Development of Language

The manner in which children learn to understand and successfully communicate through language is among the most important questions studied by psychologists. The appropriate use of language is central to virtually all aspects of learning and social development. Successful and appropriate language communication is also closely linked to the individual’s place in society, while the inability to communicate clearly hampers and may virtually eliminate a person’s ability to cope with even the simplest educational and social situations.The drawings produced by preschoolers can be channeled by parents and teachers so that they can print letters for a start. They will not be able to distinguish writing from drawing initially but around the age of 4, children will show distinctive features of print like forms arranged in a line on the page (Levin & Bus, 2003 as cited in Chapter 8). The studies of imitative language focus on children’s acquisition of grammatical rules by observational learning.Investigators have also been interested in whether the substance of a child’s language can be modified by exposure to social models (without any reinforcement to the child for appropriate responses). Numerous experiments have now disclosed that principles for generating novel responses can be acquired through observation of others (Bandura and McDonald, 1963). If principles of language usage, rather than mere words, can be shown to be acquired through observational learning, then, thus would provide at least a partial account of the process of language acquisition.Erik Erikson as psychoanalyst taught that any person, child or adult faces specific life crisis that they have to resolve in order to perform their tasks (Atkinson 1993). During early childhood or preschool, a child develops an ability to initiate activities (Atkinson 1993). teachers have to learn how to encourage or discourage them in order that the child would not feel inadequate (Atkinson 1 993).During middle child hood or elementary, children learn various skills such as reading and writing, but they have to interact socially with others in order to feel successful or competent, otherwise they would feel inferior (Atkinson 1993). During this time, a teacher should constantly but reasonably praise a child for a job well done. Another way of supporting the development of language in early childhood is through make-believe play. Piaget claimed that by pretending, young people can now practiced and strengthen newly acquired representational schemes (Chapter 9).

How Far Does Linda Make Us Feel Sympathy Towards Linda in Death of a Salesman

In Arthur Miller’s â€Å"Death of a Salesman†, Linda plays the key female role. It seems the family revolves around her, and she seems to be the most forward thinking character in the play, but does Miller make us feel sympathy towards her? There are many reasons as to why we could feel sympathy for Linda. Firstly, Linda is living with all the families dreams. Trapped by Willy’s failed career the family has nothing, and Linda has to bear that. Her two children, who are both great looking and confident, have made nothing of themselves at ages 34 and 32.All she wants is a realistic goal, but she gets dragged into the dreams her family mistakenly create. Willy himself says in the restaurant scene â€Å"the woman has waited and the woman has suffered. † Willy is showing he realises what he is putting Linda through, but unfortunately he has no fix. Secondly, Linda has had to suffer through Willy’s Suicidal thoughts, plagued everyday with trying to remove the rubber pipe, but putting it back everyday for fear of hurting Willy.Linda is forced to bear the thought of Willy killing himself daily, that can’t be easy for a woman who suffers in so many other ways. Thirdly, Willy cannot provide for Linda, not allowing her to work, for fear of looking unsuccessful. Willy is only paid commission, and throughout his working life he has never made much money. This means the family cannot afford many luxuries, with a cheap car, and cheap appliances such as their refrigerator.Linda is seen mending stockings by Willy, a key symbol in the play, not only can Willy not provide enough money for Linda to afford expensive stockings, but Willy could provide stockings to ‘the Woman’, with Stockings a symbol for sexuality and femininity, it could be said that Willy provided sexually for his Mistress, but not for Linda. Thirdly, Willy has never treated Linda right. As Biff puts it, â€Å"He never had an ounce of respect for you,† the kitchen scene at the end of act one shows this well, with Willy shouting at Linda whenever she tried to put in a word, â€Å"Wildly enthused, to Linda: Stop Interrupting! , he doesn’t give Linda the respect she deserves, treating her as if she knows nothing, perhaps Willy doesn’t want her to know much, keeping her from being independent of him. This is also seen through Willy’s affair, it seems that through all of Willy’s choices or actions, Linda bears the pain from it. Although Linda can come across as a victim in all that has happened, it is not completely fair to say that she is completely worthy of sympathy;It seems that although Willy doesn’t provide much for his family, Linda doesn’t mind that Willy isn’t successful, she is happy with what she has, and lives realistically, accepting what she has, and not tying herself up in dreams like her family has. She is quoted to say â€Å"Why must everyone conquer the world,† something that rings through not just her thoughts but also what Miller thought. Miller wants to show us the difference between Willy’s dreamy hopes, and Linda’s realistic approach to living. Linda doesn’t believe in Willy’s adapted version of the American Dream, but it is ultimately this that finishes him off.

