Philosophies of Learning Theory

INTRODUCTION What is theory? A theory is a way of thinking and a model of how things work, how principles are related, and what causes things to work together. Learning theories address key questions, for example, how does learning happen? How does motivation occur? What influences students’ development? A theory is not just an idea. It’s an idea that is a coherent explanation of a set of relationships that has been tested with lots of research. If the idea survives rigorous testing, that theory is said to have empirical grounding. A theory is developed from practical experience as well as research.Any given theory is usually about one aspect of the learning process. Learning theories  are  conceptual frameworks  that describe how information is absorbed, processed, and retained during  learning. Learning brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, valu es, and world views. There are three main categories of learning theory:  behaviorism,  cognitivism, and  constructivism. Behaviorism focuses only on the objectively observable aspects of learning.Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. Philosophies of teaching and learning, numerous philosophers have studied what the meaning of to teach and learn, and have come up with various explanations of the process of becoming educated. Their begin to refine their own beliefs and understandings of what it means to know through examining numerous theories of knowledge and making sense of the processes of teaching and learning in their own minds.An few philosophies and examples of individuals who exemplify the concepts are worth exploring: Existentialism (Maxine Greene, Jean-Paul Sartre, Soren Kierkegaard, Simone de Beauvoir), Critical T heory (Karl Marx, Henry Geroux, Michael Apple, Paulo Friere), Behaviorism (B. F. Skinner), Cognitivism / Developmentalism (Maria Montessori, A. S. Neill, John Dewey, Knowles, Waldorf Schools, Reggio Emilia Schools), Social Constructivism (John Dewey, Lev Vygotsky, Jerome Bruner, Montessori, Reggio Emilia and Waldorf Schools). 1. 0 LEARNING THEORIESIn  psychology  and education,  learning  theories are attempts to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. There are three main categories (philosophical frameworks) under which learning  theories fall: behaviorism, cognitivism, and constructivism. 1. 1 Behaviorism Behaviorism focuses only on the objectively observable aspects of learning and discounts the internal processing that might be associated with the activity. Learning is the acquisition of new  behavior  through conditioning. There are two types of possible conditioning: ) Classical conditionin g, where the  behavior  becomes a reflex response to stimulus as in the case of Pavlov's Dogs. 2) Operant conditioning where there is reinforcement of the  behavior  by a reward or a punishment. The theory of operant conditioning was developed by B. F. Skinner and is known as Radical Behaviorism. The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring.It is important to note that, a punisher is not considered to be punishment if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior. 1. 2. Cognitivism Since the Cognitive Revolution of the 1960s and 1970s, learning theory has undergone a great deal of change. Much of the empirical framework of Behaviorism was retained even though a new paradigm was begun. Cognitive theories look beyond behavior to explain brain-based learning.Cognitivists consider how human memory works to promote learning. So for example how the natural physiological processes of encoding information into short term memory and long term memory become important to educators. Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's Working memory model were established as a theoretical framework in Cognitive  Psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today researchers are concentrating on topics like Cognitive load and Information Processing Theory.These theories of learning are very useful as they guide the Instructional design. 1. 3. Constructivism Constructivism views learning as a process in which the learner actively constructs or builds n ew ideas or concepts based upon current and past knowledge. In other words, â€Å"learning involves constructing one's own knowledge from one's own experiences. † Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. 1. 4. Informal and Post-Modern TheoriesInformal theories of education deal with more practical breakdown of the learning process. One of these deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. Modern thinkers favor the latter, though without any basis in real world research. Critics believe that trying to teach an overall idea without details (facts) is like trying to build a masonry structure without bricks. Other concerns are the origins of the drive for learning.To this end, many have split off from the mains tream holding that learning is a primarily self taught thing, and that the ideal learning situation is one that is self taught. According to this dogma, learning at its basic level is all self taught, and class rooms should be eliminated since they do not fit the perfect model of self learning. However, real world results indicate that isolated students fail. Social support seems crucial for sustained learning. Informal learning theory also concerns itself with book vs real-world experience learning. Many consider most schools severely lacking in the second.Newly emerging hybrid instructional models combining traditional classroom and computer enhanced instruction promise the best of both worlds. 2. 0 PHILOSOPHY ON LEARNING THEORIES. People have been trying to understand learning for over 2000 years. Learning theorists have carried out a debate on how people learn that began at least as far back as the Greek philosophers, Socrates (469 –399 B. C. ), Plato (427 – 347 B. C. ), and Aristotle(384 – 322 B. C). The debates that have occurred through the ages reoccur today in a variety of viewpoints about the purposes of education and about how to encourage learning.To a substantial extent, the most effective strategies for learning depend on what kind of learning is desired and toward what ends. Plato and one of his students, Aristotle, were early entrants into the debate about how people learn. They asked, â€Å"Is truth and knowledge to be found within us (rationalism) or is it to be found outside of ourselves by using our senses (empiricism)? † Plato, as a rationalist, developed the belief that knowledge and truth can be discovered by self-reflection. Aristotle, the empiricist, used his senses to look for truth and knowledge in the world outside of him.From his empirical base Aristotle developed a scientific method of gathering data to study the world around him. Socrates developed the dialectic method of discovering truth through conv ersations with fellow citizens (Monroe, 1925). Inquiry methods owe much of their genesis to the thinking of Aristotle and others who followed this line of thinking. Strategies that call for discourse and reflection as tools for developing thinking owe much to Socrates and