Key characteristics of life-span development

Key characteristics of life-span development Erik Erikson suggests that development is a life-long continuous process in which gains and losses in development occur throughout the life cycle. This challenges the concept of critical periods in Freuds theory. Development is multidimensional: Development occurs in the biological, cognitive, and social domains. The biological domain includes the physical changes an individual experiences throughout the course of their life. This would include growth and development in the body. An example of the biological aspect is hormonal changes during puberty. Puberty is the point in time where the development of sexual characteristics begins, and will allow these humans to become sexually active and be able to produce gametes for reproduction. The challenges an adolescence might face going through puberty is the need to adapt to changes occurring to the physical body, emotional changes such as feeling self-conscious about their changing body, and mental changes such as developing the capacity for abstract thought and problem-solving. Development is multidirectional: Some aspects of development may be increasing while others are declining or remains unchanged. For example, during late adulthood, older adults might become wiser with age but they perform more poorly than younger adults on tasks that require speed in processing information. Development is plastic: Development can be modified by life circumstances to some extent. According to Paul Baltes, humans have the capacity of plasticity or positive change to environmental difficulties throughout life.  For example, an individual who grew up in a broken home environment with an abusive father may turn out fine and do well in adulthood as the issues get healed along the lifespan. Development is dependent on history and context: Development is influenced by historical conditions. The historical time period in which we grow up affects our development. For example, children in early, middle or late childhood who grew up amidst a war may experience a lack in moral development when compared to those who grew up in a safe and stable environment. The children may grow up having altered functioning in the cognitive, behavioral, social and emotional aspect of their development. Development is multidisciplinary: Development is studied by a number of disciplines, including psychology, sociology, anthropology, neuroscience, and medicine. For example in medicine, one area of biological research which has significant importance for development is looking into slowing down the aging process. Their focus is in anti-aging foods and drugs which can reverse the biological effects of aging and some already have shown significant effects in animal studies. Development is contextual: Development occurs in the context of a persons biological makeup, physical environment, and social, historical, and cultural contexts normative age-graded influences: biological and environmental influences that are similar for individuals in a particular age group (e.g., puberty, beginning school) normative history-graded influences: biological and environmental influences that are associated with history; influences that are common to people of a particular generation. An example is when the Singapore Government implemented the Stop at two child policy in 1969 to help control the rapid population growth. It had succeeded in significantly reducing the population however, it had influenced women greatly as they started to pursue careers before having children and this gave rise to numerous University graduated women failing to marry and bear offspring. non-normative life events: unusual occurrences that have a major impact on an individuals life; the occurrence, pattern, and sequence of these events are not applicable to most individuals (e.g., death of a parent at a young age, getting a serious illness, winning a lottery) Development Involves Growth, Maintenance, and Regulation of Loss The mastery of life often involves conflicts and competition among three goals of human development: growth, maintenance, and regulation. Growth starts early on in life from infancy through late adulthood. Maintenance and regulation follows after that around middle and late adulthood as individuals capacities take centre stage. This is the time of maintaining skills and minimizing deterioration. Theme 2 Biological Processes Biological processes involve changes in an individuals physical nature. Examples of biological processes includes, brain development, height and weight gains, changes in motor skills, hormonal and changes occurring in puberty. I will be focusing on the biological process of puberty which occurs during adolescence. Puberty is a time of maturation of the reproductive system and hormonal changes occurring in the brain. During puberty, in the case of males, a hormone called testosterone which are responsible for physical and behavioral masculinization, are released. Studies that use data on adolescents have generally found positive correlations between testosterone levels and aggressive or anti social behavior. Research on adolescents has also found that higher testosterone levels in adolescents is associated with increased sexual activity (Halpern, et al., 1998), age at first sexual intercourse (Dunne et al, 1997), increased criminal activity (Booth and Osgood, 1993), increased tobacco and alcohol use (Zitzmann and Nieschlag, 2001). In terms of criminal behavior, Dabbs et al. (1995) conducted a fascinating study of 692 male prison inmates, finding testosterone related to type of crime and to behavior in priso n. Testosterone was highest among inmates convicted of child molestation, rape, homicide, and assault, and it was lowest among inmates convicted of burglary, theft, and drug offences. In relation to Eriksons theory, in stage 5 of his Psychosocial theory which identifies the crisis of identity vs. identity confusion, this is a time of trying out new things till the adolescence establishes a personal identity or fails doing so and ends up being confuse with his role in life. Cognitive Processes Cognitive processes involve changes in the individuals thought, intelligence, and language. According to Piagets Cognitive Development Theory, children actively construct their understanding of the world and go through 4 stages of cognitive development. Sensorimotor Stage (Birth 2 years) The first stage of cognitive development is where infants are able to construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical (motor) actions. For example, when an object is place in the infants hand and touches its palm, the fingers will then close and grasp it. This is known as the palmar grasps reflex. Preoperational Stage(2 7 years) The second stage is where thought becomes more symbolic, egocentric, and intuitive rather than logical, however, it is not operational. For example, the child is able to conduct symbolic play in which the children pretend that one object is another. To quote an example, little girls at this stage would conduct role play of a tea party in which they assign soft toys (symbols) roles representing their mother and father. To demonstrate egocentrism of the child at this stage, Piaget conducted the three mountains task in which children were asked to select a picture that showed the three mountains from their viewpoint. The children had little problems selecting the correct picture. However, when asked to select a picture from someone elses viewpoint, the children ended up selecting the same picture which showed their own viewpoint. This showed the childrens inability to understand things from another persons perspective. Concrete Operational Stage (7 11 years) This is the stage where logic begins to