Psychology Ch 6 Answer to Study Guide

Part 6: 1. From an operant molding point of view, it is significant for guardians to â€Å"catch kids being good† and commendation them. In operant condition we learn dependent on the activity and outcome. For instance, guardians advise their children to tidy up their room. At that point when they tidy up their room, we give them candy or cash. Another model would be when guardians see their youngsters or pets accomplishing something great without letting them know, in result they reward them. Kids will before long do it constantly all alone. This is so hard to do in light of the fact that sooner or later they will consistently anticipate a prize or commendation in the wake of accomplishing something great. 2.A ordinary dread of mines our be my dread of pooches. I think of it as a typical dread on the grounds that my neighbor use to consistently get a pit-bull and they would consistently get free at whatever point he wasn’t at home. So we couldn’t head outside or do anything fun. For instance, one day we miss school one morning in light of the fact that the pooch was free and my sister and I was apprehensive it would assault us. A dread of mines that I believe is a fear is Arachnophobia and Astraphobia. The dread of insects and lightning. I truly don't recollect how I build up these feelings of trepidation, however every time I see a creepy crawly I run the other way. At the point when it lightning I don't head outside or in a live with heaps of windows.However, I do recollect how I build up my dread of mutts. At the point when I was little my grandma use to state in the event that you be terrible that pooch is going to bit you. As of now my uncle was remaining with my grandma and he had two major canines that was supposal innocuous. 3. I concur that so much discussion about the negative impacts of savagery on TV and in computer games is an over response. Guardians should screen what their kids are open to. Just, in light of the fact that t he brutality they see can lead a few people to think and accept that its alright do something very similar, all things considered. The computer games that they play just make them more curious.For model, my mother would instruct us not to resist my grandma while she was path grinding away. So my sister and sibling would hold up until our grandmother would nod off to watch what we needed to. My mom had advised us not to observe so much TV, in light of the fact that a large portion of the TV shows had savagery and a great deal of different things she didn’t need us to watch or hear. So my sibling chose not to tune in and watch and practice what he saw on television. On day my mom found him rehearsing what he saw and hear. Section 11 Journal 4. The most prevailing piece of my character is my self image. The inner self in light of the fact that dependent on Freud models in the book and his explanation.Pushing myself to accomplish something like the ID. Rather than, feeling remors eful and advise myself not to consider it any longer. Um like the inner self, consistently have an arrangement on the off chance that something turns out badly. Particularly when I accomplish something incorrectly. I for the most part experience psychotic tension, as per Freud. Freud Wald says, I create masochist tension when my id gains out of power and my inner self cannot resist. I have no influence over my id. 5. Once I was keeping an eye on two little cousin. I knew I wasn’t assume to take them out and let them watch a startling film. I figure they was at that point debilitated and it saw freezing outside and raining.In this circumstance I utilized my id and created moral tension. After that they had gotten pneumonias and I felt extremely remorseful. Behaviorist would new this occasion as an encounter and next time I would do it once more. 6. The behaviorist and social learning speculations is the hypothesis of character from this part better clarify my character. I stat e this on the grounds that their conduct is decide. Our character structure depends on propensities and expectances and our boundaries to self-awareness is a maladaptive propensities, and unfortunate condition. Section 13 Journal: 1. On the off chance that I was experiencing a significant despondency, I would consider taking an enemy of depression.Because I might want to feel ordinary, and not all that discourage constantly. Also, significant discouragement can make self destruction considerations. Truly, on the off chance that I was a diabetic or showing some kindness or liver issues. I would take meds for these conditions. I truly don’t think about this one yet most likely on the grounds that the others issues can cause increasingly significant issues and we wouldn’t truly know when our minds are broken. 2. Truly, we can anticipate that that the occurrence of schizophrenia should hazard. I state this in light of the fact that as indicated by the book, it says that on e of the reason for schizophrenia environment.In condition, the issue is the casualty has been open to savagery, sexual maltreatment, demise, separate, partition. Which for the most part originates from useless families. In any case, not every person that are presented to these day to day environments will be schizophrenia. 3. I feel that it is a smart thought to constrain intellectually sick vagrants into an institutional setting and reward them to their benefit regardless of whether they denied the treatment. Just in light of the fact that they can hurt themselves as well as other people around them. Nobody should need or let somebody who present a mischief on themselves as well as other people around them to pondering around.

201603 ASSESSMENT A Essays - Education, Writing, Bibliography

201603 ASSESSMENT An Essays - Education, Writing, Bibliography ILSC Mac100 Assessment A : Research and Referencing (10%) For this evaluation you are required to show your capacity to: Embrace some exploration Compose a short article Rework, sum up and quote accurately Use in-content references Compose a reference list Errand: Write a short article, of somewhere in the range of 1000 and 1 3 00 words COMPARING TWO WELL-KNOWN PEOPLE or TWO WELL-KNOWN Organizations which you are keen on (sport, legislative issues, business, design) Models: Mourinho Guardiola Federer Nadal Clinton Trump Traditionalist Labor Zara and HM Oxfam Unicef And so on and so forth Your article ought to be efficient, so you should PLAN how you will think about them all through the paper. e.g You may separate the exposition into likenesses and contrasts Or on the other hand various passages could concentrate on various angles ( e.g youth, significant accomplishments , riches/benefit, likely arrangements and so on ) In your last proclamation, you ought to demonstrate what we can gain from these individuals You should use somewhere in the range of 4 and 8 sources . Attempt and utilize an assortment of sources (for example 1 youtube video , 1 online paper, 2 sites). Your sources ought to be proper for the undertaking (basic perusing: important, solid, cutting-edge and so forth - NOT Wikipedia!!) All the data ought to be PARAPHRASED (except if it is suitable to utilize direct statements). BE CAREFUL - WITH THIS TASK IT IS TEMPTING TO JUST COPY-PASTE!! Keep in mind: when you are inquiring about, utilize the understanding methods (skim, examine, concentrated) APPROPRIATELY Your paper ought to be organized suitably and must remember for content references and a reference list. Your fundamental thoughts ought to be bolstered with explicit models as well as insights as suitable You should present your paper onto TURNITIN The cutoff time for accommodation is: Late accommodation will be punished (the most extreme imprint for late entries will be the pass mark, 60%) Imprints will be granted as follows: Referencing Exactness of the reference list (utilizing the Harvard System as shows up in the ARU manual for referencing) Precision of in-content referencing and direct quote(s) 10 Content There must be a COMPARISON all through the exposition. You should bolster the fundamental thoughts with EVIDENCE 10 Structure Introduction/fundamental body/end Attachment between passages 5 Utilization of English (vocab, syntax, accentuation) *you may be evaluated on your own words!! 5

Using Life-Like Essays to Secure Your Admission to College

Using Life-Like Essays to Secure Your Admission to CollegePlacing persuasive essay topics about education in the pages of your college applications is a tried and true method for securing a higher education. However, the potential time investment in writing and submitting this kind of essay can be overwhelming for some students. This is where essays by experts comes in. For the thousands of applicants who struggle to write this kind of essay and who know how much their essay topic should speak to the university admissions officers, an essay by experts will help.Essays by experts, or 'life-like' essays as they are sometimes called, can cover a variety of topics that could prove beneficial if they are included in your application, giving you the edge you need to convince the admissions officer that you are worth a second look. Whether you are struggling with your written communication skills or simply want to learn more about how to write an effective essay, you can find assistance in the form of one of these useful resources.In addition to direct assistance from professional essay writers, there are many ways to learn more about the essay writing process. College and university websites can provide ample information on essay writing. Here are some of the important facts that you can take away from a web search.The primary concern when writing an essay is the structure of the essay itself. It is not enough to simply write something that sounds good. A well-crafted essay must be well-organized, cogent, and designed to address its reader's concerns.You should focus on creating the best possible opportunity for your essay to get across all of your points as you organize the different sections. If you are not sure where to begin, you can consult with an essay specialist or your guidance counselor. All students have their own unique needs, so find out what it is that your counselor recommends and incorporate that into your presentation. Students often describe a major change or issue that has occurred in their lives as a major example for their essay topic.Students may also focus on their academic accomplishments or make an allusion to their interests by highlighting areas that are relevant to them. Students can relate to their essays using a variety of tools.One common example of a commonly used tool in the essay writing process is using the pronouns 'I,' 'me,' 'my,' 'mine,' 'myself,' and 'my.' By not only referencing those forms in your essay, but by using them as examples throughout your composition, you will be able to reach and interest the reader.The last key to the essay process is that you should write your essay in a relatively short paragraph, which should contain an introduction that touches on who you are, your interests, or where you hope to go in the future. With these powerful tips, you can put yourself ahead of the game and find the attention you deserve for your application to the college of your choice.