Plato. The Romans differed from the Greeks in their concept of education.The meaning of life did not intrigue them as much as developing a citizenry that could contribute to society in a practical way, for building roads and aqueducts. The Romans emphasized education as the vocational training rather than as the training of the mind for the discovery of truth. Modern vocational education and apprenticeship methods are reminiscent of the Roman approach to education. As we will see, however, strategies to encourage cognitive apprenticeships combine the modeling inherent in learning by guided doing with the discourse, reflection, and inquiry that the Greeks suggested to train the mind.When the Roman Catholic Church be came a strong force in European daily life (500 A. D. to 1500 A. D. ), learning took place through the church, through monasteries, and through their school system, which included the universities (12th century) the Church built throughout Europe. Knowledge was transmitted from the priest to the people (Monroe, 1925). Much learning was the memorization and recitation of scripture by rote and the learning of trades by apprenticeship. The primary conception of the purpose of education was transmission-based.Many classrooms today continue a transmission-based conception of learning as the passing on of information from the teacher to the student, with little interest in transforming it or using it for novel purposes. The Renaissance (15th to the 17th centuries) revived the Greek concept of liberal education, which stressed education as an exploration of the arts and humanities. Renaissance philosophers fought for freedom of thought, and thus Humanism, a study of human values that are n ot religion-based, was born.By the sixteenth century the control of the Catholic Church was being challenged on a number of fronts, from Copernicus (1473 – 1543) who suggested that the sun rather than the earth was the center of the Solar System, to Martin Luther (1483 – 1546) who sought to secularize education (Monroe,1925). The notions of individual inquiry and discovery as bases for learning were reinforced in the Renaissance. In a sense the recurring ideological debates over education for â€Å"basic† skills – the reproduction of facts and rudimentary skills – vs. ducation for thinking – the effort to understand ideas and use knowledge for broader purposes – replay the medieval vs. Renaissance conceptions of the purposes of education. Rene Descartes (1596 – 1650) revived the Platonic concept of innate knowledge. Descartes believed that ideas existed within human beings prior to experience and that God was an example of an i nnate idea. He recognized that the body could be appreciated and studied as a zoological machine, while the mind was separate and free from the body.He was one of the first to define precisely the ability of the environment and the mind to influence and initiate behavior. He also described how the body could produce unintended behaviors. Descartes’ first description of reflex action was influential in psychology for over 300 years (Hergenhahn, 1976). While these findings supported the work of behavioral psychologists seeking to understand the genesis of behaviors, his focus on the mind also supported the work of later cognitive scientists who sought to understand the thinking process itself.John Locke (1632 – 1704) revived Aristotle’s empiricism with the concept that the child’s mind is a blank tablet (tabula rasa) that gets s haped and formed by his/her own experiences. He believed the mind becomes what it experiences from the outside world. â€Å"Let u s suppose the mind to be, as we say, white paper, void of all characters, without any ideas: How comes it to be furnished? †¦ Whence has it all the materials of reason and knowledge? †¦ from experience† (Locke, quoted in Hilgard and Bower 1975).The mind gathers data through the senses and creates simple ideas from experience; these simple ideas combine to develop complex ideas. Locke believed that education should structure experiences for students and that one essential learning was the kind of discipline that could be developed through the study of mathematics (Hergenhahn, 1976). The idea that different disciplines provide qualitatively different mental experiences and means of training the mind undergirds the basis of the discipline-based liberal arts education.Jean-Jacques Rousseau (1712 – 1778) was one of the first philosophers to suggest that education should be shaped to the child. He celebrated the concept of childhood and felt that children should be allowed to develop naturally. â€Å"The only habit which the child should be allowed to form is to contract no habit whatever. † (Rousseau, quoted in Hilgard and Bower, 1975) In Rousseau’s novel, Emile (Rousseau, 2000), the hero learns about life through his experiences in life. Complex ideas are built from simple ideas that are gathered from the world around him (Hilgard and Bower, 1975).The child-centered philosophies of Dewey, Montessori, Piaget and others follow in part from similar views. Kant (1724 – 1804) refined and modernized Plato’s rationalist theory with his suggestion that â€Å"a priori† knowledge was knowledge that was present before experience. For Kant, awareness of knowledge may begin with experience but knowledge existed prior to experience. Kant espoused that these ideas must be innate, and their purpose is to create an organizing structure for the data that is received by the senses.Kant was also one of the first to recognize t he cognitive processes of the mind, the idea that the mind was a part of the thinking process and capable of contributing to the thoughts that it developed. This learning theory opened the door to Piaget and others who would further develop the ideas of cognition (Monroe, 1925). Edward Thorndike (1874 – 1949) is considered by many to be the first modern education psychologist who sought to bring a scientific approach to the study of learning. Thorndike believed that learning was incremental and that people learned through a trial and error approach.His behaviorist theories of learning did not consider that learning took place as a result of mental constructs. Instead, he described how mental connections are formed through positive responses to particular stimuli. For Thorndike, learning was based on an association between sense impressions and an impulse to action. Thorndike favored students’ active learning and sought to structure the environment to ensure certain sti muli that would ‘produce’ learning. The father of modern behaviorism, B. F. Skinner (1904 – 1990), further developed Thorndike’s Stimulus-Response learning theory.Skinner was responsible for developing programmed learning which was based on his stimulus response research on rats and pigeons in experiments that provided positive reinforcement for â€Å"correct† responses. He considered learning to be the production of desired behaviors, and denied any influence of mental processes. Programmed learning gave proper reinforcement to the student, emphasized reward over punishment, moved the student by small steps through discrete