Boy Scouts of America vs. Dale essays

Boy Scouts of America vs. Dale essays Boy Scouts of America et al. v. Dale No. 99-699 Argued April 26, 200- Decided June 28, 2000 In order to explain this court case and why it is so important, it is necessary to look at the history behind it. In July of 1990 James Dale an assistant scoutmaster, and Boy Scout since age eight, was informed that his adult membership to the Boy Scouts of America had been revoked. He was working with Troop 73 in New Jersey in addition to attending Rutgers University. This revocation was a direct result of his involvement with the Rutgers University Lesbian/ Gay alliance, after Dales words of support and representation for this group were published in a newspaper in early June of 1990. The case as it was argued had one main concern. Lawyers for the Scouts told the court that the Boy Scouts, as a private organization like churches or other religious groups, has the constitutional protection to dictate the standards for its leaders and members. But the lawyer for James Dale, the former Scout leader, says the Boy Scouts is a public accommodation group with large support from governmental agencies, and as such cannot discriminate on the basis of a person's sexual orientation. "When the Boy Scouts says 'We are open to all, all means all, and all means both gay and straight," said Dale's lawyer, Evan Wolfson. Dale sued, and after a lengthy legal battle the New Jersey Supreme Court agreed that the Boy Scouts had violated the state's anti-discrimination law. After this judgment, the Boy Scouts of America decided to take this case to the US Supreme court on grounds of the majority placed the Scouts' First Amendment right to express their "moral" rejection of homosexuality over New Jersey's Law Against Discrimination. The majority opinion concluded that forcing the Scouts to accept a gay leader placed an unconstitutional burden on the organization's "expressive purpose." In its arguments, the Boy Scouts of America claimed that being...

Ethical Analysis of Eight Mile Road Hearsay Accident Essay

Ethical Analysis of Eight Mile Road Hearsay Accident - Essay Example As a result, an engineer is under pressure to explain the causes and consequences of such actions. The incident has raised major concerns within the ECCS Analysis. The primary reason for this concern is the termination of High Pressure Injection, a situation that places the power plant in major trouble (Barbour 12). Facts A pressure valve opened so that it can relieve steam hence decrease pressure due to a minor over-pressurization passing. As a result, the pressure valve failed to close. When the plant operator noticed this inaccuracy, he terminated high pressure injection. It is worth noting that this was a faulty move from the operator because the system was on a two-phase state. High pressure injection is only applicable when the primary system stood in a sub cooled state. Within 20 to 30 minutes after high pressure injection was terminated, the pressurizer level collapsed showing that this was a wrong move. As a result, the operator was forced to reintroduce injection. Significa nt fluid inventory was lost in the 30 minutes that injection was terminated. The engineer reported back to superiors with the facts as required. However, the superiors did not take the nuclear engineer seriously. Instead, they dismissed this as hearsay. It is worth noting that nuclear engineering is governed by a strict code of conduct. ... The engineer ought to make sure that the power plant operations are smooth flowing. This is because the emotions from a nuclear power plant are harmful to the people around and environment as a whole. Residents of Toledo are also major stakeholders. This is because they are the key focus of my decision. The value of life is important to any ethical organization. Moreover, the operator had to know what to do in case of incidences. However, in this case, he took a wrong decision more than once. This risked the lives of all persons in and around the power plant. Moreover, the ethics of the top management are also at stake here because they failed to take action just because they believed that it was from an incredible source (Shrader-Frechette 84). Regulations and Laws Any nuclear power plant is complex. As a result, it ought to be well-designed and engineered to reduce incidences. It is worth noting that it cannot be deemed to be a failure proof. This is clearly seen in the Eight Mile Road nuclear power plant when the pressure valve failed to close. The accident exposed serious shortages in a scheme that was destined to safeguard public well-being and safety. Failure modes ought to be present in any nuclear plant. This is because a commercial nuclear reactor can explode like a bomb. It is worth noting that, in this case, the fail-safe mechanisms were evidently not present. Moreover, the location of nuclear power plants is critical (Maxey 123). This is because emissions from such plants are powerfully harmful to the public health surrounding it. In this case, we are not told where the plant was specifically located. As a result, we hope it was located in a place where its emissions

Benefits Of Efective Leadership in 21st Century Organisation Dissertation