My Journey Towards The Counseling Profession - 1617 Words

My Journey To The Counseling Profession As I go down this road which is considered my life. I have realized that I have chosen the path of the person that I am today. My life up to this point was not an easy road and still has bumps in my future. In my past I have faced physical and emotional child abuse from my parents, death of my younger brother at a young age, my house burning down making my family homeless, Department of Family Services placing my brother and sisters into foster homes, and me becoming homeless again while trying finish high school. All of this led to me to joining the Army to realize there were different options in life. Learning from the past hardships is what led me to want to help others figure out to show they also can overcome hardships and that their past does not have to dictate their future. Throughout this paper I am going to take you through my journey by leading you through the concept of counseling as a professional identity, key characteristics of a counselor, duties and functions o f the different areas I could pursue as a counselor, then the four career paths I would pursue, followed by the top two career paths I would enjoy, and top two professional settings that I would like to work. Concept of Counseling as a Professional Identity To first identify the concept of counseling as a professional identity I have to explain that first through maturity you develop a professional identity as a person and personal values that mold you toShow MoreRelatedEssay about CCMH506 R2 Personality In Counseling Worksheet WK1819 Words   |  4 Pagesin Counseling Worksheet Respond to the following questions in 100 to 175 words each. Use references and citations when appropriate. 1. What is the philosophy of the counseling profession? How has this changed over time? Why is this important to study? A. My practical view of the philosophy of the counseling profession is that each session is a journey of self-exploration by the client, meant to increase his/her level of self-understanding and self-awareness. B. The counseling profession itselfRead MoreReflection And Reflection Of Group Counseling916 Words   |  4 PagesReflection of Group Counseling As I began the Group Process and Dynamics course, I was excited to become educated and experienced with group counseling. Group counseling is a topic I have enjoyed in the past and have continued to be fascinated by. I have learned the elements of a group process through observation and research. The group process consists of several elements that come together when the group begins and ends when the group is terminated. I have observed group norms, group cohesionRead MoreInterview with a School Counselor Essays1166 Words   |  5 Pages Interview with Mrs. Ross Freeman Abstract Counseling has many components in different fields such as a school counselor, marriage and family counseling, addiction counseling, individual and private practices, and many more. For my project, I interviewed Mrs. Ross Freeman, a school counselor who talks about her journey of becoming an Elementary School Counselor. We discuss what the requirement and cost were to receive a license in the counseling field. We were also able to discuss the averageRead MoreThe Professional Identity of a Mental Health Counselor1583 Words   |  7 Pagesprofessional identity, it is important to weigh out all options to make sure that the profession that is chosen, is what one would see themselves doing for a long time. It is more so of asking oneself if they feel they qualify for the career that they are about to take on. This paper will explain how to become an effective professional counselor, the roles and characteristics of the counseling professional, the different counseling associations, what is required to attain a state license and certification,Read MoreMulticultural Counselor Competencies Reflect On Culturally911 Words   |  4 Pages The Multicultural Counseling Competencies (Arrendondo et al., 1996; Sue and et al., 1992) set standards for the development of beliefs and attitudes, knowledge, and skills in three specific domains: the counselor’s self-awareness of personal beliefs, attitudes, values, and assumptions; understanding the worldview of the client; and the development of appropriate intervention strategies (Arrendondo, 1999). As read in the Journal for Social Action in Counseling and Psychology, CounselorsRead MoreChicken Of The Woods - Turkey Tail1738 Words   |  7 Pagesfully embrace. My version of this philosophy is to live by the Greek word arete, meaning being for the highest moral virtue. Applied to my careers in education and mental health, living with excellence and arete means embodying equanimity and clear mindedness to work for the betterment of humanity. My doctoral application is the next step in the pursuit of embodying these philosophies, which I began to during my Master’s program at SUNY Oswego. There, I found kinship with my professors, sharingRead MoreCase Study Of LMFT1140 Words   |  5 PagesI was very excited in my effort to locate and connect with the local LMFT chapter. I found out that there was none in my local area. So, I called the American Association of Marriage and Family Therapy in Baton Rouge Louisiana, they gave me a number of an LMFT repres entative who was located in Shreveport Louisiana which was about one hundred miles away from where I live. I generated a call to the LMFT representative in Shreveport but there was no answer. My next effort was to surf the Internet toRead MoreApplication Of Songwriting Intervention At My Outpatient Adolescent Group Last Month1385 Words   |  6 PagesI was eager to facilitate a songwriting intervention in my outpatient adolescent group last month. All eight patients appeared engaged while cutting out quotes, drawing, and gluing words meant to express how they view positive change in their lives. Each young person openly shared their narrative, all except one. With two minutes left of the group, she sighed and read her words aloud. A suicide note slowly formed. I asked several questions about the person in the song, ensured that the patient wouldRead MoreMy Experience With Group Counseling Essay1514 Words   |  7 Pagesnew ground. However, as I reflect on my journey, I truly appr eciate how this experience has enhanced my repertoire of essential tools; necessary for my prospective journey. The benefits of this class are invaluable to say the least, considering the amount of knowledge that was imparted to me. Overall, my experience in group counseling has opened my mind to a different world of possibilities and career opportunities. In fact, taking this class has really heighten my interest in pursuing a career in groupRead MoreHow I Changed My Life1509 Words   |  7 Pageshelp but reminisce back to my childhood, when I would spend my summer vacation with my grandparents in Greensboro, North Carolina. It was a given that I loved them, but it was their stories of endurance and steadfastness, during the Jim Crow era, that garnered my admiration towards them. The sharing of these life lessons became influential in the shaping of my purpose in my life. It is evident in my deep sense of appreciation for education, and humanitarian service. My grandmother was a tenured

Pre-hospital Intubation Free Essay Example, 1500 words

In relation to the theory of deontology, the idea that UK paramedics insert tracheal intubation to patients who need mechanical ventilation during emergency response is ethically acceptable. Since the theory of deontology is a ‘duty-based ethics’ (Kay, 1997), UK paramedics are obliged to perform tracheal intubation during emergency situation regardless of whether or not they are professionally capable of performing such as sensitive medical task. Considering the fact that only a few number of patients receive intubation each year, most of the UK paramedics who are assigned to respond on emergency cases do not have the professional competency and adequate experience to perform the actual tracheal intubation during emergency cases (Blacke, 2007). Since there are possible negative health consequences associated with the provision of esophageal intubation (Eddleston et al. 2006; Metersky, 2005), utilitarian theory does not accept giving UK paramedics the privilege to perform tracheal intubation on patients. Hunter (2006) explained that intubated patients are at risk of developing nosocomial bacterial pneumonia two days after using the mechanical ventilation. In line with this matter, several studies show that nosocomial bacterial pneumonia is a common factor that increases the mortality rate of intubated patients (Bercault Heyland et al. , 1999). We will write a custom essay sample on Pre-hospital Intubation or any topic specifically for you Only $17.96 $11.86/page (Olaechea et al. , 2003; Kappstein et al. , 1992) Over staying at the ICU would mean a signiticantly increase on the patients’ hospital bill. Impact of JRCALC’s Recommendation over the Role of UK Paramedics within the Healthcare System It is good to promote health and life-saving benefits of using SADs over the traditional endotracheal intubation technique.

The Impact Of Technology On The Accounting Industry

In today’s society, people cannot imagine life without technology. Technology has made life easier and has enabled individuals to do extraordinary things that were not possible in the past. As of right now my future major and career is in the accounting industry. Accounting has gone through many changes throughout the years. There are changes with technology, new regulations and standards, and the uncertainty of the economic market that may affect the accounting industry. The advancements of technology have been one of the biggest changes around the world, and it is also affecting the accounting world today. Future technologies will change the way accountants do their job, just like it has in the previous years. As the years pass, we will advance in the electronic field and the accounting industry will continue to advance with us. Modern technology is taking over traditional ways in accounting and is changing it for the better. New technologies and regulations will affect the future of accounting in a positive way by making the job easier with less room for error and by giving more communication opportunities and better time management. In the past, the entries were done manually and just one simple mistake could mean hours of recalculations and going through checking the money again. Now, after the computer programs, there is a lower margin for error and the mistakes are easier to find. Manual accounting was a laborious process that required accountants to spend timeShow MoreRelatedThe Effects of Technology on the Accounting Profession1065 Words   |  5 PagesThe Effects of Technology on the Accounting Profession ACC/340 The Effects of Technology on the Accounting Profession Advancements in technology have allowed companies, small and large, to keep accurate financial records and eliminate paper entries. Technology has also allowed individuals in the accounting field the ability to interpret the financial information efficiently and effectively. With the introduction of the internet, a company now has the option to expand their business beyond aRead MoreThe Impact of Contingencies on Management Accounting System Development.1725 Words   |  7 PagesManagement Accounting SYSTEM 1 3.0 THE IMPACT OF CONTINGENCIES ON MANAGEMENT ACCOUNTING SYSTEM DEVELOPMENT 2 ( i ) Environment 2 ( ii ) Strategies and mission 3 ( iii ) Technology 4 ( iv ) Firm interdependence 4 ( v ) Business unit, firm, and industry variables 5 ( vi ) Knowledge and observables factors 5 ( vii ) Culture 6 4.0 Summary and Conclusions 6 5.0 REFERENCE BOOKs 7 1.0 INTRODUCTION The management of a company needs to develop cost and management accounting systemsRead MoreSarbanes Oxley Federal Law1073 Words   |  5 PagesInformation technology industry is developing very fast today. Being self-accelerated, information Technology develops ever more rapidly than the millions of users require. Moreover, the technology is important not only for general users but also for business operations. That is because it provides both tangible and intangible benefits that help to increase profit and ensure the effectiveness of customer service. These factors basically make information technology organizations extremely profitableRead MoreEthical Codes For Professional Accountants1470 Words   |  6 Pagescommercial pressure. In the past, some companies had committed accounting fraud that brought severely loss to the society. Today, the general public’s trust in many institutions is decline. Therefore, restoring public trust in the accounting profession is one of th e major issues. This report is going to analyze the development of the problems, and its impact on the businesses, consumers, and investors. Development The accounting and assurance industry is undergoing a wide range of dramatic changes sinceRead MoreThe Role of Cost Accountants in Small Scale Manufacturing Industries in Nigeria1259 Words   |  6 PagesBACKGROUND OF THE STUDY The preponderance of vast number of small scale industries in Nigeria suggest that the situation offers substantial opportunity for the intensive development and improvement of this sector, with appropriate injections of technology, improved management, efficient marketing techniques and so forth (Echu, 2002). The contributions of small industries to development are generally acknowledged. Small industries face many obstacles that limit their long term performance and invariablyRead MoreAccountant Role In Business Essay1742 Words   |  7 Pages11/11/2017 Marta Silva â€Å"Are Management Accountants Important Strategic Partners in Corporate America’s Management teams? Despite the great stride in efforts made by the financial industry in the last twenty years, many still view management accountants as they were in the 1980s; the ‘scorekeeper’, the ‘corporate cop’, sitting in their cubicles running numbers from dusk to dawn. However, in the modern era accountants have started taking on new roles in corporations, becoming strategic plannersRead MoreIt Governance At Oxford Industries1404 Words   |  6 PagesIT Governance at Oxford Industries: Case Evaluation Oxford Industries was originally founded in 1942, from their inception to now, the company has undergone a huge transformation; migrating from domestic manufacturing roots towards a focus on designing, sourcing and marketing apparel products bearing prominent trademarks. Today Oxford Industries is an international apparel company that features a diverse portfolio of owned and licensed lifestyle brands, company-owned retail operations, and a collectionRead MoreData Collection and Analysis1675 Words   |  7 Pagesaims of the School Based Assessment are: 1. To gain an insight into the many laws and precepts that governs the daily operations of Scotia Bank. 2. To unearth the legal, social, ethical and technological issues that affects Scotia Bank and their impact on its operations. 3. To come to a conclusion on the basis of the topic selected and to derive appropriate recommendations. 4. To help the researcher in endorsing investigative proficiencies. 5. To consent to the development of improved attitudeRead MoreBusiness Model And Strategic Plan Part II963 Words   |  4 Pagesaddressed whether on a large or individual scale to evaluate what courses of actions can be taken to expand on improvement (Colbert, 2015). The third category of the analysis centers on opportunities that a business can emphasize within their respective industry or the professional environment (Colbert, 2015). The last section views risks that can develop from outside competitors or any problems that might arise from any influential source; therefore it is imperative that a business entity utilizes threatRead MoreTax Fraud613 Words   |  3 Pages Accounting Firms Showing Signs of Economic Growth Although accounting has often been described as a profession and industry that is fairly recessionary proof, is that really true? For the foreseeable future, individuals and businesses still need CPAs and accountants to prepare and file tax. Companies still require audits. The consulting and advisory services many accountants specialize in will continue to be in demand.If everyone, seemingly, needs an accountant, then the industry hasn’t suffered

