Annotated Biblography Assignment Essay Example | Topics and Well Written Essays - 1000 words

Annotated Biblography Assignment - Essay Example Researchers asserted that the Malaysian government, in its vigorous effort to uphold community health care for mentally ill patients, must also ensure that those who are proving services be formally educated on how to implement integrated mental community-based health care by addressing the need to immerse them with knowledge on the use of traditional multicultural belief systems specially in â€Å"family caregivers, mental health service users and service providers.† With the dearth of mental health facilities especially in rural region of Malaysia, family caregiving for mentally-ill patients became the primary resort amongst significant number of family caregivers. Researchers further argued that notwithstanding numerous scholarly studies on family caregiving services for mental illness under Western medical healthcare practices but these are not sensitive to the eastern culture of Malays. The need to have a sensitive approach on mental health care delivery pose a challenge for healthcare providers in Malaysia and indeed, the multi-dimensional ways of caregiving should be utilized as for both traditional and scientific approaches of healthcare. The researchers likewise asserted that studies should likewise be expanded to include concern to mental health social work practices. Further, it was noted that while the government recognize the role of the family in according responsible healthcare for their members as part of its culture and tradition, but mental illness care require a multidisciplinary approach too to respond to the behaviours of the patient and professional or institutional support should be highly regarded too, especially when patients are in a dire need of professional medical attention. Severely ill patients necessitate not only the traditional or customary way of mental healthcare but also professional support because mental illness is a broad illness which cannot be simply regarded as simply possession of evil spirit or a moral weaknes s of a patient or God’s formidable punitive way for human being’s excessive immersion to sins. There are scientific bases on mental illness and there are also specific medications that can be optimized to normalize the behaviour of a mentally ill person. Medical expert intervention is also necessary to address symptoms, effects, and impacts of mental illness to persons, especially those that have tremendous tendency to inflict harm to self or those that are possessing violent capacities. Psychiatric help is also essential in understanding the sociological context of mental illnesses. Alpar, G., Hoepman, J-H., Siljee, J. (2011). The Identity Crisis: Security, Privacy and Usability issues in Identify Management, Radboud University Nijmegen: The Sentinels, pp, 1-14. This research is focused on the ‘identity crisis’ emerging from â€Å"substantial security, privacy and usability shortcomings encountered in existing systems for identity management (Alpar, Hoep man, & Siljee, 2011, p. 1).† Substantial research is deemed essential to resolve issues arising from the utilization of information technology where

Mathematics Project Based & Game Based Learning vs. Traditional Dissertation

Mathematics Project Based & Game Based Learning vs. Traditional Repetition Learning - Dissertation Example Bouris, Creel and Storz (2004) state that the game based approach is an innovative approach of teaching Mathematics. It involves the use of games and technology. The method entails both simple tasks and difficult tasks, which are done individually or in groups. Traditionally, people learned mathematics through memorization of mathematical concepts as teachers demonstrated procedures in class. After the lesson, a teacher would give students homework based on the concept covered in class. This mode of learning advocates memorization of Mathematical concepts by the students (Bouris, Creel and Storz, 2004). Certainly, math skills required for students to function effectively in the 20th century are completely different than present skills requirement, hence the need to change the way mathematics as a subject is taught. Presently, there is an ongoing debate as to the best way to effectively teach mathematics and whether the traditional method is still effective. The present study will see k to compare Project- Based Learning (PBL) and Game-Based Learning (GBL) with the Traditional Repetitive Learning (TRL) to determine the most effective method of teaching mathematics. Significance of the Study Following increased pressure by the United States Department of Education, as well as the state of Tennessee Department of Education on mathematics teachers to enhance students’ mastery of mathematics as a key subject; teachers are increasingly adjusting their teaching methods to help improve students understanding of the subject. However, to some mathematics educators, the focus of academic achievement never goes beyond classroom and quizzes given to students. This notion has created an environment that continues to bar students from appreciating the applicability of mathematics to real-world problems (Afari et al., 2013). Even though continuous research has been done on teaching mathematics, little has been done on the effective methods of teaching the subject. Previo us researchers have tried to prove and provide evidence that mathematics is a critical subject for societal development while others sought to establish students’ performance in this subject. For instance, in 2012, the US Department of Education found that 8th grade students from the US were ranked 24th out of 29 countries in mathematics literacy. This was a clear indication that there was a big problem in the way mathematics as a subject was taught. Compared with other students from countries where PBL and GBL teaching methods had already been implemented, the US students’ scores were found to be low. Such low test scores and considering the impact of using different approaches when teaching mathematics, led to this study that seeks to establish the effectiveness of PBL, GBL and TRL approaches of teaching mathematics. This study will be conducted at Pine Elementary School which has a total population of 747 students. Departing from other previous researches that sough t to compare performance in mathematics relative to other subjects, this study will focus on effective teaching approaches that can enhance students’