Benefits Of Efective Leadership in 21st Century Organisation - Dissertation Example Directive behavior focuses on such tasks as monitoring, instructing, goal-setting and scheduling, while supportive behavior revolves around activities along the lines of encouraging employees and hearing them out on their concerns (Wart 2007). 46 Leadership The dictionary meaning of leadership is â€Å"the ability to lead† (Rost, 1993, p.41). â€Å"Everyone talks about it; few understand it. Most people want it; few achieve it† (Maxwell, 2005, p.1). This phrase may be true for some who have the desire to be a leader and thus when one tries to define this concept; he/she gets emotional and develops a definition that is more specific to his/her own though process. As a result, there are several definitions for leadership that reflect different views of the researchers. In this respect, James C. Georges from ParTraining Corporation has said, â€Å"What is leadership? Remove for a moment the moral issues behind it, and there is only one definition: Leadership is the abilit y to obtain followers† (Maxwell, 2005, p.1). However, this definition was opposed by others as they do not consider leadership mere the ability to get followers; for them it is the ability to achieve position. Such thinks correlate leadership with rank, position and title. According to them a person who has achieved a status in the organisation/society is a leader. In the real world such definition suffers with two major problems: a person who considers him/herself as a leader because of the status, he/she has to face frustration of some of the followers. Again, there may be people who do not enjoy high status and thus they don’t even try to develop leadership qualities in them. Edwin H. Friedman explained that â€Å"leadership can be thought of as a capacity to define oneself to others in a way that clarifies and expands a vision of the future† (Robinson & Rose, 2004, p.2). As per this definition, leadership is not a position; rather it is a role to be played by the leader. It should be regardless of one’s education, experience and position within the organisation. A leader should act like a facilitator and assist the followers to achieve the common goal. Different types of leadership There are several leaders who possess contradictory characteristic and leadership style. One such example can be Adolf Hitler and Mahatma Gandhi. Both of them had a very different leadership style but no doubt they both were successful leaders. Therefore, leadership can be of different type. On time to time, researchers proposed several theories and explained different types of leadership as per these theories. Before explaining different type of leadership style, it is essential to discuss theories of leadership. Some of the vital theories related to leadership have been discussed below. History of Leadership The history of leadership is years old; from early days human were interested to identify the factors that results in a famous and successful le ader. Out of this curiosity people conducted different research and identified some factors that can be easily noticeable

Augustine's View on the Death Penalty Essay Example | Topics and Well Written Essays - 1250 words

Augustine's View on the Death Penalty - Essay Example "He needed and wanted God, convinced that he could never achieve happiness in God-fewer worlds. But at the same time, he could not deny the sometimes overpowering presence of evil in himself and the world," Burt (1996, p.13). Augustine argued that all beings came from one God and such a God cannot be the cause of evil. But he acknowledges that there is Evil in the world and law can only control it, but cannot completely eliminate it. It is not easy to point out at a single cause of evil and the person who creates evil is responsible for that part of evil that is his creation. The Justice of God will punish the evil-doer. Asked closely by Evodius, Augustine says that if we believe in the laws, we should try to understand whether the laws punish a murderer justly or unjustly. When it comes to killing, Augustine favours the killing in self-defence and feels that it is not exactly a murder. Also he says that some murders like a soldier killing an enemy cannot be classified as murders, because the soldier here is merely an agent of the law, because he did not kill to satisfy his own desires. At the same time, law, which orders him to kill, does not have any desires of its own. He did not stand by a strict understanding of moral autonomy which, he thought could be an error consisting of impossibility. "Where human beings are concerned, there is no such thing as being free from a law that is imposed from without; to deny the authority of the eternal law is not moral adulthood but moral perversity. Moral uprightness therefore consists in submission to this eternal and immutable truth, which is not of our own making," says Williams in Introduction (xvii) of On Free Choice of the Will. Augustine had firm opinion about law and justice and thought that in a civilised society, it is important to have proper legal machinery to guide the citizens, and without that guidance, citizens might become too free and encroach another person's rights which could be the root cause of evils and evils do not occur without a human cause. "Such evil could not occur unless someone caused it" (p. 1). Despite legal compulsions, people tend to commit grave crimes, in the hope that they would be able to hoodwink the law. Augustine lays great stress on 'learning', so that the citizens could stay away from crime with knowledge that came from the learning. Still he agrees that they can turn away from the knowledge and commit the crimes. "Perhaps because they turn away from learning and become strangers to it.it follows that doing evil is nothing but turning away from learning' (p.2). Augustine is of the opinion that despite learning and the law regulation, people can still commit grievous crimes to others and such people should be punished by the law. He also agrees that there is another kind of murder which is not sinful. When Evodius asks him about the murder that is not sinful, ".when a judge or his representative puts a criminal to death.these people do not seem to me to be sinning when they kill someone" (pp. 6-7), Augustine agrees that such people are not called murderers. It is a just killing. He states that a real, intended crime should never go

Turkey-country analysis Essay Example for Free