skills and allowed the student to move at their own speed. â€Å"There are certain questions which have to be answered in turning to the study of any new organism.What behavior is to be set up? What reinforcers are at hand? What responses are available in embarking upon a program of progressive approximation that will lead to t he final form of the behavior? How can reinforcements be most effectively scheduled to maintain the behavior in strength? These questions are all relevant in considering the problem of the child in the lower grades. † Jean Piaget (1896 – 1980) was the first to state that learning is a developmental cognitive process, that students create knowledge rather than receive knowledge from the teacher.He recognized that students construct knowledge based on their experiences, and that how they do so is related to their biological, physical, and mental stage of development. Piaget spent years observing very young children and mapping out four stages of growth: sensorimotor (birth to about 2 years), preoperational (roughly ages 2 –7), concrete operations (encompassing about ages 7- 14) and formal operations (beginning around ages 11 – 15 and extending into adulthood.His work acknowledged the utility of some behaviorally-guided rote learningwhile also arguing that ot her activities that support students’ exploration are essential: The Russian scientist Vygotsky (1896 – 1934) extended Piaget’s developmental theory of cognitive abilities of the individual to include the notion of social-cultural cognition – that is, the idea that all learning occurs in a cultural context and involves social interactions. He emphasized the role that culture and language play in developing students’ thinking and the ways in which teachers and peers assist learners in developing new ideas and skills.Vygotsky proposed the concept of the zone of proximal development (ZPD) which suggested that students learn subjects best just beyond their range of existing experience with assistance from the teacher or another peer to bridge the distance from what they know or can do independently and what they can know or do with assistance (Schunk, 1996). John Dewey (1859 – 1952) agreed in part with Rousseau that education should not be separ ate from life itself, that education should be child-centered, guided by a welltrained teacher who is grounded in pedagogical and subject knowledge.Like Locke, he believed that structured experience matters and disciplinary modes of inquiry could allow the development of the mind, thus creating a dialectic between the child and the curriculum that the teacher must manage. The teacher’s goal is to understand both the demands of the discipline and the needs of the child and then to provide learning experiences to enable the student to uncover the curriculum. Dewey believed that the ability of a person to learn was dependent on many things, one of which was the environment. . 0 Future trends There are many changes occurring in the twenty-first century which will influence the nature of learning and learning styles being adopted. Perhaps the most significant change is that universities are now increasingly competing with a range of non-traditional education providers. This will f orce higher education into a pro-active stance in understanding how students learn best, and how teaching impacts on learning. Additional contemporary changes include globalisation, modularisation, mobility of earners, distance education/elearning/flexible learning, lifelong learning, mass education, and work-based learning. ‘The de-institutionalisation of education, in the form of open and independent learning systems, is creating a need for learners to develop appropriate skills’ (Knowles, 1975, p. 14). The impact here on learners is the gradual move away from the more traditional forms of teaching and learning, where information was transmitted to the student through physical interaction between teacher and student, to more self-directed, student-centred approaches.Problem-based learning is an example of one approach to learning where the learner needs to take responsibility for his or her own learning, with the teacher now increasingly assuming the role of facilitat or of student learning. The impact of technology and the internet will continue to increase, having economic and social implications for society. For instance people can now work from home if they have immediate access to a computer. This may facilitate the increase of distance-learning courses as students no longer have to attend a physical campus to gain qualifications.Increasing modularisation enables many students to learn at their own pace, in their own time. CONCLUSION The Philosophy of education has been shaped over centuries with certain philosophers and their thoughts directly affecting it. A good example is Plato and his  educational philosophy  that was christened Republic. He argues that the society would be holistic if children at a tender age would be raised with a system of education that natures their intellectual capabilities with facts, physical discipline, music, art and skills.The same principles can be applied to an individual institution. This can be define d as a collective approach informed by educational philosophy  to aid in teaching in a way that the objective of imparting knowledge is achieved within a reasonable time. This philosophy of education is subject to review and modification, total over haul or improvements depending on whether the constant evaluation shows whether the goals set have been achieved or not. The drastic advances in technology have also affected the educational philosophy.The world is moving towards the web 2. 0, where technological interaction between learners and teachers is emphasized. Another factor that informs education philosophy is the fact that the world is changing its educational strategies. At one point in history, education was a transit of knowledge from the tutor to student. With nationals encouraging innovations and research in various fields, students are encouraged to discover, be inquisitive and get to learn through active experiments and research.This is a way that has revolutionized t he way education policy makers and other stakeholders define philosophy of education. The relevancy of a given  philosophy of education  therefore, is determined by the educational needs of a given society. REFERENCES 1- Level3, Issue 2, June 2004, Dublin Institute of Technology, Learning Theories and Higher Education; Frank Ashworth, Gabriel Brennan, Kathy Egan, Ron Hamilton, Olalla Saenz; 2- Critique of Various Philosophies and Theories of Education; Ted Slater, Philosophy of Education / Dr.William Cox / Regent University. 3- 2007, Pearson Education, Inc. H. Douglas Brown. -5th Edition; Principles of Language Learning and Teaching. 4- Kurzweil, R. (1996) The Age of intelligent machines â€Å"Chronology†. Retrieved September 18, 2012 from http://www. kurzweiltech. com/mchron. htm. 5- 2001, Stanford University, Developed by Linda-Darling Hammond, Kim Austin, Suzanne Orcutt, and Jim Rosso; How People Learn: Introduction To Learning Theories.