Analysis Of Claude Steeles Whistling Vivaldi

Analysis Of Claude Steeles Whistling Vivaldi This semester has proven to be a very useful for the development of both my reading and writings skills. For me, as for a person who merely five months ago came from a country where English language is known by a few, this experience was vital in a way that it opened up the secrets of effective reading, writing and analyzing in English language. Before taking the College Writing course I had a hard time understanding the proper writing process, which seemed very vague to me, but as I began taking my first steps in trying to understand it I have realized that it was only fear that took over me. Although many would think that the final result is only what matters, for me the process was more engaging. The course has offered a wide range of reading and writing techniques and styles, thus taught me to transfer my ideas to paper clearly and effectively. However, applying theory in practice would have been much harder if there were not the preparatory writing assignments that we had throug hout semester. The essays and papers we wrote throughout semester helped me to trace my progress in writing process. They helped me comfortably and very efficiently write papers based on academic journals and articles. In the beginning of the semester, one of my weaknesses was the organization of sentences and paragraphs. The process of writing an essay has changed over the semester. At first I would start writing essay by putting all of my ideas onto paper thus making an inappropriate organization. But having realized the importance of making a thesis statement I have less trouble organizing main points of each paragraph. Even though it is hard to develop a solid and clear thesis, I understand its significance as it states the argument that reader will be reading. The first major assignment that we did this semester was the paper on Robert Sapolskys Ego Boundaries, or the Fit of My Fathers Shirt. This assignment was unique in its nature, as it demanded us to deeply analyze each and every part of the text: summarize it, reflect upon the ideas of the text by explaining them, and finally exploring our own experiences with those ideas. Clearly, the assignments goal was to teach us the proper way to understand texts, and integrate ideas that are present in texts with our own lives. I have to admit that in the beginning I had no idea how to complete the assignment, but with the clear directions that were provided, I managed to do it. It was very surprising when I realized that the writing process for this paper was very mechanical and precise. Before this paper, I always thought that writing such complicated papers required a lot of imagination, which I thought I did not have. However, now I understand that all that I needed to do is to read the tex t thoroughly, brainstorm for ideas, and to formulate the final version of the paper based on my ideas and on drafts that I previously wrote. I felt a huge satisfaction and relief after completion of the assignment, because I have learnt a huge lesson for myself from this assignment and I was ready for this type of tasks in the future. However, as confident as I felt after completing the Sapolsky paper, I had never imagined that there were different approaches to writing these kinds of essays. One of the major tasks was to write an essay based on a very complicated book by Ervin Goffman The Presentation of Self in Everyday Life. This book was intended for large audiences with no particular knowledge about the study of psychology. Nevertheless, the text was very difficult to analyze as it contained many complicated words, intricate sentence structure, and allusions to other works on similar topics. . I felt overwhelmed by reading long and complicated literature because I thought I needed to remember every single detail that I read. However I learned to highlight the main ideas as I read so that I could go back and find details if I needed to recall on them for my essay. Due to this technique, I improved my analytical skill tremendously and was able to extract the main ideas throughout the text, and combine them to w rite a decent essay. The primary difficulties I faced doing this task were the abundance of scientific terms and the overall difficulty of the text. In order to understand the text, I had to read it carefully, part by part, so that I could get the connection between the ideas in the text. By taking notes every time I encountered something interesting and provoking, I managed to construct the outline for the essay. Then, writing the essay itself became much easier since I had all the ideas on my notes. The only thing I had to do to finish the assignment was to assemble the notes and combine them in meaningful sentences and in correct order to provide the essay with a proper flow and preciseness. The course has offered a wide range of reading and writing techniques and styles, thus helping me formulate the notion of clear, rich, and focused writing. The essays and papers we wrote this semester helped me formulate my own writing process, with help of which I can comfortably and very efficiently write papers based on academic readings that the university classes offer. As far as I am