Slavery and African Born Slaves free essay sample

Sank Critical Review Sank is a movie about, above all else, the unification and spiritual oneness of all African peoples no matter where they are in the world and no matter what oppression they face. To develop this theme, the movie takes us through the lives of several Africans that were taken from their homes and enslaved. It stars a young woman, Mona, who knows very little of her identity as an African at first, but is transformed into a slave named Shoal who works on a plantation where she gains first hand knowledge of the struggles of her people.She meets slaves who are African born and who fight to rebel in order to resist the temptation to assimilate and forget their true, singular identity as Africans. In the beginning, the main character Mona was seemingly apathetic and ignorant toward her heritage. She was disrespectfully taking obscene pictures in a fortress that had been a part Of the slave trafficking out of Africa during the Atlantic slave trade. We will write a custom essay sample on Slavery and African Born Slaves or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After wandering into the fortress dungeon, she is transformed into an American born slave on a plantation in the southern united States.The movie takes us wrought her trials as a slave as well as developing the hardships and oppression suffered by several African born slaves on the same plantation. The movie illustrates the many individual niches of the slaves who interact to create a troubled community that supports each other through cooperation, but which also is being torn apart. While there are a couple of slaves that are close to the masters called head slaves, most perform roles as midwives or are the leaders of rebellions against the masters.One mixed race slave is even a devout member of the Christian church under the exclusive control of white minister who encourages the slave to try and instill the Christian faith in his peers. One goal achieved by the movie in showing the slaves in their specific roles in the community is to demonstrate the struggle to stay united under one identity, African, in order to survive their oppressive masters. At several points in the movie they come together even under the threat of the whip or even death.On one specific occasion, they rally to help a midwife deliver a baby from a dead woman who had been flogged to death by one of the head slaves. Another example of their unification even against there own mind is that they secretly unite with other slaves from other plantations to find a way to get them all freed, but ca nnot bring certain slaves for fear of word getting back to their masters. Shoal is transformed by her first person experiences as a slave. She begins to understand that to be African is a true and unifying identity, and no matter where or in what point in time they are, all Africans are connected through a single identity.She begins to think far more spiritually; toward the end of the movie she even speaks of flying over the ocean back to Africa to be with her people. She begins to think of herself as a less tangible being, more a spirit or energy in which she is entrapped by her body, which is entrapped by the slave owners. Moreover, by thinking of herself in this way she realizes she can never really be trapped, her spirit and soul are always free, she is in some way liberated by her realization that she is a separate entity from her body and her true self can never really be enslaved.Nun and Shannon are the two main people who help her develop this way of thinking. Because Shoal was a slave born in the United States and avian never actually lived in Africa, she is void of the unified and intangible way of thinking m any of the other slaves were ingrained with during their time in Africa. Also, She is sheltered from the African born slaves for much of her life because she was made to work in the house, however as she befriends the slaves that work in the field she slowly learns more and more about her heritage. She is in awe of the strength and rebelliousness of the African born field slaves. They help her to separate herself from the identity she has built based on the society she grew up in. Early on in the film, she is seemingly content with her life and even though she is thought of as inferior and is raped and oppressed, she seems to be mostly content with an underlying feeling that her situation is unavoidable. The other slaves who know of freedom and a better place and ache to return begin to instill in her these new feelings Of rebellion and hatred for her oppressive masters.In a sense, Nun and Shannon help to deconstruct the social reality which she has created for herself and the helplessness that comes along with it in order to instill one of pride for her heritage, intangibleness of her true being, and temporariness of her situation instead. The inverse character of the slaves in the field that help her in liberating herself is another slave who is the son of Nun (who was raped on her voyage to America at fourteen) named Joe.Joeys mother is a very strong, rebellious, and helpful character in the movie who is well respected and looked up to by many of the other slaves. She is a powerful force in the community, feared by the slave owners for her ability to unite and rally the slaves against them. However, her son, who is of mixed race, becomes a master slave or a slave that works with their white masters in punishing and organizing the other slaves.He is also enthralled with the Christian church and becomes one of its most devout attendees, despite his mothers strong belief in her African religion. This character represents an African almost completely assimilated into the new way of life without any struggle and one who is dismissive of his culture and heritage. This is what Shoal is ultimately trying to escape and this character helps her do so by vying her perspective of what her ignorance of true identity can lead her to.All of this true self and African identity that Shoal is just now developing has always been a part of her African born counterparts life. The meaning of the term Sank in the context of the film is to go back in the past and us e experiences gained to better yourself in the present and future. Sank relates to the movie because Mona is quite literally going to the past and gaining knowledge Of the struggles Of her people in order to better connect her to the singular identity as an African.The movie shows how Africans, when enslaved and suffering oppression, were forced to rally together and strengthen this bond as a singular being and, as in the movie, band together against their common enemy. Shoal had never had this identity because she had never lived in Africa, and being born in the United States had nothing of Africa to grasp onto when developing her identity. It is a message to all those of African descent, reminding them of their heritage and the hardships their ancestors suffered unwillingly but still with dignity.At the conclusion of the film, after a dramatic ending in which Shoal is initiated into Shanias religion, and Joe kills his mother Nun and is subsequently burned alive after locking himself in the church, Mona reappears in present day obviously profoundl y affected by her experience and joins a group of Africans looking out over the sea. In the crowd she sees Nun sitting, staring out over the ocean. This helps to illustrate that the knowledge of intangibility of ones true self, and the unification of Africans under one single identity had been developed through Moans experiences with Sank.