develop and thus the child is able to reason logically about concrete events and able to recognize the concept of conservation. For example, children in the concrete operational stage is able to distinguish that the volume of water in a tall and narrow cup is equivalent to that in the short and wide cup when equal amounts are poured from the same container. However, the child is unable to think hypothetically and have difficulty understanding abstract concepts. Formal Operational Stage (11 years adulthood) In this stage, the child is able to reason in a more abstract, idealistic and logical manner. The child is able to think theoretically and hypothetically in which the latter is important in subjects such as mathematics and science. The child is less egocentric and thus is able to understand things in a different perspective. The child is also able to conduct deductive reasoning where he is able to reason from generalities to specifics. Socioemotional Processes Socioemotional processes involve changes in the individuals relationships with other people, changes in personality and emotions. Eriksons Psychosocial Theory states that the primary motivation for human behavior is social and, reflects a desire to affiliate with other people. Erikson views development as a lifelong process consisting of a unique developmental task that confronts individual with a crisis that requires resolution. Failure to do so would result in possible negative outcomes in adulthood. Eriksons 8 stages of human development: Trust vs. Mistrust ( 0 1 year) In this stage, the infant is learning to trust others and the world. Trust is established when babies are given adequate and consistent warmth, loving touch and physical care. However, mistrust can develop if inadequate, inconsistent care is given by cold, indifferent and rejecting parents. Autonomy vs. Shame Doubt ( 1-3 years) Autonomy is the independence developed when toddlers are encouraged by their parents for doing things by themselves (e.g. putting on shoes) versus the shame and doubt if the caregiver were to reprimand the child for not being able to do the task promptly. Initiative vs. Guilt ( 3- 5 years) This is an extension of the second stage where, initiative develops when the pre-school-going child is encouraged to explore and take on new challenges versus the guilt that the child may experience if the parents criticize, prevent play or discourages asking questions. Industry vs. Inferiority ( 6 12 years) This is in the context of primary school where the child is supported or praised by teachers for doing for productive activities versus the inferiority that may occur if the childs efforts are regarded as inadequate or messy. Identity vs. Role confusion ( 10 20 years) The teenage years involve the need to establish a consistent personal identity versus role confusion where the adolescence is unsure of the direction he is heading. Intimacy vs. Isolation (20s , 30s) In this stage, intimacy develops when the individual begins establishing mature relationships with friends, family and eventually a lover or a spouse as he or she has the ability to care for others and sharing experiences with them. However, isolation develops when the individual is deemed as a loner and uncared for in his or her life. There is a relationship between this stage and the first stage which was trust vs. mistrust. For example, if an infant receives consistent tender loving care from the caregivers, trust would be developed and thus this would likely lead to the individual developing functional relationships in his adult life and vice versa, if the infant developed mistrust in his first year of life due to neglect from caregiver, there is a likelihood that the individual might end up being solitary in adulthood. Generativity vs Stagnation (40s , 50s) Generativity refers to the interest in guiding the next generation in terms of passing on values and traditions versus stagnation where the individual is only concerned with their individual needs and thus values are lost. Examples would be those who are single and/or married without children. Integrity vs. despair ( 60s onwards) Integrity occurs when the individual reflects upon life and has no regrets as they have lived a rich and responsible life versus despair where the individual views previous life events with regrets and experiences heartache and remorse. Theme 3 Nature vs. Nurture The nature-nurture controversy involves the debate about whether development is primarily influenced by nature or nurture. Nature is a product of genetic or prenatal environment where children are born with certain behaviors that are innate and are inborn biases. Nurture on the other hand, is the effects of certain experiences depending on the individuals perception. Genetically, some people are born with defects in their genes that can affect their brain function and emotions. Environmentally, severe cruel treatment of small children can create predispositions to becoming afflicted with no empathy and abnormal behaviors. Jean-Jacques Rousseau believes in noble savages where children were naturally endowed with a sense of right and wrong and with an innate plan for orderly, healthy growth. On the contrary, the tabula rasa view by John Locke states that Children are born as blank slates and acquire characteristics through experience. This theory favors the nurture aspect of the debate with regards to ones personality, intelligence, social and emotional behavior. I would like to highlight on Schizophrenic serial killers. Schizophrenia is a mental disorder characterized by disintegration of thought processes and of emotional responsiveness. It most commonly manifests as auditory  hallucinations,  paranoid  or bizarre  delusions, or disorganized speech and thinking, and it is accompanied by significant social or occupational dysfunction.  The disease is mostly genetically inherited as those having a first-degree relative with the disease are at a higher risk of developing it. An example of a notorious serial killer suffering from this disease is Ed Gein. He was not only known for brutally killing two women but for exhuming their corpses from local graveyards and fashioned trophies and keepsakes from their bones and skin. It was the horrific way of mutilation and the bizarre display of body parts in his home that raises questions as to why someone would do such a cruel act. Ed grew up in a strict and religious family with the presence of both parents in the household. A shy, effeminate boy, the younger Gein became a target for bullies. To make matters worse, his mother punished him whenever he tried to make friends. She also abused him and his brother. Despite his poor social development, he did fairly well in school, particularly in reading. Death in the family followed as firstly, his father died and then his brother and followed by his mother. All these environmental factors accounts for the abnormal behavioral patterns elicited by Ed. Therefore in this example, we cant safely determine that traits of a serial killer are purely genetic (nature) or purely environmental (nurture).However it is the interaction between these two traits that causes development of such a behavior. Continuity vs. Discontinuity This issue focuses on the extent to which development involves gradual, cumulative change (continuity) or distinct stages (discontinuity).Developmentalists who emphasize nurture describe development as a gradual, continuous process whereas those who emphasizes nature often describe development as a series of distinct stages. For example, Freuds stage model of psychosexual development, theorized that children systematically move through distinct stages of oral, anal, phallic, and latency stages before reaching mature adult sexuality in the genital stage. Proponents of stage theories of development also suggest that individuals go through critical periods, which are times of increased and favored sensitivity to particular aspects of development. For example, early childhood (the first 5 years) is a critical period for language acquisition. Thus, most adults find it difficult or impossible to master a second language during their adult years while young children raised in bilingual homes normally learn second languages easily during childhood. Theorist Erik Erikson expanded upon Freuds ideas by proposing a  stage theory of psychosocial development.  