Informative Outline About Coco Chanel

Informative Presentation Outline Fundamentals of Oral Communication Topic: Coco Chanel General Purpose: To Inform Specific Purpose: By the end of my speech the audience will know better about Coco Chanel. Thesis: Coco Chanel brought the world of high fashion to the masses. Introduction I. Does anyone know what this logo is? A. I am assuming most of women in this room know what this is. B. This is Chanel logo, one of the most famous fashion brand in the world. C. A lot of women know Chanel and they are fascinated of Chanel products, but how many people know about Coco Chanel, the first designer of Chanel?II. Today, I am going to inform my audience about who Coco Chanel was, and her famous fashion product lines. III. Thesis statement: Coco Chanel brought the world of high fashion to the masses. Transition: Now, let’s begin with who Coco Chanel was. Body I. Who is Coco Chanel? A. She is a successful woman who overcame being an orphan. 1. Coco was born out of wedlock in the French town of Saumur in the Loire Valley on 19 August 1883 ( De La Haye, 2005). a. Coco was sent to an orphanage with her two sisters when her mom died of asthma at her age twelve, and her father left his children. b.In 1900, at her age seventeenth, she left the orphanage and attended the local convent school in Moulins (South of France) (De La Haye, 2005). c. Having been taught to sew by her aunts, her sister and she found work as dressmakers, assisting Monsieur Henri Desboutin of the House of Grampayre( De La Haye, 2005) 2. By 1903, Chanel moved to Paris and had become the mistress of a well-to-do young military officer, Etinenne Balsan (J. Baughman (Ed. ), 2001). a. She started designing hats for her friends. b. Around 1910 Balsan and her lover Capel helped Chanel set up a millinery shop at 21 rue Cambon in Paris (J.Baughman (Ed. ), 2001). c. Her Simple, elegant hats charmed the society women to whom Balsan and Capel introduced her, and by 1915 she was able to open additional shops in the resort towns of Deauville and Biarritz, France (J. Baughman (Ed. ), 2001). d. In that year she also moved into couture, designing dresses, skirts, and sweaters in jersey, a fabric not previously used in the French fashion houses (J. Baughman (Ed. ), 2001). B. She was the first woman to start a cosmetics line and the first to have a perfume named after her (Brownell, 2009). C. Coco Chanel’s real name is Gabrielle Chanel. . After she left the orphanage, she sang during evening concerts at a fashionable cafe called La Rotonde. 2. According to a quotation from a book â€Å"A Woman of Her Own† by Axel Madsen, â€Å"The only cabaret songs she knew besides â€Å"Qui qu’a vu Coco? † was â€Å"Ko ko ri ko† (Madsen, 26). 3. She earned her nickname ‘Coco’ from the songs that she sang at the cafe. Transition: Now that I’ve talked about who Coco Chanel was, now I will discuss her famous fashion product lines. II. What are her famous fa shion product lines? A. Chanel No. 5 is one of the most prestigious scents in the world (J.Baughman (Ed. ), 2001) 1. According to â€Å"The Secret of Chanel No. 5†, Chanel No. 5 is sold in nearly every country 2. One bottle is sold every 30 seconds (The Secret of Chanel No. 5). 3. More than 100 million dollars is made each year of this perfume (The Secret of Chanel No. 5). B. Coco Chanel’s â€Å"The Little Black dress† is thought to be element to the world of women’s fashion. 1. Almost a century after its real birthday in 1925, the Little Black Dress (LBD) is still the standard cocktail-party uniform for women the world over (Brownell, 2009). 2.According to Encyclopedia of clothing and fashion, American Vogue described the little black dress as â€Å"The Chanel ‘Ford’-the frock that all the world will wear† (De La Haye, 2005). Conclusion I. Today I discussed who Coco Chanel was, and her famous product lines. II. Coco Chanel brought the world of high fashion to the masses. III. Remember even though Coco Chanel was orphan she overcame and became one of successful women in the world, so do not give up on following your dream like Coco Chanel! References Brownell, G. (2009). Coco Puffs. Newsweek,  154(5), 58-59 Chanel, gabrielle ‘coco'.In (2001). J. Baughman (Ed. ),American Decades  (Vol. 3). Gale. Retrieved from http://go. galegroup. com. resources. kirkwood. edu/ps/retrieve. do? sgHitCountType=None&sort=RELEVANCE&inPS=true&prodId=GVRL&userGroupName=kirkwood_main&tabID=T003&searchId=R1&resultListType=RESULT_LIST&contentSegment=&searchType=BasicSearchForm ¤tPosition=3&contentSet=GALE|CX3468300801&&docId=GALE|CX3468300801&docType=GALE De La Haye, A. (2005). Chanel, gabrielle (coco). In S. Valerie (Ed. ),  Encyclopedia of Clothing and Fashion  (Vol. 1, pp. 49-254). Charles Scribner's Sons. Retrieved from http://go. galegroup. com. resources. kirkwood. edu/ps/retrieve. do? sgHitCountType=None;sort=RELEVA NCE;inPS=true;prodId=GVRL;userGroupName=kirkwood_main;tabID=T003;searchId=R1;resultListType=RESULT_LIST;contentSegment=;searchType=BasicSearchForm ¤tPosition=1;contentSet=GALE|CX3427500122;;docId=GALE|CX3427500122;docType=GALE Madsen, A. (1990). Chanel: A woman of her own. New York: H. Holt. The Secret of Chanel No. 5. (n. d. ). Hudson City School District. Retrieved from http://www. udson. edu/custom_users/mmtech/18011/18011/Chanel_No. 5. html Coco Chanel: My Hero. Retrieved March 6, 2013, from http://www. lovetwenty. com/2012/01/coco-chanel-my-hero/ Chanel Video Podcast. Retrieved March 6, 2013, from http://www. channels. com/episodes/show/13038194/CHANEL-Paris-Shanghai-12#/ajax/feeds/show/598/CHANEL-FASHION Famous French People, Coco Chanel. Retrieved March 6, 2013, from http://www. euroclubschools. org/page45. htm Chanel No. 5. Retrieved March 6, 2013, from http://www. chanel. com/en_US/fragrance-beauty/Fragrance-N%C2%B05-N%C2%B05-8818

Castration for Child Molesters - 1843 Words

Chemical castration should be given to child molesters to help control them from having urges to violate children and make them less likely to reoffend again. Can chemical castration really help to decline the way that children are violated? And could it help to relieve some of the molesters’ desires towards children. This paper will explain the research done in areas where chemical castration has been used and how effective it is in helping control urges to molest children. There are some that have been made to have chemical castration and there are others who ask for it to be given to help fight against their urges. chemical castration is where drugs are administered at regular intervals to reduce the levels of testosterone in the body, thus reducing sexual urges. This is the type of castration that will be discussed in this paper. Introduction According to the dictionary â€Å"Chemical castration is defined as the treatment of men with paraphilia with methoxyprogesterone acetate, which inhibits gonadotropin secretion, thereby reducing sexual drives.