Turkey-country analysis Essay Turkey is a dynamic promising market due to its geographical and strategic importance. Further more, it has a complex of developed infrastructure and an internationally competitive work force. Its geographical closeness to the emerging energy generating states in the Caspian and Central Asia are other reasons that further elevate its stature economically. Turkey is trying to align its economic policy with the commercial policy measures of European Union and creating free trade zones, signing new Free Trade accords with prospective countries. In addition to implementing Common Customs Tariff, Turkey is further putting into practice the preferential trade regime especially with third world countries i.e. Islamic and Balkans. In order to fulfill the EU measures and to look after its commercial concerns, it is executing this Free Trade accords on priority basis. Until now Turkey concluded 19 preferential trade agreements but only 9 of these preferential agreements are in force: EFTA, Israel, Bulgaria, Romania, Macedonia, Croatia, Bosnia-Herzegovina Palestine and Tunisia. This preferential trade regime was first put into practice by signing a Free Trade Agreement between Turkey and the EFTA States that was implemented in April 1992. After this Turkey reinforced its policy of preferential trade with European countries of non-EFTA members and signed FTAs with Latvia, Lithuania, Slovakia, Poland Hungary, Estonia, Slovenia and Czech Republic. After their membership of European Union, these accords came to an end. So in this context, Turkey Located new preferential states and entered into accord with Israel, Romania and Bulgaria entered into force in May 1997, February 1998 and January 1999 respectively. Turkey has also created free trade zones. Turkish Free Zones are tax free zones. In order to lure the trade and investment, all the commercial and trade activities in these zones are tax-exempted. Furthermore, Free Zones earnings and revenues can be shifted to any country, without any official restraint or any prior permission and are not subject to any kind of taxes, duties and fees. Currencies used in the zone are convertible foreign currencies accepted by the Central Bank. Turkey is trying to integrate with international markets and enhancing the cooperation with trading partners worldwide. Despite various complexities and impediments, Turkey has almost achieved all goals in its global integration process started in 1980s. The stable liberalization of the economy and assimilation with the global economy begun by former President Ãâ€"zal has sustained itself without disruptions. Although it was full of vicissitudes but Turkeys trade sector manifest a mounting proportion of GDP, and foreign funds are a prime source of investment. [1] Despite economic catastrophe of mid-1994 such as the devaluation of the currency, bank failures, stock market crash, Turkey has been labeled a chief emerging market by the main international financial institutes. Turkey recognized its interest in closer multilateral cooperation with Islamic countries, particularly with rich Middle Eastern states and Turkeys augmented its presence in Middle Eastern markets and supplied supplementary sources of foreign direct investment and commercial financing. References Foreign Economic Relations Board ofTurkey. http://www.deik.org/ [1] For further details check Foreign Economic Relations Board of Turkey (DEIK) website that is established with prime purpose is to pave the way for Turkey’s economic, commercial, industrial and financial relations with foreign.

Child Observation Essay

Child Observation Essay Observation of young children allows for a naturalistic insight into child development, which more experimental methods fail to provide. The method of observation also means social workers can develop skills that would usually be difficult to learn, such as observing without taking notes a practice that is applicable in a professional social work role. Trowell and Miles (1996) emphasise the importance of observation as one of the foundational skills developed in social work, relating to the social workers role in making judgements, decisions and juggling the issues of race, gender and sexuality whilst making important decisions regarding peoples welfare. The observation took place across 5 weeks involving 5 different observation sessions, allowing the child to be observed across a variety of different times during the day. The observation study was based upon the Tavistock method emphasising not taking notes, becoming completely absorbed into the observation and placing importance on the observer recognising their own reactions and responses to what behaviours and dynamics may be displayed. The Tavistock model encourages observers to see what there is to be seen and not look for what they think should be there (p. 2, Reid 1999). This encourages the observers use of non-judgemental perception and not creating inferences about situations based on instinct without evidence. Whilst the Tavistock model traditionally uses weekly observation across the first year of a babys birth this observation was across 5 weeks. It would be hugely beneficial from a child development perspective to observe a newborn infant for a year, however I can imagine the process to be very emotional. I found it difficult to complete my goodbyes to the child I was observing, as I had become a relatively constant fixture in the childs life. Also from the process of observation I felt as if I had begun to know the child, as I had watched her intently and picked up upon habits, favourite activities and began to recognise and understand her personality traits. The age of the child being observed was also very different from the Tavistock model, however I feel that observing a child at the age of between 3 and 5 was incredibly useful. Observation of newborn infants can inform social workers of attachment development and the very first milestones. However an older child can start to infor m social workers of the way children interact with other adults, develop speech and how children themselves relate to others and the wider ecological system (Bronfenbrenner 1990) which can help inform practice, especially direct work with children. The use of the Tavistock model also helped me understand the usefulness of not taking notes, and I think it is a skill I have developed and already put into practice when working with children. Due to learning how to perceive what is going on around me and what is occurring for the child I have been able to transfer this to listening to children talk about their home