concerned, I have become a much more attentive reader and a much better writer since I took this class. I have to admit that I was rather skeptical about what the class had to offer me, but now I understand how important it was for me to be a part of this class and had such a valuable experience. With the knowledge that I have acquired during this semester, I am very eager to start working on papers and essays regarding my own field of specialization. Understanding other peoples stories In his article Understanding Other People Stories Roger Schank discusses the challenges people encounter when trying to understand each other. According to Schank, people frequently do not understand what others tell them. It is easier to remember a notion or a belief if it is told in a form of a story. He presents a theory that all the information, experience and events we understand are incorporated in a story that that we remember and share with others. Schank states that understanding means to respond to the speakers stories with stories of listeners own memory. People learn from stories if they can relate it to something that they previously knew. Moreover, we truly understand a new story only if it made us reexamine our previous stories. Throughout the text author talks about different things that are important to know about understanding other peoples stories. There is an interesting point that the author describes is a selective listening. People hear only some parts of the stories they are told and tend to listen to the ones that interest them. The reason for that is that we care about topics that we can understand and relate to. We cannot think of about all the possible ramifications of something we are being told. So we pay attention to what interests us (Schank, 374). He presents a notion about index, which is a kind of symbol that helps people classify all the stories they have in the memory. Schank describes it as [a]n index is a juxtaposition of another persons beliefs, made evident by statements or actions, with ones own beliefs (Schank, 380). We use them to label some stories of beliefs that we had before in our system of values. Furthermore, the author describes the topic about the way people understand stories as that they do it by reflecting their own stories onto the speakers stories. Understanding process of other peoples stories involves identifying ourselves to our own memories. We can use our own stories to confirm the beliefs of others that were imposed on a particular object. An example of this is my recent conversation with my parents. Last time using Skype, we were talking about my new life at Berkeley. I told them my story of getting used to my new environment that involved the difficulties and obstacles that I struggled with during the first month. There were a lot of challenges; I told them that it is really hard to study abroad, and particularly at such a place as Berkeley. I have troubles with a lot of things ranging from studying unfamiliar subjects to living in the dorm. Interestingly, their response was recalling their own time when they were students in college as I am now. And what they told me is that everybody goes through this process that I am neither the first one nor the last one. The academic year will pass quickly before I even notice it. I just need to be patient and do my best to succeed in college. I found their answer interesting, since I could see the relation of it to the idea that people understand stories by reflecting their own stories. My parents reflected my story to their own experience when they were in college. They saw my story as a story about them as a Subject 5 from the text did. They found an index of studying at college is difficult time and that everyone goes through this process. As a result they just confirmed their previously held beliefs about hard time at university. This is an example of the process when people understand a story by recalling their own memories. Another interesting idea that the author highlights in the article is that people often misunderstand other peoples stories by relating their own experience to the new story. When the listener hears a new story he finds an old story from his memory, which he can use to relate it to. However, the idea is that we usually find only one principle to relate a story, because it is enough for us. That is why each person understands stories in a different way. A good example of that could be how I personally got confused when I was reading Robert Sapolskys Ego boundaries or the Fit of my Father Shirt. At first, I misunderstood the nitroglycerin bottle as the bottle containing the ashes of the authors father. This happened because of the word frailty, which I thought to be remains of his father, but having discussed this article in the class I realized that this was just a medicine that his father used to take. This misunderstanding happened because of my previous experiences with the word fr ailty. I related the context of the text as a story about people who hold ashes of their ancestors in a vase, since it is important and sacred remains of their loved ones. Because I initially knew a story about such people I just related it to the new story that I have read. My index was that people remember and honor deceased relatives in way of storing their ashes. I had a belief that people often keep the ashes of their ancestors after the death, so that they have some part of the deceased person to relate to him. Thus recalling a previously known story to understand a new one led me to misunderstanding the core context. This example proves the idea that people often misunderstand stories by reflecting their own meanings on it. To learn from the story you need to enhance the old story with details that you matched with a new one. Because people tend to understand other peoples stories mainly through reflecting the stories