† (freedictionary.com) Sex offenders, and pedophiles, are among the highest recurring offenses in the United States. These offenders should be punished and not be given any type of special treatment, even if they are going through any type of treatment programs to reduce their sentences. The crimes that these child molesters commit against children a threat to the children that live in the neighborhoods that they reside, soShow MoreRelatedIs Chemical Castration a Good Thing? Essay1255 Words   |  6 PagesChemical Castration is supposed to be a way that the government can somehow reduce the rates of rapes and molestation. Not everybody believes in this procedure. I am one of those people who do not believe in this procedure. I don’t think that this could be affec tive, and won’t benefit our country. A bill was passed recently saying that if a child molester was convicted twice of molesting a child under the age of thirteen years, they would be court ordered to do this procedure. In a recent articleRead MoreChild Molestation Is the Most Horrible Crime an Adult Can Commit1466 Words   |  6 PagesChild molestation is the most horrible crime an adult can commit. I believe this type of crime does more psychological damage to its victims than any other type of crime. Who are child sex offenders? Do they look like monsters? The fact is a child sex offender can be anyone. A child molester is often a person the victims parents or the victims think they can trust. The devastation these people cause their victims is tragic. Their victims are certain to suffer a lifetime of emotional trauma. Read MoreShould Convicted Male Child Molesters Be Physically Castrated1140 Words   |  5 Pagescases of assault, the criminal justice system is faced with the hard task of deciding on the correc t punishment for the convicted offenders. One option of punishment for a male child molester is to have them physically castrated. Convicted male child molesters should most certainly receive strong punishment, but physical castration should be reserved for the worst cases of sexual abuse. In one case of sexual assault, a New Jersey man named Jesse Timmendequas lured seven year old Megan Kanka into hisRead More Chemical Castration for Repeat Sex Offenders Essay2275 Words   |  10 PagesChemical Castration for Repeat Sex Offenders Child molestation and sexual assault is an ever growing problem in the United States today, but an even bigger problem is that these pedophiles are being released after only serving as little as one quarter of their sentence. In California alone (at the time the bill was first passed), there was an estimated 680 individuals on parole for molestation and other sexual assaults including sodomy by force with a victim under the age of thirteen as wellRead MoreChemical Castration Essay4712 Words   |  19 PagesCritical Analysis of the Effects of Chemical Castration and Physical Castration on the Recidivism Rates of Sex Offenders Introduction This paper examines the effects of chemical castration and physical castration on the recidivism rates of sex offenders. Using theory integration or the multifactor approach, the findings reveal there are several factors influencing sex offender recidivism. Both chemical castration and physical castration have the potential to reduce the recidivismRead More Chemical Castration and Physical Castration Essay4601 Words   |  19 PagesA Critical Analysis of the Effects of Chemical Castration and Physical Castration on the Recidivism Rates of Sex Offenders Introduction This paper examines the effects of chemical castration and physical castration on the recidivism rates of sex offenders. Using theory integration or the multifactor approach, the findings reveal there are several factors influencing sex offender recidivism. Both chemical castration and physical castration have the potential to reduce the recidivism ratesRead MoreRational Choice Theory Of Rape1465 Words   |  6 Pageseffects of rape, short-term and long-term, can be catastrophic for the victim, causing them physical and psychological damage (Gluck, 2016). I believe that by using the Rational Choice Theory, rape can be eliminated in today’s society by the use of castration as a punishment for offenders and as a deterrence for possible future offenders. Rape has been an ongoing issue within society for centuries. In early times, men raped women for reproductive purposes. Today, it is still believed that men rapeRead MoreDifferent Attitudes, Values, And Beliefs About The Workplace1559 Words   |  7 Pagesinteresting, though not surprising, that a sick male was the first thing that came to mind when hearing the term pedophile – especially when one considers the definition of pedophile is child molesting; an adult who has sexual activity with a prepubescent child. The definition does not delineate between a male or female molester; however, when most picture what a pedophile might look like, males are typically the only gender that comes to mind. Campbell was questioned if she thought pedophilia was a problemRead More The Psychology of Pedophiles Essay4421 Words   |  18 Pagespedophiles and child molesters. We have heard the horror stories of priest and bishops molesting boys, public school teachers having sex with stude nts, and family members molesting children. While it is still taboo, the public view of a child molester has changed in the past years. It used to be that when we thought of a pedophile, we thought of a scary man lurking behind the bushes. This is not the case today, most of the cases of child molestation are by a person known to the child, whether it beRead More Theories of Criminal Behavior Essay2480 Words   |  10 Pagesmodel integrates four underlying factors that might explain the occurrence of child sexual abuse and categorizes them into four preconditions: motivation to offend, overcoming internal inhibitors, overcoming external inhibitors and overcoming child’s resistance that occur in a temporal sequence where each is necessary for the other to develop. The Precondition model provides a framework for assessment of child molesters but is criticized for a lack of aetiological explanations and for paying to little

Eating Disorders Anorexia Nervosa - 1462 Words

Many individuals nowadays suffer from many illnesses, one in particular is eating disorders. There are many types of eating disorders, but there are three common ones that are known today, which are anorexia nervosa, bulimia nervosa, and binge-eating disorder. Eating disorders are not healthy, this type of disease can be very fatal and crucial to one s health mentally, physically, and socially. The purpose of this report is to provide background information about eating disorders, strategies to prevent this illness from occurring, and lastly potential cures and treatments that can be attained to an individual if the illness is caught early. Using this information outsiders who are not familiar to this topic can be more aware.