life (specifically in wishes and feelings work) whilst being able to observe the childs body language. I have made it a point to not take notes when talking to a child, so that they feel I am fully focused on their story. The observation took place in an early years class, in a Roman Catholic School in a deprived area of Suffolk. The schools mission statement is to educate young people to meet the challenge of life courageously, to use their abilities to the full and to live the values of Christs gospel and there is an emphasis on a Catholic education, including religious iconography in all classrooms, regular prayers and a prayer garden in the school grounds. Children are also encouraged to take their first holy communion and attend mass regularly. The school itself is recognised as good by Ofsted, and whilst its main student population is from the nearby area and would describe themselves as White British, there are a small, but growing, population of ethnic minorities. This includes Philippines, Korean and Polish and due to the high incident of non-English speaking parents the schools website offers a translate service. The Ofsted report also discusses that the school has a higher than average numb er of pupils with special educational needs. The area is predominately working class, with an increasing problem with unemployment and poverty. Whilst it is well evidenced that children growing up in deprived areas are more at risk of health problems (McLeod and Shanahan 1993) and at greater risk of varying types of abuse (Aber, Bennet, Conley and Li 1997) the child for this study is developing within the considered normal boundaries, is not known to social services, and is white British. I fortunately already had links to the school due to previously completing work experience- I was therefore already known by members of staff, and had already gained their trust that I would behave in a professional manner. I approached the school and the school agreed to the observation study. I was then invited to come in and speak to a potential parent as she brought her child in to school. The teacher had chosen this child as she had no developmental concerns, describing her as average, the child, siblings and other family members were also not known to social services and come from a stable family. I approached the mother as she entered school and explained the project to her, she was interested and expressed no worries or issues with her child being the subject of the child observation. I was very surprised at the ease of permission, as there is a negative stereotype regarding social workers (Gibleman 2004), however when I spoke to the parent of the child she said that she unde rstood that everyone needs to learn. This made me feel positive regarding the observation as I wasnt immediately challenged or questioned and the parent did not ask for any feedback on the child development which I was initially concerned may be asked of me. I completed the observations on a Tuesday at a variety of times. Due to starting at the end of September I started my observation at 9am as C (as the observation subject shall henceforth be known) had only just begun school and was not yet attending full time. As time progressed I was able to complete observations during the afternoons. I chose the observation to focus on as C participated in a range of activities that appeared to demonstrate numerous facets of child development, including imaginary play, shared play, scaffolding (Vygotsky 1978) and cognitive development (Piaget 1964). I chose not to use the first observation I completed, as C cried for the most part of the observation and was very unresponsive to any task the class teacher had set and refused to participate in any activities, instead she remained on the lap of a teaching assistant. Whilst this in itself obviously indicated a great deal regarding development of attachment this essay would then primarily be focused of attachment rather than the other aspects of child development. The observation I have focused on was the second observation I completed, and is therefore still relevantly soon after C had started school, I could therefore begin to make inferences related to Cs first relationships with her peers and could observe how these developed across the following observations. Analysis of Observation: This observation was the second observation in the series of five. I chose it as I felt the child demonstrated a range of facets of development, including participating in shared play, imaginative play and I began to understand more about the childs individual personality. Language development: Language and communication development begins very early, with very young infants using eye contact and changes in the infants behavioural state in order to communicate their needs to adults. These responses begin to become more complex and reciprocal between adult and caregiver and the child begins to learn sounds ultimately developing language, an important tool in communicating to adults (Sheridan, Sharma and Cockerill 2008). The observation and school day began with the children asked to practice phonic sounds; in this observation the letter O. C (the child) used gestures as well as sounds to practice the letter, encouraging C to recognise the sound and value of the letters, however by 4 years and 3 months Cs language development was such that she could already construct sentences, engage with other children and instigate games and jokes (Pecceci 2006) This is evidenced with C asking another child to play the row your boat game. C is demonstrating her grasp of complex sentence structure using relative clauses (Clark 2003). Similar evidence of developed language acquisition is Cs ability to ask grammatically correct questions, for example when she asked for milk C demonstrated that she had developed an understanding of auxiliary verbs. Social and emotional development: Play is a central part of a childs social development including solitary play (mastery play, generative play), constructive play, locomotor and sociodramatic play. C participated in a range of play indicative