The Relationship between Literacy, Education and New media

Introduction The thesis statement for this essay will be to analyze the relationship that exists between literacy, education and new media, which includes; the Internet, technology, e-learning, e-commerce, digital technology and information literacy. The essay will analyze each of these concepts by looking at how they affect each other and whether the relationship that exists between them is complex or easy to define.Advertising We will write a custom essay sample on The Relationship between Literacy, Education and New media specifically for you for only $16.05 $11/page Learn More This will involve analyzing each of the concepts separately by defining what literacy, education and new media means and determining whether there is an interconnection between the three concepts. The essay will also focus on the various issues and aspects that support the relationship of the three concepts as well as the thesis statement. Definition of Literacy, Education and New Media Literacy is defined as an act of critically understanding the current situation of the world. It is a means of extending an individual’s efforts towards education where individual acquires the necessary tools that will be used in developing solutions to problems. Literacy leads to education, the result of which is usually empowerment through the acquisition of necessary skills and knowledge that can be used in the effective functioning of the individual within a societal or community context. Literate people are viewed to have better reasoning skills than people who are illiterate or lack any basic knowledge (UNES 11). Literacy helps individuals to lead a better quality of life as they have the necessary skills and knowledge that can be used to better their lives. Literacy also helps people to utilize their knowledge and skills gained from education by participating in activities that will see them benefiting from the use of their skills and knowledge. To add on, Li teracy allows people to join gainful employment so that they can be able to fully utilize their educational experience for maximum benefits that come in the form of salaries, wages and work benefits (UNES 10). The main goal of education is to provide people with knowledge and information which they can use to better their lives in a positive way. Education empowers people to be able to think and act based on their existing knowledge on what is right or wrong. It also improves the self esteem and self confidence of an individual by motivating them to be better than what they are through the use of information.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Education is considered by many sociologists to be an important tool in developing intellectual capacities and potential in people who are going to be involved in human capital formations. People who have received some form of education are viewed to be literate as they have gained the skills that will allow them to perform even the simplest tasks (UNES 10). The use of new media in the recent past has increased with new media technologies playing a significant role within the education sector of most developed countries (Leaning 49). The modern world is today experiencing an explosion in the form of information technology where more and more activities are becoming computerized and Internet based. Education today has become more computerized with more and more institutions seeking to conduct their learning processes in virtual classrooms where students do not have to attend the real class. The increasing use of the Internet as a learning tool has also increased significantly with most learning institutions incorporating the various programs within the Internet for their learning activities (Kumari 4). The Relationship between Literacy, Education and New Media The general relationship that exists between literacy, education an d new media is not as simple and easy to understand as it should be. This is because the impact of education on new media and literacy solely depends on certain issues which include what is taught in educational institutions and how much the learners can be able to learn at a given time. The content of education will determine the impact that this concept has on literacy and new media as it is the educational contents and teaching methods that determine the relationship that exists between the three terms. Issues such as the interaction of education with social and economic environments will also determine the kind of relationship that exists between education, literacy and new media. Social factors such as the culture of the society will determine the literacy levels of the people within that society and it will have an important impact on education as well as new media technology (UNES 11). According to Vasudevan (63) literacy studies and education were marked by a significant shi ft in their theoretical and methodological concepts in the early 1980s that saw a change in the educational systems that were in use during that time. These shifts were mostly influenced by the introduction of portable technologies that could be used by school going children to improve on their literacy and intellectual capacity.Advertising We will write a custom essay sample on The Relationship between Literacy, Education and New media specifically for you for only $16.05 $11/page Learn More Such portable technologies included lap tops, walkmans and radios that would be used by most teachers in their learning exercises. Digital or new media were therefore deemed to have a relationship with literacy and education in most learning institutions during the late 1980s and the early 1990s (Vasudevan 63). In the current world today, the relationship that exists between literacy, education and new media is often at times far removed from the reality on the gro und based on what the current practices of learning are in most educational institutions. This is evident when most students prefer digital learning media to attending classroom lectures as these media offer far better learning exercises than classroom teachers or lecturers. Also many urban youth especially in the developed countries have become more digitalized and technology savvy yet they continue to be confined in analog schools that use blackboards and chalk as teaching tools. This has created a digital divide in urban educational institutions where educational literacy is being challenged by the multimodal communication practices of the existing technological revolution as well as the multimedia literacy skilled revolution (Vasudevan 64). The digital divide between education and literacy has also been increased by the introduction of e-learning equipment such as school web pages and desktop publishing tools that allow students to incorporate educational practices and learning techniques in the new media technology. Many students in the United States prefer to use digital technology when performing their assignments and class tasks as it not only provides a practical approach to learning but it also allows for the various understandings of social constructs within the current world. Digital students are able to learn at a faster pace and they are able to cover the course syllabus at a faster speed than their traditional counterparts who prefer the old classroom style of learning (Vasudevan 64).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Apart from the digital divide, it is no longer possible to consider literacy, education or new media in isolation as these concepts are affected by similar social, economic and technological factors. The emerging dominance of technology in educational aspects has spurred a shift in the line of thinking when it comes to determining whether a relationship exists between the three concepts. New media has impacted on literacy and education in both a positive and negative way where most school based curricula have incorporated the use of digitalized learning modes in their educational exercises. The positive side of this will be that the literacy development of students will be more practical in nature rather than theoretical as the digitalized exercises offer practical exercises while the negative side of this will be that the slow learners will not be able to catch up on the learning exercises. New media therefore bridges the gap that is created between literacy and education when the practical application of education in literacy comes in. New media therefore provides the means that can be used in presenting and communicating educational content at the various stages of intellectual development (Kress 1). Conclusion The thesis statement for this essay was â€Å"to analyze the relationship that exists between literacy, education and new media which includes the Internet, technology, e-learning, e-commerce, digital technology and information literacy†. The relationship that exists between literacy, education and new media while complex in nature has continued to grow over the years with the continued introduction of technological innovations that are meant to make life easier. This relationship is viewed to continue growing stronger as more educational institutions incorporate the use of new media in the literacy development and educational practices. Works Cited Kress, Gunther. Literacy in the new media age. London, UK: Routledge, 2003. Print. Kumari, Sari ta. Increasing role of technology in education. Delhi, India: Isha Books, 2004. Print. Leaning, Mark. Issues in information and media literacy: criticism, history and policy. California, US: Informing Science Press, 2009. Print. UNES. Relationship between literacy, education and development, n.d. Web. Vasudevan, Lalitha. â€Å"Educations remix: new media, literacy’s, and the emerging digital Geographies†. Digital Culture and Education. 2.1 (June. 2010): 62-82. Print. This essay on The Relationship between Literacy, Education and New media was written and submitted by user Mas0n to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Biography of Erick Erickson

Biography of Erick Erickson Free Online Research Papers Erickson became aware of the massive influence of culture on behavior and placed more emphasis on the external world. Such as depression and wars. He felt the course of development is determined by the interaction of the body, mind and culture. He organized life into eight stages that extend from birth to death. Since adulthood covers a span of many years, erickson divided the stages of adulthood into the experiences of young adults, middle aged adults and older adults. Ericksons basic philosophy might be said to rest on two major themes: 1. The world gets bigger as we go along and 2. Failure is cumulative. 1. Infancy: birth to 18 months, this is trust vs. mistrust our basic strength is drive and hope with this stage there is a big emphasis on the mothers positive and loving care for the child and on visual contact and touch if we successfully go through this stage in life is basically ok and have confidence in the future. If we fail to trust and are always frustrated because our needs are not meet, we meet, we may end up with a feeling of worthlessness and a mistrust of the world in general. The most significant relationship is with the material parent or whoever is our care giver. 2. Early childhood: 18months to 3 years, this is autonomy vs. shame our basic strengths are self control, courage, and will. During this stage we learn to master skills for ourselves, not only do we learn to walk, talk, and feed ourselves we are learning motor skills and toilet training. Here we have the opportunity to build self esteem and autonomy we gain more control of our body and new skills learning right from wrong. Our skills during the terrible twos is our ability to use the powerful word â€Å"no† this develops important skills of the will. If were shamed in the process of toilet training or in learning other skills we may feel great shame and doubt of our capabilities and suffer low self esteem as a result. The most significant relationship is with parents. 3. Play age:3 to 5 years old this is initiative vs. guilt our basic strength is purpose. During this stage we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Barbie and ken toys phones and miniature cars. We also begin to use that wonderful word for exploring the word â€Å"why†. At this stage we usually become involved in the classic â€Å"oedipal struggle† and resolve this struggle through social role identification. If were frustrated over natural desires and goals, we may easily experience guilt. The most significant relationship is with the basic family. 4. School age:6 to 12 years old this is industry vs. inferiority our basic strengths are method and competence. During this stage we are capable of learning, creating and accomplishing numerous new skills and knowledge, this developing a sense of industry. This is also a very social stage of development and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and sef esteem. At this age parents are no longer the complete authorities they once were, although they are still important. 5. Adolescence: 12 to 18 years old this is identity vs. role confusion and our basic strengths are devotion and fidelity. At this stage Development mostly depends upon what is done to us. From here on out, development depends primarily upon what we do. Life is definitely getting more complex as we attempt to find our own identity, struggle with social interactions, and grapple with moral issues. Our task is to discover who we are as individuals separate from our family members of a wider society. If we are unsuccessful in navigating this stage, we will experience role confusion and upheaval. The problem is that we don’t have much experience and find it easy to substitute ideals for experience. We can also develop strong devotion to friends and causes. It is no surprise that our most significant relationships are with peer groups. 6.young adulthood: 18 to 35 years old this is intimacy and solidarity vs. isolation and our basic strengths are affiliation and love. In the initial stage of being an adult we seek one or more companions and love. We try to find mutually satisfying relationships, primarily through marriage and friends, we also begin to start a family. If negotiating this stage is successful, we can experience intimacy on a deep level. If were not successful, isolation and distance from others may occur. When we don’t find it easy to create satisfying relationships, our world can began to shrink as, in defense, we can feel superior to others. Our significant relationships are with martial partners and friends. 7. Middle adulthood:35 to 55 or 65 years old this is generativity vs. self absorption or stagnation and basic strengths are production and care. Middle-aged is when we tend to be occupied with creative and meaningful work and with issues surrounding our family. We can expect to â€Å"be in charge† the role we’ve longer envied. The significant task is to perpetuate culture and transmit values of the culture through the family and working to establish a stable environment. Strength comes through care of others and production of something that contributes to the betterment of society calls generativity when were in this stage we often fear inactivity and meaninglessness. As our children leave home we may be faced with major life changes the midlife crisis and struggle with finding new meanings and purposes. If we don’t get through this stage successful, we can become self absorbed and stagnate. Significant relationships are within workplace, the community and the family. 8. Late adulthood:55 or 65 to death this is integrity vs. despair and the basic strengths are wisdom. Much of life is preparing for the middle adulthood stage and the last stage is recovering from it. As older adults we can 0often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we’ve made a contribution to life this is called integrity. Our strength comes from a wisdom that the world is very large and we now have a detached concern for whole of life, accepting death as the completion of life. Some adults may reach this stage and despair at there experiences and perceived failures. They may fear death as they struggle to find a purpose to there lives, the significant relationship is with all of mankind. Research Papers on Biography of Erick EricksonPersonal Experience with Teen PregnancyHip-Hop is ArtEffects of Television Violence on ChildrenInfluences of Socio-Economic Status of Married MalesThe Hockey GameBionic Assembly System: A New Concept of SelfRelationship between Media Coverage and Social andComparison: Letter from Birmingham and CritoThe Project Managment Office SystemThe Relationship Between Delinquency and Drug Use

