Kill A Mockingbird By Harper Lee - 1448 Words

‘â€Å"You never really understand a person until you consider things from his point of view-†¦-until you climb into his skin and walk around in it†Ã¢â‚¬â„¢(Lee 33). Said by Atticus Finch, this is perhaps the most important line from the book because it makes Scout Finch become who she becomes. Throughout the plot of To Kill a Mockingbird by Harper Lee, Scout Finch’s views and understanding of the society that surrounds her changes very drastically. Her understanding of the good and evil in society evolves the most, due to the teachings of Atticus Finch. In the beginning of the book, Scout Finch was what every child once was; innocent and simple. As the book progressed, she became aware that life was a complex and confusing world, and she struggled to†¦show more content†¦This included Scout Finch, and since she did not have her own views of him when she was still a child, she believed he was evil. As she became older, she developed her own thoughts on Arthur Radley, and started to consider things from his perspective. In this particular scene when Jem and Scout Finch are walking together, she remarks, â€Å"’Boo doesn’t mean anybody any harm, but I’m right glad you’re along†Ã¢â‚¬â„¢ (Lee 292). This showed how much Scout Finch had matured and developed her own opinions. She was defending the man whom she feared years ago, dismissing all of the former thoughts about him. Later in time, Arthur Radley shows up at the Finch household, after saving Scout and Jem Finch. â€Å"I took him by the hand, a hand surprisingly warm for its whiteness. I tugged him a little, and he allowed me to lead him to Jem’s bed† (Lee 319). This is significant because not only had Scout Finch been able to touch Arthur Radley, but she trusted him with her brother. Scout Finch’s transition to a matured version of herself allowed her to see Arthur Radley for who he really was. There was more than one oc casion where Scout Finch showed her maturity. Another time was with Cecil Jacobs, a school bully. He had told everyone in the school yard that Atticus Finch defended African Americans, which angered her. â€Å"My fists were clenched and I was ready to let fly† (Lee 85). The Scout Finch

Effects Of Cell Phones - 1159 Words

Are Cell Phones Destroying a Generation? The onset of cell phones has had a great impact in the modern society, and especially the millennials or the teens, and as such it has led to the destruction of a generation. It is apparent that what researchers call the iGen, people born between the year 1995 and the year 2012, depend greatly on their cell phones and their well-being majorly depends on their cell phones (Twenge 188). Researchers also prove that the iGen value their cell phones more that the real people because which proves that the cell phones dictate every aspect of their lives. The onset of the smartphones has defined the characteristics of the millennials which has led to a great change in the social aspects of the teens in†¦show more content†¦The among the degree of lack of happiness among the Millennials is hinged on the discontinuity of generational trends that has been witnessed across the decades. In this way, the onset of cell phones changed every aspect of teenager’s lives. The unhappy nature of the Millennials is evident in a study that was conducted by the Monitoring the Future survey which paints a clear picture about screen-generated crisis among the youth. There is additional proof of the way cell phones has made Millennials unhappier that their predecessors, and this is apparent from the fact that all screen activities and links to less happiness and all the non-screen activities are linked to more happiness (Chatterjee 82). Researchers also posit that the eighth-graders that spend 10 or more hours per week on social media tend to be 56 percent more likely to confirm that they are unhappy compared to those that spend less time on social media. The case is different when the effect of the twelfth-grade data is examined as there is realized similar levels of happiness disregarding the fact that they might be either on the higher or lower end of the use of cell phones and social media in general (Twenge 190). Research sugg ests that high school students that use their cell phones to access the social media a lot are more are lessShow MoreRelatedEffects of Cell Phone1609 Words   |  7 Pagesfunctions of a standard wired telephone but is smaller and more mobile. A cell phone requires a subscription to a service provider and requires either a prepaid or monthly billing setup. Generally, they have more functions than traditional land lines and need to be charged after a period of time. Also called mobile phone or mobile device.