Eriksons theory focused on conflicts that arise at different stages of development and, unlike Freuds theory, Erikson described development throughout the lifespan.. Stability vs. Change This issue involves the degree to which we become older renditions of our early experience or we develop into someone different from who we were at an early point in development. Many developmentalists who emphasize stability in development argue that stability is the result of heredity and possibly early experiences in life. Relating back to the above example of Ed Gein, he grew up socially introverted as he was discouraged making friends by his mother. In this case, he has attained stability where his personal experiences early on in childhood became a catalyst for who he would turn out to be in adulthood a serial killer. On the contrary, developmentalists who emphasize change take the more optimistic view that later experiences can produce change. I would like to quote the example of Liz Murray better known for being Homeless to Harvard. Murray grew up in the Bronx, New York to poor, drug addicted, and HIV-positive parents. She overcame hardships in her youth and struggled her way to achieve success and was accepted into Harvard University. Such, is an example of change that can occur later on in life and proves that early experiences can shape us in different ways. Theme 4 With regards to my friends extreme view that Eriksons psychosocial perspective was sufficient in describing human life span development, I disagree to that statement as they are many other theories to consider before making a conclusion as to which was sufficient. Psychoanalytic theories: The basis of Eriksons psychosocial theory is influenced by Freuds psychosexual theory. Eriksons works on extending Freuds theory as he found that Freuds ideas lacked vital social dimensions, and through his research and findings, it provided a key for his biopsychosocial perspective. Eriksons view of human development was life-long through his 8 stages which occur throughout life whereas; Freuds view of development was through critical periods which consist of the 5 stages at adolescent. Freud proposed that in the first stage, if the nursing childs appetite were thwarted during any  libidinal  development stage, the  anxiety  would persist into adulthood as a  neurosis  (functional mental disorder). If an  infant is not fed enough (neglected) or fed too much (over-protected) in the course of being nursed, it may result in the child growing up as an orally fixated adult. Oral-stage fixation may have one of two effects: (i) the underfed or neglected child might become a psychologically dependent adult continually seeking the oral stimulation denied in infancy, thereby becoming a manipulative person in fulfilling his or her needs, rather than maturing to independence; (ii) the over-protected or over-fed child might resist growing up and return to being dependent upon others. Example of the former would be an individual who grows up to be an orally fixated adult who is an over-eater or a smoking addict to compensate for the insufficient oral stimulation as an infant. On the contrary, the latter is an individual who grows up to be dependent on others and demanding satisfaction through acting helpless, crying and being needy. Therefore this highlights the importance of critical periods in Freuds stage theory. In Eriksons theory on the other hand, it presented individuals with a crisis at each stage where, depending on how one handle the challenge, it will result in positive or negative outcomes which can significantly affect ones personality and development. The benefits of this theory is that it emphasizes on the eight character-forming crisis stages, the concept also asserts that humans continue to change and develop throughout their lives, and that personality is not exclusively formed during early childhood years. It is certainly a view that greatly assists encouraging oneself and others to see the future as an opportunity for positive change and development, instead of looking back with blame and regret. The better that people come through each crisis, the better they will tend to deal with what lies ahead, but this is not to say that all is lost and never to be recovered if a person has had a negative experience during any particular crisis stage. However with every theory, there are limitations and this includes Eriksons theory. One of which is its ambiguous terms and concepts which can have several interpretations. Another reason is its lack of precision as some terms cannot be easily measure empirically. The experiences in some stages may only apply to males and not females. Cognitive theories: Piagets cognitive development theory presented cognitive development through 4 stages focusing on sensory experiences and physical actions (sensorimotor skills) and this provided the importance of examining developmental changes in childrens thinking. Vygotsky on the other hand, added a social and cultural aspect to his cognitive theory naming it the Sociocultural cognitive theory. He gave emphasize on social interaction and culture in shaping a childs cognitive process. He stresses that knowledge is not generated from within, but rather constructed through interaction with persons and cultural objects (such as books, computers). Banduras social cognitive theory focuses on the importance of environment to an individuals behavior. He emphasized the process of observational learning though imitation or modeling where people cognitively represent the behavior of others and adopt this behavior themselves. Information -processing theory emphasizes that human beings are active information processors that bring forth the process of thinking and thus learning good strategies for processing information is crucial. There are many factors that can affect human life span development and this includes the developmental processes in 3 key areas namely biological, cognitive and socioemotional. These three processes work hand in hand in the development of an integrated individual with a mind and body that are interdependent. The different theories address the different aspects of development and thus we cant conclude that only the Erikson theory best describes human development. Instead, adopting an eclectic approach is more accurate as it selects the best features from each theory. For example, Freuds theory best explains the unconscious mind while Eriksons theory best describes development being a life-long process and highlights the changes occurring in each stage. Piagets theory views cognitive development through sensorimotor and operational stages. Vygotsky added a social and cultural aspect to it and information-processing theory views humans as being capable to actively process information. C ombining the three cognitive theories provided a holistic approach to cognitive development. Behavioral and social cognitive theories such as Banduras, provided environmental influences on development. In conclusion, there is not one theory that can adequately explain human development but rather adopting an eclectic approach provided the best solution in holistically understanding human development.

