this effects current practise * We can use this to observe the children * We can look at the prefered learnign styles considered * This theory basically sums up the role of a teaching assistant â€Å" supprort and reinforcement† * Intorduce new concepts to expand learning * Will influence the way in which you question a child Humanistic Approach. Abraham Maslow and Mia Keller Pringle. Maslow created a theory of human needs that was relevant to all ages not just for children. This was known as the humanistic approach.He said that there was five levels of need and his theory suggested that ea ch level had to be â€Å"met† before you could progresson to the next one. Maslow also said that it was almost impossible to reach your full potentiol if the lower needs were not sufficiently met. Maslows Hierachy of needs. How this may impact on current practise. There are many ways this theory could impact on practise: * Keeping an eye out for the childs basic needs( Hungry, clothing, tired,) * Awareness of bullying and social exclusion * Having a homework club (where the older children could help the younger ones. ) * Praise( Give praise when a child Produces a good piece of work) * Having a â€Å"Get to know you† activity or activities Understanding problems with a child( enabling you to asses the need of the child so he/she can progress) * Promote a positive learning environment which is individual to the children. * Devolop a â€Å"Culture† where the child feels comfortable to come forward and say they have a need that is not being met. Mia Kellmer Pringle Pringle suggested that there are four primary needs that have to be met from birth. Love and security: this is probably the most important one of the four as this provides the basis for all future relationships. A child will also have objects as â€Å"security blankets† ie a favorite toy which they will use when they feel threatened or upset.The child will want routine which helps with their development and also they will need attachment which comes in the form of a caring a stable family. New experiences: this is a fundemantal requirement for cognitive development. In ealry life the act of playing and using new language as well as revisiting previous experiences and accesing new and demanding phsical and mental challenges all help in the childs cognitive development. This goes with them through to adolecence where they will start experimenting with boyfriends/ girlfriends and get involved in team roles etc. Praise and recognition: Strong incentives are vital for a child who is going through a difficult time.If a child is constantly put down or told they are useless it becomes a self fullfilling prophecy where the child has low expectations leads them onto low achievement. This will eventually lead onto the child never getting into any situations where they feel they will fail. Responsibility: It is also very inportant to structure the childs environment so he/she have challenges which reflect their interests and ability levels, this will encourage independance and co operation. Pringle goes along the same lines as Maslow so their impacts on practise are similar. Produce a routine the children are familiar with Plan trips out( get them interested in a musical instrument or have a themed week) Recognise cultural normsMake a child feel valued and Individual Have a School council( Promoting responsibilty) Welcome the child to his/her new setting( name on the peg, â€Å"get to know you activites) Give them jobs( registor monitor,handout milk etc) Leave it to nature Theories ( laissez faire model) Rousseau: was an 18th century philsopher who thought that the child will †learn naturally† and they were genetically engineered to learn certain things at certain times. He thought that a childs learning unfolds like a flower and that babbling leads onto talking which leads onto writing and reading, the same way kicking the legs and crawling leads onto walking and running.This theory suggests that adults mould the childs development through the environment they create and this â€Å"environment† will support the childs learning and help it to unfold. One example being speech. If a childs environment is all English speaking, the child will speak english, if a child hears both chinese and English it will become multi ligual and speak both languages. This view suggests that the child will do what they need to devolp and learn naturally. It sees the child as â€Å"active† in their own learing and as the adult do not ne ed to act this is sometimes reffered to as the laissez faire view of how children learn. Rousseau mapped a set of developmental norms charting expected development.He believed that development followed a sequence and identified ‘normal’ age ranges of achievement. A depressing approach for children with special needs. Gessel: In the 1930s he mapped out a set of developmental norms which charted expectent development in children. These norms mapped out the childs expected development and this followed a sequence which identified the normal age ranges of achievement. This was also a very depressing approach for any children who have disabilites or learning needs. Gessels spiral of development. How this approach impacts on current practise. You will have an understanding that you can observe and not always intervene in a childs behaviour.