—BusinessDictionary.com A mobile phone (also known as a cellular phone, cell phone and a hand phone) is a device that can make and receive telephone calls over a radioRead MoreEffects of Cell Phones2235 Words   |  9 Pagesusage of cell phones outweighs the benefits, we should educate people on how to manage their usage of cell phones or use a different mean of communication. The Effects that Cell Phones have on Society Introduction In the United States of America, there are over one hundred million cell phone users. This number is growing at an astonishing rate of more than sixty thousand people per day. (Cellular Telephones) Thirty percent of all Americans have joined the mobile-phone revolutionRead MoreCell Phones And Its Effects996 Words   |  4 Pagesone another. Personally, I use my phone probably way more than I should due to all of the cool extra functions it has. It is extremely hard to avoid cell phones in today’s society. However, these cellular devices have a few negatives. The radiation from cell phones and their towers has been linked to causing cancer, they are a huge source of distraction, and these phones can sometimes overheat and catch on fire. To begin, the radiation caused mainly by cell phone towers is becoming huge concernRead MoreCell Phones And Its Effects On Society Essay1277 Words   |  6 Pagesthe world resemble in the event that we didn t have any cell phones? Why is it that we get out of our comfort zone when we do not have access to our phones? Nowadays, cell phones have such a noteworthy effect on our day to day lives, and we owe it to the advancement of technology. In this research paper, we will take a closer look at this phenomenon by examining the evolution of cell phone devices, and it’s effects on society. Cell phones, as we know them haven’t been around for that long. The quickRead MoreCell Phones And Its Effect On Communication992 Words   |  4 PagesGrowing up, I did not have a personal cell phone. The only technology in our house was a television, located in the living room. My parents were extremely strict and even put restrictions on the use of our television. Most of my time was spent reading books instead of using technology. I got my first cell phone, a flip phone, when I turned twelve years old. I was only allowed to use my phone during the day to make calls in case of an emergency and before going to bed, my parents would take it awayRead MoreCell Phones And Its Effect On Society938 Words   |  4 Pages Technology today is very advanced and useful. Cell phones, especially, can impact us in a very positive way. It would be very safe to assume that 75% of the world’s population owns a cell phone; young and old alike. Despite their popularity and constan t use, however, the negative effects that cell phones have on their users outweighs the benefits. Although cell phones do have their perks, if they are used in the wrong way they can potentially become addictive toys that distract and destroyRead MoreNegative Effects of Cell Phones1731 Words   |  7 Pagestask easier. A cell phone is a type of technology that is a common thing to see in everyday life. The world and the people in it have gotten used to this technology. Cell phones are making the lives of an estimated two hundred sixty five million Americans (Natterson 103) and three billion worldwide (Natterson 103), easier. As useful as cell phones may be, there are negative effects in over using cell phones. Cell phone technology was first developed in the 1980’s, but cell phones became common inRead MoreCell Phones And Its Effects On Society958 Words   |  4 Pagesdiscovered. A bacterial infection such as MRSA and E. coli bacteria that could lead to vomiting and diarrhea. When it comes down to the health issue for the use of cell phones is it really worth making ourselves prone to some potential health issues that could be avoided. The International Telecommunication Union reported nearly 6 billion mobile phone subscriptions at the end of 2011. That’s 86 out of every 100 people worldwide, those including millennial and generation Z. It a pity that we are so uneducatedRead MoreNegative Effects Of Cell Phones1192 Words   |  5 PagesIn this day and age, more than half of the worlds population owns and uses cell phones. It is a well-known fact that cell phones emit low doses of radiation each time one is used, however, people tend to brush it off and not think about the long-term effects it may have. Its only small doses, what harm can come from it? That is a question us cell phone users may ask ourselves, yet never really look into or research. Maybe its because we choose not to know the actual truth and just focus on theRead MoreCell Phones And Its Effect On Children Essay983 Words   |  4 PagesTeenagers are constantly on their cell phone, which leads to extreme overuse of it. In an acknowledgeable book, Ling (2004) described how teenagers use cell phones and the direct effects of having one. Adolescence is a period in someone’s life in which they develop their own identity and self-esteem. So, teenagers are at a very influential time in their life and cell phones take advantage of that. When a teen decides to use a cell phone, they are not acting with their own ideas, but rather the culture