Evaluation of Conflict Management Styles Research Paper

Evaluation of Conflict Management Styles - Research Paper Example Conflicts may take place at any point in time and at any place. The common cause of conflict involves a difference in ideas, attitudes, standards, requirements, and expectations. These disagreements cause each party to ascertain some actions, indecisions, and reactions. When communication has unforeseen or undesirable fallouts, it is general to fuss about what might be mistaken or complaint about what is off beam with the other person. It is much more prolific, however, to an emphasis on what occurred (Marion, 22; Rahim, 583; Romero, 2983). Instead of disturbing or making conventions about other parties in the conflict, it is more fruitful to an emphasis on reckoning out variances and disagreements to gain common perspectives and create collective resolutions. Conflict Styles Assessment and Interpretation On the basis of the importance of goals and relationships are to the contradictory parties, there are five conflict management styles that displays different levels of the two major factors that are assertiveness and cooperation. . Each of the conflict management styles bears different strengths and weaknesses. For the conflict management, all of the styles are being used by individual and organizations to some degree. The five ways through which conflicts can be managed include: compromising, forcing and competing, avoiding and withdrawing, accommodating and smoothing and confronting and collaborating. No single style is suitable in all situations. Indeed, organizations teamed up with individuals that bear members with all five conflict management styles can be very effectual and efficient if those individuals keep asserting those strengths and powers associated with each style. Withdrawing and Avoiding This style requires low assertiveness and low cooperation. People who are agreeable to give up both individual goals and relations withdraw and avoid conflict. They are neither self-confident nor helpful. They normally try to avoid the real conflict and become external observers. By heeding their advice and inputs, organization and other team members advance valuable feedback on evolving issues and concerns, as well as other conflict party members’ behavior that are adopting or obstructing resolution (Schmidt, 4057; Thompson, 26). The key characteristics that these types of conflict management style adapters possess include low level of assertive and cooperative. They generally keep themselves away from issues and matters that may raise a conflict. Their common belief is that conflict resolution is very much difficult and it is easier to avoid a conflict or withdraw physically and psychologically from it than to face it. Forcing and Competing People who trail objectives at the overhead of relationships and dealings are competitive and forceful. They are found to be extremely assertive but not predominantly cooperative.  

Small Business Management Essay Example | Topics and Well Written Essays - 750 words

Small Business Management - Essay Example If the company decided to open another online store it would not impact the cash position of the company. The firm will be able to absorb the additional cost of opening a new store without hurting the liquidity of the firm. 2. Is My Friend Bookstore a good candidate for franchising? I do not think that My Friend Bookstore is a good candidate for franchising. The firm is currently operating under special circumstances which may not be able to be replicated. The company has no fixed cost because it operates out of a dorm. The dorm location allows the firm to deliver books to the university students free of charge. The prime location also gives the company an advantage as far as having a great supply of used books since college students have so many books. The used book market is also very risky. Since publishers changed editions almost every year the used textbooks become obsolete very fast. Another disadvantage of franchising the business concept is that it is very easy to duplicate a n online bookstore. It might become hard to sell franchises of a product that has such a low barrier of entry. 3. Describe what the owners would have to do to prepare to franchise their business? There are different steps that must be taken to move a company from a single operation to a franchise. The first step is to determine whether the company is ready to take this huge step. The business concept must be evaluated to determine if the offering is unique and if there is a market for the product or service being offered. The company must be in a good financial condition to absorb the initial cost of the expansion plan such as added infrastructure and marketing expenses. Prior to making the step of choosing the franchise model management must evaluate all other expansion strategies such as joint venture, strategic alliances, licensing, and subsidiaries. The second big step in forming a franchise is to comply with legal requirements. A business prior to selling franchises in the Unit ed States must register a franchise disclosure document with the Federal Trade Commission (Tice, 2011). The firm has to create a plan on how to advertise to sell franchises either domestically or internationally. Once the franchises are sold the firm has to serve the franchises. This includes giving training, selling inventory, and providing advertising. 4. The three partners own the bookstore equally. What are some of the difficulties they may encounter in sharing management duties equally? It is not uncommon for a business venture to have more than one owner. In this case there are three partners in charge of My Friends Bookstore. The partners might face difficulties dividing the managerial work because there is not a clear division of labor among the partners. It is more ideal to have only one manager in charge of the operation. This way the employees will know exactly which instructions to follow. When there are several people serving the managerial role the employees might get mixed messages from the managerial staff. Another problem is that the partners might face conflict regarding how to divide the managerial functions. It is possible that under this scenario that one partner might want to take advantage of the other as far as passing on the managerial work to the next person. 5. What processes might the owners put in place to clarify their duties as equal partners? A way that the partners can divide work duties in a more orderly manner is to create

Affinity Orientation Discrimination Cases Study Essay Example for Free

Affinity Orientation Discrimination Cases Study Essay Imagine that you are a department manager and you find out that a man you work with has become a woman, or you find out a woman you work with enjoys the private company of woman, would these concepts cause you to discriminate against your employees in the workplace? Analysis of case studies, understanding applicable laws, and recommending clearly defined policies for the workplace will assist with understanding and preventing affinity orientation discrimination. It is important in todays workplace to have an intricate understanding of the difference between affinity orientation and the word sex as it pertains to Title VII of the Civil Rights Act of 1964 (Title VII). The term sex referred to in Title VII represents the gender of an individual employee. Affinity orientation refers to the intimate relationship that an individual may have with another individual of the same gender, or an individuals desire to become the opposite gender, either temporarily or permanently. There are various types of affinity orientation, none of which are protected by Title VII (Bennett-Alexander, 2001 p.243). One example affinity orientation would be a woman who is a lesbian or a man who is gay. It is becoming increasingly popular for men and women to have a surgical procedure performed to become the opposite gender; this too is a form of affinity orientation. Affinity orientation has become a subject of adversity in the workforce as a result of there being little protection against discrimination for employees participating in the various types of affinity orientation. Case study analysis is a method that management can utilize to better understand affinity orientation in the workplace and preventing discrimination. Case Study #1 Michael is employed at ABC Hospital as an operating nurse. Michael had taken a leave of absence from work to have a gender change operation. Upon Michaels return to work at ABC Hospital Michael wanted to be addressed by  the name Michelle. Since Michelle completed the gender change surgical procedures she felt that she had the right to utilize the womens locker room and shower like all the other women employed at ABC Hospital. The male employees did not want Michelle to use the mens locker room because of her gender change. The women refused to share the womens locker room with Michelle, because the women knew of Michelles original gender. At ABC Hospital it is standard procedure for operating room nurses to wear unisex surgical scrubs. Therefore, I do not see the reason why she want use the men locker and shower room. Michelle is not wearing a uniform dress with a cap as a nurse while at work. I feel that she is still considered as a man. Michelle is hoping to file discrimination against her co-workers since having the sex change because no one is accepting her as a female. If she were hired as a male she should not feel discriminatory. I think that she should be accommodated with a locker room and shower that is for either a man or a woman. Case Study #2 Tracy is a lesbian who alleges that she has been denied an internal company promotion due to the fact that her department manager does not want to support her lesbian lifestyle. Mr. Green, Tracys department manager, is accused of discriminating against Tracy by not writing her a letter of recommendation for a promotion. Tracy feels that the excellent yearly performance reviews that Mr. Green wrote for her entitles her to obtain a letter of recommendation from Mr. Green. There are legitimate reasons for Tracys discrimination claim to be denied. Title VII offers protection against discrimination at the workplace; however, Title VII does not protect against affinity orientation in the workplace. There are no federal laws that prevent a person from being fired or refused a job on the basis of affinity orientation. There are however, the First, Fifth, and Fourteenth Amendments to the Constitution of the United States of America, that offer freedom of speech, the right to privacy, and equal  protection under law (Bennett-Alexander, 2001, p.243). Tracy does not have a discrimination claim against her department manager Mr. Green as a result of affinity orientation. Tracys supervisor Mr. Green gave her excellent annual performance evaluations that are more than sufficient enough to apply and expect to be eligible any company promotions. Mr. Green is not obligated to give employees letters of recommendation for promotions, transfers, or applications for employment inside or outside of the company where he is employed as a department manager. The company followed all employee performance review procedures correctly. It is standard practice for companies to place the best-suited candidate in vacant positions. The use of employment evaluations ensures that all candidates are given equal opportunity for job advancements. Should Mr. Green have given Tracy poor performance evaluations on a consistent basis, Tracy may have been able to prove a discrimination claim. It is important to have set policies in place to keep employees informed of what criteria must be met for company advancement or promotions. Employment manuals are a suitable method of ensuring that employees are notified of company policies. In an effort to eliminate future claims of discrimination in the workplace relating to company advancement, Mr. Green should have established set policies regarding letters of recommendation. It is recommended that Mr. Green have the employee manual clearly state that department managers are not permitted to write referral letters for employees applying any positions within the company. The policy would be based on the fact that a letter of recommendation made by a department manager could indicate preference in the workplace and unfair advantage for certain employees. Another option Mr. Green could have implemented would be to permit employees to obtain letters of recommendation from sources outside of the company. Outside recommendations could strengthen an employees resume while not creating the opportunity for discrimination in the workplace. An implemented policy that addresses the importance of an employees ability to meet and  satisfy the requirements of the position would lessen the likeliness of a discrimination claim. Regardless of which position the company takes with respect to letters of recommendation, employees would be advised of company policies well in advance of applying for any positions within the company. Taking precautions in the workplace through the use of implemented policies can eliminate potential discrimination claims. Analyzing case studies, reviewing applicable laws, and recommending policies for the workplace are an excellent method of preventing affinity orientation discrimination. References Bennett-Alexander, D. D., Hartman, L. P. (2001). Employment Law for Business (III ed.) Boston, Massachusetts: Mc Graw-Hill Primis.