Coding And Data Analysis Procedures Education Essay

The intent of this assignment is to develop cryptography and informations analysis processs relevant to pull offing informations from our qualitative interviews. This interview was designed to research sentiments and feelings approximately experiences as a auxiliary instruction services coach for pupils with disablements. The interview instrument was developed to roll up dependable informations from sources on the sentiments and experience as a auxiliary instruction services coach. The interview inquiries were designed specifically to reply the research inquiry. The interview inquiries and replies have been grouped into three specific subjects. The cryptography system was design with expressed subjects in head. Rubin & A ; Rubin ( 2005 ) discourse the process of interrupting down remarks from an interview into sections of information to be examined together, these sections of information they call informations units. Rubin & A ; Rubin ( 2005 ) depict a codification as a label you use for each construct, subject or event. They province that you would non desire to code for every point but you would code for the most of import points to understand your research. Rubin & A ; Rubin ( 2005 ) describe subjects as drumhead statements and accounts of what is traveling on. Rubin, & A ; Rubin ( 2005 ) stated that after you determine your subjects you begin to code them by coming up with a brief label to denominate each subject and so grade in the interview text where the subjects events occur. Rubin & A ; Rubin ( 2005 ) stated it is of import to look for single constructs, subjects, events that speak to your research inquiry and to put an appropriate chosen labels next to each informations unit to let you to recover the coded point.Research Question:What are the sensed challenges for tutoring pupils with disablements in SES plans?SES Tutor Interview1. ) Please get down by stating me a small about your instruction and experiences as a coach?Probing/ Follow up Questions:How did your past work experience and instruction prepare you for tutoring pupils with disablements? 2. ) Please describe the preparation your were given by the auxiliary instruction services supplier on how to suit auxiliary instruction services lessons and service programs to pupils with disablements?Probing/ Follow up Questions:How many hours or hebdomads of preparation were you given? 3. ) How was the school involved in the development of the Individual Learning Plan for pupils with disablements in the SES plan? †Probing/ Follow up Questions:Who was straight involved with the procedure? ( Ex. schoolroom instructor, SES Coordinator ) How were you able to vouch pupils IEP were in close alliance with the pupil single acquisition programs? 4. ) What concerns you the most about being a auxiliary instruction services coach and working with pupils with disablements? 5. ) Do you have any other remarks you would wish to do pertaining to tutoring and auxiliary instruction services? Interview usher: This interview instrument was developed to roll up dependable informations from sources on the sentiments and experience of auxiliary instruction services coachs. Datas from the interviews were used to place pedagogues ‘ sentiments sing auxiliary instruction plan tutoring and pupils with disablements. This stuff from this interview will be used to help in the development of ( SES ) supplemental instruction services coach staff support and preparation activities. Interview assessment usher: This interview is designed to research sentiments and feelings approximately experiences as a auxiliary instruction services coach for pupils with disablements. For illustration, the instrument allowed the research worker to estimate the extent to which the coachs were knowing about working with pupils with disablements and about auxiliary instruction services plans. This in-depth interview was designed to better understand the challenges coachs face when working with pupils with disablements in auxiliary instruction services plans.The SES suppliers were selected from a list of 84 suppliers on the Virginia Department of Education Web Site who service K-5th class Reading and Math pupils with disablements.Telephone conversations with other SES suppliers in an attempt to schedule an interview:SES Provider Tutoring Service Manager 1:SES manager- â€Å" We do non maintain path of the pupils with disablements in our plan. I do non cognize who the instructors ar e they worked with the pupils with disablements in our plan. † tut.qualSES Provider Tutoring Service Manager 2:SES Manager – † We do largely groups of 5 to 1 tutor/ instructor or 8 to one tutor/ teacher so we do non normally work with pupils with disablements because many times they need one to one service. I looked and we did non serve any pupils with disablements last twelvemonth. Maybe seek some web based service they do one on 1. † serv.ratioSES Provider Tutoring Service Manager 3:SES Manager- â€Å" I would non wish for you to talk to my coachs but I will talk to you. †I- I would instead talk to a coach.â€Å" We have had troubles with serving pupils with disablements many times we do non acquire the IEP until after the appraisal has been completed and we have already started working with the pupils. † teach.iep, serv.pre.post.accom â€Å" On one juncture we had a pupil that was deaf and the school system refused to supply a mark linguistic communication translator for her but I found person who knows mark linguistic communication. † teah.coop â€Å" We have had a batch of trouble with the school system, and I did non understand why we are all supposed to be working together in this. † â€Å" The instructors are so territorial † SES Manager- You can name me subsequently this hebdomad here is my cell phone figureI- Thank you but I need to inquire the inquiries in individualSES Manager: I am regretful I have tribunal this hebdomad.Amy S. ( Tutor /Director ) 8/26/Time 2:00pmInterview Virginia SES supplier ( Tutor /Director Interview )SES Tutor/Director InterviewSubject One: Qualifications of Coachs in Virginia Supplemental Education Services Programs tut.qual: Coach makings vary for pupils with disablements. tut.train: Training indispensable to supply quality direction for pupils with disablements. tut.trained.sped: Trained Particular Education staff or coachs are needed to vouch pupils ‘ ( ILP ) individual larning programs are in close alliance with the pupil ( IEP ) Individualized Education Plan and supply quality direction for your pupils with disablements.I- Please get down by stating me a small about your instruction and experiences as a coach?T- I was a school instructor in the public school system for eight ( 8 ) old ages and so switched over to the private sector with a tutoring company and worked for them for eight ( 8 ) extra old ages. I