Importance of Curriculum Foundations free essay sample

Curriculum planning involves making a series of choices (Saylor, Alexander and Lewis, p. 27) In the process of curriculum planning the three bases of curriculum should be considered these bases are society, learner and knowledge. Each of these bases is equally important and cannot be neglected. They are like three legs of a tripod stand, if one leg is bigger than the other than the tripod cannot stand. Similarly each of these bases cannot be given more importance over than the other all have equal importance. Society can be understood through Sociology, Learner can be understood by Psychology and Knowledge can be understood through Philosophy. Thus in order to plan curriculum the foundations of curriculum play a major role. Print (1993) defines curriculum foundations as those that influence and shape the mind of curriculum developers. These curriculum foundations can be categorized under three that is (i) philosophy, (ii) psychology and (iii) sociology. These foundations influence developers’ way of thinking about curricula and in the process, produce conceptions of curricula. The importance of three foundations in planning the curriculum is discussed as under. Philosophical Foundation Philosophy is basic to all curriculum foundations as it is concerned with making sense of what we encounter in our lives. It is concerned with the clarification of concepts in which our experiences and activities are intelligible (Print, 1993, pp. 33-34). Curriculum developers perceive the world by asking themselves three questions: ontological (What is real? ), epistemological (What is good? ) and axiological (What is true? Answers to these questions, emerge different individual philosophies through which individuals perceive and relate to the curriculum. Ontological . Ontology is concerned with the nature of reality and asks the question: What is real? Different societies perceive reality in different ways. Thus important when what is real to society is very important when constructing a curriculum. Curriculum developers see their roles of recreating society by using curri culum as a vehicle for change. Example: Bhukari, H. M (2010) in his research says that Pakistan has embraced capitalism since the time of its birth. Pakistan inherited different institutions of Modernity and capitalism such as democracy, cosmopolitan nationalism, free market etc from its colonial masters. All institutions including education were used to realize capitalist ends. All education policies from 1947 to 2010 were based on capitalist norms and premises. Capitalism was assumed to be natural. National education policies have sought to produce individuals who could productively serve capitalist institutions. (p. 256) Epistemological According to Print (1993), epistemology deals with the nature of knowledge and the nature of knowing. What is true? is the question asked in epistemology. Curriculum developers consider which truth and values need to pass from one generation to the other. Example: From the example above, capitalism is assumed as natural in the Pakistani society since the very begining, the society is divided into three classes and the capitalist run the country so it is considered true for the society therefore all educational policies up to 2010 are based on capitalist norms. Axiology Print (1997) holds that axiology deals with the question â€Å"What is good? † Ethics is concerned with the concept of good and bad. Curriculum developers while planning keep in mind such ethical knowledge that is desirable for students to acquire. Sharma (2006) holds that moral education is the concern of every teacher and that all the student – teacher interaction contributes inevitably towards students’ moral learning and can be geared to contribute towards their moral education. (p. 58) Example: Dean, L. B (2007) in her research report says that teaching and learning in Pakistani classrooms is simply the transmission of stated goals of civic education in most curriculum documents. A capacity to exercise judgment in matters of morality, ethics and pluralistic society. Another example can be the role of teacher as a model of truth and other abiding virtues like administering discipline, reinforcing discipline. Learning is the realization of goodness and truth. Philosophical schools of thoughts A part from these three questions we have five basic philosophies that lay the foundation of curriculum. Idealism Idealism stresses that students acquire vital subject matter in an idea centered curriculum. Ideas consist of concepts and generalizations for students to acquire. Idealist believes that knowledge come from four sources i. e. revelation (spiritual books), authority (tribe leader), religious leaders and myths. Idealism focus on the constant effort to achieve perfection and the purpose of learning is to benefit the humanity rather than self engagement. Example: Idealism is a strong reflection is the Sindh Text books, the verses from Holy Quran are quoted within the text. Teaching and learning process in Pakistani classrooms are from textbooks and knowledge comes from text books, subject matter is considered of high value in Pakistani society. Realism Realism is concerned with the world of ideas and anything that are fixed with establishing subject matter. Realists say that the matter is real and that the idea exists within the matter. Realists believe that there is nothing beyond scientific knowledge. Knowledge can be obtained from the use of sense and nature. Supernaturalism does not exist since it goes beyond sense data. (Edige Rao, 2003, p. 4) Example: In the practical classroom, the students follow a specific procedure to make hydrogen gas, and that is the reality of the procedure, if the procedure changes the gas can not be produced. Existentialism Existentialists believe in choices and decisions made by the students within a highly flexible environment. The individual is responsible for acts and deeds, with no one else to blame for mistakes are due to freedom. Existentialist wants children to make their own choices. They emphasize the importance of individuals continually making choice in school curriculum and in the curriculum of life. (Edige Rao, 2003, p. 24) Example: For this assignment, the students were given a freedom to give opinions for the marking criteria. They were free to assign as many marks for the two questions. Perennialism The two main goal of education according to perennials is to cultivate reason and develop children’s intellectual powers. They says that education has absolute knowledge and thus the subject matter cannot be changed. The subject matter should be taken from the â€Å"Great Books† which contain accumulated wisdom from the past. The school of perennialist does not teach subjects as general or as combined but history as history, geography as geography and not as general history. They value the literature from the past. Perennialists seek vital ideas of great minds of the past to select subject matter for students to learn (Edige Rao, 2003, p. 25) Example: Classical English literature of Shakespeare though being so old and ancient is still being taught in the schools because it contains values. Pragmatism Pragmatist say that knowledge is not at all mutable. In a world of rapid change what may be true and valid may not be valid and true tomorrow. They wish to teach children how to think rather what to think. Example: It was believed that there were nine planets in the solar system but now there are only eight planets. So the subject matter in the social studies text books changed. Knowledge does not remain mute but for perennialist it is the opposite case. Reconstructionism Reconstructionists believe in reconstruction of society with education having the schools in the fore front. They regard human heritage as the tool to be used in the self realization. They use multiple teaching materials and consider subject matter to be used chiefly in serving their central cause. Teachers following this philosophy will break precedents if necessary to rebuild the culture. Examples: In the Pakistani society there are many issues such as human rights, corruption, female status, child labour etc these are not dealt in detail in the textbooks neither are ever talked about in schools. There is a need of reconstructionist philosophy in the curriculum development so that such issues can be considered. Social Foundations 1. Functionalism Functionalism is a theoretical perspective based on the notion that social events (elections, Christmas, marriage, exams etc. ) can best be explained as the functions they perform that is the contributions they make to the continuity of society. Society is a complex system whose various parts work in a relationship to one another in a way that needs to be understood. For functionalist thinkers society is an integrated whole composed of structures which mesh closely with one another. (Giddens, A. , 1997, p. 689) Functionalism is a manifestation or intended functions including cultural transmission, socialization, integration and innovation as well as latent or hidden functions. Cultural transmission will bring unification and harmony in the society. The people will have some norms, beliefs, dress tec. Education integrate society. The function of education is to diverse a society more unified, integrated and functionists look upon education to do that through socialization cultural transmission, innovation and cultural change through latent functions of education. .e. g. institutions have a hidden function