Lockheed U-2 Spy Plane

Lockheed U-2 Spy Plane In the years immediately after World War II the US military relied on a variety of converted bombers and similar aircraft to collect strategic reconnaissance. With the rise of the Cold War, it was recognized that these aircraft were extremely vulnerable to Soviet air defense assets and as a result would be of limited use in determining Warsaw Pact intentions. As a result, it was determined that an aircraft capable of flying at 70,000 feet was needed as existing Soviet fighters and surface-to-air missiles were incapable to reaching that altitude. Proceeding under the codename Aquatone, the US Air Force issued contracts to Bell Aircraft, Fairchild, and Martin Aircraft to design a new reconnaissance aircraft capable of meeting their requirements. Learning of this, Lockheed turned to star engineer Clarence Kelly Johnson and asked his team to create a design of their own. Working in their own unit, known as the Skunk Works, Johnsons team produced a design known as the CL-282. This essentially married the fuselage of an earlier design, the F-104 Starfighter, with a large set of sailplane-like wings. Presenting the CL-282 to the USAF, Johnsons design was rejected. Despite this initial failure, the design soon received a reprieve from President Dwight D. Eisenhowers Technological Capabilities Panel. Overseen by James Killian of the Massachusetts Institute of Technology and including Edwin Land from Polaroid, this committee was tasked with exploring new intelligence weapons to protect the US from attack. While they initially concluded that satellites were the ideal approach for gathering intelligence, the necessary technology was still several years away. As a result, they decided that new spy plane was needed for the near future. Enlisting the aid of Robert Amory from the Central Intelligence Agency, they visited Lockheed to discuss the design of such an aircraft. Upon meeting with Johnson they were told that such design already existed and had been rejected by the USAF. Shown the CL-282, the group was impressed and recommended to CIA head Allen Dulles that the agency should fund the aircraft. After consulting with Eisenhower, the project moved forward and Lockheed was issued a $22.5 million contract for the aircraft. Design of the U-2 As the project moved forward, the design was re-designated U-2 with the U standing for the deliberately vague utility. Powered by the Pratt Whitney J57 turbojet engine, the U-2 was designed to achieve high altitude flight with a long range. As a result, the airframe was created to be extremely light. This, along with its glider-like characteristics, makes the U-2 a difficult aircraft to fly and one with a high stall speed relative to its maximum speed. Due these issues, the U-2 is difficult to land and requires chase car with another U-2 pilot to help talk the aircraft down. In effort to save weight, Johnson originally designed the U-2 to take off from a dolly and land on a skid. This approach was later dropped in favor of landing gear in a bicycle configuration with wheels located behind the cockpit and engine. To maintain balance during takeoff, auxiliary wheels known as pogos are installed under each wing. These drop away as the aircraft leaves the runway. Due to the U-2s operational altitude, pilots wear the equivalent of a spacesuit to maintain proper oxygen and pressure levels. Early U-2s carried a variety of sensors in the nose as well as cameras in a bay aft of the cockpit. U-2: Operation History The U-2 first flew on August 1, 1955 with Lockheed test pilot Tony LeVier at the controls. Testing continued and by spring 1956 the aircraft was ready for service. Reserving authorization for overflights of the Soviet Union, Eisenhower worked to reach an agreement with Nikita Khrushchev regarding aerial inspections. When this failed, he authorized the first U-2 missions that summer. Largely flying from Adana Air Base (renamed Incirlik AB on 28 February 1958) in Turkey, U-2s flown by CIA pilots entered Soviet airspace and collected invaluable intelligence. Though Soviet radar was able to track the overflights, neither their interceptors nor missiles could reach the U-2 at 70,000 ft. The success of the U-2 led the CIA and US military to press the White House for additional missions. Though Khrushchev protested the flights, he was unable to prove that the aircraft were American. Proceeding in complete secrecy, flights continued from Incirlik and forward bases in Pakistan for the next four years. On May 1, 1960, the U-2 was thrust into the public spotlight when one flown by Francis Gary Powers was shot down over Sverdlovsk by a surface-to-air missile. Captured, Powers became the center of the resulting U-2 Incident which embarrassed Eisenhower and effectively ended a summit meeting in Paris. The incident led to an acceleration of spy satellite technology. Remaining a key strategic asset, U-2 overflights of Cuba in 1962 provided the photographic evidence that precipitated the Cuban Missile Crisis. During the crisis, a U-2 flown by Major Rudolf Anderson, Jr. was shot down by Cuban air defenses. As surface-to-air missile technology improved, efforts were made to improve the aircraft and reduce its radar cross-section. This proved unsuccessful and work began on a new aircraft for conducting overflights of the Soviet Union. In the early 1960s, engineers also worked to develop aircraft carrier-capable variants (U-2G) to extend its range and flexibility. During the Vietnam War, U-2s were used for high-altitude reconnaissance missions over North Vietnam and flew from bases in South Vietnam and Thailand. In 1967, the aircraft was dramatically improved with the introduction of the U-2R. Approximately 40% larger than the original, the U-2R featured underwing pods and an improved range. This was joined in 1981 by a tactical reconnaissance version designated TR-1A. The introduction of this model re-started production of the aircraft to meet the USAFs needs. In the early 1990s, the U-2R fleet was upgraded to the U-2S standard which included improved engines. The U-2 has also seen service in a non-military role with NASA as the ER-2 research aircraft. Despite its advanced age, the U-2 remains in service due to its ability to perform direct flights to reconnaissance targets on short notice. Though there were efforts to retire the aircraft in 2006, it avoided this fate due to the lack of an aircraft with similar capabilities. In 2009, the USAF announced that it intended to retain the U-2 through 2014 while working to develop the unmanned RQ-4 Global Hawk as a replacement. Lockheed U-2S General Specifications Length:  63 ft.Wingspan:  103 ft.Height:  16 ft.Wing Area:  1,000 sq. ft.Empty Weight:  14,300 lbs.Loaded Weight:  40,000 lbs.Crew:  1 Lockheed U-2S Performance Specifications Power Plant:  1 Ãâ€" General Electric F118-101 turbofanRange:  6,405 milesMax Speed:  500 mphCeiling:  70,000 ft. Selected Sources FAS: U-2The CIA the U-2 Program: 1954-1974