The Nature of Good Teaching

There continues to be ongoing debate about the qualities of a good physical education teacher. For a long time it was considered that keeping the students â€Å"busy, happy, good† was an end in itself. This emphasis affords little attention to what the students actually learn in physical education classes. Physical Education in our curriculum today has changed as has the way we live our lives, entertain ourselves and technology.Before we look at what is considered today to be qualities of good physical education teaching, we need to look at where the notion of ‘busy, happy, good’ has come from. Richard Tinning, David Kirk and John Evens outline the progression of what has been deemed to be quality physical education in Australian schools over the decades. Their study looks at the methods being used by physical education teachers and what actually happens in the lesson instead of characteristics displayed by teachers.The notion â€Å"busy, happy, good† was s uggested to be a measure of quality teaching by Judith Placek in 1983. (Placek, 1983). Prior to Placek’s research one of the most commonly used tools to research the effectiveness of a teacher was the Academic Learning Time (ALT). An adaption of this was used for the research of effective physical education teaching research ALT-PE (Tinning, Kirk &Evans p. 139). This method of research was focussed on monitoring a student’s engagement and successful completion of the task.The research conducted by Judith Placek found that â€Å"for most teachers and student teachers the dominant concerns in teaching physical education are to keep the children ‘busy, happy and good’† (Tinning, Kirk &Evans, 1993). â€Å"Success, in many cases, is not Sharon or Bob learning to jump shot correctly. Success is related to the immediate, observable happenings in the gym. Are the students participating (busy), enjoying themselves (happy), and doing what the teacher directs (good)? (Placek, 1983, p. 54)When this was written in 1993 one of the main concerns with young people was the amount of time spent watching TV as the main source of their entertainment. Tinning, Kirk and Evans point out that for children to engage in their education they wanted to be entertained or they would disengage. Since the rapid growth of technology our lifestyles have changed and become more demanding. The population of developing countries has become less active leading toward significant health issues that impact the whole community.The World Health Organisation released a Global Strategy on Diet, Physical Activity and Health in response to the concerns of the changing lifestyles of developed countries in the last 25 years. (WHO, 2012) â€Å"Because of these changes in dietary and lifestyle patterns, chronic NCDs —including obesity, diabetes mellitus, cardiovascular disease (CVD), hypertension and stroke, and some types of cancer — are becoming increasingly significant causes of disability and premature death in both developing and newly developed countries, placing additional burdens on already overtaxed national health budgets† (WHO 2012).In 2007-08, one quarter of Australian children (or around 600,000 children aged 5-17 years) were overweight or obese, up four percentage points from 1995. Studies have shown that once children become obese they are more likely to stay obese into adulthood and have an increased risk of developing diseases associated with obesity (Australian Bureau of Statistics, 2010). The issue today for physical education teachers is still one of engagement and the need for students to have fun however these alone do not fully satisfy the curriculum standards by which we operate.The Victorian Essential Learning Standards (VELS) Health and Physical Education guidelines states; â€Å"(schools) provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health† (VELS, 2012). A student can be fully engaged, having fun and behaving well while not being aware of learning anything. So if keeping students ‘busy, happy and good’ is not enough then what does make a good physical education teacher?The Alliance for a healthier generation suggests that PE focuses more on the acquisition of lifetime skills and knowledge and exposes students to a wide variety of physical activities that can be engaged in for a lifetime (Alliance for a healthier Generation 2012). The Victorian Essential Learning Standards states â€Å"It promotes the potential for lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. (VELS 2012) It is obvious that as physical education teachers we have the opportunity to impact students for the rest of their lives either in a positive or a ne gative way. Unfortunately today there are children that have negative experiences in Physical Education. These experiences have the potential to negatively impact a student for the rest of their lives preventing them from enjoying regular participation in a local sporting and health community.VELS Health and Physical Education focuses on the importance of