of a marriage market. Students in the universities or institutes select their marriage partners during their course of study. Lovat and Smith (2003) opines that the students who is good at mathematics and science should be encouraged to tackle a fully six years secondary education and be trained in order to take dominant roles in society. . Conflict Perspective Conflict theorists believe that the scarcity and value of resources in the society produce conflicts as groups’ struggles gain access to control those resources. According to Karl Marxs, societies are divided into classes with unequal resources. There is division of social interests in the social system because of inequalities. These conflicts of interests at some point break out into active change. Society is seen as essential full of tension. (Giddens, A. , 1997,p. 669) Browne (2020), â€Å"it is the major difference in interest between the two classes that create conflicts†. Conflict perspective view education an agent of conflict. There are conflict in classes e. g. Ellite classes has kept jobs for ellites. Ministry of Education has people who are beaurecrats but in Civic centre the employees who are serving as clerks are mostly who have received education n from either Matric or Madrsa system. Education is an agent that develops, constructs and reconstructs the same class. Education is a proponent of conflict, division and status quo and thus serves as a screening device. In both capitalist and socialist societies the educational institution actually promotes and perpetuates inequalities. Conflict arises in education because of 1. Unequal access in schooling and educational inequalities. 2. Unequal access to schools. 3. Unequal access to higher education. 4. Schools as screening devices. 3. Interactionist Perspective According to Gelles, R. J. , Leving, A. (1995), â€Å"The structure of society is determined through social interaction. † (p. 70) The focus of inteactionist analysis is the day-to-day activities of million of individuals, who through the way that they act together, make up what we call society. Interactionists agree that there is no such society, apart from the individuals who constitute it and therefore their research is based on the small scale interactions of everyday life. (Lawson, T Garrod, J. , 2003, p. 140) Interaction is a view that focuses on micro level analysis and the meanings that arise through the process of social interaction. (Thomson, W. E, Hickey, J. V, p. 626). It emphases that adequate explanation of social behavior requires understanding the subjective meaning people attach to their social circumstances. It stresses that people help, create their social circumstances and do not merely react to them. (Lie Bryn, 2006, pp. 14-15 ) Education is a source of tracking. It is an agent of socialization through interaction, for personal and social development. It is an agent of self fulfilling prophecies through interaction. Psychological Foundations: Lovat and Smith (2003) holds that psychology can assist the student teacher to reflect on all that is involved in the business of effective curriculum. Psychology helps in thinking about variables which effect the learning and schooling process. It helps the teacher in understanding the patterns of human development and learning processes. It makes a teacher proficient about the ways that can minimize student’s anxiety. According to Saylor, Alexander and Lewis (1980), the curriculum developers prior planning the curriculum need to know the information about the learner’s growth and development which include: 1. Physical development including health status and special physical needs. 2. Emotional and social development. 3. Psychological needs. 4. Intellectual and creative development. 5. Personal traits including motivational level and behaviour. Jean Piaget in his theories mainly focus on the child development and about the way thinking process develops from birth to adolescence (Lovat and Smith, 2003, p. 47) This four satge developmental theory helps planners to plan the subject matter according to the cognitive level. Example: Students of KG II, cannot be taught multiplication because, the child is at pre operational stage and the vocabulary is limited and he can only understand the basic number skills i. e. counting. The method is not lecture but play way. There are many who have contributed in psychology for curriculum planning and its implementation. Benjamin Bloom with his taxonomy of educational objectives in the cognitive domain, Jerome Burner with his models of learning, Robert Gagne with his notion of learning structures and hierarchies of capabilities and Abraham Maslow with his concept of human deeds fulfillment have marked contribution in the field of psychology (Lovat and Smith, 2003. P. 49) these contribution are considered in the curriculum process and thus is of prime importance.