they previously knew, the question then arises: How do people get beyond this circle of understanding and learning new things? Schank answers this with a contradictory approach. He argues that it happens due to irregularity in understanding stories. By not fully understanding the story they learn something new easily since that piece of information gets stuck in their memories for a while when they identify the mistake afterwards., as he points this out, [w]e really only learn when the stories we hear relate to beliefs that we feel rather unsure of, ones that we are flirting with at the moment, so to speak. When we are wondering, consciously or unconsciously, about the truthà ¢Ã¢â€š ¬Ã‚ ¦, then the evidence provided by others can be of some use (Schank, 388). Schank believes that people c an learn something new only when they ask questions and analyze their views. For example, in the Sapolskys article Ego boundaries or the Fit of my Father Shirt, the author describes the relationship with his father, and the way he thought about his father as a mentally ill person. He tries to use his previously known stories such as scientific knowledge of the disorders to explain the illness of his father. His index is that science can explain everything. He uses his understanding of mental disorder to examine the behavior of his father. As a result, Sapolsky considers his father as a scientific case not as a father. Using his scientific knowledge he tries to explain that his father had split brain disorder that led to vanishing of his ego boundaries. However, through the process, he realizes that he is not able to justify his previously believed thoughts about his father as a mentally ill patient, because the science could not answer all of the questions the author had. In the end he understands that the problem was not in the diagnosis, but in the attitude towards the problems he had with his father. Thus, he teaches himself a new story: by reexamining his previously held beliefs about an index that scientific approach can explain everything in the life. In the conclusion we can see that the process of understanding other peoples stories is complicated. Understanding involves such process as indexing, finding old stories to relate, and reflecting them to the new ones. We usually do it by relating our own stories to the new stories that we hear, but finding similar elements in our own story and the story being told is different to all people. Therefore, we learn from new stories if we rethink our previously held beliefs. The Role of Thefts in Theft The main topic in Joyce Carol Oatess Theft are the different kinds of thefts. Theft in the story appears to take both physical and intangible forms such as stealing pens, wallets, personalities, authority and reputation. Theft is a zero-sum game with no win-win outcome. That is a fundamental idea which lies throughout Oates story. Peoples vulnerabilities, bad habits and motivations of hatred are resembled through these thefts. The author presents several facts of theft to allow a reader to analyze motives of a thief, his/her psychology and consequences of such their acts. The main character, a college sophomore, Marya Knauer has a complex and ambiguous attitude towards theft. She perceives it as a weakness, which prevails over her sense of moral duty and voice of reason, but also as a tool that she believes can empower her. Her first stealing experience began with silly little shoplifting expeditions which insensibly rose into a sequence of spontaneous, rash and pointless thefts (143). Admittedly, stealing gave her a feeling of elation and triumph when she appropriated someones genuinely valuable possessions. It can be inferred that Marya clearly understood that her habit to steal was disgusting but she could not resist any opportunity to do so. It seems she sought excitement and a dose of adrenaline by getting involved in risky and morally unacceptable affairs. Moreover, Marya considered theft as an act of liberating herself when her personal life was constrained and dictated by others will, when she had had to submit to the routine schedule of Wilmas household and she was living her life as it were nothing more than an extension of theirs (142). Stealing made her feel free because she could transgress the bounds of decency, disregard rules, and neglect prohibitions without being caught and taken into accountability. She could hardly fight her impulse even though her euphoria lasted fraction of a second. For Marya stealing was a way of seeking revenge from people who tried to take advantage from her. She stole a pen from a professor who did not give her a good grade, because he lost some of her work during grading. Having put much effort in studying, she took everything too seriously what resulted in professor calling her rather grim as she was always thinking only about academics. The reaction to such rude remark was her lying about her mo ther serious illness and stealing the professors pen. Marya felt her pulses were beating hot, in triumphed for a way of defeating the professor for the words he said and for the grades he gave (158). Moreover, she did not feel guilty or ashamed because she believed that professor deserved this. She started using this pen signing her name repeatedly, hypnotically: Marya, Marya, Marya Knauer, Marya Marya Marya Knauer, a name that eventually seemed to have been signed by someone else, a stranger (159). She saw this act of stealing as triumph over the professor, who tried to hurt Maryas identity. Interestingly, theft takes on a more sophisticated form when it comes to reading. The reading she did acquired an aura, a value, a mysterious sort of enchantment (142). It was perceived as a forbidden fruit, something illicit, precious beyond estimation (142). Indeed, she could be completely immersed in reading, slipping out of her consciousness and into that