started making ( SES ) supplemental instruction services tutoring two old ages ago and began implementing that working with that for two old ages.I- Do you, your instruction and experience you said, do you hold a licence.T- Yes, I have a certified instruction licence. That ‘s right.I – How did your past work experience and instruction prepare you for tutoring pupils with disablements?T- Actually, it was truly great because holding been a schoolroom instructor I recognize the challenges that schoolroom instructors face and recognize that the ( SES ) supplemental instruction services plans are design to aim, figure one pupils that have deman ds that are non being met because of fiscal hinderances in footings of having extra tutoring possibly and besides pupils that ever do n't make good in a big group schoolroom puting to give them a tutoring chance so that they can acquire more direct direction and one on one attending.I- As far as your instruction and experiences have you worked with pupils with disablements are you a particular instruction instructor?T- No, I am non a particular instruction instructor. I am a regular instruction instructor but I have worked with inclusion but I have had pupils that have worked within the schoolroom with a particular instruction instructor working aboard. tut.trained.spedI- Please depict the preparation your were given by the auxiliary instruction services supplier on how to suit auxiliary instruction services lessons and service programs to pupils with disablements?T-None. Our lesson programs are the same regardless of pupils abilities so we do n't hold any differentiation between pu pils and frequently times our coachs do n't cognize if the pupil has an active IEP ( Individual Education Plan ) or non. They merely know that they qualify for the tutoring services because of the fiscal demand and free and decreased tiffin. tut.train Subject Two: Guarantee pupils ‘ ( ILP ) individual larning programs are in close alliance with the pupil ( IEP ) Individualized Education Plan or pupils Individual Services 504 Plan. stu.accom: The ability to accommodated pupils with disablements on pre and station trial and in lessons consistent with their IEP or Individualized program or Individualized Services Section 504 Rehabilitation Act. stu.needs: The SES provider/tutors ability to develop instructional programs that are geared to the demands of the pupils with disablements and IEP. teah.coop: School instructors cooperate and were involved with auxiliary lessons of pupils with disablements. teach.iep: School instructors portion IEP information in the development of SES larning programs. sch.coop.iep: The SES supplier works with principals, instructors, and parents as needed to develop instructional programs that are geared to the demands of the pupils with disablements and IEP. sch.state: The SES supplier works with principals, instructors, and parents as needed to develop instructional programs aligned with province criterions sch.ach.data: School academic and achievement informations ( province trial, classs, other assessment tonss ) used in the development of the supplemental instruction acquisition programs for pupils with disablementsI- How was the school involved in the development of the Individual Learning Plan for pupils with disablements in the SES plan? †T- Do you intend by school the school that the pupil is go toing?I- UnhnT- O.K. Typically, what and it is different for every territory. We have worked with five different territories ‘ I have worked with tutoring for five different territories. Most of the territories had a site coordinator or a SES coordinator for the territory broad and they develop the acquisition program, the Individual acquisition Plan for the pupils for SES tutoring. That signifier typically goes it depends on the territory. Typically that signifier comes to us foremost we fill out pupil appraisal consequences and ends that we have for the plan. Then that signifier goes back to the instructor, the schoolroom instructor and a transcript besides goes to the parent. Then the instructor completes their observation a s to ends so that goes back to the SES representative. Other territories have had it travel to the instructor foremost and so come to us and it is in a signifier of a checklist. So the instructor checks off the ( SOL ‘s ) Standards of acquisition that are needed for that pupil that they are urging so we check off the ( SOL ‘s ) Standards of Learning based on their appraisal that have been found to be weak in footings of that. So it does depend on the territory. sch.state, serv.aligned But, typically the school engagement is that the schoolroom instructor does a minor portion with recommendations for ends for that pupil. teah.coopI- or the SES coordinatorI- or the SES coordinator, they take a much more active function in that, that is precisely right.I – How were you able to vouch pupils ( IEP ) single instruction programs were in close alliance with the pupil single acquisition programs?T- We are non able to make that. The lone manner we are able to make that is because. serv.guar Typically our appraisal will demo failings in the same countries that they holding ( uh ) what we typically find when we assess particular needs pupils or particular instruction provided pupils is that we find that they will typically instead than hiting at grade degree or below be significantly below. Nine times out of 10s those are far below their equals in footings of class degree accomplishment so that is how we do it. It is designated on some of the ( SLA ) Students Learning Plans for some territories it does denominate whether they are a ( IEP ) Individual Learning Plan pupil but merely after it comes back so it is for the territory file non for the coachs so that information is non frequently communicated to the SES coachs at all.I- So you are stating the ( IEP ) is ne'er used normally used at allT- Yes, that is true non implemented or used at all. Theme Three: Ability to present the services it promised with respect to instructional schemes used for pupils with disablements. serv.ratio: Student to tutor ratio during tutoring Sessionss. serv.intruc: Instructional techniques are needed for Reading, Language Arts and Math content for pupils with disablements in auxiliary instruction services plans for pupils to be able to understand the academic content. serv.quality: Plan and supply quality direction for your pupils with disablements. serv adopt: Adapts tutoring services to pupils with disablements curriculum. serv.aligned: Aligned their services to province and local criterions. serv.meets.needs: The SES supplier meets the demands of pupils with disablements. serv.promised: Is the SES supplier able to present the services it promised with respect to instructional schemes used for pupils with disablements. serv.pre.post.accom: Accommodated pupils with disablements on pre and station trial and in lessons consistent with their IEP or Individualized program or Individualized Services Section 504 Rehabilitation Act. serv.guar: Guarantee pupils ‘ single instruction program ( IEP ) is in stopping point alliance with the pupil auxiliary instruction service instructional programI -What concerns you the most about being a auxiliary instruction services coach and working with pupils with disablements?T- I think the hardest thing is that most SES services and service suppliers services are meant to be administered in a little group puting which is non ever possible based on the single pupils needs a pupil with a IEP may hold specific demands or adjustments that are non ever able to be implemented in a little group puting in a one hr after school tutoring environment. serv.ratio As appose to making more ( uhu ) one on one state of affairss or a more individualised plan where there are truly able to make skill for accomplishment based on what that pupil demands. . So that is a immense concern. Besides, merely like you mention before the communicating with teaching staff or parents even that the pupil has an active IEP we do n't ever happen out from the staff. Sometimes we will hold a whole conversation with the parents before the pupil becomes one of our pupils for SES and the parent ne'er even references that their topographic points particular instruction because they do non desire that stigma attach or for whatever grounds but that besides hinders our ability to serve them in the best possible manner. sch.coop.iep Another thing that we find to is as I mention before the hold ability so what you will happen is when we assess those pupils they will be assess with a group of 4th grade pupils. One of those pupils may a particular instruction pupil and may measure at a 2nd class degree they may hold demands in the 2nd class degree so we are faced with a quandary of puting the kid in a 4th class course of study and so non execute good and so fight merely like they are fighting in the schoolroom scene or set a 4th grader in with a group of 2nd graders. Which besides is non ever the best option for them because so they are working on 2nd class course of study with pupils who are two or three old ages younger than them and non ever holding that effectivity as they would hold with a group of their equal. serv adopt, serv.intruc So those are the chief concerns every bit far as doing certain that those pupils get the services they need and require to be affectional for them.I- Do you have any other remarks you would wish to do pertaining to tutoring and auxiliary instruction services?T- I do, I do hold tonssI- That ‘s good,T-Yes and I did compose them down because there were so many I was believing of. One thing, I truly think the ( SES ) plan is phenomenal I mean, with all the troubles. Particularly for particular instruction because it has its ain set margins of pupils. I feel that the SES as a whole is a fabulous phenomenal plan. Having worked with it for merely two old ages I have seen unbelievable, monumental group in our pupils be them Particular erectile dysfunction. or Regular Ed. pupils merely within the little clip frame they have the plan enforced. I think it is a fantastic chance there is allot of contention with utilizing outside beginnings for SES. As you know and doing certain that you has a reputable service and a certified instructor. Half the times they do n't even hold to be certified instructors or have any experience working with kids. tut.qual Now, that does concern me. Our staff does hold that we do necessitate that. But, with certain guidelines it could be improved. To see the unbelievable chance that arises from those pupils. Besides, to see that holding an outside beginning. I do n't cognize how to explicate this but non there teacher or person who works in the school system. Having that separate individual come into the school even if it is done site based. They merely perform otherwise than they have all the school twenty-four hours, because it is a different individual interacting with them. So giving them that chance is a great thought to give a separate entity for the school that still performs the same services. Now, I do hold there should be criterions and minimum demands for staff. Particularly in the particular instruction unit of ammunition if you do non hold the staff that are certified to lear n them even a regular instruction instructor wo n't or may non cognize ever how to manage a state of affairs or distinguish the course of study to give the pupils what they need. tut.qual, tut.trained.sped, serv.intruc But, overall I think the plan is phenomenal I hope to see through clip, I know there are a batch of surveies being done, but that it does increase the pupil ‘s cognition, their SOL scores their ability over all. And I think more than anything with the pupils what we have learned in the yesteryear is that pupils that are those tier two pupils. I do n't cognize how familiar you are with Response to Intervention pupils. But those tier two pupil. The pupil that are fighting and neglecting twelvemonth, after twelvemonth, after twelvemonth. ( Laugh ) I guess I mean after two old ages. I guess they can hold that targeted direction through the SES plan and might non necessitate particular instruction and with whatever is traveling on that they missed that they can catch up. In the long run your end is to hold fewer pupils that are really identified as holding particular instruction demands. And that is reserved for merely the pupils that genuinely have a disablement and that need that excess intercession or that one on one pull out plan. The plan can be used for pupils who have had to travel to five different schools in one twelvemonth or absences because they were ill and missed twenty one yearss of school in one twelvemonth or pupils whose parents are non educated and can non assist them with their prep. I do besides believe assisting the pupils that need the fiscal aid is besides of import. But, you have so many of those other issues that end up developing into a particular instruction pupils when it is non ever the instance that they may non necessitate that without a different sort of intercession, So that is one thing I hope to see that the SES plan goes more towards aiming those types of pupils. But, I most decidedly think if we besides can concentrate on pupils that are on the cusps that are non doing it with their equals yet non to the point they have to be placed in a particular instruction schoolroom that would be good as good.I -Well, I merely want to believe you for talking with me today. I merely want to Thank you a batch. I truly do appreciate it.I -probably gave you a batch more so you needed.I- No, I truly do appreciate it.I am traveling to turn of the tape now.