â€Å"lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. † (VELS, 2012) What the curriculum has set out to do is provide a positive foundation where students can be immersed in a motivating culture, that is â€Å"a force that energises, sustains and directs behaviour toward a goal† (Egan, Kauchak, 2007, p. 298).Some of the problems facing today’s physical education classes are outlined by Kathryn Meldrum and Jacqui Peters that include â€Å"an overcrowded curriculum, teacher who don’t like phys ical education won’t teach it, PE is not an academic area, teachers don’t have enough confidence to teach it, the schools facilities and equipment are poor† (Meldrum & Peters, 2012, p. 12). The lack of motivation is clear and passed onto students resulting in poor participation, low motivation and a negative impact that can affect a rise in chronic health issues.The Melbourne Declaration on Educational Goals for Young Australians addresses the role played by schools to â€Å"promote the intellectual, physical, social, emotional, moral, spiritual and aesthetic development of young Australians† (Meldrum & Peters, 2012, p. 13). To address the issue of ‘busy, happy, good’ quality physical education programs need to be embraced by the whole school community. One of the aims of physical education is to enable students to develop positive attitudes towards physical activity and lifelong habits of participation.The initial physical activity experience s which the child has at school will impact significantly on attitudes and practices in later life. Hence we need to ensure that the experiences in physical activity at school are positive in order to achieve this aim. (NSW Government, 2012) The National Association for Sport and Physical Education (USA) have outlined four components that contribute to high-quality physical education programs they include; opportunity to learn, meaningful content, appropriate instruction and student and program assessment.These alone are not enough to address the issues facing today’s students. Colin Marsh in his fifth edition of ‘Becoming a Teacher’ partly describes a good teacher to have â€Å"humanity and warmth – to know at all times what students in class are doing and also to care about what they are doing. † (Marsh, 2010, p. 3) Good teachers need to be able to motivate students. Generally students who are motivated have more positive attitudes and are more sa tisfied, persist on difficult tasks, and process information in depth and excel in learning experiences (Egan, Kauchak 2007).There is no one solution to providing a quality physical education program in schools today. Clearly we cannot be satisfied with the notion of ‘busy, happy, good’. Physical education encompasses physical mental emotional needs of students while creating socially engaged citizens, leaders and community minded citizens. Physical education is providing a platform of skills and motivation to further a life of healthy lifestyle habits. Physical education classes are not fitness centres where students receive their weekly exercise program and are kept engaged for the time spent there.To facilitate these needs takes cooperation from all school staff working together to strengthen Physical Education programs in local schools. Skilled teachers that are connected into local communities guiding students to further pursue what they have engaged in at school. Physical education is the one subject that has the greatest and longest lasting impact in a student’s life so we need to deliver a quality program to every student. Reference ListAustralian Bureau of Statistics, 2010, ‘Health: Obesity’, retrieved 29th August 2012, http://www. abs. gov. au/ausstats/[email  protected] nsf/Lookup/by%20Subject/1370. 0~2010~Chapter~Obesity%20(4. 1. 6. 6. 3) Eagan, P, Kauchak, D 2007, Theories of Motivation In Educational Psychology: Windows on Classrooms, 7th Edition, Pearson Education Publication, Upper Saddle River, NJ Marsh, C 2010, Becoming a Teacher: Knowledge, Skills and Issues, 5th Edition, Pearson Publication, Frenchs Forest, NSWMeldrum, K, Peters, J 2012, Learning to teach health and physical education: The student, the teacher and the curriculum, Pearson Publication, Frenchs Forest, NSW National Association for Sport and Physical Education, 2012, ‘Key Points of Quality Physical Education’, retrieved 29th Augus t 2012, http://www. aahperd. org/naspe/publications/teachingTools/QualityPE. cfm NSW Department of Eduaction, 2012, ‘What is good physical education? ’, retrieved 29th August 2012, http://www. curriculumsupport. education. sw. gov. au/secondary/pdhpe/assets/pdf/pa_025. pdf Placek, J 1983, Conceptions of success in teaching: Busy, happy and good? Teachings in Physical Education, Human Kinetics Publishers, Champaign, Illinois Tinning, R, Kirk, D & Evans, J 1993, Learning to teach physical education, Prentice Hall Publication, Melbourne World Health Organisation, 2012, ‘Global Strategy on Diet, Physical Activity and Health’, retrieved 29th August 2012, http://www. who. int/dietphysicalactivity/publications/trs916/intro/en/