Interesting Person :: essays research papers

An interesting person should have lots of intrigues in his brain, and he should have a curious characteristic. So the adjective "interesting" seems to be the best word to describe me, there is no other better word. All of my old friends know I am a person who has lots of intrigues and happiness. In every important party, I am always invited to be the joker. For these reasons, I believe that I am the most interesting person I know. Interesting things were not strange to me when I was young. I still remember when I in primary school, I always thought about the difference between boys and girls. The most interesting matter was that why boys and girls went to different restrooms, and what was the difference of the 'equipment' inside restrooms. This question was always running around in my brain. Once I asked my father about it, but it might because my father grew up in a traditional Chinese family in which no one could talk about sex, his answer was " you will know when you get older!" which made me frustrated. Because I was extremely interested in this matter, so once I decided to switch the male-restroom card and the female-restroom card to see what would happen. The consequence was that no one knew how to use the 'equipment' in the switched restrooms. Finally, my class teacher who blamed me for tricking classmates told me about the differences between boys and girls. Till I entered high school, I still did not change my naughty characteristic. I have a very interesting experience to share with you: One time my brother drove me to school by his new Honda sports car, he drove faster by my request as I was going to be late. He stepped on the gas deeply and the sports car activated its V-tech function, in not more than 5 seconds, the sports car reached sixty miles per hour on the road supposed to drive thirty-five miles per hour at most. Unfortunately, we was unknowingly caught in an automated speed trap hid somewhere on the road, and it measured our speed using radar and photographed our car. Two days later, I received a ticket for forty dollars and a photo of my brother's car. Instead of payment, I sent the police department a photograph of forty dollars. Several days later, my brother told me that he received a strange letter from the police department that contained a ticket for a hundred dollars and a photo of handcuffs.