†¦show more content†¦There will be numerous times where one can be put down by others when feeling good about themselves. This will usually cause a rough time for that individual which can lead to starvation. Eventually, the anorexic s body will start to deteriorate, his/her self-esteem will diminish, and he or she will begin to remove themselves from social interaction; along with his/hers communication with loved ones and friends will begin to reduce. An individual who is suffering with this disorder may no realize what they are doing to themselves; unless the consequences begin to arise to surface. Some of them are, not eating regularly, skipping meals, and loss of appetite. Family and friends usually come to realization when the anorexic is battling this disorder. One would see physical signs like, exhaustion, loss of hair, bags under their eyes, or increase of exercising, and of course, weight loss. This crucial disease can cause behavioral, physical, cognitive, and psychosocial symptoms for ones health; some examples of these would be binge-eating, dehydration, agitation, compulsion, and of course other medical diagnoses that caused by this (Anorexia Causes and Effects). An anorexic will often deal with major risk factors that can play a powerful role. A few examples of these major risks could be low self esteem, strict dieting, difficulty in expressing feelings, and of course many others (Anorexia Nervosa). The longer an individual battles withShow MoreRelatedEating Disorder : Anorexia Nervosa1622 Words   |  7 Pages Bulimia Nervosa To be diagnosed with eating disorder, someone must meet certain criteria. The criterion for diagnosis slightly varies depending on if you are referring to people who (A) fear gaining weight, and have significant weight loss,(B) eating a huge amount of food , then use laxative to remove the binged food, (C) the use of excessive exercise and fasting in order to remove or to reduce the amount of calories consumed, and (D) distorted body image, no matter how thin they become, theyRead MoreEating Disorder : Anorexia Nervosa1658 Words   |  7 Pagesbeen affected by this disorder. The specific disorder that is being referred to in this paper, an eating disorder, is Anorexia Nervosa, the restricting type. An eating disorder â€Å"involve[s] disordered eating behaviors and maladaptive ways of controlling body weight† (Nevid, Rathus, Greene, 2014, p. 335). Another well-known eating disorder is Bulimia Nervosa which is characterized by binging and purging (Nevid, Rathus, Greene, 2014, p. 338). Bulimia is different than anorexia since victims of bulimiaRead MoreEating Disorders And Anorexia Nervosa Essay1948 Words   |  8 Pagesnotion of an â€Å"ideal† body and eating disorders, there is no consensus as to the root cause of eating disorders. The general belief is that eating disorders result from one or more biological, behavioral, and social factors including genetics, unpleasant experiences/trauma, peer pressure, teasing, and family members with eating disorders, among others. There are numerous types of eating disorders. Both women and men are affected by eating disorders each day. Eating disorders can occur from an early ageRead MoreEating Disorders : Anorexia Nervosa1493 Words   |  6 PagesIllness Paper – Anorexia Nervosa February 28, 2016 According to the Mayo Clinic (2016), eating disorders are â€Å"conditions related to persistent eating behaviors that negatively impact your health, your emotions, and your ability to function in important areas of life.† One such eating disorder is anorexia nervosa. Not to be confused with anorexia, which is simply a general loss of appetite that can be attributed to many medical ailments, anorexia nervosa is a serious eating disorder and mental illnessRead MoreEating Disorders: Anorexia Nervosa1653 Words   |  7 PagesAnorexia Nervosa Anorexia Nervosa is one of several subtypes descending from feeding and eating disorders. It is a crippling life-threatening condition marked by a patient placing restriction on energy intake relative to needed energy requirements, resulting in a relentless pursuit of low body weight in the context of age, sex, development and physical health. According to American Psychiatric Publishing of diagnostic and statistical manual of mental disorders (DSM-5) â€Å"Anorexia Nervosa, often timesRead MoreEating Disorders And Anorexia Nervosa947 Words   |  4 PagesEating disorders such as anorexia nervosa, bulimia nervosa, and binge eating disorder consist of emotions, attitudes, and behaviors surrounding weight and food issues. Up to 24 million people of all ages and genders suffer from an eating disorder in the U.S (ANAD, n.d.) bulimia nervosa as well as the other eating disorders are considered to be a female eating disorder, a disorder that only affects women which limits males to seek treatment let alone make aware to other that they suffer from bulimiaRead MoreEating Disorders : Anorexia Nervosa974 Words   |  4 PagesI have always been intrigued with eating disorders, particularly Anorexia Nervosa. When I was 18 years of age, my mother questioned whether or not I was Anorexic and she took me to the family practitioner, who then informed me that I was three pounds shy from being considered underweight. I knew I was thin, but I was really thin, but also really proud of my size. In an African American urban environment being thin was related to illness and drug abuse. I was often teased about how thin and fragileRead MoreEating Disorders : Anorexia Nervosa889 Words   |  4 PagesANAD Eating Disorder Statistics about thirty million people in America of all ages and genders suffer from one of the three main eating disorders. Many people suffer from more than one of the eating disorders. Only 1 in 10 individuals receive the treatment that is needed to recover(AND A). Often eating disorders are known to be triggered by outside factors in their life, but studies show that it is more likely to be a part of their genetics. According to Webster the definition of an â€Å"Eating Disorder†Read MoreAnorexia Nervosa- Eating Disorder1685 Words   |  7 PagesEffects of anorexia are mostly seen on the outside of the victim’s body, but do not be fooled. This detrimental eating disorder affects one’s mind just as much as it would the body. What Anorexia does to the mind is that it distorts the way one views their body. Victims of anorexia become fixated on their body image and overly critical about their flaws and weight. Even being obviously underweight, Anorexics will continuously deny that they have a problem and continue with their fatal practices.Read MoreEating Disorders And Anorexia Nervosa951 Words   |  4 PagesEating disorders are a sickness that can come from psychological issues and it can disrupt the everyday diet. â€Å"A person with an eating disorder may have started out just eating smaller or larger amounts of food, but at some point, the urge to eat less or more spira led out of control.† The common eating disorders are anorexia nervosa and bulimia nervosa. Anorexia nervosa is when someone see’s themselves as an overweight person, so they watch what they eat since, they have a fear of becoming overweight

Analysis Of The Streets Of Paris And London Essay