Sustainability and Built Enviornment Assignment

Sustainability and Built Enviornment - Assignment Example While several sustainable construction materials are now available, the criteria used to choose either of the same is informed by the desire to strike a delicate balance between the growing needs of the world today and the need to minimize the negative impacts that would emanate from such initiatives both to resources and to the environment. From the perspective of the environment, the building materials used have a direct impact on the energy consumption, the emission of carbon dioxides, how much waste materials are generated, the natural resources used, water consumption as well as how the utilization of such materials directly affects the health of the persons around the area. The first criteria that would be used in choosing a sustainable building material are the ability of the material to be recycled. Taking an example of steel, it is a building material that is recyclable for an indefinite time without necessarily suffering any losses in terms of quality. Steel can, for instance, be recycled 100 percent. However, for purposes of building, steel materials can be recycled i.e. used from one building to another to a degree of about 98%. There is, therefore, an economic loop that is sustained by the intrinsic quality inherent in the steel itself. Today, it is estimated that all over the world, recycled steel make up to about 40% of the total ferrous material in the steel industry. Mostly, such materials are used in the electrical furnace procedures and other processes like the blast oxygen furnace that play a role in generating building materials and even in direct construction processes. Through recycling, there are a significant cost reduction processes meaning that it can be sustained for a long time.

Billy should be prosecuted for the alleged assaults Essay

Billy should be prosecuted for the alleged assaults - Essay Example The crown prosecution service is controlled by the Director of Public Prosecutions, who is normally accountable to the Attorney General in Wales and England. The Attorney General, as a result, is normally answerable to Parliament for the service provided by the crown prosecution service1. The Crown Prosecution Service normally has the responsibility for taking criminal cases above the police investigatory level. The crown prosecution service normally direct the police on cases for conceivable prosecution, they evaluate cases submitted by the police; they decide any charges in minor cases; they organize cases for court and forward cases to court, both in the Crown and the Magistrates Court. The major role of the crown prosecution service is to examine the evidence collected by the police, and deliver guidance. After sufficient evidence is obtained, the crown prosecution service normally makes its decisions based on the evidence. They also decide whether a case should be followed or dr opped. In the occasion that the crown prosecution service is contented that there is sufficient evidence to arraign, they then prosecute either in the Magistrates Court. If the case is to be taken to the Crown Court, they order an independent advocate to arraign for them or, gradually, they may employ their advocates. Despite the fact that the Crown Prosecution Service operates with the police, it is autonomous of them, and except for exceptionally petty cases, the choice whether to arraign a case depends on the crown prosecution service2. The Crown Prosecution service is normally accountable for defining the charge in all, but minor cases, they also advice the police during the initial stages of an enquiry, they also study cases passed by the police for prosecution; the crown prosecution also have the responsibility of examining cases for court and handing over those cases at court. In each case studied, the prosecutor normally weighs, whether, there is enough evidence, and if ther e is sufficient evidence, the prosecutor determines whether the person needs to be prosecuted. Despite the fact that Crown Prosecutors interact closely with the police, they normally have a responsibility of serving the Crown Prosecution Service, which is an independent governmental organization3. The rules and principles relating to assault and the general principles of the crown prosecution service are as follows: the crown prosecution service normally has the responsibility of deciding, whether, to prosecute or give an individual involved in an assault an out-of-court clearance. The crown prosecution service normally have to ensure fair and effective trial is provided. This is normally necessary so as to maintain law and order. The crown prosecution service has the responsibility of ensuring that the right person is prosecuted. They also have the responsibility of ensuring the person is prosecuted for the right offence. This is necessary to ensure that such offenders are brought to justice. It also the role of the crown prosecution service to ensure that casework judgments are performed fairly, without any bias, and with integrity in order to bring justice for defendants, witnesses, victims and the public4. The crown prosecution service also have the responsibility of evaluating, advising the people involved, and prosecuting cases to ensure proper out-of-court disposal to the lawbreaker. The crown prosecution service should ensure that the law is applied properly; they should do this by ensuring