Major Literary Publications of the Harlem Renaissance

Major Literary Publications of the Harlem Renaissance The Harlem Renaissance is a period in American History marked by an explosion of expression by African-American and Caribbean writers, visual artists and musicians. Established and supported by organizations such as the  National Association for the Advancement of Colored People (NAACP) and the National Urban League (NUL), Harlem Renaissance artists explored themes such as legacy, racism, oppression, alienation, rage, hope and pride through the creation of novels, essays, plays, and poetry. In its 20-year spanfrom 1917 to 1937Harlem Renaissance writers created an authentic voice for African-Americans that showed their humanity and desire for equality in United States society. 1917 Asa Philip Randolph and Chandler Owen co-found the political and literary magazine, The Messenger. 1919 Writer and educator Jessie Redmon Fauset  becomes the literary editor of the NAACPs publication, The Crisis. 1922 Claude McKay publishes his first volume of poetry, Harlem Shadows. The collection is considered the first major text of the Harlem Renaissance.James Weldon Johnsons anthology, Book of American Negro Poetry, is published.​ 1923 Jean Toomers Cane is published.The NUL establishes the journal, Opportunity. Charles S. Johnson serves as the journals editor. 1924 As editor of Opportunity, Johnson hosts a dinner at the Civic Club in New York City. This dinner is considered the official launching of the Harlem Renaissance. 1925 The literary magazine, Survey Graphic, publishes a special issue, Harlem: Mecca of the New Negro. The issue is edited by Alain Locke.Color, Countee Cullens first collection of poetry is published. 1926 Locke edits the anthology, The New Negro. The collection is an expanded version of Survey Graphics, Harlem issue.Langston Hughes publishes his first book of poetry, The Weary Blues.The short-lived literary and artistic magazine, Fire!! is published. Hughes, Wallace Thurman, Zora Neale Hurston, Aaron Douglas and Richard Bruce Nugent are founding editors of the magazine.White writer Carl Van Vechten publishes Nigger Heaven. 1927 James Weldon Johnsons collection of poems, Gods Trombones, inspired by sermons of African-American preachers is published. 1928 McKay publishes his first novel, Home to Harlem. The text becomes the first bestselling novel by an African-American author. 1929 Thurman publishes his first novel, The Blacker the Berry. 1930 Hughes novel, Not Without Laughter, is published.Journalist George Schuyler publishes the satirical novel, Black No More. 1932   Sterling Browns  collection of poetry, Southern Road, is published. 1933 Public Works Administration (PWA) and Works Progress Administration (WPA) are established. Both agencies provide jobs to many African-American artists, such as Hurston. 1937 Hurstons second novel, Their Eyes Were Watching God, is published. The novel is considered the last novel of the Harlem Renaissance.