Although the women’s characters in Frankenstein are more underlying they are vital to the structure of the story

Although the women's characters in Frankenstein are more underlying they are vital to the structure of the story. Because not only do they add depth and give moral guidance to the male characters such as Walton and Victor Frankenstein, they are also full of kindness, compassion and social consciousness. This has the effect of stressing the importance of taking care of family and friendship and especially feminine influences in your life in order to retain both your humanity and sanity. They represent the good women of the world and make it easier for the target audience of the time to identify with the story. Shelley also uses them to explore several themes such as the role of women in the society of the time. For example the way women were judged and valued only for their beauty and/or their usefulness to men. That the women in Frankenstein are not given a voice and that they seem not to have any opinions or power over their future, may be a comment from Shelley about the injustice of women's treatment in her society. Walton's letters to his sister Mrs Margaret Saville, have several effects. They make his account feel more personal and believable for the reader. Especially as the locations described in the novel are likely to be alien to them. The introduction of Mrs Saville, an English, middle class, married woman, would have made it easier for similar people to identify with the story and therefore bring the events closer to home for them. The letters also stress the importance of family. For example in Letter One, Walton is feeling low and lonely and says â€Å"†¦ I bitterly feel the want of a friend. I have no one near me gentle†¦ to approve or amend my plans. † which stresses the importance of friendship and sharing for a person's mental well being and happiness. Then in Letter Two, after Walton has happened upon Victor, his spirits are significantly raised because he sees Victor as an equal and a potential friend. The letters also provide an early contrast between Walton and Victor and their attitudes. As Walton speaks of his â€Å"†¦ conviction that a man could boast little happiness, who did not enjoy this blessing. and Victor replies â€Å"†¦ I once had a friend, the most noble of human creatures†¦ But I – I have lost everything,†¦ â€Å". Therefore Shelley illustrates that by seeking his sister's moral guidance, reassurance and love and by valuing friendship, Walton is more humane than Victor who has sacrificed everything and everyone to reach his goal. This may be a warning from Shelley of the possible disastrous consequences of isolation and the healing powers of friends and family. However, it is notable that Mrs Saville lacks a voice or opinion as her letters are not included. Her lack of voice may be a comment from Shelley that despite her obvious importance to her brother and indeed to his well being, her voice, views and opinions are of little importance to the world at large. The story of Victor's mother Caroline, stresses the fact that at the time of writing a woman's future was dependent upon the men in her life. Beaufort, a good friend of Victor's father, flees from society in shame when he loses his wealth and as a result his health fails. As a consequence Caroline is forced to nurse him and take on menial work below her noble station in order for them to survive. That Victor says of his mother â€Å"But Caroline Beaufort possessed a mind of uncommon mould; and here courage rose to support her in her adversity. † it may be a comment from Shelley, in that despite her status as a lowly women she had the wit, intelligence and courage to find a way to survive with the need for a male supporter. Also it may be evidence of Shelley's disgust at how unfair it was that a woman could only seek such low status and low paid employment, despite possessing equal intelligence and strength of character as that of a man. Victor's father clearly values friendship highly and goes to great effort to seek out his friend. When he eventually finds him, it is too late to save Beaufort but he ‘rescues', and eventually marries, Caroline. Thus saving her from what would almost certainly have been an existence of poverty and hardship alone with no family and friends to support her. The character or Caroline also portrays the way women bring compassion and social consciousness into society, when Victor says of he parents â€Å"Their benevolent disposition often made them enter the cottages of the poor. and that to his mother â€Å"†¦ it was more than a duty; it was a necessity, a passion – remembering what she had suffered†¦ † and that she was so caring and compassionate that she saw it has her duty â€Å"†¦ -for her to in her turn be guardian angel to the afflicted. † Indeed throughout the novel women are portrayed as virtual angels lacking any malice or negative influ ences. They are innocent victims, who meet undesirable ends at the hands of and due to the careless and violent actions of men. It is Caroline who adopts Elizabeth on finding her in one of the â€Å"†¦ cottages of the poor. It is notable, however, that it is not simply here ‘angelic' nature that leads her to this action but also Elizabeth's outstanding beauty and the rumours of her nobility. This is seen when it is said that by contrast to the four other â€Å"†¦ dark-eyed, hardy little vagrants;† â€Å"She appeared of different stock. † as â€Å"her hair was of the brightest living gold,†¦ † â€Å"†¦ her blue eyes cloudless,†¦ † and she was â€Å"†¦ fairer than a garden rose among the dark-leaved brambles. † So it is her beauty and the aforementioned rumours of a noble birth that save Elizabeth from a life of poverty. That she is given to Victor as a â€Å"†¦ pretty present†¦ † and Caroline's wish that they should someday marry, is a further example of women's lack of power over their futures. Elizabeth is a vital character in the novel as she provides a contrast within the Frankenstein family by which to compare Victor. Indeed Victor admits that she â€Å"†¦ was of a calmer more concentrated disposition;†¦ † than himself while his â€Å"†¦ temper was sometimes violent†¦ † and his â€Å"†¦ passions vehement,†¦ â€Å". Indeed, it is Elizabeth who takes motherly responsibility for the household when Caroline dies. However, despite this great responsibility she has little or no power. We also see the depth of Victor's selfishness and disregard for others when despite the Creature's threat to kill Elizabeth should Victor marry her, he goes ahead with it still. This action begs the question; if he loved her at all why marry her and put her in mortal peril? As had he not gone ahead with the marriage she may have survived. Again, excepting her letters, Elizabeth like Mrs Saville and Caroline lacks a voice. Further evidence of Victor's disregard for others and the more compassionate nature of Elizabeth is seen when Justine is wrongly accused of the murder of their brother William. For although Victor knows that it was the Creature that killed him, he does nothing for fear of the discovery misdeeds in creating the Creature in the first place and also for fear of how it would appear to others. On the other hand Elizabeth, even though she has less of the facts, feels it is her moral responsibility as a friend to see justice is done. Aware of the detrimental affect it