Gagan Brar Mrs. Birch ENG3UI- 02 23 December 2016 â€Å"Haunting the Streets of Paris and London† A Tale of Two Cities by Charles Dickens â€Å"A classic is a book that has never finished saying what is has to say† once said by Italo Calvino, expresses that although numerous years could pass after a classic was written, a classic shall never stop connecting to its readers. A Tale of Two Cities by Charles Dickens is one such classic. The historical drama is set in 1775, at the start of the American Revolution, where Lucie Manette is reunited with her father Dr. Manette of Beauvais, after learning that he spent 18 years in a French prison instead of being dead like she assumed he was. As the years past, the Manette family grows to include Charles Darnay, Sydney Carton, and the ramifications of the French Revolution. Despite being first published in 1859, A Tale of Two Cities by Charles Dickens still remains relevant to the readers of today. What creates relevancy in the novel are the powerful symbols which stand for the harsh nature of society and desire, inspiring themes such as the necessity of sacrifice, and un iversal applicable characters who reveal the subconscious routines found in humans. The symbolism of the harsh nature of society and desire found in the novel establishes the creation of relevancy in the novel. The character of Monseigneur the Marquis is the timeless symbol of a cruel society. Marquis is an authority figure in France in 1780, and is responsible for theShow MoreRelatedThe Epidemic Of John Snow And Henry Whitehead1261 Words   |  6 PagesLiving in London in 1854 was quite possibly terribly horrific. There had been a massive increase in the population in recent years and as a result there was an increase in the amount of waste produced. This waste was, for a while, managed properly, but in the middle of the 19th century the Soho neighborhood became quarters for the cholera bacterium. The disease puzzled many but it was through the workings of John Snow and Henry Whitehead that resulted in a realization of the causes of the outbreakRead MoreTartuffe, By Touching On Tartuffe1209 Words   |  5 Pagesaristocratic. I will then shift to the analysis of The Country Wife. Finally, I will show the middle class society from The London Merchant breakdown. I will also be using specifics from Tartuffe, The Country Wife and The London Merchant, to show the shift from an aristocratic to middleclass society effected the drama. That being noted, I will begin with Tartuffe. The audience that Molià ¨re wrote Tartuffe was a worldly sector of the social elite in Paris in Seventeenth Century. Its original audienceRead MoreAnalysis of Con Edison by Using Michael Porter`S Five Forces Model1154 Words   |  5 PagesUNIVERSITY OF NEW YORK LEHMAN COLLEGE ECONOMIC ANALYSIS FOR MANAGERS ANALYSIS OF CON EDISON BY USING MICHAEL PORTER`S FIVE FORCES MODEL INSTRUCTOR: MINE AYSEN DOYRAN STUDENT: Recep Maz What makes electric utilities (Con Edison) monopolistic and why? Support your answer by referring to AT LEAST 2 FORCES outlined in MICHEAL PORTER’S Five Forces of Analysis Historical facts about Con Edison Company I would like to giveRead MoreAmerican Mainstream News Outlets Coverage Of Europe2082 Words   |  9 Pagesoutlets cover the continent from three main hubs: Berlin, London and Moscow. Apart from the Associated Press and Bloomberg, which have at least a correspondent in every European country and more than one in the most important, the New York Times provides the most extensive coverage of Europe, in terms of bureaus, correspondents and issues. The CNN, The Wall Street Journal, the NPR and The Washington Post have a strong presence too. The Wall Street Journal is the only one with a bureau in Brussels. InRead MorePaul Gustave Dore2661 Words   |  11 Pageswas a civil engineer and he was the second of three male siblings. His father hoped to break him of his wild imaginations and his propensity to put them to paper with pencil. While accompanying his father and older brother in Paris, Gustave discovered the allure of Paris and made known his intention to remain and pursue his career as an artist (Hubbard 5-8). His work is generally considered as Romanticism and he has been labeled one of the greatest illustrators of his time. His lack of formal trainingRead Mor eThe Presentation of Poverty and Deprivation in Down and Out in Paris and London and the Plays Strife and The Silver Box2123 Words   |  9 Pages The Presentation of Poverty and Deprivation in Down and Out in Paris and London and the Plays Strife and The Silver Box In Down and Out in Paris and London Orwell describes and discusses poverty as he saw and experienced it. Orwell describes that poverty is not the way people expect it to be. People, who have never personally experienced poverty, believe that it must be terrible, Orwell tells us that it is not, he says that it is squalid and boring. He also Read MoreSaatchi and Saatchi Worldwide755 Words   |  3 Pagesoffices located in 82 countries and a workforce of 7,000 staff. The firm was founded in 1970 in London but relocated to New York has faced periods of growth and decline due to management inefficiencies among other factors. Therefore, this paper conducts an analysis of the company by highlighting its situation in mid-1990s, categorization of business agencies and conclusions given based on the analysis. Introduction Following its founding in 1970, Saatchi Saatchi steadily grew in the 80s viaRead MoreA Comparative Study on the Theme of East-West Encounter in Kamala Markandaya’s Possession and Anita Desai’s Bye-Bye Blackbird1589 Words   |  7 Pageswasted, uncared for talent, she immediately makes up her mind to take him to London or Paris. Then she approaches his parents, they initially refuse to spare their son. But Caroline offered five thousand rupees as a compensation for the boy. Due to financial problems in the family they accepted to send valmiki with Caroline. Inspite of being trained in the metropolitan fashion, val feels himself as a permanent outsider in London. But he was attracted to Caroline’s prosperous material to him. He totallyRead MorePrinciples in Fashion Marketing: Chanel and Zara.2558 Words   |  11 Pagesstrategy they are competitors. This is an unexpected outcome and one that will be investigated in this report. The distinct similarities coupled with the obvious differences between these two brands make them useful and relevant for a comparative analysis. Thus, these brands are the focus of this investigation into the importance of market research and consumer segmentation in identifying and defining target groups and the application of basic marketing principles to ensure customer needs are metRead MoreWhat Makes Fake And What Types Of Products, There Are Fakes Essay1533 Words   |  7 Pagesofficial representatives of luxury brands. These products are sold everywhere, they offer housewives of San Francisco, you can see them on the street stalls in the vicinity of Oxford Street in London full of them on Canal Street in Manhattan, and in various hot spots of Hong Kong, where there is a lively street trade (for example, at the market, located on Temple street), as well as in China and Taiwan. As regards goods, imitations produced by primitive methods, they own a much smaller share of the to tal

Real Experience free essay sample