of gender stereotypes for example playing brides with a friend, pretending to be a kitten again with a friend, all examples of imaginative and co-operative play. Piaget (1965) discusses the importance of peer interactions to the childs moral feelings, values and beliefs. In the above examples C is engaging in play where the two children involved are expressing their interests and desires (i.e. interest in animals and the desire to have a pet kitten) when the same interests do not exist, an disequillibrium occurs (DeVries 1997) and dependent on the value of the relationship, the child may try and re-establish equilibrium, which is why Piaget suggests peer friendships, and ultimately peer play is essential to a childs operational and co-operational development. C participated in a game with three boys, which involved building a structure. C had to work with her peers, this game was more structured and therefore more implicit rules which is how Piaget (1965) explains the development of childhood moral values. Alternatively Vygotsky (1978) believed that the life long process of development is dependent on social interactions and this leads to cognitive development, which is also known as the zone of proximal development. C worked with three other students to work together to build using the wooden planks, C resolved the problem of where to put the planks to build the most sound structure independently problem solving. There is also an emphasis on play leading to the development of an imagination. This can be evidenced in C becoming a kitten, and behaving as a kitten would- licking her hands as paws etc. Vygotsky (1966) argues that all play involves the creation of an imaginary situation, liberating the child from realistic situational constraints, ultimately Vygotsky implies that childhood play and the transition to adult imagination are both rule bound, and this first develops through imaginative play as observed in C. Emotional development, self-regulation and containment largely derive from the quality of the childs early attachments (Bowlby 1969). Cs mother bought C into the classroom and C appeared reluctant to leave her mother, but she was comforted by the teacher and waved goodbye and did not appear to be distressed. This observation was completed at an early stage of the child attending school full time, therefore a certain amount of separation anxiety could be expected. However C was easily comforted by the teacher suggesting C had developed a secure attachment to her mother but was able to leave her without being anxious. This has important implications for Cs future adjustment at school. Granot and Mayseless (2001) suggest that those children with secure attachments adjust to school better than those with disorganised, avoidant or ambivalent attachment styles. Intellectual and cognitive development: Piaget (1957) theory of child cognitive development states that the child constructs and understands the world around them by experiencing discrepancies from what they already know and what they begin to discover. There are four stages of development, which Piaget discusses sensorimotor, pre-operational, concrete operational and formal operational. Due to Cs age (4 years 3 months) Piaget (1957) would describe C as being in the pre-operational stage mentally representing objects and engaging in symbolic play (seen throughout the observation). The pre-operational stage also links to Piaget and Inhelders (1948) stages of drawing. C demonstrated that she was in the later stages of the synthetic incapacity stage of drawing C had drawn a circular, closed figure with limbs but these were not in proportion, C has also not grasped a sense of perspective and the human figure did not fit the background feature in Cs case a bathtub. The synthetic incapacity stage of drawing runs parallel to the pre-operational stage hence why the picture was also in 2D, as C could only draw from her perspective replicating a bathtub from her internal mental representation. However Vygotsky (1966) theory of cognitive development varied from Piagets (1957) and he placed a greater importance on the cultural and social environment of the child being a vital part of the construction of knowledge. Learning through interactions with their peers, and the expectations, beliefs and traditions of their own cultures. Vygotksy (1966) also placed an importance of peer collaboration, as well as adult assistance in promoting the zone of proximal development, also known as the scaffolding process (Wood, Bruner, and Ross 1976). Scaffolding is very much used a teaching strategy and can be seen with C and her classmates. The teacher demonstrated the letter O and asked the children to copy both sound and movement, providing encouragement and reward when the task was done well. In this situation the teacher also split the task of recognising O down first explaining to the children, then asking the children to sound the letter out, before drawing on the whiteboard and asking the children to copy the writing action. C was then asked to draw the letter on a piece of paper, using the technique previously used by the teacher. C did this task well, suggesting the success of the scaffolding technique. In this observation C also began to demonstrate the beginnings of the development of theory of mind. Perner, Lang and Kloo (1999) suggest an intellectual and developmental shift in a child of around 4 years of age, including the acquisition of theory of mind and self-control. In this observation C and another child hid from a boy, they hid behind the shed, and therefore developed the understanding that if they hide from another that he will not know where they are. However Perner Lang, and Kloo (1999) also suggest a link between acquisition of theory of mind and self-control, but in the hide-and-seek game the two girls called the childs name and giggled, suggesting their executive control has not yet fully developed Moral and spiritual development: As previously described the school is a Roman Catholic school, and there is religious iconography in the classroom, including a picture of Mary and Jesus on