How Stressed Children Are in a Primary School Essay

The recent publication of a Cambridge research paper on high stress levels amongst UK primary school children made national headlines. It told parents of an uncomfortable truth that primary classrooms are not the places of fun and learning that typifies an idealistic notion of education in the UK. It spoke of stress, anxiety and worry in classrooms, where children show signs of distress due to high expectations, excessive workloads and having to shoulder unrealistic responsibilities. But just how accurate is this picture? Is it possible to expect young children to understand the complexities of the manifestations of stress and the inaccuracies of self-appraisal given possible low levels of emotional literacy? This paper explores how feasible it is to collect accurate data from children about their own stress and evaluates how such information can be collected. It concludes that there are a variety of ways of gaining information about stress from children, some better than others, but leaves no doubt that children can be ideal subjects for such research if the design and execution of the study is given due consideration. The world of primary education, it would seem, from anecdotal evidence from parents of primary school pupils, is not what it used to be. Clichà ©s such as ‘its not like it was in my days!’ or ‘school was much easier and more fun in the olden days!’ can often be heard echoing across parents groups in school  yards or in local supermarkets. But is school such a difficult place for children today? A recent paper, published by a Cambridge University research group would suggest that life in a primary school is not as stress free as most parents would want to assume. In order to help understand this uncomfortable notion, this paper will explore whether children are capable of giving accurate information about their stress levels and how this could be collected. Stress research is a well established field spanning eight decades, from Walter Cannon’s seminal work in 1927 on flight and flight, to Mark Kovacs’ recent paper on ‘Stress in the Workplace’, (Kovacs 2007). It fact it seems that there are very few areas of modern life that stress research has not touched upon. In relation to everyday activities, research covers stress at work (eg Kovacs 2007, McCarthy & Sheehan,1996), stress in the street (Brennan,1993), paradoxically there has been studies around stress in leisure activities (Noakes 1991) and crucially for this paper, stress in school environments (eg Williams & Gersch, 2004; Murray and Harrison, 2005 and the recently published Cambridge Primary Review paper 2007). The subject base for stress research has also been highly eclectic, ranging from stress in the elderly (Hodgson, Freedman &, Granger, 2004), to stress at birth and even stress levels in individuals not yet born, (Graham, Heim, Goodman, Miller and Nemeroff 1999). There is a case to be argued however, that very much like the Freudian theory of psychosexual development, there appears to be a relative ‘hiatus of interest’ in the levels of stress in children between the ages of 6 and 11. This crucial period of education covers the majority of Key Stage 1 and all of Key Stage 2 and it would seem to be a pivotal juncture in a child’s education. It is in this period that most children will be structuring their leaning patterns and assimilating vast amounts of knowledge in all areas of the school both academic and social. It could be considered somewhat remarkable therefore that there is relatively less stress research done in education at this age. It is particularly pertinent when we consider that this active period of learning is then brought to a close with the mandatory Key Stage 2 SAT papers. It is perhaps this singular event that indicates, for most pupils, their rights of passage into the world of secondary education where structured exams and revision regimes are rife. So why is it that research during this ‘Latency Period’ (Freud 1905d) of a child’s educational  development is so under represented? It could be because it now appears to be a relatively settled period in a child’s educational life. It may be that in most areas of the UK, the predominantly two-tier education system has removed a major period of transition half way through this phase of schooling. This process of downsizing transitions eradicated a well defined cause of stress in pupils and exaggerated difficulties in coping (Rudduck.J, 2004; Lohaus. A, 2004). However could it also be argued that models of stress and theories for coping with traumatic events are not comprehensive enough to cover this very specific area of children’s development in such settings? It is important therefore to explore how adult models of stress address environmental and personal issues and whether these can be attributed to children in a primary classroom. Stress models for adults Modern stress research has placed itself firmly within the interactionist perspective characterized largely by Lazarus and Folkman (1984). Their model for the possible development of stress explores the essential thought processes that occur in any given situation and the judgments the individual makes in assessing their own ability to cope with the demands placed upon them at any one time. This ‘appraisal’ and subsequent stress levels are governed primarily by recollecting previous performances and the effectiveness of learned coping strategies in similar situations. It seems clear then that by using the interactionist model, there may be opportunities to provide greater opportunities to understand children’s stress in the classroom. In order to fully explore this area, it seems pertinent to start by delving into specific models of stress that add to our knowledge about its development in adults and explore whether these could be used with children in a primary s chool environment. One such model that may be relevant to this paper was developed by Palmer, Cooper and Thomas (2001) who looked at stress in the workplace. This model proposes that there are six contributors to the development and/or the management of stress levels in and around most places of work. These mitigating factors include work/environmental demands, support, change and the worker’s role within the ‘company’ (see below). It would seem on first inspection that this is truly an adult model of stress as it is located in adult world of work. However as  there do not appear to be any established or substantial research as yet, to determine the difference between ‘work’ being in an office, a factory or a shop and ‘work’ as in a classroom, it could be argued that if the ‘classroom’ was seen as a workplace and pupils considered ‘employees’, Palmer et al’s model does have some relevance. Below is Palmer et al’s mo del as published in the ‘Health Education Journal’ 2001. Figure 1: Palmer, Cooper and Thomas’s model of stress in the work place (2001) A Stress model for children? Using the key structure of this model, it is possible to transpose details into a new representation that may be appropriate to help explore stress in children in a school situation. This process of transformation can largely be done by ‘translating’ words and terminology used in the flowchart above into words relevant and applicable to similar aspects of a school environment. A typical example of this would be that the reference to ‘employees’ would need to read ‘pupils’. Perhaps the more difficult aspect of this translation relates to its exploration of ‘negative outcomes’. It is clear that increased and sustained stress levels in children is less likely to lead to coronary heart disease or RSI in the short term than it would in adults, so perhaps more pertinent aspects of this section of the model would relate to an escalation in poor behaviours or higher absenteeism. Table 1 below shows a complete translation of Palmer et alâ₠¬â„¢s terminology using this ideology. Once this translation of meaning has been established then it appears that this model does provide some insight into possible factors that may contribute to stress levels in children. Further exploration of Palmer, Cooper and Thomas’s model would establish how these factors would impact upon the individual and at the whole school level. Table 2 on page 7 shows how Palmer et al’s structure would apply to a school model. It seems clear that there is a probable link between stress levels of a child in the classroom and organisational dysfunctions in the structure of the classroom and possibly to aspects of the whole school. This new model also shows where possible stressors come from for the pupil and how this could be managed to alleviate higher levels of stress across a school environment. It could be argued that a central difficulty in attributing the interactionist perspective model of stress to children is flawed by the intrinsic tenet of the model. Lazarus and Folkman (1984) believe that the essential tool of stress appraisal is the ability to reflect on past experiences to determine the individual’s ability to cope with the current situation. How then, does this model apply to young children whose experiences are more limited than those of an adult? Does this lack of experience allow a young child the ability to accurately evaluate past experiences against past  performances? An example of this could be when pupils are required to complete the Key Stage 1 SAT papers. Even though teachers will have tried to prepare each pupil with several practices in answering unfamiliar maths and literacy booklets, the actual test is unfamiliar due to the heightened expectations of the day itself. How are pupils able to reflect on past experiences of this? Perhaps the best that can be achieved is the familiarity with the style of the test but not necessarily with the SAT day itself. If this is the case, when the interactionist perspective is extrapolated to Key Stage 2 SATs it is likely that a bad experience in the Key Stage 1 SAT papers will affect perceptions of performance during the SAT tests in Year 6. Using this model, it must be argued that in order to achieve better results in Key Stage 2 SATs, there is a case to be made to enhance the positive experiences of sitting formal tests at an earlier age. This could be achieved by either taking away the pressure to achieve in Year 2 or indeed use these tests and tasks to give the pupils positive experiences to build upon. It is likely that a bad experience in Year 2 increases the likelihood of future failures or anxieties. To facilitate this process the model outlined in table 2 above could be used to facilitate good practice, improve support mechanisms, strengthen positive relationships and encourage a greater ability to handle change. This may also have a positive impact on the pupils and the whole school in the long term. The adaptation of Palmer, Cooper and Thomas’s model will allow a school practitioner the opportunity to affect whole school social dynamics by focusing upon the ‘potential hazards’ and being pro -active in offsetting the negative impact they can have on a school environment. But how successful have primary schools been so far in this role? Stress in the classroom In October 2007 the Cambridge Primary Review explored life in a primary classroom from a child’s perspective. The process of data collection, which took place between January and March 2007, collected evidence from a whole range of professionals in the primary education sector as well as people drawn from the wider community. These subjects included children themselves, who are referred to as ‘witnesses’ in the paper. In total there were nine Community locations in different parts of England, culminating in a total of  87 witness sessions, attended by over 750 people. This is clearly an important piece of research that cuts across cultural boundaries and local government differences. It would seem that this research is an amalgamation of collective thought, however there may be some difficulties with interviewing subjects such as children which will be explored in greater detail below. However such research conclusions cannot go unnoticed for long and immediately after its publication in academic circles, their conclusions made national headlines. It was this research that spawned a raft of emotive headlines across all forms of media in the UK. Articles fronted by ‘Children ‘stressed and depressed’ and ‘Primary Cause for concern’ were used offering direct quotes about what causes children such stress, citing: â€Å"the gloomy tenor of ‘what you hear on the news’ or by a generalised fear of strangers, burglars and street violence.† ITN webpage – Friday 12th October 07:05 am Furthermore articles in the media were concluding that: ‘ †¦our young children are anxious, badly behaved, stressed, depressed and obsessed with the cult of celebrity’ Garner, 2007 page 1 These emotive and somewhat generalized media headlines, alongside the Cambridge’s research papers demonstrate that there appears to be a high level of stress and depression in primary classrooms, but there is also a lot of anxiety in the ‘media’ at the possibility of there being stress and depression in the classroom. These headlines echo Mays’ conclusions who observed in his paper in ‘Stresses in Children’ (1996): ‘ there is still much to frighten, to frustrate and to intimidate a growing child’ (page 41) But just how successful are research methods and models of stress in helping to clarify and explain possible sources of stress in the primary classroom? Is it possible to accurately measure stress in children given some of the constraints of data collection? Perhaps more importantly are children able to understand the complexity of stress responses and have sufficient levels of emotional literacy to be able to accurately describe whether they are stressed or not? It seems a foregone conclusion, in stress research, that the respondent themselves is able to understand what stress is and how it affects them and to be able to recognise when they are stressed or not in given circumstances. It seems that collecting stress data from children is fraught with implicit difficulties. However, this should not deter such research being completed; it means only that the data collected may need a greater level of analysis and more rigorous reflection to be able to make any real conclusions. Collecting Stress data from Children There are two key difficulties with any stress research, both of which are applicable when exploring stress in children. The first central problem is that there is an absence of a common definition of stress and this makes research difficult due to the amorphous nature of how stress can manifest itself in different individuals (Ramsden 2007a). The second, somewhat related difficulty is that the vocabulary used to describe stress is often used loosely or interchangeably. It is not uncommon to read in books and research papers subsequent paragraphs using terms such as stress, anxiety, and worry to describe similar aspects of this phenomenon. Furthermore there is a central need to take care when referring to stress in terms of how it would change a person’s demeanor and/ or thought patterns. Stress research refers to stress as both a definition and a symptom. This can be somewhat overcome by trying to establish key differences in terms of relating anxiety as a symptom of stress, in very much the same way as references are made to headaches, depression and irrational thought, all of which may be as a direct result of the stress a person is under. However some research is now suggesting that stress, anxiety and depression are indeed co-variants and the inter-relationship and synonymous presence of all of these problems  together may indeed be: ‘ the rule rather than the exception.’ Compass and Hammem (1996)pg 242 If this comorbidity of anxiety, depression and stress has such strong bonds, then trying to ascertain what the differences are between these manifestations may be an impossible task. If this is the case then the interactionist perspective may indeed be the significant filter that holds such research together. By taking the essence of the Lazarus and Folkman (1984) model, the reason why a person feels they can’t cope is of secondary importance to the fact that they feel they can’t cope with current demands. Furthermore if such feelings of helplessness are born out of, or are exacerbated by, depressive tendencies then this is irrelevant to the basic fact that the individual feels they can’t cope with demands and therefore will be stressed. This tenet must then hold true for stress research into children. It does not seem to matter why the child feels stressed, the fact that they do, means that they are! That is, provided that they understand what feeling stressed i s, which falls back to the central difficulty of how effectively can you measure a phenomenon such as stress within a child when a child may not understand the phenomenon themselves? However, this then leads onto another dilemma. If it can be demonstrated that the children at the centre of the research have obtained a sufficient level of emotional literacy to determine what being stressed feels like, then to collect stress data in children, a methodological choice between two specific models needs to be made. The first strategy for collecting data uses the principle underlined by Selye (1934) that stress is a biological response to the environment and therefore it is possible to use biometric measures such as blood pressure and galvanic skin responses An alternative model such as that proposed by Lazarus and Folkman (1984) uses reflective self analysis to determine the individual’s ‘perception’ of their own stress. This second method can be collected in a number of ways but perhaps the most basic, but not necessarily the most simplistic, is either through questionnaires and/or interviewing the individual themselves. Before these qualitative methods are  discussed it is important to explore the more quantitative methods of data collection in children. Some of these discussion points can be found in Ramsden (2007b) which explores variations in data collection in greater detail, however it does not elucidate how they can be utilized with children and therefore it is worth touching on some of those points again but with specific reference for research with children. Biometric data collection in children If the argument is that children do not have the experiential capability to understand what stress is and the ability to describe accurately how they are feeling, or indeed able to recognise when they are stressed, then it seems plausible to assume that a more standardized, less subjective and fundamentally, a less reflective method of data collection is needed. In terms of stress research, the collection of such ‘clinical’ information must revolve around measuring biological responses rather than a child’s ability to tell the researcher when they are feeling stressed, and how this is different to when they are not feeling stressed. This biological method of data collection has its foundation in some of the earliest research into stress. Some of the very first experiments into the stress response were conducted by Hans Selye (1907-1982), an endocrinologist who conducted his work largely in the first half of the Twentieth Century. In his studies, he used biometric measurements from laboratory rats to determine the level of stress they were under. Selye, who was later given the accolade of the first person to define stress, referred to it as: † a non-specific (i.e. common) result of any demand on the body, whether the effect be mental or somatic† page 32 (Selye1936) His definition may well have some value here. If we take the stance that young children are indeed unable to identify accurately what stress is, then we should be measuring this ‘non-specific’ demand on the body in a purely biological way. It would seem plausible then that by observing children in a primary school throughout a typical day or week, and by taking regular  measurements, there may be a case to correlate variations in biological states at certain times of the day. Collecting data such as changes in blood pressure, pulse rates and sweating may give an insight into times when the body is under stress and when the child is calmer and more relaxed. This information could then be matched with events, observations and activities and correlated to show changes in responses to situations encountered. Using this method it should be relatively easy to find out whether participation in SAT tests or some other social situations, that blood pressure, pulse rates and GSR increase to reflect the physical, and by default, the emotional state of the child, and therefore conclude that this was or was not a stressful event for them. There may be a problem with this type of research however. Apart from some of the ethical difficulties, there is a crucial observation to be made. It could be argued that for children, the actual process of data collection may affect their stress levels. It could also be surmised that the actual method of data collection can be as stressful as the event in itself and therefore eradicate any impartiality in the result. There may be echoes here of the ‘Hawthorne effect’ (Roethlisberger & Dickson, 1939). Although a concept that has been applied to business models, it is worth exploring a little here. First established by Elton Mayo, Fritz Roethlisberge r and William J. Dickson who saw it as: ‘a temporary change to behavior or performance in response to a change in the environmental conditions.’ Roethlisberger & Dickson (1939)., page14 This definition is a salient one in this discussion. It could be argued that even if the outline of a study was not described to children, and even if the children were not aware that they were being studied so closely, there would be a difference in their day because at somepoint some interactions are needed to measure changes to their physiological state. This would be even more prevalent if these changes were happening alongside other stresses such as SAT tests. It seems therefore that by measuring a response, as Shaver (1981) highlighted, evokes close links with the Hawthorne principles. ‘Almost no matter what experimental conditions were imposed†¦.the investigators had obviously influenced the subjects’ behavior merely by studying that behavior.’ Kelly Shaver p272 In order to measure stress in a primary classroom then, some continuous measurement needs to happen that can be compared to a baseline. This in itself could be problematic. For some children the basis of their stress and the source of their fears and anxieties may come from the school environment itself. If being in the school itself is a cause of high levels of stress, it would be very difficult to ascertain a baseline to measure relative changes to stress levels in the individual. Studies into autistic children in some school environments (Hiroshi 1991) show that for many individuals school can be one continuous bombardment of stressful events. Extensive studies into school phobia at the primary level (eg: Place, Hulsmeier, Davis and Taylor, 2002; King and Ollendick, 1989) also indicate that it would be very difficult to determine a relaxed state for a baseline. In order to address this quandary, one possible method of data collection would be to use a portable blood pressure (BP) kit for example that would pose less intrusive method that enables an individual’s BP to be taken automatically without the need to stop and prepare for the examination. But this in itself causes problems apart from the physical tightening process of blood pressure being taken, it also serves as a reminder that they are being observed. This could be offset however by having a period of acclimatization where the individual being measured would get used to such routines and this may normalize the influence of the measurements being taken. Studies using adults seem to suggest that repetetive BP monitoring does not interfere with the validity of the data (Georgiades, Lemne, De Faire, Lindvall, Fredrikson,1997; Steptoe and Cropley, 2000) but the evidence to suggest that this is the case in studies using children as subjects is not clear. In the absence of any certainlty as to whether collecting biometric data in children can provide reliable evidence, it is important to explore other ways of gathering primary data from children. Qualitative methods of data collection with children As discussed above, in order to collate qualitative evidence of stress in children, there needs to be a clear understanding of a child’s ability to know when they are feeling stressed as opposed to when they are feeling relaxed. Fortunately for the stress reasearcher in this field, there is now a plethora of commercial teaching materials available to schools on Emotional Health and Well-being. Furthermore with ‘Being Healthy’ formally on the national agenda through the Every Child Matters (ECM) outcomes (eg Every Child Matters: Change for Children. DfES publication -1110-2004), the PSCHE curriculum in the primary school seems full of opportunities for even the youngest of children to explore their own emotions. It can be said therefore, that pupils in today’s primary schools are better equipped to discuss their emotional state than they have ever been. It seems fair to assume from this, that there only needs to be some basic ground work teaching to occur to give children the necessary vocabulary and a sense of introspection required to respond to stress-related questions and produce meaningful results. Nevertheless, even with this encouraging notion, it is important that the researcher does not lose sight of the influence they may have when trying to obtain children’s views. As with any socio-psychological research, and especially any involving children, ascertaining views on levels of stress or trying to clarify what causes stress does not lead to the adult influencing the responses or the conclusions the child makes about a given situation. This is of particular interest to stress research because of its important in the Lazarus and Folkman (1984) model of Cognitive Appraisal. It is vital, that that the child themself, determines whether a particular situation was stressful or not, rather than the adult implying to the child that it was. This effect is known as ‘Psychological Causality’ and is important in stress research with children. Herbert describes this phenomenon as: ‘†¦the tendency in young children to attribute a psychological motive as a cause of events’ Herbert page 23 (1996) Although Psychological Causality is not usually associated with stress research, it is important to bear in mind that it may be a factor when determining sources of stress in the primary classroom. Especially if this research is conducted in and around other stresses such as SATs, school performances or parents’ evenings. In order to clarify what these stresses are, further research into this field is needed and would help to clarify the influencing factors of data collection. The use of questionnaires One formal method of collecting quantitative information is the use of questionnaires. Perhaps their greatest strength is that it can provide a fair and rigorous structure to the questioning procedure. By handing out questionnaires to all the children, each child will have the opportunity to answer the same questions as everyone else. This rigidity also allows the researcher the ability to analyse statistically the evidence. The use of questionnaires for children is not uncommon and can provide a useful insight into many research areas. The use of a questionnaire as a method of collecting data from children is not without its difficulties however. The first point and perhaps the most salient is that formalising questions through prose has two basic problems. 1. Do the questions allow children the opportunity to give answers that are meaningful to the research question? 2. Will the wording of each question be interpreted by children in the way the researcher wanted them to be answered? Because of these two issues, It is very important therefore to focus on the wording of these questionnaires so that specific vocabulary such as stress, anxiety, worry and nervousness are not misconstrued by the reader and answered in different ways. It seems that once again a lack of a formal definition of stress hampers validity and structure in research design. It seems that compiling a flawless stress questionnaire is very difficult. Fife-Schaw (2000) takes this notion further: ‘Designing the perfect questionnaire is probably impossible’ Fife-Schaw pg159 Nevertheless, even with such limitations, a questionnaire may be useful in ascertaining information but will need some very careful planning. Bath and North East Somerset Council provide some helpful guidelines in their ‘Children in Need Handbook’ on principles for using forms and questionnnaires with children and young people. This information offers advice suggesting that some feedback about the results are done ‘†¦either immediately and/or at a later session’, but most importantly in the implementation of the questionnaire to: ‘Allow plenty of time’ Bath and North East Somerset Council ‘Children in Need Handbook’ (2007) page 47 Giving children enough time to read and process the questions raises a number of key issues, all of which may impact on the validity of the answers collected. Central to these difficulties is the child’s ability to reflect appropriately on their own changing emotional states and determine which events, if any, could be regarded as being under stress. It could be that this variance in what children understand about stress may invalidate results as it may be difficult to ascertain any consistency amongst the data. This could mean that some children need additional or supplementary support in answering the questions. If the questions need to be read out or explained to the child then this could influence how the child answers the question. An immediate concern to the researcher therefore, is whether the responses given reflect the child’s true feelings or ones that are dictated by the way the question is received? This difficulty in ascertaining consistency however may not be such a diffcult obstacle in collating data as it could be in other areas of research. Once again the Cognitive Appraisal model is able to lessen these problems. If the assumption is that all primary children have a ‘basic’ understanding of what stress is and how it affects them, then any reference  to feeling anxious, stressed and or upset in a particular sitaution is pertinent to their ‘assessment’ and therefore their perception of the situation. This data can then be used qualitatively by the use of any ‘thematic analysis’ technique to attribute feelings associated with the notion of stress, irrespective of the possible misuse of language by children. It seems that using markers or coding systems can help capture a variety of words used and still maintain an acceptable level of structure to the analysis of the data. The questionnaire may also need some modification in the format according to the child’s developmental stage (Sadock and Sadock 2000). Given all of these variables and constraints, perhaps the more flexible method of collecting data would be to talk to the children directly. Interviewing children Interviewing children needs careful handling. Chan highlights the difficulty children have when answering open ended questions such as ‘How did you feel ?† to unknown adults, indicating that many may respond with a passive response such as â€Å"I don’t know’, Chan (2005). Conversely in an interview scenario, Breakwell highlights the problem of ‘Acquiescence Response Bias’ (ARB) when asking children direct or closed questions such as ‘Did you feel stressed?’ She feels that the ARB often leads a child to say â€Å"Yes† to any question posed by an adult, irrespective of their own true feelings. Her advice however may not necessarily be helpful given Chan’s perspectives. Breakwell (2000) advises: ‘Questions should be posed so that they are not open to a yes – no response’. Page 245 How then can a researcher obtain collectable data on levels of stress in children that has some validity? The answer to this may be by looking closer to the research subjects. The age of the child is going to be important and can affect the structure of the interview. In some cases it may be necessary to have an adult in with the researcher who can be used for moral support but the choice of the adult needs very careful thought. The ‘Save the  Children’ organization issue a very clear message about the sensitivity needed when choosing this person. ‘Ensure that adults are out of the way – except for the translator and perhaps a project worker, teacher, or another adult that the child knows and trusts.’ Taken from Save the Children/ ‘Interviewing children’ (2007) accessed on the web 17.11.07 In some cases however, especially where children are older and more confident in their social interactions, it may be sufficient to interview the child on their own but in a less formal and more relaxed environment. Furthermore, whether adults are present or not, the interviewer should not limit themselves to interviewing and/or questioning by the use of words alone. By structuring the communications around other activities it may be possible to elicit emotional responses through activities such as play, drawings or model building Gabarino and Stott (1989). Whatever the technique used to interview children, and whatever the age or developmental stage they may be at, it seems the central responsibility of the researcher is to make the child feel at ease with the information-giving process. It should be a central skill of the researcher to design an environment where natural, or as close to natural, observations can be made. The research design should take into account where children feel at ease in giving information to adults. It is fortunate for many pedagogical researchers that school environments are constantly interloped by adults seeking answers to questions. It would seem common in most Primary Classrooms that professionals such as Ofsted, Educational Psychologists and Speech and Language Therapists are more of a visible part of the school environment than ever before. At least for research purposes, it seems that children are used to being observed by visitors in school in one capacity or another and where children’s voices are being sought over some issue on a regular basis. Conclusion It seems that those parental opinions voiced in the playground or in lines at the local supermarket echoing dismay that school is ‘not what it used to be’ are correct on one level. Primary school environments today are more attuned to assessments being made and where adults conducting observations are more commonplace. Classrooms are regular hosts to a whole variety of adults making some evaluative judgments on one issue or another. Children are required to prove themselves in one academic discipline or another at all ages and where children are given numerous and onerous responsibilities in and out of a school environment. 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