America is the greatest country on earth? Don’t make me laugh. This place isn’t so great. Although, I got to admit, in all my 78 years of living I had never seen any place like the United States of America. Everyone here dresses funny and is obese. To this day I still don’t understand why there are so many cars. What is wrong with a bike? Or walking, I mean they could use the exercise. My wife and I managed to get vistas and green cards so we could visit my daughter’s family in America. I was really excited to see my grandson; I haven’t seen him in four years. I pictured too see this short chunky boy who was full of energy, but instead saw this older teenager with long hair. He almost looked like a girl. Appearances didn’t matter I was just overjoyed to see my family. We will write a custom essay sample on Real Experience or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Everything seemed fine at first, we all got along and everyone was happy. Soon however, I got the feeling that my grandson might be embarrassed by me. The family went to a Chinese restaurant once and for desert we got these cookies. Someone told me that it was called a fortune cookie. Now I’m not one to criticize, but that sounded very strange for a cookie. I figured I would use my chopsticks to open and eat this cookie but I got the strangest look from my grandson. I thought cookies were supposed to taste good not be a choking hazard. I ended up almost dying from eating that cookie. Whose idea is it to put a piece of paper in a cookie? I feel that my grandson has become Americanized. He doesn’t speak any Chinese, and he doesn’t eat traditional Chinese food. He said he liked orange chicken and shrimp fried rice. I had no idea what orange chicken. They call it Chinese food but I had never seen it in my life. I think it’s a crime to name food after a nation ality and have it be a lie. Many times I have tried to speak to him on many occasions but I get in replies are nods and grunts. I wish he could understand that he needs to be more influenced in the Chinese culture. Sometimes I almost feel that he doesn’t want us to be there. One day I decided to walk around the neighborhood. I enjoyed walking around the mountains in my town. Water towers and supermarkets replaced the views of mountains and villages markets. Since Hoffman Estates was so much different then China I wandered around not realizing that it was getting late and that I had walked out of Hoffman. I began to worry that I was lost when I see my grandson driving past me in his car. He was driving home with some of his friends. At first I think he was pretending not to see me but then picked me up. I started to tell my story, and I heard laughter from his friends. I didn’t understand why and got confused. Then for the first time I saw my grandson defending me. He s aid a bunch of words that was gibberish to me. A lot of the words started with F and ended wit a K sound though. At that moment I guess, I realized that in his teenage way he did care about me. I expected to spend a lot of time as a family but that never was the case. My daughter and her husband are always at work and my grandson is either outside or in the basement. When he’s down in the basement he is always on the computer. Back in my days all I needed was my imagination to keep me busy. Kids these days are so spoiled. He’s always on this thing called face book or playing this video came called WoW. Sometimes I just have to use force to get the whole family together. I figured television was an easy solution, But I guess my grandson didn’t share my interest in watching Animal Planet. He tried to introduce me to ESPN but I Never understood the concept of American football. I also thought baseball was very boring. It felt like people standing for two hours while a guy threw a ball. The only thing we could ever settle on was watching the Olympics. I felt a lot of pride for my country. To being the host of the Olympics is such an accomplishment. I like the idea that we were ahead in gold medals. As always we dominated in diving and gymnastics. The one thing I didn’t like was all the attention Michael Phelps got. I felt that everything should be focused on China. The times that we managed to be a family were good times. I think my grandson got a bit looser and talked more. As the long monotonous days of staying in the United States are coming to an end, I will miss my family. Even though our worlds are completely different I do hope that my grandson will accept his heritage and be proud of it. I am looking forward to China but I am less enthusiastic about the twelve hour-long plane ride.

Structure Of Constitution Essays - Politics, Veto,

Structure Of Constitution The Structure of the Constitution In 1787, the United States of America is finally starting to develop into a true nation. The Framers of the Constitution realize that the country needs a government that is not over-bearing but is not to liberal. Knowing this, the Framers structured the government in a specific way. First, they made different federal and state powers. Next, they placed the separation of federal powers. Third, the Founders created Congress. After this, a president was chosen. Federal courts were the last structural clause in the Constitution. The Writers wanted to separate the powers into different levels. The first level is called the federal government. This is where the power is shared among state and national delegates. The federal government is broken into different powers. Powers that are reserved for the states to choose laws, such as in the educational purposes. Other powers are reserved for the country as a whole to vote on, like declaring war. This was a smart move because it made the states feel like they have a voice. In some cases, though, the nation had to use both powers as one. These issues, such as collecting taxes, are called concurrent powers. The nation could not give to much power to any one group or person. The Constitution create a separation of powers. This gave the three branches of the government, the legislative, executive, and judicial branches, their own area of authority. The Constitution then gave each branch the right to stop, or check, the others in certain ways if they did not agree with the what the other is doing. The president can veto any acts of Congress. The executive branch is balanced. Which means they can overturn a veto with Congress with two-thirds vote of each house. This practice is called checks and balances. The Constitution also had to limit the control people had over the government. In a comparison of the House of Representatives and the Senate demonstrates this effort at balance. The population of the state determines the number of seats a state has in the House. The members of the House served a two-year term so the members could change their representatives quicker. The Senate was elected by the legislatures instead of the voters. This senators served six-year terms. This limited the peoples power on the impact on the Senate. This was done so to escape from different opinions in the Senate. If the Senate was not as much part of the people it would not be as easily influenced by popular opinions. The Senate is in charge of creating laws, so this kept from bad laws being passed because of these opinions. The House and Senate together made the most powerful body in the nation. Congress had control of money matters, warfare, and commerce. The Framers of the Constitution thought that there had to be someone in charge of the country. One person who would handle armed forces and could also veto any acts. This person became the President of the United States of America. The President would be chosen by Electors in each state. The house of Representatives would have the final say in who became President. The judiciary branch was another important part to the Constitution. It called for a national court system. The members of this court system were chosen by the President. The judges were chosen by the President. Judges could not retire. They were to be justices for life. These courts were known as the Supreme Court. Bibliography America Past and Present Textbook. prentice Hall