the wall. The children are expected to pray three times a day as well as attend mass, collective worship and religious assemblies. There is also a greater emphasis on religious education starting from the early years class. Whilst the childs family are not religious, it is important to consider the impact that such a religious education may have on the childs concept of self and their moral, religious and spiritual development. Eriksson (1964) drew attention to the importance of religion and spirituality, emphasising that if successfully resolved at an early stage it can bring about the virtue of hope, transferring over time to mature faith and the ability to believe without evidence that the universe is trustworthy (Roehlkepartain, Benson, King and Wagener 2006). Eriksson (1964) also asserted that religion could provide a transcendent worldview, moral beliefs and behavioural norms. Cs religious development can be witnessed through her joining in the prayer at the end of the lesson time. C knew the words to the prayer and actively demonstrated the actions that accompanied the prayer. Whilst I only witnessed 5 sessions, if following the true Tavistock method, there may be more evidence of how C develops religiously, and whether attending a religious school affects her later outcomes in life as it has previously been suggested that religious schools have better discipline, school harmony and less racial discrimination (Jeynes 2002). Cs moral development was also demonstrated several times during this observation. On several occasions C helped out adults, as well as listening to the teacher and following instructions when asked. C did not demonstrate any behaviour that may have been construed as mean or selfish. The fact that C tidied up when asked would suggest that C has reached the pre-conventional level of moral development (Kohlberg 1971). C is responsive to the rules of the classroom and aware of the consequence of not following instructions. It could also be argued that Cs willingness to help at milk time could be seen as evidence of Kohlbergs stage 3 (1971), with C beginning to participate in good behaviour, to please and be approved by others. However Kohlbergs (1971) theory is considered to be gender biased with females typically scoring lower than males, Gilligan (1982) argues that females and males have differences in moral development. Without doing further observations it is not clear how C may cont inue to develop morally and how she would react to Kohlbergs moral questions. Concept of self: School is an incredibly important arena for a child developing its own concept of self, for it is the first time the child begins to identify itself in relation to a number of characteristics such as gender roles and racial identity. C is beginning to develop an internal model comprising of personality, self-esteem, stability and self-efficacy (Markus and Kitayama 1991). C is marking the beginning of her concept of self, by already demonstrating preferences for the type of play, peer relationships and her interests. She showed an interest in artistic activities such as painting and drawing (also seen in future observations) and mainly playing games with girls, however she did also participate in a game of construction with boys. However many children in early childhood cannot express their concept of self instead seeing the mind, self and free will as physical body parts (Damon and Hart 1982). This lies with children believing that animals, plants and some inanimate objects also possess a mind, whilst this did not occur in this observation; C clearly demonstrated this belief in a future observation believing a soft toy had feelings and thoughts of its own. How the child experiences their world: I felt that during the observation that C had a positive experience. Whilst she was initially reluctant to leave her mother, as soon as the teacher had led her into the classroom C appeared to forget about her separation anxiety and immediately became involved with the class. C appeared to do well at the educational task, and when she was given free time to choose a task she participated in several activities including playing with other children but also drawing on her own. She was very giggly appeared happy during the observation running around and playing. However as Piaget and Vonà ¨che (1929) reveal the difficulties in using the observation method to understand how the child experiences the setting and the culture within the school, as C does not spontaneously communicate her thoughts and feelings about her experience, and rather it is the observer who makes these judgements. Analysis of the observation as a series: Language development: C was the age of 4 years and 3 months when completing the observation, she has therefore begun to manage the concept of language and was beginning to experiment with more complex sentence structure and asking more complex questions. As would be expected of a child between the ages of 4-5 C was also developing her receptive skills and demonstrated an understanding of spatial concepts (McLaughlin 2006). For example the teacher asked C to retrieve the box of beads, which was behind the curtain and next to the green box of letter shapes and C was able to do this. She demonstrated that she could follow step-by-step complex instructions as well as the spatial concepts of behind and next to. However whilst C is developing what would be considered normally she also still has difficulty in pronouncing slightly longer words. For example C was playing a pretend game of hospitals with one child being ill and C playing the nurse, however C had difficulties in pronouncing the word hospital and instead pronounced it hopital. Children between the age of 4 and 5 are still developing their linguistic skills and word distortions do occur, and it is expected that in time C with encouragement from parents and teachers will be able to progress (Owens 2005). Cs continued behaviour continued to be much along the same level as the first observation and I was not surprised at her occasional mistakes, as she is not yet linguistically competent