may have on her social standing and the evidence against Justine, in the form of the broach, she still speaks up for her in court to say that Justine had neither the nature, motive nor means to commit such an awful crime. This is, yet further evidence of the lack of value Victor places on friendship, family, loyalty and justice compared to Elizabeth. Justine too is adopted into the family, but is not as beautiful as Elizabeth and as a result, although she is a blood relation, she is treated as a special servant rather than a proper member of the family. This could be seen as a comment from Shelley on the unfairness of the value put on beauty and the unfairness of a class system that judges a persons moral worth by using their beauty and class position as a guide. Justine's name may also be a play on words, in that is resembles Justice and ironically she receives non. Instead she is forced to confess to a crime she did not commit in order to save her soul. Justine's character also illustrates the influence of the writings of Godwin on social and political justice and her mother's feminist works on Shelley's view of both political and female injustice within the society of the day. Both Safie and Agatha also play and important role, as it is by observing them that the Creature learns about many aspects of life. For example the Creature discovers deeper emotions within himself when he sees Agatha cry and hears man made music for the first time. However, the arrival of Safie is vital to the story as she provides a way for him to learn much more. Because she speaks a different language and is from a different culture, it is necessary for Agatha and her father to teach her their language and customs. By listening and observing her tuition, the Creature is able to gain a better understanding of the language and with the addition the some books he happens upon in the forest he learns to read. Also, due to Mr DeLacey's minute attention to detail and eagerness to teach Safie as much as possible, the Creature gains valuable knowledge of many subjects. These include some history, a broader view of the world and its â€Å"†¦ empires†¦ â€Å", governments, religion, death, the difference between the sexes and the importance of family. He also learns more about the structure of society and the class system for example the value of possessions/wealth, lineage and family connections in relation to a persons place within society. Armed with this knowledge he begins to understand that as he has neither family, wealth nor possessions that he has little or no status within society and this compounded with his ugliness saddens him greatly. His ability to read also means that he is able to read Victor's journal and learn of his creation, which is obviously vital as his memory of his creation was incomplete. His ability to read and the geographical knowledge he gains from Safie's tuition also helps him in his search for Victor. However, Safie is and important character for other reasons to. In that her escape from non-Christian Asia and an undesirable existence in a Harem, to a Christian culture where by comparison women are free and â€Å"†¦ allowed to take rank in society,†¦ † may be a comment from Shelley that although the fate of women in the western world is unfair their fate is worse in some other cultures and religions. Safie's story also gives the Creature hope as he sees that although her father was very unkind to the DeLacey family they welcome her into their home all the same. It is also a classic romantic tale of how love can conquer all, which would have appealed to the readership. In conclusion, I do not agree that the women in Frankenstein play an insignificant part in the story. Indeed without them the male characters would lack depth and the novel would have been less appealing to its audience. They bring the far away and foreign locations closer to home and make what is often an unbelievable story more believable. Without Safie's character the Creature would not have been able to learn so easily or convincingly. Also Shelley's views about women's contribution to the balance of society, their relative lack of power, freedom or control over their future's when compared to men could not have been expressed so strongly. Her point that society tends to judge people by appearances and wealth rather than their moral character and the misconceptions this causes could not have been made so convincingly. Overall I believe the story is strengthened and made more complete by their existence.

The Merchant Of Venice By William Shakespeare - 1153 Words

Wo(man) Up! Since the beginning of recorded history, women’s roles in society have been seen as inferior to those of men. Women’s rights have progressed as time has passed, but even today, women are treated unfairly. However, in The Merchant of Venice, William Shakespeare challenges the concept of women being unequal to men. He conveys this message through the actions of Jessica, Portia, and Nerissa. The female characters empower themselves, accomplishing various tasks in order to gain control over the men in their lives. The Merchant of Venice is a highly effective feminist play, which is demonstrated through the assertive and clever personalities of the women portrayed. Jessica’s rebellious attitude towards Shylock is established by her desertion of him in order to live her life without his influence. She is tired of his constant frugality, and she desires to be free from her father’s tight grip on her. When saying goodbye to Launcelot, Jessica confesses , Alack, what heinous sin is it in me, To be ashamed to be my father’s child? But though I am a daughter to his blood, I am not to his manners. (II.iii.16-19) Jessica expresses some reluctance to betray Shylock, as she considers rejecting him to be a sin. However, she ultimately confidently decides to leave him, reasoning that being related by blood is not enough for her to endure her father’s controlling personality. Shakespeare uses Jessica’s determination to find happiness on her own to demonstrate theShow MoreRelatedThe Merchant Of Venice By William Shakespeare1445 Words   |  6 PagesTalia Warshawsky Ms. Rembert CGI English 11 HH 12 November 2014 Crashing Thru Venice William Shakespeare, possibly the most esteemed writer of all time, wrote a play titled The Merchant of Venice, near the end of the 1500 s. 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Shylock h appily takes AntonioRead MoreThe Merchant Of Venice By William Shakespeare1102 Words   |  5 Pagespassed, but even today, women are being treated unfairly in certain situations. However, in The Merchant of Venice, William Shakespeare challenges the concept of women being unequal to men. He conveys this message through the actions of Jessica, Portia, and Nerissa. The female characters empower themselves, accomplishing various tasks in order to gain control over the men in their lives. The Merchant of Venice is a highly effective feminist play, which is demonstrated through the assertive and cleverRead More`` The Merchant Of Venice `` By William Shakespeare1147 Words   |  5 Pagesjeopardy. It is an inescapable labyrinth that plagues the lives of all ever since humanity’s first existence. Yet it,s double-edged sword like characteristics of also providing opportunities and gains keeps many enthralled in it. 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