of the writers (142). She found herself entirely absorbed into writers ideas and mentality as if her mind was led by an invisible hand, and that experience was electrifying and hypnotizing. It prompted her to conceive life as an ephemeral and to regard everything as superficial and trivial. Mere life was the husk, the actors performance, negligible in the long run (142). Reading as a process was equally elating and exciting as stealing but not criminal and risky. Maryas personality was splitting and she started losing authenticity while making her way through writers imagination, greedily reading every word as it was her own, tr eating every emotion, idea expressed and the plot itself as her own creation. Maryas addiction to reading can be expressed by absence of any intrigue in her personal life, which Oates describes as isolated, ascetic, and monotonous (143). Reading is treated as a one-sided relationship which she benefits from without giving anything back. When the book Marya read seemed to take life through her, she could get her emotions, which are usually experienced and nurtured through building relations with other people. The first theft that is depicted in the story happens with Marya, when her wallet with a month salary from part time job at university library and her favorite pen were stolen from her room in Maynard House. These incidents made Marya become anxious and angry, feeling unprotected before the real world. It ruined her previous impressions of the university life and made her very cautious and even distrustful for other students. Marya decided to isolate from the world by staying in her room all the time and reading every book she could find. (142). As a consequence she became a complete robot, having a derelict life, because she could not trust anyone in her dormitory anymore. Marys isolated living and unsocial behavior reflects her attitude towards friendship. She asserts that friendship is a waste of time on something ephemeral and not worthwhile (154). Marya is completely obsessed with studying; her energy is devoted to maintaining high grades. However, relationship with Imogene alters her perception of the friendship. It evolves from a friendly acquaintance to admiration, mutual benefit, envy, competition, ignorance and culminates in break up. Imogene is presented as a chameleon playing various roles in public, quickly adapting her behavior to changing circumstances, and changing her mood and attitudes frequently. Her inquisitive character and easygoing informality are seen by Marya as intrusion into her privacy, her secret isolation. Marya and Imogene become interdependent but they are not interested in the actual friendship. Maryas life changed drastically when she met Imogene Skillman. The first time when Imogene appeared in the dorm room, Marya was depressed and reduced the protection level from the world. Marya recognized from the first look that Imogene was somewhat unique person, not resembling other student on the campus. But Marya could not fully understand what Imogenes real personality was. After spending more time with Imogene, Marya still did not acknowledge that they are becoming friends. She always questioned herself if she appreciated Imogenes friendship and even accepted that she liked Prhyllis more (153). This girl majored in mathematics and lived next-door, and according to Maryas system of values of true friendship Philly was a best match as an appropriate company. In spite of Phyllis being more likeable friend, Marya could not stop thinking that she is more inclined towards Imogene. Marya is flattered by Imogenes attention; she accompanies her to coffee shop, meets with her friends trying to impress them. Marya cautiously succumbs to Imogenes admiration and tolerates flattery since she fears becoming dependent on her friendship, for dependency is equivalent to limited freedom. Her protest against Imogenes influence and domination is expressed in the intense concentration on her academic performance. She threw herself into work with more passion than before, eager to face challenges and vindicate that her intellectual achievements demonstrate her wealth, thus soft power (154). The difficulties in friendship that Marya and Imogene had with each other originate from different backgrounds they had before. First, Marya came from a poor family, where she had to obey restrictions and authority. On the contrary, Imogene being from a rich family had a nonchalant life with lots of freedom and opulence. The thefts that are illustrated in the story had a great influence on the development of the relationship between main characters. Thus, thefts caused Marya and Imogene to realize what true friendship is. However, Marya and Imogene have never become best friends, because Imogene, in contrast, had plans of her own about Marya. Imogene stole Maryas time by spending time in the coffee shops with her friends, stole characteristics of Maryas personality like mimicking in order to perform on stage, and rumored bad things about Maryas reputation. But when Marya realized that Imogene was using her for own purposes, she immediately felt deceived and angry. However, even though Marya understood Imogenes true intentions, she could not stop having relationships with Imogene. Marya discovered Imogenes true nature at the dinner in a sorority house where Marya was invited as a guest. When she heard that Imogene made Matthew write a paper on Chekhov for herself, Marya began suspecting the true Imogenes intentions and desires (163). Her suspicion grew up more when Marya knew about Imogenes cheating on her fiancà © with a stranger. Imogene did it on purpose to make Marya and Matthew jealous of her. After all these underprivileged activities of Imogene, Marya begins to realize that she has become Imogenes possession, a trophy displayed to her alleged admirers, just a decoration in her one-actor