Male Brain vs. Female Brain free essay sample

Brain vs. Female Brain: Is one Better than the Other? Differences between males and females have been an issue affecting our society for thousands of years. Why are we so different? Why are we so similar? Several scientists have attempted to explain these variations, all using different methods and approaches. A very controversial study by psychologist J. Philippe Rushton suggested that men are innately more intelligent than women. This study gave arousal to several studies that oppose it, saying that it is rather the evolutionary and biological differences that make the divergence between the sexes. Men and women’s intelligence cannot be compared, their brains are evolutionarily and biologically different, and so their intelligence levels must be measured in different ways. Rushton’s studies are invalid because he did not use a representative research method. He â€Å"analysed 100,000 scholastic aptitude tests (SAT’s) written by American teens, age 17 and 18. † (Crossley, 2005) The SAT’s are standardized tests that focus on analyzing a student’s level in Math and English, and are crucial for entrance to university. We will write a custom essay sample on Male Brain vs. Female Brain or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Even though they are a very good indicator of a student’s academic level, they should be used with caution. There are many factors that affect how a student performs on these tests, such as how much they studied, how they felt during test day and how many times they have taken the test. These factors take a great part in the results of the experiment, and yet Rushton did not take them into account. His findings said that â€Å"males scored the equivalent of 3. 3 IQ points greater than their female counterparts†, and that these differences were â€Å"present at every socio-economic level and across several ethnic groups†(Crossley, 2005). This was a poorly founded generalization, since the people who take this test are usually people who want to go to college, giving a small pool of people. The questions on these standardized tests only measure some types of intelligence; they don’t take into account emotional intelligence, so they favor a certain group of p eople. They do not take into account emotional intelligence. The studies that should be used for these types of cases are strictly scientific, such as the one Louann Brizendine- author of the book The Female Brain- bases her statements on. One of the biggest indicators of differences between a man and a woman’s brain is its structure. As J. Philippe Rushton said, men’s brains are bigger than women’s. This is true, but what Rushton did not find out is that women’s brains have the same number of neurons in them, so the only difference is that women’s brains are more â€Å"tightly packed†. Page, 2005) The real reason as to why women and men’s brains are different is because some parts of each sex’s brains are more developed and connected than the others. Shelley Page gave examples of these in her article â€Å"Women, brains and science†. â€Å"Women have 11% more neurons in their brain centre for language and hearing than a man. † (Page, 2005) This difference is the reason why women take more pleasure, and ultimately succeed more in activities that involve communicating and interacting with others opposed to those that require solitary work. Their bodies release the hormone oxytocin while they talk, giving them pleasure and a rush of happiness. Another structural difference is â€Å"the principal hub for emotion and memory formation- the hippocampus†, which is bigger on women than on men. This gives women the ability to â€Å"instinctively know what people are feeling† (Page, 2005), The amygdala, another important part in the brain â€Å"registers fear and triggers aggression, is larger in the male brain. † (Page, 2005) This can help explain men’s aggressive and protective nature. All these differences are hereditary, and humans evolved to acquire them. Evolutionary divergence in men and women can also be an explanation to the differences in the brains of the two. Men, by nature, are the providers in a family. More than a hundred thousand years ago, they were the ones who brought the food for the family, and made sure they were all safe. Because of this, their amygdala might have developed more: they hade to cope with a lot of aggression to get what they wanted. Women are the nurturers: their life revolves around the upbringing of their children. Their hippocampus might have developed more because of their constant use of emotions toward their children. All these evolutionary changes led to the divergence between male and female intelligence. Who said that verbal and emotional intelligence is not as important as mathematical and scientific intellect? This is what society needs to understand and accept in order to value each gender’s aptitudes. The male and female brains are very different, and these differences help explain why we are better in some things opposed to others. Scientific studies have shown that women have more neurons and more connections in areas of the brain dedicated to communication and language, while men are more developed in the math and science area. Women and men have the same capabilities of learning, yet their biological differences make them diverge towards different interests. As opposed to assessing the intellectual capabilities of an individual by brain size or a score on a standardized test, true intelligence should be measured with hormonal influences, evolutionary differences and the brain’s structure taken into account.