Bariers to the enterpreneurship in Russia Coursework - 1

Bariers to the enterpreneurship in Russia - Coursework Example Petersburg School of Management’s â€Å"Global Entrepreneurship Monitor Russia 2011† and The World Bank’s â€Å"Doing Business: Profile of the Russian Federation†. By way of analyzing the key contributions of these two works as well as drawing inference on the data therein presented, the author will seek to relate to the reader some of the salient challenges that currently face those interesting in performing business within the Russian Federation. One of the primary concerns that MNCs consider when seeking out a prospective nation to develop their company within is the overall stability of the regime. As such, the Russian Federation itself has presented the West with a fairly stable and nominally democratic regime since the collapse of the Soviet Union. However, even though the regime has experienced smooth transitions of power and regularly scheduled elections, the paperwork associated with many of the forms of business development and start up continue to represent Soviet-era difficulties. Rather than having a clear and well defined process in which would-be investors can rapidly navigate the maze of requirements that are extant, the process has devolved into something of a nightmare in which the Russian Federation languishes near the bottom of the list of nations with respect to receiving a building permit, receiving electrical service to ones building, obtaining credit, and paying taxes. With respect to obtaining a building permit, the first step of any firm that has committed itself to expanding within the Russian Federation or elsewhere, the potential investor is greeted by a situation that requires nearly a year to complete. According to The World Bank’s â€Å"Doing Business: Profile of the Russian Federation†, the Russian Federation ranks 178th out of the 185 countries measured with regards to total ease of receiving a building permit. This process is further complicated by the fact that the permit process itself is exorbitantly high and

Article Critique Assignment Example | Topics and Well Written Essays - 1250 words - 2

Article Critique - Assignment Example and research shows that while many adjust appropriately, other face difficulties trying to adjust.The adjustment difficulties in sibling have been associated with poor parent functioning and problem solving technique, weak family cohesion, and family conflicts. The method in which information is obtained has received mixed emotions and critics view that previous research were conducted in an appropriate manner in that sibling adjustment was studied without including the whole family perspective. This is to say that most children who exhibit difficulties in coping, are actually influenced by the family relationship as a whole. For instance, the level of stress parents have because of the coping problem tend to translate to other siblings and they show inability to adjust with their other brothers and sisters. Stress may arise from other sectors of the family life and may not always be related to the challenged child. Having redesigned the technique for research, the present study was aimed at examining the relationship between sibling adjustments, family stress and coping problems. The Resiliency Model of Family Stress, Adjustment and Adaptation was employed to point out various strength-based family factors associated with appropriate adjustment outcomes for those families with stressful situations. The role of family communication was a significant factor in influencing sibling adjustment as well as relating sibling adjustment and factors including socio-demographic, parent characteristics and disability were of a particular interest. The nature of sibling experience within the family was of importance and a central part of the study. It was also aimed at analyzing the relationship between the adjustment of siblings and how they view daily hassles and uplifts especially related to the disabled child. It is good to note that the coping technique that sibling employ in coping with their disabled brother or sister, determines to a large extent their psychological