performance. Marya rethinks her concept of friendship writing that it is play-acting of an amateur type and a puzzle that demands too much of imagination (154). Maryas protest against Imogenes influence and domination is expressed in the stealing the earrings of Imogene the Aztec ones, the barbarian-princess ones (175). The author wittingly emphasizes the earrings design to show that they symbolize Imogenes social status, popularity and dominance on the campus. Stealing in this case epitomizes betrayal and presumably attempt to appropriate Imogenes privileges. Unlike Maryas previous inconsequential thefts this case has a major impact on both characters. She did it on purpose to get everyones attention to her, to show that Marya was stronger than all the disloyalties and intrigues against her. She even pierced her ears, risking infection and sickness, and showed everyone that she is truly a nut that cant be cracked (174). Marya felt triumphant, she did not fear being caught up and punished. In contrast, Marya had worn earrings everywhere, for everyone to see, to comment, and to admire and she had been amused at Imogenes shocked expression (17 6). That theft left no winner. Imogene and Maryas friendship was completely ruined. Both students driven by envy and competition have been contributing to gradual erosion of their relationship by covertly and sometimes explicitly stealing each others intangible possessions. Various thefts depicted in the story tell readers about the many different circumstances that Marya and Imogenes friendship had to go through. Marya Knauer is a vivid instance of a strong willed personality. Despite all of the hostile and embarrassing obstacles and actions towards her, she managed to overcome and keep the perfect record, so that to save her status and character unbroken. The effects of stereotype threats Whistling Vivaldi by Claude M. Steele is a thorough analysis of a concept known as identity contingency. According to Steele, contingencies are circumstances you have to deal with because of a given social identity. Identity contingencies from the authors perspective represent constraints, both formal and implicit, tied to social, ethnic, religious, gender or any other recognized identity (3). Identity contingencies negatively affect individuals since they deprive those prone to being stereotyped or discriminated of equal opportunities, and abilities. Steeles research interest in identity contingencies and the roles they play in peoples lives stems from his personal experience of segregation. He reflects on his childhood when he was a victim of racial order in the 1950s, which placed a number of restrictions tied to the identity, from housing and school segregation to employment discrimination (3). Those conditions made individuals feel their racial identities and deal with their neg ative implications in everyday life. Steele focuses his research on educational issues tied to identity contingencies and their influence on academic performance among minority college students. The author argues that identity contingencies and specifically stereotype threats negatively impact the intellectual abilities of students; moreover he encourages exploring and implementing solutions to alleviate the stress and underperformance in academic setting in order to help students succeed at university. The aim of the research is to prove the importance of identity contingencies and of understanding identity threat to personal and societal progress (Steele, p.15). Steele comes up with several general patterns of findings. The first is the role identity contingency have in shaping individual lives. The second suggests that their negative impact contributes to the most important social problems in society, thus undermining social integrity. Third is a general process by which stereotype threats interfere with a broad range of human functioning. Finally, they offer a set of solutions that can alleviate effects of the identity threats. At the forefront of Steeles analysis is a stereotype threat, a particular kind of identity contingency. He speculates that stereotype threat embodies a standard human predicament, powerful enough to constrain behavior simply by putting a threat in the air. It is a widespread phenomenon found in any given society and any potential identity group can become subjected to it. It can be applied to any situation to which stereotype is relevant. Thus, it follows members of the stereotyped group into these situations as a balloon over their heads (Steele, p. 5). The author asserts that it is hard to eradicate stereotype threats, though the pressure they impose on individuals can be eased. Stereotype threat is an intrinsic part of human interrelations, a tool used by individuals, driven by a basic instinct of competition. Unlike discrimination in its gross forms, stereotype threats are formed subconsciously to benefit privileges of one social group, competing for opportunity and decent life, at the expense of the other group. The correlation between identity contingency and intellectual performance, in particular academic, preoccupies Steele throughout his research. He sheds light on the issue of academic underperformance of students from underrepresented backgrounds. The problem he believes has repercussions at a nationwide level, even though people think they live in a racially fair and identity-fair society (212). He perceives it as a core American struggle, wherein institutions try to integrate themselves racially, ethnically, class-wise (Steele, p. 17). In his attempt to reveal what factors account for persistent academic struggles of minority students, Steele uses a concept known as observers actors perspective. The actors perspective emphasizes students characteristics, their intellectual luggage, aspirations, values, skills, and expectations. He accesses that the actors perspective can