and neither would she be expected to be at the age of 4. Social and emotional development: As already discussed, the quality and nature of Cs early social interactions with her primary caregivers gives a template for future social relationships and is also integral to their general social and emotional development (Fabes, Gaertner and Popp 2006). During this observation and the other observations C appeared to have a very good temperament, disregarding the first observation C remained friendly and happy to be interacting with other children. During the 4th observation C was observed to share her own personal toy she had bought in for show and tell because another child had forgotten theirs, thus suggesting C is becoming socially competent and the beginnings of empathy. Sanson and Hemphill (2004) suggest that temperament has the potential to influence several behaviours including how children interact with peers and adults. This in turn suggests that C is able to self-regulate her own emotions. As Eisenberg Cumberland, Spinrad, Fabes, Shepard, Reiser (2001) suggests, those children who are able to self-regulate are more likely to seek out peer relationships and therefore are recognised as more socially competent. This was evidenced in Cs relationships with the other children in the class. C was observed to share her toys without pressure from adults, and she demonstrated an emergence of the understanding of others wishes and beliefs. Fabes, Gaertner and Popp (2006) also suggest that the development of social competence in school age children can be evidenced through the reciprocal relationships between peers, with positive interactions and the maintenance of social contact. Again during the observations I did not observe a negative interaction between C and another child. However I was only in the classroom for an hour a week, it is very likely that C had not completely developed socially, and is likely to have had negative experiences with some of her classmates. There may also have been the added effect of investigator bias, with the children realising that I was observing and therefore modifying their behaviour. Intellectual and cognitive development: Three of my observations were completed first session of the morning and included the routine of the register and phonics and learning to link the letters with the sounds of the letter and introducing an action to help the children represent this therefore using all aspects of learning (visual, auditory and kinetic). During one of my observations I arrived after lunchtime and before the children were again allowed to choose an activity. The class teacher had planned a numeracy session, with the children sitting on the carpet. The teacher would use an abacus and ask the children to count the beads along with her. I observed C and she participated in the task, and was able to count the beads. The teacher then moved three beads across and asked C how many beads were left to which she was able to respond 7. This is concurrent with Piagets (1980) pre-operational stage described previously. This is also suggested by Gelman and Gellistel (1978) who identified two types of numerical knowledge. The first being numerical reasoning and the second being numerical abstraction. Numerical abstraction ability is the process by which the child can abstract and represent numerical value. I observed C doing this when she was asked to move two beads on the abacus and work out how many were left, again an activity she was able to complete, indicating the development of counting principles and basic numerical abilities. As C was in the very early stages of her school life, there is very much an emphasis on play rather than academic activities, as this begins to be introduced later in the school year, therefore much of the evidence of Cs intellectual and cognitive development arose from the occasional structures activities and her interactions with peers and adults. Moral and spiritual development: Piaget (1965) suggested that moral development was a gradual process, running parallel to the stages of intelligence with each stage characterized by a different process (i.e. the pre-operational stage already discussed). He suggested that children go through a heteronomous stage guided by societies rules and boundaries which can be seen as very much enforced by school. As the child matures this becomes more autonomous as these rules and values become an ingrained part of the child. C is learning the rules of the classroom, and these eventually become fairly implicit (though occasionally children need reminding of the basics). Often I observed the class teacher telling the children to sit still, be quiet and to raise their hand when answering a question. Considering the age of C she did not break rules frequently. Occasionally I observed the teacher warn C if she was giggling and talking to a child sat next to her (not unusual behaviour for a 4-5 year old child) and C would stop the behaviour. There were children in the class who did not respond to verbal warnings and they were either asked to sit on their own in a corner, or as a more severe punishment sent to another class. C was therefore able to see the consequences of other childrens behaviour and realise that this could be applied to herself if she did not follow the rules. Bandura and McDonald (1963) also evidenced the influence of social reinforcement upon a childs moral development. They found childrens moral judgements could be altered using reinforcements and social modelling, much the same as teachers use during lesson time. Concept of self: C continued to display a marked preference for playing with children of the same sex. Whilst she would occasionally join in with boy games such as playing with cars and construction games she demonstrated an overall preference for playing dress-up (she participated in a dress up game in two other observations, including dressing up in an apron and playing out a cooking scene) and taking an interest in animals- expressed through enactment, picking a story about a tiger and through drawing (I observed C drawing a picture of