be essential in explaining underperformance since the observers perspective alone cannot provide the full pictur e of the problem. His research appeals to E. Jones and R. Nisbett concept of the difference between those two perspectives. They argued that the observers perspective is subject to bias because it stresses the things we can see, the actors traits and characteristics. But it deemphasizes these traits and characteristics which fall out of the observers literal and mental visual field, namely circumstances the actor responds to and the environment he has to adapt to. Steele believes that the actors perspective can offer a plausible explanation of the link between identity contingency and intellectual performance. The feedback he receives from minority students supports his view. Students noted the university environment, wherein their social status was subtly accentuated and social life which was organized by race, ethnicity, and social class. This organization led to a rather racially homogeneous teaching staff and faculty. As a result, their social networks were organized by race. They were also puzzle d by the fact that minority styles, interests and preferences were marginalized on campus (Steele, p. 19). Steele in his book presents several experiments conducted to demonstrate how stereotype threat indirectly affects behavior and interferes with physical or intellectual performance. Experiments he refers to, Michigan Athletic Aptitude Test and the one done at Princeton University, clearly show that the pressure stereotype threat is distracting enough to lead to individuals failure in particular task. The task in experiment measured the very trait and ability the group was stereotyped as lacking. Knowledge of the negative stereotypes relevance in the given situation made the assessed group fear that frustration on the task could be misinterpreted and seen as confirming the stereotype. Hence, any deviation in performance, whether mental or physical, or a false move could cause an individual to be reduced to the stereotype and treated accordingly. Steele admits that it is hard to prove that something abstract like stereotype threat can have a substantial effect on the individuals perform ance. Nonetheless, the research and experiments he undertakes supports his hypothesis of stereotype threats detrimental effect on individual performance. His research focus raises a number of thought-provoking questions about the ways stereotypes affect our intellectual functioning, stress reactions, and the tension that can exist between different groups. Moreover, he explores strategies that alleviate these effects in order to help solve societal problems (Steele, p. 13). Steele conducts an experiment to prove that academic achievement problem of minority students is not entirely due to skill and ability deficits. He contends that external factors and social and psychological aspects of academic experience can be powerful enough to directly or indirectly impair intellectual performance. Hence, the environment and status of a student can be an actual component of ability. Steele comes up with a stigmatization idea, an idea that a devalued social status can cause und

Power of Religion in John Steinbecks The Grapes of Wrath Essay

The Power of Religion in John Steinbeck's The Grapes of Wrath John Steinbeck's epic novel, The Grapes of Wrath, chronicles the struggles of the Joads as they join the thousands of fellow "Okies" in a mass migration westward. The Joads reluctantly leave behind their Oklahoma farm in search of work and food in California. While Steinbeck writes profoundly and emotionally about the political problems of the Great Depression, his characters also show evidence of a deep concern with spirituality. When they feel hopeless and are uncertain about their immediate future, their concentration on religion dwindles. On the other hand, when they leave their home, the Joads regain spiritual faith; they have something to live for: California. Once they arrive and find only more difficulties, they lose their sense that better things are ahead of them and gravitate back towards thinking politically. However, they finally return to the source of their original faith--religion-- at their most desperate time.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the first characters Steinbeck introduces (after Tom Joad) is the former preacher Jim Casy, who questions his own faith in his initial conversation with Tom: "Ain't got the call [to preach] no more. Got a lot of sinful idears-but they seem kinda sensibleThe sperit's strong in me, on'y it ain't the sameHere I got the sperit sometimes an' nothin' to preach about. I got the call to lead the people, an' no place to lead 'em" (Steinbeck 20-21). His skepticism precludes him from preaching. He still recognizes the importance of his religion, but he is no longer sure of its role in the times of hopelessness. Casy could not preach when neither he nor those to whom he preached had a purpose. When guided by a goal, though, he pro... ...gles with their own faith in the midst of hunger, poverty, homelessness and loss of family are enlightening, and can inspire people who are not in that terrible situation to reconsider themselves. Work Cited Steinbeck, John. The Grapes of Wrath. New York: Penguin Books, 1998. Works Consulted Conder, John J. "Steinbeck and Nature's Self: The Grapes of Wrath." John Steinbeck, Modern Critical Views. New York: Chelsea House Publishers, 1987. 125-140. French, Warren. John Steinbeck. Boston: Twayne Publishers, 1975. Levant, Howard. "The Fully Matured Art: The Grapes of Wrath." John Steinbeck, Modern Critical Views. New York: Chelsea House Publishers, 1987. 35-62. Lojek, Helen. "Jim Casy: Politico of the New Jerusalem." Steinbeck Quarterly, Winter-Spring 1982. 30-37. The New American Bible, Gospel of John. 23:34. New York: The Catholic Press, 1976.