herself walking 3 dogs.) As I found out when observing C, with the exception of her dad, she comes from a predominately female family. She has two older sisters who have also previously been at the school who are twins. Due to the predominately female environment that C has grown up in, it may be her preferences for gendered stereotyped activities may be learned behaviour, with children often learning perceived sex roles from parents and older siblings (Fauls and Smith 1956). Again it is difficult to discuss Cs concept of self, as it is largely based upon my observations. Whilst these observations were largely free of judgements it was difficult for me not to say how C appears to be developing in her concept of self. She appears happy and content during her time at school (excluding the first observation) as she could be quiet she had begun to establish good relationships with other children and appeared to be developing healthy self-esteem and positive self-concept. I felt this was due to her close and supportive relationship with her mother and class teacher both of whom appeared to take an interest in her work, encouraging C when she had done something well. How the child experiences their world: Only during the first observation did I feel that perhaps C might not be enjoying her school experience. During the first observation, conducted in very early September starting at 09:00 C was what could only be described as very distressed when her mum dropped her off in the morning. She clung to her mums skirt and was crying refusing to let go. The teacher took her had and led her in to the classroom and then arranged for her to be sat with a teaching assistant, who had the child on her lap. When C was encouraged to sit with her classmates she refused and began to cry again. This suggested that C was displaying separation anxiety (Bowlby 1973). However as Bowlby (1973) discusses this reaction will largely be due to a new and strange setting, considering it was one of Cs first days at school C was finding herself surrounded my new people without the knowledge that her primary caregiver was there so she could explore whilst having a secure base to which to return. However as I progressed through the observation series C began to settle into her surroundings and the new routine of school life. I observed two more sessions at the beginning of the day and C gradually became less distressed, though she still said goodbye and gave her mother a cuddle, suggesting a continuation of the secure attachment. Process of observing: Experience of being an observer: I initially felt very nervous of the whole project, though I felt this was largely down to the difficulties in securing not only a place to observe but also approaching a parent of a child who was going to be comfortable enough to allow a student social worker to observe. It is widely known that many people, especially parents of small children, have developed judgements of social workers largely due to the portrayal in popular media (Gibelman 2004). Fortunately I have very good links to the school I chose to complete my observations in having already completed work experience a few years ago, therefore there were no problems in securing a placement as they already knew and had built up a level of trust. The early years teacher introduced me to a parent, and I was expecting the mother to ask me lots of questions regarding the observation, whether they would be allowed a copy of my observations etcetera but the mother simply stated that it would be fine and that another of her children in the school had also been previously been involved in a study similar. I must have accidentally expressed my surprise at the ease of getting consent (I also thought that due to the age of the children many parents wou

Gillian Anderson :: essays research papers

Gillian Anderson has exceeded the point of recognition, and has become a role model for young and old alike. Her popularity has evolved over the years due in part for her notorious role as Special Agent Dana Scully, on the once cult hit television series The X-Files. With the show now entering its 7th season, presumed to be its last, the concern of the once apprehensive Gillian losing the role of Scully is no longer an aspect. The reputation of the character has brought the actress apperception, which has lead to her being featured on magazine covers, in books, on CDs, at conventions, in movies, and she’s one of the most popular candidates for a website to be created about. Nonetheless, Gillian Anderson has gone from virtually unknown to known all over the world, and that itself is reason enough for her to be written, and read, for that matter, about. Gillian Leigh Anderson began her life in Cook County, Chicago on August 9, 1968. By the time she was only a mere 6 months old, her and her family were residing in Puerto Rico. At the age of 1, she relocated once again, this time in London, England. At this point, it is safe to say that the Anderson family was somewhat nomadic. Now being an inhabitant of England, the family moved several more times. At the age of 5, Gillian was living in Crouch End in north London, where she attended her first school. By this time Gillian had spent most of her life in London but had picked up her parents’ American accent. Her classmates teased and taunted her, and she was bullied in the schoolyard. She immediately learned how to fight back, and she practiced her north London accent until it became impeccable enough to call her own. By the time Gillian was 11, with a settled home life, lots of friends, and the memories of once being an outsider well behind her, her parents decided to move ba ck to the United States. Gillian and her family relocated for the last time, in Grand Rapids, Michigan. Now back in the states, Gillian’s accent once again alienated her from the other children, but this time it was for obtaining a British, not American, accent. She had left the exciting London behind and by contrast Grand Rapids hardly measured up. Grand Rapids is a sleepy prairie town, and the kids were totally out of it as far as she was concerned.