Critical Thinking Sc Essay

The video I decided to watch was â€Å"blood money†. This is my Critical thinking scenario on the situation that was discussed in the video. When it comes to describing the relationship between critical thinking and ethics, there is quite a bit to think about. The â€Å"participants† don’t really have a moral responsibility as they aren’t even alive to know what exactly is going on, and this can be deemed unethical. There really are not any stakeholders involved with the black market trade of organs of executed criminals other than the people doing the dealings. In terms of ideals and obligations that come into conflict from critical thinking and ethics side of things. The ideals of the people that are involved are that they are helping people, at least they think so, and that they are obligated to make sure money is made and organs are delivered as needed. From an ethical standpoint this isn’t ethical at all. Now the best outcome given the consequences is that even though this is black market organs, someone is possibly having their life saved. CONCLUSION In conclusion, there are a lot of ethical and unethical things that happen and are involved in the black market trade of organs from executed criminals in Japan. Right off the bat, people think this is extremely unethical; however, if you critically think about it, there are some ethical CRITICAL THINKING SCENARIO 3 sides to this. One example is that even though no matter how unethical, these people believe, and potentially are, helping to save someone’s life. CRITICAL THINKING SCENARIO 4 REFERENCES https://media. pearsoncmg. com/pls/us/phoenix/1269738887/ANN_11-20- 06_BloodMoney. html.

A Very Interesting Movie On Golden Pond - 888 Words

A very interesting movie On Golden Pond. Not only learning as you get older there are a lot of changes as well when exploring your adolescent’s years. Confusing, anxiety, anger, and a lot more feelings that occur throughout the journey to late adulthood. The movie was mainly on the characters Billy, Chelsea, Ethel, and Norman who were viewed dealing with biological, cognitive, sociological experiences while dealing with obstacles of family struggles. The main character observed was Norman even though it was his birthday and the rivals of his daughter visit. He encounters many emotion’s while on the journey entering late adulthood. Biologically Norman faces fear of aging, but also feeling the past is fading away. Norman attitude changes to due to grief felt as he experiences physical and mental changes, yet it puts relationships in a warp of a tornado. As the movie progress you will see Norman reveal emotions, insecurity, and mental instability and becomes a serious challenge, for example when Norman was lost in the woods he came back running because he was not able to find his way back. With the disease he is encountered with a slow mental decline. Aging adults become very grumpy, arrogant, and impatient, however, Norman will not let go what was once familiar to him, and even if he struggles to claim a command with the younger ones. Not only is Norman facing old age he show signs and symptoms of cognitive impairment in that his memory lost become more noticeable to hisShow MoreRelated Normans Interpersonal Communication in the Movie, On Golden Pond2802 Words   |  12 PagesNormans Interpersonal Communication in the Movie, On Golden Pond EXAMPLE The movie On Golden Pond is a fantastic vehicle with which to consider six facets of interpersonal communication. 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Gun Control Laws And The Rights Granted Under The Second...

A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed (US Const). Although written over two hundred years ago, the Second Amendment to the United States Constitution is still indispensable today. With thousands of innocent Americans murdered from the use of a firearm every year, there is a strong calling for stricter gun-control laws and regulations. Yet, every day United States citizens are forced to use their firearms for protective purposes, frequently saving their lives. While firearms pose a threat when in the wrong hands, restricting their use to only law enforcement is not the answer to ending gun violence. Though the rights granted under the Second Amendment are imperative and must not be stripped away, there are measures that should be taken in order to prevent gun violence, including the expansion of more stringent and thorough background checks and the increase in mental health scre ening. The paramount function of the rights granted under the Second Amendment is the ability for citizens to protect themselves from violent or intrusive attacks. Millions of Americans own a firearm for defensive purposes, most commonly to protect against an intruder. In fact, four to six percent of gun owners reported using a gun for self defense within the last five years (Sowell). Not only is the use of firearms for self-defense common, but it is also highly effective. Crime victims whoShow MoreRelatedThe Cons Against Gun Control in the United States810 Words   |  4 PagesGun control is a topic that stirs a strong opinion from the general public. 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